Patana News 29th September 2023

Carol Battram

building Shared truSt and underStanding:

The parenT safeguarding code of conducT

Carol Battram, Primary Assistant Principal, Learning and Welfare

Oneof the many marvellous things about life at Bangkok Patana is watching trust grow between a family and our school. We want every family to feel welcome straight away, but it takes much longer to build a sense of trust and belonging.

In order to build that trust, expectations around safeguarding are made explicit for everyone at Patana. We want every family to understand and to share the values we champion, and which drive our decision making. We aim to be open and transparent about how we approach learning, behaviour, home-school communications, student safety and wellbeing.

Even so, it can take some time to build a shared understanding. Approaches differ - Some things may have been dealt with another way in a previous school. You may have been told much more - or very much less –about your child’s progress or behaviour.

To build a culture of safeguarding in a school, we need everyone to understand and abide by our shared values of safety, kindness and respect. To this end, we are delighted to share that the Parent Safeguarding Code of Conduct is now available in several languages. These can be accessed on our school website, in these languages:

English Thai Burmese

Chinese Mandarin Dutch French

German Hindi Italian

Japanese

Korean Spanish

THE PARENT SAFEGUARDING CODE OF CONDUCT SETS OUT KEY SAFEGUARDING EXPECTATIONS.

We have a shared responsibility to ensure safe and effective care for every student. Please share these expectations with any employee, family member or guest who visits our campus.

• Keep your Patana card visible.

• Only enter ‘adult’ toilets.

• Use good judgement when taking or posting images.

• Follow the guidance provided by the school.

• Report any concerns to a member of staff.

THE PARENT SAFEGUARDING CODE MAKES CLEAR OUR SCHOOL STANCE ON PHYSICAL PUNISHMENT.

Every student needs to learn about choices and consequences, but physical punishment has a detrimental impact on a child’s long-term development and wellbeing. Our teachers use many age-appropriate sanctions, strategies and consequences, none of which include physical punishment. We also support and encourage families to use proportionate and non-physical forms of discipline.

THE PARENT SAFEGUARDING CODE MAKES CLEAR THE IMPORTANCE OF CONFIDENTIALITY FOR EVERYONE.

We only share information about a child with their own parents or legal guardians. Likewise, we ask that parents do not discuss another child or family, including via social media platforms.

WE NEED EVERYONE TO BE PROTECTED, SAFE AND SECURE FROM POTENTIALLY HARMFUL COMMENTS.

Confidentiality helps to protect everyone but can be harder to accept when it’s your child who is experiencing unkind behaviour or hurtful comments at school. The relationship between home and school can quickly start to fray if the trust is not there – and the response may be very different, depending on how the incident and its aftermath are viewed.

You get a call from the teacher explaining that your child has been hurt by another child. You ask around and learn that this child has hurt others in the past.

You ask for more details. What will happen to the other child? How will the school guarantee your child’s safety? How did the other parents respond?

The teacher tells you that they cannot share information about another child or their family. However, the matter is being dealt with in a way that helps and supports all the children involved.

You do not feel reassured by the teacher’s response. The other child is in the wrong and you want to know what the school is doing about it. Feeling angry and frustrated, you post something on the parents’ group.

You get a call from the teacher explaining that your child has hurt another child. Several children got upset during a game, but only your child responded by hitting.

The children all spent time with their teacher, using peaceful problem solving to help repair their friendship and re-set expectations.

Your child loves school but sometimes get frustrated, especially when asked to share. Some days it can seem like two steps forward, three steps back. You meet with the teacher to discuss appropriate consequences and ways to support your child.

You have also seen some online comments about your child which are very upsetting.

choices for some time to come.

We need parents to trust that our teachers will respond, teach and guide them to learn from these mistakes. An apology should almost always be part of the process –but just saying sorry by itself is not enough. Typically, the teacher will put in place steps, strategies and sanctions to help the student accept responsibility, express regret and starting to repair the damage.

The Safeguarding Codes of Conduct are there to support and protect all members of our school community. Stating that our students are Protected, Safe and Secure is meaningless unless this key value underpins expectations in the real and often messy world of school.

Finally, for anyone who would welcome a reminder of just how far your child has matured along the way, you

The Cambridge Dictionary defines ‘mature’ as ‘like an adult’ and so, by definition, our students are a long way from maturity. Even our Senior Students will continue to make mistakes in their actions, judgements, responses and

might enjoy this read. For some reason, the title caught my eye.

I’m a Kindergarten Teacher. Believe Me, the Beginning of School is Always Like Fight Club: https://slate.com/human-interest/2023/09/preschool-fights-biting-kindergarten-normal.html

Year 13 Student WinS Pratt & WhitneY e-SteM innovation grant

HOW RICE CAN SAVE THE SKIES...

A big congratulations to Tanat (Johnny) Tungsubutra for attaining a prestigious grant for his rice project. Readers may be familiar with Johnny’s rice project as we have featured it before in Patana News and on the IB Community Blog

“I have been working with the People Protecting the Environment Foundation, a non-profit organisation in Suphanburi on a rice project to stop rice stump burning. After the harvest season, farmers often burn the rice stumps to clear the land, a major contributor to the rising PM2.5 levels. I spent the past year developing a rice farming pilot project in Suphanburi to promote sustainable agriculture and generate economic opportunities for local farmers by replacing crop burning with microorganisms that can decompose rice stumps into organic fertilisers,” explained Johnny.

“I wrote about the rice project and applied for the 2023 Pratt & Whitney NAAEE (North American Association for Environmental Education) E-STEM prize. I heard of this award from Mr Roff’s email to Patana students in the final week of last academic year and I took the initiative to apply for it when there was only one week to meet the deadline. In early September, we were informed that we were selected as a recipient of an E-STEM Innovation Grant and USD15,000 to support our programme.”

“I am proud that I was able to help raise funds that will help rice farmers and the environment through the People Protecting the Environment Foundation and help the Foundation gain international recognition. The public announcement of the award will be made during the NAAEE virtual conference, 17th - 20th October 2023. This year, there were 15 organisations that won an E-STEM award globally.”

Click on the image below to view the video that Johnny submitted to the E-STEM award judges.

PriMarY teChnologY

terM 1 revieW

Max Hopwood, Leader of Learning Primary ICT

Learning at Bangkok Patana School is an incredible journey of exploration and growth, where students learn and thrive in an environment that places a strong emphasis on creativity, innovation and critical thinking. Through the use of technology, children not only hone their technical skills but also find ways to amplify their voice and make meaningful connections to the community and our Guiding Statements

YEAR 1: EXPLORING SEESAW FOR FUNDAMENTAL SKILLS

Our tech journey in Year 1 begins with Seesaw, an excellent platform that helps us learn essential transferable skills including, taking photos, text editing, recording our voice and digital inking. Through various activities, we improve our fine motor skills and discover our artistic sides as we build a portfolio of digital artifacts. Bangkok Patana’s commitment to nurturing responsible global citizens is evident early as the children develop digital literacy from a young age.

YEAR 2: CREATING INFORMATIVE ANIMATIONS WITH FLIPACLIP - ANIMATIONS

Year 2 begins by diving deeper into the world of digital creativity. We use Flip-A-Clip to create informative animations, which allow us to express ourselves in fun and engaging ways. This experience strongly resonates with Patana’s guiding principles of innovation and communication. It also instills self confidence, developed by exploring and mastering new concepts, which helps to foster a passion for lifelong learning.

YEAR 3: PUBLISHING EBOOKS WITH BOOKCREATOR

Year 3 students feel like real authors and illustrators by using Book Creator to draft, craft and publish their own eBooks. This experience builds a sense of confidence in our creativity and self-worth. We hope Patana’s emphasis on nurturing creative individuals who can confidently express themselves is evident in the books we create for our class digital libraries.

YEAR 4: EXPLORING BRAND DESIGN WITH TAYASUI SKETCHES PRO OR PROCREATE APPS

Year 4 students learn about digital design using Sketch-

es and Procreate Apps. This venture allows us to delve into the world of visual communication, branding, and problem-solving. Through a process of sketching, reflecting and iterating our designs we are able to enhance our digital skills and embrace creativity and innovation. Look out for some of our designs on display in the near future.

YEAR 5: DESIGNING CAD MODELS WITH TINKER CAD

In Year 5, we venture into the world of 3D design using TinkerCAD. Working in “Space Teams” we design CAD models of space vehicles, stations and landers, while gaining a hands-on understanding of 3D geometry and the design process. This immersive experience exemplifies our commitment to nurturing innovative thinkers who embrace STEM disciplines.

YEAR 6: CRAFTING SHORT FILMS ABOUT CULTURE – IMOVIE

Year 6 start the year by becoming budding filmmakers, creating short films that explore our identities and cultures. This initiative encourages us to become empathetic global citizens by sharing our unique perspectives with a wider audience. It also showcases our ability to think critically, collaborate successfully and communicate effectively.

The integration of technology into our Primary curriculum at Bangkok Patana School is deeply woven into the institution’s commitment to its Guiding Statements. Through various digital tools and platforms, we not only acquired technical skills but also embody Patana’s values of creativity, innovation, and responsible global citizenship. As children progress through their Primary years, they continue to refine abilities, preparing to embrace the challenges and opportunities of an ever-evolving world.

Please ask your children about the apps mentioned above and see if they can share any of their newly acquired knowledge and expertise with you at home. NBLinks to most of the tools we use in Primary Technology are linked from the Bangkok Patana Technology Curriculum page here

SuPPorting the CoMMunitY through Charitable Work SuPPorting the CoMMunitY through Charitable Work

Helen Dunford, Y4 class teacher and CAT Advocate

Year 4 are delighted to continue supporting two charities again this year: The Mercy Centre and The Good Shepherd Thailand.

Bangkok Patana School has a long standing relationship with The Mercy Centre. Many of you will have heard about the students from the Mercy Centre regularly visiting our wonderful campus on Saturdays to enjoy the facilities and a hot lunch. The Year 4 children are proud to be able to donate 100,000 Baht to The Mercy Centre which will pay for their transport to Patana and their meals. It will also fund educational materials, books and uniforms for the children at the Mercy Centre School.

This Christmas, Year 4 children will again take part in the Christmas Box Project. This involves the students creating Christmas wrapping paper using recycled paper and filling shoeboxes with a variety of items needed by the Mercy Centre children. This includes essentials such as toiletries as well as small toys, colouring pencils, notebooks and teddies to fill the shoeboxes.

The Good Shepherd Thailand have many ongoing projects throughout the country. Here in Bangkok, they support women’s refuge and child care services in Din Dang. They provide learning opportunities for disadvantaged women such as sewing, embroidery, crafting, hairdressing and manicure training. They also provide day care for young children aged 3-6 years. In a recent monsoon storm, the roof of one of their buildings collapsed - fortunately no one was hurt as it happened during the night. A temporary repair to the roof has been done whilst the charity awaits funding.

It is with great pleasure that Year 4 are able to donate THB 300,000 to this charity which will be used to build a new roof so the women and children can continue their work and play in a safe, secure environment. This money was raised by last year’s Y4 children during their Young Entrepreneur’s market at the end of term 3. Thank you to everyone who supported this event.

You can find out more about these charities and what they do by following the links below.

https://www.mercycentre.org/ new/

https://goodshepherdthailand.org/

Alice Leslie, Year 5 CAT Advocate

Year 5 are delighted to be supporting two charities: the Baan Dek Foundation and the Cambodian Clean Water Project.

What is the Cambodia Clean Water Project?

The Cambodia Clean Water Project has been building wells for families in Siem Reap, Cambodia for over ten years. Many rural communities in Cambodia do not always have access to clean, safe water. As a result, families have little choice but to drink from whatever source is available, such as rivers, lakes, or a canal. Sadly, these unsanitary conditions often cause typhoid, cholera, dysentery and other preventable diseases.

To date, more than 1,600 wells have been installed, bringing fresh, bacteria-free water to more than 24,000 people. Clean water is also used to irrigate farm plots and provide drinking water for domestic animals. Healthy animals and good crops result in increased opportunities for families – helping to lift them out of poverty.

Every year, Year 5 students take part in special events such as ‘The Great Water Walk’, which raises awareness of water scarcity, and ‘The Bring Buy and Bake Sale’, where the proceeds go towards the installation of wells in the villages in Cambodia. Each water well, including installation, costs approximately THB 15,000. Last year’s fundraising helped us to donate over THB 100,000 to support this charity’s work.

What is the Baan Dek Foundation (BDF)?

Baan Dek’s mission is to foster children’s access to education, health, and safety services throughout Thailand. Approximately 60,000 migrant children live in construction site camps throughout Thailand. How does the Baan Dek Foundation help?

•BDF creates tailored action plans and support for communities and provides one-on-one, tailored case management.

•BDF provides counseling and/or referrals to public safety, health and education services.

•On a community level, BDF enrolls children in school and removes barriers to enrollment, as well as supports children’s access to vaccinations and medical care.

•In the best interest of children, BDF explores family care solutions and collaborates closely with government agencies to ensure alignment on alternative care policies and guidelines.

Last year, Year 5 children took part in the Christmas Box Project. This involved filling shoeboxes and cardboard boxes with a variety of items needed by the children. 141 children received a shoebox last Christmas. In addition, our students donated a huge number of secondhand books.

Baan Dek Foundation

Cambodia Clean Water Project

introduCing Well-being aMbaSSadorS in SeCondarY SChool

Rehana Kaur, Dara Rodel and Suhana Kaur, Year 12

Weare excited to introduce the Patana Well-Being Ambassadors Programme. The programme commenced this academic year and was introduced to train Year 11 and Year 12 students to support peers who are experiencing social and emotional challenges in different areas of their lives. As Wellbeing Ambassadors, we’ve undergone a hugely beneficial training programme which has empowered us with a deeper knowledge of mental health and well-being and we now feel very ready to support the community.

CREATING A WELLBEING CULTURE

The role goes beyond raising awareness; it’s about creating a culture where well-being is cherished, stigma is dismantled and support is consistently available. We hope our presence across the school can help promote an environment where students can thrive. Our goal is to focus on the well-being of our peers, supporting them through empathy and understanding. The foundation of our skills lies from knowledge learned through weekly sessions with the school’s experienced Social and Emotional Counsellors as well as our own personal experience.

As Senior students, we have experienced many difficult periods in our lives and we are keen to support others who are likely experiencing similar things.

We provide a safe space for our peers to share their struggles and achievements, reducing feelings of isolation and building connections across the community. Our one-to-one sessions with students are confidential, unless a risk of safety is involved. We recognise it is important for students to feel seen and heard. It is taken into account that some students may not be comfortable sharing any troubles with adults or teachers, which is why peer support offers a valuable alternative route to explore what can sometimes be difficult feelings.

WE ARE ADVOCATES FOR POSITIVE CHANGE ACROSS THE SCHOOL

We collaborate with the Social and Emotional Counselling team and propose initiatives to enhance well-being. We have our ears to the ground and we are aware of the day-to-day issues affecting young people within our community. We endeavour to create a relaxed atmosphere, where every student can flourish and feel able to seek help. We want students to feel that no problem is too small. If a student does not feel like meeting with a Social and Emotional Counsellor or maybe speaking with their Tutor or Head of Year, we can provide an and alternative, with the idea that no one goes unheard. Our journey has deepened our understanding of the importance of well-being and empowered us to be compassionate and empathetic leaders in the pursuit of a healthier, more supportive environment for all.

Throughout the last year the 15 WellBeing Ambassadors have gone through a training program led by our social and emotional counselling team.

We have accessed one hour sessions weekly as a part of an ECA programme, where we covered a variety of topics including dealing with bullying, exam stress, problems with friends and family situations; delving into our own experiences and sharing them within the group setting. This has taught us how to understand feelings and be good listeners. Within these sessions we also undertook interactive supervised practice with our fellow ambassadors, role-playing possible situations and scenarios. It was also important that we learnt about safeguarding and how to tell when a situation is becoming dangerous to either the student or the people around them.

We strive to foster a safe and supportive environment in our school community. We know from the research into counselling and our personal preferences that students prefer to talk to their own peers rather than a more distant individual who is not necessarily living the same experience. Our one to one sessions are designed to be a haven of confidentiality and trust, where peers can free -

ly talk to us about anything and seek guidance without fear of judgement. The confidentiality of our sessions is of the utmost importance and only the WBA’s will know the details of conversations, the exception to this is where a student indicates a risk of harm to themselves or others. In such circumstances we will notify a representative from the Counselling team and ensure appropriate procedures are followed in respect of safeguarding in school. We continue to have weekly check-ins with the Social and Emotional Counselling team and can explore any concerns or difficulties we may experience.

You can easily identify us around school, wearing the well-being logo as a part of our dress.

We will have a presence in the HUB every lunch time as we feel this is an appropriate location for students to touch base with us. This space has been chosen so that you feel comfortable and at ease when discussing personal matters, although we are happy to be approached in general around school and will endeavour to always be responsive and caring. We believe that open and honest conversations are important for well being and personal growth. We are here to help promote an atmosphere where our students can thrive!

Our training programme is ongoing this year and we currently have 26 trainees from Year 11 and 12 participating - Our numbers will swell in coming years and we hope to have an ever growing influence on the school and our peers.

YEAR 13

YEAR 12

Kelly Krish Kashish Zi Leong (Victor)

Amy Holly Gunn (Bobby) Pou Ieng Rehana

Raiya (Rats) Benjamin Dara Suhana Xiaomei (May)

Amaya

2023/24 WELL-BEING AMBASSADORS

varSitY girlS volleYball gain ConfidenCe varSitY girlS volleYball gain ConfidenCe

Lastweekend the Varsity Girls Volleyball team took part in a mid-season Invitational hosted by NIST. A great chance to get in tournament style practice ahead of SEASAC and to test our combinations among our team, which includes 4 rookies.

Our first game was against an experienced ICS team with some very powerful, tall players. Our first set was a little wobbly as we struggled to find our rhythm. However, we rallied after the first set and gave the ICS girls an excellent 2nd set, going down fighting 25-21.

Next up were fellow SEASAC team Harrow. The match was played in excellent spirit and we started to get our first serves in consistently and play our preferred style. Shout out to Kelly who secured us several long strings of points with her signature serve, Akane with her steady and reliable hands on the first ball and Sharnipa (Pa) who was dominant in the middle and at the net. We won this match 2-0 and secured our first win of the season.

The final match of the friendly invitational was against our hosts NIST and a big home crowd. It was a tight match with the teams matching each other point for point. A great serving run by the NIST Captain however tipped the scales in their favour and they won the match. We were pleased to have shown such improvement since we last played them in a friendly fixture very early in the season and had such a competitive encounter as a result.

CheCk Mate: froM eCa to tournaMent

In the recent TCIS Chess Tournament, the Bangkok Patana Chess team were 1st Runners-up. The members of the team have been enjoying their Chess ECA throughout Block 1. 135 students from 38 different schools in Thailand took part in this tournament. The Bangkok Patana team scored 20 points, one point below the winners. There were 12 schools eligible for the team trophies and the competition was very strong. A big congratulations to our young students:

Under 6: Ronan Huang, Elle Verma

Under 8: Yee Kiu (Evie) Choi, Miles (Milo) Huang

Under 10: Ho Yuen (Aiden) Choi

Cindy Adair, Varsity Girls’ Volleyball Coach

Riste Menkinoski, Red Knight Chess Club

Krisztina Ujhazy, Secondary Music Teacher

Bangkok Patana School participated in the Bangkok International Strings Festival at the International School Bangkok last weekend, alongside eight other International schools from Bangkok, Taiwan, India, and South Korea. Students and teachers from all eight schools worked together preparing for the final concert. Besides the joy of meeting fellow musicians from other schools and countries, the festival also gives students the opportunity to experience the dynamics of working in bigger groups with a performance deadline looming.

Our talented strings players worked very hard rehearsing with guest conductor, Dr. Kira Omelchenko, who came to lead the Festival from Ontario, Canada. The Festival concluded with a gala concert on Saturday. The program included contemporary classical pieces and pop arrangements. Well done to our participating students!

Solo Festival October 2023

CLOSING DATE:

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Be Sure to Sign up!

Solo Festival October 2023

Saturday 28th October 2023

(time 11am, 11am

Monday 9th October 2023

Celebrating the international daY of PeaCe

Dan Hatfield, Leader of Learning and Curriculum, Year 3

PROMOTING PEACE THROUGH EDUCATION AND COMMUNITY

At Bangkok Patana Primary School, the celebration of the International Day of Peace is more than a one-day event; it is a reflection of the school’s commitment to fostering a culture of peace, understanding and global citizenship. Guided by its core values and mission, our school enthusiastically embraces this annual opportunity to empower students with the knowledge and tools to become peacemakers in a diverse world.

EMBRACING DIVERSITY AND UNITY

One of our Guiding Statements is a commitment to celebrating diversity and promoting unity. On the International Day of Peace, this guiding principle takes centre stage. The school recognises that true peace can only be achieved when people from different backgrounds come together in harmony. In this spirit, we organised a range of activities that encouraged our Primary students to reflect on what Peace means to them – what it sounds like, what it looks like and how it makes them feel – as well as considering all of things we already do as a school to promote peace.

EDUCATING FOR PEACE

Education is a powerful tool for promoting peace. Our mission statement includes a commitment to “developing intellectual curiosity, independent thinking and a love for learning,” and the International Day of Peace is a prime opportunity to put this into practice. Over the day, our students engaged in a variety of age-appropriate activities and discussions that help them understand the concept of peace, its importance and how they can contribute to it. From storytelling sessions about peace to classroom discussions about conflict resolution, students were encouraged to think critically and empathetically about our school community and their place within it.

PROMOTING SOCIAL RESPONSIBILITY

Another Guiding Statement emphasises the importance of promoting social responsibility. The Interna-

tional Day of Peace provides a platform for students to put this value into action. Students reflected on the importance of helping others and were encouraged to participate in initiatives that benefit our school community, such as the ‘Smile Squad’ focus on treating everyone with respect or joining the student council. By engaging in these activities, they not only contribute to a culture of respect regardless of wealth or social status but also develop a sense of responsibility and empathy that are crucial for peacebuilding.

BUILDING INTERPERSONAL SKILLS

Effective communication and conflict resolution skills are essential for maintaining peace in any community. Recognising this, we dedicated time on the International Day of Peace to help students develop these vital skills. Through role-playing exercises and group discussions, students learnt how to express their thoughts and emotions in a constructive manner and find peaceful resolutions to conflicts. This approach to Peaceful Problem Solving is something that we start with our youngest learners in the Foundation Stage and that we build on as the children move through our school.

A CELEBRATION OF HOPE

The International Day of Peace at Bangkok Patana Primary School is also a day of hope. It is a celebration of the belief that every student has the potential to make a positive difference in the world. Through education, empathy and a commitment to the school’s guiding statements, students are empowered to become agents of change who can contribute to a more peaceful and harmonious world.

Our celebration of the International Day of Peace is a testament to our school’s unwavering commitment to our Guiding Statements. Through education, community engagement and the cultivation of essential values, we equip students with the knowledge and skills needed to promote peace in their lives and beyond. It is a celebration of diversity, unity and the enduring hope for a more peaceful world.

Habitat art Competition

Cora

In Primary Art, we hosted a Habitat Art Competition where children from FS to Year 6 made their favourite habitat in their favourite Art style. We had hundreds of entries, from deserts to oceans, rainforests to cities, made with careful and detailed painting, digital media, and even 3D dioramas. A big well done and thank you to everyone who entered the competition, all the artwork is on display in the Arts shared area, and we are very grateful to you all. It was a real challenge to pick eight winners (one for each year group), because there were so many wonderful and unique pieces. Well done to the winners whose art is shown on this page.

The Habitat Art Competition was created to celebrate the children’s learning about different natural habitats; and how each classroom, and Patana itself, is a learning habitat. The children have really enjoyed learning about different habitats and taking part in or viewing the Habitat Art Competition artwork.

Well done again to everyone who entered, and to the winners.

Batley-Moss, Primary Art Teacher and Areeluck (Nina) Songsirikul, Primary Art Teaching Assistant

Alexander, FS1P

Jason, FS2R

Peppermint, 1K

Elsie, 2W

Mia, 3D

Esther, 4R

Vella, 5D

Emily, 6B

Achievements from Our Community

Rodney Fountain, Secondary History Teacher

Itseems like such a long time ago since the start of the 2023 Thai National BMX series. This 5 race championship is usually all over by June but a schedule change meant that it stretched out until last weekend with long gaps between races. The members of L&D Racing (Nico Lovegrove, Freddy Minchin and Frank Myers) are now in a school year above where they started the season! Previous issues of Patana News feature race reports from earlier races but the schedule change meant Rounds 3&4 were during the summer break. History teacher Rod Fountain delayed his trip to the UK so he could race in Round 3. He’s glad he did because he took the win in the 50+ category, maintaining his unbeaten record. With his team mates Freddy and Frank back in England, Rod’s son Nico skipped Round 3 and everyone had to miss Round 4 on account of being on the other side of the world!

To race BMX safely requires a rider to maintain a level of bike control they can rely on without question. Races start with riders sprinting down an 18 degree start hill 5 meters off the ground. After that, jumps and huge banked turns, designed to generate yet more speed, litter the 400 meter course and with 8 riders fighting for the fastest line, trust in your own skill and that of your competitors is essential. With that in mind, and Round 5 looming, the team were keen to begin practicing again after the summer break. However, with the recent rain cancelling sessions (you really, really don’t want to race BMX in the wet!) only Rod (number 806) felt confident enough to race in the season finale. With hot, but otherwise perfect, conditions over the weekend Rod won his heats on Saturday and the final on Sunday, making it a successful season.

Next season’s schedule is back to normal, running from February to June and so the team will start their preparations soon. BMX is a very family-friendly sport and Bangkok is blessed with a world-class track. During race sea-

son families come from far and wide to race and support and the atmosphere at the track is wonderful. If you’d like to know more about how to get involved with BMX racing then you can contact Rod on rofo@patana.ac.th or follow the team’s page on Facebook at facebook.com/ pedalsreadygo

INTERVIEW: MR CHRIS SAMMONS, HEAD OF SCHOOL

1. What is one of your fondest or most favourite reading memories?

Too many books and so many good memories to choose only one; I am going to be cheeky and select three. My earliest reading memory was watching my father read as a very young child. My dad was dyslexic and so struggled at school during his early childhood yet persisted with reading because he enjoyed stories so much. My memory was watching him read ‘Watership Down’ for hours at a time and being fascinated with how big the book seemed to me and the artwork on the front cover. It is because of him I learned to persist with reading and to love it. My second memory was during my last year of school when we had freedom to analyse literature as part of our exam grade. ‘Cry The Beloved Country’ by Alan Paton is an incredible novel set in pre-apartheid South Africa and stands as a protest to racial injustice. As well as the social history, it describes the incredible velds of South Africa in such descriptive and vivid detail - I still feel transported to the country and the time in history when I read sections of this book. I am really lucky to have a very old version which I treasure on my book shelf to this day.

Finally, reading ‘We’re going on a bear hunt’ with my children when they were young, over and over and over and over again......... brings back happy family memories.

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

The fictional character I would most like to meet in real life is Kermit the Frog. I would like to meet, human to frog, and explore the life lessons which he promoted in his autobiography ‘Before You Leap’ (2006): chip in, share your stuff, give your time and genuine concern for the well-being of friends and neighbours, forget about the glamour and the glitz which ultimately only provides superficial and fleeting happiness; of course, take care of your swamp. Least like to meet, Darth Vader. Scary morals.

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

To me new horizons means embracing everything that comes through your door. It can be as large as moving country, a scientific breakthrough or new social understanding which dawns on us all. It can be as small as waking up each morning and making a new resolution of how to approach the new day with more hope than the last. No matter how exciting or mundane, how happy or sad the events of life make you feel, it is all about learning how to show up and meet these things. Everybody can take something from Anne Frank and should read it [her diary] at least once in their life, “how wonderful it is that nobody need wait a single moment before starting to improve the world.” FS AND KEY STAGE 1

RECOMMENDATIONS:

FS & KS1: Cora Graham, Class Teacher

FS1C

TJabari Jumps by Gaia Carnwall Jabari watches the other children at the swimming pool jump from the diving board and wants to try too. We follow Jabari as he tries to build up the confidence to have a try at this new and scary thing! Luckily, Jabari’s dad is alongside him to offer support and encouragement. They talk through Jabari’s feelings and practise some mindfulness, but will it be enough to help Jabari make the leap?

That’s NOT How You Do It by Ariane Hofmann-Maniyar. Lucy is brilliant at everything. She can paint elephants, eat with a spoon and fork, play the xylophone and so much more. If anyone in Lucy’s class needs help, they come straight to her. But one day, Toshi arrives in their class and starts doing things differently. Lucy’s frustration shows when she tells him, “That’s NOT how you do it,” as Toshi eats with chopsticks instead of a spoon and fork and makes paper cranes instead of stars. As Lucy tries to correct Toshi’s ways of doing things, she learns something very important about herself. An important and clear message of the benefits of sharing what we know and embracing other ways of doing things.

That’s Not My Name by Anoosha Syed When Mirha starts her new school, her friends and teachers cannot pronounce her name and she wonders if it might just be easier to pick a new one. Maybe then she would make friends more easily and find her name on a keychain at the giftshop. But thankfully, with the support of her family, Mira learns how unique and important everyone’s names are and how advocating for yourself can have many positive results. A story to remind us to be brave and stand up for ourselves, even when it feels easier to change.

KEY STAGE 2 BOOK RECOMMENDATIONS:

Jemima Corker, 4A

The 13-Storey Treehouse by Andy Griffiths & Terry Denton. Two boys live in a treehouse, which offers a whole new perspective on living. It has 13 different kinds of floors, which are loads of fun. My favourite level contains the games room, where there are so many different activities - you will never get bored. What’s more, the series goes right up to the ‘169-Storey Treehouse’!

Leonora Bolt, Secret Inventor - by Lucy Brandt. This amazing scientist has a secret laboratory and she spends her days creating incred-

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

ible inventions. One day, a mysterious boy appears on Crabby Island, bringing with him a story about Leonora’s uncle that changes her life forever. Join her on her quest to push inventive boundaries and find a way to defeat her villainous relative.

The World’s Worst Children by David Walliams. This book is about misbehaved, gross or disgusting children, who make bad choices. It is a very, very funny book. My favourite story is ‘Bertha the Blubberer’, because she NEVER stops crying. EVER. The author gives us a new outlook on what children are capable of and makes us laugh out loud, at the same time.

KEY STAGE 3 BOOK RECOMMENDATIONS

Evelyn Jongwutiwes, 7W

A Long Walk to Water - Linda Sue Park. This story is about Salva, a boy who gets separated from his family in a civil war in Sudan. He has to walk miles and miles each and every day hoping that one day he can be reunited with his family. He also has to fight for his life because water and food is scarce there in Sudan. This is a great book because it makes us aware of the crisis that Sudan is going through and makes us aware about the world around us. I would recommend this book to KS3 readers because I think they would understand the book better, knowing about wars and how hard it could be to survive in those conditions. It is a very adventurous book that tells us about the stories of people whose lives aren’t as luxurious as ours.

The Land of Roar - Jenny Mclachlan. The Land of Roar is a series that has three books. The titular book is about twins Arthur and Rose. They are at their grandad’s house for summer and think back to when they used to play a game called “Roar”, which they made when they were little and involves visiting a city of their imagination - at least that’s what they thought. Suddenly, their grandad disappears and Rose and Arthur stand there in disbelief, wondering whether Roar might in fact be real. It is a great book and one of my all time favourites. I would really recommend this book to KS2 or KS3 students as it is filled with excitement and adventure. It really caught my interest and there are some fabulous pictures in there to illustrate the book too!

Ms. Pattara-Orn (Binnie) Lertrit

Tuesdays with Morrie - Mitch Albom. This book is about a man’s emotional journey through his weekly meetings with his dying professor. The author, Mitch Albom, reconnects with his professor, Morrie, sixteen years after graduation. That was when he learned that Morrie was very sick and did not have much time left to live. They agreed to meet every Tuesday. Morrie’s fascinating stories trans-

form Mitch’s perspective of what really made life ‘meaningful’. I recommend this book because it is relatable to all of us. We all live in a very busy and competitive world where we tend to think that money and fame define who we are. This book will encourage you to look to new horizons to find yourself a happier, more peaceful and meaningful life.

KEY STAGE 4 AND 5 BOOK RECOMMENDATIONS:

Ms. Laura Hellens Secondary English

The Unwomanly Face of War by Svetlana Alexievich (IB recommended only). In addition to the vast richness of Thai culture and endless history, food and sights Bangkok has to offer, one ‘new horizon’ I am interested in exploring is that of early 20th century Russia. This adopts a far more sobering tone than my other suggestions, however, and contends for a position as the greatest piece of non-fiction I have ever read.

After reading only a few of the many short personal, firsthand accounts given by female soldiers detailing their memories of their service to the Soviets during WWII on the Eastern front, I could not stop telling everybody about everything I had just read. Each one seemingly more dumbfounding than the last, Nobel prize winning journalist Svetlana Alexievich compiles the extraordinary and harrowing tales of superhuman bravery and suffering from the less considered perspective of women. Accounts range from detailed experiences of dragging six-foot tall, flame-engulfed men out of bombarded tanks to heart wrenching stories of smothering crying children to avoid enemy exposure. Whilst easy in its prose, it is certainly not a light read and will reframe your outlook on the capabilities and resilience the human creature is able to exhibit under extreme conditions.

Jingo! by Terry Pratchett. This next recommendation will quite literally transport you to explore a new horizon as you traverse the fully-realised and intricately detailed ‘Discworld’ of the great and late Sir Terry Pratchett’s wacky and wonderful imagination. This series is known for its sharp wit, clever humour, and satirical take on various aspects of our world. Pratchett uses the fantastical setting to poke fun at everything from politics and religion to popular culture and technology, making it a delight for readers who appreciate satire – and Jingo! is no exception. Jingo! satirises the irrationality and dangers of nationalism as citizens of both the fictional Ankh-Morpork and Klatch become fervently patriotic and blindly follow their respective leaders into war. The story touches on issues of racial prejudice as characters from different ethnic backgrounds encounter discrimination and stereotypes. In summary, it is part of a rich and humorous fantasy series that offers a unique blend of satire, social commentary, and storytelling. Whether you’re a fan of fantasy or literature that makes you think while you laugh, there are plenty of reasons to delve into the world of Discworld – and Jingo! is a great place to start.

Curious if we have any of these books available in our libraries? Search online here, or contact our library staff here

#257: WhaT parenTs need To KnoW abouT WhaTsapp

WhatsApp is the most widely used messaging platform on the planet, with over two billion users (forecast to become three billion by 2025), across more than 180 countries. The majority of those people (70%) open the app at least once a day – but what exactly are they seeing? Contact from strangers, fake news and convincing scams are all among the service’s well-documented hazards.

According to the UK’s Ofcom, WhatsApp is used by more than half of 3- to 17-year-olds in the UK (including one in three from the 8–11 bracket), despite its 16+ age restriction. If your child hops onto WhatsApp to stay in touch with friends or family, this guide contains the key details you’ll need to support them in doing it safely.

See you at the Fun Run on Sunday!

Brian Taylor Assistant Principal, Technology for Learning

Main venues: NEILSON HAYS LIBRARY THE BRITISH CLUB

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