Patana News Volume 24 Issue 12

www.patana.ac.th

PATANA NEWS

Friday 12th November 2021

Target Setting

Mills’ First Blog of the eYar

By Secondary SMr enior Teacher Page 2 Andrew Roff

Also in this issue...

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Year 7 Student in Sustainability Challenge Page 4 Year 5 Short Story Winners Page 5 Sports Seasons Explained Page 7 River City Bangkok Portrait Prize for Art teacher Page 9 12/11/2021

Bangkok Patana School News

Bangkok Patana is a not-for-profit IB World School accredited by CIS

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Target Setting to Support Student Self-Motivation Andrew Roff, Secondary Senior Teacher Curriculum and Assessment

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s educators, we know that student self-motivation is at the core of successful learning, and that harnessing this is key to students realising their potential in our wonderful school. Our job then, as parents and teachers, is to arrange the variables that we have influence over, to help self-motivation arise and then to facilitate its development in our children.

“THE ONLY TRUE MOTIVATION IS SELF MOTIVATION” Alfie Kohn, Punished by Rewards (2000)

There are so many areas of our school that seek to light the spark and kindle the flames of self-motivation. We see from the play-centred learning philosophy of our Foundation Stage to the deep subject knowledge discussed and critiqued in our International Baccalaureate Diploma and Courses in Senior Studies, not to mention the breadth and depth of our fantastic Extra-Curricular Programmes.

One element of self-motivation that we are developing in Secondary School is in our use of target setting with students. Matt Seddon, our new Secondary Principal, began his tenure with a presentation to staff entitled “Great Expectations”, which acknowledged our continued common aspirations for Bangkok Patana School. He has since used this theme again with both students and staff, as it applies strongly to the approach we have taken with students in Years 10 and 12 setting themselves Target Grades for their IGCSE and IB studies.

“IF WE DID ALL THE THINGS WE ARE CAPABLE OF, WE WOULD LITERALLY ASTOUND OURSELVES.” Thomas Edison

Research into intrinsic self-motivation repeatedly shows that when students are actively helped to develop autonomy and take ownership of situations, their efficacy as learners also improves (Deci 1975; Deci, Koestner and Ryan 1999; IBO 2015). With this in mind we have given ownership of Target Grades to our Year 10 and 12 students and asked them to reflect on what they want to aspire to.

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This is not to say we have not already built in our own great expectations. As would be expected for a school that has been recently ranked amongst the top 100 in the world, we carefully benchmark ourselves against external sources.

We do this in Secondary School using the Centre for Evaluation and Monitoring’s (CEM) MidYIS (Key Stage 3), Yellis (IGCSE) and ALIS (Senior Studies) baseline assessments. These adaptive skills assessments provide us with individualised predictions for students in each of their academic subjects, derived from the performance of similar students historically in schools across the world. But those schools are not Bangkok Patana! In recognition of this we build in further aspiration to these predictions before passing them to our students to take ownership of.

The final stage of the Target Grade setting process takes us back to arranging variables to promote self motivation in our students. The Yellis and ALIS projects provide each student with “chances graphs” for each of their subjects which tell them, compared historically to students of the same academic profile, the probability of achieving each grade.

Students can then use all of this information, as well as a period of self reflection and discussion with each of their subject teachers, to consider the grade they want to set themselves in each subject. In so doing students are the owners of their Target Grades and the chief operators in striving towards them. It allows our teachers to know and understand student aspirations and do everything they can to facilitate their fulfillment.

Research has uncovered many key aspects of target setting theory and its link to success (Kleingeld, et al, 2011; Matthews, 2015). It is our hope and expectation that by encouraging our students to set themselves ambitious targets and having the self-motivation to work towards them, that they will achieve higher outcomes as a result.

Bibliography Centre for Evaluation and Monitoring, 2020. Does predictive data limit ambition or maximise potential? Deci, EL, Koestner, R and Ryan, RM. 1999. “A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation”. Psychological Bulletin. Vol 125. Pp 692–700.

Deci, EL. 1975. Intrinsic Motivation. London, UK. Plenum Press.

Kleingeld, A., van Mierlo, H., & Arends, L. (2011). The effect of goal setting on group performance: A meta-analysis. Journal of Applied Psychology, 96(6), 1289-1304.

Kohn, A. 2000. Punished by Rewards. New York, USA. Houghton Mifflin.

IBO, 2015. Approaches to teaching and learning.

Matthews, G. (2015). Goal Research Summary. Paper presented at the 9th Annual International Conference of the Psychology Research Unit of Athens Institute for Education and Research (ATINER), Athens, Greece.

Visible Learning, 2021. Glossary of Hattie’s influences on student achievement.

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Year 7 Student in Sustainability Challenge Evie-Grace Meadows, 7U o you know about the Ludenso Sustainable Building Challenge? Well basically it’s about making, it’s in the name, a sustainable building. You can make any style of building, like an old fashion house, a modern condo or even a shabby chic hotel and add a sustainable twist. I wanted mine to have some sort of plant feature, so I took inspiration from ‘the tree house’ in Singapore and decided to include the front and back twin towers that have vines or tall bush things on them but also be architectural so I put random triangles inside of a frame on top. In addition, when I was adding a roof I thought “ehh, normal roofs are boring, why not make it look cooler?” So I made a panel on top of a panel on top of a panel and finally a solar panel to finish. In my opinion, This looked much better than just a flat boring roof. After I had finished, despite some technical issues, I wanted to know what I would achieve by winning.

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At first, I wanted to do this challenge for the free iPad (who wouldn’t?). However, I looked closer and the five first schools got a rainforest planted in their name, which I thought was pretty cool. Not only do I get to create something creative, I also get to make a positive impact on the

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environment. I also saw how Ludenso created their own products and websites, and, to my amazement, they made everything sustainably.

Personally speaking, I wasn’t just happy about that, no, they also helped children by crafting AR experiences and drawing to make lessons even more fun and immersive. I’m not saying that I would need one but they're super cool.

Imagine drawing a rocket on an iPad and then projecting it onto the floor and making it look like a real one. I think kids who get to use that would be really engaged and intrigued.

I would like to say a big thank you to Cross Campus Assistant Principal Brian Taylor who provided the information and resources for the challenge, and all of the school staff who work so hard to make amazing things, for example everyone in Year 1, 2, 3 ,4 and 5 (that’s a lot of year groups) who have iPads and tablets but also great resources in lessons.

Evie-Grace’s design has been sent to the jury as one of the finalists in the challenge.

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Year 5 Short Story Winners!

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ongratulations to our Year 5 writers for their submissions to the Year 5 Short Story contest. First prize went to Arya Pandit, 5A. Molly Frazier, 5A, and Elizabeth Lee, 5B, took joint second prizes and Scarlett Delaney, 5M was our third prize winner. Excellent job to all our students, please enjoy Arya’s short story below.

Mythical Creatures

Arya Pandit, 5A There was once a world full of what we now call “mythical creatures''.

These creatures are not what we imagined them to be. The Glorax and Infignia are only a couple of the hundreds of mythical creatures in this world we have now.

My story is about the Infignia, a blue monster that can morph into any body of water and I will tell you how I fell in it's trap and barely made it out alive…

It was like any other day at home. The sun was shining,the animals were singing, and I traveled to the Woodfire Forest Dock. The Woodfire Forest Dock (TWFD) is a dock in front of a forest. But it was a little bit… different. Trying to ignore the feeling, I went, and everyday I kept noticing that the forest's wood was crimson with red veins glowing all around them.

While I was working I encountered Darkener, My pet dog who I cared for. He was a nice, little fellow who was 250 inches long and 125 inches wide. But honestly he isn't so “little” in my opinion. It was unusual when I saw him because he absolutely HATES water. He then signaled me to take him on my job, which was going to the Warped Seas to fish Filafergen, a rare fish only found in high tide and when consumed, it gives a filling effect to the stomach and an energetic effect to the body.

I was the one who was sent to collect these expensive fish while putting my life on the line. At least I got paid enough.

While I was fishing, Darkener was acting strange, scary even.He was doing quick, abnormal movements and making sounds as if he was crying for help. I was concerned so we headed back for medicine. He then jumped into the water.

His skin changed and turned blue. His body started to get covered with scales,with flippers and gills in an ENORMUS FORM!.

Earlier I didn’t notice but now I understood. This was an Imposter! I forgot I put Darkener in his mini hotel! A Spy Monster!! Trying to see my techniques and execute me! How could I be so STUPID!?!? Well I couldn't think of that then, I was already dealing with something MUCH WORSE. I looked up, before me a monster eyeing me with glares of fury - It was the Infignia, ruler of the sea. I used my agility and precision with speed to avoid the monster. I calculated the monster’s swift movements then I evaded and used my emergency speed shoes and speeded through the water carrying everything including the boat to the dock and went home.”I-I got a-away,*gasps* I'M ALIVE! I'M ALIIIIIIIIVEEEEEEE!!!!!!!!”. I jumped in joy. Then I went running to Darkener’s mini hotel with happiness and hugged him for ages in the descending sunlight with tears of relief. I’m so grateful to this day that I am alive to tell this tale.

The End!

School Fee Invoices Invoices were sent out on 3rd November and are due 3rd December. Please contact accounts@patana.ac.th if you did not receive your invoice.

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The Light of Optimism Winning Poems Gemma Legg, English Faculty Curriculum Leader (Key Stage 3)

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e had over 50 entries from Key Stage 3 students for the poetry competition The Light of Optimism.

A huge thank you to Amanda Yongvanich in Year 13 who came up with the idea and the judging criteria. The English Faculty had a wonderful time reading such a wide range of thoughtful and positive poetry. Thank you to all of the students who entered and do keep writing poetry! Congratulations to Dashiell Larmer-Beech, 9K for first place; Aya Haviv Buck, 8R for second and Tanna Chou, 8L for third.

you’re aiming for the stars aglow the briniest of tears, and the darkest of years brought you to know you are not alone so off you go - towards the glow

the light is edging closer, so you really needn’t fear, The Light of Optimism is a poetry competition for Key but with brothers and sisters holding back tears, Stage 3 students – the only requirement being that submis- its difficult - to keep hold of the grip sions should have an uplifting and positive tone. to let your heart completely rip “As an avid poetry enthusiast myself, I aimed to use this competition to highlight how writing is a tool for cre- but as you watch the glow disappear, ative expression. By keeping the theme open, students you realize why she followed you here had the freedom to craft their pieces however they liked, stitching words to paint vivid scenes and stories.

Alongside this, the power of poetry to bring a smile to to mumble, people’s faces is often undermined. Therefore, I hoped to whisper, this competition could ignite an air of positivity amid the and to silently scream, pandemic. Be sure to read the winning entries below!” hope.

Amanda Yongvanich, 13G

Second place

First place

THE LIGHT OF OPTIMISM Aya Haviv Buck, 8R

A LITTLE THING CALLED HOPE Dashiell Larmer-Beech, 9K a little thing called hope the glow of dawn is never far we stride along with arms in arms through the tunnel, legs churning beneath under the ceiling that sings with grief hope is so “tangled”, though with chunks of heart, gliding through the snow acting shy, but oh she knows 6

Sometimes I think I don’t belong Like a tpyo in a sentence The wrong note in a song, Like the path I’m meant to follow is only going downhill Like the words that I borrow Either don’t come out or spill.

Like the knot in my stomach keeps on growing A big ROCK Like the r-i-n-g-i-n-g in my ear That I fear will never stop.

Just like the butterflies that float up

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And make me nauseous every time I think of getting on a plane Or when someone commits a crime.

Like a scary horror film That no one dares to watch Like the horrible painting But everyone thinks is top-notch.

Sometimes I think I’ve gone all And carrying on doesn’t make much sense Like the muscle in my head Is all soar and tense.

Like how not every book is right for me (That is what I tell myself) When I dislike a book And put it back on the shelf.

Like the piece, I’m looking for is nowhere near my view, Like how I feel so unlucky When gum sticks to my shoe.

Sometimes I think me and the world just don’t see eye to eye And that he wants me to do good in school But doesn’t give my brain the right supply.

Yet when people look out for me, It lightens up my day, I smile and laugh Until my jaw hurts too much to say “ There are a plenty number of people who don’t look on the bright side Of the world that’s full of rainbows, sunshine, and clear skies.

The one where everyone has a heart and doesn’t get theirs broken, Where you always feel safe and for your mistakes, you get a token.

This token is a present to move on and let go, To learn, to cherish, to experiment, to grow.

So when the world flips on you and you can’t think straight 12/11/2021

Is when you realise in this bad world there is no room for hate.”

Third place MELIORISM Tanna Chou, 8L We cannot alter our ways.

Don’t say that There is hope for us.

But I believe We will not improve.

We will stay the same and This poverty-run world will fall apart.

Some might say We can change.

But the reality is We are rude, conceited and selfish.

The world is a dark place.

It is true that (We are) wanting everything Instead of Looking back and reflecting Do some, People say Do some good.

How can we re-establish our formally untroubled world, when we leave destruction in our path?

The answer is simply to reverse the way you are reading.

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Seasonal Sports, Year Round Sports, In Season, Out of Season Rich Molloy, Cross Campus Head of Sports GETTING THE RIGHT TEAM FOR EVERYONE ts almost time for sports trials, when many students will be nervously hopeful of achieving their goals and making a team. Whether its Under 12 Volleyball or Varsity Basketball, every trial brings its own tribulations and understanding the process is key to ensuring an enjoyable and relaxed trials week.

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Sport at Bangkok Patana is a big beast and there are a multitude of strands with different complex names which can be confusing at first but offer important instruction as to how the team or programme works.

WHAT IS A SEASONAL SPORT? Seasonal sports are the key sports in each block of the school year (see the table below). As a result of being in both Bangkok Metropolitan Athletic Conference (BMAC) and Southeast Asia Schools Athletic Conference (SEASAC), Bangkok Patana runs competitive teams in line with the major competitions across the two conference calendars. These conferences offer excellent, age appropriate competition for our sports teams, culminating in the Varsity SEASAC events each season. The opportunity to visit Singapore, Indonesia, Malaysia, Hong Kong, Myanmar and Vietnam as part of SEASAC team competitions, offers further opportunities for the students to meet new friends and compete as a Tiger.

WHAT IS A YEAR-ROUND PROGRAMME? Our Academies run year-round paid programmes which means students in Dance, Gymnastics, Tennis, Football and Swimming can access full time coaching throughout the school year. These sports teams have access to their programme all year round with trials mostly confined to the start of the school year (unless new students arrive at other times).

Within the Academies, there are opportunities to compete all year round and access different competitive options outside our usual conference system. Events like Phuket Soccer 7s, Dragons Den Swim Meet and ATOD Dance Competition offer chances for our students to experience high level sport in the wider Asia region.

WHAT DOES ‘IN SEASON’ AND ‘OUT OF SEASON’ MEAN? For some athletes, they will choose to change sports every block and focus solely on the seasonal sports. For others, they will stick to their favourite sport and play both in season AND out. For two of our Academies, Football and Tennis,

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provision is provided year-round with one highlighted season for key conference tournaments, however, as part of their year round provision, they also offer further competitive opportunities throughout the ‘off-season’.

WHAT ABOUT GOLF AND CLIMBING? Golf and climbing sit slightly outside the normal options listed above. Both sports offer a recreational option for students to opt into on a block-by-block basis. They do also offer year-round training groups for the competitive teams on a selection basis.

15th-16th November

17th-18th November

TENNIS

SOFTBALL

3.30pm - 5.30pm Varsity Boys’ and Girls’ - Tennis Centre

2.30pm - 4.30pm Under 12 Boys’ and Girls’ - SPC Pitch 3/4 Under 14 Boys’ and Girls’ - SPC Pitch 1/2

TOUCH

VOLLEYBALL

2.30pm - 4.30pm Varity Girls’ - SPC Pitch 3 Junior Varsity Girls’ - SPC Pitch 4

2.30pm - 4.30pm Under 12 Boys’ and Girls’ - SPC Pitch 3 Under 14 Boys’ and Girls’ – SPC Pitch 4

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CAT/CAS CORNER

COP26 and Sea Level Rise Ana Bolakoso, 7D

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ver the past two weeks a very large and important climate summit, the UN Climate Change Conference (COP26) has been hosted in Glasgow, Scotland.

COP26 unites the nations of the world to work on this global priority. Back in 2015, COP21 took place in Paris, France and the “Paris Agreement” was signed, a global agreement to reduce emissions in order to limit warming to 1.5 degrees. Throughout COP26, delegates from around the world have been updating the assembly on the plans and actions they have in place in order to meet the Paris Agreement.

For many,the impact of global warming is an idea… an abstract concept they see on TV or in textbooks. For the people of the Pacific Islands, this is a reality. A video of Simon Kofe, a Minister from Tuvalu has gone viral, as he hosted his speech whilst knee-deep in the ocean. Already many people from the island of Kiribati have been relocated as climate refugees to live in New Zealand, leaving behind family, culture and history.

Last week was also International Day at Bangkok Patana and I was able to proudly wear my Fijian national costume. In one of my home countries, climate change is resulting in sea level rise and more fierce weather events, usually in the form of tropical cyclones. In my father’s home village – Komave in Nadroga province, the villagers have begun an extensive mangrove replanting programme to

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create a natural barrier between the sea and the village, as inundation becomes more regular, especially during spring king tides. Unfortunately, these weather events are also damaging the coral reefs and thus fish stocks have been affected – a source of livelihood for many who still survive by fishing and farming. In 2016, Fiji was hit by Cyclone Winston, which killed 44 people and destroyed over 44,000 dwellings, leaving many homeless. The cyclone left schools, hospitals and roads in tatters and also a worrying increase in mosquito borne illnesses, including the deadly Zika virus. The country had barely got back on its feet when COVID-19 hit.

Here in Thailand, the changing climate is likely to result in longer, more severe droughts, and more flooding during the rainy season, both of these factors will influence the major economic activities in the country - tourism and farming. The city of Bangkok is extremely low-lying and is, in fact, sinking. The combination of climate change and land subsidence due to ongoing development is a recipe for disaster.

So how can we help? One of the most powerful ways is by knowing your carbon footprint and looking for small ways to reduce it. I use the app Warmd, found on Apple and Android, as it lets you load up all your info and then makes personalised recommendations. Small steps to lead to a brighter future.

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River City Bangkok Portrait Prize Marie-Claire Redman, Secondary Art teacher

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021 marks the inaugural year of the River City Bangkok Portrait Prize. This prize aims to promote Thailand’s position in the global art forum by creating an opportunity for Thai artists and residents of Thailand, similar to exhibition opportunities in the UK and America, such as the BP Portrait Award (National Portrait Gallery, UK), Archibald Prize (AGNSW, Australia), Threadneddle Prize (Mall Galleries, UK), and Outwin Boochever Portrait Competition (National Portrait Gallery, Washington DC). River City Bangkok’s mission is to provide a platform for arts events and sales in Bangkok that enables artists to make their passion a viable source of income.

The RCB Portrait Prize initially stipulated that artists should choose sitters who were influential in the art scene in Bangkok; however, as the testimonies and stories illustrate, COVID-19 and the resulting lockdown in 2021 moved many artists to look for subjects close to home. A selection chose to portray family members, to illustrate the close bonds they had developed during the lockdown. Other artists such as Manop Momin and Oat Montien used this opportunity to raise awareness for the people most affected by the pandemic and painted to tell the stories of

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marginalised groups.

As a relative newcomer to Thailand, it made me incredibly proud and humbled to be included as part of this exhibition, among such a range of talented artists. The show will be open until 7th December and it is recommended that when you visit, take the time to read the stories behind the artworks inside.

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FROM THE TIGER SHOP

Buy it at the TigerShop online and pick it up at school. Also, Grab Delivery at the Tiger Cart near the Cashier starting Monday 1st November

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STUDENTS SPEAK Nostalgia - How it Affects Your Brain Phisira (Paengrum) Chatchupong, 11M

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o you ever suddenly find yourself longing and yearning for the past? Or perhaps listening to music and being reminded of the ‘good times’ in your childhood?

Derived from the Greek term ‘Nostos’ meaning homecoming and ‘Algos’ for longing; Nostalgia, as defined by the Cambridge Dictionary, is ‘a feeling of pleasure and also slight sadness when you think about things that happened in the past’ . In the 17th century, nostalgia was deemed an illness, confined to specific groups, particularly in Swiss mercenaries serving abroad. Today, nostalgia is often associated with reminiscing and many people consider it to be heart-warming; nostalgic feelings are often triggered by sensory stimuli as well as other reminders of the past, for example old pictures. But how exactly does nostalgia work?

times referred to as a ‘snapshot’ of an event concerning consequential matters, may be closely related to this process of mentally imprinting an event as similar to nostalgia, flashbulb memories link emotions to personal memories of an individual. NYU psychologist Elizabeth Phelps carried out scans of people’s brains in 2007 as they recollected specific events and discovered that the amygdala, a part of the brain where emotions are processed, was lit up.

In addition, the limbic system, consisting of the hippocampus and amygdala, is involved in processing and storing memories (in the hippocampus) and emotions (in the amygdala), including those of specific memories; a result of a memory stored during an emotional state. Nostalgic experiences stimulate blood flow and metabolic activity throughout multiple regions of the brain, most notably in Though it is unclear, scientists have theorised that nos- the frontal, limbic, paralimbic, and midbrain areas. talgia is very likely associated with how memories and It has been proven that greater surges of activity in the emotions are stored in the brain. Two separate stages of inferior frontal gyrus, substantia nigra and cerebellum and memory storage include short-term memory and longterm memory. Short-term memory, also known as active insula are experienced in those who listen to music. This inmemory, refers to the processes of storing, organising, duces nostalgic feelings since music stimulates the prefronand manipulating memories temporarily (such as where tal cortex of our brains, thereby creating memories, and you’ve placed your keys or your phone), therefore, many triggers the front striatal cortex which releases dopamine short-term memories are easily forgotten. On the other and other pleasure-inducing neurotransmitters. It is spechand, long-term memory is responsible for the continuous ulated that during the period of young adulthood and storage of information, such as people’s names, that can adolescence, emotional memories are at their peak and be called easily into working memory. Furthermore, con- are strongly associated with nostalgia due to the propsolidation - a process that moves your long-term memory erties present in the adolescent brain, which forms strong via neurotransmitters to a deep part of the cranial cavity emotional connections. The surplus of pubertal hormones of the brain called the hippocampus - forms connections experienced during this period of our life establishes emobetween nerve cells that ensure the stability of long-term tional memory as well as heightening it. Therefore, neustorage. However, at times of heightened or intense emo- ral activity activated due to songs and music results in the tions, the imprint and storage of these memories is much release of dopamine and other ‘feel-good chemicals’ of more vigorous, possibly because of the secretions of neu- which its effect is greater between the ages of 12 and 22. rotransmitters and hormones at that moment. American Learn more about how nostalgia can be triggered by neuroscientist, Joseph LeDoux, believes that what is known smells and tastes on Scientia Project here. as ‘flashbulb memory’, a vivid recollection or as some12/11/2021

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#200: Should Students Install Windows 11 and What Parents Need to Know about Squid Games W

indows 11 is out. We are currently testing our school systems for compatibility. Whilst we complete our checklist, we are advising our students not to upgrade.

We will communicate when it’s ok to upgrade later this term. Please don’t worry if you have already upgraded; any problems can be reported to helpdesk@patana.ac.th.

With themes of horror and violence, it’s important for parents and carers to understand the potential risks posed to young audiences by the nine-episode Netflix-exclusive TV show, Squid Game. The series, rated 15+, is about a world where contestants who are deeply in debt play ‘children's’ games in order to win cash prizes. The losers, however, are violently killed. The show’s popularity has meant it has spread in various guises across online platforms, with a heightened risk of children and young people potentially viewing unsuitable content. In the guide (click the image), you'll find tips on a number of potential risks such as inappropriate content, viral spin-offs and scene re-enactments.

Enjoy the weekend.

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration

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Desert Island Discs

With Witsava (Job) Thongklin, Graphic Designer

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his column follows in the style of the famed BBC podcast which features a celebrity every week – here we feature our own Bangkok Patana celebrities! What eight songs, one luxury item and one book would you take with you if you were stuck on a desert island?

Today our Graphic Designer in Marketing, Job Thongklin is stuck on a desert island.

KHUN JOB, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU? Shiver - Coldplay Dogs – Pink Floyd A Horse with No Name - AMERICA

Sweet Home Chicago - The Blues Brother

Disenchanted - My Chemical Romance

Everything In Its Right Place - Radiohead

Satisfy My Soul - Bob Marley

How to Disappear Completely - Radiohead Click to listen to Khun Job’s playlist

PICK ONE LUXURY ITEM YOU WOULD WANT TO HAVE WITH YOU. THIS ITEM MUST BE INANIMATE AND OF NO USE IN ESCAPING THE ISLAND OR ALLOWING COMMUNICATION FROM OUTSIDE. A guitar bass WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU? Animal Farm by George Orwell Catch the real Desert Island Discs on BBC. Now that you are stuck at home, what are you listening to? Have a list of your own? Let us know! Contact SHKN with your favourites.

Looking for something to do for the Christmas Holidays?

Check out the Community Offers on Firefly

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COMMUNITY

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COMMUNITY

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For daily updates, snapshots and news on life at school you can find us here...

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