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Key Stage 4 Curriculum Guide 2021/22


K E Y S TA G E 4


Bangkok Patana School 1

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


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




Head of School

Mr Matthew G Mills

Cross Campus Principal

Ms Helen Thew

Acting Secondary Principal

Ms Helen Thew

Secondary Assistant Principal, Curriculum and Assessment

Ms Suzanne Lindley

Secondary Assistant Principal, Student Welfare

Mrs Lorna Conroy

Head of Careers and University Faculty

Mr Kevin Keller

Head of Admissions

Ms Rachel Jones

Key Stage 4 Curriculum Guide 2021/22

CONTENTS FOREWORD FROM THE HEAD OF SCHOOL ................................................................................................. 4 INTRODUCTION FROM THE SECONDARY PRINCIPAL ................................................................................. 5 THE KEY STAGE 4 CURRICULUM ................................................................................................................. 6 THE PASTORAL PROGRAMME .................................................................................................................... 8



ENGLISH LANGUAGE (IGCSE) ..........................


ART AND DESIGN (GCSE) ................................

ENGLISH LITERATURE (IGCSE)...........................


BUSINESS STUDIES (IGCSE)............................... 30

MATHEMATICS (IGCSE) ....................................



COMPUTER SCIENCE (IGCSE)............................ 32 DESIGN AND TECHNOLOGY (IGCSE)................ 34

ADVANCED SUBSIDIARY MATHEMATICS (GCE)................................................................. 16 SCIENCES (IGCSE) ............................................. 17 MODERN FOREIGN LANGUAGES (IGCSE) ........ 20 • FRENCH

DRAMA (IGCSE) ................................................ 36 ECONOMICS (IGCSE) ....................................... 38 GEOGRAPHY (IGCSE) ....................................... 40 HISTORY (IGCSE)............................................... 41


INFORMATION AND COMMUNICATION TECHNOLOGY (IGCSE)...................................... 42


MUSIC (IGCSE).................................................. 43

FIRST LANGUAGE (IGCSE)................................. 21

PHYSICAL EDUCATION (GCSE).......................... 45




LEARNING SUPPORT ........................................ 47



(IGCSE) .................................................................. 25

ELECTIVES ........................................................ 49

PHYSICAL EDUCATION - CORE......................... 26

EXTRA-CURRICULAR ACTIVITIES PROGRAMME (ECA) ........................................ 50

PLEASE NOTE: The content of this booklet was accurate at the time of publication (November 2020). All courses are subject to updates by the relevant exam board.

Cover artwork by Mana Ganesh Kawamura , Year 11 Bangkok Patana School 3

FOREWORD FROM THE HEAD OF 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.”


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 2021/22 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 Courses programme. This booklet should be read after a careful review of our website, www.patana. 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 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.

Matthew G. Mills Head of School

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Key Stage 4 Curriculum Guide 2021/22



he academic programme that Bangkok Patana School offers in Years 10 and 11 (Key Stage 4) builds upon the skills developed in Key Stage 3. All students are required to follow a two-year programme leading to the General Certificate of Secondary Education (GCSE) or its international equivalent, the IGCSE. The curriculum includes the following core subjects: English (Language and Literature), Mathematics, Sciences, a Modern Foreign Language (MFL) and Physical Education. Students select three other subjects, one of which must be either, History, Geography, Business Studies or Economics. The curriculum in Years 10 and 11 encourages students to:

• develop oral and practical skills; • develop an investigative approach; • use initiative to solve problems; • apply skills, knowledge and understanding; • undertake individual projects and learn to work as part of a team; • become more effective as independent learners. (I)GCSE examinations are designed to be accessible to the whole ability range and for most subjects the results are graded from A*–G and are offered by the Cambridge Examination Board (CIE). A small number of subjects are graded following a new system of 9-1; these courses are offered by Edexcel Examination Board and include Art, Science, Japanese and PE. Students showing outstanding ability receive an A* or 9; a Grade C or 5 is a ‘good’ or ‘strong’ pass, whilst students who fail to reach the required standard receive a U grade.

“The subjects available to students in Key Stage 4 have been selected with the intention of providing a broad, balanced and challenging curriculum which provides an excellent foundation for the Senior Studies Programme.”

The subjects available to students in Key Stage 4 have been selected with the intention of providing a broad, balanced and challenging curriculum which provides an excellent foundation for the Senior Studies Programme here at Bangkok Patana. This link to the challenges of the IB courses that follow mean that it’s vitally important that students choose subjects that they are interested in, think they will enjoy and believe they will be successful in.

Helen Thew Acting Principal, Secondary School

Bangkok Patana School 5

THE KEY STAGE 4 CURRICULUM Introduction The General Certificate of Secondary Education (GCSE) is an examination which originates from England and Wales and is the standard qualification that students aged 14 to 16 study there. The international equivalent of the GCSE is the IGCSE; this has been developed to be more relevant to students learning in an international or non-UK context. Many international schools follow IGCSE syllabi because it gives students an international perspective by having less Anglo-centric content and a clearer way of approaching topics, and bears in mind the language skills of students for whom English may not be their first language. IGCSEs develop learner knowledge, understanding and skills in: • subject content; • applying knowledge and understanding to new as well as unfamiliar situations; • intellectual enquiry; • flexibility and responsiveness to change; • working and communicating in English; • influencing outcomes; • cultural awareness. All students at Bangkok Patana School receive the following core subject lessons:


World Language (one from French, Mandarin, Spanish or Thai)



Co-ordinated Science or Triple Science

Physical Education

In addition to these mandatory core subjects, students choose three subjects from the list of optional subjects. Although the design of the options ensures that students receive a broad and balanced curriculum, it is advisable to spend time researching the best combination of subjects for individuals and takes into account personal strengths, enjoyment and possible future careers. The key features of the curriculum that we offer and the ways in which they are delivered stem from Bangkok Patana School’s Mission that all students fulfil their potential. Bangkok Patana School is also an International Baccalaureate (IB) World School and as such we are keen to promote the IBO’s Learner Profile, which-is to encourage students, through all aspects of their lives, to become: Inquirers










Through their day to day interactions, we aim to promote these attributes to ensure that students do not become accomplished only in the curricular studies but are balanced individuals who are better prepared for life beyond school.

Assessment Assessment in its many forms is an integral part of curriculum delivery at Bangkok Patana. The main purposes of assessment are to: • identify a students’ potential and support them in realising that potential; • identify what students have achieved in terms of acquisition of knowledge, skills, concepts and attitudes; • provide information to use for future learning; • involve students in self-assessment thus enhancing motivation; • set meaningful targets and know how close to achieving them they are; • enable students to develop as independent learners.

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Key Stage 4 Curriculum Guide 2021/22 After Songkran in Year 10 (mid-way through the course), all students sit annual exams in the subjects that they have been studying. These exams assess what they have learned throughout the year, so it is important that students revise all the work they have covered. Towards the end of Term 1 in Year 11, all students sit trial (I)GCSE exams which cover as much of the syllabus as possible at that time. These exams are intended to be summative in nature - they give students a clear picture of their attainment. They also give students and staff guidance on where weaknesses and strengths lie with the aim of improvement and progression before sitting the final examinations in May of Year 11. Regular feedback will be given to students during the courses and we also feedback to parents at key points in the course to give an indication of current attainment and suggestions with regard to short-term targets which will help students achieve their long term goals.

Home Learning Home learning is an important aspect of the curriculum and students are expected to complete their tasks by the specified date and to the best of their ability. Students are usually required to spend 2 to 2½ hours per night on home learning. This is, however, only a guide as many assignments given at Key Stage 4 (especially coursework which contributes to final exam marks) are long term and require students to develop good time-management skills. Home learning is recorded as Tasks on Firefly and can be set adopting the ‘flipped learning’ pedagogy, which is a learnercentred approach involving students being active in, and accountable for, their development. In the flipped-learning scenario, pupils are given materials and tasks prior to a lesson and instructed to work through these independently. This means the more challenging aspects can be focused on in class time. Experience has shown that students respond well to parental interest in their work and we encourage parents to monitor home learning habits and take an interest in what is being studied at school.

Tutor Groups Students are placed in a tutor group which is overseen by a tutor. Students meet their tutors every day in the morning for registration and also for one tutorial lesson for 80-minutes per week. Tutors are the first point of contact for students experiencing difficulties.

The School Day Students receive most lessons as double periods (80-minutes); the exceptions to this are English and Mathematics which are allocated two 80-minute lessons and one 40-minute lesson each. There are two break times which the students can use for eating, recreation or extra-curricular activities. 7.40 - 7.55


7.55 - 8.35

Period 1

8.35 - 9.15

Period 2

9.15 - 9.35


9.35 - 10.15

Period 3

10.15 - 10.55

Period 4

10.55 - 11.35

Period 5

11.35 - 12.15

Period 6

12.15 - 13.10


13.10 - 13.50

Period 7

13.50 - 14.30

Period 8 Bangkok Patana School 7

Recreation Students can use their free time to become involved in a number of activities at lunchtime and after school. The precise activities offered vary throughout the year, but encompass sports, drama, art, music, Duke of Edinburgh’s International Award, CAS and CAT Clubs and other creative pursuits.

Laptops for Learning All Secondary students are required to have a personal laptop to support their 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: If you have any questions or queries, please contact

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Key Stage 4 Curriculum Guide 2021/22

The pastoral programme at Key Stage 4 builds upon the skills, concepts and knowledge introduced during Key Stage 3.

Aims At Bangkok Patana School, we aim to ensure that everyone: • works within an atmosphere where individuals are valued and where their self-esteem is enhanced; • gains sufficient knowledge with which to make informed choices concerning moral issues; • prepares for adult life.

The Strands of the Programme These are : • staying safe, healthy and happy • life-long learning • life as a global citizen

Delivery The programme is delivered by tutors during a 1 hour and 20-minute session each week. When expertise or knowledge is required which is beyond that of the tutor, outside speakers are invited in or the school’s own subject specialists are used to supplement the programme. Support tutors are also available to assist with the delivery of the tutorial programme. An integrated approach is used, where skills, concepts and knowledge are cultivated in the mainstream curriculum and reinforced in the tutorial programme. Often objectives from more than one of the strands of the programme are covered in the same unit.

Approaches A wide range of teaching strategies are used in the programme in order to increase the students’ effectiveness as learners and so enhance their learning. Role play, group activities, individual study, demonstrations, individual interviews, visiting speakers, discussion, video presentations and display all contribute to a varied programme. In addition, the students undertake a Residential Visit which is intended to support and enhance many of the programme strands.

Content Year 10 Units Life-long learning: - success at IGCSE - organisation skills - time management - being an active learner - resilience and growth mindset - preparing for exams - careers education Staying safe, healthy and happy - friendships and peer pressure - healthy relationships - risky and negative relationships - social media myths and gaming - staying safe online - substance mis-use - managing stress and anxiety Life as a global citizen- interculturalism respect online

Year 11 Units Life-long learning: - resilience and growth mindset - organisation skills - time management - preparing for exams - careers education Staying safe, healthy and happy - staying safe online - substance mis-use - managing stress and anxiety - self defence - first aid - sex and relationships - mindfulness

Bangkok Patana School 9

Residential Visits Objectives of the Secondary School Residential Visits The mandatory Residential Visits are an integral part of the Secondary School curriculum and therefore contribute to the fulfilment of the School’s mission statement. They provide our students with an opportunity to develop through experience. One of the main aims is to involve them in activities and situations which they may not have experienced before and which encourage them to think about the values they are applying and the attitudes they adopt. Each visit is designed with a specific programme to help enhance the mainstream curriculum and to provide opportunities for personal and social development. To follow on from the work in the Primary School and Key Stage 3 Residential Visits, each visit and related activities are planned to accomplish the following aims: • exploration of cultural, historical or physical environments with specific targets linked to the school’s curriculum setting; • reinforcement of self-esteem and positive interaction amongst children and staff within a unique setting. As students’ progress through the school, they become more independent. As well as the obvious curriculum links, the Residential Visits will provide the opportunity for students to develop personal and social skills. The following list outlines the types of areas covered: Independence and self-discipline

Initiative and problem solving skills

Confidence and self-esteem

Leadership skills

Development of sound relationships among students

The ability to enjoy the environment without destroying it

Flexibility and consideration for others

Ability to work with others in a team

Development of sound relationships between students and staff

Communication skills

The nature of life in Bangkok is that it is sometimes difficult for students to socialise outside school. Therefore, another important reason for taking the students away is for them to have an opportunity to socialise and have fun. Year 10 This year, Year 10 will visit the Pak Chong area where students will have an outdoor adventure week involving trekking, archery and camping. The students will be physically challenged in a carefully monitored outdoor environment. All students will complete a two-day and one-night hike. This will serve as the practice expedition for those undertaking their Bronze Duke of Edinburgh’s International Award. In addition to this, students will have the opportunity to work on survival games as well as building on teamwork skills and developing tribal chants.

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Key Stage 4 Curriculum Guide 2021/22


SUBJECTS Artwork by Mia Lindley, Year 10 Bangkok Patana School 11


Aims The course aims to develop: • an understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities, matching style and response to audience and purpose; • the ability to read, understand and respond to all types of text; recognise and appreciate themes and attitudes and the ways in which writers achieve their effects; • information retrieval strategies for the purpose of study; • the ability to construct and convey meaning in written language, matching style to audience and purpose.

Assessment Component


Speaking and

A range of individual and group activities are assessed internally


Terminal Examination (Focus on Reading)

Terminal Examination (Focus on Writing)

A written examination in which students are assessed for Reading (40%) and Writing (10%). Students answer three questions on three passages.

A written examination in which students are assessed for Writing (40%) and Reading (10%). Students answer two questions, one based on stimulus passages and one based on a directed question



Activities completed throughout

0% but attainment recorded and reported home

Years 10 and 11

2 hours

2 hours 15 minutes



Timetable Allocation English Language and English Literature are taught as an integrated course with all students receiving two 80-minute lessons plus one 40-minute lesson per week. Students are taught in mixed ability groups with the exception of one smaller group for students who require extra support for additional learning needs or for whom English is not their first language. From the end of Term 1 in Year 10, English Language and Literature are reported as two separate IGCSE grades.

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Key Stage 4 Curriculum Guide 2021/22


Aims The course aims to: • encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism; • introduce students to a range of literary works of different periods, genres, styles and contexts; • develop the ability of students to engage in close, detailed analysis of written text; • develop the students’ powers of expression, in both oral and written communication; • promote in students an enjoyment of, and lifelong interest in, literature.

Assessment Component




Terminal examination

Poetry and Prose: Students answer two questions. One from Section A (poetry Anthology) and one from Section B (Prose Anthology).

1 hour 30 minutes


Terminal examination

Terminal examination

Drama: (open text) Students answer one question from a choice of two. The set text is ‘Raisin in the Sun’ by Lorraine Hansberry.

Unseen: Students answer one question from a choice of two. Both questions require a critical commentary. One question is based on a passage of literary prose and the other is based on a poem or extract from a poem.

45 minutes

1 hour 15 minutes



Grades awarded range from A*-G.

Timetable Allocation English Language and English Literature are taught as an integrated course with all students receiving two 80-minute and one 40-minute lesson per week English Language and English Literature are taught concurrently with students being taught in mixed ability groups with the exception of one smaller group for students who require extra support for additional learning needs or for whom English is not their first language. From the end of Term 1 in Year 10, English Language and English Literature are reported as two separate IGCSE grades.

Bangkok Patana School 13


Aims The aims of the course are to enable students to: • develop an understanding of mathematical principles, concepts and methods in a way which encourages confidence, provides satisfaction and enjoyment, and develops a positive attitude towards mathematics; • develop a feel for number and understand the significance of the results obtained; • apply mathematics in everyday situations and develop an understanding of the part that mathematics plays in learners’ own lives and the world around them; • analyse and solve problems, present the solutions clearly, and check and interpret the results; • recognise when and how a situation may be represented mathematically, identify and interpret relevant factors, select an appropriate mathematical method to solve the problem, and evaluate the method used; • use mathematics as a means of communication with emphasis on the use of clear expression and structured argument; • develop an ability to apply mathematics in other subjects, particularly science and technology; • develop the ability to reason logically, make deductions and inferences, and draw conclusions; • appreciate patterns and relationships in mathematics and make generalisations; • appreciate the interdependence of different areas of mathematics; • acquire a foundation for further study of mathematics or for other disciplines.

Course Outline The following topics are covered: 1. Number 2. Algebra and graphs 3. Geometry

4. Mensuration 5. Coordinate geometry 6. Trigonometry

7. Vectors and transformations 8. Probability 9. Statistics

Timetable Allocation Two 80-minute and one 40-minute lesson per week.

Assessment Students sit two examination papers. The students following the Core programme will sit Papers 1 and 3 and students following the Extended programme sit Papers 2 and 4. Paper




1 (Core)

18 – 20 short response questions

1 hour


3 (Core)

8 – 10 structured longer response questions

2 hours


2 (Extended)

20 – 22 short response questions

1 hour 30 minutes


4 (Extended)

8- 10 structured longer response questions

2 hours 30 minutes


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Key Stage 4 Curriculum Guide 2021/22

Course Structure The students are placed into sets according to ability upon entering Year 10. The Key Stage 3 to Key Stage 4 transition test sat towards the end of Year 9 plays a key role in determining placement. In addition, performance over the course of Key Stage 3 as well as work dispositions and support needed are taken into account in placing the students into the correct set and course where they are best suited and will find the most success. Approximately seven groups will follow the IGCSE Extended course which allows students to access grades A*-E. Approximately two groups will follow the IGCSE Core course which allows students to access Grades C-G. The Extended course and Core course vary in two important respects: 1. 65% of the final assessment in Core relates to the knowledge and understanding of mathematical techniques, while 55% of the Extended programme focuses on reasoning, interpretation and applying mathematics to solve problems. The result of this difference is that the Extended course covers more content in addition to being more challenging. 2. The focus in Extended is more on Algebra while the Core programme is more focused on Numbers. The approximate Algebra/Number split is 23%/33% for Core as opposed to 38%/18% for Extended. In addition to the Extended and Core course, some of our students have already started their IGCSE Extended course in Year 9 and they will continue this as they move into Year 10. These students are part of our Enriched classes.

Course Delivery The syllabus has been broken down into a number of units which allows the content to be built from the bottom upwards; this means there is some early overlap between work covered at Key Stage 3 and the first units of the IGCSE course. Once the foundations are secure, the units become more challenging, covering the higher grade concepts that the course offers. Where it is appropriate, students will be enriched in areas that extend beyond the scheme of learning, in order to develop a deeper understanding of the concepts they meet.

Bangkok Patana School 15


Aims The aims of the course are to enable students to: • develop their mathematical knowledge and skills in a way which encourages confidence and provides satisfaction and enjoyment; • develop an understanding of mathematical principles and an appreciation of mathematics as a logical and coherent subject; • acquire a range of mathematical skills, particularly those which will enable them to use applications of mathematics in the context of everyday situations and of other subjects they may be studying; • develop the ability to analyse problems logically, recognise when and how a situation may be represented mathematically, identify and interpret relevant factors and, where necessary, select an appropriate mathematical method to solve the problem; • use mathematics as a means of communication with emphasis on the use of clear expression; • acquire the mathematical background necessary for further study in this or related subjects.

Course Outline Paper 1 Quadratics Functions Coordinate geometry Circular measure Trigonometry Series Differentiation and integration

Paper 2 Algebra Logarithmic and exponential functions Trigonometry Differentiation Integration Numerical solution of equations

Timetable Allocation Two 80-minute and one 40-minute lesson per week.

Assessment Paper





P1 – Pure Mathematics

1 hour 50 minutes



P2 – Pure Mathematics

1 hour 15 minutes


Course Structure Students are set by ability in Mathematics. This Advanced Subsidiary (AS) course is delivered to mathematical students who have taken their IGCSE Mathematics one year early. At Bangkok Patana, this means that these students have begun the IGCSE in Year 9 and were placed in the Year 10 Enriched A class that enabled the early examination entry. It is these students who have consistently demonstrated an excellent aptitude for the subject of mathematics. To ensure that this course is able to be completed in Year 11, AS content has been carefully selected to support and extend the IGCSE content in Year 9 and 10. The expectation in this course is that at the end of Year 11, students will sit the external AS Pure Mathematics 1 and 2 examinations. 16 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22

SCIENCES IGCSE The Edexcel IGCSE courses offered in Science are: Standard Science Programme “Double Award” Science

2 IGCSEs in Biology, Chemistry and Physics combined

Edexcel 4437

Specialist in Science Programme “Triple Award” Science

IGCSE Biology IGCSE Chemistry IGCSE Physics

Edexcel 4325 Edexcel 4335 Edexcel 4420

Aims These specifications give students the opportunity to: • learn about unifying patterns and themes in science and use them in new and changing situations; • acquire knowledge and understanding of scientific facts, terminology, concepts, principles and practical technique; • apply the principles and concepts of science to different contexts; • evaluate scientific information, making judgements on the basis of this information; • appreciate the practical nature of science, developing experimental and investigative skills based on correct and safe laboratory techniques; • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations; • recognise the importance of accurate experimental work and reporting scientific methods in science; • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions; • develop a logical approach to problem solving in a wider context; • select and apply appropriate areas of mathematics relevant to science; • prepare for more advanced courses in science and for other courses that require knowledge of science.

Course Outline The Standard Science Programme is designed as a two year course of study and combines Biology, Chemistry and Physics in equal weighting. It is the most common Science programme followed by students in the UK and leads to two Double Award Science IGCSEs. The Specialist in Science Programme is also designed as a two-year course of study but requires that an additional approximately 50% extra content is studied in each of the three scientific disciplines. This programme leads to IGCSEs in Physics, Chemistry and Biology – Triple Award Science. Both of the programmes have interesting and inspiring modern specifications, suitable for those for whom it is a final Science qualification and also for those who require a sound foundation for further study of any of the Sciences at IB. The topics studied in both programmes are as follows below. Specialist in Science Programme students cover a greater amount of content within each of the topics (totalling one third additional content per science), although the level of challenge presented by the material is largely equal.

Bangkok Patana School 17

Biology B1: The nature and variety of living organisms B2: Structures and functions in living organisms B3: Reproduction and inheritance B4: Ecology and the environment B5: Use of biological resources

Chemistry C1: Principles of chemistry C2: Inorganic chemistry C3: Physical chemistry C4: Organic chemistry

Standard Science Programme Edexcel IGCSE Double Award Science

Physics P1: Forces and motion P2: Electricity P3: Waves P4: Energy resources and energy transfers P5: Solids, liquids and gases P6: Magnetism and electromagnetism P7: Radioactivity and particles P8: Astrophysics

Specialist in Science Programme Edexcel IGCSE Triple Award Science

What is it? A course in all three Sciences leading to two IGCSEs.

What is it? A course in all three Sciences leading to three IGCSEs.

How is it examined? 3 x 2 hour papers in Biology, Chemistry and Physics.

How is it examined? 3 x 2 hour papers in Biology, Chemistry and Physics and 3 x 1 hour 15 minute extension papers in Biology, Chemistry and Physics.

How is it graded? An average mark across the three papers which is graded 9 to 1. What is the benefit? Some students are likely to achieve two higher IGCSE grades than with the Specialist in Science Programme as there is a one third reduction in content when compared to Triple Award. Who is it for? Students who… • Wish to maximise their chances of getting two very good IGCSE grades for Science, rather than risk over-stretching themselves with additional content to try and get three. • Aim to take Standard Level Sciences at IB (although with two very good grades, it would be possible to study a Higher Level science)

How is it graded? Each Science will receive a separate grade, 9 to 1. What is the benefit? Students who are strong scientists in all three disciplines can receive three IGCSE grades Who is it for? Students who… • Are passionate about Science. • Demonstrate excellent effort. • Can manage increased workload. • Consistently achieve Level 7 or above in Science during end of topic tests in Year 9 and during the end of Year 9 examination. • Are likely to go on to achieve grade 7, 8 or 9 in each of the 3 Sciences • Aim to specialise in one or more Higher Level Sciences at IB.

Timetable Allocation The total allocation for Science is eight 40-minute periods per week regardless of the programme studied. The three scientific disciplines are taught by subject specialists on a rotation during the week.

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Key Stage 4 Curriculum Guide 2021/22

Assessment At the end of the course the two programmes are examined as follows:

Course Structure Students will be placed into classes depending on whether they are following the Standard Science Programme leading to Double Award or the Specialist in Science Programme leading to Triple Award. In addition, there will be two smaller classes for students who require extra support to succeed in Science and for some students for whom English is their second language. The suitability of the Standard Science programme or the Specialist in Science programme is determined for each student by attainment in topic tests, practical assessments, the annual examination and the professional judgement of Science teachers in Year 9. The appropriate pathway for new students to the school is determined by an induction test. The aim is to match each individual student to a Science programme that is appropriately challenging for their ability and meets their learning needs. There are formal tests throughout the course to help verify that students are studying the most appropriate programme for them. Please note that Edexcel also offer IGCSE “Single Award� Science as a Science qualification. This Is a reduced content course that does not lead to the study of Science at a higher level. This is an option that we consider only if it becomes apparent during Year 10 or Year 11 that a student is highly unlikely to enjoy success at IGCSE Double Award Science and consequently this course is likely to only be appropriate for a small number of students in each cohort. Any decision to change to the Single Award Science course is made in consultation with students and parents.

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Aims The Modern Foreign Language (MFL) courses aim to enable students to: • write accurately in the target language; • read and understand the written language; • communicate orally in the target language; • understand the spoken language.

Course Outline Equal weighting will be given to the four key skills of: • Listening • Reading • Speaking • Writing

Timetable Allocation Two 80-minute lessons per week

Assessment Component




45 minutes (Mandarin 35 minutes)



15 minutes



1 hour (Mandarin 1 hour 15 minutes)



1 hour (Mandarin 1 hour 15 minutes)


Grades awarded range from A*-G. The speaking exam takes place towards the end of Term 2 of Year 11; all other examination papers are during the timetabled exam period. There is no coursework component.

Course Structure All students in Key Stage 4 will study at least one MFL and are taught in mixed ability groups. Usually a prerequisite of at least three years of formal study of the chosen language is required prior to enrolment on the course.

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Key Stage 4 Curriculum Guide 2021/22


Aims The First Language course aims to enable students to: • communicate accurately, appropriately and effectively in writingin French; • enjoy and appreciate the variety of language; • develop skills of a more general application (e.g. analysis, synthesis, drawing of inferences); • develop an understanding of themselves and others

Course Outline Cambridge IGCSE First Language qualifications are accepted by universities and employers as proof of knowledge and understanding of a language. Students gain lifelong skills including: • the ability to communicate clearly, accurately and effectively in writing; • the ability to use a wide range of vocabulary with correct grammar, spelling and punctuation; • a personal style and an awareness of the audience being addressed. Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which the language can be used. Students also develop more general analysis and communication skills such as synthesis, inference and the ability to order facts and present opinions effectively.

Timetable Allocation Two 80-minute lessons per week

Assessment Cambridge IGCSE First Language French is externally examined and comprises of two papers. All candidates take Papers 1 and 2 and are eligible for the award of grades A* to G. Time


Reading - Paper 1

2 hours


Writing - Paper 2

2 hours


Course Structure Students selecting this course must have a level in French equivalent to first language competence. Students will have usually studied the Home Language French course in Key Stage 3 in their MFL2, although exceptions may be made based on personal circumstances. Study of this course could lead to the study of French A for the International Baccalaureate, with the attainment of a bilingual diploma. This course is currently offered by a qualified teacher who is not employed by Bangkok Patana School. As such, families will need to self-fund the course and will be billed termly for the cost of this course. Further details are available from the Head of World Languages Mrs Courenq, This course may not be run depending on the availability of an external First Language French qualified teacher.

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THAI – THAI LANGUAGE AND LITERATURE This is a non-externally examined course designed by Bangkok Patana that is aimed at students who demonstrate partial fluency in Thai speaking and listening skills, have a wide range of vocabulary and can accurately use colloquial/near native grammar. Students also need to have sufficient reading comprehension to understand simple discourse and sufficient control of writing systems for day to day experiences, along with a common understanding of Thai cultural context. This course does not lead to an IGCSE qualification but does appropriately prepare students to study Thai Language and Literature as part of our IB Diploma Programme.

Aims The course aims to: • enable students to develop language skills and acquire a range of Thai vocabulary and grammatical patterns; • develop students’ powers of expression, both in oral and written communication; • introduce students to a range of texts from different periods, styles and genres; • enable students to enjoy, appreciate and understand cultural aspects of Thai lives and recognise the importance of the contexts in which texts are written and received; • develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts; • encourage students to appreciate the formal, stylistic and aesthetic qualities of texts; • encourage students to think critically about the different interactions between text, audience and purpose.

Course Outline Language Perception

Language Production

Students read, listen and watch a wide range of literary and non-literary oral, written and visual materials in order to demonstrate that they can: • identify and interpret explicit and implicit information and attitudes • demonstrate understanding of how language, structure, image, technique and style of text are used to achieve effects and influence audiences • demonstrate understanding of how context influences audience’s perspectives which has impact on the interpretation of a text • analyse, evaluate and synthesize facts, ideas and opinions that includes conflicting viewpoints within and about a text • compare and contrast the formal elements, content and context of texts

Students speak, write and present their analysis in many forms of language production in order to demonstrate that they could: • express ideas clearly, effectively and creatively with fluency in both written and oral communication • sequence information to achieve effects and influence audiences • use appropriate vocabulary • use register, structure, image, technique and style appropriate to audience, situation and context • make accurate use of spelling, punctuation and grammar

Students taking this course are aiming to improve their communication and interpretation skills to be in a position to study IB Thai Language and Literature as part of our Diploma Programme.

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Key Stage 4 Curriculum Guide 2021/22

Timetable Allocation Two 80-minute lessons per week

Assessment Students are assessed internally. Assessment will be carried out through regular classroom and home learning activities, quizzes, tests, and projects. Students are assessed in all communication skills: listening, reading, watching, speaking, writing and presenting. The areas of assessment are understanding and interpretation of text, understanding of how language is used to achieve particular effect, organization and presentation, and language usage. Assessment Task


Skills Assessed

Oral Presentation


Analytical Speaking and Presentation

Text Analysis


Reading and Analytical Writing

Fiction Analysis


Reading and Analytical Writing

We award grades from A*-G but please note this course does not lead to an IGCSE qualification.

Course Structure All Thai courses are taught in the curriculum time. The students are placed on the most appropriate course according to their language background to enable them to be successful. This course prepares students to access Thai Language and Literature as part of our IB Diploma programme.

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THAI LANGUAGE AND CULTURE (TLC) This is a course designed by Bangkok Patana to develop students’ language proficiency in all skills with an emphasis on speaking and listening and is examined by our own internal examinations. The course is aimed at students who demonstrate language proficiency from beginner to intermediate level (for example, students who may have limited Thai language background, vocabulary and grammar and, in addition, understand very little of the language when spoken by native speakers). This course does not lead to an IGCSE qualification and will not enable students to access IB Thai Language and Literature.

Aims The course aims to enable students to: • develop communication skills regarding daily situations; • acquire basic vocabulary and simple grammatical patterns for listening and speaking skills; • acquire grammatical patterns useful for everyday life activities and situations; • access fundamental Thai reading and writing; • enjoy, appreciate and understand cultural aspects of living in Thailand.

Essential Skills There are four essential skills that are developed and practiced through the course: Listening Demonstrating an understanding of a range of useful vocabulary and basic spoken language

Speaking Participating in basic Thai conversation relating to daily situations

Reading Reading simple Thai words, sentences and short passages

Writing Writing simple Thai words, sentences and short passages

The students are expected to read and demonstrate understanding of Thai cultural aspects using English as a medium of instruction.

Timetable Allocation Two 80-minute lessons per week

Assessment Students are assessed internally through regular classroom and home learning activities, quizzes, tests, and projects. Students are assessed in all four language skills: listening, speaking, reading and writing. The areas of assessment are comprehension and conveying information, presentation, use of vocabulary and language. Students studying this course will not be able to access the Thai Language and Literature IB course and are most likely to study an Ab Initio language at IB or continue with a second language that they have studied at IGCSE.

24 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22


Aims This course aims to ensure that students: • achieve a recognised qualification in their language of study independently of their performance in ‘first language’ English; • regularly read English novels and develop a healthy reading habit to improve passive awareness of grammatical structures and increase their range of vocabulary; • are exposed to a variety of written texts in a wide range of formats relevant to their age and experience as students in a fast-changing modern world; • are better able to access and perform well in their other (I)GCSE subjects which require a sufficient passive understanding and active production of the English language; • practise the four language skills as outlined below throughout the course.

Course Structure Depending on numbers, Key Stage 4 ESL students may be placed in one of two sets depending on their level of English as assessed in an initial past paper test. Movement between the two sets is occasionally warranted based on a student’s performance in key assessments, though such movement is kept to a minimum to reduce disruption and ensure continuity.

Course Outline There are four essential aspects to the course: Reading

Skimming for the gist of a text, scanning for specific information and detailed analysis of vocabulary in context.


Note taking, summary writing, writing informal and formal letters, articles, reviews, reports and discursive essays.


Participating in and initiating short, structured conversations with their peers and the teacher about contemporary topics in order to develop full engagement with the chosen topic as well as spoken accuracy and fluency.


Demonstrating understanding of general meaning, possible implications and specific details of a variety of recorded listening materials.

Timetable Allocation Two 80-minute lessons per week

Assessment All students are entered for the Extended IGCSE examination papers which test the students’ reading, writing, listening and oral abilities: Extended Examination Grades available A* - E







2 hours


4 5

Listening Oral Interview

50 minutes 15 minutes

20% 20%

Final Examination IGCSE ESL students will take the final examination in Term 1 (October/November) of Year 11 as English Second Language and English Language are not permitted by CIE to be sat together in the May/June examination series. Following the examination in October / November, EAL lessons will focus on helping students prepare for the IGCSE English Language and IGCSE Literature examinations which they will sit in Term 3 of Year 11.

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Aims This course aims for students to: • build upon skills learnt and developed in previous years; • improve students’ knowledge and personal levels of fitness; • develop and maintain a habit of physical exercise and activity and develop a lifelong commitment to physical activity; • give students the opportunity to pursue sports and activities that they have previously enjoyed as well as giving them the opportunity to experience new activities as part of a broader curriculum via the provision of a fixed elective system.

Course Outline At Year 10, students follow a specialist curriculum similar to that in Year 9, where activities are fixed. Towards the end of the year, students in Year 10 have the opportunity to participate in various activities which are not offered in the curriculum and are similar to those offered later in Year 11. In Year 11, students opt for activities based upon a fixed elective, whereby choices are made over a range of activities. They are able to take responsibility for their own curriculum and therefore can plan to either reinforce skills or interests in sports and activities previously learned, or to experience new and different activities. Students at Key Stage 4 participate in their chosen activities for six weeks per unit.

Timetable Allocation One 80-minute lesson per week

Assessment Students in Year 10 and 11 are assessed on an overall ‘Approach to Learning’ throughout the duration of each activity and this informs the lessons that they receive. This is a non-examination subject in which active participation, leadership and enjoyment is encouraged.

Course Structure Students in Year 10 will carry out a variety of sports and fitness activities similar to those taught in Year 9. In Year 10 students will participate in both an alternative games and fitness carousel where they will experience different activities each week. This will be for half of the year and then they will have the opportunity to choose their preferred activity. In Year 11, students opt for four activities across the year and they are able to follow a personalised curriculum; each activity last for six weeks. Activities may include:

Sports Activities Football Basketball Flag Football Touch Rugby Volleyball Softball Tennis Trampolining

26 Bangkok Patana School

Kayaking Climbing Squash Table Tennis Water Polo Ultimate Frisbee Netball Badminton

Fitness Activities Weight training Circuit training Dance Body Pump and Body Combat Swimming Zumba Cross Fit Training Yoga/Pilates

Key Stage 4 Curriculum Guide 2021/22


SUBJECTS Photography by Florencia Hilgert, Year 10

Bangkok Patana School 27


Aims The course aims are to develop: • creative and imaginative ability and the practical skills for engaging with and for communicating and expressing original ideas, feelings and meanings in art, craft and design; • investigative, analytical, experimental and interpretative capabilities, aesthetic understanding and critical and enquiring minds, with increasing independence; • cultural knowledge and understanding of art, craft and design and the media and technologies used in different times, contexts and societies; • personal attributes including self-confidence, resilience, perseverance, self-discipline and commitment.

Course Outline Students complete a portfolio of project work underpinned by the development, refinement, recording and presentation of their own creative ideas and skills. Students will need to choose one of the following endorsed titles: Fine Art 1FA0

Students will develop work in some of the following areas of study: Drawing, Painting, Printing, Installation, Lens/Light based media, Mixed Media, Land art, Sculpture

Photography 1PY0

Students will develop work in some of the following areas of study: Documentary photography, Photo-journalism, Studio photography, Location photography, Experimental imagery, Installation, Moving image: film, video, animation

Graphic Communication 1GC0

Students will develop work in some of the following areas of study: Advertising, Communication graphics, Design for print, Illustration, Interactive design, Multi-media, Package design, Signage, Typography

Three Dimensional Art and Design 1TD0

Students will develop work in some of the following areas of study: Architectural design, Interior design, Product design, Environmental design, Sculpture, Design for theatre, film and television, Body adornment, Ceramics

Timetable Allocation Two 80-minute lessons per week

Assessment Unit



1. Personal Portfolio

Work produced during Year 10 and 11 from activities, themes and projects set by Visual Arts Department


2. Externally Set Assignment

Artwork completed during a 10-hour sustained focus and a portfolio of supporting studies


28 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22 Grades awarded range from 9-1. Students on all endorsements will develop a personal portfolio of work evidencing their learning and progression in line with the assessment objectives listed below. The externally set assignment is also graded using the same assessment objectives.

AO1 Develop ideas through investigations, demonstrating critical understanding of sources

AO2 Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

AO3 Record ideas, observations and insights relevant to intentions as work progresses

AO4 Present a personal, meaningful response that realises intentions and demonstrates understanding of visual language

To support student progress with portfolio work and preparation for performing under examination conditions there are two trial examinations, the first in Term 3 of Year 10 and the second in Term 1 of Year 11. All work produced during these trial exams can be directly entered into the personal portfolio.

Benefits The course options provide a breadth of knowledge across art and design areas of study whilst also allowing students opportunity to work within a specialist pathway. This will give students a wide range of skills and provide an excellent foundation for further studies across Visual Arts and related design courses. In addition to this there is a core focus on the development of ideas, independent thinking and organization which not only builds self-confidence but develops valuable skills that are transferable to project planning and management universally and are recognised as assets when applying for a wide range of further study options.

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Aims The IGCSE Business Studies course involves the study of how businesses operate within their environment and aims to help students: • make effective use of relevant terminology, concepts and methods, and recognise the strengths and limitations of the ideas used in business • apply their knowledge and critical understanding to current issues and problems in a wide range of business contexts • distinguish between facts and opinions, and evaluate qualitative and quantitative data in order to help build arguments and make informed judgements appreciate the perspectives of a range of stakeholders in relation to the business environment, individuals, society, government and enterprise • develop knowledge and understanding of the major groups and organisations within and outside business • develop knowledge and understanding of how the main types of businesses are organised, financed and operated • develop skills of numeracy, literacy, enquiry, selection and use of relevant sources of information • develop an awareness of the nature and significance of innovation and change within the context of business activities.

Course Outline

1. Understanding business activity

• Business activity • Classification of businesses • Enterprise, business growth and size • Types of business organisations • Business objectives and stakeholder objectives

2. People in business

• Motivating workers • Organisation and management • Recruitment, selection and training of workers • Internal and external communication

3. Marketing

• Marketing, competition and the customer • Market research • Marketing mix • Marketing strategy

4. Operations management

• Production of goods and services • Costs, scale of production and break-even analysis • Achieving quality production • Location decisions

5. Financial information and decisions

• Business finance: needs and sources • Cash-flow forecasting and working capital • Income statements • Statement of financial position (balance sheets) • Analysis of accounts

6. External influences on business activity

• Economic Issues • Environmental and ethical issues • Business and the international economy

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Key Stage 4 Curriculum Guide 2021/22

Assessment Component

Paper 1

Description Written examination consisting of four questions requiring a mixture of short answers and structured data responses. Candidates answer all questions. 80 marks



90 minutes


90 minutes


Externally assessed Written examination consisting of four questions based on a case study, provided as an insert with the paper. Paper 2

Candidates answer all questions. 80 marks Externally assessed

Grades awarded range from A*-G.

Timetable Allocation Two 80-minute lessons per week Students are taught in mixed ability groups and all candidates to pursue the same curriculum objectives and sit the same examination. Outside expertise is made use of whenever possible and students are expected to develop an awareness of the real world of business as the course progresses.

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Aims The course aims to develop: • computational thinking, that is thinking about what can be computed and how, and includes consideration of the data required • understanding of the main principles of solving problems using computers; • understanding that every computer system is made up of sub-systems, which in turn consist of further sub-systems; • understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communications and people; • skills necessary to apply understanding to solve computer-based problems using a high-level programming language.

Course Outline The following topics are covered: Section 1 – Theory of Computer Science

• Data representation • Communication and Internet technologies • Hardware and software (Logic, CPU architecture, Input and Output devices, Storage, Operating systems, Translators and Compilers) • Security • Ethics

Section 2 - Practical Problem Solving and Programming • Algorithm design and problem- solving • Programming (Concepts, Data structures) • Databases

Timetable Allocation Two 80-minute lessons per week

Assessment Paper





Theory: Short-answer and structured questions with no choice

1 hour 45 minutes



Problem solving and programming: Short-answer and structured questions with no choice. Some questions based on pre-released material

1 hour 45 minutes


Grades awarded range from A*-G.

Course Structure The course content delivery is divided between theory and programming lessons. The course is practical in nature and students learn to program in Java using Eclipse, in order to comprehend the algorithms on Paper 2 as well as to be able to generate algorithmic solutions to given problems. Although Java is used as the language, programming is taught procedurally and object-orientated concepts are kept to a minimum. The students also experience programming in assembly language and another high-level language. The theory and programming will be taught in parallel throughout the duration of the two-year course. 32 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22 New students to Bangkok Patana School, joining in Year 10, should be aware that Bangkok Patana students have completed a number of programming units in multiple languages, including Python and Java, in KS3. They have also undertaken Computer Science theory units. It is advisable that a new student joining Computer Science in Year 10 should have undertaken some programming in their previous school, or at home, so that they are aware if they enjoy the programming aspect of the course.

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Aims The aims are to: • foster awareness, understanding and expertise in those areas of creative thinking which can be expressed and developed through investigation and research, planning, designing, making and evaluating, working with media, materials, tools and computer software and hardware; • encourage the acquisition of a body of knowledge applicable to solving practical/technological problems operating through processes of analysis, synthesis and realisation; • stimulate the development of a range of communication skills which are central to design, making and evaluation and the development of a range of making skills; • encourage students to relate their work, which should demand active and experimental learning based upon the use of materials in practical areas, to their personal interests and abilities and promote the development of curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination; • encourage technological awareness, foster attitudes of co-operation and social responsibility, and develop abilities to enhance the quality of the environment and stimulate the exercising of value judgements of an aesthetic, technical, economic and moral nature.

Course Outline PART 1: DESIGN (compulsory to Options 1 and 2) This area of study focuses on the design process and the students understanding of their coursework project and concentrates on the following areas: Observe need / requirement Design brief / specification

Communicating ideas with others Design and Technology in society

Identification / research

Ergonomics / anthropometrics

Generation on of possible ideas


Selection / organisation



Permanent fastenings

Implementation / realisation

Mechanical control (static)

Health and Safety

Mechanical control (dynamic)

Development of ideas / recording data

34 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22

PART 2 OPTION 1: GRAPHIC PRODUCTS This area of study aims to develop the skills that designers use when they are working in a design studio. Conceptual designing through drawing, both sketching and technical drawing, model making and computer aided design and computer aided manufacture. Final designs will be presented as accurate well-made models. This option of study concentrates on the following areas: Product or conceptual design

Design for transport

Commercial graphics


Architectural design


Interior design


Formal drawing, all aspects of technical drawing

Promotional design, packaging, display and corporate identities

OPTION 2: RESISTANT MATERIALS This area of study aims to develop skills which designers use when producing working prototypes. Students will gain an in depth understanding of materials and their processing, working in wood metals and plastics through short designing and making tasks and focused practical tasks. This a workshop-based manufacturing option which is concerned with the manufacture of working prototypes in wood, metal and plastics. Use of computer aided design and computer aided manufacture is at the forefront of students work. This option of study concentrates on the following areas: Materials, plastic, wood and metals


Practical processes


Knowledge of tools and machinery

Special treatments

Preparation of materials


Marking out

Developing practical processes

Timetable Allocation Two 80-minute lessons per week







Design question Option paper graphic products or resistant materials Coursework

1 hour 15 minutes


1 hours


2.5 Terms


2 5

Grades awarded range from A*-G.

Course Structure The Design and Technology Course is essentially practical in nature and consists of a number of design and make and focused practical tasks supported by theoretical studies. These are fairly prescriptive in the first half of Year 10 and are designed to develop the students’ designing/communication and manufacturing skills and knowledge and understanding in preparation for the more complex and open-ended design project coursework, which starts mid-way through Year 10. Bangkok Patana School 35

DRAMA IGCSE CIE 0411 PARTICIPATION IN ARTS COURSES HELPS STUDENTS DEVELOP THEIR ABILITY TO LISTEN AND OBSERVE, AND ENABLES THEM TO BECOME MORE SELF-AWARE AND SELF-CONFIDENT. IT ENCOURAGES THEM TO TAKE RISKS, TO SOLVE PROBLEMS IN CREATIVE WAYS, AND TO DRAW ON THEIR RESOURCEFULNESS. IN SHORT, THE KNOWLEDGE AND SKILLS DEVELOPED IN THE STUDY OF THE ARTS CAN BE APPLIED IN MANY OTHER ENDEAVOURS. (O’FARRELL & MEBAN 2003) The course covers a range of transferable skills that will be useful throughout life: communication, creativity, presentation/ public speaking, collaborative skills, leadership skills, problem solving, initiative, perseverance and the ability to work to a deadline.

Aims The aims are for students to develop: • an interest in and enjoyment of drama and theatre; • an understanding of the dramatic process of moving from script to performance; • skills in devising original drama; • practical performance skills as individuals and within a group; • an understanding of, and engagement with, the role of actor, director and designer in creating a piece of drama; • an understanding of how performers communicate with an audience.

Assessment Objectives Component 1: Written Examination

Component 2: Practical Coursework

Weighting for qualification

AO1: Understanding Repertoire (Text/Style) Candidates will be assessed on their ability to demonstrate knowledge and understanding of the possibilities of repertoire, and how to interpret and realise it in a live performance.




AO2: Devising Candidates will be assessed on their ability to devise dramatic material in a collaborative environment and reflect on the effectiveness of their own and their groups work.










Assessment Objectives

AO3: Acting Skills Candidates will be assessed on their acting skills and their ability to communicate effectively to an audience. TOTAL Grades awarded range from A*-G.

These areas are assessed through a combination of practical coursework and written examination as outlined below: COMPONENT 1: WRITTEN EXAMINATION 2 hours and 30 minutes - externally assessed, 80 marks The paper is a written exam based on practical work students have undertaken in class. Students will practically study both a set text and devise their own original play based on a stimulus in preparation for the written exam. The students then write about the knowledge and skills they have learned from doing the practical work.

36 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22

COMPONENT 2: COURSEWORK Practical work (performance), 120 marks Component 2 is made up of three compulsory performances. All work must be staged in an appropriate performance space and intended for live performance to an audience.

Practical work


Individual performance

3 minutes maximum

Group performance (2-6 candidates)

3-5 minutes per candidate; 20 minutes maximum

Group devised piece (2-6 candidates)

3-5 minutes per candidate; 20 minutes maximum

Source Material An extract from a published play. The extract is chosen by the teacher and must not be from the pre-release material. An extract from a published play. The extract is chosen by the teacher and must not be from the pre-release material. Stimulus chosen by the teacher.

Timetable Allocation Two 80-minute lessons per week

Overview This course extends work done at Key Stage 3. Students will undertake and experience a wide variety of drama activities, geared towards enabling them to become expressive and confident manipulators of various forms of drama. Students will study a range of theatre theorists and styles of performance throughout their first year of IGCSE and work in a range of group sizes. They will learn how to improve their collaborative and creative skills by producing group performances and will improve courage and confidence by performing individual monologues. They produce original work as well as studying scripts, exploring possibilities for interpretation and staging from the point of view of director, actor and designer. Students will sit a mock written exam as part of the Year 10 exam week and will begin performing and filming a range of performance work in preparation for the coursework component.

Bangkok Patana School 37


Aims To allow students to develop: • knowledge and understanding of economic terminology, concepts and theories; • basic economic numeracy and literacy and the ability to interpret simple economics data; • ability to analyse economic situations; • ability to express economic ideas logically and clearly in a written form; • apply economic understanding to current economic issues.

1. Basic Economic Problem

• • • •

The nature of the economic problem The factors of production Opportunity cost Production possibility curves

2. The Allocation of Resources

• • • • • • • •

The market system and price mechanism Demand Supply Price determination and price changes Price elasticity of demand Price elasticity of supply Market failure Mixed economic system

• • • • • • • • •

Money and banking Households; spending, saving and borrowing Workers; wage determination and division of labour Trade Unions Firms; primary, secondary and tertiary and public and private sector and business size Firms; mergers and economies of scale Firms and production; labour and capital intensive Firms’ costs, revenue and objectives Market structure; competitive markets and monopoly markets

• • • • • • • •

The role of government The macroeconomic aims of government Fiscal policy; taxes and government spending Monetary policy; interest rates and money supply Supply-side policy Economic Growth Employment and unemployment Inflation and deflation

3. Microeconomic Decision Makers

4. Government and the Macroeconomy

38 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22

5. Economic Development

• • • •

Living standards Poverty Population Differences in economic development between countries

6. International Trade and Globalisation

• • • •

International specialisation Globalisation, free trade and protection Foreign exchange rates Current account of balance of payments

Timetable Allocation Two 80-minute lessons per week

Assessment Paper





Candidates answer 30 multiple choice questions

45 minutes



Candidates answer one compulsory question, which requires them to interpret and analyse previously unseen data relevant to a real economic situation, and three optional questions from a choice of four.

2 hours 15 minutes


Grades awarded range from A*-G.

Course Structure Classes are taught in mixed ability groups and all students sit the same examination.

Bangkok Patana School 39


Aims The course aims to give students: • a sense of place and an understanding of relative location on a local, regional and global scale; • an awareness of the characteristics and distribution of a selection of contrasting physical and human environments; • an understanding of some of the processes affecting the development of such environments; • an understanding of the spatial effects of the ways in which people interact with each other and with their environments; • an understanding of different communities and cultures throughout the world; • an awareness of the contrasting opportunities and constraints presented by different environments.

Course Outline Population and Settlement

• Population dynamics • Settlement

The Natural Environment • • • •

Earthquakes and volcanoes Rivers Coasts Weather, climate and natural vegetation • Inter-relationships between the natural environment and human activities

Economic Development and the Use of Resources • • • • • • • •

Development Agricultural systems Food production Industry Tourism Energy Water Environmental risks and economic development

Timetable Allocation Two 80-minute lessons per week

Assessment Paper




Structured questions - candidates will be required to answer three questions out of a choice of six. One question must be answered from each of the three themes.

1 hour 45 minutes



Skills based paper

1 hour 30 minutes



Data collection and coursework

20 hours



Grades awarded range from A*-G.

Course Structure Geography is taught in mixed ability groups. Fieldwork is an important part of a good geographical education, as well as being necessary in order to answer questions in order to collect data for the coursework. Data collection occurs during a week in Hua Hin and this trip incurs an additional cost and is a compulsory requirement of the course.

40 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22


Aims The course aims to give students the opportunity to : • learn about some of the great events and people that have changed the course of modern history; • examine some of the big issues of the 20th Century such as world wars, revolution and the struggle for peace; • develop skills such as enquiry, information processing, reasoning, creative thinking and evaluation; • use evidence, research information, understand bias and propaganda; • learn about other places and other times in order to understand our own time.


Peace agreements at the end of the WWI The League of Nations’ attempts to prevent war Hitler and the causes of the Second World War The Cold War 1945-89

The Korean and Vietnam Wars The Cuban Missile Crisis The Collapse of Soviet Control in Europe The Persian Gulf 1970 - 2000

2. RUSSIA 1905 - 1941

Why did the Tsarist regime collapse in 1917? How did the Bolsheviks gain power and how did they consolidate their rule? How did Stalin gain and hold on to power? What was the impact of Stalin’s economic policies?

Timetable Allocation Two 80-minute lessons per week

Assessment Paper





Paragraph answers to questions on International Relations and Russia, dealing with causes and consequences

2 hours



Short answers and paragraph answers to questions about sources on an international relations topic known in advance

2 hours



Internally assessed coursework on Russia



Grades awarded range from A*-G.

Course Structure Students are taught in mixed ability groups and all students sit the same examinations.

Bangkok Patana School 41


Aims The course aims to develop: • knowledge of ICT including new and emerging technologies; • autonomous and discerning use of ICT; • skills to enhance work produced in a range of contexts; • skills to analyse, design, implement, test and evaluate ICT systems; • skills to consider the impact of current and new technologies on methods of working in the outside world and on social, economic, ethical and moral issues; • ICT-based solutions to solve problems; • the ability to recognise potential risks when using ICT, and use safe, secure and responsible practice.

Course Outline Topics covered in the course: 1. Types and components of computer systems 2. Input and output devices 3. Storage devices and media 4. Networks and the effects of using them 5. The effects of using ICT 6. ICT applications 7. Systems life cycle

8. Safety and security 9. Audience 10. Communication 11. File management 12. Images 13. Layout 14. Styles

15. Proofing 16. Graphs and charts 17. Document production 18. Data manipulation 19. Presentations 20. Data analysis 21. Website authoring

Timetable Allocation Two 80-minute lessons per week

Assessment Paper




2 hours



Theory - Short answer questions with some extended questions. All questions are compulsory.


Practical test – Document Production, Data Manipulation and Presentations

2 hours 30 minutes



Practical test – Data Analysis and Website Authoring

2 hours 30 minutes


The two practical tests will each comprise a number of tasks to be taken under controlled conditions using Microsoft Windows operating system and Microsoft Office applications. The practical tests focus on the student’s ability to carry out practical tasks rather than to explain the theory of how the tasks are completed. Students are assessed on their ability to complete these tasks. Grades awarded range from A*-G.

Course Structure This is a mixed ability course with no tiers of entry. Although not essential, it is helpful if the student has some prior experience of the standard application range, namely word processing, spreadsheet and database. This course is very practical in nature with 60% of the final mark earned from demonstrating skills in the various applications. Information and Communication Technology is an applied subject and all candidates will require frequent access to computer and Internet facilities to develop their skills. The student should have access to a dedicated computer at home, in particular access to the Microsoft 365 suite of programs, which are freely available from the school. 42 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22


Aims The course aims to develop: • enable students to acquire and consolidate a range of basic musical skills, knowledge and • understanding, through the activities of listening, performing and composing; • assist students to develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music; • help students to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences; • provide a foundation for the development of an informed appreciation of music; • provide a foundation for further study in music for those candidates who wish to pursue their studies at a higher level.

Course Outline COMPOSING

Students develop individual compositions, using notation software such as Sibelius 8 where appropriate. Compositions do not have to be long and can be in any style, e.g. a pop song or a piano piece. Students are encouraged to write pieces which they, and others in school, might perform. PERFORMING

Besides taking instrumental or voice tuition, students should take part in a school music activity, e.g. Senior Choir, Orchestra or Jazz Ensemble. Regular practice on a first instrument or voice is important. LISTENING

Students learn to identify elements of music by listening to music of different styles and learn musical vocabulary to describe it. It is important that students are keen and enthusiastic listeners. Students will gain extension through concert-going and listening to music at home. Content includes Baroque, Classical, Romantic and 20th Century music, as well as music from Latin America, Africa, India, China, Japan, Indonesia and the Arab world. Careful and discerning listening is more vital than pure music theory skills in this course.

Timetable Allocation Two 80-minute lessons per week

Assessment Component 1





Composing Each candidate submits their two best compositions, written and recorded, by the end of Year 11.



Performing Solo - one piece Ensemble - one piece The performing pieces can be recorded in school and re-recorded if it is not right the first time, i.e. it is not under examination conditions. “Ensemble” means playing or singing in a group or ensemble composed of friends or even adults inside or outside the school. Students can use the same instrument or a different one in the ensemble.



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Listening Candidates listen to a CD of musical extracts and answer questions on them. In the first section of the exam, questions will be on unprepared classical and world music examples, and in the second section will be on the prepared classical set work and set world music focus. 3

The set works for 2021 are chosen from either: Mozart: Piano Concerto No. 21, K. 467: Movements 2 and 3 OR Mendelssohn: Calm Sea and Prosperous Voyage, Op. 27; The prescribed world focus is Caribbean Music.

1 hour 15 minutes


The set works for 2022 are chosen from either: Bach: Brandenburg Concerto No. 4 OR Haydn: Symphony No. 100, Hob. I/100 Military: Movements 1 and 2; The prescribed world focus is Sub-Saharan African Music.

Grades awarded range from A*-G.

Course Structure Students should be prepared to develop their music reading ability and are required to have tuition inside or outside school on their main instrument. Voice counts as a main instrument and beginners are welcome if they are prepared to work hard. Students taking IGCSE are expected to participate in music ECAs in order to prepare for the ensemble component of their coursework.

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Key Stage 4 Curriculum Guide 2021/22


Aims The course aims to enable students to: • develop theoretical knowledge and understanding of the factors that underpin physical activity; • understand how the physiological and psychological state effect practical performance; • perform effectively in different physical activities; • develop the ability to analyse and evaluate to improve performance; • understand the contribution that sport plays in health, fitness and well-being; • understand the socio-cultural influences that can affect participation in sport.

Course Outline Written Examinations

Non Examined Assessments

Component 1: Fitness and Body Systems • Applied anatomy and physiology • Movement analysis • Physical training

Component 3: Physical performance • Skills during individual performance • Skills during team performance • Skills during student choice

Component 2: Health and performance • Health, fitness and well-being • Sport psychology • Socio-cultural influences

Component 4: Personal Exercise Programme (PEP) • Analysis of proposed PEP • Carry out and monitor the PEP • Evaluation of the PEP

Timetable Allocation Two 80-minute lessons per week. Most lessons will be theory-based with some practical elements; this is based on students being assessed on practical skills which counts as 30% of the final overall grade. Students will be expected to compete in a range of sports from the specification outside curriculum time. Component




Fitness and Body Systems

Assessment consists of multiple choice, short answer and extended answer questions

1 hour 45 minutes


Health and Performance

Assessment consists of multiple choice, short answer and extended answer questions

1 hour 15 minutes


Physical Performance

Assessment consists of students completing three practical activities: One team-based, one must be individual and one free choice

Practical assessments from prescribed list


Personal Exercise Programme

Assessment consists of students producing, analysing and evaluating their performance in a PEP

Coursework – non examined unit


Grades awarded range from 9-1.

Course Structure Lessons are divided into mainly theory and some practical lessons. It should be noted that as well as requiring a reasonably good level of practical performance across three sports, this is an academically arduous course with a significant proportion of theoretical content. Bangkok Patana School 45


AREAS Artwork by Emiri Miyake, Year 10

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Key Stage 4 Curriculum Guide 2021/22

LEARNING SUPPORT IN KEY STAGE 4 Learning Support aims to support students to allow them to reach their full academic potential. In-class support and guidance can provide the necessary support for Key Stage 4 students. Teachers are alerted to student needs through our support list, learner profiles and regular tracking meetings where student learning needs are discussed. For some students, taking nine or ten (I)GCSE subjects is neither appropriate nor necessary for future education or careers. We offer a Learning Support option which provides an opportunity for students to concentrate on one fewer subject than is normally undertaken by the rest of the Year group. Students will normally relinquish one of their option choices to give them time to work with Learning Support staff which can then have a positive impact on their other studies. During this extra time, students will concentrate on the following areas of work: • Support with coursework • Support with study skills e.g. time management and essay planning • Extra English and Mathematics support • Independent learning The decision to take Learning Support is a joint decision between families and Bangkok Patana School.

Timetable Allocation Two 80-minute lessons per week

Assessment As Learning Support is not an examinable subject, Projected or Target Grades are not issued. However, we do report on the Learning Attributes that a student has demonstrated. In addition to the Learning Support scheduled lesson, additional provision is also offered to students within the Elective programme and through after school boosters. The support offered will depend on the needs of the students and year group but will focus on the same areas as the Learning Support scheduled lesson. These classes are not available through sign up and will be on an invitational basis.

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CAREERS AND UNIVERSITY GUIDANCE Aims The aim of the Careers Faculty is to prepare students for the opportunities, responsibilities and experiences of adult life, through the development of career research and management skills with a clear focus on the best fit between school choices, university degree and career goals for individual students. Each student is encouraged to build on their particular interests and strengths.

Outline The career elements of the Tutorial Programme in Year 11 help contribute to a student’s successful future: • As students receive information about IB Options, the Careers and Universities team ensures that Year 11 students are informed about the guidance and support we can offer. We will meet with students in Year 11 to informally discuss any questions or concerns they may have regarding subject choices at Standard and Higher Levels, university entrance requirements and tips for course research. • Beginning in October, Year 11 students are introduced to our Work Experience programme through a series of presentations delivered during the Tutorial programme. Students learn how our programme works and are encouraged to appreciate the benefits of gaining hands-on real world experience to help them make more informed choices about future pathways. Work-related experience is valued by university admissions officers and how it can greatly enhance students’ future university / college applications. Year 11 student use Cialfo to complete the ‘Do What You Are’ personality profiler, along with an array of other careers / personality based surveys and questionnaires. The aim of the sessions is for Year 11 students to see value in taking the time to find out who they are, what motivates them and to identify their personal strengths and skills. • The :”Road to College” (Year 10) “Designing Your Future” (Year 11) electives are designed to help students begin to build skills needed for effective university and career planning and college search. Upon completion of the electives, students will have additional tools for success after leaving school. Specific topics include: Understanding what can contribute to a sense of personal fulfilment and ‘happiness’, investigating how academic interests can link to future careers, learning more about making full use of the information provided through Cialfo (a key college planning tool), finding the right university “fit”, understanding differences in university destinations, and learning how to best present themselves on university applications. • Students attend our Patana University Fairs in September and October where representatives from 200+ universities from across the world can be accessed in one place. This is an opportunity to meet with university representatives and find out more about courses on offer, campus life and entrance requirements. • Students are encouraged to spend a minimum of five days on a Work Experience placement. The majority of placements happen in June of Year 11 though they can also take place during school holidays. Students are also encouraged to use personal and family connections to find work experience placement opportunities that can be more ongoing and catered exactly to their personal Interests. Students receive guidance and time during their Tutorial programme to produce a Curriculum Vitae and a supporting letter of motivation in order to apply for advertised positions. A member of the Careers team will visit them whilst on their placement. On completion of their five-day placement, students are required to write a reflection commenting on the nature of their work, their observations of the workplace / work activities, and what skills / qualities they felt they had developed from the experience • The Careers Team conduct workshops about the options available post 16 years of age; • Students have access to a personal link counsellor (Karel De Cock, Charlotte Hamilton, Andrew Haughton, Sally Jarrett, Kevin Keller, and Paul Yap) with whom they can meet with by appointment to discuss future career and educational options.

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Key Stage 4 Curriculum Guide 2021/22


Aims The Elective Programme is designed to give students an opportunity to: • become more involved in the choice of the curriculum they follow; • gain skills which will benefit them in and beyond school, such as leadership, public speaking and performance skills, as well as giving the opportunity to gain skills in an area beyond the regular curriculum.

Course Outline At the start of the year students receive an introductory session on each of the Electives being offered for that academic year. Most of these activities will run for approximately 10 to 12 weeks, so students will generally need to choose three different activities for the year. Although some Electives are year-long activities. The main aims of the programme are to provide opportunities for students to further develop as global citizens and to enhance a range of skills such as self-confidence, problem-solving and risk-taking. The Electives are linked to the school values of Well-Being, Learning and Developing as Global Citizens, and are designed to allow students to broaden their educational perspective.

Timetable Allocation One 80-minute lesson per week

Assessment This is a non-examination subject, in which active participation, leadership and enjoyment is encouraged. Electives are not formally assessed through attainment grades but progress in Learning Attributes are included in the termly report. Students opt for Electives and therefore are able to follow a personalised curriculum during the year.

Course Structure Examples of Electives which have run in previous years include: The Art of Well-being

Junior Enterprise


Creative Digital Media

Communicating with Confidence

The Stock Exchange

Character Design


Musical Theatre


MakeX Robotics

Road to College

Please note that the actual Electives offered will vary from year to year depending upon timetabling and staff expertise.

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EXTRA-CURRICULAR ACTIVITY (ECA) PROGRAMME The school organises a comprehensive programme of Extra-curricular Activities for students which operates from Monday to Friday. The Secondary School sessions occur both at lunch-time and after school, with three different time slots being offered2.30-3.30pm, 3.30-4.30pm and 2.30-4.30pm; with programmes being coordinated to ensure students have adequate access to school facilities and opportunities for supervised off site visits. At Bangkok Patana, we run a four Block ECA system, with the school year being divided up into four blocks of approximately eight weeks. As students progress through the school the range of activities becomes more varied and provides students with opportunities to link their activities with other schools both locally and regionally. Sports, Model United Nations, Drama, Musical Ensembles, the International Award and community-based projects provide the opportunity for travel in Thailand and South East Asia. In line with Bangkok Patana’s Guiding Statements, ECAs are categorised in relation to our core values of Well-being, Learning and Global Citizenship. Enrolment for the various activities is on-line via the Parents’ Gateway.



Global Citizenship

Competitive Sports

Academic e.g. Core Magazine, Business Club, Improve your Maths skills

Environmental Awareness and Action e.g. Digging in the dirt: Community Garden

Recreational Sports e.g. Horse-riding, Squash, Off-Road Cycling, Taekwondo

Home Language

Digital Citizenship e.g. Electronics, Python Programming, Robotics

Fitness e.g. BASE Fitness Camp, Morning Stretching, Thai Boxing for fitness

Creative e.g. Acrylic Painting, Knitting, Pottery, Print Making, Baking

Community Service (CAT Clubs, CAS, Committees and Councils) e.g. Amnesty International, Thongbai Day Care, Habitat for Humanity

Mindfulness e.g. Yoga and relaxation methods

Instrumental Music

Model United Nations

Dance e.g. Classical Ballet, Salsa, Tap, Jazz

Performing and Fine Arts e.g. Drama Productions and clubs

International Award

Communications A range of communications are in place to assist students and parents to access the programme. • At the start of each Academic year, all families receive a fridge magnet with all key ECA dates stated. • We host a large ECA Open House event where Providers can opt to have a stall and meet and greet potential clients. Parents can ask questions and learn about all the ECAs on offer. • ECA team members present to and are present at the New Student Inductions to answer any queries from new families.

50 Bangkok Patana School

Key Stage 4 Curriculum Guide 2021/22 • At the start of each ECA sign-up period we offer a Parent Help Desk in the PTG room from 7.30 – 8.30am following drop-off, to assist parents who are struggling to login or need help to make their child’s ECA choices and allocate preferences. • Prior to each Block we communicate via a whole school email, sharing key dates and deadlines as well as highlighting new ECAs and any additional pertinent information specific to that Block. We utilise our school social media channels and Student Daily Notices to remind everyone when and how to sign-up. We offer bespoke communications for students moving into Year 1 and into Year 7 in Block 1 as they make those key transitions. All students provide feedback on the ECA provision each block when they are signing up for the next block. A simple likert scale survey asks them to indicate their overall enjoyment of each activity and then a comment box gathers more qualitative feedback. The Sports and Activities team then access this data and identify high-flyers (score of 8.0+) and provide praise and encouragement to the Teacher/Provider who is offering the ECA via email. Concurrently they identify lower scorers (score less than 5.0) and share this “red flag” with the relevant Coordinator to investigate further.

Bangkok Patana School 51

643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna, Bangkok 10260 THAILAND Tel: +66 (0) 2785 2200

52 Bangkok Patana School

Profile for Bangkok Patana School

Key Stage 4 Curriculum Guide  

An overview of the 2020/21 Key Stage 4 curriculum at Bangkok Patana School.

Key Stage 4 Curriculum Guide  

An overview of the 2020/21 Key Stage 4 curriculum at Bangkok Patana School.

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