Patana News Volume 26 Issue 22

The Long Win

Alice Curwood, Cross Campus Assistant Principal

Back

in September 2023 at the FOBISIA PE & Sport conference in Singapore, I was lucky enough to meet Cath Bishop, an Olympic rower who competed at three Olympic Games. Highlights of her career include winning the World Championships in 2003 and an Olympic silver medal in 2004. Bishop’s workshops during the conference varied from high performance, resilience, teamwork, negotiation and leadership. Bishop has written a book ‘The Long Win’ which presents a case for reevaluating our approach to success in sport. What really stood out from listening to her speak was her message that we should all consider a new way of redefining success, addressing the long term impact a win-at-all-costs approach can have.

This message prompted me to take some time out to think about our Sport & ECA programme at Bangkok Patana School and how we could use new strategies to reframe how we celebrate success of our students, ensuring our overriding message focuses on the process, not the sole outcome of one fixture or tournament. This led me to ask the question.

COULD WE DO BETTER?

Traditionally, success in sport has been equated with victories, trophies, and sharing our placings in tournaments. While these achievements undoubtedly hold significance, Bishop invites us to consider a broader perspective, one that encompasses the invaluable lessons learned through adversity, the resilience forged through setbacks, and the personal growth experienced by each student athlete along their own journey. An example of how we could reframe this within our community, could simply be to start all conversations following a fixture or a tournament by

asking our students ‘What did you learn today?’ or ‘What positive traits did you display today in the game’, as opposed to starting a conversation with ‘Did you win?’.

In her book, Bishop states, “The process matters because it is where we spend most of our time and where we can have the biggest impact.” This underpins the importance of celebrating the day to day efforts of students we see in training, the incremental improvements we see in individuals week to week or during a season, and the moments of triumph that contribute to the overall development of our students. At Bangkok Patana School, we pride ourselves on fostering a culture of academic excellence, personal growth and character development. Yet, in our pursuit of excellence, do we truly celebrate the full spectrum of achievements within our sporting community? Following a tournament, do we give equal importance to the journey our sports teams have been on and celebrate this, or do we solely focus on the win or loss we experienced in the final game that determined our finishing position. Either way, what are both of these teaching our students in the long run and how can we ensure students themselves start to balance both of these without prompting from us?

Success in sport transcends the scoreboard; it encompasses the friendships formed, the skills honed, and the values instilled through participation. Our Senior Girls’ Basketball team verified the emphasis we already place on this as a school during their recent SEASAC final defeat in Singapore. The group of students were in a team huddle following the conclusion of the game with their two coaches and one student shared with the rest of the group ‘It is what we learn from this that will allow us to come back stronger next year, the legacy our Year 13 teammates leave behind is not that we lost their final game, but that with dedication, mutual respect for one another and drive, we can all achieve anything we set our minds to. It won’t always go our way in sport, but we know we gave

it everything and didn’t give up until the final whistle. This will only help us next time we find ourselves in a challenging situation.’ From this quote alone, we can celebrate the learnings, growth, and resilience displayed by our student athletes. Let us continue to champion a culture that values effort, perseverance, and personal progress, above all else.

For me, one of the biggest impacts we can have during a student’s time at school is for them to be able to apply all of their learnings through sport to everyday life. At Bangkok Patana School, we may see a few students go on to compete in sport at a high level, whether it be a Division 1 Volleyball College in America, National League Hockey in the UK or perhaps even an Olympic Games. However, most will enter full time employment outside of sport. With this our aim is to see them continue either competitive sport or recreational physical activity, with an understanding of how this benefits their overall emotional, physical and social well-being. If they can do this, alongside applying a learnt skill set of collaboration, commitment, trust, risk-taking - the list goes on - then we have positively impacted their character, all through their exposure to school sport during their time at Bangkok Patana School.

Here are some quotes to leave you with from Bishop’s book:

“The way we define success can shape our behaviour and the outcomes we achieve.”

“The process matters because it is where we spend most of our time and where we can have the biggest

impact.”

“The long win is about making choices, building habits, and fostering relationships that will stand the test of time.”

I would encourage all of us to reflect on these and think about how we can continue to reframe our approach moving forward. I look forward to sharing with you some ways we will be encouraging this with students, parents, coaches and teachers as we consider the greater impact a change like this could have on all students at the school that will indeed stand the test of time in their future endeavours. We must foster an environment where every student is given the opportunity to succeed and thrive, not just on the scoreboard, but in life.

ATomic Theory in Key STAge 1

Carly Peart, Leader of Learning and Curriculum Year 1

Atomic theory

I wonder what you think of when you read those words. Do you conjure up memories of science exams, nervously clutching your pencil as you try to balance a seemingly impossible chemical equation, where nothing makes sense? Or a time when you were desperately trying to work out what moles had to do with atoms and molecules; surely, they’re just irritating garden pests? Or do you remember that moment of wonder, when you felt you had unlocked secret, hidden magic as you started to make sense of terms such as H2O, or CO2? Well, our aim is to evoke more of the magic; to guide our students

towards those moments of discovery as they start to make sense of the world around them, and hopefully prevent or alleviate those later complexities.

Here at Bangkok Patana School with the support and guidance of atomic theory experts, Ian Stuart (founder of The Atomic School) and Ruben Meerman (aka The Surfing Scientist), we include atomic theory as part of our curriculum from an early age. In Key Stage1, our children are introduced to the concept of atoms, developing an awareness, and understanding that everything around us is make up of much smaller components. We then build on this, introducing the Periodic Table and the elements, before looking at molecules.

Did you know there are 118 known elements?

I wonder how many of them you can name. Perhaps listening to this song, popular with our students, might help. Many of you will also be aware of the popularity of Minecraft, which we are able to harness as a teaching

tool for introducing chemical reactions and their related equations. There is certainly something magical and wonderous when watching 5-year-olds using the sticky atoms resource to create a variety of real-life molecules such as water, and even more complex urea molecules (CH4N2O).

As the children move up through the Primary School, they

continue to build on their understanding of atomic theory and how it is woven into all areas of the Science curriculum. For example, in Year 3 students explore metals and how their placement on the Periodic Table can predict their properties. The more we can make atomic theory a regular part of the conversation, the more it should help to support their understanding and address misconceptions as they head towards more formal exams in the future.

Linking in with our atomic theory learning, later this month, we are also delighted to be hosting the ASE South East Asia Conference here at Bangkok Patana School, where both Ian and Ruben will be delivering keynote speeches, as well as offering in-house professional development for teachers, both locally and from across the region. Throughout this week, there will also be a science focus across the Primary School, so expect to hear plenty of ooohs and aaahs!

Check out the newest episode of the Patana POD!

InAazar Munir, (I)GCSE Examinations Leader; Business Studies and Economics Teacher

a heartwarming display of solidarity and dedication, students from Bangkok Patana embarked on a transformative journey to Ayutthaya with the support of our generous sponsor, Pool & Spa. Their unwavering commitment and fundraising efforts made it possible for the students to participate in a Habitat for Humanity build trip, where they made a tangible difference in the lives of others.

Over the course of four intense days, our students rolled up their sleeves and dove headfirst into building an extension to a home for an expanding family in desperate need. Despite the physical challenges and demanding labor involved, their spirits remained undeterred. Fueled by a shared sense of purpose and a desire to effect positive change, they pressed on with determination and resilience.

Through their involvement in the build project, students gained invaluable hands-on experience in laying foundation, bricking, and digging. However, the lessons learned extended far beyond technical skills. As they worked alongside local community members and fellow volunteers, they discovered the profound impact of socialising and building connections. In the process, they cultivated a deeper understanding of the importance of empathy, collaboration, and building community bonds.

The Habitat for Humanity build trip to Ayutthaya served as a powerful reminder of the transformative power of collective action and the profound impact that individuals can have when they come together for a common cause. As our students return home, they carry with them not only memories of hard work and dedication but also a renewed sense of purpose and a commitment to making a difference in the world around them.

Patana PAge-Turners

Your monthly round up of reading recommendations. This month’s theme… Fantasy

INTERVIEW: ANOUSHKA

MOHANTY

13R

1. What is one of your fondest or most favourite reading memories?My favourite reading memories are always about the books that I simply cannot put down. As a thriller reader, I go through the complete cycle of emotions. I simply love books that have my heart pounding out of stress and anticipation. Once, I remember sitting down and opening my laptop to continue watching the movie I was watching, and realising only after 10 good minutes that I was, in fact not watching a movie, but reading a book. This is something I learned only recently, that everyone doesn’t see a movie play through in their brain as they’re reading.

2. Which fictional character would you most / least like to meet in real life and why?

One character that I absolutely need to meet is Pippa, from The Good Girls Guide to Murder. I just want to know how, as a senior, she manages doing all her work, university applications and extracurriculars, and still has time to solve murders. I really need her time management skills. I’d also like to meet Inej from the Six of Crows and November from Killing November simply because they’re such strong female characters. I’ve got a much longer list but I think these take the top spot.

and rebellious Monkey King – who she’s always been told to stay away from. Will he bring her the adventure she craves, or will he cause her more trouble than he’s worth?

A fantastic book to explore the Fantasy genre through different cultures, histories and mythologies.

Grandad’s Island- Benji Davies

My favourite book to read with my classes, it’s a brilliant read to introduce inference skills. Sure to provide comfort to young children struggling to understand loss, Benji Davies’s tale is a sensitive and beautiful reminder that our loved ones live on in our memories long after they’re gone.

KEY STAGE 2 BOOK RECOMMENDATIONS:

Ziad Mohamed, Year 6

Percy Jackson by Rick Riordan

3. What does ‘Fantasy’ mean to you? Do you have any book suggestions for this theme?

For me, fantasy books are the impossible, those that include elements of magic and supernatural. For older year groups, I would recommend reading the Six of Crows series by Leigh Bardugo, it’s an action-packed thriller fantasy on revenge. Killing November would be another one, it’s not exactly fantasy but it’s about a secretive boarding school which teaches students to be elite strategists, assassins, spies, impersonators, the complete works. For younger year groups, the Land of Stories series by Chris Colder is an absolute must read. It’s engaging, imaginative and fast-paced! It includes twins who were sucked into their books and come face-to-face with their fairy tales characters. Last but not the least, we can’t forget the classic Harry Potter series by JK Rowling, which can be read by all ages.

FS AND KEY STAGE 1 RECCOMENDATIONS:

FS & KS1: Joe O’Neill

Kai and the Monkey King

When Kai grows tired of her bookish mum not being adventurous enough for a Brownstone, she decides to seek out the mischievous

Percy Jackson is an action fantasy series, mixing in Ancient Greek mythology with modern day settings to make it more relatable. Percy is a funny, sassy and sarcastic main character and with Riordan’s exciting writing, you have a perfect universe of mythology. Rick has created Magnus Chase, Kane Chronicles, Heroes of Olympus, Trials of Apollo, and many more, all with twists and turns, keeping the reader hungry for more. However, you will be able to read the original five Percy Jackson books and still be satisfied. It is the best fantasy series, reminding readers of the bestselling Harry Potter series- although I found Percy Jackson to be much funnier.

Twisha (Tia) Sharda. Year 6

The Book Keeper of the Lost Cities by Shannon Messenger

This is really the most awesome book for fantasy book readers. It’s filled with breathtaking and dangerous adventures. The main character, Sophie, has a telepathy ability and despite being able to read minds, did not know who she was or what she would become because she was living with humans. Her life turns upside down when she meets Fitz who explains who she is and why she isn’t fit to live with humans.

KEY STAGE 3

BOOK RECOMMENDATIONS:

Maethus (Alpha) Khuptawinthu, Year 7

Six of Crows by Leigh Bardugo.

The story is set in the dark and gritty world of the Grishaverse, a unique and immersive fantasy world. The world-building is intricate, and the setting adds a layer of depth to the narrative.

Noah Artrapid, Year 8

Legend of the Condor Heroes Trilogy by Jin Yong

I finished reading it a few months ago and I just keep coming back to it. It has an element of the Lord of the Rings, where the protagonist explores the world defeating enemies with goals that they need to achieve, but it is also in an ancient Chinese setting, with concepts of

Curious if we have any of these books available in our libraries? Come and Visit us

qi, inner strength, kung fu, etc. It is one of the most widely read books from a Chinese author, and I would definitely recommend it to anyone who likes fantasy.

Evie Meadows, Year 9

To me fantasy is not just a genre, it’s a safe house for children who don’t believe they belong. It’s a warm embrace to calm me down after a tough day at school. It’s something that feels similar when your world constantly changes. It gives me a sense of freedom even when I’m stuck at home. That is why, first and foremost, the book I suggest is the Percy Jackson series because It will make you gasp out with uncountable laughter and bite your nail beds raw with anticipation.

KEY STAGE 4 AND 5 BOOK RECOMMENDATIONS:

Marwin Banluelap, Year 13

Shadow Hunters’s by Cassandra Clare

The Mortal Instruments explores a world in which the border between civilization as we know it and complete destruction is guarded by the shadow hunters. If you want to take a deep dive explor ing rune magic, demons and even another world with a splash of romance and magic then this series is perfect for you. Cassandra Clare intimately distorts reality with fantasy to create a story which as a reader we feel we can connect to.

Rosemary Marshall

The Master and Margarita by Mikhail Bulgakov.

This satirical novel set in Moscow during the 1930s may not be the first book that springs to mind when a reader thinks of ‘Fantasy’. However, Bulgakov weaves together historical elements with fantasy and the supernatural, creating a mischievous world of corruption, hedonism and pure madness that makes the reader ponder the essential nature of good and evil, fate and human freedom. It does all this, while also including laugh-out-loud humour. I love it! A must read!

Trinity Jantarach, Year 12

Metamorphosis’ by Franz Kafka

In Kafka’s Metamorphosis, the surreal transformation of its main protagonist into a giant insect is used as an allegory to explore aspects of the human condition - alienation, absurdity and futility. The short novella serves as a humorous yet serious reflection of the disconnection within even the smallest units of society and the fickle nature of human relationships in times of upheaval. A bizarre piece of existential literature that can be finished in one sitting!

SKi TriP 2024: A WeeK of ThriLLS And

Georgina Wright, Head Gymnastics Coach

Niseko, Japan – a winter wonderland renowned for its pristine slopes and breathtaking scenery – welcomed us as we embarked on our much-anticipated ski trip. The air buzzed with excitement as students eagerly gathered for what promised to be a week of adventure, camaraderie, and unforgettable memories.

ARRIVAL AND ORIENTATION

Touching down in Niseko, we breathed in the crisp mountain air, a stark contrast to the bustling city life we left behind in Bangkok. As we navigated our way through the airport, it was evident that the journey ahead would be filled with excitement and new experiences. Our students, a mix of seasoned skiers and first-timers, radiated enthusiasm, eager to hit the slopes and embrace all that Niseko had to offer. Despite the long flight and the inevitable fatigue that accompanies international travel,our students’ behavior at the airport was exemplary. Interacting with fellow travelers and across Year groups, they showcased maturity from the get-go. Special mention goes to Alison, who effortlessly assumed the role of a mentor, guiding younger students and setting a positive example for her peers.

SETTLING IN AND SKI PREPARATIONS

Boarding our coach transfer, we marveled at the stunning scenery that unfolded before us. The snow-capped mountains, picturesque villages, and winding roads set the stage for the adventures that lay ahead. A stop at Mushroom Village provided our students with a taste of Japanese cuisine, a preview of the culinary delights that awaited us in resort.

Arriving at our accommodations, excitement reached a fever pitch as students settled into their chalets. The prospect of hitting the slopes was met with equal parts antic-

ipation and trepidation, particularly as many faced the challenge of donning ski boots for the first time.

THE THRILL OF THE SLOPES

With ski fittings complete and accommodations settled, it was time to take to the slopes. The first day of skiing dawned bright and clear, promising perfect conditions for our inaugural runs. From beginners finding their footing to seasoned skiers honing their technique, the mountains beckoned with the promise of adventure and exhilaration.

For some, the day brought unexpected challenges and moments of levity. Ethan’s sheer delight at experiencing snow for the first time was a heartwarming reminder of the magic of this trip. As students navigated the slopes, laughter echoed through the crisp mountain air, punctuated by the occasional tumble and triumphant descent.

EMBRACING JAPANESE CULTURE

Evenings were a celebration of both camaraderie and cultural immersion. Gathered in communal spaces, students dined on traditional Japanese curry, their taste buds tantalized. Amidst the laughter and shared experiences, bonds deepened as students engaged in quizzes, discussions, and team-building activities. A highlight of our cultural immersion was a mesmerizing drumming experience, where students were introduced to the rhythmic beats and traditions of Japanese taiko.

CHALLENGES AND TRIUMPHS

As the days passed, our students faced a myriad of challenges on the slopes, each one met with resilience and determination. From navigating treacherous terrain to mastering new techniques, every obstacle became an opportunity for growth and self-discovery.

Despite the occasional mishap – from chairlift escapades to unexpected encounters with local fauna – spirits remained high, buoyed by the unwavering support of fellow skiers.

REFLECTIONS AND FAREWELLS

As our ski trip drew to a close, we found ourselves reflecting on the profound impact of our experiences in Niseko. From the thrill of conquering new runs to the quiet moments of friendship shared over steaming bowls of ramen, each memory became a cherished reminder of the bonds forged and lessons learned.

Amidst tearful goodbyes and promises to stay in touch, we bid farewell to Niseko, our hearts full of gratitude for the memories made and the friendships formed. As we boarded our return flight to Bangkok, we carried with us not only the thrill of the slopes but also the enduring lessons of resilience, teamwork, and

cultural appreciation.

Ski Trip 2024 was more than just a week on the slopes – it was a journey of self-discovery, camaraderie, and cultural immersion. From the snowy peaks of Niseko to the bustling streets of Bangkok, our students returned home enriched by their experiences and inspired by the bonds forged amidst the mountains. Ski Trip 2024 may have come to an end, but the memories we created and the lessons we learned will continue to resonate, serving as a testament to the spirit of adventure and exploration that defines us as global citizens.

STudenT Agency in The eArLy yeArS

Gaughan,

As part of our continued professional development at Bangkok Patana School, the Early Years team has been developing their shared vision for the education of all children in our Foundation Stage.

After much professional research and discussion, our final vision statement is:

Our children are happy, confident and kind global citizens. They demonstrate curiosity, creativity, independence and resilience.

These are developed through positive relationships and an authentic child-led pedagogy. Children initiate their own learning through play and have autonomy and voice. Adults facilitate learning through quality interactions and an ‘in the moment’ approach.

Some of this is self-explanatory but for the less obvious concepts. Let me try to explain this vision to our community.

It is widely known here at Bangkok Patana that our youngest children are actively encouraged to lead their own learning through play and exploration. We often refer to learning as being ‘Child Led’ or ‘Child Initiated’ but why is student agency so important?

We know that the more engaged young children are in their own learning, the more they focus their attention for sustained periods. We have all experienced the attention span of a toddler when we try to push our own agenda! The sustained attention that children demonstrate in play is remarkably longer. Play motivates sustained thinking which leads to strong neurological pathways being formed in the brain which is both physiological and cognitive. Between birth and five years, humans learn more than we will ever

learn again during our entire lifetime. No pressure then team!

HOW WE SEE CHILDREN

Fortunately for children today, Early Years education no longer considers 2-5-year-olds as ‘vulnerable, immature, incapable, empty vessels’ in which teachers must ‘fill with knowledge’. We now recognise that young brains are infinitely curious, enormously capable and pre-programmed to challenge. So much so that Early Years teachers are no longer referred to as ‘teachers’ but as ‘practitioners’ because our profession is to practice learning alongside our students, acting as facilitators to learning rather than instructors.

As our view of young children develops, so must our Early Years education model; no longer seen as ‘childcare’ but as providing the fundamental foundations of lifelong learning. As such, Early Years education has to be a social process, based on real-life experiences and relationships in a community that is inclusive and democratic. A community where everyone teaches, and everyone learns (Niza 2009). We now recognise that all children have their own ‘Funds of Knowledge’ (Moll 2005) or ‘expertise’ to share with the community. These are based on individual experiences and interests outside of school. This is why we give children the opportunity to express themselves, their interests and talents through representational play. ‘Free flow’ play or ‘learning in the moment’ allows adults to facilitate this knowledge-sharing in context. Perhaps an example is the best way to explain:

A child with a new baby at home will demonstrate their new knowledge and experience of caring for babies through role play which will enrich and extend the role-play of other children playing alongside them as they watch and listen to the ‘expert’ play.

Sarah

Foundation Stage Leader of Learning

A child who enjoys cooking pancakes at the weekend can share their pancake making expertise with other children in the kitchen, explaining their knowledge and understanding to support others in their learning.

These are the moments in the Foundation Stage when children are at their most confident and demonstrate their capabilities. Children thrive when given an opportunity to show what they already know and are capable of. These are also the best moments for adults to observe and assess children. This more accurate assessment informs adults of children’s genuine next steps (unlike relying on the results of a test). Adults become experts on where individual children are in all aspects of development and how to extend

their learning and development even further using their interests and fascinations as a vehicle.

WHY WE DO WHAT WE DO

This is why in the Foundation Stage we follow children’s interests, observe their play, and do everything we can to give children a voice in their early education. This is why if they love insects, we plant more flowers. If they love to build, we provide more interesting blocks, if they love to sing, we provide a stage.

It is also why we value our home/school partnerships so much. The more we learn about who children are outside of school, the more we can understand and interpret what we see in their play. When we truly listen to children, we have their attention. Then, we not only engage their brain but also their heart. Children love nothing more than being listened to by attentive, supportive adults who respond and help to make their play fantasies come true as they play and learn together. We refer to this as the ‘ethics of care’ (Gilligan 1980) and ‘professional love’. It is why we

aim to put agency at the heart of our vision for early years education here at Bangkok Patana.

rordor fieLd TrAining AT KhAo chon gAi

Congratulations to 52 students from Year 12 and Year 13 who have successfully passed their RorDor (The Reserved Officers Training Corps) training during the half term break (February 17th–19th and 20th-23rd) at Khao Chon Gai Training Camp, Kanchanaburi Province.

The field training is a part of the requirement for the RorDor Programme.

During the training, Khun Kulvadee (Dee) Siribhadra, Director of the Foundation Board and Kru Pinkarn (Pim), Cross Campus Head of Thai Programme visited a few training stations and met Year13 students at the camp to cheer them on!

Below are reflections shared by some students:

Elliot Wallin, 12R

“Khao Chon Gai was a tough experience that really forced me to push past the comfort I was used to feeling at home. It did give me valuable experience and made me a more humble person. Despite the harsh conditions, I’d say I had a pretty fun time especially because I had friends there with me. Due to the shared experience, we all developed a closer bond with each other and I think it is important to go through something like this at least once in your life.”

Tiger Tam, 120

“I felt that Kao Chon Gai was a challenging but valuable experience for me having to push myself to the limit and challenge myself. The heat during both the day time and night time made the trip really tiring. Even though the conditions we had were not very enjoyable, being together with my friends made the experience more tolerable and

also fun at times.”

Maetus Low, 13W

“My Khao Chon Gai experience has been fulfilling and memorable. Not only did it equip me with key survival skills such as CPR and wildcrafting, but it also developed my practical skills and qualities that I could transfer to real-life situations, for example, effective time management skills and discipline. Overall, I am grateful for the opportunity that the camp gave me for personal growth and development, allowing me to become a more adaptable person for whatever challenges lie ahead.”

Krishaan Phlaphongphanich, 13C

“Constant heat and dust made every day a test of endurance. The basic living conditions forced us to adapt to discomfort. Enduring long hours of training in tough conditions taught us the importance of perseverance. Looking back, the training’s real value was in instilling a sense of discipline and mental strength. It prepared us to face future challenges with a proactive attitude, improving our ability to adapt and push through adversity.”

Thitiyaporn Pangpeng (Gigg), Ror Dor Supervisor

KAnchAnABuri Province

Believe it or not, it’s been six years since Patana hosted the renowned polar explorer and environmentalist Robert Swan, Cross Campus Principal Helen Thew and Rebecca Leiler Grad‘20 to Antarctica! Since then staff member Sarah Gaughan, Alumni Annie Waterton (staff), Priyansh Lunia, Grad’16 and Kate Wattanavekin, Grad’16 have also paid visits, and most recently, Year 9 student Mia had the opportunity to experience the frozen continent. It’s remarkable how time has flown by since we were captivated by Robert Swan’s inspiring message of sustainability and environmental stewardship.

Since those initial encounters with the 2041 program, a lot has been happening in the world of polar conservation...

1. MARINE PROTECTED AREAS (MPAS):

Several countries, including the members of the Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR), have established Marine Protected Areas in Antarctica. These MPAs restrict fishing and other activities to safeguard the marine ecosystem. Notable examples include the Ross Sea Marine Protected Area and the South Orkney Islands Southern Shelf Marine Protected Area.

2. SCIENTIFIC RESEARCH:

International collaboration for scientific research in Antarctica has led to a better understanding of the region’s ecosystems and the impacts of climate change. Researchers from around the world work together to study various aspects of the continent, including ice sheet dynamics, wildlife populations and oceanography.

3. SUSTAINABLE FISHING PRACTICES:

The CCAMLR has implemented strict regulations to manage and sustainably harvest fish stocks in the Southern Ocean. These regulations aim to prevent overfishing and protect vulnerable species like the Antarctic toothfish and Patagonian toothfish.

4. RENEWABLE ENERGY INITIATIVES:

Research stations in Antarctica are increasingly transitioning to renewable energy sources. Solar panels, wind turbines, and advanced energy management systems are being deployed to reduce reliance on fossil fuels, lowering carbon emissions and minimising environmental impact.

5. WASTE MANAGEMENT AND CLEANUP:

Various organisations and governments operating in Antarctica have implemented rigorous waste management practices. They are committed to removing and properly disposing of waste, ensuring that the continent remains pristine and free of litter.

6. CLIMATE CHANGE AWARENESS:

Awareness campaigns and educational initiatives have been undertaken to inform the global community about the impacts of climate change in Antarctica. These efforts aim to garner support for climate action and conservation on a broader scale.

7. INDIGENOUS AND LOCAL ENGAGEMENT:

Efforts are being made to engage with indigenous and local communities that have connections to Antarctica in both South America and New Zealand. Their traditional knowledge and perspectives are valuable in shaping conservation and sustainability initiatives in the region.

ANTARCTICA MEMORIES BY HELEN THEW CROSS CAMPUS PRINCIPAL

For the five days we spent exploring, we grew to appreciate the Antarctica Peninsula more and more as we cruised around the area in zodiac boats and stepped foot repeatedly onto the seventh continent. Here in Antarctica, the wildlife is living quite peacefully, as it has for thousands of years. There is no permanent human interference and those that do traverse the land and water here do so in a respectful way. In Antarctica, there are specific guidelines for approaching wildlife; you have to keep a certain distance between you and animals. However, if you remain still and a penguin approaches you, that is absolutely fine. Penguins don’t know the guidelines, so you cannot really tell them off if they get too close! The purpose is to leave as little impact as possible; this is their home, not ours.

We were fortunate enough to see lots of amazing wildlife, including the spectacular Albatross with its impressive wingspan of up to four metres. From the seal world, we saw many Crabeater, Leopard and Fur Seals. The Leopard Seals are the apex predator of Antarctica, killing penguins and small seals by grabbing them with their feet. We actually witnessed this event – a very graphic illustration of the circle of life. The last major animal group that we had upclose and personal interactions with were whales. From our ship, the Ocean Endeavour, we were lucky enough to see a pod of Type B Killer Whales swim past. Every

Ana Bolakoso, 9Y Key Stage 3 Rep SEC

time we had a zodiac boat ride, we had an encounter with Humpback and Minke whales. Both are very curious creatures; they liked to swim around our zodiacs to observe us.

Throughout our time on the Antarctica Peninsula, we saw icebergs of all shapes and sizes. Icebergs are large pieces of freshwater ice that have broken off from glaciers or ice shelves. Seeing the Larsen B ice shelf was a real eye-opener in terms of its sheer size. When it broke off in 2002, it was 3,250 km2 of ice 220 m thick. What we were looking at was a section that was over 1.5km long. However, when you looked around you could see chunks of the Larsen B all around showing how much it has already broken up. As Robert Swan said, “If people do not believe in climate change, they just need to come and see this”. He also very powerfully said, “It should not make us depressed but give us the positive energy to not stop sharing the climate message”.

Since my return from Antarctica I have kept my promise to Robert Swan and shared my Antarctica story on numerous occasions. I especially enjoy presenting to Year 3 every year linking in to their work on the Life of Shackleton.

The LAngurS of SouTheAST ASiA

Coke Smith, Curriculum Leader, Environmental Science

Those who have been following my column over the past few years know that I have a particular affinity for primates. Absolutely love our close relatives in the mammal class. Since it has been quite some time since I have highlighted the various species of primates, I think it is time to revisit one group that Thailand in particular and Southeast Asia in general have amazing examples of.

Today’s group will be the Langurs, also known as Leaf Monkeys, Surili, and Doucs. Thailand has six species of Langurs – White-thighed Langur, Dusky or Blond-tailed Langur, Indochinese Grey Langur, Germain’s Silvered Langur and Robinson’s Langur. There is one more, the Tenasserim Langur, which has never been photographed in the wild as far as I know. I still have yet to see one.

Most of our local Thai species can be seen with a bit of effort. Kaeng Krachan can give you the Robinson’s and Dusky Langurs. Loei Province can give you the Indochinese Grey, Sattahip (south of Pattaya) can give you the Germain’s Silvered and Hala Bala (deep south) can give you the White-thighed Surili. Take a look at the images accompanying this article.

This last holiday, my family and I took an hour and a half flight to Hanoi, Viet Nam where we began an epic, albeit short, expedition to see some of the rare and in many cases endemic species of langurs there. We had amazingly good luck with some very good views of some of the rarest primates on earth. We even got decent views of the critically endangered Cat Ba Langur which has fewer than 70 individuals remaining and can only be seen by special permission with strict rules.

Other species seen in Viet Nam include all three species of Doucs – the Red-shanked, the Black-shanked and the critically endangered and VERY difficult to see, Greyshanked Douc. Very few wild images of this species exist. With a very significant amount of effort, I was able to document a family group on top of one of the remote mountains a couple hours out from Da Nang! This was one of my life goals accomplished. The Red-shanked Douc is famous for being one of the most beautiful primates on the planet. I hope my images do it justice. They can be seen with a bit of effort on Son Tra Peninsula right next to Da Nang. We also spent time with the very remote and endangered Delacour’s and Hatinh Langurs of central-northern Viet Nam.

I hope my images in today’s column spark some interest from our community to make the effort to see some of

the amazing primates that Thailand and Southeast Asia is blessed with. Happy hunting!

Indochinese Grey Langur

Delacour’s Langur

Robinson’s banded Langur

Red shanked Douc

Germain’s Silvered Langur

Silver-eared Mesia

Gray shanked douc Langur

Blond tailed Dusky Langur

White thighed Surili

Blond tailed Dusky Langur

Cat Ba Langur

Indochinese Grey Langur

Red shanked Douc

#268: 3 in 3 PATAnA PTg Tech TALK

Please find below the first of a weekly 3 tech tips in 3 minutes, or there abouts, just for you. Do use the comments on YouTube to ask for any tech areas you would like us to focus on in particular. We hope you find them useful.

Timestamps

0:00 #1 New stolen device protection on your iPhone

1:26 #2 Switch on Face ID to launch WhatsApp

2:31 #3 Did you know about the arrow on your petrol gauge?

Have a fantastic weekend.

Brian Taylor

Assistant Principal, Technology for Learning