Term 2 Magazine 2025

The Termly Magazine of Bangkok Patana School

Bangkok Patana Issue 75 Term 2, March 2025

Magazine

WELL-BEING Residentials

LEARNING Can I Play Too?

GLOBAL CITIZENSHIP World Scholars Cup

Bangkok Patana is a not-for-profit IB World School accredited by CIS

LEARNING

CONTENTS 6

Issue 75, Term 2, March 2025

Foreword

WELL-BEING: RESIDENTIALS 8 Year 4: Independence and Responsibility 10 Year 5: Where Nature Became our Teacher 12 Year 6: Students’ Musings 14 Year 7: Rollicking in Rayong 16 Year 8: Exploring History and Adventure 18 Year 9: Planes, Paddles and Painted Umbrellas 20 Year 10: Persistence and Positivity Prevail in Pak Chong 22 Year 12: Theory of Knowledge and More...

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20 LEARNING 24 Can I Play Too? Learning through Play in the Foundation Stage 26 AI as Your Learned Partner in Contemporary Education

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Our Services Move Management

Home Finding

Office Move

Visa & Immigration

Settling - In

Relocation Services

Tenancy Management

GLOBAL CITIZENSHIP 28 World Scholars Cup 30 Alumni Stories Curtain Call: Harry’s Leap from Patana to the World Stage

Front 4 • Cover B a n gby k o kJasmine P a t a nJames, a S c h oYear o l 12

Destination Services

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Departure Services

Records Storage

FOREWORD

By Reyce Gabriel De La Cruz, 13H Bangkok Patana Student from 2010 - 2025

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rom my first day at Bangkok Patana in K1 to my final time in Year 13, this school has been my second home.

Looking back, it’s hard to capture just how much these years have shaped me — not just academically but through the friendships, challenges and countless memories that I’ll carry with me long after I leave.

Sports have been a huge part of my journey. Whether competing in FOBISIA, BMAC and SEASAC tournaments or representing the school in basketball, softball, football and track and field, I’ve always loved the thrill of competition. Balancing sporting training with (I)GCSE and now IB has definitely been a challenge, but it’s also taught me resilience, time management, and the importance of pushing my limits - lessons I know will stay with me far beyond school.

Beyond sports, some of my best experiences have come from school trips.

While I’ve been lucky to attend multiple, the IB Korea trip stands out as my absolute favourite; the combination of adventure and new experiences with friends made it unforgettable.

643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna Bangkok 10260 Thailand Tel: +66 (0) 2785 2200 Email: reception@patana.ac.th www.patana.ac.th

Approaching the end of my time at Patana, I realise how much I’ll miss this community. The friendships, the competitions, the school spirit — it’s all been a defining and core part of my life. Above all, I know that the lessons I’ve learned at Patana, on and off the field or court will guide me wherever I go next.

As a Patana student, we are provided with so many opportunities throughout our time at school. Read on for articles about the Residentials, World Scholars Cup, Alumni Stories and much more.

Editor: Sneha Mathew Tel: +66 (0) 2785 2411 Email: snma@patana.ac.th Advertisement: Finn Balslev Tel: 081-866-2577 Email: finn@scandmedia.com

Design & Production: Scand-Media Corp., Ltd. Tel: +66 (0) 2943 7166-8 www.scandmedia.com

Bangkok Patana Magazine is the termly publication of Bangkok Patana School published three times per year and distributed to 2,000 members of the School community. Reproduction of articles, artwork and illustrations by written permission only. This magazine is printed on recycled paper.

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WELL-BEING: RESIDENTIAL

YEAR 4: INDEPENDENCE AND RESPONSIBILITY

By Laura Renesto, Year 4 Assistant Leader of Learning

An Unforgettable Journey: Year 4’s Residential Trip to Hua Hin

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his year, Year 4 embarked on a memorable Residential trip to Hua Hin, a week filled with exploration, growth and friendship. While the itinerary promised adventure and fun, the real treasure lay in the lessons the students learned about themselves and each other. This experience was more than just a trip—it was an opportunity to grow socially and emotionally, embrace independence, take on responsibilities and forge both new and deeper friendships across the Year group.

Building Independence and Responsibility For many students, the Residential was their first time away from home for an extended period. This step outside of their comfort zone presented a golden opportunity to build independence. From packing their own suitcases to managing daily tasks like keeping track of their belongings and sticking to a schedule, the children took on responsibilities with determination and enthusiasm.

Room inspections became a prestigious accolade. Students were not only tasked with preparing themselves for the day, 8

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but also ensuring their rooms were tidy and belongings were organised. Though simple, these moments of shared accountability instilled a sense of pride and discipline that will serve them well beyond the trip.

Developing Social and Emotional Skills Despite not being in our familiar classroom surroundings, an enormous amount of learning was taking place during the week, developing the students social and emotional skills. Being away from familiar environments and routines pushed students to adapt and engage in new ways. The group’s shared experiences helped foster empathy, patience and communication with their roommates, peers and staff.

The children spent their days playing beach football, splashing in the pool and paddling in the sea. Whether building sandcastles, organising imaginative, impromptu games or enjoying creative art projects, these activities offered endless opportunities for laughter, teamwork and shared interests.

As the sun set each night, evening activities were in full swing. Excitement peaked with a lively talent show where students showcased their hidden or not so hidden talents, from

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singing and dancing to comedy acts, all performed bravely in front of a crowd! The disco on friday was a perfect way to end our week together; both students and staff showing off their best dance moves with glow sticks a plenty!

Forging New Friendships One of the most rewarding aspects of the trip was witnessing new friendships bloom and existing ones deepen. Shared rooms, group activities and meals provided countless opportunities for students to connect. Many students ventured beyond their usual friendship circles, discovering common interests and forming new friends in the year group.

While the days were packed with activities, quieter moments also played a significant role in the trip’s success. During free time, students often gathered in small groups to chat, play games, or simply enjoy the serene surroundings. These unstructured times allowed the students to relax, reflect and bond in a more casual setting.

Student councillors Riad and Claudia, reflected, “At first, I was nervous because I didn’t know who I’d share a room with as I joined Patana this year, but it turned out to be amazing! I made friends with people I don’t usually talk to in class and now

we’re so close. We all loved the water park and especially the slides and wave pool! Another thing we enjoyed in the week was having free time chatting and playing with our friends on the beach and at the swimming pool.”

By the end of the trip, the growth in confidence, resilience and interpersonal skills was evident. Many students returned home not only with wonderful memories but also with a greater sense of self and a deeper appreciation for their peers.

A Lasting Impact The Year 4 Residential to Hua Hin was more than just a school trip; it was a transformative experience. It taught our students the value of independence, responsibility and teamwork while encouraging them to embrace challenges and celebrate their achievements. Most importantly, it strengthened the fabric of our school community, reminding us all of the power of shared experiences and the joy of forging meaningful connections.

As we settle back into our routines, the lessons from Hua Hin continue to resonate. We look forward to seeing how these newfound skills and friendships will enrich our Year 4 journey and beyond. Here’s to more adventures, growth and learning together!

TERM 2 – 2024/25

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WELL-BEING: RESIDENTIAL

YEAR 5: WHERE NATURE BECAME OUR TEACHER

By Alice Leslie, Year 5 Assistant Leader of Learning

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n November, excitement filled the air as Year 5 students bid farewell to their families, ready for their three-night adventure at Khao Yai National Park. Unpacking at the new resort, marked the beginning of a journey filled with both fun, curiosity and excitement, but also collaboration, resilience and growth.

After a hearty meal in the dining hall, the night safari awaited. Armed with torches and anticipation for spotting the park’s range of nocturnal dwellers, we explored the darkness; we spotted prickly porcupines, venturing deer, large bats darting overhead and – for those of us who were watching carefully – a leopard. The highlight, however, was the starlit sky, unobstructed by light pollution, offering a humbling view of the stars and moon. It reminded us of the ‘emerald, green, gloomy dark’ that had been described so realistically in our Year 5 text, ‘The Explorer’.

“The night safari was amazing because I could see the constellations in the sky. Can you believe that we saw a sloth? On the way to the trucks, we also saw a troop of monkeys!”

The next day, our daylight trek through the rainforest revealed the park’s true wonders. We started the morning by wrestling with our leech socks to protect our legs, before embarking on the journey, led by our knowledgeable guide. Ancient trees, over 400 years old and footprints from elusive elephants, were fascinating to spot. We marvelled at the unfolding scene of 10

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twisting liana vines, exotic flowers, vibrant butterflies and layers of huge, leathery banana leaves. Equipped with geographical language from our classroom learning, we felt like true explorers navigating the rainforest’s sights and sounds! While finding our way through the forest, we were tasked with climbing through a web of the thick roots of a tree to continue our journey on the other side - incredible! How many people can say they have been inside a tree? A challenging trek led us back to the park’s Visitor Centre, where we enjoyed a browse of the gift shop, picking up one or two items for our families at home, before indulging in a much-needed lunch break. Much rainfall meant that we could not climb down to see the waterfall…nevertheless, we got an awesome view of its sheer power from afar!

“Trekking was amazing because the trees and the creatures we saw were jaw dropping! I had never done anything like that before and it was amazing doing it with my friends beside me.”

Inspired by our shared reading of ‘The Explorer’ in class, our trip took a thrilling twist with the Howling Gibbons adventure programme, which involved building shelters, rafts and fire making, just like the characters lost in the Amazon in our class book. We put our survival, communication and joint problem-solving skills to the test while constructing shelters that had to endure the elements (in the form of an unexpected ‘rain’ shower). We also mastered the art of fire building using a flint

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and steel. Our success was measured by whether we could manage to toast marshmallows at the end…and we did! In addition to these activities, we were challenged to complete a low ropes course. Placing our trust in our friends to support us was an important aspect of this task and many triumphantly found their way over tires, across logs and around a rather tricky combination of steps. We left Howling Gibbons feeling a great sense of achievement and pride in our newfound skills.

“The low ropes course was amazing because I put my trust in my own friends while being blind folded and they really did look after me, although they might need to improve their directions next time!”

For the duration of the Residential, we had the opportunity to participate in many team building activities and games. We learnt about the importance of working together and realising what we can achieve as a team: whether that was building a raft that may or may not float; or working together to maintain tidy and hygienic spaces in our rooms to score a mighty 12/12 on the room inspections; or supporting our friends if they needed a boost away from home. Amidst adventure and learning, moments of fun and camaraderie included Quiz Night, an epic BBQ feast and the Talent Show. This proved a wonderful exhibition of the interesting and amazing skills our students have: from beautiful singing to dance performances, rapping, joke telling, tai chi, role play and lightsaber battles! We

shared it all. Throughout the sunny, pleasantly cool afternoons, we relaxed with various activities at the resort, such as swimming, board games, cycling and ball games. This all helped to foster new friendships and create lasting memories. Laughter and joy brought our year group closer and created memories that we will all – both teachers and students - cherish forever.

“The breakfast was so good! The cereal was great, the bacon was amazing and the scrambled eggs were awesome!”

On the final day, we enjoyed a lie-in and packed up our belongings. The breakfast spread gave us plenty of energy for our journey home and we were then waved off by the wonderfully kind and attentive staff from the hotel.

“The best part of the trip? Definitely hanging out with friends and the night safari.”

Throughout the trip, the students’ unwavering tenacity, motivation and collaborative skills were everywhere we looked.

They encouraged and challenged one another, bringing a smile to each other’s faces. The students’ openness to novel experiences, their evident growth and resilience in the face of challenges, as well as their inventive problem-solving skills, were notable and wonderfully rewarding features of the trip.

Undoubtedly, these crucial qualities will prepare them for their future endeavours.

TERM 2 – 2024/25

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WELL-BEING: RESIDENTIAL

YEAR 6: THE STUDENTS’ MUSINGS

By Duncan Ferguson, Year 6 Assistant Leader of Learning

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ou may recall that I recently wrote an article about the benefits of Residential in the Patana News where I explored the benefits for teachers, parents and students.

In this article, the focus shifts to purely student voice. What did they feel about the trip? What were their thoughts before, during and after?

Before we went on the trip, some students had normal concerns ranging from whether they would sleep properly, if there would be bugs in the tent when we camped, who they would share a room with, how long the journey would be, if they would like the food, and how many snacks they were allowed to take. In order to alleviate these concerns, there were assemblies and parent presentations. The teachers made themselves available to answer questions and to build excitement as the final Residential Visit in Primary approached! On the morning of departure, there was a pleasant buzz of anticipation.

It was a truly impactful and successful trip as was evident from the joy witnessed while we were there and also the comments made on our return.

“I liked that we could play some fun games while we learned at the same time.”

“Resi was so much fun! I found sooooo many crabs on the beach. Sadly, one was dead, but we held a funeral for it.”

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Play is so important for all ages (including grown-ups!), and there were ample opportunities for students to be creative and immerse themselves in play. Play builds other qualities such as socialising, kindness, confidence and problem solving. In the example above, the students held a funeral for a crab – what a kind thing to do! There were plenty of other activities that were also memorable.

“The kayaking was great although we did crash a bit when we first started. When we worked together, we managed to mostly steer straight!”

“Camping was such fun! It was a little hot to begin with, but during the night it actually rained! The food there was so good!”

“I am proud of myself for getting over my fears and going into the waterfall, even though there were tons of gigantic fish all around me.”

In life, things are not always easy. The experiences on residential enabled the students to face challenges, to build resilience, and to improve their growth mindset by trying something new. Risk-taking in life, with appropriate support and guidelines, is crucial in preparing students for future challenges – it may help them to gain the confidence to attempt new and potentially

Bangkok Patana Magazine

difficult learning and thus make progress. They are preparing for a future we cannot predict, so pushing themselves out of their comfort zone could be a critical skill.

“My favourite memory was when some of my friends performed a little show at the restaurant when we were eating lunch.”

Opportunities for spontaneity were treasured. There were many examples of this during both Week 1 and Week 2 of the Year 6 Residential, but I was there for the example above: when a small number of students spontaneously decided to perform a dance and to sing on a stage at a restaurant, a blue-tooth speaker came out and others quickly joined. They were encouraging each other, and the audience immediately stopped what they were doing and focused their attention on their friends’ performances. We all need to make time to deviate from the plan sometimes. Therein, magic often lies.

“If there was no mangrove, the sea would have no meaning.”

“It was interesting to talk to the fisherman. His life is very different to mine. I can’t imagine having a job like that.”

These were some of the reflections on our return to school related to the learning. The environmental theme clearly had an impact, and students reflected on their own lives and how those of others are so different. Encountering elements of life different to our own helps to build empathy and understanding, qualities vital for harmony in our world.

“The room inspection was funny. We tried to make our room tidy, but some of the people in my room were messy!”

“We get to be independent and not rely on our parents.”

When we reach the end of the year and students are preparing to move to Secondary School, it is natural that they review their time in Primary; this happens through the Memory Book, which is organised by the parents, and through conversations looking back on all the fabulous things they have done. Residential is always at the forefront of their memories. Often, it is the little things that stick; it is those moments with friends when there was laughter, when there was challenge, or when something out of the ordinary happened. Students love Residential, and it is fabulous to hear their take on the incredible experiences after we return to school. These experiences all go towards shaping what they value and who they are.

TERM 2 – 2024/25

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WELL-BEING: RESIDENTIAL

YEAR 7: ROLLICKING IN RAYONG

By Alice Murphy, 7U Photo Editor: Dalinda Mendelsohn, 7M

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he suspense was building. Today was the day we finally went on the legendary Year 7 Residential to Rayong. We had heard stories about snorkelling, newly renovated rooms and unforgettable adventures, but nothing could quite prepare us for what was to come.

After the long three-hour journey through grassy fields and urban towns, we arrived at our destination, buzzing with energy.

It was a large resort with swimming pools, cafes, courtyards and a golden, glistening beach. After a quick peek at our rooms, we were thrown into a fire-drill. Then came the buffet, of everything you could ever want for lunch: Rice, stir fried vegetables, chicken, noodles and much more. After lunch, we were split into six groups, which we’d stick with for the entire week. The first day was all about getting us ready for

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the week ahead. We practiced snorkeling in one of the hotel’s three pools, which helped us feel more confident for the real deal. On top of that, we had some fun beach games and a guided tour of the resort.

The rest of the week was a mix of non-stop activities, with each day following a steady routine. We’d wake up to a delicious breakfast, ready to tackle the day’s morning activity.

Lunch was always something to look forward to and after we were refuelled, we’d dive into the evening activities. Free time between 4:30pm and 6:00pm allowed us to unwind a bit, though we couldn’t go back to our rooms. Instead, we hung out at the beach or the nearby café, making the most of the time to relax before the next adventure.

Dinner time came at 6:00pm and after eating, we’d all

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gather together for a big evening activity. From Quiz Nights (did you know a baby lion is called a cub?) that were possibly the loudest activity of all, to Trash to Fash challenges where we had to create outfits from recyclable materials, the evenings were always packed with exhilaration. We had a movie night where we watched Wild Robot. And my favourite, disco, where we danced the night away to APT, in all types of flashy costumes.

Throughout the week, the activities were a whirlwind of excitement: Thai cooking, kayaking and even orienteering through the woods. We went snorkeling where we saw clams, fish and all types of coral. We also took part in a beach cleanup, doing our bit to help the environment. One particularly unforgettable moment was during kayaking, when our group accidentally veered into the mangroves. We laughed so hard

as we navigated back, splashing water everywhere in the process. Every activity brought something new—a chance to challenge ourselves, bond with friends, or simply marvel at the beauty of Rayong.

By the time Friday rolled around, it was hard to believe the week was over. After five days of persistence from the students and resilience from the teachers, we were finally going home. We had spent so much time together, working as teams and laughing over the silliest moments, that the idea of leaving felt unreal. But as we headed back to school, I knew that this Residential had been everything I’d hoped for and more—an adventure, a chance to make new friends and a week of unforgettable fun. And as my fellow classmates said, “IT WAS SO SIGMA!!”

TERM 2 – 2024/25

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WELL-BEING: RESIDENTIAL

YEAR 8: EXPLORING HISTORY AND ADVENTURE

By Katie Chatterton-Bull, Head of Year 8

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ovember saw the Year 8 cohort head off on their much-anticipated Residential trip to Kanchanaburi, where history, adventure and a little bit of chaos awaited. As students and staff boarded the buses with bags of snacks and boundless energy, it was clear this was going to be a week to remember.

The adventure began before even arriving at the hotel, with a pitstop at iCamp to replenish, stretch legs and dive straight into team-building activities. These games brought plenty of laughter and a chance to bond with new classmates. By the time we reached the picturesque hotel later that afternoon, excitement levels were sky-high. The serene escape, nestled in lush surroundings, was the perfect base for the week ahead.

Students eagerly explored their new home, while staff—already plotting the coffee strategy—prepared for the action-packed itinerary awaiting them.

Mud, Paddleboards and Waterfalls The days were filled with activities that challenged both minds and muscles.

Mudbrick making was an instant hit; students gleefully rolled up their sleeves (and trousers!) and got stuck into the gooey task.

There was something oddly satisfying about shaping the bricks that would stand the test of time, even if they left the students hilariously caked in mud.

Stand-up paddleboarding proved to be both fun and hilariously tricky, with many students finding themselves more “splashing down” than “standing up.” But perseverance paid off and by the end of the session, there were some impressive paddling pros among the group. The stunning Erawan waterfalls provided a refreshing break from the action, as students splashed and played in the cascading waters. Surrounded by breathtaking scenery, it was a perfect moment to unwind and soak in the beauty of nature. The obstacle course was another firm favourite. With ropes, walls and even more mud and water to tackle, it was a high-energy, team-focused activity that tested resilience, collaboration and the ability to laugh off a faceplant or two.

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The trip also included a sobering visit to Hellfire Pass and the Railway Museum, where students learned about the region’s wartime history. Walking along the infamous tracks and hearing stories of resilience and sacrifice was a humbling experience that brought history lessons to life.

Action-Packed Evenings Even after the busy days, the fun didn’t stop. Quiz Night kicked off the evening festivities, with students showing off their trivia skills (and some wildly creative answers that left everyone in stitches). But it was the 80’s games night that truly brought the house down. With messy challenges, wacky costumes and plenty of laughs, it was an evening of pure hilarity and chaos.

Of course, the disco was the crowning glory of the week. With glowsticks waving and classic tunes pumping, students (and a few enthusiastic teachers) danced the night away. Between the lively outfits and questionable dance moves, it was a fitting finale to an incredible week.

Reflecting on the Experience As the buses rolled back into school, the smiles on everyone’s faces told the story: the Year 8 Residential had been a roaring success. Whether conquering paddleboards, splashing in waterfalls or showcasing their moves on the dance floor, the students embraced every challenge with enthusiasm.

Kanchanaburi has left us with muddy clothes, new skills and memories to last a lifetime. Here’s to the next adventure!

TERM 2 – 2024/25

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WELL-BEING: RESIDENTIAL

YEAR 9: PLANES, PADDLES AND PAINTED UMBRELLAS

By Nick Fieldhouse, Head of Year 9

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his year’s Year 9 Residential to Chiang Mai was nothing short of legendary – a week filled with adventure, laughter and just a touch of mud. Our journey began in style, with the novelty of flying up on a dedicated aeroplane exclusively for our group. Excitement buzzed through the cabin as Mr Fieldhouse delighted all by taking over the PA system for an in-flight announcement. His radio debut is unlikely to land him a spot as a pilot, but it certainly set the tone for a memorable trip!

As with any great adventure, our journey wasn’t without its hiccups. Due to last-minute flooding in Mae Taeng, we had to pivot and relocate to a different hotel with just three weeks’ notice – a logistical miracle! The new hotel turned out to be a wonderful base: clean rooms, fantastic food and plenty of space for activities, despite a few students whispering about ghostly visitors.

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Monday kicked off with icebreaker activities at the hotel, where friendships were forged and competitive spirits ran high.

By Tuesday, we dived headfirst into a jam-packed rotation of activities. Thai Cultural workshops at the hotel showcased our students’ budding talents in Thai boxing, cooking, dance and umbrella painting – we have some promising chefs (and some who’ll need to stick to the canvas, not the kitchen).

The outdoor activities ramped up the excitement. Mountain biking and kayaking at Srilanna National Park tested everyone’s resilience, especially when a few brave souls embraced the muddy trails of the obstacle course with gusto – or perhaps just gravity. Camping out in the National Park the night before white-water rafting brought mixed reviews: while some students missed their soft mattresses, others embraced the rugged life, toasting marshmallows under the stars.

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White-water rafting, the trip’s undisputed highlight, didn’t disappoint – even with a shorter route for one group due to overnight rain. Screams of delight and splashes echoed through the river valley and everyone returned to shore with wide smiles and soggy shoes.

Evening activities kept the energy high. Quiz Night saw heated competition, while Movie Night featured The Fall Guy (and buckets of popcorn). Games Night embraced a whimsical Dr Seuss theme, with students donning incredible hats that would’ve made the Cat in the Hat proud. Finally, the ever-popular Disco Night brought the week to a glittering close – a chance to showcase dance moves that may (or may not) rival their rafting skills.

A huge thank-you goes to our activity provider, for their excellent organisation and ensuring that all activities were safe, smooth and above all, fun. The students’ enthusiasm and impeccable behaviour were matched only by the tireless dedication of our staff, who ensured every moment of the trip was memorable. And at this point an extra special thanks should be given to Mr Baker, who industriously led the campsite side of the trip for the whole week.

From the skies above Chiang Mai to the rapids below, the Year 9 Residential was an unforgettable experience. One student summed it up best in their feedback: “It was amazing to try so many new things with my friends – even if camping means I’m sticking to hotels from now on!”

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WELL-BEING: RESIDENTIAL

YEAR 10: PERSISTENCE AND POSITIVITY PREVAIL IN PAK CHONG

By Yvonne Brown, Head of Year 10

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his November, Year 10 students set off on an unforgettable five-day Residential trip to Pak Chong, on the edge of Khao Yai National Park. Amidst breathtaking natural scenery, the trip aimed to foster resilience, teamwork and friendship through a mix of challenging and fun activities. It was an experience filled with discovery, laughter and growth, leaving both students and staff with memories to cherish.

The adventure began with excitement as students arrived at the resort, greeted by the promise of new experiences and the camaraderie of their peers. The highlight for many was the trekking expedition, a vital component of their practice for the Bronze Duke of Edinburgh’s International Award. With maps in hand and backpacks on their shoulders, the students navigated through trails, encountering occasional challenges like getting lost but always managing to find their way with determination and teamwork. Along the way, they developed navigation skills, supported one another and embraced the beauty of

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nature. Even when the trek pushed their limits, they rose to the challenge, embodying resilience and positivity.

Camping overnight after the trek added another layer of adventure. Students set up tents, cooked meals and experienced the joys of outdoor living. Despite the initial unfamiliarity, the shared experience of camping brought the group closer together, developing a strong sense of community and independence.

The other days consisted of a variety of activities that catered to different interests and talents. Archery sessions tested their focus and precision, while a Thai cooking class introduced them to the vibrant flavours of local cuisine. “Fancy Thailand” was a unique opportunity to learn about the diverse fruits of Thailand, sparking curiosity and appreciation for the country’s agricultural richness. Meanwhile, the maze and capture-theflag games provided moments of light-hearted competition and plenty of laughter.

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The slip and slide and swimming pool, complete with exhilarating slides, offered students a chance to cool off and unwind. These moments of pure fun and play were a welcome balance to the more physically demanding activities, ensuring that every student found something to enjoy during the trip.

Evenings were no less engaging, with activities designed to bring everyone together. A “Minute to Win It” games night tested their creativity, dexterity and quick thinking, while a movie night provided a relaxing break. The Quiz Night brought out their competitive spirits and the disco on the final evening night had everyone dancing and celebrating their achievements. The final evening was also marked by a campfire under the stars, where students roasted marshmallows and made s’mores. This heartfelt gathering was a fitting end to the trip.

Throughout the five days, the students impressed the staff with their exemplary behaviour, positive attitudes and willingness to embrace challenges. They worked together effectively, made new friends and demonstrated resilience in the face of

difficulties. Whether it was navigating trekking routes, trying archery for the first time, or stepping out of their comfort zones in social activities, the students’ growth was evident.

The trip to Pak Chong was more than just a series of activities; it was an opportunity for students to learn about themselves and each other. It encouraged them to step away from their usual routines (and devices), discovering their potential in a supportive and inspiring environment. By the end of the week, they returned to school not only with muddy boots and unforgettable stories but also with newfound confidence and strengthened friendships.

This trip was a resounding success and it wouldn’t have been possible without the dedication of the team of staff who worked hard to ensure its smooth running. For our Year 10 students, Pak Chong will remain a highlight of their school journey, a testament to the power of stepping outside one’s comfort zone and embracing all that life has to offer.

TERM 2 – 2024/25

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WELL-BEING: RESIDENTIAL

YEAR 12: THEORY OF KNOWLEDGE AND MORE

By Claire Dale, Head of Year 12

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he Year 12 Residential trip to Nakhon Nayok, struck a perfect balance between meaningful learning and unforgettable fun. Day times were busy, challenging and engaging. Afternoon and evenings were time to connect with friends and make memories. It was a fitting finale for our last ever whole Year group trip.

An undeniable highlight was our disco on Night two. It was amazing to see students dancing, laughing and glowing in their neon colors under the lights.

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The infamous Hungry Games had us laughing so much our cheeks were burning. This series of challenges had the whole room in stitches, whether they were participating or cheering from the sidelines. The Cereal Box game tested flexibility and balance, while Egg Roulette had us all holding our breath in suspense. These games brought out the competitive streak in many but always with a spirit of good humour and teamwork.

Our raft-building activity tested collaborative and creative skills and provided plenty of splashes! Some groups may have

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been confident in their designs, but the water had other plans, leaving a few students wetter than expected.

Daily Theory of Knowledge (TOK), a core element of the IB Diploma, students rose to the challenge set by their teachers, participating actively and demonstrating critical thinking. It was worthwhile spending time considering the future and potential university/college routes with our Careers team, who shared such invaluable advice with Year 12.

One of the most meaningful aspects of the trip was our community engagement project. We had the privilege of visiting a nearby school, where our students took on the role of teachers, delivering lessons in Art, PE, Maths, Science and more. This service component truly embodied the spirit of giving

back and left a lasting impression on both our students and the local community.

When we weren’t immersed in structured activities, the students enjoyed their downtime in the villas. Spending quality time with close friends over card games and social chats allowed them to recharge and deepen their bonds. There was so much enjoyment through these simple moments of connection.

Roasting marshmallows together, under the stars, on the final night was the perfect ending to what was a fantastic week.

To the Year 12 students, thank you for bringing your best selves to this trip. You made it a joy to be part of and we couldn’t be prouder of how you represented Grad’26!

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LEARNING

CAN I PLAY TOO?

Learning through Play in the Foundation Stage

By Gemma Price, Foundation Stage Class Teacher

“Free play is not optional for children, in fact it is fundamental for their holistic development and is intrinsic to their health and happiness”

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lay is such an integral part of learning for our youngest children. When any child is deeply engaged in learning through play, they are developing imperative skills that nurture their cognitive, social and physical development. Through play, children are learning key skills such as critical thinking, problem solving, risk taking, exploration, concentration, having their own ideas and making links with the world around them. Play is the right of every child and this is supported by the United Nations Convention. The Convention acknowledges that free play is not optional for children, in fact it is fundamental for their holistic development and is intrinsic to their health and happiness in the present moment (Playing Out, n.d.).

What does play look like in our Foundation Stage?

Following children’s interests is a vital part of our teaching philosophy in the Foundation Stage. As practitioners we find out children’s interests and we use this information to create engaging learning environments and play opportunities. The classroom pods are set up strategically to allow our children to be independent and to explore different areas of learning in their play. As practitioners we carefully create areas that enable the children to build specific skills whilst also promoting high levels of engagement. An example of this can be seen in our construction area.

Here the children spend ample time building cars, towers and different constructions with blocks and Lego. However, they are not just building, they are communicating with each other, problem solving, persisting when a challenge occurs, taking risks and testing out ideas.

As practitioners we are constantly observing the children in their play and we carefully think about how we can extend this play to the next level. When children are engaging in construction play for example, we may use questioning to extend their understanding. Practitioners

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also use a cross curricular approach and strategically bring in other learning areas such writing and mathematical opportunities into the childrens play. We may ask, I wonder how you can write a C for the word ‘car’? Can you draw this model?

How many Lego pieces do you need to build your house? What colours are the pieces and what shapes are they? The children are not just playing, they have become mathematicians, writers, drawers, communicators, problem solvers and designers whilst engaging in the high quality resources available to them.

The Environment as the Third Teacher As early years practitioners we are inspired by various educational philosophies and how we can use various approaches from these into our teaching. I am personally inspired by the work of Loris Malaguzzi and the concept of the environment being the third teacher. In Foundation Stage, our learning environment plays a pivotal role in making learning meaningful. When the learning environment is set up to support children’s independence and interests, it facilitates and enables children as they investigate this open-ended exploration of things that interest each of them. Our children are viewed as collaborators in their own learning journey and our environment excites, motivates and supports this learning (O’Brien, 2023).

In our Foundation Stage, all of us as practitioners work to create natural learning environments that bring curiosity and wonder. One thing that we value is the use of real resources in our setting. Examples of these include genuine tea pots and cups, stainless steel kitchen items, home cooking appliances and clothing and accessories to mirror the natural home environment of our students. We find that the use of natural and real resources promotes high levels of engagement in the children’s play.

It is fantastic to see the children carrying handbags and wearing adult size hats,

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References: Birth to 5 Matters. (2023). Parents as Partners. Retrieved January 14, 2025, from https://birthto5matters.org.uk/ parents-as-partners/ O’Brien, S. (2023, May 16). A guide to the environment as the ‘third teacher’. https://thespoke.earlychildhoodaustralia. org.au/a-guide-to-the-environment-as-thethird-teacher/ Playing Out. (n.d.). UN Convention on Right to Play. https://playingout. net/why/childrens-right-to-play/ un-convention-on-right-to-play/ The Curiosity Approach. (2024). Benefits of Loose Parts. https://www.thecuriosityapproach.com/blog/benefits-of-loose-parts headbands, sunglasses, gloves, shoes and neck ties as they engage in imaginary role play.

The use of loose parts such as pine cones, cd’s, photo frames, shells, wooden sticks, stones and rings work to enhance the student’s open ended play. A plastic banana will alway be a banana yet a bowl of stones could be soup, pasta, rice or cookies, really it’s endless! Using loose parts in play has been shown to have great benefits for our youngest learners.

Using loose parts promotes imagination, creativity and curiosity as the children are able to test and experiment with different ways of using the materials. This type of open-ended play enables key characteristics to develop such as problem solving skills, critical thinking and creativity. Our children can explore the loose parts without the fear of failure because there is no correct way to use loose parts in play. This enables our children to develop confidence and their self esteem (The Curiosity Approach, 2024).

Parents as Partners: Why fostering a positive parent-teacher partnership is essential We view our parents as partners in their child’s journey here at Patana. As practitioners, we play a pivotal role in fostering this partnership to ensure that each child and family has the best learning experiences here in our Foundation Stage.

When families and practitioners collaborate in a respectful way to support children’s learning at home and at school, we see the greatest benefits. A strong partnership allows for a greater understanding

of children’s needs, allowing us as early years practitioners to create appropriate settings and to offer support that can be delivered in the home environment (Birth to 5 Matters, 2023).

As early years practitioners we value parents voices and their great understanding of their own children. Having a parent’s expertise of their child can be tied into everyday practice (Birth to 5 Matters, 2023).

We use a programme called Seesaw, which is an interactive tool that enables a strong connection between school and the home environment. Parent’s play an important role by sharing children’s interests and activities from home. This enables us as practitioners to see the children’s world and to learn more about them as individuals. As parents share children’s interests, photos from their weekend and holiday activities, we learn more about each of the children as unique beings and how we can best take this information to support the children in their play each day at school.

We are really proud of our learning environment and the play opportunities that are consistently available for each child in our Foundation Stage here at Patana. Following leading research, we know that children learn best through play and our environment supports this. Having positive support from our parents has been essential in making the children’s learning journeys positive and allowing them to grow to their full potential. Come and visit our Foundation Stage, we would love to play with you!

TERM 2 – 2024/25

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25

LEARNING

AI AS YOUR LEARNED PARTNER IN CONTEMPORARY EDUCATION

By Glenn Malcolm, Cross Campus Advisor Computing, Primary Technology Teacher The question isn’t whether AI will take over teaching. It’s how educators and schools can use it creatively, responsibly and effectively to enhance their work.

As participants explored at the conference, the integration of AI must be guided by clear goals, ethical considerations and an unwavering commitment to the human element of education. Recently, Apple and Dr. Sabba Quidwai were expressing the same sentiments.

The Ethical Imperative: Frameworks for AI in Education The rapid adoption of AI in schools requires robust ethical frameworks to guide its integration which was a recurring theme at the conference. The discussions emphasised that technology, for all its potential, is only as good as the values behind its use.

Presenting at AI For Education, Verso School, Bangkok.

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s educators, we’ve weathered waves of technological innovation, each heralded as the end of traditional teaching as we know it. Calculators were supposed to render the instruction of maths obsolete and interactive whiteboards were going to revolutionise the classroom. Yet here we stand, still led by the dedicated teachers who form the heart of education.

At the recent AI in Education Conference, hosted by Verso International School and 21st Century Learning, this narrative took centre stage. Far from declaring that artificial intelligence will replace teachers, the conference emphasised a more balanced perspective: AI is a tool to enhance teaching, not a replacement for human educators.

This distinction is critical. AI can generate endless practice problems, analyse patterns in student performance and provide instant feedback. These capabilities free educators to focus on what truly matters—fostering curiosity, encouraging critical thinking and supporting students’ emotional and creative growth. Imagine a teacher using AI to generate personalised learning pathways for every student, allowing them to spend more time coaching, inspiring and connecting.

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Dr. John Nash Presenting his Keynote at the conference.

Yet, as the discussions made clear, AI is no silver bullet (echoing Author Ethan Mollick more than once). It cannot replicate the nuanced, lived-in expertise of a teacher. Only a teacher can observe a student’s anxiety, adapt lessons to the energy in the room, or offer the empathy that transforms a struggling learner into a confident one. These human qualities remain irreplaceable, underscoring the importance of augmenting the practice of human educators with artificial intelligence.

A powerful example discussed was stakeholder mapping—a process of identifying the roles, concerns and responsibilities of everyone impacted by AI in education: • Teachers need to maintain authentic human connections while ensuring that AI supports their expertise.

• Parents want transparency about data usage and assurances that AI won’t undermine teacher-led learning.

• Students require clear guidance on AI use, with safeguards to prevent overreliance on its capabilities.

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By addressing these concerns collaboratively, schools can build trust and ensure that AI aligns with their core values.

Consider data privacy (The EU’s Right to be Forgotten Laws)—a cornerstone of ethical AI use. Schools must adopt transparent policies and communicate openly about how student data is handled.

The conference also stressed the importance of keeping humans in the loop.

Teachers and administrators must actively evaluate AI outputs for biases, inaccuracies and ethical red flags. Without this active oversight, there’s a risk of ceding too much control to systems that lack judgment and accountability.

Ethical frameworks are about more than compliance; they’re about building a culture of trust, equity and collaboration.

The goal is clear: to ensure that AI serves to empower educators and students, not control them.

Practical Tools for AI Integration: Empowering Educators with Structure and Simplicity Among the many insights shared at the conference, one of the most practical takeaways was the 6-Point Framework for AI Tool Evaluation. This framework provides educators with a systematic way to assess AI tools, focusing on: 1. Data Privacy: Is student data handled securely and ethically?

2. Educational Value: Does the tool align with and enhance learning goals?

3. Technical Reliability: Is the tool consistent and easy to troubleshoot?

4. Ease of Implementation: How much training and support is needed for teachers to adopt it?

5. Resource Requirements: Does the tool justify its time and financial costs?

6. Ethical Alignment: Does the tool reflect the school’s values?

These criteria move the conversation from “Is this tool impressive?” to “Does this tool serve our purpose?” For example, a tool like Hattiebot —demonstrated at the conference—helps teachers design lessons using evidence-based strategies from John Hattie’s principles of visible learning. It simplifies planning, offering step-by-step guidance on defining learning intentions, setting success criteria and incorporating high-impact teaching methods.

The Hattiebot for visible learning via Claude/ChatGPT

Tools like Hattiebot show how AI can streamline workflows, freeing teachers to focus on their students. The key takeaway: AI tools must enhance, not complicate, the teaching process.

Professional Development: Meeting Teachers Where They Are For AI to be effective, professional development (PD) must address the diverse needs of teachers. The conference identified three key educator profiles, each requiring a tailored approach: • Early Adopters: Confident and curious, these teachers need advanced training to use AI in more complex ways and can mentor others.

• Cautiously Interested Teachers: Curious but unsure, these teachers benefit from simple, low-risk AI tools that clearly show value without disrupting routines.

• Resistant Teachers: Sceptical teachers need to see how AI saves time and supports, rather than replaces, their teaching.

Effective PD emphasises hands-on examples and ethical considerations.

For instance, a teacher hesitant about AI might try using Hattiebot to simplify lesson planning, experiencing its benefits firsthand. By addressing fears and building confidence through real-world applications, PD bridges the gap between scepticism and adoption.

Responsible AI: Ethical Considerations and StudentCentered Design AI’s transformative potential in education comes with urgent ethical responsibilities.

The conference repeatedly emphasised that data privacy, equity and autonomy are not just technical details but foundational to how schools adopt AI. For example, AI tools that generate personalised learning exercises or grade assignments must align with clear policies: • Acceptable Uses: AI can support tasks like grammar checks, but should not complete work meant to reflect a student’s understanding.

• Prohibited Practices: Clear boundaries prevent misuse, such as AI-generated assignments that undermine academic integrity.

• Assessment Design: Define when AI can assist and when human judgment is essential, particularly for subjective tasks like essays or creative work.

Crucially, AI must enhance equity, ensuring that students from diverse backgrounds can access its benefits without creating new divides. Transparent communication with students and parents builds trust, ensuring that AI supports—not diminishes—the values of originality, creativity and fairness.

At its core, the conference posed a powerful question: How can AI help us uphold what we value most in education? The answer lies in thoughtful integration, ethical practices and a commitment to amplifying—not replacing—the human touch in learning.

Charting the Future of AI in Education The message from the conference was clear: AI isn’t here to replace educators; it’s here to empower them. By embracing ethical frameworks, leveraging practical tools and tailoring professional development, schools can ensure that AI serves their students, teachers and communities effectively.

This is the future of education: where human expertise and artificial intelligence work hand in hand to inspire future learning.

TERM 2 – 2024/25

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GLOBAL CITIZENSHIP

BANGKOK PATANA SCHOLARS AT THE TOURNAMENT OF CHAMPIONS

By John O'Shea, History Teacher and World Scholars Cup Coordinator

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etween 13th and 21st November 2024, 13 Bangkok Patana students from Years 10, 11 and 12 travelled to New Haven, Connecticut in the United States to compete in the World Scholars Cup Tournament of Champions (ToC).

The World Scholars Cup (WSC) is an annual academic competition that introduces participants to new subjects and skills and seeks to inspire a deeper love of learning. Students from hundreds of schools around the world compete in different events including debating, writing and general knowledge quizzes; however, it is the celebration of learning, rather than competition which is at the heart of it.

Not only this, but students also meet and bond with other students from a range of diverse backgrounds, deepening the impact of the whole experience.

Participation by Bangkok Patana students in the WSC offers them many opportunities to use and show key features from our learning values including: • Rigorous, inquisitive and creative • Collaborative and confident communicators • Critical, reflective thinkers • Resourceful and resilient The WSC challenges students to dive deep into interdisciplinary topics that span science, history, art and social studies via an annual set curriculum.

The curriculum for 2024 competition rounds was ‘Reimagining the Present’ where students were encouraged to think about how the present time has been impacted by the past. Prompts to promote thinking included more general themes such as the impact of global climate change to more niche areas such as writing fonts and the history of typography. Critical thinking is at the core of the WSC and exploring and interpreting this curriculum required the students to demonstrate inquisitiveness, carefully analyse the various themes and 28

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scenarios, evaluate evidence, question assumptions and explore unique beliefs and ideas. Events like the debates and the Scholar’s Challenge quiz then enable the students to showcase their knowledge, understanding and creativity to explain current perspectives, suggest their own interpretations and make well-reasoned arguments.

Additionally, an integral section of the debate format is giving and receiving peer feedback on the content and skills used during the debate so that students can reflect on the strengths and identify areas for improvement for future debate rounds, cultivating a growth mindset.

With the inclusion of such events as the Team Debate and Scholar’s Bowl, the nature of the WSC highlights the importance of collaboration and clear, persuasive communication, a key strand of Bangkok Patana’s Learning values.

With their attendance of the weekly ECA programme in preparation for the different WSC competition rounds, students learn how to articulate their thoughts confidently, whether they were arguing for or against a motion during debates or explaining answers in a quiz format. This preparation and applying it at actual competition rounds, helps the students to develop public speaking skills and foster a spirit of mutual respect for their teammates and their opposition. During our time in the US, the students were also fortunate to witness clear and engaging communication from some inspiring role models during visits to the Massachusetts Institute of Technology (MIT) and Harvard University. Current MIT and Harvard students led us on tours to explore the universities and provide information on what our students could expect should they be thinking of attending. The tours prompted lots of questions and got some students inspired towards thinking about what

Bangkok Patana Magazine

they may need to start doing towards successfully achieving a place there.

As you would expect with any competition, the regional and global WSC rounds as well as the ToC, test students’ ability to adapt under pressure. Whether managing unexpected debate topics or solving challenging questions in a limited time, participants learn to think on their feet. Overcoming setbacks, such as a tough debate round or challenging question, fosters resilience and resourcefulness - qualities essential for lifelong success. It is no easy thing for a student to prepare, collaborate, talk and persuade for up to four minutes on a complex topic area for which they have only been allowed 15 minutes research time.

As an assigned debate judge during competition rounds, I marveled at the inventive, assured and coherent points that the students explained when they stepped to the middle to argue their side of the motion. The students were not the only ones having their minds broadened and viewpoints challenged!

As well as WSC events offering the students many opportunities to use and show key learning values, it is also a perfect setting for developing and exhibiting Bangkok Patana’s global citizenship values too, such as strengthening integrity, welcoming diversity and promoting inclusivity.

With hundreds of participants from over 60 countries, the WSC ToC is a melting pot of cultures and perspectives. Students engage with peers from vastly different backgrounds, fostering cultural understanding, appreciation for diversity and broadening horizons all vital components of global citizenship. An inclusive and supportive environment is actively encouraged, teaching students to celebrate not only their achievements but also those of their fellow scholars, promoting collaboration, integrity, friendship and

empathy. This is particularly true for the ToC Scavenger Hunt, an event which traditionally takes place on the afternoon of the first day following the Opening Ceremony. Here, students are randomly mixed together with students from other schools as they set out to accomplish a range of weird and wonderful tasks around New Haven set by the WSC. Such tasks included taking selfies with an alpaca to singing songs or dancing outside of a pizza restaurant or Starbucks coffee shop. The sheer number of tasks alone was a test of resilience and resourcefulness for the students, but dedication, companionship and effort won through as tasks were ticked off and friendships forged.

The WSC, particularly the ToC, is a unique experience that goes above and beyond academic excellence. By fostering qualities such as creativity, collaboration, critical thinking and fellowship, it equips students to flourish in a dynamic and complex world.

For the scholars who participate, the experience is a powerful journey of growth, inspiration and motivation for students to continue learning and create for themselves the brightest of futures.

“I really enjoyed meeting people from countries all around the world. For example, in just one day, I met Slovenians and Kenyans and I also spoke with people from Israel, America, Japan, Nepal and Korea. It was incredible to connect with such a diverse group and experience the true essence of global citizenship—building community and learning from each other across cultures.” Rahul, Year 11 “The ToC was a unique experience meeting people from all over the world and sharing ideas showed me how diversity and collaboration are at the heart of global citizenship.” Veer, Year 11 TERM 2 – 2024/25

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GLOBAL CITIZENSHIP

ALUMNI STORIES LIFE AFTER PATANA CURTAIN CALL: HARRY’S LEAP FROM PATANA TO THE WORLD STAGE

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he stage lights dim, the orchestra begins its haunting overture and the Phantom steps into the spotlight. For Harry Mills, a Bangkok Patana School alum, this moment is both a dream and a testament to years of perseverance, passion and countless auditions.

As an actor, Harry’s journey has been nothing short of extraordinary. Currently performing with the Phantom of the Opera international tour, he has taken the show across China, dazzling audiences in Shenzhen, Xi’an, Shanghai, Suzhou and now Chengdu and Beijing. With upcoming stops in Mumbai and Singapore, the tour culminates in a special homecoming—a new contract in Bangkok in August 2025.

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Finding His Voice at Patana Harry’s love for performance was nurtured at Bangkok Patana School. He recalls participating in Unplugged, Jazz and Blues, Plugged and even acting in a production of ‘Grease’ 2012. Teachers like Dave Larking, Katie Meadows and Nita Dewse encouraged him to explore his potential and take risks with his performances. “Dave pushed me to try different styles,” Harry shares. “Nita and Katie worked with me individually, helping me build both skill and confidence.”

It was Nita’s suggestion to pursue specialist training that led Harry to Tring Park School for the Performing Arts in Hertfordshire. From there, he honed his craft at the Royal Conservatoire of Scotland, graduating amidst the challenges of the COVID-19 pandemic.

From Rejection to the West End After graduating, Harry faced the harsh realities of the industry. “I auditioned for Wicked on the West End for three years before landing a role,” he admits. “It’s about perseverance, self-worth and trusting your talent.” Harry’s two-year run in Wicked solidified his place in the theatre world, teaching him resilience in the face of rejection. “You’re often turned down for things beyond your control—height, looks, or just timing. You have to focus on what you bring to the table.”

Life on Tour As an understudy for the Phantom and Raoul, Harry’s schedule is grueling yet exhilarating. “When I’m on as Raoul, I arrive at the theatre about an hour before

the show. For the Phantom, it’s a three-hour prep, with two hours dedicated to makeup alone.” Post-show routines are just as rigorous, taking up to 45 minutes to remove the iconic Phantom mask.

Despite the demanding schedule of eight shows a week, Harry remains committed to his craft. “Singing is like a muscle—you have to keep it in shape. I still take lessons and practice regularly. It’s a balance of fitness, hydration and rest.”

The Magic of Performance For Harry, every city brings unique challenges and rewards. “Opening in Shenzhen and making my debut was unforgettable. The audiences don’t even speak English, yet they connect with the spectacle and message of the show.”

Between performances, Harry finds joy in exploring new places, from iconic landmarks to hidden gems. “Travelling is incredible—seeing places I never dreamed of visiting and returning to familiar ones.”

A Patana Legacy Reflecting on his time at Patana, Harry values the foundational skills he gained there. “Patana helped me learn perseverance and encouraged me to follow my passions. Those experiences taught me to embrace challenges and keep striving for my goals.”

As he prepares for his next chapter in Bangkok, Harry’s journey comes full circle. Whether inspiring students during an alum tour or embodying iconic roles on stage, Harry’s story highlights the impact of dedication and seizing opportunities.

Harry’s Advice for Aspiring Performers Embrace Rejection: “Rejection is part of the process. It’s not about you but about fitting into a larger picture.”

Stay Disciplined: “Keep practicing, even when you’re in a show. Your skills are like muscles—they need regular work.”

Take Care of Yourself: “Hydration, rest and vocal health are key. Don’t underestimate the toll performing takes.”

From the vibrant energy of London to the innovative pulse of Shenzhen and Singapore, Harry continues to inspire audiences worldwide, proving that with talent, tenacity and a strong foundation, dreams can indeed become a reality.