Patana News 22nd September 2023

House system gets a tHumbs-up!

Lorna Conroy, Secondary Assistant Principal, Student Welfare

As the sixth full school week draws to a close, the House Competition in Secondary is in full flow. The new House Captains and Year Leaders have been selected and are busy organising events and promoting House spirit. Congratulations to all the students selected for these roles.

The student community has really thrown itself into the competition this year, proudly wearing their House T-shirts on days that they have PE and House events. So far students have amassed a total of 11,856 individual house points for their efforts as well as students in Years 9,10,12 and 13 earning house points from their role in the Year group Interhouse sports events that have taken place so far this term.

But why is the House system so important and valuable? From a teacher and school leader perspective I can name many reasons why, but do the students agree?

THE HOUSE SYSTEM ENCOURAGES HEALTHY COMPETITION

Healthy competition is a crucial aspect of personal growth, and the House system provides the perfect platform for it. There are a whole range of ways students can gain house points. From their individual effort in lessons to their participation in music performances, from involvement in community engagement projects to success in House Athletics, from completing the Library’s annual Christmas quiz to competing in the history bowl.

There really is something for everyone; however, they are not competing just for themselves: the House system promotes teamwork and collaboration. When house pride is at stake the students need to pull together. This friendly rivalry encourages students to strive for excellence, not just for their individual benefit but for the pride of their House. The sense of competition also promotes teamwork and cooperation, as students work together to achieve common goals.

“The House system in Patana is a perfect mix of competition and inclusiveness. The Houses are very competitive against each other but they get along well and don’t cause divides within friends. It is a mix of activity and fun that everyone can enjoy.’” Elliot (House Captain)

“I like how even though the Houses are competing against each other, the House Captains work all together to achieve a more enjoyable experience at Patana for the years ahead.” Nat (House Captain)

THE HOUSE SYSTEM FOSTERS UNITY AND BELONGING

One of the first questions Year 6 students ask when they transition to Secondary is ‘When do I find out which House am I in?’ For some it’s more important that which class they are in or which friends are in their tutor groups. One reason for this is that it creates a sense of belonging, a feeling of unity and being part of a community collectively involved in friendly competition.

“I like that it builds a community within our year. I really like how bright the colours are, it makes Patana look vibrant and it encapsulates enthusiasm. I also really like the competitiveness between each of the houses. Ultimately though, it reminds me of Harry Potter and their Houses, which I think is pretty cool! :D GO PHUKET!”

Amy (Year Leader)

“I feel like we’re in our own community that makes up a larger one.” Hudson (Year Leader)

THE HOUSE SYSTEM DEVELOPS LEADERSHIP AND RESPONSIBILITY

The House system enables many students to take on leadership roles and play a key role in the organisation and running of different events. Each House has five House Captains. These 20 students from Year 12 lead a team of student Year Leaders from Years 7 to 13. All of these roles help students develop valuable leadership skills, such as effective communication, problem-solving, and teamwork. Being partially responsible for the success of their House’s performance fosters a sense of duty and accountability that will serve them well in their future endeavours.

“I wanted to be a Year Leader to step out of my comfort zone and gain leadership skills.” Isa (Year Leader)

“I want to be a House Leader so I can encourage people and spread positivity. I also want to learn more about being a leader.” Glenda (Year Leader)

(continued overleaf...)

“Since I was very young I decided that I wanted to be House Captain. I think it was due to the amazing role models that I looked up to. I think that being a House Captain isn’t just about adding another thing to your college application but getting involved in something that will help the community. I have been a house rep every year since year 7 so I think it’s natural that I was interested in being house captain. Personally, I enjoy planning and organising as well as being part of a team.” Mya (House Captain)

THE HOUSE SYSTEMS ENCOURAGES PARTICIPATION AND ENGAGEMENT

Participation in House events and activities is a great way for students to get involved in school life beyond the classroom. Whether it’s cheering for their peers at House Athletics, participating in a school performance or contributing to community service projects, the House system encourages students to explore their interests and passions. This engagement not only enhances personal growth but also enriches the overall school experience.

‘I think that houses support competition and really encourage students to do their best as they want to win the house competition. Although there are some exceptions, I think that students are working harder than they were before, to achieve their goals.’ Isabella (Year Leader)

THE HOUSE SYSTEM FOSTERS A SENSE OF TRADITION

As a school we are constantly striving to innovate, embrace change and continue moving forwards. However, we mustn’t underestimate the importance of tradition. The House System is a Patana tradition. When alumni visit the school they often talk about their experience of the House system and enquire as to who is winning at the moment. They stop at the House Competition plaque in the Secondary Lounge and look at the winners over the years as they reminisce. The House system is now embedded into Patana culture and comes with many traditions. These traditions often include House colours, mottos, and mascots

that create a sense of continuity and legacy.

“It makes everything more fun and competitive. One of the reasons why I was excited to go to secondary was because of the houses; I was very excited to see which one I got into.” Aria (Year Leader)

The 2023-24 competition has really only just begun. We eagerly await the House Assembly later this month. This is a student-led event and if past years are anything to go by it will be very entertaining and really set the tone for this year’s competition. It seems that the students all agree that the House Systems is a very enjoyable and rewarding aspect of life at Patana.

GOOD LUCK TO ALL THE HOUSES THIS YEAR!!

A FEW FINAL COMMENTS FROM THE HEADS OF HOUSE

“The House System at Bangkok Patana is amazing because it allows everyone the chance to get involved in fun activities, whether that be singing or acting on stage, engaging with the libraries, demonstrating their knowledge in a quiz or prowess at a sporting event, each member can play their part.” Mr Paul Wadsworth, Head of Lanta House

“I love how the House system brings a great element of FUN and competition throughout the whole of Secondary School. It is fantastic to see students proudly wearing their colours around school every day, and even more so at whole school House events – where you get a real sense of unity.” Ms Laura Glanowski, Head of Phuket House

“I love the way that the House system here a Patana allows students with differing skills sets to collaborate across year groups.” Mr Jim Myers, Head of Chang House

“What I like most about the House system is there’s an opportunity for everyone to contribute to the team.” Mr Chris Wakling, Head of Samui House

an update on primary scHool assessment and reporting

Sarah McCormack, Primary Principal

We are thrilled to share some major developments in our approach to assessing and reporting your child’s progress and achievements at Bangkok Patana Primary School

These changes come after an extensive year-long research project, designed to identify the most current and informative assessment and reporting procedures that will enhance your child’s educational journey.

IMPROVED ASSESSMENTS

As part of this project, we have revisited and strengthened our formative and summative assessment strategies and procedures. Below is a snapshot of some of the key developments

WHITE ROSE MATHS CURRICULUM AND ASSESSMENT

We are pleased to announce that all Year groups will now be using the White Rose curriculum and resources. This curriculum, trusted by 80% of schools in the UK, will provide a structured and standardised approach to mathematics learning. Currently, we are piloting the end-of-unit assessments to evaluate their effectiveness in supporting feedback and reporting.

KEY STAGE 2 STANDARDISED ASSESSMENTS

Starting this academic year, we are phasing in new standardised assessments from the world leader in assessments, GL Assessments, for Years 4-6. The first of these assessments, the Cognitive Abilities Test (CAT4), will be completed this month. CAT4 will provide valuable insights into a student’s cognitive abilities and learning potential. We plan to continue with trials in GL Reading and Maths assessments in the coming months.

ISAS

In conjunction with the introduction of new assessment methods, we will be evaluating the impact of the International School Assessments (ISAs), previously administered in Years 4 - 6, on supporting learning. Our desired model is to gradually phase out these assessments in Year 4 and Year 5 over the next two years, resulting in the ISAs only being

taken in Year 6 by 2025/26. We will be consulting with stakeholders on this proposal.

ENHANCED REPORTING TO PARENTS

Our report templates have undergone a significant redesign to offer a clearer and more detailed view of your child’s learning journey. Here are some highlights:

Transition from Levels to Descriptive Approach: We will be moving away from the old system of levels (e.g., 1a, 4b) for Maths, Reading, and Writing. Instead, we will use a descriptive approach. Your child’s attainment will now be measured and described in terms of ‘Developing,’ ‘Meeting,’ or ‘Exceeding’ expectations. This change aims to provide a more meaningful evaluation and align with best practices in the UK.

PROGRESS DESCRIPTORS:

To help to better understand your child’s progress for Maths, Reading and Writing, we will include progress descriptors ‘below expectations’ ‘at expectations’ and ‘above expectations’. These terms will give you insight into the rate of your child’s learning journey..

DETAILED COMMENTS

Our dedicated class teachers will be providing more detailed and personalised comments in the reports. These comments will offer you a deeper understanding of your child’s strengths and areas for improvement.

FEEDBACK FOR INCLUSION STUDENTS:

We are aiming to ensure consistency in the feedback and reports provided to students availing of high-level support from our Inclusion Team, including SFL (Support for Learning), EAL (English as an Additional Language), and enrichment.

These changes represent our ongoing commitment to providing the most comprehensive and accurate evaluation of your child’s educational journey at Patana Primary. Thank you to all the parents who have been involved in giving us feedback around these important topics. We will continue to keep you informed of developments, and we warmly invite you to a Parent Workshop scheduled for Tuesday, October 31, where we will provide a more in-depth understanding of our new assessment and reporting procedures. See you there!

PARENT VOICE

BANGKOK PATANA SCHOOL PRIMARY

BANGKOK PATANA SCHOOL PRIMARY PARENT VOICE

In June 2023, we consulted with our parent community via a short survey (MS Form). The goal of our survey was to further understand what we do well and where we can improve. Results were collated manually and organised into themes.

In June 2023, we consulted with our parent community via a short survey (MS Form). The goal of our survey was to further understand what we do well and where we can improve. Results were collated manually and organised into themes.

RESPONSES

We received 312 responses over the course of two weeks, with the following distribution.

RESPONSES

We received 312 responses over the course of two weeks, with the following distribution.

Note: In 2022 we recieved 327 responses - great job!

Note: In 2022 we recieved 327 responses - great job!

QUESTION 1

What do you value most about Bangkok Patana? Key themes:

QUESTION 1

What do you value most about Bangkok Patana? Key themes:

Quality of teaching and learning

The welcoming and inclusive Patana community

Quality of teaching and learning

The reources, facilities & environment

The welcoming and inclusive Patana community

The reources, facilities & environment

Note: These themes echoed those in the May 2022 survey too!

Note: These themes echoed those in the May 2022 survey too!

QUESTION 2

QUESTION 2

What one change if any would you like to see in the Primary school? Key

What one change, if any, would you like to see in the Primary school? Key themes:

QUESTION 2

What one change, if any, would you like to see in the Primary school? Key themes:

Further curriculum innovations - eg: 21st century skills, languages, religious education, focus on Maths & Literacy

Wellbeing and the environment - eg: AQI guidance, sustainability intiatives, health and hygiene

Communication and engagement - eg: reports review, detailed curriculum information, further parent workshops

Note: Suggestions were broad and diverse, with limited agreement

QUESTION 3

What parent workshops would you like? Key themes:

Supporting children’s social and emotional wellbeing

Navigating technology and social media

Supporing diversity and inclusion

Guiding academic learning and growth

Note: Do check the parent partnership schedule to see where we have incorporated these ideas

Thank you to all our parents who responded to the survey. Your feedback is invaluable and will help inform future planning and developments in the Primary school.

Mrs. Sarah McCormack Primary Principal (September 2023)

tHe true meaning of tiger spirit day

tHe true meaning of tiger spirit day

Robine Johnson, Lead Teacher for Primary Community Action

Aswe approach Tiger Spirit Day on 4th October, the Primary School is taking time to reflect on the true meaning of Tiger Spirit Day. This long-established whole school event has always been about stripy costumes, loud roars and fun but what sits behind the noise and excitement? Like all good celebrations, Tiger Spirit Day is a unique time in our busy schedule where we unite as a community and remember what makes us special. The tiger has long been the Patana School mascot for our sporting teams and with this fearsome emblem we feel brave and strong. But Tiger Spirit represents a little bit more than just being brave and strong. Here at Bangkok Patana we pride ourselves on having fun and always doing our best. We believe in kindness to others, respect for all and fair play at all times.

Tiger Spirit Day is the first event organised by the Community Action Team each academic year and it is a special opportunity to ask ourselves, who are we and what do we believe in? Feeling part of a community with a shared identity and shared set of values is a key component of mental health and on Tiger Spirit Day, across the Primary School, classes link together to join in fun activities to help make connections and form friendships. We may be an enormous school, but we can feel united together.

This Tiger Spirit Day, our focus will be on Tiger Spirit through sports and games. Older year groups will be preparing games to play with their younger buddies and at lunch time, Secondary Sports Delegates will run fun sporting activities on the back field for children to practice their true Tiger Spirit.

Children are invited to dress up “tiger style” and earn a suggested donation of THB 100 by helping at home. This money will be used to support the Primary Central Fund which is used for emergency relief and long term projects.

bangkok international band festival

The8th and 9th of September 2023 were dedicated to music for nine members of the Patana Big Band. The annual Bangkok International Band Festival was held at ISB and we were grateful to be invited. Over 200 students from 12 different international schools assembled together to perform four incredible pieces, along with the guest conductor Dr Heidi Miller from Gustavus Adolphus College in Minnesota, USA. The performance included the songs: “Halcyon Hearts” by Katahj Copley, “Blue and Green Music’’ by Samuel R Hazo, “Theme from Jurassic Park” by John Williams, and finally, “Mambo Perro Loco’’ by Julie Giroux. The festival was a prime opportunity to improve the musical abilities of the students, as well as learn different musical techniques from Dr Miller. At the end of the taxing two days, the student’s hands, lips and minds were pushed to the brim, but despite their ex haustion, they were proud of what they had accomplished and will remember this experience for the rest of their lives.

Solo Festival October 2023

DATE

Saturday 28th October 2023

TIME: 9:00am-1pm (time-slots – 910am, 10-11am, 11am-12pm, 12pm-1pm)

CLOSING DATE: Monday 9th October 2023

More details and application form

Be Sure to Sign up!

Solo Festival October 2023

Saturday 28th October 2023

(time 11am, 11am

Monday 9th October 2023

Tanna Chou, 10L and Dan Baker, 10R

exploring tHe application of knowledge: from books to reality

IB Students Share Thoughts on their Extended Essays

Keith Wright, Head of Faculty, Humanities

The Extended Essay is one of the sub-components of the IB diploma, which involves students working on a 4000word research essay for approximately 40 hours on one or two of their IB subjects. The World Studies extended essay involves using an interdisciplinary approach, and 2 subjects from the IB course, to explore a contemporary global issue and answer a chosen research question. Last week the Year 13 students had been submitting their world studies essays and these are some of their thoughts on their journey so far.

GEOGRAPHY AND DESIGN & TECHNOLOGY EE - KEIRA MCKNIGHT-BURRELL

I embarked upon my extended essay journey through the choice of The World Studies. Within this field, I blended the subjects, Design technology and Geography to delve into the topic I am deeply passionate about - the urban heat island effect. My EE explored the interdisciplinarity aspect of the urban heat island effect focusing on how Design & Technology can play a pivotal role in ameliorating its impacts, through the case study of Singapore. The subject matter aligns with my interests in sustainable urban design and resonates with a country that I have once lived in. I chose Singapore as it is in a unique position as a rapidly urbanizing city-state facing climate change. Throughout my research process, I have gained valuable insight, forging connections between geography and DT to shed light on the impacts of urban heat and how design can pave the way for a more sustainable urban future in Singapore.

BIOLOGY AND BUSINESS EE - ANANYA KAUSHIK

During our course, we were given an opportunity to write an Extended Essay. I took this chance and involved two subjects which I was the most interested in and would like to further delve into. This was able to happen as I did the World Studies Essay allowing me to involve both subjects and write a detailed report. In my essay, I looked at the rates of adolescent obesity in America and to what extent was it affected by advertising. The main reason I picked obesity and its relation to marketing was due to my ardour for Nutritional Sciences. The overall process of writing this essay gave me experience in how to write a 4000-word essay that required lots of in-depth research and sourcing. In the world studies EE, the involvement of writing about a global issue and the interdisciplinary approach made it a much more interesting process.

BIOLOGY AND GEOGRAPHY EE - SIRIKORN (JIN) DANSIRI

The opportunity to do a world studies essay was exciting for me as it gave me an opportunity to combine two of my interests, Biology and Geography, in an in-depth piece of work. In my essay, I evaluated the extent to which the prevalence of coronary heart disease was impacted by the rate of economic growth, and one of the highlights of the process, to me, was being able to see how various models are relevant in the real world. For instance, through the nutritional transition model, I was able to gain insight on how global diets evolved as countries developed, and link it into the occurrence

of heart disease. An aspect I like about the WSEE is that it places great emphasis on exploring pressing global issues, giving students a greater understanding of the world around them, and encouraging them to think of solutions that can be applied within their communities.

ECONOMICS AND GEOGRAPHY EE - NANDINI MEHROTRA

I chose to write a world studies essay as it allowed us to be able to explore a real-world contemporary global issue through the lenses of my subjects of interest, Economics and Geography. My extended essay is based on the consequences of the Indian informal economy on the lives of women workers. Through this essay, I developed skills such as resilience, effective research, critical thinking and the application of theoretical frameworks to the world around us. The highlight of this process for me was being able to understand the realities behind the employment of women in informal economies. Prior to researching for this essay, I thought of employment as an advantage in almost all cases, however, through this EE I was able to understand the not so acknowledged problems associated with it. Overall, the world studies EE was a challenging yet interesting and rewarding experience.

ECONOMICS AND PHYSICS EE - KEN (KENNY) PATANOTAI

My IB Extended Essay delved deep into the intriguing question of whether geothermal energy could serve as a viable alternative energy source for Cryptomining in El Salvador. This particular topic provided the perfect canvas to seamlessly merge my interests in both Economics and Physics, allowing me to approach the research with a multidisciplinary perspective. By drawing on economic principles, I evaluated the cost-effectiveness of geothermal energy compared to traditional energy sources for Cryptomining. Simultaneously, my solid grasp of Physics enabled me to navigate the technical intricacies of harnessing geothermal energy and its potential implications for the Cryptomining process. Deliberately selecting El Salvador as my case study, given its distinction as the first country to embrace Bitcoin as legal tender and pioneer geothermal energy for Cryptomining, laid the foundation for a rich and fertile research ground. Within this multifaceted exploration, policy analysis emerged as the most enjoyable aspect, adding a real-world dimension by dissecting cryptocurrency and energy-related policies in El Salvador. My extended essay not only scrutinized the feasibility of geothermal energy in Cryptomining but also illuminated the intricate connections between economics and physics in the context of sustainable energy innovation, offering a comprehensive understanding of a topic profoundly relevant to our evolving world.

Through the process of writing our extended essays so far, we recognised the importance of applying learned theoretical knowledge to the real world and seeing simple concepts manifest themselves in the society we live in. Hence, with the aim of allowing more students to be able to take deeper dives into their subjects of interest with a purpose, we were hoping to introduce the magazine SHARC, which aims to encourage students to share and develop their knowledge and interests related to the disciplines of social sciences and humanities. The submissions can include fresh and longer research projects, shorter book/documentary/online course summaries, articles relating to global issues or current events and much more.

Ana Bolakoso, SEC Key Stage 3 Representative

Iwasborn in the heart of Bangkok, in a bustling 7/11 convenience store. My existence began as an optional purchase, a humble plastic bag that Nisa almost declined when she bought a range of snacks. She had her hands full, juggling bags of chips and bottles of ice tea, and I, brightly coloured and slightly crinkled, seemed like an easy way to lighten her load. Little did I know that my journey would take me far beyond the confines of that store.

Nisa paid for her purchases, and soon I found myself outside, carried by the warm breeze of Bangkok. Nisa had big plans for the day – a picnic with her friends by the Chao Praya River. I swayed gently in her grasp as she chatted and laughed with her companions. The sun shone down, casting a golden hue on the river’s surface.

Our journey took us to the bustling riverbank, where Nisa spread out a colourful mat, and her friends began unpacking a feast of delicious Thai dishes. I was placed near a plate of pad Thai, surrounded by laughter and joy. For a moment, I felt truly content, fulfilling my purpose as a carrier of nourishment and happiness.

As the day wore on, the meal came to an end, and Nisa’s friends started to clean up. I watched as they gathered the empty containers and utensils, but when it came to me, I was left behind. The wind caught me, lifting me from the mat, carrying me away from the group. Panic coursed through me as I drifted higher and higher, leaving the picnic behind.

I landed in the Chao Praya River with a soft splash, surrounded by the reflection of Bangkok’s skyline. The once-familiar laughter and chatter had faded into the distance. Now, I was alone, floating on the river’s surface. The currents tugged at me, pulling me along on an uncertain path. Curious catfish and morning glory plants poked at me.

My journey downstream continued for days, and I saw the world from a different perspective. I passed beneath ornate bridges, watched boats glide by, and saw the lives of people who depended on this mighty river. But I also saw the pollution – discarded plastic bottles, wrappers, and bags like me, floating aimlessly.

One evening, as the sun dipped below the horizon, I felt a sudden jolt. Something had trapped me, and I couldn’t move. Panic surged once more, but as I looked around, I realised that I was not alone. I was entangled with other

plastic bags, forming a strange, sad community of waste.

We had reached the ocean, and our journey was far from over. I was now part of the ever-growing mass of plastic debris known as the Pacific Garbage Patch. The once-pristine ocean stretched in all directions, but all I could see was a vast expanse of plastic, a testament to the careless actions of humanity.

As time passed, I became a home to small marine creatures seeking shelter in the absence of natural habitats. They made the best of a dire situation, turning this sea of waste into their refuge. I watched as colourful fish darted among us, and curious turtles swam by. Life persisted even in the most unexpected places.

Yet, the ocean was not kind to us. We were constantly battered by waves and exposed to the harsh elements. Slowly, I began to break down, my once-vibrant colors fading into dullness. I couldn’t help but wonder about the world beyond this garbage patch, the one I had once glimpsed from the Chao Praya River.

My journey had come full circle, and it was a stark reminder of the impact of human actions on the environment. I had started as a symbol of convenience in a 7/11, but now I was just another piece of the plastic problem plaguing our oceans.

To say “No plastic bag, thank you” in Thai, you can use the phrase:

ไม่เอาถุงพลาสติกค่ะ/ครับ (Mâi ao túng plá-sà-dtìk khâ/kráp)

ไม่เอา (Mâi ao) means “Don’t want” or “No need.”

ถุงพลาสติก (Túng plá-sà-dtìk) means “plastic bag.”

ค่ะ (khâ) is a polite particle used by females.

ครับ (kráp) is a polite particle used by males.

Patana ParticiPates!

Achievements from Our Community

Nandhamalee Bhirombhakdi, Patana Parent

Check out Voranan (Beam) Bhirombhakdi, 12B on YouTube! Beam is releasing Thai and English cover songs every Wednesday and Sunday.

transPort Corner - more shuttle buses!

Sunantinee (Toon) Hamilton, Head of Services

We’re excited to share some great news! In response to the increasing demand for our shuttle bus service, we’re expanding our service to include an additional round. Starting immediately, we will now have three rounds to better accommodate your child’s schedule, especially for those departing from Bangna BTS.

HERE ARE THE NEW DEPARTURE TIMES:

6:50 am

7:00 am

7:10 am

We hope this change makes your child’s commute more convenient. Thank you for choosing our shuttle bus service, we appreciate your continued support.

ror dor update

Congratulations to the 26 Year 11 students who successfully passed their physical fitness tests on 20th September 2023 for the Reserved Officer Training Corps course (Thai Military Student course) or RorDor as it is more commonly known. The course will take three years until they successfully complete it in Year 13.

Stay updated with the Secondary Music Department by following their Instagram account: @bpssecondarymusic

#256: New ai Features iN roblox

Generative AI is coming to the populargaming platform Roblox. In the video linked on the left, Wayne Denner emphasises the importance of online safety with the rollout of the new AI features. Many parents I speak with have questions about Roblox.

Key takeaways from the video:

Roblox Assistant: Discover how Roblox’s conversational AI, known as Assistant, enables creators of all skill levels to focus less on mundane tasks and more on high-value activities such as narrative, gameplay, and experience design.

Ensuring Online Safety: Wayne addresses pressing concerns surrounding online safety, particularly for young children. He highlights issues such as cyberbullying, hate speech, and inappropriate content, which have been persistent problems on the platform. He emphasises the need for “safety by design” in the rapid development of these technologies.

The Importance of Education: Wayne underscores the vital role of education for parents and caregivers in navigating the swiftly evolving technology landscape. By equipping ourselves with knowledge and understanding, we can foster balanced and safer age-appropriate experiences.

So, whether you’re a concerned parent, an educator, or simply interested in the future of AI integration and online safety, please watch the video by clicking on the image above.

Have a relaxing weekend.

Brian Taylor Assistant Principal, Technology for Learning