Being Kind with data
David Walton, Assistant Primary Principal, Assessment and Reporting
RETHINKING ASSESSMENT IN THE PRIMARY SCHOOL
Every child’s learning journey is unique, rich, and profoundly personal. Learning is not confined by clear boundaries or linear timelines—it is expansive, dynamic and often beautifully messy. It unfolds in liminal spaces, in moments of uncertainty and discovery and in the everyday interactions that shape a child’s sense of self and the world around them.
In our Primary School, we recognise that development does not follow a single path or pace. Every moment in school, whether in the classroom, on the playground or during quiet reflection, contributes to a child’s growth. Because of this, learning cannot be captured fully by a single measure or reduced to a set of numbers. It is too nuanced, too human, and too alive for that.
When we assess and report on a child, we do so with intention and care. Our methods must be as flexible and dynamic as the learning they aim to reflect. We are developing a culture of assessment that has its roots in kindness—because without it, data can become a tool that labels, limits, or even harms.
BEYOND THE NUMBERS: SEEING THE WHOLE CHILD
Assessment is not just about scores or grades. It’s about understanding each child’s abilities, needs and strengths, their attitudes and well-being, as well as their attainment and progress. We call this the triangulation of data—an approach that builds a rich, nuanced picture of learning.
This means that a single test score is never the whole story. Instead, we gather insights from a variety of sources—formative assessments, standardised tests, classroom interactions, and student reflections—to inform our teaching and support every learner’s growth.
Learning is Liminal, Not Linear
- Children don’t learn in straight lines. Their progress is often messy, filled with leaps forward, pauses, and even steps back.
Progress is personal and unique to each student— it isn’t measured against a fixed level or expectation. What growth looks like for one child may be entirely different for another. That’s why we focus on progress over time: not just where a student is now, but how far they’ve come on their own journey, and where they are heading next. Our reports reflect this philosophy. Whether it’s a mid-year update or an end-of-year summary, each report is a snapshot in time— just one part of an ongoing conversation between school and home.
“Tell me and I forget, teach me and I may remember, involve me and I learn.” - Benjamin Franklin
Assessment is not something we do to students, but with them We share data in ways that help students understand their own learning, set goals and celebrate growth. For families, our reports are just one part of a broader partnership. Regular conversations, parent-teacher meetings, and informal updates all contribute to a fuller understanding of each child’s development.
CELEBRATING OUR STUDENTS’ SUCCESSES
At Bangkok Patana Primary School, we’re proud to share some fantastic highlights from our recent standardised assessments, which form part of our ongoing picture of assessment. These results reflect the hard work of our students, the dedication of our teachers, the strength of our learning community and justify our balanced approach towards assessment.
Strong Academic Growth
Across Years 4 to 6, students performed well above international averages in Mathematics, English and Cognitive Ability Tests (CAT4). For example:
• Year 6 students’ average score is 23% above the international benchmark for the Progress Tests in Mathematics (PTM).
• At Patana we aim high – The standardised average for the PTM and PTE is set at one hundred; however, due to our setting and demographic, our comparison is set to above 112 (i.e. Above Average or Very High scores).
Outperforming Global Peers
In the International Schools Assessment (ISA), our results show that:
• The Patana student average was 32 points higher in Mathematics and 98 points higher in Reading than global averages.
• Students demonstrated steady progress over three years, showing that learning is not only strong but sustained.
Writing That Shines
The results of the ‘No More Marking’ assessment (a UKbased assessment) show progress:
• Our students in Years 5 and 6 scored above the international average in writing.
• Over two years, our whole school average score increased beyond that of all schools.
Applying these primary school principles to our use of data and assessment means using it to uplift, not label. It means recognising that every child is more than a number. It means planning with empathy, teaching with insight, and reporting with care. As we continue to refine our practices, we remain committed to the belief that assessment should serve the learner, not the other way around.
PATANA ASSESSMENT GLOSSARY OF KEY TERMINOLOGY can be accessed here.
Bangkok Patana School News
Khun Mead
Khun May
our Community: inClusion and Belonging
Junior Student Representative Council (JSRC)
Thank you for tuning in to last week’s edition of Everyday Heroes! This week, we’re excited to shine the spotlight on two unsung heroes whose work behind the scenes helps our school run smoothly every single day. Whether they’re ensuring everything operates seamlessly or warmly welcoming new families into our community, their dedication makes a real difference.
Stay tuned as we celebrate their important role in making our school the vibrant, welcoming place it is!
-Isabella Pitcher 8S
Names:
Thanawan Ruchirote (May)
Pareena Rungwongprayoon (Mead)
Job titles : Admission Assessment Coordinator
JSRC: What is your favorite thing about Patana?
May: For me, I like the atmosphere here. The school’s surroundings are nice and friendly with everyone.
Mead: I like it when the children are happy because the school prepares well and offers something to students. The kids have many activities and ECAs for them to do. If they are happy, I’m happy!
JSRC:How long have you worked in the school?
May: 7 years
Mead: 6 years
JSRC: Favorite place to go/to do during the weekend/holiday?
May: Sometimes, I relax and stay at home or I go out to department
stores or a cafe to eat with my friends.
JSRC: Why did you choose to work at Patana?
May: Before working in Patana, I was already working in the admissions department for another school, and I wanted to move to a bigger school so I would have more experience.
Mead: Normally, I wouldn’t work in schools, so Patana is the first school I have worked at. I wanted to have a different experience. But before I came here, I worked with an agency that was related to education already. The agency helped send students to learn in universities from outside Thailand, but I have never worked in a school so I switched things up and tried working in a school, so this is my first school
JSRC: Favorite impression about Patana?
Mead : Since I have never worked in a school before, I was confused with the process and I was also surprised with the size of the school since when I came through the school by the front entrance it was narrow but when I came into the school it was 70 more rai! So when I walk around the school, I’m surprised that the school is this big! It took me 2 weeks to memorize the whole school campus.
JSRC: Where do the students that move to Patana usually come from? Thai school, international school etc. ?
May: Majority of the students come from international schools, within the country and also other countries. Additionally, students also transfer from international schools
in other provinces (e.g. Phuket, Chiangmai, etc.). Most students move because of their parents.
JSRC: What are your hobbies?
Mead: For me, I usually read books. Sometimes I go out with my friends but I don’t really watch TV. I also read on my phone.
May: I mainly watch YouTube or Netflix, and also go out to eat with my friends.
JSRC: How is Patana different from other international schools?
May: Patana is very different from other international schools! Firstly, the school size is very large. In my experience, I have worked at many different-sized schools. I have worked in schools that are small and medium sized but this is the biggest school I have ever worked in! The difference between Patana and other international schools is
very big, because Patana is very fair for everyone. Some other schools offer benefits to people with certain nationalities, such as: difference in tuition fee, they might get some benefits of some kind that only some people with a particular ethnicity, so I see Patana is a school that is fair to everyone: students and parents.
JSRC: How did you find out about Patana?
May: Normally, when you are finding a job, there is a website for finding jobs, so I applied through the website called “JobsDB”, so I wrote my CV, my resume and I handed it in on the website, and so maybe an agency or the HR department of the school saw it, and called me.
JSRC: What is your favourite thing about working in an international school?
Mead: My favourite thing about working at Patana is meeting people
from a variety of unique national backgrounds and people from different age groups. Sometimes, during work, we encounter some challenges like a problem of some kind, so we slowly solve it and come to a solution! This helps improve my skills and makes me not bored with my job, because it is not a routine job where you do the same thing every day, it is a job where you would cross some challenges. It may be for a moment but it makes my job more fun and exciting and I’m okay with that.
May: For me, I’m going to add on to P Mead’s answer. I work for the assessment part of Admissions. So every application that gets sent, I arrange and organize it, and deal with everything between the teachers, the parents. I am the middle person for them. This job is a bit challenging because when I was new here, it wasn’t as much of a challenge compared to now, because the assessment that we used were not very ranged, but then they changed the types of assessments and so the process also changed which was adding on even more to the old process, therefore, I had to learn the new process step by step.
JSRC: What is your favorite place to go and relax within the school?
May: I like going to the Sports Hall because after I am done with my work, I go to the fitness room there and I also joined the yoga class there.
Mead: Snack bar!
May: I also like the snack bar because it’s where I get my breakfast every morning - sticky rice and pork!
JSRC: Have you seen the students that have applied to join Patana finished their assessment and get in to Patana?
May: Yes. I mostly do see them. More than 50% of the time, I see them.
JSRC: Do the students make your job more fun?
May: Yes, because every student is different in each way, for example when they come in, I would greet them, make small talk and talk about normal things (“How are you doing?”, “Are you excited?” or “Is there anything I can help you with?”). When I give them a tour of school, I would ask them: “Do you like it?” or “What do you think about Patana so far?”
Mead: Sometimes the children would go: “Wow! That playground is so big!” or “This is much bigger than
my old school!”, and they would be all happy and excited to move here.
JSRC: Do you normally give school tours?
May: Yes. Everyone in admissions is required to do school tours, because not only do we do routine work, school tours are an option that everyone must choose.
JSRC: Do you do school tours often?
Mead: We do it everyday. Each day when we do the tour, it would vary from 1 to 4 per person who does the tour.
JSRC Members:
Isabella Pitcher 8S
Nicole (Nikkie) Maria Araneta 9C
Areeya (Proud) Vijakkhana 7C
Sia Lee 7S
Sharyn Narula 8W
Hrehaan Pillay 8W
Natnaree (Suri) Tiraratanakul 9H
Sirianong (Plearn) Devakula Na Ayudhya 8A
Yu-ning (Emily) Wang 7C
Aviraj Sehgal 8R
Patana Page-Turners
Your monthly round up of reading recommendations. This month’s theme is May Life lessons
INTERVIEW:
MATT SEDDON, SECONDARY PRINCIPAL
What is one of your fondest or favourite reading memories?
Two vivid memories from my childhood stand out: reading The Hobbit and The Chronicles of Prydain. I remember being completely immersed in their worlds—dragons, quests and characters who grow through courage and kindness. What made those moments even more special was sharing them with my parents. It wasn’t just about the stories— it was about the connection. That tradition lives on, and reading with our own children is now one of the most meaningful parts of our family day.
Which fictional character would you most like/ least like to meet in real life and why?
I’d love to meet Katniss Everdeen. She’s such a compelling character in one of my favourite genres—dystopian fiction. Resilient, principled and deeply human, she never set out to be a hero; she simply wanted to protect her family. Yet through her choices, she becomes a symbol of resistance, rebellion and hope. I imagine a conversation with her would be raw and real—she’s seen the worst of humanity, yet still holds onto her sense of justice. On the other hand, I’d be quite unsettled by the idea of encountering the Sophon from The Three-Body Problem. It’s not a character in the traditional sense, but the concept of a sentient particle capable of halting scientific progress and surveilling humanity is both brilliant and terrifying.
What does ‘life lessons’ mean to you? Do you have any book suggestions for this theme?
To me, life lessons are the quiet truths that shape who we become— often learned through experience, but sometimes beautifully captured in the pages of a book. As an educator, I’ve found that stories can offer students a mirror, a guide or even a gentle nudge in the right direction.
Two books I’ve gifted to graduating classes come to mind. The Boy, the Mole, the Fox and the Horse is a gentle, illustrated journey through friendship, vulnerability and kindness. Its simplicity is disarming, but its messages are profound—reminding us that asking for help is brave, and that love is always a good answer.
This year, I’ve chosen The Alchemist by Paulo Coelho. It’s a story about following your dreams, listening to your heart and trusting the journey—even when it’s uncertain. For students standing on the edge of something new, it feels especially poignant. It’s a reminder that the path ahead may not be straight, but it will be meaningful.
FOUNDATION STAGE AND KEY STAGE 1 BOOK RECOMMENDATIONS:
Corrie Wales
Afternoon Tea at Raffles Hotel-Singapore
Afternoon Tea at Raffles Hotel, Singapore is a charming story about what zoo animals from Singapore Zoo do on their day off – they head to Raffles Hotel for tea and cake! It’s a lovely way to introduce little ones to Singapore’s landmarks. As someone who grew up in Singapore, I enjoy sharing this book with my daughter – it’s playful, nostalgic, and always makes us smile.
KEY STAGE 2 BOOK RECOMMENDATIONS:
Kourosh, 6B and Shaahin, 3C InvestiGators
Looking for an engaging and fun read that also teaches valuable life lessons?
Check out the ‘InvestiGators’ series by John Patrick Green! Follow the adventures of Mango and Brash, two alligator detectives whose friendship, teamwork, and determination help them solve mysteries and uncover the truth. This comic book series is perfect for young readers, offering a blend of humour, adventure, and the importance of trust and loyalty. Dive into the “InvestiGators” and let Mango and Brash inspire your child with their clever problemsolving and heartwarming camaraderie!
KEY STAGE 3 BOOK RECOMMENDATIONS: Kyan Vigoda, 7U
Dunstan by Conn Igulden
Reading Dunstan taught me how ambition and resilience can change futures. Dunstan rose from a tough childhood to becoming a powerful figure in Anglo-Saxon England. This is a prime example of how determination can overcome even the largest obstacles in life. The book also highlighted how with great power comes great responsibility, requiring a strong mind which can resist the temptation to abuse the power. The book displays how striving for success comes with the need to stay grounded in values like integrity and loyalty. Conn Igulden delivered this message really well through Dunstan - a great historical-fiction about English History.
The Infinity trilogy has taught me that neither fame nor power is the key to success, it’s what you love and care about, like family. It has also taught me that you don’t have to do everything just to please an audience. Draw a line between what’s acceptable and what’s completely reckless. Remember, it isn’t about what everybody else thinks.
KEY STAGE 4 AND 5 BOOK RECOMMENDATIONS:
Mr John Clare, Design and Technology Teacher
This is Going to Hurt by Adam Kay
This is Going to Hurt by Adam Kay is a funny, sharp, and deeply emotional look at life as a junior doctor. Beyond the chaos and dark humor, it’s a reminder of the emotional cost of caring for others—and how empathy and resilience can carry us through even the toughest days. It teaches us that showing up, even when it’s hard, matters more than we know.
When Breath Becomes Air by Paul Kalanithi is a beautifully written memoir about a neurosurgeon facing his own mortality. It’s full of quiet wisdom about purpose, identity, and what gives life meaning. Kalanithi’s journey shows that no matter your role—doctor, teacher, or anything else—what truly matters is how we live, how we love, and how we face the end.
Both books offer life lessons in compassion, purpose, and the power of human connection.
Zhicheng (Danny) Gong 9Y: Infinity Son by Patrick Ness
tigersharK maKing waves!
Joseph Denton, Head Swim Coach
We are proud to announce that, Katie C, Year 8 has been selected to represent Thailand at the Southeast Asia Age Group Swimming Championships 2025; taking place in Singapore from 25th – 27th June. Katie has been a member of the TigerSharks swimming academy at Bangkok Patana since Year 2, beginning with our TigerPrawns squad. From then, she committed to the TigerSharks throughout her swim journey, with multiple appearances at Thailand Nationals and SEASAC Junior competitions, whilst claiming multiple school records along the way.
Her performances from Thailand Nationals this April
2025 in the 50m Backstroke & 100m Backstroke, where she claimed 1st and 3rd respectively have helped Katie be selected to represent at Thailand for this year’s annual Southeast Asia Age Group Swimming Championships. Katie becomes the 3rd TigerShark (Prin (2018), Prim (2019)) to represent Thailand at these championships. Katie will be racing in the Girls 12-13 years age group in the 100m Backstroke on 25th June and then the 50m Backstroke on 27th June.
All of us from the TigerSharks and Bangkok Patana wish Katie the best of luck as she heads down to Singapore next month to represent Thailand, you’ve got this Katie!
Thursday 5th June 2025@ the 25m Pool YEAR 3 10.05 AM-12:10PM
Biodiversity at Patanamore than green sPaCes
Ana Bolakoso 10V, SEC Co-President
Lastweek marked International Biodiversity Day. At Bangkok Patana School, our 105-rai campus is more than just a beautiful backdrop, it’s a living, breathing ecosystem. Across our grounds, from the green spaces around the Thai Sala to the hands-on Outdoor Classroom and the Foundation Stage garden with its much-loved turtles, biodiversity is quietly and powerfully at work. But why does this matter? Because a biodiverse campus directly benefits our community every single day.
Biodiversity transforms learning from something theoretical into something tangible. Whether it’s Secondary students twitching in the Outdoor Classroom, logging native plant species with QR codes, or Foundation Stage children observing the turtles gliding through their pond, nature brings our curriculum to life. It encourages curiosity, observational skills and a deep appreciation for life systems — all within our own school boundaries.
Our students (and staff!) benefit daily from the calming presence of green spaces. The shaded zones around the Thai Sala and the gentle buzz of bees in carefully planted native flowerbeds all contribute to a campus atmosphere that supports focus, mindfulness and emotional regulation. Biodiverse environments help reduce stress, foster resilience and provide quiet spots for reflection in a busy school day. Many visitors comment positively on how green our school environment is.
Spotting a monitor lizard by the playground, following the trail of ants, or watching bees at work collecting nectar are moments that invite wonder and build connection.
Pollinators, like bees, butterflies and birds are essential to life, and our students learn firsthand how to protect and encourage them through planting projects and garden-based learning. These experiences help nurture empathy, stewardship and systems thinking, skills that extend far beyond the classroom.
Our Outdoor Classroom, a model of sustainability with its solar panels, and edible garden is a hub of hands-on learning. Students compost, survey, plant, observe, and reflect. Not to mention the most exciting lessons, when you get to don the wellies and wade into the pond! Across the school, from Primary to Senior Studies, learners use our campus to ask important questions; How can we live more sustainably? What does it mean to share space with other species? What actions can we take today to shape a better tomorrow?
Biodiversity isn’t an add-on at Patana, it’s a part of our identity. Our school is a shared habitat, not only for students and teachers, but also for turtles, bees, birds, frogs, fish, butterflies, monitor lizards, and countless other life forms. Every flowerbed, pond, tree and bug hotel plays a part in keeping our ecosystem thriving. We also lucky to have a large and expert gardening team who work tirelessly behind the scenes caring for the 1000’s of flora and fauna species we are lucky to have on campus - Khop Khun Maak Kha! Let’s keep growing together.
Special shout out to Science teacher Mr Coke Smith and School Digital Media Specialist, Mark Lanzuela for sharing their photos.
Asian emerald cuckoo | Y1-Y2 Playground
Blue-tailed bee-eater | Y1-Y2 Playground
Coppersmith barbet | Back field
Pink-necked green pigeon | Primary Music Pathwalk Plaintive
Pond Turtles | Foundation Stage
Monitor Lizard | Cross Campus
Black-Naped Oriole | 50m Pool
Treeshrew | Thai Sala
Black-Collared Starling | Primary Area
gymnastiCs aCademy –BmaC ChamPionshiPs
Wright, Head Gymnastics Coach
As the competitive season draws to a close, we couldn’t be prouder of how our gymnasts have developed over the year. From mastering skills within their levels to refining the finer details of their routines, the BPS Gymnastics Team continue to demonstrate resilience, determination and sportsmanship.
This year began the start of the newly formed development pathway, the Tiger Squad. Huge congratulations to these students who have worked hard alongside the full team, some of whom have also joined for competitions. They have been an outstanding contribution, and it is wonderful to continue to offer more opportunities for students at Patana.
Whilst there were some huge successes at ISB’s Black and Gold Invitational in May, not everyone achieved the results they were hoping for. Rather than being defeated, our gymnasts took on feedback from the coaches and dedicated the past two weeks to sharpening those small but crucial details. Their hard work paid off at the BMAC Championships, with noticeably cleaner routines, stronger performances and proud smiles all round.
There were so many standout moments across both competitions. Ariana and Hunter conquered their fears and mastered their bar routines after some tough falls
earlier in the season. Robin’s confidence has soared from the start of the year, delivering performances that showed just how far belief and persistence can take you. Sebastian has been a fantastic new addition to the MAG team, bringing talent, positive energy and enthusiasm to every session. Eugenia has not only mastered the more advanced skills, but noticeably worked tirelessly on her execution. Katie overcame her nerves on bars and was rewarded with a well deserved podium finish, while Liya’s fierce determination continues to pay off with beautifully executed routines and consistent improvements.
A valuable lesson this season has reinforced that it’s not always the hardest skills that secure the highest marks. Minimising deductions through precision, control and execution often make the real difference to the end results.
Most importantly, beyond the medals and scores, we are immensely proud of how professional, respectful, and supportive our gymnasts have been towards one another — the true mark of a great team.
As we head into our final month of training, the gym is filled with smiles, excitement, and a shared goal of up skilling and enjoying every moment of this journey together.
Well done, team — here’s to finishing the year strong!
Georgina
year 7 taCKle inequality through english and Business studies
Amanda Fielding, English Teache
Year7 students have recently embarked on an exciting project-based learning unit combining English and Business Studies, focused on the United Nations Sustainable Development Goal 10: Reduced Inequalities. The unit encourages students to explore local and global inequality issues while developing their communication and entrepreneurial skills.
Students are learning essential Business Studies skills such as market research, pitching and understanding their audience. These are being applied in English lessons, where students will present their ideas for addressing SDG 10: Reduced Inequalities through a persuasive speech, podcast or business pitch.
A highlight of the unit so far has been a visit from Amanda Cowl, a United Nations representative and Patana parent. Amanda gave a powerful and insightful talk about her work within the UN and her experiences with SDG 10. Her stories brought the goal to life and encouraged students to think critically about how they, too, can make a difference.
Amanda’s visit has sparked rich discussion and genuine engagement, allowing students to now use her insights to shape their final projects. We are incredibly proud of their enthusiasm, creativity and growing awareness of the world around them!
#299: instagram’s loCKed reels - what Parents need to Know
Image courtesy of: https://www.waynedenner.com/instagrams-locked-reels-what-parents-need-to-know/
Below is a summary of Wayne Denner’s post about it here
**Feature Overview**
Locked Reels allow users to post videos that are blurred or hidden, viewable only with a secret code.
**How It Works**
The Reel appears blurred until the correct code is entered.
The creator provides a clue in the caption or comments.
Only those who solve the clue can unlock and watch the video.
**Concerns for Parents**
Teens might use Locked Reels to hide videos from parents or trusted adults.
-These Reels are technically public but locked, making hidden content hard to detect.
**Parental Actions**
Stay informed and open conversations about Locked Reels.
Discuss the difference between privacy and secrecy.
Remind teens about their digital footprint and the risks of sharing locked content.
Regularly check in with both your child and the evolving tech platforms.
**Final Thoughts**
Locked Reels can be fun but also encourage secrecy.
The best defense is maintaining a strong relationship, ongoing communication, and digital awareness.
Brian Taylor Vice Principal, Technology for Learning
From nothing to magiC
Katie Meadows and Sharon Godfrey, Secondary Drama
WHAT HAPPENS WHEN 100 YOUNG PEOPLE STEP INTO A THEATRE TOGETHER
What does stepping out of your comfort zone really look like for a 13-year-old?
In April, I had the privilege—along with Ms Godfrey and Mr Corker—of accompanying 16 of our Year 8 students to the FOBISIA Drama Festival in Kuala Lumpur hosted by Garden International School. Over four exhilarating days, students from international schools across Asia came together not simply to perform, but to connect, collaborate, and create.
The theme? Twisted Fairy Tales.
The atmosphere? Electric
The result? Transformational.
CREATING SOMETHING FROM NOTHING
The festival revolved around the idea of ensemble-devised theatre. Students were placed in mixed groups with peers they had never met before, tasked with the challenge of devising an original piece in just a few days. These ensembles were guided not only by visiting drama teachers—including myself and Ms Godfrey—but also by the extraordinary Box House Theatre Company, a professional theatre company specialising in the art of Platform Theatre.
STEPPING OUT OF THE FAMILIAR
For many of our students, this was their first trip abroad without family. Some travelled without their closest friends. And yet, they stepped into a rehearsal space filled with unfamiliar faces—and, by day two, were choreographing ensemble movement, building trust through lifts, and improvising in character with their newfound collaborators.
Drama demands vulnerability—and with that comes immense growth. I watched our students leave behind their familiar roles and emerge more articulate, more courageous, and more compassionate. There was a visible shift from “What if I get this wrong?” to “What can we build together?”
CREATIVE OWNERSHIP AND COLLECTIVE PRIDE
There was a beautiful moment when students began to realise they weren’t just in a play—they were making it. The ownership they felt over the stories they told was profound. These weren’t adult-written scripts handed down; they were original narratives crafted by young people who had something to say.
They devised versions of Little Red Riding Hood, Hansel and Gretel, The Elves and the Shoemaker—and even reimagined Asian fairy tales—all infused with clever twists, layered characterisation, and inventive staging. By the time they performed in front of a full audience, they weren’t
just confident—they were proud. They had created something from nothing, and it was extraordinary.
BRINGING THE MAGIC HOME
What was perhaps even more impressive than their performances abroad was what our students did when they returned.
Without being prompted, each student ran their own drama workshop for their tutor group. They led warmups, ensemble activities, and reflective exercises—all with a confidence and presence that blew us away. At one point, Ms Godfrey and I joked that we might be out of a job!
It’s hard to measure growth. But sometimes, it looks like a 13-year-old standing in front of a room full of peers, guiding them with clarity, kindness, and creative fire.
WHY DRAMA MATTERS
Attending FOBISIA with these students was a reminder of why drama must remain central in our curriculum. It’s not just about performance—it’s preparation for life. Drama teaches empathy, collaboration, leadership, flexibility, and resilience. It’s where children learn to speak up, listen well, take risks, and reflect deeply.
MS GODFREY PUT IT BEAUTIFULLY:
“Attending FOBISIA with Year 8s was an exciting adventure of creativity, resilience, innovation and risk-taking in the realm of stirring theatre. They were thrown into the deep end with new people and treated like professionals in a theatre company—working 12-hour days to innovate bold new work. They grew, flourished, and came back as not only stronger performers but kinder global citizens, full of fun, playfulness, and maturity.”
A FINAL WORD
I left the festival reminded of why I teach drama. It’s not about standing ovations. It’s about the quiet transformations that happen in rehearsal rooms, the sparks that ignite when young people are seen, heard, and challenged.
These Year 8s came back not just as better actors—but as better humans. And I believe that’s exactly what education should do.
If you’d like to watch some of the incredible performances created at the FOBISIA Drama Festival, scan the QR code below. And here’s something exciting to look forward to: Box House Theatre Company will hopefully be visiting Bangkok Patana in September to work with our students. Get ready—we can’t wait.
ommunity engagement at BangKoK Patana
Scarlett Sloane, Year 12
OUR ACHIEVEMENTS
Thomas House is our community engagement group which aims to raise money for a charity in the north of Thailand, while raising awareness about the ethnic minorities in the north of Thailand, and those with disabilities who struggle to gain access to necessary education and accommodations for their needs.
In October 2024, Thomas house did a drinks sale to raise money and awareness for our community engagement group and its cause. By doing this, THB 1,800 was raised which will be given to the Thomas House charity in the North of Thailand at the end of the academic year, along with any other money raised throughout the year. This money will be used to pay for school supplies, any necessary clothing for the students, sports equipment and will provide any medical services needed for the students.
In November 2024, our group organised a dunk tank at our school’s Ploenchit Fair in which we were able to reach a wider audience and help our group to gain awareness and publicity.
Later, in January 2025 Thomas house worked towards a Clothing drive where people donated school bags, clothes and shoes, which resulted in 6 boxes worth of items. The items donated were then given to the Thomas House charity later that month when the Year 12 geography trip visited the school.
The Year 12 geography trip included a visit to the school where they painted a large mural for the children and taught them maths and had dance lessons with them. This experience was valuable to the children but also to the Year 12 students.
On the last week of Term 2, we, along with other community engagement groups, presented to the Year 10s, in their Global Citizenship lesson, thus educating them more on the different types of disabilities and the challenges that people with them can face.
In Term 3 so far, we have done several posts about different disabilities that some of the students at Thomas House have, raising awareness for the disability in general and educating people on how it can affect people and manifest itself.
NEXT STEPS
We are planning to do a raffle to raise money for this charity in June. We will sell plushies and snack bar vouchers in order to raise money which will allow us to further provide more necessary school equipment and help pay for any medical procedures required or general clothing and items.
NEXT ACADEMIC YEAR
Next academic year, we plan to expand our group, participate in more events and ultimately raise more mon-
ey for the school. Feel free to attend our lunch time sessions on Tuesdays at 12.40 in Ms Steciek’s room. As she is leaving the school at the end of the academic year, updates on meeting locations will be posted in the daily notices and on our instagram page; @thomashouse_patana. As this is a charity, if anyone would like to donate to the admirable cause, please contact scsl26@patana.ac.th. This would be most appreciated by us and the children in need.
