Patana News Volume 23 Issue 18

Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.

Patana

NEWS

Friday 22nd January 2021

Volume 23 Issue 18

www.patana.ac.th

STUDENT PROGRESS DURING CSL

By Suzanne Lindley, Secondary Assistant Principal

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Also in this issue...

Holistic Learning in Foundation Stage/Meet the New Foundation Board Chair/CORE Magazine Launch 22/01/2021

Bangkok Patana School News

Bangkok Patana is a not-for-profit IB World School accredited by CIS

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Student Progress During CSL Suzanne Lindley, Secondary Assistant Principal, Curriculum and Assessment

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ast week showed us that students (and teachers) have readily adapted back to CSL. Year 7 and Year 12 have been especially flexible as Year 7 have responded positively to a different way of CSL to that which they experienced in Year 6, and Year 12 had limited experience through our pre-IB programme in Term 3 when the (I)GCSEs were cancelled (which seems such a long time ago!).

Teachers will model and explain work, and students are regularly given feedback. Assessing students is always a key part of the learning process and in every CSL lesson the teacher is checking for understanding using a variety of methods and tools. As we move through the weeks of CSL, there may also need to be a point at which understanding is assessed slightly more ‘formally’, and that’s part of our regular practice and experience for students.

All students demonstrated their growing resilience and have been highly responsive, organised and motivated to respond to different ways of learning. We try to keep as many aspects of CSL similar to classroom practice as possible, and so the key ingredients of lessons remain the same – sharing the Learning Intentions and Success Criteria, teacher input, flipped learning tasks, student collaboration and independence. Keeping the essentials the same provides stability and security for our students, allowing the learning process to be normalised as much as possible. We have to make adjustments, of course, but the key components remain, as that’s what enables and supports successful learning.

ASSESSMENT AND CSL If this happens, we will carefully consider whether we need to do an assessment at all, thinking about the purpose, validity, reliability and value. We will modify and simplify assessments, making them relevant to the CSL learning process, whilst also reassuring any concerns a student may have about their significance. Assessments inform students about their learning, as much as they inform teachers. The most important aspect of an assessment is not the mark or grade, but it informs students/teachers and provides an important insight into the value of the learning that has taken place.

Across our subjects, we will mix up approaches to By our teachers explicitly sharing the success criteria, assessing learning, as is relevant to the subject and the students fully understand what success looks like, both current part of the curriculum being taught. Through the online and when working independently at home.

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learning experiences provided, students are taking on board new learning and developing and refining skills, as well as developing a broader understanding of a topic and making connections, and they need to know how well this is happening.

In addition, by spacing testing effectively, learning can be consolidated, and teachers can effectively interweave and interleave different skills into the experience. Regular practice and checking supports student learning by training their memories (our short-term memory has limited capacity, so we need to move the information).

to demonstrate an increase in knowledge, deeper knowledge, and greater understanding. By challenging their thinking, they will be building stronger and stronger links, creating more secure frameworks of learning which will serve them well for the future and strengthening them as successful independent resilient learners.

Our teachers are highly skilled in providing generative learning activities so that students are required to think hard about the information they are given in order to turn it into meaningful learning. They need to select, organise and integrate information into their existing schemas (it may be easier to think of this as a framework which helps us organise knowledge of the world and understand new information). Rest assured, the techniques and strategies we use provide support and scaffolding, to enable students to make these frameworks, and students are provided with opportunities to demonstrate their increasing mastery.

Whilst we can appreciate the perception that sometimes exists surrounding assessments, and the anxieties they sometimes create, the people who benefit most are the students. So, whether it’s referred to as a ‘test’, ‘progress check’, ‘exam’ or ‘assessment’, students need to know and understand to what extent they have achieved the success criteria. This informs us what students have learned, how well they learned it, and where the teacher can next take the learning.

Next time there is an assessment, whichever form it takes, students should try to take a positive outlook and see it just as another step in the learning process, an opportunity 22/01/2021

Bangkok Patana School News

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Meet the New Chair of the Foundation Board Mr Matt Mills, Head of School I was very much impressed with how the curriculum and classes are consistently designed with a clear purpose for children’s benefits, even for PE classes. I had thought that they were for physical activity in general and for children to have a good time together outdoors. So, it was a pleasant surprise to learn from a class sheet that different activities such as passing the balls above the heads or between legs and rope jumping were for the development of different muscles of Madura and her classmates in Foundation Stage. I was also impressed with the way subjects were designed so that children understood the connection and deepened their understanding along the way. Crude measurements, say, using Lego blocks were followed by the concepts of precision using tools, and data collection and tabulation to support the testing of hypothesis.

EXPERIENCES WITH EDUCATION Did you have positive experiences as a child attending school, were your teachers super strict?

Yes, I had positive experiences with school. Most teachers were kind, but I remember one English teacher in middle school was very strict. I was a good student so never had any problem with her until one day. In an award ceremony, the school principal awarded me with a badge and pinned it on my blouse. I took it off after getting back to my classroom, not wanting to show off. When the Engrecently held a Q and A session with our newly ap- lish teacher came in, she was disappointed not to see the pointed Chair of the Foundation Board, Dr Tarisa badge and asked why I took it off. I remember sweating profoundly trying to pin the batch back on. I don’t rememWatanagase. ber what she said after that but remember that I left the Thank you so much for agreeing to be our school’s new badge on my blouse throughout the day just in case I ran Board Chair as we are delighted to have someone with into her in the corridor! your calibre and background join the Bangkok Patana Education has changed so much since you attended family. school especially with technology, do you think it is for Thank you. It’s an honor and my pleasure to be the new the better? board chair of Bangkok Patana School, the oldest and the Yes, it’s definitely for the better. Education is more easily most prestigious international school in Thailand. accessible for everyone. Now it’s so easy to learn whatIn fact, you were already part of the Bangkok Patana ever you want to learn from the internet. Technology has School community as your daughter Madura attended certainly played a very important part in education and the school. What were your memories of the school when daily life. Children need to build technological competenMadura was attending? cy. But as educators we must be mindful that it’s equally

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important that children have empathy, ethics, social values Do you have a favourite Thailand destination to travel and other needed abilities to make appropriate judgments to? when technological advancements bring about adverse I’ve many. My family and I have had many memorable or conflicting consequences. trips such as Koh Talu off Rayong with a fine white sand You were Governor of the Bank of Thailand four years, beach, the Similan islands off Phang Nga in the south— that must have been an enormous responsibility? with white sand beaches and colourful coral reefs, Chiang Dao mountain in Chiang Mai for the cold air and specYes, it was. Economic decisions are about making tacular starry sky, Khao Yai for the night safari, etc. choices with tradeoffs. So, each policy must be carefully mapped out to ensure it’s right for the situation, that posi- PRIORITIES AS CHAIR tive consequences outweigh the negative ones. Politicians, What do you foresee as the major priorities in your new with their short-term interests, want and sometimes pressure role at the school? the central bank to keep interest rate low to accommodate The world is changing rapidly due to technology, demoa booming economy. But the central bank must defend the graphics, geopolitics and disruptions among other things. country’s long term economic interests.

Asia is becoming the most important driving force of the If you had to pick one hero who would it be and why? world economy. As for education, universities need to redesign their curriculum to supply graduates with agility Can I pick two, one Thai and one foreigner? to suit the disruptive world, as demanded by the business My Thai hero is Dr. Puey Ungphakorn, a PhD graduate world and society in general . This will have important imfrom the London School of Economics. He was the Bank plications to an international school like Bangkok Patana of Thailand Governor for 11 years starting in 1959, ad- in terms of its focus, curriculum, student mix, etc. We will ditionally he was the head of three other key economic have to closely monitor these changes, including those at agencies and the rector of Thammasat University during the higher educational institutions and keep up with the a politically turbulent time. He left a lot of legacies at the changes. We can continue to be highly successful only central bank in economic and policy formulation and im- when we remain highly relevant. I look forward to working plementation but most importantly, the need to maintain closely with the school board, the management and the central bank independence and integrity to do the right Bangkok Patana community to address these important thing. These values have become the Bank’s key organisa- issues going forward. tional culture. Dr. Puey was a Magsaysay award recipient.

Thank you again for joining the Bangkok Patana FounMy foreign hero is Mother Teresa. We all know about dation Board and we all hope it is a rewarding learning her, so I don’t need to elaborate. She had such a big heart journey for you. in contrast to her petite size.

Do you have any passions outside of work?

Sure. I like gardening, yoga, reading and traveling.

Although the Thai government has announced new holidays, the school calendar remains the same.

2020/21 CALENDAR 22/01/2021

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UNI COUNSELORS’ CORNER

University Offers University of Oxford, History

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ongratulations to Senior Delegate Charlie Golsby who has received a conditional offer from the University of Oxford to read History at Keble College.

“My favourite subject at school is History. Studying History allows us to investigate perspectives, ideas and experiences from the past and learn from them.

I enjoy exploring the links between the cause and consequences of events, and connecting them with other subjects, such as economics and politics. I find myself exploring the subject in depth, and my time at Bangkok Patana has fuelled my desire to continue studying History at university.”

Charlie talked about his plans and his interests as Senior Delegate.

In the Spotlight...

Leiden University, Netherlands

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eiden University is located in the charming Dutch town of Leiden, a medium sized city rich in cultural heritage in both the arts and sciences. Home to stunning botanical gardens, the Hortus Botanicus Leiden is the oldest botanical garden in The Netherlands. In fact, Leiden University is the oldest university in the Netherlands. Leiden University ranks 19th in Europe and 67th overall in the Times Higher Education University rankings. It is a member of the League of European Research Universities and is twinned with Oxford University.

Leiden University offers 12 programmes taught in the English language for Bachelor’s degrees including Archaeology, Arts, Media and Society, Cultural Anthropology, International Relations, Linguistics, Political Science, Psychology, South and South East Asian Studies and Urban Studies.

Sixteen Nobel prize winners are associated with Leiden University including Albert Einstein who lectured there. Four professors were awarded Nobel prizes for their research performed at the university. Other notable alumni include Queen Beatrix of the Netherlands, Enrico Fermi, author Henry Fielding, computer scientist Edsger Wybe Dijkstra, and, of course Rembrandt.

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The Need for a Broader Perspective Karel De Cock, Careers and University Counsellor

“I feel that I won’t use this subject later in life.”

various professions but develop skills and broaden your perspective. The world is also a more interesting place “It’s not a subject that I want to take because I don’t think to someone who can analyses and think critically from it will be useful for me.” different viewpoints. Being able to have discussions from differing perspectives, is what you receive from studying “Why should I take that subject, I won’t need it?” various subjects.

Statements like the ones above and others similar are Imagine going to the beach and looking at the what the Careers and University office often hear from students when discussing which (I)GCSE and/or IB surroundings. Some people may only see the rocks and subjects they should select. Students have decided what the sea. Another may look beyond that, noticing the wave they want to study at university and believe that any courses crescents, force of the wave crashing against the rocks and that are not related to that university program are “useless”. the influence of erosion on different stones. Some may look Granted, there are universities that have specific course at the seaweed in the ocean and think about the chemical requirements, and grades, for certain degrees. Typically, reactions that are taking place. Education changes our it is only one or two pre-requisite high school courses eyes, lets us see things differently. A narrow education, and it is always important to meet with your link university merely serving ones chosen profession, narrows our view counsellor to learn which degrees those are. The Careers of the world. Students, at this age, should strive to study and University team regularly talk with admissions officers varied subjects that will give them a broad view of the to have updated information about degree requirements. world.

There are also many universities and degrees that do not have pre-requisite courses and evaluate students solely DEVELOPING DIFFERENT SKILLSETS When students study a variety of subjects, they on the grades they achieved in Years 10 – 13. Universities want to see students who have challenged themselves understand the many aspects of a problem. When coming academically and if there are not any pre-requisite up with solutions, they can offer more feasible ones as they courses for the degree, want to see a breadth of study as studied the issue from multiple angles. They have a better well. Students should not view (I)GCSE and IB courses sense of their surroundings. Their cognitions are better, and primarily as knowledge based rather as skill development. they learn to pick and apply the necessary facts as and when required.

BROADENING PERSPECTIVES Skill development is more of a necessity today than For example, to study medicine it is important to take it ever has been. People need to have skills rather than IB Science subjects. It is necessary to have background just book/content knowledge. As certain jobs and tasks knowledge and a strong foundation in science to follow this become more automated, it will be the individual’s skillset path. Theatre is not directly related to medicine and does that will differentiate us. Skillsets will enable people to not offer any content knowledge to a medical program. secure good jobs and have better career mobility.

However, confidence, understanding empathy, reflective awareness, and impromptu thinking are important skills for Students have immense options and possibilities a doctor to have when dealing with patients. This skillset available to them. In order for them to excel we should can be developed and strengthened in a theatre course. encourage them to explore and remove the notion that These are a set of skills that will benefit a medical student. subjects are only content based and some are not as “useful” as others. A person looking to make a mark in We learn to better ourselves - to become all we can the world needs to be creative and have a broad skillset. and to realise our potential. A good, broad education is There is no better way of achieving that then by expanding an asset for a lifetime: it is not just a key to open doors of your course selection.

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Bringing Parents’ Evening into the 21st Century: Flexible and Functional!

Suzanne Lindley, Secondary Assistant Principal, Curriculum and Assessment

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osting a virtual parents' evening is just one more way which we have had to adapt within the last year, but essentially the purpose remains the same – to maintain the communication between school and home about a child as an individual.

We are all finding ourselves in new situations and each one presents new challenges, but nothing we cannot overcome as a community. What we are finding is that there are benefits to these new ways, and a virtual parent conference does have its positives. It is important to remember that we are all in this together and it’s a new experience for us all, and as, such, things do not always go perfectly or according to plan, and that’s okay, as that is the reality.

WHY IS EFFECTIVE TEACHER-PARENT COMMUNICATION IMPORTANT? There are many reasons why it is important for us to continue with the Year 10 Parent Conference this month.

The PCs are one of the ways in which we are maintaining connections with parents and students, continuing to develop the trusting relationship to enable us to work collaboratively to support learning at home, which is more important than ever at this time! Teachers being able to celebrate with parents the positives and individual strengths students have shown so far in the current programme of study makes great listening and is hugely reassuring.

Never before has the importance of highlighting what students are doing well been more paramount.

can be beneficial, both in terms of practicalities such as being able to hear more clearly, but also it feeling like a more natural conversation. Surrounded by the comforts of your own home/work space, the greater convenience and flexibility over days/times, and for our parents who are not in the country, it provides an opportunity to be part of the process and is therefore more inclusive.

Once you get into the mode of this new way, conversations can flow more naturally, without fear of being overheard. There are no distractions and an engaged audience creates an environment in which all parties can talk openly and honestly, resulting in highly productive meetings. It’s so impactful to heap praise on students when currently they may be feeling less connected and they are faced with uncertainties about when they can return to school.

It has been good to provide students with the opportunity to take responsibility and have ownership of making the appointments; as the link between school and home they develop wider skills and are the key communicator – this is all part of a learning experience.

The essence of the conversation does not change whether it’s in person or virtual. It’s important for a student to reflect on where they feel they are, and for teachers to share what the successes have been and to focus in on what and how to develop next. For our Year 10s, it also supports theirs and parents’ understanding of where teachers anticipate students will reach by the end of the two-year course, and where they currently are in relation IT’S NOT ABOUT WHAT THEY ARE LEARNING, to that. As well as reflecting on the first term (and a bit) the BUT HOW THEY ARE LEARNING. key aspect remains on the focus forward; what the student Parent conferences are a three-way dialogue and needs to do next to improve their learning, whether that provide the student the chance to reflect on their own be in the class, at home, or developing their independent learning, ask questions of the teacher and be guided on skills, and how that can best be supported by the teacher those key next steps. Articulating this in the presence of and parents. parents strengthens the transition of the learning experience It’s important to acknowledge that parents' too, are between school and home (or home and home at the facing fresh challenges, and their on-going support for moment). It’s a collaborative process, where school and home work together with the common goal of the students’ their child and the school provides the fundamental basis for our strong home-school partnership. Although they are development and growth as the number one priority. different, virtual conferences are one way to make things One of the impacts of these meetings being held remotely feel more ‘normal’, and ‘normal’ helps us feel more safe is that for many people, being in their own environment and secure.

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Holistic Learning in Foundation Stage Dean Chaudhry, Foundation Stage Leader of Learning and Curriculum well-being calls, students and teachers have the chance to share with one another about the learning that’s been taking place at home.

In addition to these calls, Foundation Stage (FS) teachers post new activities daily to the CSL blog. These resources are carefully designed to support the overall Bangkok Patana FS core learning framework as well as the specific areas of curriculum that are being focused on at a given moment.

Each day, students access these resources at home, learning alongside their primary caregivers - and they know that they will have the chance to check in with their classmates and teacher to share what they’ve done! This week, our classes looked at Traditional Tales - namely The Three Little Pigs, Goldilocks and the Three Bears, Billy Goats Gruff, and The Gingerbread Man. Students have been excited and hands-on in their at-home learning settings, creating puppet shows, paintings, stage props, and even some short skits!

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olistic learning is at the heart of our approach to early years learning in Foundation Stage (EYFS) at Bangkok Patana. Supporting this for our students while they learn at home has been our top priority. In this holistic approach, teachers consider how to stimulate curiosity, foster engagement and differentiate for each child across a set of core areas of development as well as specific learning areas. Our goal is a learning experience for our students that integrates child-initiated inquiry, discovery and psychosocial development while providing rich teaching resources and a professional focus on specific, qualitative outcomes for each student.

Even at a distance, our FS students have been able to immerse themselves in storytelling at home through the CSL blog resources and share their imagination and learning with their classmates during our well-being calls.

In EYFS, the core areas of development are Personal, Social and Emotional Development (PSED), Communication and Language and Physical Development; these are woven into all of our activities across our specific learning areas of Literacy, Maths, Understanding the World and Exploring Art and Design.

For EYFS at-home learners, we have three well-being calls each week in small groups; this is very important for Personal, Social and Emotional Development in particular.

It’s lovely to have the children interacting with one another and with their teachers in small groups. During these 22/01/2021

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CAT/CAS CORNER

CORE Magazine Launches Luanne Poh, 11M and Rie Aiyama, 11L, Head Editors, CORE Magazine

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ORE Magazine is a Year 11 project which involves a group of passionate students producing a magazine with poetry, prose, art and photography submissions from the rest of the student body. Established over 20 years ago, the magazine is a Bangkok Patana tradition and has had a multitude of themes chosen by the Year 11 cohort over the years. As a student-led project, we aim to give our peers a platform to create and express themselves freely, as well as encourage interest in literature and the arts.

piece by the Bangkok Patana community!

CORE Magazine is an excellent opportunity for everyone, whether you’re a first-time writer or a seasoned artist. Seeing your work in the pages of a professionallyprinted magazine is a feeling that is both gratifying and liberating. We strongly encourage everyone to try and participate: so get inspired and start creating your own art or writing!

Please email coremagazine@patana.ac.th to submit, and follow us @coremag23 on Instagram to keep up with This year’s CORE theme is “CATHARSIS”, which is the process of releasing strong and repressed emotions. our regular updates. The new deadline for submissions is What helps you de-stress and relax after a long and busy 31st January. We hope to see your submissions for this day? When you’re feeling down, what cheers you up and year’s theme: CATHARSIS! helps you forget about your negative feelings? These are questions that we can ask ourselves for inspiration, since the theme can be interpreted in a number of ways. Given the numerous challenges that everyone has experienced during the pandemic, we believe that “CATHARSIS” is a theme that everyone can relate to similarly.

At the end of Term 1, our team hosted an event to promote the new theme. Using a Post-it wall, we collected responses from Secondary students and staff for the questions “What is Catharsis to you?” and “What makes you happy?”. The event was a resounding success, with participants sharing answers such as family, friends, sports, movies, books and many more. These responses will be featured in the upcoming magazine as a collaborative

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173: The WhatsApp Migration T

here was a backlash to WhatsApp recently after it posted overhauled privacy policies. Some people think the messaging app will now force those using it to hand over their personal data to Facebook, which owns WhatsApp, but that’s not quite right. WhatsApp’s policies changed cosmetically and not in ways that give Facebook more data.

The bottom line is that Facebook already collects a lot of information from what people do on WhatsApp. Here’s what changed with WhatsApp, and what didn’t: Facebook bought WhatsApp in 2014, and since 2016, almost everyone using the messaging app has been (usually unknowingly) sharing information about their activity with Facebook. Facebook knows the phone numbers being used, how often the app is opened, the resolution of the device screen, the location estimated from the internet connection and more. Facebook say they use this information to make sure WhatsApp works properly. Facebook can’t peer at the content of texts or phone calls because WhatsApp communications are scrambled. This Wired article is also useful in explaining more.

WhatsApp has a lot of positives. It’s easy to use, and communications in the app are secure. But yes, WhatsApp is Facebook, a company many don’t trust. There are alternatives, including Signal and Telegram — both of which have gotten a surge of new users recently and are now number 1 and number 2 free app downloads in Apple’s App Store and Google’s Play Store.

This Wall Street Journal article does a good job at helping you choose a private, encrypted chat app; choose wisely.

Stay safe.

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration

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STUDENTS SPEAK What is Moore’s Law, and Why is it Ending?

Tanakrit (Ike) Sintavanarong, 12C

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his particular facet of the computing world was coined by Gordon Moore, one of the founding members of Intel, a technological giant you may recognise today.

You may not know what Moore’s Law is. It is a prediction and observation which states that the number of transistors which manufacturers could fit on a single silicon chip would double every 24 months, or two years.

Beginning with a mere ten transistors in 1960, modern day silicon chips can hold up to 10 billion transistors. That’s right. 10 billion.

However, it is likely impossible for Moore’s Law to continue its trend of exponential growth for long. As the number of transistors double, and the space provided to silicon chips remains relatively small, the transistors themselves must be made to shrink ever smaller and be arranged ever neater, in order to fit them all on the silicon chip.

As such, the costs of pioneering technology to print ever smaller transistors rises exponentially as well, starting with only a few million dollars and nowadays peaking at 10 billion dollars, a staggering price which even tech giants can no longer afford to invest in.

So what is the solution? In order to continue increasing the speed of computers, tech companies must now use creative ways to squish ever increasing amounts of transistors onto their silicon chips. For example, finding a new way to arrange and order the transistors so that more can be printed onto the same area. However, there are also alternate forms of computing, such as biological and quantum computing which are yet unexplored, or relatively unexplored, which hold great potential for the future.

Cypher Magazine online

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Desert Island Discs With Tim Jarrett, Head of Year 13

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his column follows in the style of the famed BBC podcast which features a celebrity every week – here we feature our own Bangkok Patana celebrities! What eight songs, one luxury item and one book would you take with you if you were stuck on a desert island?

Today Head of Year 13 Tim Jarrett is stuck on a desert island.

MR JARRETT, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU? Live Forever - Oasis Parklife -Blur Bluetonic - Bluetones Back In Black - AC/DC Summer Breeze - Isley Brothers Money For Nothing - Dire Straits North Country Boy - The Charlatans

Listen to Mr Jarrett’s playlist here

Dog Days Are Over - Florence and The Machine PICK ONE LUXURY ITEM YOU WOULD WANT TO HAVE WITH YOU. THIS ITEM MUST BE INANIMATE AND OF NO USE IN ESCAPING THE ISLAND OR ALLOWING COMMUNICATION FROM OUTSIDE. Cricket bat WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU? Notes from a Small Island by Bill Bryson Catch the real Desert Island Discs on BBC. Now that you are stuck at home, what are you listening to? Have a list of your own? Let us know! Contact SHKN with your favourites.

Contribute your article for publication in the magazine and in the Patana News! scientia@patana.ac.th

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the m o r f t es The lat

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COMMUNITY

View details and application process here

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PureHeart 60 minute one on one meditation courses for beginners and meditators (free of charge)

khantisara.bkk@gmail.com

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