Curriculum Guide 2017/18
f o u n d a t i o n S TA G E 2017/18
Bangkok Patana School
Bangkok Patana School Guiding Statements Mission Our Mission is to ensure that all 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.
Head of School
Mr Matthew G Mills
Mr Jason Cooper
Primary Assistant Principal,
Ms Carol Battram
Acting Assistant Principal, Learning and Curriculum, Primary School
Ms Ondine Ullman
Admission and Registation
Ms Rachel Jones
PLEASE NOTE: The content of this booklet was accurate at the time of publication (May 2017). 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.
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BANGKOK PATANA SCHOOL MISSION STATEMENT ............................................
THE FOUNDATION STAGE ....................................................................................
THE IB LEARNER PROFILE STORYTELLING LEARNING SUPPORT ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) HOME LANGUAGES COUNSELLING SERVICES
Bangkok Patana School
Introducion 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
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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. ICT 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:
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.
Engaged Classroom Engaged Motivated Learners
in Teams and Groups
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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 ‘Lungs of the Earth’; or International/Global Learning, where students 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
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. 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, 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 high-quality, 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 Books useful.
Ondine Ullman Acting Assistant Principal, Learning and Curriculum, Primary School 6 Bangkok Patana School
Curriculum Guide 2017/18
Bangkok Patana School 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.
Principles Expectations 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 Staff at Patana therefore • • • • •
Inspire students to fulfil their potential at an individually challenging level Develop responsibility and self-discipline Respect children as individual learners and plan accordingly Know your child well Are aware that your child is unique and respects that
Outcomes As members of our community, and as a result of their time with us, young people learn how to: • • • • • • • •
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
Bangkok Patana School
Our Values Well-Being • • • • •
We Are Protected, safe and secure Motivated and engaged Responsible and honest Kind and compassionate Balanced and fulfilled
Learning • • • • •
We Are Rigorous Inquisitive and creative Collaborative and confident communicators Critical thinkers Passionate, resourceful and resilient
Global Citizenship • • • • • • •
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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
Curriculum Guide 2017/18
The Primary School The 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)
On a day-to-day basis the Foundation Stage is coordinated by a Senior Teacher. In addition to this, 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 each Year group. 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 5th birthday by September 1st. Each Year group contains a diverse range of students, including current academic attainment. 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 (academic, sporting and creative), 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 Nursery Start of school: Soft Start: Morning Snack: Lunch School day end - Option 1 School day end - Option 2
7.30am 7.30-8am Flexible 11:30am 11:50am 2.30pm
Foundation Stage 1 and Foundation Stage 2 Start of school: Soft Start: Morning Snack: Lunch break: School ends:
7:30am 7.30-8am Flexible 11:30am – 12:30pm 2.30pm
Bangkok Patana School
The Foundation Stage Every 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. 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. 10 Bangkok Patana School
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• 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. 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, student-initiated 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 ‘free-flow’ 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 confident to tackle new tasks or situations independently, are they building up positive relationships with adults and peers, are they risktakers, 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 Bangkok Patana School 11
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 teacher through the Primary School Office or by emailing the classroom teacher directly in advance.
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The IB Learner Profile As 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: Inquirers Their natural curiosity has been nurtured and they actively enjoy learning. 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. Knowledgeable 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. Caring They show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others. 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. The IB Learner Profile attributes are developed through all learning experiences on offer at 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.
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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. The 3 ‘Eyes’ • Imitation – early story composition is based on well-loved tales • Innovation – our young writers are encouraged to base their stories on known tales, making changes to characters, settings or events • Invention – as our young writers acquire a bank of stories, they are able to mix the ingredients and invent 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.
Learning Support Bangkok Patana Primary School caters for children with a range of abilities. The Learning Support team utilises a collaborative approach to support learners across the Primary School liaising with Year teams, individual classroom teachers and specialist teachers.
Our Mission: Our Primary Learning Support Team at Bangkok Patana works in partnership with students, parents and colleagues. We recognise individual strengths and differences in educating the whole child. We promote opportunities for optimal independent learning for children with a range of abilities through a variety of teaching styles, thinking skills and strategies. If any child experiences barriers to their learning, the Learning Support team work closely with the class teacher and parents to identify the child’s strengths and needs. If necessary, along with in house assessments, this forms the basis for implementing a programme of support. Support may be provided in a variety of ways including differentiation strategies for the teacher (which is the adjustment of the teaching process according to the assessed needs of the learners) small group instruction, monitoring, target setting, Individual Learning Plans and early intervention programmes. Early intervention programmes are an important aspect of support in the Early Years in and are collaboratively planned and delivered. Pre-referral intervention programmes are based on the assessed needs of students in language, communication, literacy, numeracy and motor skill development. These are usually delivered as small group instruction where student outcomes are monitored closely for progress. Transition to Key Stage One is carefully monitored by our Learning Support team in partnership with Year level teams. Bangkok Patana follows many of the procedures of the UK Code of Practice. Before a teacher considers referring a student to the Learning Support team, parents will be informed by the class teacher. If it is required, targets are set with parents, class teachers and other key people (e.g. EAL, Speech & Language Therapist) and are reviewed regularly. All stakeholders work towards the achievement of the agreed targets (parents, class teacher, Learning Support teacher/ EAL/Speech & Language Therapist). 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
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progress causes significant concern, an alternative more appropriate school placement may be recommended. Regular and open discussions are encouraged to ensure the educational needs for the child are met.
Communication and language are key areas of development for all learners in the Foundation Stage. With the extension of the school day, many of the learners will have increased opportunities for exposure to modelled English and for learners for whom English is an Additional Language, 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 specialist 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:Â 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. 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.
Counselling Services We are fortunate in the Primary School to have our own counsellors. They work throughout the whole school from 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. It is recommended that, where appropriate, a preliminary informal discussion is held with the class teacher. The counsellor runs parenting workshops throughout the year.
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Bangkok Patana School 643 Lasalle Road (Sukhumvit 105) Bangna, Bangkok 10260 Thailand
16 Bangkok Patana School
Tel: +66(0) 27785 2200 Fax: 27785 2399 Email: email@example.com www.patana.ac.th