Patana News Volume 27 Issue 19

PATANA NEWS

Friday 07th February 2025 Volume 27 Issue 19 www.patana.ac.th

The Science of Being Different

By Mark Verde

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Also in this issue...

School Announcements

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Visiting Artist: Lin Marsh

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Year 10 Bronze DOEIA Expedition

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Community Engagement

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Tech Tips

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Alicia Hamilton Tops the World!

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TAPs

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Patana Participates

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

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The Science of Being Different: Building a Unique Curriculum Mark Verde, Vice Principal, Learning and Curriculum

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nspiring young minds and developing curious thinkers is at the heart of education. At Bangkok Patana School, we’ve embraced a revolutionary approach to teaching science, guided by Antoine Lavoisier’s principle: “Nothing is lost, nothing is created, everything is transformed.”

The foundation of our programme is the “Sticky Atoms” resource, developed by Ian Stuart. This hands-on teaching tool uses magnetic ‘atoms’ with covalent bonds, allowing students to create and understand molecular structures. Just as phonics helps children decode words, these atomic building blocks help our students read and understand their world.

“I was delighted to learn that Patana is the Thai word for development,” reflects Ruben Meerman. “Together, we have developed a world-leading curriculum that spirals around the most important fact in all of science…

Everything is made of atoms! This fact is traditionally not taught until Secondary School, so Bangkok Patana Primary School students are literally School. Over seven years, we’ve col10 years ahead of their peers.” laborated to develop a groundbreakOur journey began in 2018 when ing curriculum that makes science Ruben Meerman and Ian Stuart intro- accessible and exciting for young duced atomic theory to our Primary learners. What makes our approach unique is how we weave atomic theo-

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ry throughout our entire Primary curriculum, creating connections that help children understand the “why” behind their scientific curiosity.

OUR INNOVATIVE APPROACH The foundation of our programme is the ‘Sticky Atoms’ resource, developed by Ian Stuart. This hands-on teaching tool uses magnetic ‘atoms’ with covalent bonds, allowing students to create and understand molecular structures. Just as phonics helps children decode words, these atomic building blocks help our students read and understand their world.

The learning journey progresses naturally through each year: Foundation Stage students begin their exploration with simple observations and questions using Sticky Atoms. By Year 1 (ages 5-6), children are already engaging with the peri-

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“Working with Ms Laura, the sciodic table, using microscopes, and building basic molecules like hydro- ence advocates, classroom teachers, the leadership team and, most imporgen, water, and carbon dioxide. tantly, the children, has been a dream As students advance, their knowl- come true,” says Ruben. “And that edge deepens. Year 2 students apply dream is bearing fruit. I am immensetheir understanding to photosynthe- ly proud of what we have achieved sis, seeing how carbon dioxide and together at Bangkok Patana School.” water transform into glucose and oxygen. The curriculum then builds sys- REAL-WORLD CONNECTIONS tematically through to Year 6, where Our students learn to distinguish students explore complex concepts between different types of matter in like electricity and the circulatory sys- practical ways. For example, they untem. derstand that vitamins and minerals, both essential micronutrients, differ in BUILDING EXPERT TEACHING their atomic structure - vitamins being To ensure consistent, high-quality molecules and minerals being single instruction, Ruben has worked close- atoms that we must obtain through ly with our Science Leader, Ms Laura diet.

Renesto, and our Year Group Leaders.

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LOOKING FORWARD Our goal is to continue nurturing the natural curiosity of our students, encouraging them to question and explore the world around them. Through this unique approach to science education, we’re not just teaching facts - we’re developing young minds that understand the fundamental building blocks of our universe.

This curriculum represents more than just science education; it’s a new way of helping children comprehend their world, making Bangkok Patana School a pioneer in Primary Science education.

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School Announcements Transport Update

Shuttle Bus Booking Available for Secondary Students

Shuttle services begin on 17th Feb

Transport Department

Scan to Book and secure your spot

*** Shuttle bus coupons will NO longer be used. *** Shuttle bus Termly Enrolment does not require online booking.

Check out the newest episode of The Patana POD!

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Creating Atmosphere with Sound: Lin Marsh Hui Ying (Ying Ying) Han, 8R

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n a workshop with Lin Marsh, we learned and performed two songs: Lady Dressed in White and While the Tanks Roll By. For Lady Dressed in White, we created soundscapes, layering different sounds to build atmosphere and tell the story in a more immersive way.

Lin Marsh showed us how to use our voices in different ways, not just to sing but to add depth and feeling and she also taught us harmonies within the song. It wasn’t just about learning the songs; it was about under-

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standing how music can create emotion and paint a picture. One thing I learned that I didn’t know before was how small changes in dynamics and expression could completely transform a performance. I enjoyed the way we worked together to bring the music to life, especially through the soundscapes, and singing. Looking back, the workshop was an inspiring experience that showed me how music is more than just singing—it’s about storytelling and emotion.

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Year 10 Bronze Expedition Maryam Limbada, 10B KHAO ITO, 24TH-26TH JANUARY 2025 ast weekend, the first 30 students in Year 10 set off on their long-awaited qualifying journey for the Bronze Duke of Edinburgh International Award (DOEIA). With more groups setting out in the coming weekends, this was just the beginning of an unforgettable experience for many.

ed with big smiles by the staff and the outdoor activities team. The evening was well spent by the students as they used their camping skills to set up their own tents, cook their own food and plan for their trek which began the next morning. Over the past few months, the students have developed their skills on campcraft and outdoor skills through the residential practice journey and the DOEIA ECA’s that they attended. It was amazing to see Day 1, after a long 3-hour bus how independent all the students had ride, the students arrived safely at the become as they set up their own tents campsite. There was a lot of excite- and made their own dinner without ment and a bit of nervousness for the needing any assistance. upcoming journey. They were greet-

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Day 2 marked the beginning of the real challenge. The students started off the day by packing their trekking gear and taking down their tents as they prepared to set off on the 15 km trek ahead of them. They spent the morning trekking enthusiastically through different types of terrains such as forests, hills, grasslands and even alongside one of Khao Ito’s beautiful lakes. The students used their map skills and compass skills to navigate their way through the trail. As they had already measured the bearings and predicted the terrain the night before, it wasn’t too much of a challenge during the trek. They stopped for lunch at 07/02/2025

was mainly forest and road and the students handled it like champions through the morning sun. Though everyone was tired, they pushed through and made it back to the campsite within a few hours. The students all felt extremely accomplished and proud of themselves for completing their Bronze DOEIA journey!

The trip was an amazing opportunity for students to learn a lot about hard work, being able to work as a team and being independent. Good Day 3 really tested the students job to everyone who participated or morale as they trekked another 13 will participate in the Bronze award! km back to the campsite. The terrain Special thanks to the Wild Lodge a viewpoint that overlooked Khao Ito and gave them a beautiful change of scenery. Everybody loved it and they made sure to get tons of great photos (while others tried to avoid getting chased by the dogs that were accompanying them for lunch). The day flew by, in the evening after a delicious homemade meal, some toasted marshmallows, some burnt marshmallows and after some more route planning, the students were ready for bed.

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staff who made us feel welcome and comfortable at the campsite. Also a special thanks to Mr Rozario, Ms Fielding, Mr Whitehead, the nurses and the outdoor activities team, the journey could not have been done without them!

Please drop a follow on IG: @bps_ outdooreducation

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Humanitarian visits Year 6 Todd Thornback, Year 6 Leader, Curriculum and Assesment

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e are blessed to have wonderful people interwoven within our community at Bangkok Patana School. This includes our parents, who have an abundance of talent, dedication and passion for different causes.

from farming experts to surgeons in conflict zones. She illustrated the vastness of people in need and the commitment her colleagues provide to making other people’s lives better. The children may one day use this moment as a springboard to their own future, as global citizens in an Upon hearing about her child’s learning about human international community. migration and the sustainable development goals, Hannah Maran asked if she could be of assistance to the Hannah started her presentation by defining humanitarlearning in the school. ianism as the belief that all human life is valuable. Yet, the children know that they don’t need to work in the ICRC to Hannah’s commitment to her humanitarian work as part be a humanitarian. of the International Committee of the Red Cross (ICRC), provided an authentic and eye-opening insight into the Students responded with thoughtful questions with few impactful and purposeful work members of our community asking, “What qualifications do people need to be a huprovide the rest of the world. By telling the children her manitarian?, “ Why does war happen?”, “Is it hard being story, she was able to make the children realise that they a humanitarian?”. too could become someone who makes a difference to Inspirational people walk within our community. Hannah others. is one of them.

Her presentation to the Year 6 students was inspirational. She spoke about the diversity of roles within the ICRC,

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Community Engagement at Bangkok Patana Alexandria (Lexi Melling) 11M, Sara Naheta 11S INTRODUCING RESTORE: RAISING EDUCATION ON SLEEP TO OPTIMISE RESTFUL ENERGY

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leep is essential for overall health, yet it’s often the first thing we sacrifice - whether we’re students, parents, or teachers. Most people will experience sleep deprivation at some point in their lives, especially during their teenage and young adult years. Unfortunately, bad sleep habits formed in youth often carry over into adulthood, where increasing stress and workloads only worsen the issue.

conditions, such as sleep apnea, insomnia, and more.

FUTURE PLANS

We’re excited to take our mission even further with upcoming events, starting with World Sleep Day on March 14th! We’ll be hosting a tea sale featuring a variety of different kinds of tea, including boba, matcha, chrysanthemum tea, iced tea, and more - come and try something new! All proceeds will go towards sleep-related initiatives AIMS AND OBJECTIVES as mentioned. There will also be a “Dizzy Glasses ChalWe started Restore because sleep matters. This is even lenge” to experience the effects of sleep deprivation in more so in our youth, when quality rest is essential for a fun and interactive way. In addition, we’ll be running growth, learning, and overall well-being. Our mission is to a quiz on the daily notices to spread awareness about raise awareness about sleep issues, support those strug- sleep facts, with winnable prizes. gling with sleep, and promote healthy sleeping habits that RESTORE is open to everyone who wants to make a last a lifetime. positive impact. Whether you’ve struggled with sleep, are Not only do we aim to spread awareness and offer sup- a wellness advocate, looking to improve your lifestyle, or port in our community, we also aim to contribute outside of are simply curious, RESTORE would love to have you join Patana. We plan to fundraise for organisations advancing us! sleep research and providing treatment for sleep-related

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Books and Burritos Carly Peart, Cross Campus Vice Principal

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ast Friday, nearly 40 academic staff from across the Primary and Secondary Schools gathered for the Books & Burritos meet-up; an opportunity for staff to come together, enjoy a burrito and engage in a a lively discussion around the book, When the Adults Change, Everything Changes by Paul Dix.

whole-school approaches, with many sharing personal experiences and reflections on what had resonated most with them.

The Books and Burritos initiative continues to be a highlight of professional learning at Patana, offering a relaxed yet impactful way for teachers to connect, collaborate, Between bites of burritos, colleagues exchanged in- and deepen their practice. With another successful sessights on the key messages of the book; maintaining high sion complete, we look forward to future gatherings that expectations with kindness, managing behaviour through blend great books, great food, and even greater converrelational approaches, and fostering a culture of respect. sations.

Discussions ranged from small, practical strategies to

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#292 Taylor’s Technology Tips – Neuroscience to Help You & Your Teenager • Use “Wise Feedback”: If you want someone to do better, you can’t coddle them into mediocrity. But you also don’t want to go “Simon Cowell judges karaoke night” and wreck their confidence forever. Give criticism but with a reason. And the reason is that you think they have potential.

• Use The “Vegemite Method”: Getting them to do something doesn’t have to feel like some End of Days battle. Ask, don’t tell. Honor their competence. Validate their feelings. Presume agency.

• Give Them Purpose And Meaning: If you want to motivate teens to do something borImage source: https://bakadesuyo.com/2025/02/teenager-motivated/ ing, stop pretending the assignment itself is going to spark joy. It’s not. And they know that. Instead, sell lthough not directly linked to technology, I’m sure you may have challenging conversations with the dream. Tell them this is how they become the person your tween/teen regarding achieving a balanced dig- they want to be.”

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ital diet. If your household is similar to mine, then I think you’ll be grateful for the advice in this article: https:// bakadesuyo.com/2025/02/teenager-motivated/. If your little ones are not at that stage yet, then I urge you to read the post and be prepared; bookmark the link for the future you!

Have a great half-term break!

Brian Taylor Vice Principal, Technology for Learning

Summary Excerpt: • “No, Their Brain Isn’t Broken: They want autonomy and respect. When you nag, they tune you out faster than you can say, “Why are there 14 half-empty Gatorade bottles in your room?” The goal is to be a mentor.

Be the Yoda of parenting (but without the terrible grammar.)

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Alicia Hamilton Tops the World in GCSE Graphic Communication Chris Ferne, Secondary Head of Arts

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or Alicia, Digital Art is more than a subject at school, a hobby or entertainment; it is her voice, her means of communication, and her way of expressing herself. Her digital artwork is deeply personal and beautifully crafted, reflecting both her talent and dedication.

workload for your GCSE Graphic Communication course?

It was a lot of work, but I found it enjoyable. Sometimes it felt overwhelming but the challenge pushed me to grow and develop my skills.

Q: What type of art do you enjoy creating the most?

I have personally witnessed the reI really enjoy drawing stylised anilentless hard work and determination me characters and designing my own Alicia poured into her GCSE Graphic characters. Drawing is a direct mediCommunication projects, which cul- um, unlike photography, where you’re minated in an extraordinary achieve- somewhat restricted by the real world. ment: earning the highest grade in the With drawing, I have full control over world. It is a testament to her perse- translating my thoughts and ideas into verance, creativity, and the love she visuals. has for her art.

Q: What is your process when you Here is an interview with Alicia, are creating a character design? offering insights into her journey, inOnce I know what type of charspirations, and the story behind her acter I’m designing such as an arsuccess. chetype or totally unique character. I then imagine what characteristics they Q: How did you feel about the

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could have. I either go on Pinterest or Google to search up reference pictures for inspiration. After that, I then do a single page where I’m sketching out different rough ideas for the character design. I then choose my favorite sketch and ‘lineart,’ the piece.

Lineart is a clean final ready drawing.

Some people also call ‘Inking,’ Following this I flat color the work and then render lighting effects.

Q: Do you have any tips for creating successful portfolio pages?

First off it’s important to make sure that your slides are appealing and neat to look at. I always think of a portfolio slide as my whole art piece.

I first write out all the content I need for my slide like the title, information needed, and images and drawings I need. After that is listed, I sketch out what my slide would look like in procreate. I reference from my sketch on

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procreate and make it in my Google here she is seen as a powerful force, slides and convert all content I need wielding a TNT bomb taken from the Minecraft series so this adds to the for my slide onto there. humour. She is ready to destroy the Q: What are a couple of your oblivious top hatted men at their tafavourite pieces that you have ble consumed in a console war with created? each other. I have used video games My favourite pieces of my art are rather than card games as they are ‘TnT the Place,’ and ‘Power girls,’ more relevant to today.

‘TnT the Place,’ is a satirical piece ‘Power Girls,’ was the front cover about the absurdity of traditional of my comic book ‘Power Girls to gender roles. I was inspired by the the Rescue.’ For this comic we had to bold imagery of Soviet propaganda choose one global issue and I decidposters. By juxtaposing the masculine ed to choose the environment as it is symbols of power portrayed in the important for all of us. I wanted to creSoviet Union Poster aesthetic with a ate superheroes who were women feminine drawing of a pink cat in a so as to appeal to girls to encourage contemporary anime style with fea- them to make a difference. I feel that tures like a pink bow, eyelashes, and there are not enough genuine three having a fun time. This piece is intend- dimensional superhero leads that are ed to playfully challenge inequalities female and this was part of my focus of power across genders. The pink for this project. This piece was chalcat is a symbol seen as fragile but 07/02/2025

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lenging as I had to deal with multiple dynamic figures in a group and a detailed background. I am really happy with the way this piece worked out.

Q: How do you approach creating art, especially when it comes to balancing technique and creativity?

While technical skills are important, I believe the concept or idea behind the art should always come first.

Thinking outside the box and focusing on the message you want to communicate is far more impactful than obsessing over perfect technique.

The technical skills should serve to enhance the concept.

Q: Can you explain what you mean when you talk about the relationship between technique and meaning in art?

What I’m trying to say is that if you want to create truly impactful art, it 15

needs to have a message or meaning behind it. The techniques should be there to support and enhance that message, not overshadow it. In my second portfolio, I decided to shift my attention from purely visual effects as by this point I was already confident in my technical abilities, so I started emphasising the meaning and message of my artwork. That shift helped me appreciate the deeper value of art. I realised that art could communicate personal messages and provoke thought, which made me value it even more.

Q: What do you enjoy the most about drawing as an art form?

Drawing offers a gateway into a fictional world, providing both an escape and a space for reflection. Stylised characters, like those in anime, help create that sense of escapism, allowing people to disconnect from the real world and immerse themselves in something imaginative.

why you are so passionate about art and how it connects to your interests?

My love for anime and video games is what sparked my interest in art. I’ve always been fascinated by these worlds and wanted to create my own. Watching and consuming art made me curious about whether I could create something like it myself.

That curiosity led me to pursue art, and it’s that passion that continues to drive me today. It’s important to be patient and learn to love the medium you’re working with—otherwise, it would feel less genuine.

Q: What are you up to now?

In the IBCP Art Specialist Course I’m still continuing my passion for drawing in digital art. In my Journeys’ class I’m making a comic teaching kids the basics of photography. The whole premise of the story is kids going on a field trip in the canon building and learning about photography. In Mr Ferne’s class, I’m making a video based off Q: Why is art so significant to you a children’s book where I have to and to society?

Art plays a vital role in society, from act as a cat and roll around on the entertainment to industries like archi- ground. In Mr Corker class, I’m maktecture and engineering. It influences ing a manga about Gorden Ramsay everything from video games and and his journey of making Pad Thai. movies to the buildings we live in. Art It’s all good fun. encapsulates our history and culture, Q: How did the people around it’s everywhere and deeply inter- you, like friends and teachers, twined with our daily lives. This is why support you during your GCSE art journey?

I love it so much.

My friends Gena and Zheng on Q: What do you find appealing the course were always so supportive about digital art and what tools do and encouraging. Sharing ideas, givyou use to create your artwork?

Digital art is incredibly convenient, ing feedback, and motivating each particularly with my iPad. It’s accessi- other during. Their positive energy and ble anywhere, so I can work on my teamwork kept me going when things art whenever I’m inspired, whether got tough. Also a big thank you to Mr I’m at home or on the go. I mainly use Ferne for his support throughout my Procreate, but I also switch between GCSE art course. He gave me great other programs like Clip Studio Paint advice on improving my portfolio and artwork. His relaxed, fun teachdepending on the project. ing style made the course enjoyable, Q: Can you share more about and he was a huge help during the 16

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challenging times when I doubted my skills. There were moments when I felt like quitting, believing my art wasn’t good enough but he encouraged me, helped me get back on track, and reminded me to focus on my love for illustrating and character design. He truly made a difference in my journey.

Q: What advice would you give to students who are studying/ looking to study Art and Design?

My advice is to stay passionate about the subject and build solid foundational skills. Work on your portfolio consistently—don’t leave it to the last minute. Also, make connections with others in the course and support each other.

It’s important to be patient and learn to love the medium you’re working with— otherwise, it would feel less genuine.

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Year 12 Reflective Project Trip to National Gallery Marie-Claire Redman, Secondary Art Teacher, Extended Essay Leader

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his week, Careers-Related Programme students visited the National Gallery in Bangkok. Although these students spend a lot of their time around the Art classrooms, this was not an Art trip. The National Gallery is currently hosting the Bangkok Art Biennale and we were there to study a video installation by Som Supaparinya. This activity bears relevance to the Reflective Project, very similar to the Extended Essay studied by Diploma Programme students, but there is one key difference between the two: Careers-related Programme students have the option of submitting a shorter research paper alongside one of several modes, which include; a short film, a spoken presentation, an interview, a display of images or a play.

This is a really exciting opportunity for students to practice skills that they will be using in the workplace, wherever their career and university journey takes them. However, the option also provides challenge, as it requires them to produce a response to research that they are unlikely to have experienced before. Our visit to the gallery gave them the chance to see how important global issues can

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be presented in such a way that entertains an audience, without losing any of the academic rigour.

Supaparinya’s work, ‘The Rivers They Don’t See’ explores how political and economic initiatives lead to geographical changes that affect the lives of ordinary people through the medium of film. There were also other works within the exhibition that used the modes of photography and film to creatively broach issues of global importance.

At this point, the students have been beginning their research journey by creating an annotated bibliography and will soon submit their research proposal. Students were very engaged during the trip and evidenced the significant interpretative and analytical skills they are already practising in school each day. Each student was also able to apply their understanding of communication skills to both discussing the artists’ work and in beginning to explore their own chosen issues and their respective ethical dilemmas, showing the journey they are now making from school studies into the real world of adult research.

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Teachers as Arts Practitioners (TAPs) Project: Artist Spotlight Purnima Ghogar, TAPs Project Lead | Secondary English Teacher

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he inaugural TAPs Exhibition, Patana Canvases, was a resounding success, uniting staff, students, and families in a vibrant celebration of artistic expression and collaboration. Since the launch of this professional learning programme at Bangkok Patana, creativity has flourished beyond the classroom or office, with staff in the programme actively engaging in their own artistic practices. TAPs supports and showcases educator-artists and professionals in education, highlighting how their creativity enriches teaching, fosters innovation at work, and enhances personal expression. In this edition, I interview Marie-Claire Redman, Secondary School Art teacher and practicing artist, about her latest series exhibited in Patana Canvases and the programme’s impact on her growth as both an artist and educator.

INTERVIEW WITH MARIE-CLAIRE REDMAN ROLE: SECONDARY ART TEACHER, TUTOR 13R, EXTENDED ESSAY LEADER 1. Your artist statement highlights your belief that ‘effective art speaks to all people’. How do you ensure your art speaks to all people and connects across cultures?

I am a strong believer that effective art speaks to all people and that there is no correct reading of any one 20

particular piece; therefore, what I make aims to make links across cultures and refers to a variety of cultural touchstones, by experimenting with mixing popular culture with what’s considered as ‘high art’.

2. How has your exposure to different artistic traditions influenced your approach, particularly in the way you incorporate cultural imagery and styles?

Living in Southeast Asia has inspired me to explore similarities and differences between this context and the Western canon that I grew up with and to respectfully play with local visual language. I love that I am beginning to recognise and understand how the use of colour, symbols and style trickles from Thailand’s rich art heritage into the work of contemporary artists here.

3. How has teaching and working with students shaped your artistic direction?

My background is in printmaking and oil painting in the style of the European masters, but working in teaching has meant that my daily work with students often leads me down creative pathways that I may not have explored otherwise. For example, right now I’m working on some painting (of course), lino printing and bookmaking.

4. What have you chosen to exhibit for Patana Canvases? Can you share the inspiration behind your work and the process of creating it?

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TAPs Artist Spotlight

This current Artefact series explores society’s relationship with popular culture and how this impacts our roles and understanding of the world. The pieces are inspired by found paper objects and aim to challenge the digital flattening of aesthetic communication through commodification.

5. Can you tell us more about yourself and how you are navigating the balance between artistic practice with your professional responsibilities at school?

I am currently a Teacher of Art, Tutor to 13R, and Curriculum Leader for Extended Essay at IB at Bangkok Patana School. I frequently draw on the experiences I’ve had- especially the challenging ones like taking part in major exhibitions and completing my Masters, to solve problems creatively. When I am active in my practice, I sometimes feel like I am working two jobs but I find that they complement each other enough to make it more than worthwhile- it just takes a bit of careful time management!

6. How does it feel to see your artwork exhibited in this space? Have you received any interesting reactions or feedback from viewers?

I had a beautiful discussion with some of my Tutor Group who I bumped into in the TAPs Exhibition. Given that I ex07/02/2025

hibit fairly regularly, it surprised me just how much it meant to me that they liked it! I find discussing art with young people because they are honest and unafraid to share their opinions and questions- they are the voice of the future.

7. How has the TAPs CPL programme influenced your creative journey and approach in the classroom as an artist-teacher? What was the most valuable part of this experience for you?

This opportunity was a good motivation for maintaining my practice, even during busy work times; it’s my self–care.

When I was younger, I used to hate writing artist statements but now I really enjoy the focused task of reflecting on my experiences and how they have shaped me as a person, which also prompts me to interrogate my practice and the creative decisions I make. Understanding of different cultural contexts and their effects on our creative practice is something I emphasise in my teaching - my IB students are well aware of this!

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Patana Participates!

Achievements from Our Community Thitida Leelapanyalert, Parent

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ayton from Year 4 participated in the International Mathematics Competition on 24th November 2024, competing against students from Australia, Malaysia, the Philippines, Indonesia, Singapore, Thailand and the USA.

J UNI OR MA T H MAS T ERY CH A LL ENG E

BRONZE AWARD

The results, announced this past weekend, placed Dayton in the *Bronze Level*—a great achievement in a highly competitive field. Congratulations to Dayton on his success!

Achievements from Our Community Erica Z, Parent

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oe, 7U recently competed in the U12 and U14 boys’ divisions at the JNT Tennis Junior Championship, a tournament featuring nearly 70 participants from Thailand and around the world.

Demonstrating exceptional skill and perseverance, he fought hard until the very end, ultimately winning the singles championships in both categories. Congratulations, Joe!

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Patana Participates!

Achievements from Our Community Vex Robotics Parents STUDENTS QUALIFY FOR WORLD ROBOTICS CHAMPIONSHIP our of our students recently competed in the VEX Robotics Thailand National Championship 2024-2025 at Panyapiwat University. Year 9 student Brando Fahr and Year 10 student Edward Tantapakul teamed up for the middle school category, while Year 10 students Justin Miller and Remy Hartayo competed in the high school division.

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Among 110 competing teams from across Thailand, Brando and Edward’s team won the middle school cat-

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egory while Justin and Remy’s team took second place in the high school division. Based on these outstanding results, they will combine to form one team to compete at the 2025 VEX Robotics World Championship in Dallas, USA this May, where they will compete alongside teams from around the world.

We congratulate our students on this significant achievement in their robotics journey and wish them success at the World Championship.”

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