Patana News Volume 25 Issue 32

Peter taylder

Primary rePorting and Assessment Review

Peter Taylder, Senior Teacher, Leading Student Progress

Did you know?

“In the UK, report cards were cards which misbehaving students were required to carry with them to each class, at the end of which the teacher would enter a failing or passing grade in conduct for that class. Usually, the student was required to carry the card for a week and finish the week with no failing grades in order to be relieved of having to present the card for the following week. In the United States, these were called “conduct cards” in many schools.” Wikipedia

Overthe course of the year, we have been reflecting on the role and purpose of reports and assessment. Certainly, a lot has changed since the above!

As part of a 2022/23 Development Plan goal, we set out to consider the following key questions:

1. What do students and parents need in a report?

2. What purpose does a report card have?

3. What types of assessment do we need to provide a broad picture of student abilities?

WHAT WE DISCOVERED

The current format of the school report has been in place since 2015. We started using the International Students’ Assessments in 2016.

Our observations were that:

-The use of levels is outdated;

-We need a system that clearly shows parents and students where they are achieving within our curricula and which areas they need to improve upon;

-We need to consider if students receiving support from our Inclusion teams need a different type of report;

-More teacher comments could help personalise the reports

-Transition to Year 7 is important;

-Wider summative assessments would help support high quality teaching and learning.

WHAT DID OUR COMMUNITY HAVE TO SAY?

We used survey data from different groups within our school community: Parents, Year 6 students and our middle leaders. A summary of their response follows.

PARENT SURVEY

The survey was carried out in Term 2. 176 parents responded and 61 wrote detailed comments. Here is a summary of the responses, which are paraphrased:

-The graphs are somewhat useful, but the levels are confusing and do not make sense;

-The reports are impersonal and lack detail;

-More teacher comments would be useful so that parents can gain insights into their children’s areas of strength and how they can help them in areas that need improving;

-If parents have questions about the reports, it is difficult to follow up with teachers as the reports are only made available from the last day of term.

YEAR 6 STUDENT SURVEY

33% (56) of the 116 students surveyed left comments:

-19 wanted to have more feedback on what they could do to improve;

-Eight would like the reports to be easier to understand;

-Six wanted more teacher comments.

MIDDLE LEADER FEEDBACK

We asked our Middle Leaders if they were in favour of removing levels. As you can see from the 23 responses below, they are. The reasons they gave were:

-Levels are outdated - the UK phased them out between 2014 and 2016;

-Parents find them confusing.

WHAT ELSE DID WE DO?

We also looked at a range of reports from other schools to compare with, namely: UWC, Sri Kuala Lumpur, Amnuay Silpa, Bangkok Prep and ELC. The best reports had written commentary from the teachers.

Furthermore, we have been working closely with our Secondary colleagues, Luke Jones (Assistant Principal of Curriculum and Assessment) as well as Simon Griffiths (Key Stage 3 Curriculum Innovation Leader). This has been very valuable, as we wish to have a common language around assessment and reporting, particularly to support our Year 6 students and their parents as they

transition from Year 6 to Year 7. We will continue to work closely through 2023/24 and into the future.

What can you expect to see for the remainder of 2023?

JUNE

This year’s Term 3 Report for FS2 and Primary students will be available from Tuesday 20th June, the same day that the Secondary Reports are available on Parents’ Gateway.

This will give parents the opportunity to contact teachers if they have any questions about their child’s report.

AUGUST/SEPTEMBER

Report template prototype developed .

SEPTEMBER - NOVEMBER

Parent workshop

New standardised assessment being trialled in Year 4: the CAT4 Cognitive Ability Test from GL Assessment.

DECEMBER

New report format in place.

Year 6 Student Survey Results

I look forward to sharing more information about these developments in the new academic year and would like to take this opportunity to wish you a happy last few weeks of term.

Year 6 Student Survey Results

Year 6 Student Survey Results

Middle Leaders Survey Results

saving the icy giants

Ana Bolakoso, SEC Key Stage 3 Representative

The70th anniversary of the first ascent of Mount Everest by Sir Edmund Hillary and Tenzing Norgay Sherpa reminds us of the remarkable achievements of human explorers. However, it also highlights the profound impact of climate change on the world’s glaciers. Glaciers are vast bodies of ice and have been retreating at an alarming rate due to climate change. Rising temperatures have accelerated the melting of glaciers worldwide. The increased incidence of heatwaves, along with reduced snowfall, have disrupted the delicate balance that sustains these icy giants. The consequences of glacial retreat are far-reaching and impact various ecosystems. Glaciers serve as a source of freshwater, feeding rivers and lakes that supply water for drinking, farming and to produce hydro-electric power. As glaciers dwindle, the flow of water diminishes, leading to water shortages in mountain communities.

Melting glaciers also contribute to rising sea levels. As glaciers lose mass, vast quantities of meltwater flow into the oceans, causing sea levels to rise. This sum mer I will visit my home country in the Fiji Islands.

This also affects farming by wiping out crops making agriculture a struggle to sustain a reliable income. Did you know that the people of Kiribati have been so badly affected, many have been relocated all the way to New Zealand on a permanent basis. This has led some to call them “climate refugees”.

Sir Edmund Hillary, beyond his mountaineering achievements, recognised the importance of environmental conservation. Inspired by the people he met and landscapes he explored during his Everest expeditions, Hillary dedicated his life to improving the well-being of communities in the Himalayas. He established the Himalayan Trust, promoting education, healthcare and environmental sustainability.

NB - Bangkok Patana made a donation to the Himalayan Trust in honour of Everest 70.

Eco-EntrEPrEnEurs Buzz into Action!

During ECA Block D, a small but enthusiastic group of students have taken part in the Sustainable Beeswax Wraps ECA. Beeswax wraps are a reusable alternative to plastic wrap or zip lock bags which are made using fabric and melting onto it organic beeswax. When the beeswax dries it creates a tacky feel to the fabric, which allows it to be moulded around your food stuffs or leftovers in the same way plastic wrap works. Beeswax is magical stuff with antibacterial qualities, meaning it can be washed in warm water and re-used. The students sourced secondhand school uniforms and then cut them into various sizes and shapes. Watch a quick video here to see the whole process.

Not only did the team have to upcycle the products they also had to do market research to determine the pricing, decide on packaging and create advertising materials, not to mention participate in serious business meetings with the PTG Shop Manager Miss Safy. What busy little bees!

For a limited time their products will be on sale in the Tiger Shop – 150 THB for a pack of three, with all proceeds going to the Student Environmental Committee to support their work in Northern Thailand.

Here are some reflections from the students involved:

“This ECA is really fun and you get to collaborate with others and co-operate to produce sustainable product.” -Emily, 5L

“This ECA is really unique and interesting.” -Eshaal, 5C

“I really liked how we had the opportunity to sell our products at the Tiger Shop and that is not something you get to do every day. It was fun to work as a team to make our products.” -Sophia, 6J

“When I joined this ECA I learned helpful skills to live a more sustainable life. I also got to meet new friends. It was fun and made me happy to make something useful and special.” -Viola, 5B

“I enjoyed how we were able to use old Patana uniforms and make into something new and cool!” -Anon, Y6

Cindy Adair, Cross Campus Assistant Principal, Continued Professional Learning

Patana PARticiPAtes! Achievements from Our Community

Nodchaya (Abbie) Pongpat, 9K

Supporting the Soi Dog Foundation

The journey began when my mom and I volunteered to do some work at the Soi Dog Foundation in Phuket. There, we met a special dog named Momoshi. She had a badly wounded leg and Soi Dog Foundation had rescued her by providing medical care, which included amputating her front right leg. Inspired by Momoshi’s story and the incredible work of the Foundation, my family and I decided to adopt Momoshi – giving her a forever home.

While adopting Momoshi was a significant event for our family and a contribution to the Soi Dog Foundation, I wanted to do more to support the Soi Dog Foundation’s lifesaving efforts. That’s when I decided to initiate the fundraising. I embarked on a journey to raise an initial USD $1,500 for their cause. To achieve this goal, I discussed several ideas with my parents. We decided on the sale of gift baskets, which would not only provide a valuable fundraising opportunity, but could also raise awareness about the Soi Dog Foundation and its mission. In addition to the gift baskets, we also sold raffle tickets to our friends and family in the US. The prizes for the winners were “Treasures from Thailand”. The response was overwhelming and the support I received far exceeded my expectations. Through hard work, determination, the generosity of others and dedication from my parents, the fundraiser surpassed its initial target, raising over USD $5,000.

Moreover, I was humbled to receive additional donations from the “Give Back for Impact Foundation” from the Hill family. Their generosity reaffirmed my belief in the kindness and compassion that exists in the world.

Looking back, I feel an immense sense of pride and fulfilment in what we have achieved together. The funds raised will go a long way in supporting the Soi Dog Foundation’s mission to help street dogs and cats across Asia. It is heart-warming to know that our collective efforts will make a tangible difference in the lives of these animals.

Once again, I extend my deepest thanks to my parents, family and the supporters who made this fundraiser

a success. Together, we have made a positive impact on the lives of countless animals and I am filled with hope that our collective efforts will continue to create a brighter future for them.

Arts CounCil

Svari Teya, 8C

“Piano is about listening to yourself, whilst in the orchestra at Bangkok Patana, it is more about listening and working with others.” -Svari Teya

I have been playing piano and violin for at least seven years and I love it. Sitting down next to my friends in the Patana Orchestra is my favourite part of the week. Under the guidance of Ms Ujhazy, we deliver our best possible sounds and performances to our audiences.

This year, we rehearsed tirelessly, giving our best in the Bangkok International String Festival at ISB, Patana Key Stage 3 String Festival, The Christmas Concert, Patana Classic Meets Jazz Concert and the Patana United Concert. I love practising and performing classical pieces with the members who play different instruments, creating something together. Also a soloist, I love to use the techniques I have learned to make the pieces my own.

Outside of school, piano and violin have also helped me meet some incredible people. Recently, I even had the chance to play at the Thailand Cultural Centre in a 1300-seat auditorium, performing an 11-minute piano concerto, accompanied by the Thai Youth Orchestra. Click here to watch my performance

Working with such talented musicians challenges me and motivates me to practise hard and give them my best. In international competitions, I have played amongst amazing peers–the highlight of 2022 was earning second place in my division from the Steinway Youth Competition, one of the most challenging and biggest piano performance contests in Thailand.

Throughout the years, I have learned a lot from playing in concerts, charity events, school assemblies and solo-festivals. I am grateful for opportunities and will commit to grow as an artist.

Photo by Ethan White, 10K

early years’ liBrary

Primary liBrary secondary liBrary

Comic Books & Chapter Books

Fiction Non-Fiction

Comic Books

Fiction Non-Fiction

Fiction Senior Fiction

Life Collection Non-Fiction

Home Languages

Summer Reading

LIBRARIES’ SURVEY RESULTS

E R M 3

year 10 visits AseAn cultuRAl centRe

Rattana Chanruam, Thai Curriculum Leader

On their recent trip to the ASEAN Cultural Centre, Year 10 students were asked to reflect on cultural similarities and differences. Below are some selected responses:

pines, Vietnam’s main language also uses Latin characters which were developed by the Portuguese missionaries.

CLAIRE, 10M

BEN, 10C

ASEAN is a free trade organisation consisting of 10 Southeast Asian countries (Myanmar, Thailand, Laos, Vietnam, Cambodia, Malaysia, Singapore, Indonesia, Brunei, and The Philippines). These countries all have cultural similarities and differences, for example, Thai and Laos both share a similar language dialect which is why some of us can understand partially whenever a Lao person speaks. Religion throughout the Southeast Asia region ranges from anything like Christianity, Buddhism, Islam, and many other religions.

Among many festivities, there are some similarities such as the Songkran festival where there are alternative variations that can be seen in other countries such as Cambodia or Myanmar where they sometimes replace water with powder or have more or less days of celebration. There are also musical similarities, for example, typical Vietnamese music could be easily mistaken as a piece of Chinese music, since the style was inspired and derived from China.

Around the 16th century, many of the countries that are part of the ASEAN organisation had been previously colonised, for example, the Dutch colonised Indonesia, and the United States maintained presence in The Philippines. Plenty of the food eaten in Southeast Asia is often inspired by countries abroad, for example, the Lao Salad use of a baguette was inspired by the French.

TANG-MO, 10M

Although they’re all different countries, they have many similarities and differences. Songkran is celebrated in Thailand, Cambodia, and Laos. Some differences are the religion of each country. Since then, another country has colonised and adopted some of its cultures, including religion. For example, the Philippines was colonised by the Spanish, so the country’s main religion is Christianity. Not only did the Philippines pick up the religion, they also picked up their language. Some Filipinos today can speak Spanish and English and their language uses Latin characters as well. Laos and Vietnam were also colonised by the French, but they did not adopt the religion. Like the Philip-

One of the similarities in ASEAN culture is the festivals. Although many countries have traditions and ceremonies that are unique to them, there are some that are shared across many countries such as Songkran (Thailand, Myanmar, Cambodia and Laos) and Loy Krathong (Thailand, Laos, Cambodia, Myanmar and Malaysia). Another similarity is the ingredients in their food. All ASEAN countries eat rice and there are other things such as coconut milk and noodles that are commonly seen in cultural dishes of ASEAN countries. Furthermore, the ASEAN countries have similar religions. Before other countries began to explore the world, the majority of the ASEAN countries believed in Buddhism, which is still the main religion in ASEAN countries today. However, many countries picked up on other religions such as Islam (Malaysia, Brunei, Indonesia and Singapore) and Christianity (Philippines). Many ASEAN countries speak more than one language so some are bound to overlap such as English (Singapore and Philippines) and Chinese (Malaysia and Singapore).

An example of the cultural differences between ASEAN countries is the food. Although their food has similar ingredients, they are all very diverse in terms of flavour. Many of these dishes also took inspiration from other countries such as pad thai which took inspiration from chinese food and Bánh mì which took inspiration from French food.

These countries also have different languages. Some of them may look similar such as Thai and Lao but they are all unique in their own way. Lots of these languages, like these countries’ food and culture, have taken after other countries as well. A prime example of this would be the Vietnamese language as a large portion of their vocabulary has been borrowed from Chinese and many words such as words for objects, foods and technology have been borrowed from French as these certain things were introduced to Vietnam during the colonial era. Another example is Filipino, which is based off Tagalog (another language commonly spoken in the Philippines) but it is also similar to English, Spanish and Malay.

KRISH, 10M

There are 10 countries in ASEAN that have some similarities. Songkran festival is celebrated as new years for some countries in ASEAN. Some of the countries in ASEAN are the same religion like Thailand and Laos are both Buddhist countries and they have the same concept when praying for good deeds for the people and communities and this is linked to being a good global citizen because people come together in respect of a shared religion. As they share the same religion they come together which is good for our planet so that people won’t fight as much and come together in peace and not make fun of other people.

gcse art triP to Bang rak

Marie-Claire Redman, Secondary Art Teacher

Earlier this week, Year 10 GCSE Art students explored Bang Rak. After a short walk to enjoy some architecture and street art, students got the chance to visit two art complexes, Warehouse 30 and River City Bangkok, which truly celebrate the varied art community in Bangkok.

The galleries showcase traditional Thai Art, as well as collectibles from around the world and some exciting examples of contemporary Thai art over a variety of mediums, such as painting, sculpture, printmaking and graphic art. Students spent the day sketching from observation and taking photographs and this work will all feed back into their coursework project and the practical mock exams later this week.

wildlife sPotting with Coke wheRe cAn i see elePhAnts in thAilAnd?

Alexander Coke Smith IV, Secondary Environmental Sciences Leader

Elephants are the national animal of Thailand and are part of so much folk lore in the Kingdom. Many Thais feel that elephants are a symbol of good luck and are especially revered. So today I thought I would spend a bit of time on where one can see elephants, as well as sharing a bit of information on the different species of elephants the world is blessed with.

Many years ago, I was in a conference at the University of Washington and one of the speakers was talking about DNA identification of elephants and how it can be used in antipoaching efforts. He mentioned in passing that there were no wild elephants left in Thailand. Now, I found that to be strange considering I had just visited Thailand and had actually seen some! This was before I was living in Thailand full time, but now that I am, I know there are several locations where folks have a very strong chance of seeing an elephant in the wild. (There are just over 3,000 wild elephants in Thailand!)

Three places stand out that I would like to highlight. Kui Buri National Park in Prachuap Khiri Khan Province is an awesome place where you would very high likelihood of seeing wild elephants (click the link for details). This is a community effort between the local pineapple farmers and the Forestry Department whereby local farmers, who have traditionally been at odds with the elephants, will take visitors in via truck to see the elephants (and gaur if you are lucky!). You are no longer allowed to take your own vehicles but knowing you are supporting a great community-based eco-project is well worth it. And the farmers know exactly where to find the elephants!

There are two other spots that I would recommend. One is Khao Yai, where you stand about a 50% chance of seeing elephants. I have seen many lone bulls there myself over the years, but my goal is to see a large

matriarchal family herd in one of the mineral licks one day. Kaeng Krachan is another good location, although the odds are less than other locations. I have seen them there about a dozen times or so.

So what species are our elephants here in Thailand? They are officially Asian or Indian Elephants (Elephas maximus indicus). There are other subspecies of Asian Elephants - the Pygmy or Borneo Elephant, the Sri Lankan Elephant and the Sumatran Elephant. There are two other complete species of elephants in the world – the African Bush or Savanna Elephant (Loxodonta africana) and the newest species, the African Forest Elephant (Loxodonta cyclotis). I have included images of these two AND some of the subspecies of the Asian Elephant for true elephant enthusiasts! Can you tell them apart?

Colourful Forest Elephants seen in the depths of the Congo Basin

The White Desert Elephant from the Skeleton Coast

A bush elephant taking a dust bath in Ethosha, Namibia

A rare Sri Lankan elephant taking a snooze

African Bush Elephant giving me a warning in Kenya

African Bush Elephant herd in Okavango, Botswana

African Desert Elephant seen in remote Namibia. Could be a new subspecies...

Asian Elephant strolling in Kui Buri

Asian Elephant in Khao Yai grasslands

Borneo Pygmy Elephant seen along the Kinabatangan River, Borneo

Massive Bull Asian Elephant shaking tamarind out of a tree in Kui Buri

Rare Golden Forest Elephant seen in Congo Basin - colour is simply from the mud!

transPort cornEr

BTS Shuttle Bus Price Adjustment:

Starting from1st August 2023, the price for Shuttle Bus coupons will be adjusted to THB 35 (THB 350 per booklet of ten coupons) due to the increased expenses associated with the rising costs of gas and maintenance in recent years.

Booklets can be purchased at the School Cashier. If you prefer to purchase individual coupons, students may do so at the School

Shop or at the Top-Up Station in the Secondary Lounge (near the Noodle Bar).

We greatly appreciate your understanding and cooperation regarding this adjustment. If you have any questions or concerns, please do not hesitate to reach out to us (transport@patana.ac.th).

#249: tiPs foR sAfely using smARt wAtches

Wearable tech is increasingly big business. More than 170 million smartwatches were sold globally in 2022, for example, with Apple biting off the largest chunk of the market (26% - some distance ahead of Samsung, in second with 9%). That’s partly because they have more than 21,000 apps available for their devices, allowing users to customise their smartwatch experience.

Both Apple and Samsung’s products, of course, lean towards the higher spec end of the market – usually with price tags to match. Sourcing a less expensive alternative, however, often also means inferior safety features to protect young wearers. That’s just one of the potential hazards highlighted in this guide to smartwatches. You’ll find tips on a number of potential risks such as location tracking and causing distractions at school, hence why they’re stored in bags during the school day in Primary.

Have a great long weekend.

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration

Reading Sanskrit Love Poetry Today: Before and After Theory

A Talk by Daniele Cuneo

This presentation will spotlight some famous Sanskrit and Prakrit love poems, read and interpreted today in English translation. The first step in this hermeneutical journey will be a prima facie interpretation, carried out from a naïve perspective, in the attempt to “understand” without the cultural burden of the literary and intellectual tradition that originated those very poems. The second step will be a deep dive into South Asian poetic theory, with the introduction and the analysis of some crucial aesthetic concepts (rasa, alaṃkāra, dhvani) as well as some heated debates concerning their usefulness and application to the poetical examples they are supposed to elucidate. The third and final step will be an attempt at re-reading the verses presented earlier on, now with the awareness of their cultural background and the range of differing interpretations they have inspired. By actively merging our initial impressions with the interpretations given by centuries of literary history, our final understanding will hopefully embody a veritable fusion of horizons, the sum total of our vitally present concerns, and the piercing insights from pre-modern South Asia.

D a n iel e C u n eo is ‘maître de conférences' (Associate Professor) in Sanskrit and Indian Civilization at the Université Sorbonne nouvelle, Paris. After obtaining his PhD at the University of Rome "La Sapienza" under the direction of Raffaele Torella, he worked and taught at the three prestigious universities of Vienna, Cambridge, and Leiden. His main areas of research are Sanskrit aesthetics, Philosophy of Language, Tamil Culture, and South Asian Manuscript Studies. His publications include several articles on Indian aesthetics and philosophy, Italian translations of the Mānavadharmaśāstra, the seminal work on Sanskrit jurisprudence, and of the Muttoḷḷāyiram, a celebrated collection of Tamil poems from the midfirst millennium, and numerous contributions to the digital catalogue of the Sanskrit manuscript collections at the Cambridge University Library. His current projects focus on the edition, translation, interpretation, and study of several Sanskrit texts from late medieval Kashmir (Mukula’s Abhidhāvṛttamātṛkā, the unpublished commentary by Sahadeva on Vāmana’s work, and Mammaṭa ’ s Śabdavyāpāravicāra).

VEN UE: Lecture Room, 4/Floor, The Siam Society

Non-Members THB 200

T O BO O K: Khun Pinthip at 02 661 6470-3 ext 203 or e-mail pinthip@thesiamsociety.org

Please book your seat(s) in advance by emailing or phoning your booking to the Society.

Prof. Daniele Cuneo

The Siam Society is deeply grateful to James H.W. Thompson Foundation for its generous support of the 2022–2023 Lecture Series

The Cambridge University Library, manuscript ADD. 864, pages 137-138: Krishna's Play with the Cowgirls