Term 3 Magazine

The Termly Magazine of Bangkok Patana School

Issue 76 Term 3, May 2025

WELL-BEING Long Service Awards

LEARNING Thinking, Feeling, Doing

GLOBAL CITIZENSHIP Glocal Citizenship

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

LEARNING

CONTENTS 6

Issue 76, Term 3, May 2025

Foreword

WELL-BEING

6

8 Long Service Awards 24 Empowered and Evolving

LEARNING 10 Thinking, Feeling, Doing 12 The IB Art Specialism 16 The Importance of Building your Story 18 Mathematics for Parents

12

10

18

GLOBAL CITIZENSHIP 20 ‘Glocal Citizenship’ in the Primary School 22 Full Circle: A Patana Graduate’s Evolution into a Creative Educator 26 The Solar Village

20

22 Front 4 • Cover B a n gby k o kRosemarie P a t a n a SHillaud, c h o o l 6M

FOREWORD

UNFORGETTABLE MEMORIES

By Dylan Jones, Primary Class Teacher, 2017-2025

W

hen I joined Bangkok Patana School in August 2017, I already knew of its fantastic reputation. Having lived and worked in Bangkok before, I was excited to begin this new chapter, and I was not disappointed. Over the past eight years, I’ve had the privilege of being part of a truly remarkable community.

From unforgettable residential trips to the daily joy of working with our amazing students, I have been constantly inspired. Our students’ energy and curiosity made every day feel meaningful, and the support and involvement from parents helped foster a wonderfully collaborative spirit. The staff, too, have made a lasting impact — colleagues who quickly became friends, and now feel like family.

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

There have been so many memorable moments, from annual staff golf trips to Hua Hin, to lively football tours in Vietnam. Living in a city as vibrant and ever-changing as Bangkok only added to the richness of the experience. But it hasn’t always been easy. A serious accident and the loss of my leg brought immense challenges, but it was in those tough times that I truly felt the strength of the Patana community. The kindness, care, and unwavering support I received will stay with me always.

As I prepare for the next chapter, back to Wales to spend time with family, I do so with immense gratitude for the memories, the friendships, and the journey that has shaped me. Bangkok Patana will always hold a special place in my heart.

Editor: Sneha Mathew Tel: +66 (0) 2785 2411 Email: snma@patana.ac.th Advertisement: Finn Balslev Tel: 081-866-2577 Email: finn@scandmedia.com

Design & Production: Scand-Media Corp., Ltd. Tel: +66 (0) 2943 7166-8 www.scandmedia.com

Bangkok Patana Magazine is the termly publication of Bangkok Patana School published three times per year and distributed to 2,000 members of the School community. Reproduction of articles, artwork and illustrations by written permission only. This magazine is printed on recycled paper.

6

• Bangkok Patana School

WELL-BEING

LONG SERVICE AWARDS B

angkok Patana School is honoured to celebrate the dedication of the employees listed below, who have served 15-years and more at the school. To put this into perspective: Our 35-year employees started around the time when School was gearing up to move to a new location from Soi Navin to its current location in Soi Lasalle; our 30-year employees started in the year when school got the approval to teach IB diploma programme and 22 students make up the first ever graduating class of Bangkok Patana School; our

8

25-year employees began the year when TigerSharks Swim Club was formed; our 20-year employees the year Gymnastics Club was founded, paving the way for the current Gymnastics Academy; our 15-year employees around the time when the Arts Centre was opened, featuring two theatres and specialised features for music, visual arts and drama. When you see them on campus, be sure to ask them to recount some of their most interesting and fondest memories of the school.

Mrs Patchamon Sukket 35 Years

Mrs Wilaiwan Nantawepol 30 Years

Mrs Chuntra Thongman 30 Years

Ms Ancharee Singto 30 Years

Ms Phanchat Nateetan 30 Years

Mrs Kannaporn Sae-Lee 30 Years

Ms Piyawan Ukamthorn 25 Years

Ms Carol Battram 25 Years

Mr Stephen Murgatroyd 25 Years

Mrs Sarah Murgatroyd 25 Years

Mr Grant Robertson 25 Years

Ms Tivimon Bubpachat 20 Years

• Bangkok Patana School

Bangkok Patana Magazine

Mr Uthai Pitak-Ket 20 Years

Ms Tanakorn Thumwarin 20 Years

Ms Wilaiwan Chatsuwan 20 Years

Mrs Kulvadee Siribhadra 20 Years

Mr Kittipong Suksomdej 20 Years

Ms Panadda Jintakosol 20 Years

Ms Wannasuk Phomuang 15 Years

Ms Nuannuch Chermket 15 Years

Ms Sakhawduen Boonkhian 15 Years

Mr Samuel Mooring 15 Years

Mr Matthew Baker 15 Years

Mr Tom Kelly 15 Years

Mr Paul Wadsworth 15 Years

Mr John O’Shea 15 Years

Ms Pinkarn Vajrapana 15 Years

Ms Jaroonsri Sommart 15 Years

TERM 3 – 2024/25

•

9

LEARNING

THINKING, FEELING, DOING

By Caroline Ferguson, Leader of Global Citizenship Curriculum and Community Engagement

Global Citizenship Students Turn Passion into Purpose

T

hrough research, service and reflection, students transform their passions into purposeful action for a better future.

How Do We Develop Global Citizens?

A global citizen is someone who engages with the issues our world faces

The Global Citizenship course for Key Stage 4 (Figure 2) students focuses on developing these attributes in our Year 10 and 11 students. The course aims to: • Develop students as global citizens; • Prepare students for the core of the IB Diploma and Careers-related Programmes; • Support students in self-evaluation and help them to find fulfilment in their lives.

At the end of the course, Year 11 students engage in their personal Passion Projects. This project links directly to future learning: students who pursue their passions not only strengthen their academic learning and research skills but also lay a foundation for successful Community Engagement experiences, CAS and Service Learning projects, World Studies Extended Essays, university applications and even future career choices.

cognitively, emotionally and behaviourally — in other words, they think, feel and act to make the world a better place (see figure 1 below). They are educated about global issues and have the skills to think critically, they feel connected to others and are respectful of diversity and they act to bring about positive change in their world.

SHORT IMPACT BANGKOK’S ECONOMY IN BOTH THE HOW DOES CANNABIS PRODUCT CONSUMPTION ALLOCATION OF RESOURCES? AND LONG TERM, FOCUSING ON THE INEFFICIENT The Global Issue

and the sustainable between economic development The global problem is the contradiction and Production. With this to SDG 12: Responsible Consumption management of resources, according has opened for economic in Thailand and other countries, space legalisation and commercialisation, The cannabis industry has issues and market inefficiencies. development while raising sustainability by 2026, but it brings with it with projections of over $90 billion become a worldwide fast-rising industry degradation, and lack of as overconsumption, environmental numerous possible challenges such is brought to our attention 12, inefficient allocation of resources, regulation. The main theme of SDG damages, and economic the public health costs, environmental within the cannabis industry when cannabis boom in Bangkok, legalisation, as in this example - the inequality outweigh the benefits of from overconsumption and dispensaries lead to societal costs which demonstrates that too many environmental monetary costs from

production.

My Perspective seeing the fast is due to my personal experience The reason for selecting this subject of cannabis. that has come following the legalization change in Bangkok within the scope be it near schools within ordinary everyday settings, This One can now see products of cannabis both potential and danger in this industry. or at a convenience store, which highlights I want to look and sustainable development since fits within my interest in public policy public welfare. bring growth without jeopardising into how economic policies could

industry, of Thailand's flourishing cannabis Bangkok has become the focal point by 2025. Over 1,200 operational dispensaries which is expected to reach $1.2 billion to weak country. This rapid expansion is due and shops have emerged across the to oversight, allowing marijuana stores zoning laws and inadequate municipal are areas. While opportunities arise, they infiltrate densely populated residential struggle with thin profits due to stiff becoming overwhelming; many dispensaries stemming from a lack of regulations. competition and inconsistent quality

Causes, Consequences

legalizing cannabis for rural development, Initially, the Thai government justified the crop for impoverished farmers. However, aiming to position it as a high-value not areas, particularly Bangkok, have bulk of returns concentrated in urban are a lack of public concern. Hospitals favored rural development due to visits, especially among younger experiencing a 30% increase in cannabis-related are challenged by unclear agencies individuals. Additionally, law enforcement cannabis consumption. guidelines regarding the legality of

Causes: invade public spaces and allowing cannabis dispensaries to 1. Zoning regulations were quite weak, areas. saturate them in the markets of urban recreational use as responsible consumption that causes 2. There is a lack of information regarding well as social costs. the product and its advertising, limited control over the quality of 3. The lack of regulations ensures compete with legal enterprises. thus enabling the black market to

Consequences: since the costs to society will quantity creates deadweight losses 1. Consumption beyond the optimal strain due to from such consumption, e.g., healthcare go above the economic gains derived

addiction or poor productivity. at work would not use, accidents, and lowered productivity 2. Increased healthcare costs by cannabis income among farmers. reflect positive externalities like increased most of which are directed undermines the positive externalities, 3. The unfair allocation of resources bear the brunt of bad and public health systems, which towards public goods, like law enforcement both other public goods. regulation and displacement from

Figure 1: What is a Global Citizen?

10

• Bangkok Patana School

The Current Situation has grown at an unprecedented pace, Annually, the global cannabis industry an Nations have adopted the plant as propelled by legalization in many countries. health through its medicinal effectiveness economic growth stimulant, improving $90.4 The industry is expected to reach and creating employment opportunities.

North importance in the global economy. billion by 2026, highlighting its significant legalization, serves as a base for America, the first continent to introduce of cannabis use for economic comparing the merits and demerits to the GDP contributed more than $15 billion supplementation. In Canada, cannabis of $13.2 industry generated startling figures in 2021, while California's cannabis nearly $6 come with mounting societal costs: billion in 2020. However, these gains and to public health, law enforcement, billion spent addressing issues related substantial indicate, cannabis markets incur addiction in the U.S. As these figures from poor regulations. damages and suffer externalities

Solutions

regulations, public which consists of three pillars: zoning Adopting a Regulated Market Framework framework, in that the production incentives. This is a regulatory awareness initiatives, and sustainable shops, so that they cannot be laws limiting the density of cannabis by government could impose zoning measures would be complemented not boil up to urban areas. These concentrated in one place and do and the health risks of consumers about responsible use public awareness campaigns to inform Addressing environmental societal costs associated with dependency. overconsumption and consequent that are engaging in certification programs for such businesses concerns would include subsidy and organically, and employing water such as using renewable energy, farming sustainable cultivation activities, order to ensure that the cannabis may adopt and adjust the model in conservation technologies. Countries 12: Responsible Consumption and economic growth in line with SDG industry is capable of generating social and environmental priorities. model globally balancing economic, Production-with even a replicable

Other Perspectives

some owners claim that their of Bangkok as an aid for tourism as Cannabis is viewed by the local businesses are worried about minors having easy residents and community leaders sales doubled since legalization. But nuisance issues. access to cannabis along with public

as an effort toward rural portrayed the legalization of cannabis In the first instance, the Thai Government crop for farmers who were and encouraged cannabis as a cash development; for instance, it promoted which is causing heated debate been received mostly in urban markets, at struggling. However, the benefit has promotes economic benefits while to apply restrictions in a way that among policymakers on how best health. the same time considering the public's

Experts from Canada and the case for cannabis legalization in Asia.

Thailand is seen worldwide as a test advertisement or not taking making their mistakes, like underregulating United States warn Thailand against right frameworks available, on the other hand, say that with the care of environmental costs. Advocates, in sustainable cannabis production.

Thailand can take its position as best

Bibliography https://www.mybib.com/b/3axPbW

sustainability. Cannabis farming consumes A significant issue is environmental cannabis water, energy, and pesticides. Globally, substantial resources in terms of to climate to carbon dioxide emissions linked production contributes significantly an and limited green spaces, it is not change. Given Bangkok's dense population the cannabis production. Without action, ideal location for large-scale sustainable resource current economic benefits and worsen environmental costs may negate allocation inefficiencies.

Student name: Rajul Grover

Teacher name: Miss Sin Hee Kim

Bangkok Patana Magazine

Thiti and Shruti, who reflected on how following their passions had been central to their learning journey — and how they would guide their futures.

What do students learn from the Passion Project?

Figure 2: Global Citizenship for Key Stage 4

What is the Passion Project?

Through the Passion Project, students explore one global issue, pose a research question and conduct research into its causes, impacts and solutions, ultimately producing a detailed research proposal.

Along the way, they develop key skills: framing research questions, conducting effective research and referencing, presenting their ideas and giving and receiving peer feedback. This project is the culmination of their two-year Global Citizenship journey.

The outcome of this module is the Passion Project Poster Presentation. Students present their work to each other, offering an opportunity for peer review and feedback.

This year, students from Grad ‘27 and their teachers selected a number of exemplary posters, which were printed and displayed around the school. Research questions tackled a wide range of issues from ‘What are the factors that affect intergenerational poverty and the impact of poverty on future generations in Trat, Thailand compared to Tak, Thailand?’ (Andy Isaac) to ‘To what extent is climate change impacting the future viability of the Winter Olympics?’

(Valerie Luedi).

At our final celebratory assembly, these posters were shared and students also heard from three Year 13 students, Ada,

MY PASSION PROJECT

What are the factors that affect intergenerational Student Name: Andy Isaac

THE GLOBAL ISSUE

Intergenerational poverty is a persistent global issue that aligns closely with Sustainable Development Goal 1: No Poverty, which aims to eradicate poverty in all its forms by 2030. This goal addresses both extreme poverty and other dimensions such as education, health, and access to basic services.

Globally, intergenerational poverty perpetuates cycles of disadvantage, where children inherit socioeconomic challenges from their parents. Factors such as unequal access to education, limited economic opportunities, and systemic inequality create barriers that are hard to break. By understanding the mechanisms of poverty transmission, governments and organizations can create policies aimed at reducing disparities and fostering long-term resilience in vulnerable populations.

poverty and the impact of poverty

Teacher: Ms Kim

MY PERSPECTIVE Inequality and poverty is a problem that the mainstream media doesn't cover often or is downplayed but is a huge problem in the modern world, and I want to shine light on this issue. This is my passion project because poverty is a massive issue in many LEDCs, and because they are in relatively rural areas, the knowledge and awareness that people outside of the region is massively limited - I also want to inspire young people to make a change for the better and make a lasting impact.

I am hoping that this research will: 1. Make students and adults alike make a lasting impact on underpriviledged communities 2. Have a knock on effect of ggving direct support to communities in need gives students a better awareness of the situation and can develop empathy 3. Foster an enviroment where students will be able to help communities more with more awareness and knowledge about the problem

OTHER PERSPECTIVE Economic Perspective: Economists might focus on structural barriers, such as unequal income distribution, lack of infrastructure, and labor market dynamics that exacerbate poverty cycles.

Sociological Perspective: Sociologists highlight social determinants of poverty, including education, cultural norms, and systemic discrimination that restrict upward mobility.

Local Perspective (NGOs/Communities): Organizations working in Trat and Tak may emphasize specific local challenges, such as access to education, health services, or agricultural dependence, and propose targeted community interventions.

Government Perspective: Policymakers might frame the issue in terms of the effectiveness of welfare programs, labor laws, and rural development initiatives.

on future generations in Trat, Thailand

CAUSES, CONSEQUENCES, SOLUTIONS

Causes

Structural Inequalities: Limited access to quality education and healthcare, especially in rural areas like Trat and Tak. Economic Dependence: Heavy reliance on agriculture, which is vulnerable to climate change and market fluctuations.

Social Factors: Family size, cultural norms, and lack of social safety nets can perpetuate poverty.

Consequences

Education and Skills Gap: Children in poverty are less likely to complete education, impacting their future employment opportunities.

Health Inequities: Poor families face higher risks of malnutrition, chronic illness, and limited access to healthcare.

Wider Economic Costs: Persistent poverty strains public resources and reduces overall economic productivity.

Solutions

Policy Interventions: Expand welfare programs, provide conditional cash transfers, and invest in rural development projects.

Education Access: Offer scholarships, build rural schools, and enhance teacher training programs.

Healthcare Improvements: Strengthen primary healthcare services and provide affordable insurance schemes.

Economic Diversification: Encourage non-agricultural industries and promote entrepreneurship through microfinance.

compared to Tak, Thailand?

THE CURRENT SITUATION

In Trat, Thailand

Trat, a coastal province, faces challenges like rural isolation and reliance on agriculture and fishing. Access to secondary education and healthcare facilities is improving but remains inadequate in remote areas.

In Tak, Thailand

Tak, located near the Myanmar border, has a significant migrant population. The region faces issues related to infrastructure, labor exploitation, and limited educational opportunities for minority groups.

The government has implemented some development initiatives, such as electrification and rural road construction, but disparities persist.

Engaging in this project helps students to develop research skills that will support their future studies. As one student reflected: “I learned about research and citation skills that will help me prepare for IB.” They also deepen their understanding of global issues at both local and international scales. In a survey of Grad ‘27, 93% of students said they had developed a deeper understanding of their chosen global issue through their Passion Project, with over 68% responding that they learned a lot.

Some of the students’ reflections capture this learning vividly: “In my Passion Project I learnt about the importance of Global Issues, and how raising awareness makes me a better person who can reflect on this in university and outside of school.”

“There are many different sides to an issue and you need to take a lot of different things into account when trying to do something about it.”

“I learnt how multiple SDGs can connect to each other.”

Many students reflected on the specific topics they had explored. One student commented that “Socio-economic factors and gender inequality greatly impact education for girls in low-income countries.

I researched the effect Covid-19 had on school closures and more — the statistics were shocking.”

Students are also encouraged to take their passions beyond the classroom.

Over 90% of students indicated that they would be likely to engage in a community

engagement (or service) experience linked to their Passion Project.

The Passion Project also connects to future pathways, supporting success in the IB, and strengthening university applications and career choices. This was highlighted in the presentation from our Year 13 students, Ada, Thiti and Shruti: “Starting a Passion Project in Year 11 is good because it will provide a strong foundation for your journey in service, which will play a key role in the IB.” Ada, who is hoping to pursue a career in medicine, exemplifies the powerful link between passion, service and academic learning: “My passion for understanding CVD, nutritio, and disparities in healthcare has been the basis for my community engagement team, Healing Hearts, and several academic projects, including my World Studies Extended Essay on how socioeconomic disparities in Thailand relate to the incidence or risk factors for CVD.” — Karnpichcha (Ada) Chanyarakskul

In Conclusion The Passion Project helps students to develop critical thinking skills, build an ethical foundation through empathy and foster a commitment to community engagement. It also provides a solid grounding for their IB Diploma or Career Programme studies and, for many, will form the thread that connects university applications and even future career paths.

“Follow your passion. It will lead you to your purpose.”

— Oprah Winfrey

References: UNESCO. “Global Citizenship Education: Topics and Learning Objectives.”

Unesco.org, 2015, unesdoc.unesco.org/ ark:/48223/pf0000232993.

MY PASSION PROJECT

solar power economically How could access to developed in Chad? impact the lives of rural communities

The Global Issue

is about The global issue that we are facing Specifically affordable and clean energy in Africa. economically on how access to solar power could in Chad. impact the lives of rural communities

The Current Situation

without to minimize the percentage of population Globally, there are increasing efforts trackingSDG7), over the from the figure below(Courtesy of access to energy. As you can see population with increase of around 25% for total last 2022 years, we have seen substantial we can see zoom into Africa (UN-SDG7-REPORT-AFRICA), access to energy. However as we Africa’s Energy Problem. the drastic issues in sub-saharan

7, affordable and This global issue leads into SDG and economic clean energy, SDG 8, decent work innovation and growth and finally SDG 9, industry,

Bibliography BIBLIOGRAPHY Nations, U. (2018). UNDP Transparency Portal. [online] Undp.org. Available at: https://open.undp.org/.

multidimensional-poverty-index-mpi#/indicies/M

PI.

UNDP. (2015). The SDGs in Action. [online] Available at: https://www.undp.org/thailand/waca/sdgs-ac tion.

UNDP. (2024a). Empowering lives for a future without poverty. [online] Available at: https://www.undp.org/blog/empowering-livesfuture-withoutpoverty.

Behrman, J.R., Schott, W., Mani, S., Crookston, B.T., Dearden, K., Duc, L.T., Fernald, L.C.H. and Stein, A.D. (2017). Intergenerational Transmission of Poverty and Inequality: Parental Resources and Schooling Attainment and Children’s Human Capital in Ethiopia, India, Peru, and Vietnam. Economic Development and Cultural Change, pp.657–697. doi:https://doi.org/10.1086/691971. 65(4),

and Electricity Infrastructure. [online] 75 (2020). Chad - Renewable Energy www.trade.gov. Available at: able-energy-and-electri https://www.trade.gov/country-commercial-guides/chad-renew city-infrastructure. in Africa. [online] Available at: United Nations (n.d.). Advancing SDG7 cing%20SDG7%20in% https://sdgs.un.org/sites/default/files/2023-06/2023%20Advan 20the%20Africa-062923.pdf.

SDG 7. [online] trackingsdg7.esmap.org.

United Nations (2022). Chad | Tracking Available at: https://trackingsdg7.esmap.org/country/chad. [online] 7: The Energy Progress Report 2024. www.irena.org. (2024). Tracking SDG Available at: -The-Energy-Progresshttps://www.irena.org/Publications/2024/Jun/Tracking-SDG-7 Report-2024.

Bank. in Chad. [online] European Investment Robotti, C. (2017). Solar energy shines Available at: https://www.eib.org/en/stories/solar-energy-shines-in-chad.

access The country of Chad lacks energy to obtain 20% current power strategy other than a policy capita, N’Djamena, and lacks a national is lacking due to aging Chad’s national electrical company renewable energy by 2030. In addition, demand. backing, unable to meet the peoples infrastructure and lack of financial most prominent problem in of unsustainable energy, with its There are multiple consequences sole reason alone, through and technologies for cooking. This Africa being access to clean fuels indoor pollution.

500, 000 deaths annually due to the constant use of biomass, causes

currently being worked to this problem, some of which are However there are multiple solutions energy. Including this, private sector business’ to start on on already. Chad has recently allowed such as the world companies from around the world, funds are being received by multinational has been pointed bank. A more sustainable solution of Solar out by people, suggesting the solution chad receives power in Chad, as The location of for solar power.

Ideal amounts of sunshine hours

infrastructure.

Both provinces face shared challenges, such as rural underdevelopment, but differ in their specific contexts—Trat being more geographically isolated and Tak dealing with complex cross-border dynamics.

Nations, U. (2024). 2024 Global Multidimensional Poverty Index (MPI). [online] Human Development Reports. Available at: https://hdr.undp.org/content/2024-global-

Causes, Consequences and Solutions grid is limited to it;s overall, as the nationally energy

clear if we zoom This issues seems to be even more Chad. Where the into a specific location, such as rural electricity access rate Population is ever increasing, yet

at Djermaya, (Right Img.) Solar photovoltaic plant energy project Chad. ‘First utility-scale renewable financed and and will be first privately owned, managed power plant in Chad.”

dwindles.(Bottom Fig.)

Economic impact

many benefits to the lives of or energy in general could bring Access to developed solar power, rural Chadians: examples being can generate jobs for rural Chadians, Job Creation: Solar power projects in economic growth for Chad. construction and maintenance, resulting become more efficient. reducing energy costs, local industries Local Industry Development: By Creating economic growth bloom as a result of access to energy.

While new industries can start to in Chad. areas reduce regional Expanding energy access to rural Subnational Growth and Equity: electric grids, and supports key infrastructures like roads and the inequalities, while also enhances growth through This creates long-term economic sectors such as education and healthcare. skilled workforce. improved quality of life and a more

TERM 3 – 2024/25

•

11

LEARNING

THE IB ART SPECIALISM

By Ross Corker, Chris Ferne, Andrew Roff and Marie-Claire Redman

O

ur Year 12 students are the first cohort to take the IB Career-related Programme at Bangkok Patana School.

We have built this programme to respond to the passions of our students and to allow them to pursue their passions through their Career Related Study and the IBCP’s Core Components.

We are pleased to present some of the highlights of each of these over the academic year to date.

Career Related Study: Pearson BTEC International Level 3 Diploma in Art and Design Our first group of IBCP students are specialising in Art and Design, working towards a BTEC International Level 3 Diploma, alongside selected IB Diploma courses and the IBCP Core. Their learning is a combination of creative exploration, real-world projects and skills development. Students are building strong technical skills across a wide range of materials and digital processes, while also developing confidence, independence and a professional approach.

A real highlight of the course has been the first Inspiration Week to Chiang Rai. Students met with local industries, including coffee and tea producers, and spent time learning from local craftspeople. They used this experience to create a documentary film, building skills in storytelling, filming and editing, while deepening their understanding of culture, creativity and sustainable practices in northern Thailand.

It has been a busy and rewarding year. Students have completed two major assignments, including the themed projects Journeys and Through the Senses, both designed to build strong foundations and encourage personal responses. They have worked with visiting artists, including a three-day workshop with Ian Murphy, and responded to live client briefs. More recently, we have introduced a new project in collaboration with True Digital Park, giving students the opportunity to create work for a professional exhibition, as part of their Industries Week, in Bangkok later this year.

It has been inspiring to see the students’ growth in such a short space of time – both in their creative practice and their confidence as young professionals. We look forward to sharing their work with the wider school community at upcoming exhibitions and events and celebrating all that they continue to achieve through this exciting new programme.

12

• Bangkok Patana School

Bangkok Patana Magazine

Personal and Professional Skills The Personal and Professional Skills course has been very much co-constructed with the students, responding to their particular interests; identifying their needs and areas for growth as they look towards careers in the arts. Our lessons have been quite project based, often client centred and occasionally replicating ‘The Apprentice’ style challenges. Students have spent time developing their presentation skills - delivering to both the school’s Steering Committee (even more daunting for the students) and the Secondary teaching faculty; constructing their Curriculum Vitaes with our Careers Team; writing proposals and coming up with designs for new studio spaces; filming the Christmas Assembly and taking charge of the building and publication of the Gradbook for the graduating class of 2025.

Term 3 will shift focus to personal skills for independent living allowing students to explore planning and cooking for themselves; laundering; fixing and odd-jobbing and personal finance.

Service Learning At the end of Term 1, the Art specialists joined the Primary Art Club ECA with the intention of offering a range of supported activities to our younger students. This was a huge success, with brilliant relationships built and the Year 12 students learning loads about planning and executing a successful activity with young children. We wove bracelets; drew Sonic and Pikachu; sculpted animals; created masks and made slime. Having then reflected on the merits and possible improvements to the project the students took their work off-site and have spent Term 2 travelling to Likhit Daycare on Tuesday afternoons to run similar activities with the children there - an opportunity to realise and re-invest our privilege and engage with children from a very different context.

TERM 3 – 2024/25

•

13

LEARNING

Language Development Throughout their two-year programme IBCP students must maintain a continued commitment to language development. Our students are studying a range of languages: Thai, French, Spanish and even British Sign Language. Students have a lesson each week and consolidate this with home learning, which they document and use to apply back to the other elements of their programme.

For example, one of our students taught children in Foundation Stage to sing their Christmas Carols, and students have linked their cooking projects to the culture of their chosen language.

14

• Bangkok Patana School

Reflective Project The Reflective Project is a key component of the IB Core that is essential for all students. This project gives students their first experience of real-life academic research, where they select a topical issue within their career-related studies; an example in the BTEC Arts course could be commercialism in the world of designed products and then dig into an ethical dilemma within this issue; for example, ‘Is it right to design children’s clothes with references to music artists that may sing about adult or problematic themes in their songs?’ The students then have the challenge to refine this dilemma into a formal research question

Bangkok Patana Magazine

which gives them potential for in depth study, whilst being answerable within the scope of the assignment.

The most exciting part of the Reflective Project is the range of submission modes available; students can choose from completing the assignment as a traditional essay of 3,000 words, or by writing a shorter written submission accompanied by a visual display of still images, a play, short film, interview or spoken presentation. This gives the students hands-on experience of how important issues are lobbied or raised in the

public sphere and helps them make use of a broader range of their own communication skills to show different perspectives on the issue. This year’s cohort of students have already had some opportunity to see how this is done by professionals, by observing a short film by Som Supaparinya, based on the experiences of migrant workers in Northern Thailand, on their trip to the National Gallery earlier this year.

TERM 3 – 2024/25

•

15

LEARNING

THE IMPORTANCE OF BUILDING YOUR STORY

By Kim Ekstrom and Andrew Haughton, Careers and Universities Counsellors

B

angkok Patana School is a place for self-discovery, where students can explore their interests through academic, extracurricular and super curricular activities. As our students navigate secondary, they’re not just attending lessons; they are building their unique story, and this is more than just a list of achievements; it encompasses the experiences, challenges and personal growth that accompanies each activity.

Telling Your Story to Universities In Year 13, students are expected to articulate their story through college essays, personal statements, letters of motivation, interviews and portfolios.

When applying to UK universities and some European and Asian institutions, students explain why they have chosen and are excited to apply for a specific university course. This enthusiasm can be showcased through subject exploration and activities that happen beyond what is learnt in school: • Read books about your subject, specialist magazines and journals • Browse websites related to your subject • Visit museums, exhibitions and galleries • Listen to podcasts, watch films and documentaries • Attend seminars and lectures, online or in person • Volunteer, or gain work experience that’s relevant to your course • Take part in academic competitions or projects 16

• Bangkok Patana School

In the United States, the college application process goes beyond academic interest and ability. They are not only interested in what subjects spark a student’s curiosity but also in the values and characteristics that define them.

They want to understand the impact the student has had on their school and wider community. This impact becomes a crucial element of this story, weaving together academic interests with personal values and community engagement.

Creating Stories beyond the Classroom Consider a student passionate about environmental science. Their story could involve participation in a local conservation project, conducting independent research on local ecosystems, or even supporting a schoolwide recycling programme.

These experiences demonstrate active engagement, initiative, and time management skills.

For students interested in Sport Science, their story may involve organising a charity tennis competition, volunteering as a golf coach, shadowing a physiotherapist, or writing their 4,000-word independently researched Extended Essay on a sport related topic.

Strategies for Building Your Story Explore diverse interests: Patana is the perfect place to try new things.

Participate in one of the many community engagement clubs, try out a new sport, learn a musical instrument, write articles

for Scientia Magazine, or become a member of the Politics, Philosophy, Law and Economics ECA discussion group.

Each experience contributes to the richness of your story.

Document your journey: Keep a record of your ECAs, achievements, and personal reflections, as these will serve as a valuable resource when the time comes to start writing your university essays.

Reflect on impact: When engaging in activities, it is important to consider its impact on yourself and others. How have these experiences shaped your values skills and perspectives? In what ways have you had a positive impact on our school environment and the lives of others?

Reflecting on impact will add depth and authenticity to your story.

Bangkok Patana Magazine

Examples of Grad ‘25 stories Amy Brettell will be reading English Literature at the University of Leeds. Her love for literature, creative writing and storytelling led her to participate in Nottingham Trent University’s Creative Writing summer course. Here she developed her analytical and editing skills, as well as push her devotion to the craft of writing. Back at Patana, she was Editor of Core Magazine and her interest in Biology led her to write several science related articles for our Patana News community magazine. Amy took the initiative to carry out a 4-week work experience placement in our primary school where she supported children across a range of subjects, including maths, and literacy.

Benjamin Lu will be studying a Bachelor of Cinema and Audiovisual Arts at the Institut International de l’Image et du Son, France. Ben is an aspiring film director who has been an active member of our performing arts community, playing roles in Bugsy Malone, The Crucible and

Grease. He has created several short films such as ‘The Sock Thief’ and ‘Out of the Rain’, through which he developed his script writing, camera operation, and set management as well as his collaborative, organisational and communication skills.

Trinity Jantarach will be studying Health and Human Biology while pursuing a pre-med track at Brown University. In school, she founded the Science Pioneers club, where she and her peers encouraged younger students to explore science beyond the classroom.

During her volunteering at the Mercy Centre in Klong Toey, she observed some children suffering from ringworm who used steroid cream to treat it. Inspired by this, she supported graduate students’ research into pathogenic fungi at the Mahidol University’s Faculty of Science and for ten months analysed the antifungal properties of Snake Jasmine, advancing her lab techniques along the way. Trinity is a talented pianist and takes every opportunity to perform both in school events such as Patana Unplugged and at Carnegie Hall.

Shuhan Ye will be playing Division I women’s golf and studying Economics at Sacred Heart University in the US. During her first week in Senior Studies, she tried out for the Girls’ Varsity Golf Team and was voted Captain within 3 weeks. She has since represented Patana in both regional and international competitions, collecting trophies and accolades including ‘Girls individual SEASAC winner’ and ‘Most Valued Player’.

Shuhan is proud of achieving the Duke of Edinburgh’s Gold Award, which she describes as one of the most challenging and rewarding accomplishments of her life. She was an assistant golf coach for the younger students in our school and active member of Likhit, where she was part of a team that created fun activities for local primary aged Thai pupils that visit from a local orphanage. These experiences taught her valuable leadership and organizational skills and showed the impact a team can make when united for a good cause.

Her ability to balance the rigours of the IB curriculum along with her golf and service engagement commitments will serve her well in the future.

TERM 3 – 2024/25

•

17

LEARNING

MATHEMATICS FOR PARENTS

By Key Stage 2 Curriculum Leads

B

angkok Patana School recognises the imperative role of community when unlocking student potential. For this reason, informing, enabling and including parents in their child’s academic journey is paramount to our success as a school.

During this academic year, several of our curriculum leaders have hosted parent workshops based around the teaching of Mathematics in the Primary School. These workshops have showcased the learning opportunities provided to our students and enabled parents to participate in an immersive experience reminiscent of their child’s school learning.

Over the past two years, our Primary School has adapted the way we approach teaching maths and adopted a curriculum to suit the individual needs of our students.

As a result of this child-focused approach to curriculum development, we now have

18

• Bangkok Patana School

a bespoke curriculum tailored towards what our children really need to learn.

Hosting two parent workshops was the perfect opportunity to share this positive development with an incredibly valuable facet of our community.

Workshop 1: Fluency In our initial workshop, the Primary teachers emphasised the importance of building fluency both in school and at home. The workshop was designed to depict the rationale behind putting mathematical fluency at the forefront of a child’s learning in that it forms the foundations of further mathematical understanding.

During this workshop, the teachers emphasised that fluency not only enables improved academic performance in Mathematics, but also enables children to enjoy their learning more, helps grow

confidence and reduces the cognitive load placed upon children when problems get more complex.

During the workshop, the parents were presented with different approaches to assisting building fluency at home, from online resources to using mathematics in a real life context.

In doing so, the teachers presented several games that can be played at home to help boost mathematical fluency. These included the use of dice, playing cards and counters to provide an engaging and interactive experience for the children (and even add a layer of competition for those that prefer).

This was also the perfect platform for teachers to present how fluency is taught in our Primary School, using the principles of White Rose Maths in addition to the ideals provided by our external experts: Andrew

Bangkok Patana Magazine

Jeffrey and Liz Gibbs. This enabled the parents to see, hear and feel how maths is taught in our school and help provide the parents with an understanding of why we use the approaches we use.

Workshop 2: Problem Solving

The subsequent workshop focused primarily on problem solving.

Throughout the Primary School, we have developed a shared language for problem solving and recognise that in order to ‘solve problems’ children need to be taught strategies to help them ‘solve problems’.

This session was very interactive, with parents spending five minutes with each teacher in order to solve a problem using one of the strategies taught to their children.

It was great to see the perseverance and resilience we value in our students epitomised in the approach of the parents to some very complex problems.

This experience was designed to show the parents how children might be encouraged to approach mathematical problems in class, but also enable them to empathise with the level of positive struggle we provide the children as we strive for them to reach their potential.

It was also reassuring to some parents that we often provide problems regarded as ‘low threshold, high ceiling’ tasks.

This means that all children are capable of achieving the desired goal (solving the problem) but teachers are trained to provide different levels of support in order to enable all children to feel that sense of achievement. Ultimately, we are therefore providing high expectations of all children and giving them the confidence and the tools to reach their goals.

There was definitely a passionate approach to problem solving among lots of the parents, with some reluctant to leave their station until they had completed their problem.

Bangkok Patana’s commitment to enabling parents to be active participants in their child’s learning is exemplified by these informative and interactive workshops. It enables them to understand our curriculum, our pedagogy and the commitment of our teaching team. Opportunities such as curriculum based parent workshops, can only enhance the learning experience of our children, and that is why we are here.

TERM 3 – 2024/25

•

19

GLOBAL CITIZENSHIP

‘GLoCal CITIZENSHIP’

IN THE PRIMARY SCHOOL

By Dan Hatfield, Year 3 Leader - Curriculum and Assessment

T

he foundations of international education were built on transformative aspirations - helping students integrate across cultures, appreciate global complexity, and foster international understanding. At Bangkok Patana, we are proud that that these principles underpin our school mission and vision for developing global citizens.

However, there is an argument that we should seek to balance this international outlook with an understanding of Thai culture. As adults, it is easy to appreciate the vibrant cultural heritage of Thailand, indeed it is the reason many of us have chosen to make it our second home. But what about our students, how important is it for them to learn about the country which they are growing up in?

In a recent blog post, Conrad Hughes, the Director General of the International School of Geneva, laments international schools that are ‘disconnected’ from the host country’s language, culture, history and traditions, noting that this can impact 20

• Bangkok Patana School

students’ sense of belonging and limit their development of true intercultural competencies.

He observes that, with so many international students growing up in a third culture, the study of host country culture takes on an added significance and may serve to provide an anchor, developing an additional sense of belonging alongside the celebration of their own heritage.

Reflecting on our own context, a cornerstone of our new Primary School vision for successful learning is developing belonging, and in particular emphasising the importance of developing intercultural understanding; building positive partnerships with parents through respect for language, culture, and beliefs; and fostering citizenship and social responsibility through authentic community connections. Meaningful engagement with Thai culture supports this vision by helping all students feel connected to their immediate environment while developing their global mindedness.

Our vision is also explicit about supporting students to value and recognise their home culture and language. For our Thai students, these learning experiences take on extra meaning as they become the experts in the classroom, sharing their knowledge with friends. It’s wonderful to see their pride as they explain traditions and customs, helping them appreciate their own heritage as they share it with others.

This exchange of cultural knowledge benefits everyone in our community. For all our students, developing a genuine connection with our host nation is therefore not just enriching, but essential. The aim, as Conrad Hughes terms it, is to develop ‘glocal citizens’ - students who maintain their international perspective while developing a genuine appreciation for Thai culture.

Moreover, the demand for this curriculum integration is there from the students. In a recent survey of students from Key Stage 2-Key Stage 4, nearly 95% of respondents attached value to learning about Thailand, with our older students explicitly saying that

Bangkok Patana Magazine

it was an important part of their ability to understand and appreciate other cultures, as well as supporting healthy personal identity development.

To ensure our exploration of glocal citizenship across the Primary School is not confined to observing special days and attending specialist lessons, authentic learning experiences have already been integrated into our curriculum.

As students progress through our school, they learn about various aspects of Thailand that build upon existing knowledge and deepens their understanding. Our youngest learners begin their journey in Year 1 with ‘Amazing Thailand’, exploring what makes Thailand special through investigations of local wildlife, flora and geography.

They also learn about (and are inspired by) Thai artists.

This appreciation for their host country continues in Year 2, where students learn about the history of Bangkok Patana School and visit Rama 9 park, helping them understand both their immediate community and its place in the broader Thai context.

In Year 3, the curriculum has been reimagined this year to weave Thai cultural elements throughout the units of inquiry.

Students study Chiang Mai as part of their ‘belonging’ topic which introduces them

to life outside our capital city, and they also build on their existing knowledge and learn about the geography of Thailand and Southeast Asia which grounds them in their physical location within Thailand and the region. In their unit on ‘imagination’, students explore Thailand’s spiritual and cultural heritage, learning about Thai mythology and Thailand’s rich storytelling traditions (if you want to know why we have the giant Yaksha statues at the airport, then ask a Year 3 student!).

As students move into their final years of Primary, their understanding becomes more complex and analytical. Year 5 students investigate Thailand’s unique ecosystems through their residential visit to Khao Yai’s rainforest, while also examining critical environmental challenges like flooding risk through the lens of Thailand’s geographical position. This environmental focus continues in Year 6, where students study how animals have adapted to Thailand’s distinct climate and landscape, while also exploring contemporary issues like migration patterns into Thailand.

This careful progression demonstrates how we can move beyond surface-level cultural appreciation to help students develop a deep, nuanced understanding.

From the excitement of discovering Thai animals in Year 1 to analysing complex migration patterns in Year 6, students build

both knowledge and cultural competency in meaningful, age-appropriate ways.

While there is always scope for further curriculum development and alignment, we are proud of the learning that our students experience and the way we balance our school commitment to global citizenship with a responsibility to help students understand and celebrate the culture of the fabulous country where we all live, work and study.

Moreover, this approach enhances rather than detracts from academic excellence. When students understand the context in which they’re learning, their engagement deepens across all subject areas. By grounding learning in relevant, local contexts, we’re not just developing cultural awareness - we’re building stronger analytical skills and more nuanced understanding across the curriculum.

By thoughtfully integrating Thai cultural elements throughout our curriculum, we are doing more than teaching about Thailand - we are helping to develop true ‘glocal citizens’ who can think globally while acting locally. This balanced approach helps students develop the sense of belonging and intercultural understanding that are central to our vision, while preparing them to shape their world through independence, empathy, and critical thinking.

TERM 3 – 2024/25

•

21

GLOBAL CITIZENSHIP

FULL CIRCLE: A PATANA GRADUATE’S EVOLUTION INTO A CREATIVE EDUCATOR

By Purnima Ghogar Ruanglertbutr

Shaping Global Impact and the Next Generation of Patana Students Through Education, Art, Writing and Creativity.

expansion to advances in technology and increased staff and student diversity. Now in my eighth year as a teacher here, I feel privileged to be part of a community that enables educators to thrive by embracing innovation and visionary leadership.

If you had asked me in 2005, after graduating from Bangkok Patana, whether I would return to teach here, I would have said yes. I loved school, and the desire to return was strong. Today, I am an artist, teacher and researcher whose career spans education, the arts, writing and authorship — a journey that reflects the interdisciplinary path I explore in my TED Talk, ‘Who am I? Artist, Teacher or Both?’. I returned to Patana in 2017 after completing my studies and building my career in Australia and the UK. I was grateful to achieve awards, including the Young Australian Alumni Award (Australian Chamber of Commerce) and the Thai-Indian Youth Achievement Award, all recognising global impact in education and the arts.

From Passionate Student to Inspiring Educator

As Secondary English Language and Literature teacher, I am also a creative entrepreneur: a published author, performance poet, visual artist and independent curator. One of my proudest moments has been guiding my tutor group from Year 7 through to their graduation in 2025, coinciding with my own Class of 2005’s 20-year reunion. It has been incredible reconnecting with the Patana spirit through the eyes of my students while drawing on my own experiences of navigating the demands of the IB curriculum, enabling me to connect and empathise deeply.

Over 33 years, I’ve witnessed Patana’s growth, from campus

22

• Bangkok Patana School

My love for English and Art, instilled by educators whose zest was contagious, shaped my journey from student to teacher.

These subjects were my favourites at school, sparking a passion for inspiring others. I am fortunate now to pass on this love to my own students. Another full-circle moment has been working alongside my former teachers, such as Ian McDonald and Grant Robertson, whose influence and dedication — like that of many others, including Keri Keelan, Claire Bridgman, Peter Hockley and our late, legendary Head of Year, Simon Lawrence — continue to guide my professional approach.

After earning a Bachelor of Creative Arts (Honours) at the University of Melbourne, I pursued a Master of Teaching (Secondary) through the New Generation International Postgraduate Award scholarship. My work as an Education Officer at the National Gallery of Victoria, the Ian Potter Museum of Art and other art institutions culminated in a Master of Art Administration from the University of New South Wales. This led to numerous art-related roles, including Manager of the Art Association of Australia and New Zealand Conference, Curator at the Melbourne Festival of Ideas, Editor of the Journal of Artistic and Creative Education and the Australian Wildlife Art Foundation.

Bangkok Patana Magazine

Author and Creative Writer: Shaping Minds - A Multifaceted Career in Writing

their voices for positive change, while developing confident public speaking skills and enhanced creativity.

As an author, I’ve published 11 books across creative writing, arts journalism and educational resources. My writing, featured in The Melbourne Review, Arts Hub Australia, The Wee Sparrow Poetry Press, Red Room Poetry Sydney, The Nation, The Sydney Morning Herald, The Age, The Conversation and others, includes the ‘Inspired English’ textbook series published by Macmillan Education, which integrates art into creative writing and critical thinking. I am currently developing a resource to inspire poetry through art, helping students and adults connect with creative writing and literature in accessible and innovative ways.

Visual Artist: Fusing Heritage and Art – Affirming Identity through Visual Expression

Researcher and Public Speaker: Exploring the Intersection of Art and Literacy

A highlight at Patana has been launching and leading the Teachers as Practitioners Project (TAPs) — a CPL programme that curates exhibitions to showcase staff creativity and build an inclusive, supportive community where educators are valued as artists. Through a culturally responsive approach, my global exhibitions explore contemporary issues, highlight suppressed narratives and celebrate artistic diversity through catalogues and programmes that resonate with diverse audiences.

As a researcher and public speaker, I lead in arts integration, developing visual literacy and critical thinking. My research, published in journals such as Australian Art Education, English Australia and The Canadian Review of Art Education, explores the intersection of art and education. This interest began while as a researcher and lecturer at the Melbourne Faculty of Education and co-founding the Teacher as Artmaker Project, championing the power of creative practice in education.

Spoken Word Artist: Amplifying Voices for Change My poetry inspires change and amplifies marginalized voices; I perform as a performance poet at various venues, including London’s National Poetry Library, Collage Arts, Whitecross Street Festival, Wordsworth Grasmere and in Thailand at the ASEAN Forum, the British and Australian Chambers of Commerce, our school and in the USA at Phoenix Books and the International Women’s Day organisation. Currently writing my debut poetry book, my poems explore themes such as women’s empowerment, activism, identity and mental health, often drawing inspiration from art, nature and shared human experiences. Through launching and facilitating the Poetry Showcase ECA at Patana, I work with students to explore global issues and support them in raising

My visual art reflects an aesthetic fusion of my Indian heritage and Australian-Thai identity, blending visual and written expression.

Working across photography, painting, printmaking and illustrated poetry, I’ve exhibited in Melbourne, Sydney, London and Bangkok.

Curator: Curating Exhibitions that Connect and Inspire Change

Bridging Education and Creativity: Impact of Passion-Driven Work and Creative Practice In a world demanding innovation, an interdisciplinary life is essential: we need more art, more voices and greater diversity of expression. Through teaching, industry experience and research, I empower learners to think critically, engage globally and value diverse perspectives. I have had the privilege of guiding students who have delivered TED Talks, won poetry slams and published books. My work aims to demystify career paths, support multi-passionate individuals and champion creativity as an international voice leading this shift. At Patana, I realise my potential as both an educator and a creator, lead by example, celebrate the creative contributions of others and look forward to what lies ahead.

Website: www.purnimacreations.com TERM 3 – 2024/25

•

23

WELL-BEING GLOBAL CITIZENSHIP

ALUMNI STORIES LIFE AFTER PATANA EMPOWERED AND EVOLVING

Nandita Valiramani on Reinvention, Resilience and the Climate Fight That Found Her

A

s Nandita Valiramani stepped into her final year at Bangkok Patana School with the Class of 2020, she pictured a chapter marked by tradition — long-anticipated milestones, heartfelt farewells and the rituals of closure. Instead, the world shifted beneath her feet.

“I think it was early March when the news dropped,” Nandita recalls. “The pandemic hit, the school shut down and suddenly, our last day as Seniors came without warning.” A once carefully scripted ending to her school years dissolved overnight. For the first time in history, the IB exams were cancelled.

24

• Bangkok Patana School

For Nandita, there was a strange relief in the chaos. “Honestly, it felt like a blessing in disguise. I was one of those students who really focused on my IAs — I poured my heart into them. So, when the grading algorithm took over, it was wild, unpredictable...but I hoped my work would still shine through.”

Despite the disruption, the Patana spirit endured. Led by Head of Year Matthew Jones, the Class of 2020 received a heartfelt — and unexpectedly beautiful — graduation ceremony. “It was more than I could have hoped for at the time,” she says, a smile softening the memory.

Nandita took the next bold step: flying across the world to The University of British Columbia (UBC) in Canada, where she graduated in 2024 with a major in Psychology and a minor in Commerce — a

surprising pivot from her IB Theatre roots.

But for Nandita, the transition was anything but random. “Theatre and psychology aren’t that far apart. Both are about understanding human behaviour, perspectives and emotions — just through different lenses.”

While studying, she also rediscovered a passion that had quietly begun at Patana: Sustainability. “I took ESS (Environmental Systems and Societies) at Patana. Mr Smith was phenomenal.

Watching documentaries like Blackfish and learning about the Taiji dolphin slaughter really ignited something deep inside me.”

After interning with a wildlife protection organisation and raising awareness about elephant tourism and factory farming, she felt the spark grow into something stronger — a purpose.

Bangkok Patana Magazine

Back at UBC, Nandita found herself at the Sustainability Hub, working as a Climate Action Plan Lead while finishing her studies. It was a part-time job, but one that changed everything. “When I got the acceptance email, I thought, ‘Okay, we’re doing this.’”

Then came graduation — and the world, once again, forced another pivot.

Despite dreams of staying in Canada, a saturated job market and a feeling that “the signs were pointing home” led Nandita back to Thailand.

It wasn’t easy. “Coming back was heartbreaking. My friends were scattered around the world, I hadn’t lived here for three years and it felt like starting over.”

But destiny had plans. An internship opportunity at a chemical manufacturing

company came her way. She threw herself into the role of Sustainability Intern — her fifth internship in six years — and dazzled.

By December 2024, she had officially landed a full-time role as a Sustainability Coordinator.

“My work lights a fire under me every single day,” she says. “The team is incredible — accessible, supportive, dynamic. I feel like I’m exactly where I’m meant to be.”

Within the company, she splits her time between reporting and supply chain sustainability — balancing compliance with emerging global standards and diving into the ‘belly of the beast’, ensuring environmental best practices are woven into every step of the production process.

Beyond her professional life, Nandita

continues to stay connected to her roots, helping grow the Bangkok Patana Alumni network, driven by a vision of making the alumni community stronger and more vibrant.

Looking back, the twists and turns — the cancelled exams, the dashed plans, the forced homecoming — weren’t detours.

They were the making of her.

“I’ve always been someone who loves to be challenged. I thrive outside my comfort zone. Now, I get to do meaningful work that excites me every single day,” she says, her voice a mix of passion and gratitude.

For Nandita Valiramani, Life After Patana isn’t just about finding a career.

It’s about finding her fire — and letting it light the way.

TERM 3 – 2024/25

•

25

GLOBAL CITIZENSHIP

THE SOLAR VILLAGE

By Coke Smith, Curriculum Leader, Environmental Science

P

ang Hua Village in Chiang Mai’s Wiang Haeng District has been a destination for dozens of our Bangkok Patana School students for eight years now. Most people know of this very remote Lisu tribe village as ‘The Solar Village’, a place where hundreds in our community have given so much.

I am often asked how this all began.

Why that village? Well to make a long story short, it all started back when a friend, Khun Taew, and I were grabbing a quick bite to eat together here in Bangkok years ago and the topic of her hilltribe ethnicity came up. Having studied hill tribe ethnography at UC Berkeley, and taught a course on hill tribes at Peninsula College near Seattle, I have always been more than passively interested in their cultures. Thailand is home to six hilltribes – the Hmong, Mien, Lisu, Lahu, Mon, Tai Yai, Akha and Karen.

During our discussion, I learned Taew was Lisu, a tribe that comes from Myanmar and northwestern Thailand. We had a good chat about the Lisu and her home village.

I learned that her village was extremely remote and had no amenities such as running water, electricity or even a decent road to access the village. This intrigued me. I asked if her village would like to have such amenities as electricity. “Of course!”, was the answer to my rather silly question.

The wheels in my brain started turning.

This all happened during my first year here at Bangkok Patana School. As the new Environmental Science Teacher, I was invited to co-mentor the Student Environmental Committee (SEC). As a newbie I was a bit reluctant to even bring up an idea for a new mega project to a group of kids and colleagues who really didn’t know me at all. But I went for it. I asked the SEC, “What 26

• Bangkok Patana School

would the group think about working to raise money for solar power to a village deep into the mountains of Northern Thailand?” After a bit of back and forth, it was unanimously decided that we would raise money to do exactly that. It was truly an easy sell!

I feel like I should say, “the rest is history” but so much has happened within this project that we need to discuss what we as a community have accomplished.

It didn’t take long to realize that providing a large solar array to such a remote and inaccessible village was going to be logistically and economically impractical.

We teamed up with Energreen Asia as a corporate sponsor, and they gave us the idea of providing individual solar kits that each house could use and own individually.

These kits were amazing – they could be used to power cell phone chargers, laptops, small appliances and several indoor lights for an individual hut.

My SEC team, now affectionately dubbed, ‘The Solar Village Team’ got to work. We raised funds for nearly 30 solar kits our first year! Not only were we planning on donating these kits, we were going to travel to the village and help install them! Over 20 Bangkok Patana School students flew all the way to Chiang Mai and travelled several hours overland, some of which required 4x4 vehicles, to Pang Hua Village where we met our village friends for the first time.

After a bit of an awkward meeting, with our village clearly not quite believing we actually came, we broke into groups and our students all went to various homes in the village and installed the panels. Watching the students get down to work so gently and efficiently was quite a sight. Seeing

the eyes of the villages and our kids light up with the light provided by the solar panels for the first time ever in the homes of these villages was an experience I will never forget.

Now looking back, I think with almost disbelief with what we have accomplished.

The Solar Village has 72 homes with solar power! We’ve donated thousands of clothing and winter wear. We designed and built a wonderful playground for the children of the village. We’ve also added appliances to the solar kits such as oscillating fans. And last year we donated five laptops to worthy students in the village! There have been over one hundred Bangkok Patana School students who have travel to Pang Hua with more surely to come.

I am often asked why we chose such a remote village. Why not someplace more accessible on the main road? What I learned early on was that the villages along the main roads in Chiang Mai and Chiang Rai are often donation hubs for many causes in Bangkok and beyond. Many corporations satisfy their Corporate Responsibility obligations with these villages, which are often overloaded with donations while the very remote villages often left without any assistance at all.

Watching our students experience the true spirit of giving with no expectation of anything in return is a beautiful thing. The Solar Village group even has students who have travelled nearly every single year to the village – some since Year 6! I’ve been told so many times in so many ways how our students get a true feeling of joy knowing they were personally involved in making someone’s life just a little better. I firmly believe it is the type of Global Citizenship we at Bangkok Patana strive for.

your SHARPEN

VISION Bangkok Patana's IB career-related Programme allows students to deepen their specialised knowledge in the areas of Business or Arts and Design, whilst benefitting from the renowned Patana learning environment.

Find out how to give your child a focus to their passion email admissions@patana.ac.th

BUSINESS

IB Career-related Programme

SPECIALISM

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