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Key Stage 2

Curriculum Guide 2020/21

CURRICULUM GUIDE

K E Y S TA G E 2

2020/21

Bangkok Patana School

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GUIDING STATEMENTS

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

Rigorous

Committed to integrity

Motivated and engaged

Inquisitive and creative

Active volunteers

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

KEY CONTACTS

NAME

EMAIL

Head of School

Mr Matthew G Mills

mami@patana.ac.th

Primary Principal

Mr Jason Cooper

jaco@patana.ac.th

Ms Carol Battram

caba@patana.ac.th

Mr Mark Verde

mavd@patana.ac.th

Ms Rachel Jones

rajo@patana.ac.th

Assistant Principal, Learning and Welfare Assistant Principal, Learning and Curriculum Head of Admissions 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 Esther (Yumin) Kim, Year 5 2

Bangkok Patana School


Key Stage 2

Curriculum Guide 2020/21

CONTENTS

WELCOME FROM THE HEAD OF SCHOOL .......................................................................................... 4 INTRODUCTION TO LEARNING.......................................................................................................... 5 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) OUR GUIDING STATEMENTS ............................................................................................................. 8 THE PRIMARY SCHOOL MISSION STATEMENT..................................................................................... 10 THE PRIMARY SCHOOL OVERVIEW..................................................................................................... 11 KEY STAGE 2 Curriculum Assessment Portfolios Reporting and Conferencing National Curriculum Levels Communication with Parents Home Learning CORE SUBJECTS................................................................................................................................. 15 Mathematics English Storytelling Links to Online Curriculum Thai Language and Culture Modern Foreign Languages Personal, Social and Health Education (PSHE) Sex and Relationships Education Drugs Education Religious Education OTHER AREAS IN KEY STAGE 2.......................................................................................................... 19 Learning Support English as an Additional Language (EAL) Home Languages Curriculum Enrichment Residential Visits Extra-curricular Activities (ECAs) Counselling Services THE IB LEARNER PROFILE...................................................................................................................... 23

Bangkok Patana School

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WELCOME FROM THE HEAD OF SCHOOL

B

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

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Bangkok Patana School

Cover artwork by Esther (Yumin) Kim, Year 5


Key Stage 2

Curriculum Guide 2020/21

“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.� Matthew G Mills, Head of School Artwork by Bowie van Veen, Year 3

Bangkok Patana School

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INTRODUCTION TO LEARNING AT BANGKOK PATANA PRIMARY SCHOOL

A

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 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 recognition that play-based learning in Foundation Stage and Key Stage 1 encourages more active learning throughout the Key Stage 2 phase •  The preparation of students for an ever-changing, ever-dynamic life of learning

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Bangkok Patana School


Key Stage 2

Curriculum Guide 2020/21

“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.� Mark Verde, Assistant Principal, Learning and Curriculum

Bangkok Patana School

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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. 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

Risk Takers

Skills

Multiple Pathways to Expertise

Differentiation

Progressive

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 ‘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. 8

Bangkok Patana School


Key Stage 2

Curriculum Guide 2020/21

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. 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. 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 child is 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

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THE PRIMARY SCHOOL MISSION STATEMENT

T

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.

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Key Stage 2

Curriculum Guide 2020/21

“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.� The Primary School Mission Statement Artwork by Jeanpitcha (Jeanne) Chokephaibulkit, Year 3

Bangkok Patana School 11


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.

Principles Expectations

• 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

Outcomes

• 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

Learning

Global Citizenship

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

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Key Stage 2

Curriculum Guide 2020/21

THE PRIMARY SCHOOL OVERVIEW

T

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 two Assistant Principals, who act as deputies to the Principal and are responsible for the implementation of the curriculum and fostering learning across the school.

The Key Stage 2 section of the Primary School is organised into four Year groups, each led by a Leader of Learning and Welfare who co-ordinates the pastoral activities of the Year group and a Leader of Learning and Curriculum who co-ordinates the curriculum activities of the Year group. The Year group is also supported by an Assistant Head of Year and by the teachers and support staff within the Year group team.

Key Stage Two comprises of: • • • •

Year 3 (ages 7+ - 8+) - 8 classes Year 4 (ages 8+ - 9+) - 8 classes Year 5 (ages 9+ - 10+) - 8 classes Year 6 (ages 10+ - 11+) - 8 classes

In line with UK practice, students are placed in Year groups by age, the cut-off date being 31st August. All children in Year 3, for example will have reached their seventh birthday by 1st September. Each Year group contains students of all abilities. It is policy not to promote exceptionally able students as their academic and social needs are met within the curriculum through well planned, effective, differentiated and pastoral programmes of the correct Year group. Students’ progress to the next Year group at the beginning of Term 1 each academic year. Great care is taken to ensure a balance within each class in a particular Year group, maintaining a mix of gender, ability, fluency in English, nationality and personalities. The mixing of classes is overseen by the Principal and Assistant Principals, who take advice from the academic staff. Usually, we aim to mix the classes as the children move up to Year 4. This is to rebalance the mix and to facilitate modern foreign language choices. We are unable to take into account requests from parents for specific teachers.

The School Day in Key Stage 2 Start of school:

07:40am

Morning break:

09:45am – 10:05am

Lunch break:

12:10pm – 1:00pm

School ends:

2.:30pm

Optional Activities: 2:45pm – 3:45 or 4:30pm (ECA Programme)

Bangkok Patana School 13


KEY STAGE 2 Curriculum The term “curriculum” refers to all the learning and other experiences that take place during school hours. At Bangkok Patana the curriculum is carefully planned to ensure that it is relevant to the backgrounds and experiences of our international student body. The English National Curriculum provides the basis for our formal curriculum. This is modified and extended to give a broad and balanced curriculum for all our students. Extra-curricular activities extend the students’ opportunities further. The curriculum is designed to meet the needs of all children in each Year group. The learning is suitably differentiated. This ensures that it is appropriately pitched to cater for students of all abilities. Aspects of the curriculum are explained to parents at meetings held at the beginning of each academic year. Throughout the year additional presentations for parents may be held to explain areas of the curriculum and to allow parents to see the materials we use in school. This document gives an over-view of the curriculum. As a school however, we are constantly evaluating and updating our curriculum programmes and during the course of the school year modifications to the content may be made. Curriculum news will be communicated to parents through the weekly Year group newsletters which may have an overview of the learning, or specific aspects of learners.

Assessment At Bangkok Patana we believe that assessment is the gathering and analysis of information about student learning. It identifies what students know, understand, feel and can/ cannot do at different stages in the learning process and ensures that learning experiences are appropriately targeted to address student needs. Students are regularly assessed to ensure that progress is being made in all areas of learning – for example: as a writer, speaker, mathematician, artist, thinker, inquirer, athlete, scientist, independent learner etc. Traditionally when we think of assessment we may envisage paper and pencil tests, but to truly know where a student is in his/her learning and to establish the next steps assessment must take many forms. Teacher assessments vary and will include; question and answer sessions, performance tasks, student presentations, one –to-one interviews, video/audio recordings, written or oral feedback, tests/quizzes, rubrics with standardised success criteria etc. Our assessments are designed to monitor student skills and understanding as well as knowledge. Students play an integral part in the assessment process and regularly self/peer assess, reflect

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on strengths and areas for improvement and work with their teachers to establish learning targets and next steps.

Reporting and Conferencing Two written reports from the class and specialist teachers are sent home to parents each year. The Term 1 report focuses on how the student has settled into his/her new class, socialisation and attitudes to learning in line with the IB Learner Profile attributes. Learning targets for the areas the student needs to work on are also outlined. This report is supplemented by a followup 3-Way (Student-Teacher-Parent) Conference. During the conference, the child and teacher present learning samples to show progress to date and discuss learning targets and possible strategies for achieving them. There is a further 3-Way Conference in Term 2 to follow up on learning targets and discuss next steps. A final full report is issued at the end of Term 3. The information and judgements made in reports is determined through careful consideration of all assessment data. If parents wish to see teachers to discuss their child’s learning at other times, appointments can be made through the Primary School office. We actively encourage dialogue between parents and teachers.

ISA Tests Students in Years 4, 5 and 6 sit the International Schools Assessment (ISA) which test core skills in mathematical literacy and reading. The tests are not specific to a single curriculum, drawing on many cultural and national sources and therefore provide a clear indication of our alignment against international expectation.

National Curriculum Levels As students’ progress through the National Curriculum, their attainment in each subject is measured in Levels. At Patana, we have the expectation that the majority of students will have attained the following levels at the end of Key Stage 1 and Key Stage 2. • End of Key Stage 1 (Year 2) - Level 2 • End of Key Stage 2 (Year 6) - Level 4 More able children will be expected to achieve at higher levels than these. Those with learning difficulties may attain a lower level.

Communication with Parents Good communication between home and school is vital.


Key Stage 2

Curriculum Guide 2020/21

“At Bangkok Patana the curriculum is carefully planned to ensure that it is relevant to the backgrounds and experiences of our international student body.� Artwork by Kate Clare, Year 6

Curriculum, Key Stage 2 Bangkok Patana School 15


It is the key to success for most children. At the beginning of each school year meetings are held to introduce the Year group team and to explain the curriculum. Details are also given of ways in which parents may help their children at home. Formal conferences are offered throughout the year (outlined previously). In addition, regular meetings are held at which we explore various aspects of the curriculum and explain not only the content of different subject areas, but our approaches to learning and teaching. Increasingly parents and teachers are using e-mail to communicate. Each teacher has an e-mail address. The school’s website (www.patana.ac.th) contains a wealth of information for parents, much of which is available through the Parents’ Gateway which is password protected. New parents are issued with a password once the registration formalities have been completed. In addition, a regular Year group newsletter is sent home. This newsletter gives information about what is going to be taught and other year group related issues. It also chronicles achievements and successes. The weekly Patana News, which is published every Friday, contains news from the Primary School and an up-to-date diary.

Home Learning All students in Key Stage 2 are set home learning on a regular basis. Home Learning often involves reinforcing and practising skills taught in class or research of topics being studied. It is an essential element of the academic programme. The amount varies according to the age of the children. In addition, we expect all students to read regularly at home. The Home Learning Policy is printed in the Year group booklet and details of our expectations are communicated to parents by the Leaders of Learning at the beginning of each school year.

Home Learning Routines • If your child experiences any difficulty with home learning set please contact the teacher directly. • If your child is unable to do their home learning for whatever reason please excuse your child through a message to the teacher. All Year 6 students are required to have a personal laptop to support their learning. It is primarily considered as a device for learning at school and home. Further details about our Laptops for Learning programme, including the minimum specifications, recommended devices and registration process, can be found on our website: https://community.patana.ac.th/technologyfor-learning/laptops-for-learning-students. If you have any questions or queries, please contact helpdesk@patana.ac.th.

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Key Stage 2

Curriculum Guide 2020/21

CORE SUBJECTS Mathematics All learning objectives are taken from the Curriculum 2014 Mathematics Framework. These objectives are structured under six strands for lower Key Stage 2, and 8 strands for upper Key Stage 2. 1. Problem Solving 2. Number (Number System, Fractions and Decimals) 3. Calculating (Addition and Subtraction, Multiplication and Division) 4. Geometry (Properties, Position and Direction) 5. Measurement 6. Statistics 7. Ratio and Proportion (upper Key Stage 2) 8. Algebra (upper Key Stage 2) Children in Years 3 and 4 are taught mathematics by their class teacher, and the learning is differentiated to ensure that it is pitched at the appropriate level. In Years 5 and 6, children are grouped into Mathematics sets based on their achievement level.

English All our learning objectives are taken directly from the Primary Framework for Literacy. This is broken down into 12 strands of learning which include Speaking and Listening, Reading, Writing and Spelling. Objectives are clearly defined to meet the needs of all students within their Year and age group. The objectives give teachers and students a clear guideline and ensure coverage of all aspects of Literacy. While following these objectives, teachers develop and use a wide range of teaching styles and strategies that include a balance of teacher-led and child initiated activities. Speaking and Listening plays an important role in children’s social, emotional and cognitive development. These skills enhance children’s learning and raise standards. The speaking and listening objectives reinforce the children’s reading and writing skills, as most children will try out ideas in talk, long before they can write them down. Children visit the library weekly and direct teaching of reading is carried out in Shared Reading sessions and through Guided Reading sessions with groups and individuals across Key Stage 2. Children are encouraged to write for a wide variety of purposes, using features of different forms such as recounts, instructions, information texts, stories and poems. Writing tasks are linked to other curriculum areas to provide a context for

writing. Handwriting is taught as a discrete subject, although it is often linked closely to the teaching of spelling

Storytelling A storytelling approach is used throughout the Primary School to develop a range of narrative writing skills. Each term, children 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 internalized a fluent version of the basic story then children 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.

Music At Bangkok Patana we aim to instill and sustain a love and appreciation for music from an early age so that students will find in music a lifelong source of enjoyment and fulfillment. We believe music is a practical subject and as such, children learn best through; singing, playing, moving, performing, experimenting, creating, and actively listening. Our methodology is informed by a range of styles and music teaching pedagogy. We closely follow developments and research in the field of music education to continually enhance our provision. Our curriculum is divided into six units taught through each school year. Three of the units; pitch, composition and beat/ rhythm, are taught in every year group and revisited with increasing complexity. Others are added at age appropriate times such as recorder or ukulele playing.

Physical Education Att Bangkok Patana School we offer a high-quality Physical Education curriculum which provides opportunities for our students to become physically confident in a way which supports their health and fitness, inspires them to do their best and excel in a wide range of activities and competitive sports. At Key Stage 1, the range of activities offered include swimming; mindfulness; dance and movement; gymnastics; co-operative and adventurous activities; ball skills and group play; net games and athletics. All skills and activities require children to work independently, in small groups or as a part

Bangkok Patana School 17


of a team to problem solve and succeed. We consider these opportunities to be excellent in developing essential physical, mental and social skills. In Key Stage 2, children continue to build upon their gross motor and teamwork skills, with opportunities for leadership, critical thinking and team sports in more competitive situations. Examples include games for understanding; sports leaders; volleyball; tee ball; swimming; football; mini tennis; dance; gymnastics; basketball; athletics and climbing and outdoor activities. These help to build character and embed our School values such as resilience, collaboration and respect.

Art Children are born with a natural curiosity towards art and a desire to express themselves through art. At Bangkok Patana School we strive to further develop an innate love of art through learning technical skills, connected learning, and the knowledge of art movements linked to famous artists. Pedagogy in primary art centres around drawing, painting, sculpture, printmaking and textiles-collage. The primary art curriculum is taught in each key stage and year group by class teachers. In conjunction with this learning a specialist art teacher provides discrete art lessons to all year groups in Key Stage 1 and 2.

ICT Our ICT curriculum in the primary school is separated into three main strands of learning; Digital Literacy, Computer Science and Design Media and IT. Additionally, Digital Citizenship is constantly revisited in both the Technology and PSHE curriculum.

Links to Online Curriculum YEAR 3 YEAR 4 YEAR 5 YEAR 6

Thai Language and Culture Thai Language and Culture is a specialist subject which is offered to all Primary children at Bangkok Patana to help them learn and appreciate the culture and language of the host country. All Key Stage 2 students study this subject with teachers who are Thai nationals. The students are divided into different groups based on their language abilities; some groups are for Thai speaking students and others for non-Thai speaking students. Special cultural events: The Ceremony of Giving Respect to Teachers, Loi Krathong and Songkran are arranged by Thai teachers to enrich the curriculum for all students.

For Non-Thai Speaking Students The curriculum focuses on Thai oral language development with the integration of social and cultural aspects of Thailand. Some relevant Thai letters, vocabulary and basic sentence structures are included and expanded during the learning according to their language levels.

For Thai Nationals

• Computer Science is understanding how the device works and innovating with technology.

All Thai national students are required to learn Thai language and literacy skills. The content of the curriculum, in accord with the content standards set by the Ministry of Education, is aimed to develop their language skills and knowledge of Thai literature and Thai Studies. Details of the Thai literacy programme are included in the Thai curriculum booklet.

• Design Media and IT is all about being creative, communicative and expressive with technology.

Modern Foreign Languages

• Digital Literacy is using the device efficiently.

Students in Key Stage 1 naturally start learning more in the Digital Literacy strand as they create and experiment with new tools. From Y1, students learn to manage their own accounts and online presence with ever increasing access to more complex tools. When students reach upper Key Stage 2, they are ready to manage their own device, making their first big step into digital independence and they can focus more wholly on Computer Science and Design Media elements of IT.

The Modern Foreign Language Programme is provided for all children, except Thai Nationals who are required to follow the Thai language programme during these periods. The main focus of the Modern Foreign Languages Programme offered at Bangkok Patana School, is to foster an interest in learning other languages in a way that is enjoyable and fun, to provide a foundation on which to develop language skills for future study and to raise awareness of cultural differences - thereby reflecting the true commitment to international education central to our school’s mission. Students in Year 3 are given a short introductory course in

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Key Stage 2

Curriculum Guide 2020/21

all four languages on offer – French, German, Mandarin and Spanish. These five languages are offered through a carousel approach. The students have two 40 minute sessions per week. The purpose of this is to allow the students first-hand experience of each of the languages in order to make a more informed decision about which language they would like to continue with in Year 4. Students from Year 4 to Year 6 then commence a more formal approach to MFL study. They will select one language: French, German, Mandarin, Spanish or Thai. The MFL languages are taught at beginner level only. Therefore, students may not choose a language they have already developed proficiency in. Your child may not choose a language they speak at home. Students must be beginners in the language they choose. If parents are in any doubt about their child’s eligibility to study a chosen language they should contact the Head of MFL who will organise an assessment for the child. Once a language is chosen in Year 4, the students are encouraged to remain studying this language through their Secondary years. In Primary, students have two 40-minute lessons per week in Year 4 and three 40-minute lessons per week in Year 5 and Year 6. • Students who are part of the EAL programme, or who may require extra practice with English, choose English as a modern foreign language (EML) taught by our EAL teachers. • In addition to the above programme, home-language lessons for Dutch and Singaporean students are provided through an arrangement with the respective Cultural Society and Ministry of Education. Details of these courses are available from the school. • Students are able to access language support for their Mother Tongue via the Home Language ECA programme. Details about the languages on offer can be accessed through the ECA sign-up pages or through the Head of World Languages or the Leader of Learning, Language Acquisition in Primary.

Personal, Social and Health Education (PSHE) Personal, Social and Health Education (PSHE) is integrated into the curriculum and is also taught as a discrete subject, following a UK scheme of learning entitled ‘JIGSAW’ Jigsaw PSHE brings together Personal, Social, Health and Economic education, emotional literacy, social skills and spiritual development in a lesson-a-week programme across the whole Primary school. It is structured into the following six themes: 1. Being Me in My World 2. Celebrating Difference 3. Dreams and Goals 4. Relationships 5. Healthy Me 6. Changing Me Assemblies are held throughout the year and involve different groups in our school. Built into the assembly programme are opportunities to explore and celebrate particular faiths and festivals alongside the introduction of the PSHE themes and celebrations of the learning and achievements within.

Sex and Relationships Education Sex and relationship education takes place within both the science and personal and social education curriculum. The content is age-appropriate and care is taken to ensure that we are sensitive to the various cultural and religious views of our parents. In Year 5, for example, human reproduction and puberty are covered and videos are shown to the children. This work is followed up in Year 6, when the children also look at social issues they face when growing up. Parents are alerted to the timing and content of these lessons and are given the opportunity to preview the materials used. Parents have the right to withdraw their child from some or all parts of our programme.

Drugs Education

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Education on drugs related issues forms part of the wider personal and social education programme. Students are, from time to time, alerted to the dangers associated with illegal drug use and the inappropriate use of medication and other everyday substances. Discussions always take account of the age of the students. Children are instructed to say “No� and to confide in a responsible adult, should substances be offered. The programme also touches on the dangers associated with substance abuse and misuse, which includes smoking and alcohol.

Religious Education We celebrate being in a multi-cultural environment and aim to encourage respect and tolerance for all world faiths. Religious education as a specific subject does not feature on the timetable; however, discussion of the major religions of the world takes place within our personal and social education programme and during some assemblies throughout the year. Religious Education also features in some humanities themes.

Artwork by Maria Elizabeth (Mary) Hudson, Year 6

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Key Stage 2

Curriculum Guide 2020/21

OTHER AREAS IN KEY STAGE 2 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 child-friendly targets that are reviewed through the year alongside in class or withdrawal support • 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.

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.

English as an Additional Language (EAL) EAL staff support children with other languages to become proficient English language users, both in social and academic areas. All children for whom English is not their primary language are required to take a language assessment before admission to the school. A decision is then made as to whether EAL support is required. EAL Support starts in Key Stage 1. Our approach is based on content integrated language teaching. We believe that children make the fastest progress when language is learned in context and when they are immersed in a language-rich environment alongside their English speaking peers. Direct support is provided mostly through in-class support and also in small groups and one to one instruction, where appropriate. Additionally, indirect support is provided by EAL staff who plan closely with the class teachers, especially in recommending strategies and selecting resources to suit the needs of the EAL children. EAL children come to us with a variety of different experiences in terms of primary language skills. Research into the acquisition of second language indicates that children can take up to three years to develop social language and up to seven years to develop their academic English in order to cope with the literacy demands of the curriculum. A strong primary language that continues to develop alongside the acquisition of English has been proven to be the best way for success in learning English. Furthermore, a strong primary language is fundamental to the children’s overall emotional and academic development. Our EAL team believes that a close relationship with parents can help the children succeed in learning English as an Additional Language.

Fees are charged for the services of the speech and language therapist and for any in-school support that is in Bangkok Patana School 21


The progress of the children is continually monitored and assessed. Once the children reach a level of English proficiency whereby they no longer need extra EAL support, they then exit the programme. There is a fee for the first six terms of the EAL programme.

Home Languages As an international school, we believe it is important to provide support to develop home languages for all children. We are developing our Home Languages Programme and the following vision statement is guiding 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. We appreciate the role of language in personal development as well as in developing, maintaining and celebrating a diverse cultural identity. The Home Languages Programme strives to provide multilingual students with the opportunity to maintain and develop existing fluency in their home language by: • creating a school environment which values linguistic diversity • encouraging the use of the language within the home environment • furthering the Bangkok Patana community’s understanding on multilingualism • providing, where possible, curriculum time in which to extend their learning of their home languages • providing information on opportunities beyond the scope of the classroom In the Primary School, our Extra-curricular Activities programme is driven by the needs of the community and offers a range of Home Language opportunities that have included Bahasa Indonesian, Danish, Chinese Mandarin, Dutch, Finnish, French, German, Italian, Japanese, Norwegian, Singaporean Mandarin, Spanish, Swedish and Thai. We may be able to accommodate other languages upon request. Additionally the school has dedicated Dutch teachers located on campus.

Curriculum Enrichment All Year groups are involved in a programme of day visits to places of interest around Bangkok and Residential Visits. These are usually closely integrated with the work in the classroom.

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Throughout the year, many activities are organised to both enrich the curriculum and enhance the students’ understanding of our key school values of Learning, Well-being and Global Citizenship. These events form an integral part of school life and add an extra dimension to our provision. Some annual events, such as International Day, involve the whole school. Year Groups also organise special days and invite parents into school so that the children can share their learning.

Residential Visits Residential Visits form an integral part of the academic and personal/social curriculum for all students in Key Stage 2. The visits usually take place in January/February each year and provide many opportunities for enriching our curriculum and also for developing social skills and independence. There is an expectation that all children attend and so parents are encouraged to discuss any concerns with the teacher as soon as possible. Year 3: Pattaya (2 nights) Year 4: Hua Hin (3 nights) Year 5: Khao Yai (4 nights) Year 6: Chantaburi (4 nights) A meeting is held for parents before the visits and detailed information is sent home.  Great care is taken to ensure the safety and well-being of the students. The costs associated with the Residential visits are incorporated into the normal tuition charges.

Extra-curricular Activities (ECAs) A range of optional extra-curricular activities are offered over four Blocks each year, and include a variety of sporting, musical, artistic and cultural activities. Details of ECAs on offer for each block are found via the Parents’ Gateway. Booking a place is completed on-line and subsequent confirmations are made through the website and we operate a system which allocates places as fairly as possible.

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, when they are experiencing difficulties of an emotional, personal or social nature. Referrals to the counsellor can be made through the class teacher. Parents may also contact the counsellors directly to request counselling support.


Key Stage 2

Curriculum Guide 2020/21

“Residential Visits form an integral part of the academic and personal/social curriculum for all students in Key Stage 2 and provide many opportunities for enriching our curriculum and also for developing social skills and independence.� Residentials Key Stage 2

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THE IB LEARNER PROFILE

A

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:

Inquirers

Caring

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.

Knowledgeable They have explored themes that have global significance and have acquired a critical mass of knowledge.

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.

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.

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Key Stage 2

Curriculum Guide 2020/21

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

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Profile for Bangkok Patana School

Key Stage 2 Curriculum Guide  

An overview of the 2019/20 Key Stage curriculum at Bangkok Patana School.

Key Stage 2 Curriculum Guide  

An overview of the 2019/20 Key Stage curriculum at Bangkok Patana School.