In an article from Term 1, students were invited to share their thoughts and feelings about the importance of student voice, autonomy, and leadership at Bangkok Patana. This was explored in quite an abstract, conceptual way.
It is therefore exciting in Term 3 to announce new initiatives that embody the values expressed a few months ago. One significant development beginning this term has Year 9 Junior Delegates taking a pivotal role in showcasing our school to prospective parents.
The collaboration between our Junior Delegates and our Admissions Team, led by Rachel Jones, represents a significant step towards empowering our students while providing new families with an authentic insight into life at Patana. We believe that student-led tours offer a unique perspective that goes beyond mere information dissemination; they offer a genuine glimpse into the vibrant pulse of our school community.
There are several compelling reasons that make this initiative both innovative and beneficial, not only for Patana students but also for the prospective families considering joining us:
• Who better provides an authentic and relatable view of life at our school than the students themselves? Junior Delegates, chosen for their leadership qualities, enthusiasm, and commitment, embody the spirit of our community. Their perspectives, experiences, and anecdotes about life in Primary and Secondary offer a relatable narrative that, with all due respect (!), goes way beyond anything that we adults can offer.
• By entrusting our Junior Delegates with this responsibility, we are developing a sense of agency and empowerment among our student body. This initiative serves as a platform for them to develop leadership attributes, confidence, and communication skills in a real-world setting. It reinforces the belief that their voices matter and can make a tangible difference. The written proposal put together in March by the Junior Delegates was an outstanding ‘pitch’ to Ms Jones and the interview she had with Junior Delegates Chair and Vice-Chair, Anna Cargill, 9J and Francesca Kiatvarangkura, 9B respectively, made it
abundantly clear that our Year 9s are ready for this exciting leadership opportunity!
Our school is a vibrant community where relationships are nurtured, and bonds are formed. Student-led tours highlight not only the facilities and academic opportunities, but also the intangible aspects of our Tiger Spirit! Prospective parents will get a firsthand glimpse of the warm, inclusive, and fun environment that we all so cherish.
Each Junior Delegate will bring their unique background, interests, and talents, ensuring that tours are dynamic and diverse. Whether discussing academics, aesthetics, athletics, or extracurricular opportunities, or indeed, the daily agonising dilemma between choosing lunch at the canteen, snack bar or noodle bar, students offer authentic insights that cater to the varied interests of prospective families. Anyone can display the incredible Sports Hall, Science Building or Arts Centre, but only the students can describe the lived experience of what it is like to learn in these outstanding facilities. It was also the students’ idea that when touring the Arts Centre, they first take parents to the Black Box with the implication that it is the main performance venue - and then surprise them with a balcony view of the Rosamund Stuetzel Theatre. These future leaders have already mastered the art of managing expectations!
The students’ planning process for these tours has been meticulous, with a focus on designing routes that highlight the breadth and depth of our school facilities and, even more importantly, our school culture. From D+T’s latest technology, to encountering debates in the English breakout area, to young artists experimenting with watercolours by the Reflecting Pool, to the vibrant, bustling Lounge, to the more peaceful and chilled Hub - capturing every aspect of our campus experience has been carefully curated by the students.
Whether it is parents who are completely new to Patana or those with children in Year 6 transitioning to Secondary, our Year 9 Junior Delegates will be there to inform, describe and inspire - and all from the one demographic that really matters: the students!
The reference to Year 6-7 transition is timely because students in the Key Stage 3 Junior Student Representative Council (JSRC) put forward a fascinating proposal last week. Currently, Year 6 and 7 students share thoughts and feelings about Secondary life via Padlet. Anything from
getting lost, to home learning expectations, to navigating having so many different teachers throughout the week. It is an excellent initiative. Well, a group of JSRC students will be offering an even more bespoke service for any Year 6 students who have more personal worries or serious concerns. This could be about ethnicity, body image, social and emotional challenges…anything. The guiding question is ‘If I worry now, how will I manage in Year 7? Can you advise?’ They will also use Padlet and, although the responses will be checked by me, Year 6 students (anonymous if they prefer) will get authentic responses penned by some of our most experienced, thoughtful, and caring Key Stage 3 students - not what Mr. Robertson thinks they
should hear! A world of difference.
Another group of JSRC students have taken feedback from their classmates and are designing a guide for teachers about the types of classroom climate that best helps them thrive. They have already presented interesting observations about how great teachers can promote a positive behaviour environment in school and have asked for them to be shared during staff induction: our new teachers in August are in for a treat!
In Term 1 they talked the talk about student voice, autonomy, and leadership. In Term 3 they are figuratively and, indeed literally, walking the walk.
Areminder to our community that any use of our school logo and brand must go through the school’s Marketing Department. Clothing or other items may not be manufactured or distributed without written consent from the Marketing Department or Business Director. Items that do not have a school logo, but still can be identified as appropriating Bangkok Patana also fall under the same guidelines. More detail can be found on the document below. If you have any questions, please email publish@patana.ac.th.
(Who can use our logo)
1. Copyright and Trademark
The Bangkok Patana School logos are protected by copyright and trademark laws under the TRADEMARK ACT B.E. 2534 (1991) AMENDED BY TRADEMARK ACT (NO. 2) B.E. 2543(2000) AND TRADEMARK ACT (NO. 3) B.E. 2559(2016). The Trademark Act can be accessed in English from the website of the Department of Intellectual Property.
Ownership and exclusive rights to the logo reside with Bangkok Patana School. The logos and specific guidelines on how the logo should be used can be found on our internal website
2. Authorised Use
The use of the logo is strictly limited to official business of Bangkok Patana School. Here are the specific guidelines:
a. Electronic Media:
• Staff members representing the school may use the logo on electronic media, including electronic letterhead, templates and emails sent from their school email addresses
• The School logo may only be used for official social media accounts if the account has been approved by the school’s marketing department in writing.
b. Apparel and Merchandise
• Clothing, Hats, Bags, Water Bottles, etc.: If the logo is to be used on any clothing, accessories, or merchandise, written approval must be obtained from the Marketing Department.
• Any merchandise not using the school logo but adopting the identity of Bangkok Patana School must also be approved by the school’s marketing department in writing.
• The approval process involves the following individuals: Head of Marketing: Responsible for granting approval.
Communications Coordinator : In the absence of the Head of Marketing, the Communications Coordinator can provide approval and will include the Head of Marketing in the written approval.
Business Director: Can also grant approval and will include the Head of Marketing in the written approval.
Conclusion
By adhering to these guidelines, we ensure that the Bangkok Patana School logo is used appropriately and consistently for official purposes. If you have any questions or need further clarification, please contact the Marketing Department at publish@patana.ac.th or by emailing the Head of Marketing.
Last update: 7th May 2024
Lastweek the Primary School was buzzing with excitement about the Year 6 productions of Madagascar Jr. The Year 6 students sung, danced and acted with such energy and enthusiasm it was a pure joy to work alongside them. One audience member from Foundation Stage summed it up with the typically insightful eloquence of a 5 year old: “I’ve been to Bali and this was better than Bali!”
Rarely have I witnessed an event in a school which embodies this statement from our Patana values more closely.
Every child in Year 6 played an important role in this production. There were two parallel casts and each of the lead roles was split between three or four different children in each show. This meant that instead of having five or six main stars, our lead roles were shared between about thirty children. Beyond that, every child was on and off stage frequently with some performing as many as four different characters within the show, not to mention singing and dancing in the big chorus numbers. This sense of involvement for all the students contributed to the incredible atmosphere of collaboration. Backstage, children were fist-bumping and hi-fiving as they rushed to their next silent costume change.
When asked what she had learnt through the process, Penny, 6T focused on collaboration: “At the start, we were comparing ourselves to the other classes and kind of com-
peting against them. But now it’s not about comparing ourselves, but about being a team together.”
This particular cohort of Year 6 students had their primary school experience significantly affected by the pandemic. The days of CSL, social distancing and masks meant that these children did not have opportunities to watch or perform in events of this kind. The last time the Primary School put on a musical was ‘Chitty Chitty Bang Bang’ when these students were in Year 1. This is why it is all the more impressive and inspiring to see the confidence that has developed within these children throughout the production. Confidence has been clearly evident on the stage, but also behind the scenes with children developing their independence and self-management skills; knowing where they need to be and when, changing microphones, costumes and props before getting back into position. One teacher watching a final rehearsal described it as, “The most transformative production I have seen in my career”. When asked his views Prin, 6T said, “I’ve loved it - it makes me brave to show my voice”. Ty, 6T added to this, saying “It’s a space where you can be free - you don’t have limits”.
I hope and believe that this production has made a significant impact on our students and it is a memory they will hold close for many years to come. They will certainly never again be able to hear the song ‘I Like to Move It’ without being transported back to the stage surrounded by dancing Lemurs, Fossas and Giraffes.
As the curtains close on a fantastic week in Primary, I cannot help but reflect on the extraordinary journey we have embarked upon. This past week, we witnessed something truly spectacular as our Year 6 students took centre stage to perform in our first-ever end-of-Year 6 show and deliver an unforgettable performance of Madagascar the Musical.
The magnitude of this achievement is something to be celebrated. For over six months, our students poured their hearts and souls into this production in their weekly Drama lessons, demonstrating courage, commitment, and boundless enthusiasm. The result? A truly remarkable show that left audiences laughing, clapping, smiling and singing along in awe and admiration.
Across two showcases, each performed by four classes of approximately 100 students, our talented Year 6 cohort brought to life the beloved characters of Madagascar with unparalleled stage presence, confidence, and teamwork. From the infectious energy of Marty to the regal charisma of Alex the Lion; the solo musical pieces to the big ensembles the stage pulsated with the spirit and talent of our students.
One of the most remarkable aspects of the production was the intricate choreography and complex transitions, which saw each lead character portrayed by multiple students across. Despite the logistical challenges and microphone changes, our students rose to the occasion, seamlessly transitioning between scenes and creating harmonious unity that stitched the show together.
Behind the scenes, the Creative Arts team, led by Charlie and comprised of Rachel, Lisa, Cora, Khun Nina and Khun Nui, played a pivotal role in shaping the musical score and backdrop from inception to execution. However, it was the tireless dedication, passion, and enthusiasm of Ms Lexi, our drama teacher, that truly brought the inaugural Year 6 production to life.
Ms Lexi’s unwavering commitment to unleashing the talents of our students and fostering a nurturing and joyful creative space, was evident in every aspect of the show. Moreover, while overseeing Madagascar the Musical, Ms Lexi has also spearheaded the development of our first bespoke Primary drama curriculum and just recently coordinated the Year 5 Poetry competition.
Additionally, our Year 6 teachers play a key role, working alongside their classes throughout this journey. Their dedication and support, both on and off the stage, were instrumental in bringing Madagascar the Musical to life.
The impact of Madagascar the Musical certainly reverberated throughout our school community. With two afternoon dress rehearsals performed to year groups from Foundation Stage 2 and up, our whole school had the opportunity to witness the Broadway quality performances and even learn some life-long skills about how to be a good audience and appreciate the Arts.
Furthermore, we purposefully scheduled the performances conveniently at 3:30 pm and kept the show to just over an hour to accommodate teachers, parents, family
members and younger siblings. It was fantastic to see a packed house!
For me, Madagascar the Musical was more than just a performance—it reflected our mission to support the full potential of our learners and our vision to develop global citizens who shape their world through independence, empathy, creativity and critical thinking.
The production served as a platform for the development of drama skills and the cultivation of 21st-century competencies, aligning with our strategic goal of #createcrea-
tivity in the Primary school. Moreover, every student had the opportunity to shine and contribute to the magic of the show, fostering student voice and a deep sense of belonging – a key primary goal.
As we loudly applaud the achievements of Year 6 and bid farewell to this unforgettable production, I sincerely look forward to guiding the continued growth of the Creative Arts in our vibrant school. Bravo and congratulations to all involved! Now, the only last question to ask is, what show shall Year 6 perform next year? Suggestions can be emailed to samc@patana.ac.th!
Year10 students visited the Jim Thompson House as part of their Thai Field Trip, where the students had an unique and enriching experience, blending Thai history, art, and culture in an engaging way. This historical site, once the home of the American entrepreneur who revitalised the Thai silk industry, provides an in-depth look at traditional Thai architecture and craftsmanship. Below are few reflections from the students:
“Visiting the Jim Thompson House as a student was eye-opening. I learned about Thai history, art, and culture
and was amazed by the traditional architecture and the wooden house. Inside, Jim Thompson’s collection of Asian art and antiques fascinated me. I recommend foreigners visit for a firsthand experience of Thai culture and heritage.”
“Visiting Jim Thompson House in Thailand offers students a unique blend of cultural insight and historical intrigue. As they stroll through the meticulously preserved traditional Thai houses, surrounded by lush gardens and intricate architectural details, students are transported to a bygone
era. The tour not only educates them about the life and legacy of Jim Thompson, but also provides a window into Thai craftsmanship and design aesthetics. Exploring the collection of Asian art and antiques housed within the compound, students gain a deeper appreciation for the rich cultural tapestry of Thailand. Moreover, the mysterious disappearance of Jim Thompson adds an element of mystery to the experience, sparking discussions and encouraging critical thinking about history and speculation about the unknown. Overall, a visit to Jim Thompson House offers students a multi-dimensional learning experience that combines history, culture, and a touch of intrigue.”
“I feel that I learned a great lesson going to the Jim Thompson House. This amazing heritage site reminds us
of how much we have accomplished. I saw many different artifacts left by Jim Thompson, each with detailed and fascinating features. I was truly touched by how our teachers displayed and taught us about the significance of Jim Thompson’s contributions to our nation and how he changed the world of silk and fashion.”
“During our Jim Thompson trip, I learned a lot about old Thai culture and how the artworks looked. The impressive part about the place was how well the artwork and furniture were preserved despite their age. It is worth the time for foreigners to visit Jim Thompson’s place as they would learn a lot about Thai culture, especially the design of furniture and artwork.”
So, I guess that’s it for today!” I finished off enthusiastically as I packed away my papers. I had just completed my lecture on the theory of Ethics in the Wider Universe. I stuffed the rest of my notes into my bag, picked it up, and strode past my students, along the hallway, and out the door. Time to head home, to my quiet life in the suburbs!
Entering my modest cottage, something quite peculiar happened. My telephone began to ring. I slowly walked over to it, eyeing it suspiciously. I couldn’t remember the last time it had rung. I picked it up hesitantly. “Hello? Who is it?” There was a moment of silence. “You are Dr Jesse Taylor.,” a high pitched, clear, electronic voice said. Another moment of quiet. “Well- I- yes. This is Dr. Taylor, how can I help-”, I started. The voice interrupted, almost shrieking, “Who is there with you?”
“I- who? No one! Just my dog Shelley! But who am I speaking to?” I demanded to know. A few seconds later, the same robotic voice replied.
“I am Vortex from the galaxy Andromeda, and I am commanded to call the following number- 086-” Now it was my turn to interrupt.
“Sorry, where did you say you were from?” I knew of the galaxy Andromeda, but none of this made sense. There was no way someone could be calling me from a different galaxy! Even just thinking about it is ridiculous! “Wait. So, - I- you- how? IS THIS A PRANK CALL?” I exploded. “Please Miss. Calm down. Sorry to have caused a misunderstanding,” the voice said.(Although it did not sound sorry at all.) “This is not a prank call. I am only calling for one purpose. I need your Norwegian Lundehund known as Shelley Taylor, age: 10, gender: female and siblings:
none.” I stood there, confused, unsure and slightly bewildered. I hadn’t had a phone call on my landline for years. A caller claiming to be from the galaxy Andromeda, wanted to take away the most important thing in my life: my sweet Shelley. My Oh So Cute rescue dog and the only living being I shared my life with since my much missed husband had passed away 10 years ago. I had called my dear pooch after his favourite romantic poet. Furious, I slammed the phone down, walked away, and pretended nothing had happened.
I was determined to shrug it off as a prank call, but still it nagged at the back of my mind. In all my 82 long years, sixty of them spent studying different facets of the universe, it was perhaps the most unsettling call I had ever received. In the weeks that followed I threw myself into my work on the origins of the universe. It was a subject I had been passionate about since, as a young girl, I had closely followed the revelations of the James Webb telescope as it relayed beautiful, mysterious images of deep space back to earth. Following that trail became my life’s work. Immersing myself in it now made my life feel normal.… until suddenly it wasn’t.
The trouble resumed at work, midway through another lecture, this time on the theory of No Consequence Time Travel. As I was speaking, the dusty telephone in the corner of the classroom began to ring. Like the one at home, it rarely ever did. Instinctively, I knew who it was. Brrring, brrring. I’ll ignore it. I glanced at my students. Each looked at me expectantly. Brrring, brrring. Slowly, I strolled over to the handset and picked it up, one eye on my students. “Hello?” I said, my voice sounding scratchy. “Dr. Taylor’’ the same mechanical voice screeched.
“This is your final warning. If you continue to resist, I will come to your galaxy and remove the Norwegian Lundehund myself.” It felt as if a brick had dropped into my stomach. “Why do you even need Shelley?” I questioned defensively. “I have an offer you cannot refuse.” Vortex challenged. “If you give us Shelley, we will answer the question you’ve been pondering since you were young. The question that has kept you up at night, the question that haunts your days.” I knew what he meant. “If I give you what is most precious to me, you will give me the an-
swer to… well… to life. If I give you Shelley, you will tell me how the universe was formed.” A long silence filled the line. My students exchanged concerned looks with one another. “Yes. That is correct. All we need is Shelley, your Norwegian Lundehund. In return, you will receive the answer to humanity.” I placed the phone back onto its cradle. Everything went blurry. “Ok- I think we’re done.” I blurted to the class as I rubbed my eyes and rushed out of the lecture hall.
I was starting to get desperate. Days passed and there was no follow up phone call, no invitation, no invasion. But what troubled me most was indecision. If they came, what would I do? Would I exchange the most precious thing to me for the most valuable piece of information on earth?
Then, one night, I was woken by a loud noise in my bedroom. A familiar high clear voice spoke from the dark. “You have continued to resist. Now you must choose.” A shadow moved across my bedroom wall as lights flashed violently in the background. Suddenly, I saw it. A shiny, robot-like figure, growing larger. It’s straight metal arms pointed at a scared, whimpering Shelly. “We are here to collect the Norwegian Lundehund. Hand over Shelley and we’ll hand over the secrets to the universe. IF you choose to refuse we’ll leave. You have 5 minutes.”
I was trembling from head to toe. Was this actually happening? I had 5 minutes to make the biggest decision of my life. What would I choose? I looked down at Shelly’s soft eyes as she attempted to climb onto my lap. Then I glared at Vortex, with its sleek, silver body.
I slumped onto my bed as Vortex screeched “2 minutes!”. I felt as if the weight of the world rested on my shoulders. Shelley lifted her head and lay it gently on my leg as if she was helping carry my pain. I stroked her head. Is this where we say goodbye? A sudden surge of guilt engulfed me. It was she who would be there for me in my old age, not a piece of text Vortex would hand over. I knew the right thing to do. “ Your time is up!” Vortex demanded. “Your pick” Although Vortex didn’t have a proper mouth, I could still make out an evil, twisted smile. I stood up. “Shelley”. I spoke firmly. “I choose Shelley.”
In today’s world, where the impact of human activities on the environment is more evident than ever, the call for sustainable practices has grown louder across all sectors of society. Amidst this push for environmental responsibility, a deceptive practice known as ‘greenwashing’ has emerged. Greenwashing occurs when a company or organisation spends more time and money on marketing themselves as environmentally friendly than on actually minimising their environmental impact. This can significantly hinder genuine efforts towards sustainability by creating confusion and scepticism among consumers.
The term ‘greenwashing’ was coined by environmentalist Jay Westerveld in 1986, inspired by the irony he observed in a hotel’s signage that urged guests to reuse towels to “save the environment,” while the hotel made no significant efforts in other areas of environmental impact. Since then, greenwashing has evolved into a widespread marketing tactic not limited to any single industry.
Greenwashing can occur in several ways. One common method is through misleading labels. Products might be labelled as ‘green’, ‘eco-friendly’, or ‘natural’ without any evidence to back up those claims. For example, an ‘organic’ label on a product might lead consumers to believe it has met stringent environmental standards, when in reality, the criteria might not be as rigorous or environmentally beneficial as one would expect.
Another method is through hidden trade-offs, where a product is advertised as environmentally friendly based on a narrow set of attributes without attention to other more pressing environmental issues. For instance, a company might boast about a product being made with recycled materials, neglecting to mention that its production process releases harmful emissions or involves unethical labour practices. This selective disclosure misleads consumers who strive to make responsible choices.
Additionally, some companies engage in greenwashing by using vague, meaningless, or unproven claims to appeal to environmentally-conscious consumers. Terms like ‘all-natural’ are often unregulated and can be used loosely by marketers to imply that a product is harmless, despite lacking scientific evidence to support such a claim. For example, a cleaning product might be marketed as ‘chemical-free’, ignoring the fact that all substances (including water) are chemical in nature.
In the fashion industry, fast fashion brands often claim sustainability through initiatives like recycling programmes or eco-friendly collections. However, these efforts are overshadowed by the broader environmental damage caused by rapid production cycles and the disposal of massive quantities of clothing.
1. Critical Thinking Skills: Students are encouraged to question and analyse the claims made by any institution or company.
2. Environmental Literacy: Students are exposed to a comprehensive environmental education in the curriculum that covers not just the science of sustainability but also the socio-economic aspects of environmental issues. This education empowers students to identify discrepancies between claims and actions concerning environmental stewardship. Did you know Patana offers IBDP Environmental Systems and Societies at both SL and HL level and that sustainability is taught in explicit ways from Foundation Stage through to graduation and in particular in subjects such as Geography, Science and Global Citizenship.
3. Encourage Participation in Sustainability Efforts: Instead of superficial involvement, students can be engaged in meaningful participation in planning and implementing environmental policies at school.
4. Utilise Third-Party Resources and Certifications: Students learn about the significance of certifications and endorsements from reputable third-party organisations. Learning about these standards can help them assess the credibility of the school’s environmental claims. Patana proudly holds the Silver “Green Schools” Award.
5. Workshops and Guest Speakers: Bangkok Patana organises workshops and invite experts in environmental science, sustainability, and ethics to speak with students. These interactions provide real-world insights into how genuine environmental change is made and how greenwashing can be spotted and challenged. One of our most prominent visitors was Polar Eco-Warrior Robert Swan, but we also host a number of local NGO’s as well.
If you have any areas of technology you would like me to talk about in these videos then please add a comment in the video or contact me directly on brta@patana.ac.th.
Timestamps
0:00 #1 Netflix phishing email - look out!
2:07 #2 Artificial Intelligence apps
OpenAI’s big announcement: INSANE OpenAI News: GPT-4o and your own AI partner
Have a great weekend.
Brian Taylor
Assistant Principal, Technology for Learning
Are you a passionate and qualified PE teacher looking to join a dynamic and supportive secondary school team on a flexible, part-time basis? Bangkok Patana School is seeking a dedicated Cover Teacher to provide essential support across our Secondary department.
About the Role:
As a Cover Teacher, you will play a crucial role in maintaining the continuity of students’ education during teacher absences. You will be called in as needed, which is regularly, to cover a range of subjects with a primary focus on Physical Education. Your responsibilities will include:
Delivering pre-planned lessons and managing classroom activities
Ensuring students remain engaged and focused on their work
Providing PE cover regularly due to high demand
Covering other subjects when necessary
Key Requirements:
Qualified PE teacher with relevant teaching credentials
Experience working in an international secondary school environment
Strong classroom management skills
Ability to adapt to different subjects and year groups
Excellent communication and interpersonal skills
How to Apply:
If you are enthusiastic about education and meet the requirements above, we would love to hear from you. Please send your CV and a cover letter outlining your suitability for the role to Mr. Luke Jones lujo@patana.ac.th by 4th June 2024.
Ateamof four Year 6 students recently participated in the Primary FOBISIA Maths Competition, held at Singapore International School Bangkok. The competition was held over two days and consisted of fun, fast-paced collaborative team rounds as well as an individual round, all testing mathematical skills, problem solving skills and logic. One of the collaborative challenges was to construct the longest paper chain from a single piece of A4 paper. Our team were the winners of that challenge with a chain that was 8.72m long which was over 20 cm longer than the 2nd place team! Other rounds consisted of challenges such as Mancala, Sudoku, domino challenges, missing numbers, riddles and code breaking.
A huge well done to our team members who proudly represented Bangkok Patana over the two days of competition: Kevin Keiser from 6P, Kyan Vigoda from 6F, Ken Nonaka 6T and Leah Leung from 6M. Congratulations to Kevin who was awarded a Silver Medal for his individual round result and Kyan received a Bronze award for his individual result. Overall the team came in 6th place out of the 41 teams that took part.
The Giving Tree project stands beside Karen children, living in the secluded mountain regions between Burma and Thailand. These kids are struggling to fit into a fast-changing world. Our mission is simple: to bring smiles to their faces. We do this by providing money and special gift bags filled with essentials like clothes, toys, warm winter gear, shoes, and hygiene products. Together, we’re making their world a little brighter.
We provide the children with a variety of necessities aimed at increasing their well-being and overall quality of life. Living in the mountains, it can be very challenging to transport simple goods for general survival, let alone toys and clothing. We identify what the children in the mountain regions lack and try to patch those gaps through non profit donations and up-scaling work with the hopes to make their lives a little better.
Although we started only half a year ago, the strides we have made to aid those in need have been greatly impactful and passed all our expectations. One of our most proud achievements was the mass delivery of Christmas themed gift bags we prepared back in December, our goal was to try to bring some Christmas joy to those that may have never experienced a tradition that we have annually. Working overtime both outside and in school, we were able to prepare catered gifts and toys to be given to 14 families in the mountain range, all gift bags were delivered before the winter break even though the club had only started a few months prior.
In order to send these packages we realised we needed a method to generate funding on a grander scale, our team took every opportunity wether it being bake sales, donation packages (in order to show a tangible value for what the kids would be receiving) or even raising awareness on social media to drive more traffic to our stalls. Through these methods we were able to raise enough money to just barely supply the transportation costs of the gifts and the cost of the gifts themselves.
This year we have plans to improve and scale up the projects from before, as well as invest more attention into other projects that weren’t as successful last year. With the larger amount of provided time in comparison to the rush of last winter, we aim to provide a higher number of quality goods within our gift bags and distribute those gift bags to a larger group of people within the villages surrounding the mountain range.
In regards to the donations, we aim to invest more time into social media in order to gather more evidence of what we are doing to allow possible donors to have more trust and knowledge of what their funds will be spent on, this will hopefully allow us to gather more gifts and deliver more joy and memories to those that truly need it. With our passionate team of philanthropists, we see only a bright future for the Karen children and the Giving Tree club as a whole.
sometimes I wonder, if all our lives are stories, what character, which part do I play in someone else’s? i might be a terrible person in some person’s story, but a shining light in another person’s narrative.
to some people I might be harsh, and rude, but others might respect the way I speak up. to some people I might be aggressive, and bossy, but others might admire the way I work towards my goals.
perspective is a personal thing, it’s individual to each and every one of us. then it just goes to say the opinions and perspectives others have of me, says nothing about the actual me.
some people see the glass of water as half empty, some people see the glass of water as half full, and you can change the glass again and again, but it doesn’t change everyone’s point of view.
just like how you can change yourself again and again, but you’ll never be everyone’s cup of tea, because some people like milk and sugar, and some people would say that’s too sweet.
you’re not a fish out of the water, you’re not a mistake. you’re not a book with an incomplete ending, you’re not missing a page. you’re not a step behind, you’re just moving at your own pace. you can never be everyone’s idea of perfect, you can never be everyone’s idea of enough.
but what you can do, is when you look into the mirror, at the reflection that’s staring back at you, you can see that you’re already perfect as you are,
not for anyone else, but for you.
By Ying Ying Han, 7R
Dear Parents,
We’re reaching out to gauge your interest in having your child utilise the MRT Yellow Line, which is now in operation. We’re prepared to accommodate this service for our school community, pending interest. To do so effectively, we need to determine the number of buses required and departure times. Please be aware that only Year 8 and above can use this service.
Please take a moment to complete the survey HERE. Access to the survey will close after 24th May 2024. Thank you for your participation.
Should you have any questions, don’t hesitate to reach out through the following channels:
JOIN US FOR BASIC LIFE SUPPORT TRAINING
DATE: 12th June 2024
TIME: 9:00 AM - 12:00 PM
VENUE: PRIMARY HALL
Training conducted by: Dr. Natsara Lertsrijatuporn Emergency Medicine Physician, and our expert Emergency Medical Team
TRAINING OBJECTIVES:
Equip participants with the knowledge to safely and 1 effectively care for students and family members during emergency situations.
2. Enhance participants' self-capacity to provide safe and effective first aid in emergency health situations
3 Gain the ability to assist others in emergency situations, taking decisive action when needed.
EMERGENCY FIRST RESPONSE PRIMARY CARE Course Induction CPR & AED Choking Adult/Child First Aid Management
Session will be in English 02-785-2479, nurse@patana ac th 7th June 2024
REGISTER NOW
REGISTRATION ENDS
Monchaya K, Parent
Congratulations Maethus (Alpha) Khuptawinthu, 7R for winning the Thailand Championship Qualifier#3 (Children A 100 cm. He also won an Open class jumping at100 cm.
Hidaka, Parent
Congratulations Yutaka Hidaka, 9M for winning 3rd place in Fighting 69kg (U16) in the1st Ju Jitsu Asian Youth Championship 2024 in the United Arab Emirates.
