Curriculum Guide 2020/21
FOUNDATION S TA G E
Bangkok Patana School
Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.
We develop global citizens who shape their world through independence, empathy, creativity and critical thinking.
Protected, safe and secure
Committed to integrity
Motivated and engaged
Inquisitive and creative
Responsible and honest
Collaborative and confident communicators
Diverse and inclusive
Kind and compassionate
Critical, reflective thinkers
Ethical and informed
Balanced and fulfilled
Passionate, resourceful and resilient
Empowered by our interculturalism Inspired to improve global sustainability Respectful contributors to digital and local communities
Head of School
Mr Matthew G Mills
Mr Jason Cooper
Assistant Principal, Learning and Welfare
Ms Carol Battram
Assistant Principal, Learning and Curriculum
Mr Mark Verde
Head of Admissions
Ms Rachel Jones
PLEASE NOTE: The content of this booklet was accurate at the time of publication (March 2020). The curriculum is forever evolving, and during the course of the coming year, aspects may be developed or amended. Any amendments will be communicated to parents through the regular Year group newsletters. Cover artwork by Foundation Stage 1S 2
Bangkok Patana School
Curriculum Guide 2020/21
CONTENTS WELCOME FROM THE HEAD OF SCHOOL ....................................................................................
INTRODUCTION TO LEARNING...................................................................................................... 6 The Building Blocks of the Curriculum The Engaged Classroom The Global Learner The Curriculum Life-long Learning Skills Personal Attributes The IB (International Baccalaureate) Learner Profile Attributes Personal, Social and Health Education (PSHE) BANGKOK PATANA SCHOOL GUIDING STATEMENTS .................................................................. 9 THE PRIMARY SCHOOL MISSION STATEMENT................................................................................. 10 THE PRIMARY SCHOOL OVERVIEW................................................................................................ 11 THE FOUNDATION STAGE.............................................................................................................. 12 Curriculum - The Areas of Learning and Development Learning Through Play Assessment and Reporting Communicating and Reporting Storytelling Learning Support Communication and Language Home Languages Counselling Services THE IB LEARNER PROFILE................................................................................................................ 17
Bangkok Patana School
WELCOME FROM THE HEAD OF SCHOOL
angkok Patana School offers a broad and balanced British international education from Nursery to Year 13 when students complete their preparation for university entrance. This booklet is one of a series that summarises the curriculum for 2020/21 at the following stages:
• Foundation (Nursery to Foundation Stage 2) • Key Stage1 (Year 1 to Year 2) • Key Stage 2 (Year 3 to Year 6) • Key Stage 3 (Year 7 to Year 9) • Key Stage 4 (Years 10 and 11) • Senior Studies (Years 12 and 13) These summaries are important as they give parents and staff an overview of what we offer across the complete age range. This overview is also increasingly important to students as they too seek to understand the nature of what they are leaning, especially when they have to make choices about what they will study for (I)GCSE and the International Baccalaureate Diploma or Patana Certificate Plus programme. This booklet should be read after a careful review of our website, www.patana.ac.th and in conjunction with another of our publications, the Student Achievement. Here you will find more background about what makes Bangkok Patana so special, as students of all ages grasp the opportunities of an extensive range of learning experiences offered both in the main curriculum and our extra-curricular programme. What our students achieve academically, which is of an extremely high standard, must therefore be set in the context of their incredible commitment to our sports programme, outdoor education, our cultural activities and service projects. We are the leading sports school in Thailand, the pioneer of the Duke of Edniburgh’s International Award for Young People, one of the key schools in South East Asia offering Model United Nations and a leading school for the arts. As they progress through the school, we expect our students to acquire the skills and motivation to become independent learners who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives. We want them to take risks, learn from their mistakes and question critically. These are the skills that will prepare them for the next stage of their education, wherever it takes place, and get them ready for the challenge of the world of work in the 21st Century. We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and we hope that this booklet and our other publications will help you understand more about what we set out to achieve here as we introduce increasingly challenging material to our students as they progress through the school. We would be delighted to help you in any way once you have read this booklet. Please do not hesitate to contact us through the admissions office, or via our Primary and Secondary school offices if you need any further information.
Matt G Mills Head of School
Bangkok Patana School
Curriculum Guide 2020/21
â€œWe expect our students to acquire the skills and motivation to become independent learners who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives. We want them to take risks, learn from their mistakes and question critically.â€? Matthew G Mills, Head of School Artwork by Foundation Stage 2O
Bangkok Patana School
INTRODUCTION TO LEARNING AT BANGKOK PATANA PRIMARY SCHOOL “We aim to provide the very best education for your children within a happy, caring environment. We begin the journey of developing life long learners.”
t Bangkok Patana Primary School we continue to put learning at the heart of everything so learners of all ages have the opportunities to fulfil their potential in everything they do. We look to develop students who are independent; have a global understanding of who they are; have a desire to learn more; enjoy their learning and because of this make good progress and achieve well. Our continual aim is to bring learning to life through a desire for excellence in learning and teaching. The aim of the Primary curriculum is to install in our young learners a life-long desire to learn more. We do this by developing independent learners who want to learn, who enjoy learning and because of this make good progress and become achievers. At Bangkok Patana Primary School we call this our ‘connected learning’. This is where learning is not taught in isolation, instead subject areas are connected; they are taught in context and to create real engagement in learning. We look to make learning as ‘real’ as possible in an age-appropriate way. This develops a deeper learning experience which helps to nurture the desire for life-long learning. The appropriate skills are taught where the vehicle for these skills is the knowledge and experience content. In this booklet we will exemplify some of the ways in which we do this. For learning to be successful, we realise we need children who are feel safe and happy in their school environment and because of this are willing to take risks, make mistakes and learn from these experiences. In addition to our academic focus we are always looking to develop the whole child. We aim to develop students who become confident learners who are then able to lead safe, healthy and fulfilling lives. It is these students who will become responsible citizens and will make a positive contribution to society as they mature into well rounded adults. In addition to the essential skills of literacy, numeracy and Information and Communication Technology (ICT) as prescribed by the UK National Curriculum, we also look to develop the 21st century skills of critical thinking, problem solving, communication and collaboration as these are the skills students will need to be successful in today’s and tomorrow’s world. These skills are becoming embedded in our daily curriculum. The key features of the curriculum at Bangkok Patana promote: • Recognition that children need a well-rounded school experience to succeed and that personal development is essential to well-being and achievement • High standards and good progress for all learners, with no child being left behind • A focus on deeper learning through a range of curriculum opportunities both within and outside of the classroom • A focus on securing essential literacy and numeracy skills, with opportunities to develop, use and apply these skills which become embedded throughout the curriculum • The provision of ICT to ensure it is meeting the demands of the 21st Century learner , through the teaching of specific skills and developing an integrated approach to ICT in all learning • A continued entitlement to a broad, balanced and coherent curriculum which is dynamic, challenging and always evolving • The inclusive celebration of diversity • The preparation of students for an ever-changing, ever-dynamic life of learning
Bangkok Patana School
Curriculum Guide 2020/21
The Building Blocks of the Curriculum
The curriculum is built around the expectations of the UK National Curriculum but is adapted to meet the needs of the international student body. Digital technology is central to the way in which we deliver, engage and enhance our learning experiences at all ages.
The Engaged Classroom The power of engaged learning ensures that the students are reaching their potential in everything they do. This requires the teacher to fully understand the learning needs of the students and prepare and resource the learning. This might mean that whilst the Year group are learning through a connected learning theme, because of the nature and make up of each class, the learning activities may vary but the overall objective and skill will be the same. We are very proud that our classrooms at all ages show: Engaged Classroom Motivated Learners
Learning Socially in Teams and Groups
Real World Learning Knowledge
Multiple Pathways to Expertise
The Global Learner To ensure the learning needs of our international student body are met and to celebrate their diversity, we have adapted certain themes of the UK National Curriculum. We ensure the skills required of the National Curriculum are taught, but we look to seek out more international learning themes which are relevant to all. We also look to celebrate our host country and the learning opportunities this brings. For example; Environmental Learning, where the students might learn, within a theme of â€˜Lungs of the Earthâ€™; or International/Global Learning, where students Bangkok Patana School
could study ‘Inventions that Changed the World’ and Local Learning, where Year 2 students might investigate ‘Rice is Nice’. Opportunities are also given within and outside of curriculum time to celebrate different cultures and home languages.
The Curriculum In the Primary School at Bangkok Patana we use the English National Curriculum as our base curriculum but adapt it to meet our international learners. The purpose of this Curriculum Guide is to introduce you to this curriculum and how we put it into practice. The English National Curriculum begins in Year 1 and is used all the through the Primary School. In the Foundation Stage (Nursery, K1, K2) we use the Early Years Foundation Stage Statutory Framework and the non-statutory Guidance Document “Development Matters in the Early Years Foundation Stage”, produced by the Department for Education (DFE), U.K. This framework prepares the children for the start of the National Curriculum in Year 1.
Life-long Learning Skills Interwoven through the curriculum, we seek to develop the children’s thinking, particularly in the following five areas, processing information, reasoning, enquiry, creativity and evaluation and a creative approach to learning. As children are developing the essential learning skills, we are also preparing them for the ever changing world they are living in. To do this we need to develop learning and innovation skills which includes critical thinking, problem solving and creativity, alongside digital literacy skills. The learners also need to develop initiative leadership and probably most importantly, adaptability. Foundation Stage is a good place where all these skills begin to develop through the characteristics of effective learning. These are built upon in Key Stage 1, Key Stage 2 and beyond.
Personal Attributes We also aim to equip our young people with well-rounded personal attributes. In Years 12 and 13 the students study for the IB Diploma, which includes developing the attributes outlined in the IB Learner Profile. To complement this programme and to enhance our learning, we begin to build on these attributes in Primary as they are central to our practice and curriculum.
The IB (International Baccalaureate) Learner Profile Attributes We wish our students to develop the following attributes and to become: enquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, informed risk takers, balanced and reflective; through the development and encouragement of the following attitudes: appreciation, commitment, confidence, co-operation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
Personal, Social and Health Education (PSHE) The aim of this aspect of the curriculum is to develop learners who integrate into society as confident, responsible, global citizens; young people who have empathy and respect for others and a desire to safeguard our natural world. To achieve this, the children have timetabled periods of PSHE (Personal, Social and Health Education). In summary, through the curriculum and programmes of study we seek to develop technical thinking skills, positive personal attributes and social responsibility as we aim to provide the very best education for your children within a happy, caring environment. We aim to begin the journey of developing life-long learners. Our role is to nurture your child to discover and challenge their holistic potential, academically, physically, emotionally and socially. We seek to do this by providing a highquality, stimulating learning environment where your children are happy and safe. If you have any questions regarding the curriculum or your children’s learning, please do not hesitate to contact me. I hope you find our series of Curriculum Guides useful.
Mark Verde Assistant Principal, Learning and Curriculum
Bangkok Patana School
Curriculum Guide 2020/21
OUR GUIDING STATEMENTS Mission Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring British international community.
Vision We develop global citizens who shape their world through independence, empathy, creativity, and critical thinking.
• Respect children as individual learners and plan accordingly • Know your child well • Are aware that your child is unique and respects that
We have high expectations of all students and value continuity in their learning. At their individual level, students achieve the highest academic standards.
Our British-based educational ethos
• Provides a well-rounded education of the highest quality for English-speaking children • Develops the essential knowledge and skills necessary for academic success • Instils a love of learning in preparation for a productive and fulfilling future • Values each student’s intellectual, physical, social and emotional development whilst encouraging them to be resourceful and creative • Develops an understanding of self-worth and the worth of others
As members of our community, and as a result of their time with us, young people learn how to:
Staff at Bangkok Patana therefore • Inspire students to fulfil their potential at an individually challenging level • Develop responsibility and self-discipline
• Value the richness of Thai culture • Value their own culture, while showing respect for that of others • Work as individuals and as part of a team • Make, and act upon, informed choices concerning moral, ethical and aesthetic issues • Develop lively, positive and inquiring minds • Strive for excellence at all times • Take pride in their own achievements and in the success of others • Lead a balanced and thoughtful life
Our Values Well-Being
We Are Protected, safe and secure Motivated and engaged Responsible and honest Kind and compassionate Balanced and fulfilled
We Are Rigorous Inquisitive and creative Collaborative and confident communicators Critical thinkers Passionate, resourceful and resilient
We Are Committed to integrity Active volunteers Diverse and inclusive Ethical and informed Empowered by our interculturalism Inspired to improve global sustainability Respectful contributors to digital and local communities
Bangkok Patana School
THE PRIMARY SCHOOL MISSION STATEMENT
he Primary School is committed to creating a happy, caring and confident community of independent learners. We have high expectations and we aim to develop self-disciplined, skilled, resourceful and principled young people. We value our staff and seek to provide them with opportunities to develop professionally. We nurture learning through child-centred approaches, technology and a variety of learning styles. We also endeavour to develop within our children thinking skills and strong personal characteristics. Through the English National Curriculum we strive to deliver creative and interactive programmes of study that are further enhanced and enriched by a comprehensive programme of extra-curricular activities that add breadth and depth to our children’s learning. The Primary School values the cultural, religious and linguistic diversity of the students and seeks to establish respect for all nations. We also value the individual child and seek to meet their needs within our resources. In particular, we aim to effectively and sensitively induct all new students and their families into our community and to prepare them well for the next stage of their education and life.
Learning Through Play We consider play a very important teaching and learning tool in both Foundation Stage and in Key Stage 1. We believe through play children develop intellectually, linguistically, creatively, physically, socially and emotionally. Therefore, opportunities for indoor and outdoor play are central to practice in the Foundation Stage and Key Stage 1.
Developing Thinking Skills It is important to develop children’s “thinking skills” and this we seek to do through all subject areas. The following are the thinking skills we aim to develop as outlined in the National Curriculum.
Creative thinking skills These enable students to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes.
Inquiry skills These enable students to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences, and to test conclusions and improve ideas.
Reasoning skills These enable students to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think, and to make judgements and decisions informed by reasons or evidence.
Evaluation skills These enable students to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas, and to have confidence in their judgements.
Information-processing skills These enable students to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to analyse part/whole relationships.
10 Bangkok Patana School
Curriculum Guide 2020/21
â€œWe aim to effectively and sensitively induct all new students and their families into our community and to prepare them well for the next stage of their education and life.â€? The Primary School Mission Statement Cov er artwork Artwork by Foundation Stage 2R
Bangkok Patana School 11
THE PRIMARY SCHOOL OVERVIEW
he Primary School and the Secondary School together form Bangkok Patana School and share many of the facilities on our spacious and purpose-built campus. The Primary and Secondary Schools both have their own Principal. The Primary Principal is supported by the Assistant Principal for Learning and Curriculum and the Assistant Principal for Learning and Welfare. The Assistant Principals act as deputies to the Principal and are responsible for ensuring student safeguarding and welfare, the implementation of the curriculum, and fostering learning across the school. The Primary School takes children from 2+ in the Nursery through to 11+ in Year 6. In English National Curriculum terms, it spans the Foundation Stage, Key Stage 1 and Key Stage 2. • Foundation Stage (Nursery, Foundation Stage 1 and Foundation Stage 2) • Key Stage 1 (Year 1 and Year 2). • Key Stage 2 (Year 3, Year 4, Year 5 and Year 6) Each Year group has a Leader of Learning and Welfare who leads the pastoral activities of the year and a Leader of Learning and Curriculum who leads learning in the Year group. The Leaders of Learning are supported by an Assistant Leader of Learning and a team of classroom teachers. Outlined below are the ages of our children in the Foundation Stage: • Nursery (ages 2+ to 3+) • Foundation Stage 1 (ages 3+ to 4+) • Foundation Stage 2 (ages 4+ to 5+)
In line with UK practice, students are placed in Year groups by age, the cut-off date being 31st August. All children in Year 1, for example, will have reached their fifth birthday by September 1st. Each Year group contains a diverse range of students. It is our policy to cater for all children within their correct Year group where individual academic and social needs will be met through well-planned, effective differentiation. Students’ progress to the next Year group at the beginning of Term 1 of each academic year. Great care is taken to ensure there is a balance of students within each class in a Year group, so maintaining a mix of gender, attainment, nationality and personality. To ensure this balance is maintained, the classes are mixed at the end of Nursery, Foundation Stage 1 and Foundation Stage 2. This mixing of classes is overseen by the Principal and the Assistant Principals, who take advice from the academic staff. We are unable to take into account requests from parents for specific teachers.
The School Day in the Foundation Stage Foundation Stage 1 and Foundation Stage 2
Nursery Start of school: Soft Start: Morning Snack: Lunch School day end - Option 1 School day end - Option 2
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7.30am 7.40-8am Flexible 11:30am 11:50am 2.30pm
Start of school: Soft Start: Morning Snack: Lunch break: School ends:
7:30am 7.40-8am Flexible 11:30am – 12:30pm 2.30pm
Curriculum Guide 2020/21
THE FOUNDATION STAGE
very student deserves the best possible start to life to enable them to reach their full potential. The Statutory Framework for the Early Years Foundation Stage sets the standards for learning, development and care for children from birth to five. Effective practice in the Early Years is built on four guiding principles:
• A Unique Child recognises that every child is a competent learner from birth who can be resilient, capable, confident and self-assured. • Positive Relationships describes how children learn to be strong and independent from a base of secure relationships with parents and a key worker. • Enabling Environments explains how the environment plays a key role in supporting and extending children’s development and learning. Children learn and develop well in an enabling environment, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, and parents and carers. • Learning and development recognises that children develop and learn in different ways and at different rates. All areas of learning and development are equally important and interconnected. The Foundation Stage curriculum is designed to be flexible in order to meet the varying needs of our students. It values and recognises parents as children’s first, and most enduring, educators and it encourages partnership between home and school.
Curriculum – The Areas of Learning and Development In the Foundation Stage, there are seven areas of learning that shape the curriculum. All areas of learning and development are important and interconnected. Three areas are particularly crucial for igniting student’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas are: • Communication and language • Physical development • Personal, social and emotional development These three areas are essential foundations for student’s life, learning and success. Sitting alongside the Prime areas are the four specific areas through which the three Prime areas are strengthened and applied.
Artwork by Foundation Stage 2D
Bangkok Patana School 13
The Specific areas are: • Literacy • Mathematics • Understanding the world • Expressive arts and design Our educational programmes at Bangkok Patana involve activities and experiences for students as follows: • Communication and Language Development involves giving opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. • Physical Development involves providing opportunities to be active and interactive and to develop their coordination, control and movement. Students are also helped to understand the importance of physical activity, and to make healthy choices in relation to food. • Personal, Social and Emotional Development involves helping students to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and have confidence in their own abilities. • Literacy Development involves encouraging the linking of sounds and letters and begin to read and write. Students are given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest. • Mathematics involves providing opportunities to develop and improve skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and describing shapes, spaces and measures. • Understanding the World involves guiding students to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. • Expressive Arts and Design involves enabling learners to explore and play with wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
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In the Early Years Foundation Stage, consideration is taken to meet the individual needs, interests and stage of development of each child and this is used to plan a challenging and enjoyable experience for each child in all the areas of learning and development. Our youngest learners are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively. It is expected that the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas.
Learning Through Play Play underpins the delivery of the Early Years Foundation Stage curriculum. It is through play that children develop intellectually, creatively, physically, socially and emotionally. Play is essential for children’s development, fostering optimal growth, learning and development across all domains - physical, cognitive, social and emotional – throughout childhood. Play provides a vehicle for children to both develop and demonstrate knowledge, skills, concepts and dispositions. Play provides a non-threatening context for students to learn about their world and gain skills necessary for adult life. Through their interactions with the environment during play, they gain control and ultimately mastery over their bodies with the development of a range of manipulative and motor skills. They learn new skills and concepts, discover the world, and learn about themselves and others through their interactions in a variety of social situations. Play also facilitates language development, creative thinking and problem-solving, and helps the youngest learners deal with complex and competing emotions. Open-ended, studentinitiated play opportunities in a rich environment are the most important and integral part of our early years’ education at Bangkok Patana. Staff throughout the Foundation Stage adopt a continuous provison approach to play, enabling students to move freely around our learning environment (indoors and outdoors) following their own interests.
Assessment and Reporting In each area of learning, there are expectations for achievement known as the ‘Early Learning Goals’. These form the skills, knowledge, understanding and attitudes that children should have acquired by the end of Foundation Stage. It is recognised at Patana School that a holistic approach that focuses on a child’s well-being and social and emotional development underlies all learning. By this we mean do they feel comfortable and secure, are they
Curriculum Guide 2020/21
“Play is essential for children’s development, fostering optimal growth, learning and development across all domains - physical, cognitive, social and emotional – throughout childhood.” Learning Through Play Artwork by Nursery
Bangkok Patana School 15
confident to tackle new tasks or situations independently, are they building up positive relationships with adults and peers, are they risk-takers, inquirers, communicators, enthusiastic and want to know more and are they confident speakers? Assessment plays an important part in helping parents, carers and practitioners to recognise student progress, understand their needs, and to plan learning experiences and support. On-going assessment is an integral part of the learning and development process. In the Foundation Stage, staff observe and analyse the individual learning in order to plan for the next steps. Students are regularly observed in order for staff to understand their level of achievement, interests and how they learn best, and to then shape learning experiences for each child reflecting those observations. We value the observations that parents and carers also share with us.
Online Learning Journeys Each student in the Foundation Stage has an online Learning Journey that celebrates their achievements. The Learning Journey documents significant steps in learning over the course of their time in the Foundation Stage. It contains photographs and videos accompanied by comments from the teachers. The Learning Journey is unique to each child and entries will be dependent on the individual. All the adults involved in the student’s education make contributions to the Learning Journey. The students are also involved in choosing pieces that they would like to include and they are encouraged to share their Learning Journey entries and to reflect on their learning. Parents are encouraged to contribute to their child’s Learning Journey to help complete the whole picture of each child as a learner. The Learning Journeys are used as a basis for discussion at parent/teacher learning meetings and may be viewed outside of school at any stage via the online parent portal.
Communicating and Reporting Within the first few weeks of a child entering the Foundation Stage, the teacher will call a meeting with parents to discuss how their child is settling in and to gather information from the parents in support of the student’s development. Parent/ teacher learning meetings will take place at least once every term. A final report is issued at the end of Term 3 for FS2 students At Bangkok Patana, we encourage open communication between parents and teachers. Parents are invited to bring students into school in the morning for a ‘soft start’, which gives parents the opportunity to spend some time learning alongside their child at the beginning of the day in the Foundation Stage learning environment. Parents are free to make an appointment to speak to a
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teacher through the Primary School Office or by emailing the classroom teacher directly in advance.
Storytelling A storytelling approach is used throughout the Primary School to develop a range of narrative writing skills. Each term, students learn to tell age appropriate stories and fairy tales with actions. Drama, art and other forms of exploration are used to make the stories memorable. Once they have internalised a fluent version of the basic story then students are taught how to use their imaginations to craft the story and make it their own. Storytelling provides the children with a bank of possibilities to draw upon when creating their own stories and encourages the flow of story language and patterns. When children learn to tell stories orally, it improves the quality of their writing.
Support Services Bangkok Patana Primary School caters for children with a range of abilities. The Student Support Services Team exists to support individual learners to ensure that they have the resources and strategies to reach their full potential. This is achieved primarily by working with and through the class teachers to ensure quality first teaching and high quality differentiation that tailors the learning to the individual needs and strengths of our learners.
Support for Learning If class teachers have any concerns about the progress a student is making, they will talk with parents first. Similarly, if parents are concerned about their children, they should discuss this with the class teacher. Following this parents or staff may contact the Learning Support teacher within their year group team to ask for advice, strategies or resources to support a student. Students may also be identified at the admission stage as requiring Learning Support. The Learning Support teacher will then assess the needs of the student to ascertain what support may be required. The amount and nature of support given to students is flexible depending on their needs, but may include; • Discussions about in class strategies and resources discussed with the class teacher • Involvement in an intervention group • Individual learning plan that is reviewed throughout the year alongside in class or withdrawal support • Outside agency involvement recommended for support
and guidance e.g. Educational or Clinical Psychologist, Occupational Therapist • Individual support to access the curriculum Children requiring speech and language therapy may be referred to our school speech and language therapist who, with parental permission, will assess a child’s needs and then provide a programme of therapy if appropriate. Parents requiring this service are asked to first have a discussion with their child’s class teacher or Learning Support teacher. Fees are charged for the services of the speech and language therapist and for any in-school support that is in addition to that provided by our learning support teachers. If specialist intervention or advice is recommended, for example, from an Educational Psychologist, Occupational Therapist or other professional, the Learning Support staff can provide information on contacts and options available to parents. In most cases, we are able to implement many of the recommendations from a report generated by a specialist. In very rare cases where a child requires a level of support and input that we are not able to provide, or if a child’s progress causes significant concern, an alternative more appropriate school placement may be recommended.
Communication and Language
Curriculum Guide 2020/21
Communication and language are key areas of development for all learners in the Foundation Stage. Many of the learners will have increased opportunities for exposure to modelled English and for learners for whom English is an Additional Language (EAL), this means greater engagement with the language of learning and play. There is no explicit EAL support for the Foundation Stage learners as the school has incorporated the support into the learning and woven the language scaffolding provided through all learning opportunities. The Foundation Stage has a dedicated communication and language teacher who works closely with all staff to ensure that mechanisms to support communication and language development in all learners are embedded into practice across the year groups.
Home Languages As an International school, we believe it is important to provide support to develop Home Languages for all children. The following vision statement guides the work: Language is central to all learning and teaching at Bangkok Patana School and is valued both as a tool for further learning and as an outcome in itself. English is our main language of communication and enables students to realise their academic potential. However, we equally value all languages as fundamental to our understanding of internationalism. Artwork by Foundation Stage 1E Bangkok Patana School 17
We appreciate the role of language in personal development as well as in developing, maintaining and celebrating a diverse cultural identity. While there is no explicit Home Language support available to learners in the Foundation Stage, we encourage our learners to make use of their mother tongue when engaging with adults and peers in their learning. We further encourage families to maintain the use of the Home Language(s) within the home through song, story, reading and play.
Nursery to Year 6. The counsellors are available to offer support and guidance to students and their parents. This will be when a child is experiencing difficulties of an emotional, personal or social nature. Referrals to the counsellor must be made through the teacher, counsellor or the Principal.
Counselling Services We are fortunate in the Primary School to have our own counsellors. They work throughout the whole school from
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Artwork by Foundation Stage 2O
Curriculum Guide 2020/21
THE IB LEARNER PROFILE
s an IB World School, Bangkok Patana offers the IB Diploma in Years 12 and 13. We have adopted the IB Learner Profile as a powerful framework to support all our learners at Bangkok Patana.
The IB Learner Profile describes a list of attributes that promote academic rigour and the establishing of a personal value system leading to international-mindedness. We strive for our learners to be:
Their natural curiosity has been nurtured and they actively enjoy learning.
They show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others.
Thinkers They exercise initiative in applying thinking skills critically and creatively to solving complex problems.
Communicators They receive and express ideas and information confidently in more than one language.
Risk-takers They approach unfamiliar situations without anxiety and have the confidence to explore new ideas.
Open-minded They respect the values of other individuals and cultures and seek to consider a range of points of view.
Balanced They understand the importance of physical and mental balance and personal well-being.
Reflective They give thoughtful consideration to their own learning by constructively analysing their personal strengths and weaknesses.
They have explored themes that have global significance and have acquired a critical mass of knowledge.
Principled They have a sound grasp of the principles of moral reasoning and have acquired integrity, honesty and a sense of justice. The IB Learner Profile attributes are developed through all learning experiences on offer at Bangkok Patana; the creative curriculum units of study, field trips, ECAs, assemblies, in the playground etc. and are an essential part of our assessment criteria for tracking the growth of our students as independent learners.
Bangkok Patana School 19
643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna, Bangkok 10260 THAILAND Tel: +66 (0) 2785 2200 firstname.lastname@example.org www.patana.ac.th
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An overview of the 2020/21 Foundation Stage curriculum at Bangkok Patana School.