Patana News Volume 27 Issue 22

PATANA NEWS

Friday 7th March 2025 Volume 27 Issue 22 www.patana.ac.th

How Small Adjustments Lead to Big Gains

By Andy Roff

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Also in this issue...

RSE in Years 1-6

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Tiger Sharks Splashing into Action

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Designing for Change

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Community Engagement at Patana

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TAPs Artist Spotlight

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PTG Updates

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Bangkok Patana is a not-for-profit IB World School accredited by CIS 07/03/2025

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How Small Adjustments Lead to Big Gains Andrew Roff, Assistant Principal - IB Coordinator THE EMPOWERING POTENTIAL OF FORMATIVE ASSESSMENT n my last article for Patana News in January, I discussed how summative assessments, which evaluate learning at the end of a period, are changing. Over the next decade, we will move from paper-based to digital exams that better meet our learners’ needs. In this article, I want to focus on formative assessments, which are ongoing assessments used during learning to provide feedback and improve understanding. Formative assessments are more important because, unlike summative assessments, they focus on enabling development (quick Thai lesson: Patana means Development). I believe that the only summative assessments for Patana students are their final (I)GCSE and IB Exams. Everything else is formative.

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There are many contemporary thinkers on the topic of formative assessment from Sir Dave Brailsford (Head of British Cycling and Team Sky) who popularised the idea of marginal gains, to James Clear (Author of Atomic Habits) who discusses the potentially huge impact of focusing on small consistent habits, and Dylan Wiliam’s metaphor of the cook tasting the soup before the customer does.

But for me our very own Brian Taylor (Vice-Principal Campus Technology) has put it best, formative assessment is the reframing of the idea of feed-back as feed-forward.

The trial examinations that our Year 11 and 13 students had just completed when I last wrote exemplify formative assessment for our students as they prepare for their final (I)GCSE and IB Examinations. When I asked our Year 13 students to reflect on their trial exam process, I was delighted

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that the response was overwhelming focused on feed-forward, showing an awareness of what they know and what they need to improve…

“The trial exams showed me my weak spots and what I need to work on to ace my final exams.” Muniza Parvaiz “The trial exams helped me recognise what parts of either my knowledge, exam technique or revision were lacking allowing me to focus my revision for the finals.”Nathan Pasqualini “The trial exams were a good way to get a feel for how the IB exams are going to work in May, they help you feel less stressed about the real exams.” - Claire Herslov “I was able to develop my exam technique by practicing how to manage my time and choose the questions I want to answer under pressure.” - Meera Krishnan The result of this reflection is enabling students to clearly articulate an action plan, one that is individualised to them, which will have maximum impact on their results, when they receive them on July 6th (for Year 13). Action plans which draw on characteristics and strategies of excellent formative assessment. The notion of cramming (trying to remember a large amount of material in a short period, usually right before a test) for example, which let’s be honest we have all done, has been comprehensively discredited as an effective tool for exam performance and real-world knowledge.

Daniel Willingham (2009), a cog-

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nitive scientist, argues that cramming leads to superficial understanding and rapid forgetting. Certainly not traits which will serve our learners well. Far more effective, and valuable for our students is to emphasise the efficacy of well researched techniques such as: •Spaced practise - which strengthens memory retention and understanding by allowing time for forgetting and relearning.

•Interleaving - different topics or skills are mixed together rather than practising one at a time. This approach forces the brain to constantly retrieve and apply different types of information, making learning more flexible and durable.

•Self-testing - actively retrieving information from memory rather than just re-reading or passively reviewing material. This technique strengthens long-term retention and helps identify gaps in knowledge. (Bjork and Bjork, 2011) These are things our team of dedicated teachers do at every level of our school as part of their daily teaching routines. They are also techniques for enabling effective differentiation, taking the teacher from the traditional role of ‘Sage on the Stage’ to becoming the ‘Meddler in the Middle’ (McWilliam, 2009) and empowering our students to personalise their learning journeys, supported by embracing the ever-improving AI tools which are available to us.

Assessment should not be feared or cause anxiety; instead, it should be seen as a valuable tool for learning and growth. Assessment does not equal examination. Assessment is an on-going and essential element of 3

good learning and teaching. It is an essential component of everything we do, all the time, every day. It is the information that allows the feed-forward to happen, and improvements (learning) to take place. Assessment should be celebrated, embraced and privileged (although marking can still a bit of a pain!)

REFERENCE LIST Bjork, E.L. and Bjork, R.A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In: Gernsbacher, Pew and Pomer-

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antz, eds., Psychology and the real world: Essays illustrating fundamental contributions to society. New York: Worth, pp.59–68.

Black, P., Harrison, C. and Lee, C. (2014).

Working Inside the Black Box Assessment for Learning in the Classroom. Learning Sciences Intl Llc. Clear, J. (2018). Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones. New York: Penguin Publishing Group.

McWilliam, E. (2009). Teaching for creativity: from sage to guide to meddler. Asia Pacific Journal of Education, 29(3), pp.281–293. doi:https://doi. rg/10.1080/02188790903092787.

Willingham, D.T. (2009). Why don’t students like school? : a cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, Ca: Jossey-Bass.

Education Scotland (2016). Dylan Wiliam: Formative assessment. YouTube. Available at: https://www.youtube.com/watch?v=sYdVe5O7KBE Bangkok Patana School News

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Relationship and Sex Education (RSE) in Years 1- 6 Carol Battram, Vice Principal, Pastoral

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hildren need accurate information about their body, how to keep themselves safe, and how to build healthy and positive relationships at many different points in their life.

If you would like to hear more about how and what we teach your child as part of our PSHE curriculum (Personal, Social, Health Education), please join us at a parent presentation and sign up via the links below. All presentations start at 8 a.m. in the Primary Hall.

Tuesday 11th March – Audience: Year 1, Year 2 and Year 3 parents and carers - LINK Tuesday 18th March – Audience: Year 4 and Year 5 parents and carers - LINK

• Their games often include relationship role-play • They comment on body changes • They ask you - repeatedly - how babies are made • They are curious about differences between boys and girls • They don’t think about being naked • They would be embarrassed to be seen naked • They would be very embarrassed to see you naked • They find it hard to separate from you • They want to spend less time with you and more time with friends • You now get a grunt instead of a farewell hug

Below is a rough guide to the ages at which children show interest in their body, develop a sense of privacy and experience physical changes as they move through At home, talking with your child about relationships, their school. body, and how to keep themselves safe, works best as an ongoing conversation. Most children are curious about Infancy: Up to two years Toddlers can start to learn names for all visible parts of relationships and sex and would like to know more. Asking the body, including private parts. and answering questions helps children develop understanding. If you aren’t sure how much they already know, They may start to show curiosity about physical differask them some questions back. If they ask a question at the ences. wrong moment - promise to talk about it later and keep your promise.

Age appropriate consent should be part of these conversations, so that all children can recognise when a touch Children need to learn about their body, and how their is safe and welcome - and when it is not. body will change over time. Your child needs to know the right words for all parts of their body. As a family, you may have other names for genitalia and other ‘private parts’ and that’s fine. At school, we teach the names of their private parts (vulva, testicles, bottom/buttocks, nipples and penis), in the same way that we name other body parts (elbow, knee, toes). We teach that some parts should be kept private, and introduce Talking Pants to help keep them safe.

Tuesday 25th March – Audience: Year 6 parents and carers - LINK

AGES AND STAGES Interests and needs change with age - you may recognise some of these behaviours from different points in your child’s development.

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https://www.themamabeareffect.org/shop/sku00175-body-safety-communication-cards-451

• Your child only wants to play with the same friend

TWO TO FIVE YEARS OLD

• Your child only plays with friends of the same biological sex

Children are taught that their body belongs to them.

They have a right to privacy - for example, when going

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It should not be a mystery.

Some will start puberty earlier than their friends and some much later.

We teach girls about boys’ changes, and we teach boys about girls’ changes.

Boys need to know about involuntary erections and wet dreams, so that they know what to expect. Girls need to Miles is the Boss of his Body - Samantha Kurtzman-Counter, Abbie Schiller know about periods and how to access sanitary products. to the toilet.

They can be shown how to say no when they don’t want to be touched.

We continue to help all students develop their understanding of what makes a relationship healthy and positive, including consent, safety and respect.

Your child may start to challenge the status quo within They are taught that we do not show or share parts of the family. our body covered by underwear or swimwear, and that nobody has the right to touch their private parts. They will They may experience significant and complex upsets be taught what to do, what to say, and who to tell if they within their friendship group. ever feel unsafe or unsure about a touch.

All of this is normal - but that doesn’t make it any easier for them, or for you.

Your child will need age-appropriate and trusted information at different stages of their physical, sexual and emotional development. Please be realistic about the possibility that your child may either seek out or be shown content not produced or marketed for children. It’s infinitely preferable to find books or other sources of information that you feel comfortable sharing with your child.

FIVE TO EIGHT YEARS OLD HELPFUL BOOKS Children recognise that we all change and grow in difNot every child wants to talk to their family about puferent ways. berty, sex and relationships - but a book can be a bridge They develop their understanding of consent, privacy to conversation and shared curiosity. Search online bookstores or visit our excellent libraries and ask for recommenand respect for others. dations. I’ve flagged some old favourites here, but there They are interested in the different ways in which babies are now so many great books to share with your child - or are made and born. to nonchalantly leave lying around your home.

They learn that some families look like theirs and some look different.

They learn that every family belongs in our school.

NINE UPWARDS Children need to know about puberty before these big changes occur.

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TigerSharks splashing into action at FOBISIA and SEASAC! Joseph Denton, Head of Swim Academy

FOBISIA SWIMMING 2025 (DIVISION 1) 5 TigerSharks entered FOBISIA, which took place at Rugby School Thailand. The meet saw an impressive 403 personal best performances across 468 events, a massive 86% personal best percentage! These performances saw the TigerSharks claim the following awards: Team Awards: •9-10 Age Group Combined - 2nd place •11-12 Age Group Combined - 1st place •Junior Age Groups - 1st place

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Top 3 Individual Age Group Scores

Clay S. (9-10 Boys)

50m Freestyle

30.81

50m Backstroke 100m Backstroke 50 Butterfly 100m Butterfly

35.30 1:16.97 32.52 1:12.75

Relays: Relay Team Girls 9-10

Event

Time

Swimmers

200 2:15.00 Nisa B., Freestyle Audrey T., KaoRelay suay B., Yaya T. Boys 200 2:10.88 Clay S., Nico 9-10 Freestyle M., Morris F., Relay Hugo T. Girls 200 2:13.92 Katie C., Chloe Congratulations to our following TigerSharks on break11-12 Medley C., Anuree M., ing school records at FOBISIA Swimming 2025: Chloe L. Relay Boys 200 2:29.42 Morris F., Hugo Swimmer Event Time Medley T., Clay S., Nico Katie C. 50m Backstroke 32.05 and then 9-10 Relay M. (11-12 Girls) 31.89 in the relay It was an amazing weekend of racing at RST from our TigerSharks, congratulations to all on their individual perfor100m Backstroke 1:11.24 mances. Thank you to our orange army parents, for making the journey down and supporting the team on poolside!

Swimmer Yaya T. Clay S. Anuree M. Katie C.

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Age Group 9yr Girls 10yr Boys 11yr Girls 12yr Girls

Placement 3rd Place 1st Place 2nd Place 3rd Place

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ACADEMIES AT PATANA SEASAC SWIMMING 2025 With fast racing at SEASAC brought some school re20 of our Senior TigerSharks took part in SEASAC at cords for our TigerSharks swimmers!

NIST this weekend. It was an incredible three days of fast Swimmer Event Time racing from all teams, with our TigerSharks firmly in the mix Emma E. (1350 Butterfly 29.07 throughout the 15-team conference meet.

14 Girls) The Girls’ were in the thick of a tough battle throughout 100 Butterfly 1:06.22 the three days and took home a strong 4th place, with only Leo A. (15/ 50 Freestyle 23.86 20 points separating 2nd-5th in the final standings.

Over Boys) The Boys were predicted to finish 4th prior to racing, Congratulations to all our TigerSharks who represented they battled hard throughout, chasing down the team in 3rd. It came down to the last relay of the meet, with Boys’ the team at SEASAC, demonstrating our 3 pillars of humilCaptain Leo A. producing the fastest relay swim in Tiger- ity, diversity and passion throughout.

Sharks history to bring the Boys’ home in 3rd place in the Thank you to our orange army parent community who final standings. cheered loud and proud on poolside this weekend, makCongratulations to our TigerSharks on claiming medals ing it feel like a home meet for our TigerSharks! at this year’s SEASAC Swimming 2025: Swimmer Emma E. Emma E. Leo A. Leo A. Leo A.

Event Girls 50 Butterfly Girls 100 Butterfly Boys 50 Freestyle Boys 200 Freestyle Boys 100 Backstroke

Placement 2nd Place

Event Panna N., Kelli C., Emma E., Jasmine M. Loch VG., Michael B., Tiger T., Leo A. Michael B., Tanwaar T., Loch VG., Leo A. Loch VG., Michael B., Tanwaar T., Leo A.

Placement 3rd Place

2nd Place 2nd Place 2nd Place 3rd Place

Relay Medalists: Relay Team Girls 200 Medley Relay Boys 200 Medley Relay Boys 200 Freestyle Relay Boys 400 Freestyle Relay

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3rd Place

2nd Place

3rd Place

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Designing for Change - D+T students John Clare, Design + Technology Teacher

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ver the course of Year 12 and 13, our Design + Technology students have taken multiple trips to The Village International Education Centre as part of their Internal Assessment and undertaken their own design project, focusing on socially responsible design. We make four visits to The Village throughout the project, with each visit demonstrating the fantastic work our students have done here at Patana, developing their investigation and initial ideas to fully functioning working prototypes.

Angelina has worked extremely hard in developing an education toy that not only encourages students with autism to engage with water based play but teaches scientific principles on precipitation. The prototype has undertaken many different iterations, following the design process from concept to final testing and refinement, all the way through to commercial production. The outcome of this project is a fantastic example of empathetic design.

ANGELINA FENG Throughout this project, I collaborated closely with autistic students and experts from The Village International School to design a sensory toy tailored to their developmental and sensory needs. The primary goal was to create an engaging resource that encourages sensory exploration while supporting the development of fine motor skills, an essential skill for daily life.

profile, improving the ergonomics of the design.

The final design draws inspiration from the concept of rain falling from a cloud, adding a whimsical touch to appeal to younger students. The toy mimics patterns of rain, allowing children to practice fine motor skills by pouring water into them while learning about balance and scales, with the goal to get the cups to balance. The cups also To refine the product, I made several prototypes, testing have small holes at the bottom, creating a calming sensory different colors, sizes, and heights to ensure the toy was experience as water flows through, blending learning and accessible and suited to their needs and anthropometric play.

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Showcase their Designs Peam has focused his design skills on developing a learning aid that stems from his observations at The Village. Peam took an existing concept and focused his energy on improving what is now a tired practice. Combining a teaching strategy of scaffolding the learning for students, taking large sweeping motions into finely tuned pieces of writing, through the process of modelling and repetition, building student confidence and independence.

BHAGABHON (PEAM) JIVAVATTANASAK This educational resource seamlessly integrates cogniThroughout this project, I partnered with The Village International Education Centre and a team of experts to de- tive stimulation with physical activity, focusing on essential sign a product specifically aimed at supporting individuals skills for everyday life. The result is an engaging and acceswith challenges in gross motor skills. sible learning experience that is carefully tailored to meet the diverse needs of the students. The success of the project The objective was to create a prototype that effectively was evident in the positive feedback from both staff and promotes the development of gross and fine motor skills. students, highlighting it’s effectiveness in enhancing motor By closely collaborating with the school’s teachers and skills and engaging learners in a meaningful way. students, I conducted multiple testing phases and gathered invaluable feedback, which played a pivotal role in refining different iterations of the design.

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Redefining the Gap Year: A Journey of Growth and Opportunity Ansh Narula, Grad’24

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nitially, the thought of taking a gap year filled me with apprehension.

I worried about falling behind while my friends embarked on their university journeys across the globe. Stereotypes of gap years as aimless or detrimental to future studies clouded my judgment, leaving me uncertain.

Yet, despite its uncommon nature in this region and the skepticism surrounding it, a structured gap year can be profoundly transformative— broadening horizons, offering handson experiences beyond academia, and providing clarity in choosing a degree with greater maturity.

Now that I’m halfway through, my initial fears could not have been further from the truth.

After discussing the prospect with my university counselor, teachers, and family, I realized the wealth of opportunities a gap year could offer— through work, travel, and personal

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growth. Upon graduating in May, I spent months carefully organizing work experiences and travel plans, ensuring a clear sense of purpose.

With a defined plan, I embraced the unorthodox path.

Beyond politics, I have been actively involved with Inspiring Girls, a non-profit organization. I helped organize events in public schools, empowering students to explore a diverse range of career opportunities beyond conventional pathways. This I first worked at the Thai Prime Min- experience has been especially fulfillister’s Office, assisting in policy devel- ing, allowing me to express my pasopment by researching global issues. sion for education reform in new and My work focused on reforming and meaningful ways. rebranding Thai National Television and proposing microfinance reforms.

Six months ago, I could never have This experience deepened my under- imagined the breadth of experiencstanding of policy implementation es I would gain—the people I would and allowed me to contribute fresh, meet, the impact I would make, and forward-thinking ideas. the real-world insights I would develop. Six months from now, I will enter I then transitioned to the Finance university with a richer perspective, Ministry, continuing research-driven professional experience, and a pragwork on global welfare systems and matic understanding of Philosophy, proposing innovative welfare reforms. Politics, and Economics (PPE).

I also contributed to Thailand’s Entertainment Complex Project, developSo don’t dismiss a gap year—it ing comprehensive justifications for its might just be the perfect path for you! advancement.

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School Announcements SCHOOL PHOTOGRAPHS 1. Order Display and Envelope Distribution: From March 10, 2025, Sunshine Photo will set up displays and envelopes will be distributed to all students and staff.

2. Order Submission Deadline: Please ensure all orders are submitted by March 24, 2025.

3. Expected Delivery Date: We anticipate delivering the orders by the end of May 2025.

For any questions or assistance, please contact Marketing at publications@patana.ac.th

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Community Engagement at Bangkok Patana Yixuan Low, Year 12

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eHearU is a student-led community engagement club that helps raise awareness about hearing disabilities and audism. We work alongside the Setsatian School for the Deaf to raise funds for hearing aids and surgeries that help to improve their hearing. This academic year, we visited the school twice, with the first visit helping us to understand the school’s needs. On the second trip, we delivered a series of art activities to the children, helping us to form bonds with them and the school as well as empathise. Now we aim to raise 50,000 baht to help fund hearing aids and batteries for the hearing aid for the younger students in the school.

the challenges faced by those with hearing loss, we aim to create a more inclusive and supportive environment.

Through advocacy, fundraising, and outreach, we want to make a meaningful impact and ensure that everyone has the opportunity to be heard.

This academic year, WeHearU has been very active in school events, helping to raise funds and increase awareness for our cause through our participation in the Fun Run, community week bake sale, and the Grease concert. We are thankful for the support of the students, teachers, and parents in Patana, who donated and helped us on our journey to reach our monetary and club goals of helping In addition, WeHearU have been working on a new the deaf society in Thailand. Our next event is Dunk Tank project that we hope to make available for the school @ Fun Day, which will be held on the 8th of March. Come and students by the end of this academic year: Silent join us and get dunked!

Pathways. We want to create more opportunities for deaf Lastly, we are incredibly grateful for the dedication and students after they graduate by providing a career-related programme for the students. We hope to do this passion of our members and board members, whose efby using surveys and working with career development forts help raise awareness and support for individuals with groups. Another key aspect of the WeHearU club is rais- hearing disabilities and have got us one step closer to our ing awareness. At WeHearU, we are committed to foster- objective. We hope that the person reading hears us and ing awareness and understanding of hearing impairments wants to help support our cause. You can follow us on within our school community. By educating others about Instagram @wehearu_bps

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Community Eco-Heroes Cindy Adair, Cross Campus Principal

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t’s time to announce and introduce our first two Eco He- school – the hardworking Food Services team! Not only roes for the calendar year! have they worked tirelessly to reduce the amount of single use plastic used in our Snack Bar packing, they are Our January winners were the BPS Economist Com- also actively looking to expand dishes with a low carbon munity Engagement Team and in particular their United footprint. Dishes which are predominantly plant based, Wardrobe Project. This project focuses on fighting fast use local and seasonal produce and consume less wafashion by encouraging a circular economy. The group ter during the growing process. During Waste Less Week ask us to bring in old lightly used clothing, it is then washed 10, they worked directly with students to create signature and packed for distribution to those in need, or to be sold #wastelessweek10 dishes such as a Green Smoothie, in their pop-up thrift store. The team also aim to educate Green Acai Bowl and a delicious Tofu Based Kaho Soi the next generation and have offered workshops to Year noodle bowl. On top of that the Food Services team en4, 5 and 6 students about ways they can fight fashion. So sure minimal food waste via their partnership with Scholars if you have clothing you’d like to donate, look no further. for Sustenance, a wonderful charity which collects unused United Wardrobe Project have collection bins at the front food and distributes to those in need. of school and have also recently expanded to several other schools in the city.

Congratulations to both of these groups and thank you for your efforts to build a more sustainable Patana! Who Our February winners hail from the Business side of our will be our March Eco Hero? Could it be you?

Check out the newest episode of The Patana POD!

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Bangkok’s Hidden Wildlife Nada, 7U

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n the Word Is Out! ECA, Key Stage 3 students get to write articles about what interests us. I chose to write about wildlife because ever since I was young I was intrigued about wildlife and animals. I always loved when my parents would take me to the zoo and show me rare species of animals that I had never seen before.

This article is about animals, which you may not expect to find, living in Bangkok!

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Students Make Waves in Marine Conservation Effort Daniel Hatfield, Year 3 Leader, Curriculum and Assessment

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he Gulf of Thailand became a classroom for twenty students last weekend as the PMCG embarked on their trip to Pattaya. Split into different groups, students developed their skills as scuba divers and took part in conservation programs that reflected our school’s commitment to sustainability and environmental responsibility.

The certification process included practical skills training, theory sessions and four open water dives, culminating in an achievement that opens doors to future marine conservation work, a lifetime of underwater exploration and awesome holidays!

“It was fun and amazing, we are so happy to have our scuba diving licences at such a young age,” said Ellina Partridge and Mariah Zeng from Year 6. Amelie Jauncey, also from Year 6, added “I think more people should dive because, even though there are really cool creatures on land, there are even better ones under the ocean. It is educational and fun!”

The course gave these students to experience the work of professional Marine Biologists. Filipa Silva from Year 12 said that “The EMP course was an incredible experience that deepened my knowledge of marine ecosystems and their habitats. It was thrilling to apply real scientific methods first hand in the field and see the importance of conservation efforts that are used by many.”

ECOLOGICAL MONITORING PROGRAM NEW DIVERS TAKE THE PLUNGE A second group, comprising students with previous Seven students successfully completed their RAID Open diving experience, focused on documenting marine biWater certification during the trip, marking the beginning odiversity. They balanced lectures on board the boat, of their journey as qualified scuba divers. Under the guid- with guided dives to help them identify the fish, coral and ance of instructors from Thai Ocean Academy, these stu- invertebrates found in the Gulf of Thailand. The students dents mastered essential diving skills while experiencing encountered stingrays, pufferfish, nudibranchs and turtles – all just 90minutes drive from the font of school. the underwater world for the first time.

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Year 12 student Kate Clare explained that “by doing the

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EMP course I was able to gain a deeper understanding of coral reef health through the species we found, as well as the distinguishing features of indicator fish species that show the health of a reef.” She recommended the trip to any students interested in marine conservation, adding that it was “very fun and you were able to make friends and work with new people!”

BUILDING ON SUCCESS “What makes this program special is the progression pathway it offers,” says PMCG coordinator and Head of Year 10 Miss Brown. “Students can join as complete beginners and gradually develop into skilled conservation divers making a tangible difference to marine ecosystems.”

The PMCG welcomes Secondary students with any levOCEAN CLEANUP el of experience, offering after-school sessions, and the Perhaps the most rewarding role fell to the Cleanup opportunity to participate in school-led dive trips. team, who learnt to locate, record and carefully remove For younger enthusiasts, the Tiger Tails Marine Conserold fishing gear from the ocean floor. These discarded vation ECA provides Years 5-8 students with age-appronets and lines continue to entangle and kill marine life long priate Marine Conservation sessions, as well as the opafter being abandoned. The students followed a proto- portunity to experience scuba diving during a ‘try dive’ col developed by the Marine Science Citizens Initiative pool day.

(MARsCI) which utilises citizen science to contribute to The partnership with Thai Ocean Academy continues to data collection on the location and quantity of derelict and discarded fishing gear in Thai waters. The focus and grow, with the dive company offering a special “try dive” dedication of the students impressed both the supporting experience during the school’s upcoming Fun Day on March 8th. This supervised session in the school pool will Bangkok Patana teachers, and the Thai Ocean staff. offer students a taste of scuba diving without committing to “After seeing the incredible work these students are do- a full certification course. ing, we’re more committed than ever to supporting young Students interested in joining the PMCG can contact conservationists,” says Adam Stoddard, lead instructor at Thai Ocean Academy. “Their enthusiasm and determina- Miss Brown (yvbr@patana.ac.th). No previous experience is required – just a willingness to learn and a passion tion give me hope for the future of our oceans.” for protecting our marine environments. Students can join Year 13 student Kaira Kothari added, “It was such a the Tiger Tails Marine Conversation ECA through the Block memorable experience, a good note to end my PMCG D sign-up process. journey on!”

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Year 12 Visits Triumph Motorcycles Richard Smith, Head of Design + Technology

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s part of the Design Technology IB course, every year we take our Y12 students on a visit to the Triumph Motorcycles Factory in Chonburi. The visit is an integral part of the course, reinforcing theoretical work covered while studying commercial manufacturing principles and raw materials to final product.

Here’s what our students think about their recent visit:

The trip to the Triumph factory was not only educational but also an incredibly enjoyable experience. Witnessing the production process firsthand was eye-opening. It gave us a much clearer understanding of how a product is designed, developed, and manufactured on an industrial scale.

This experience further emphasised the importance of design and technology in creating high-quality products, inspiring us as we continue developing our own projects. We also gained valuable insights into how a multinational business leverages economies of scale to enhance efficiency and competitiveness in the global market. By observing the integration of automation alongside skilled labour on the production line, allowed us to have a deeper understanding of operational strategies within large scale manufacturing. Overall, it was a great experience, especially having the opportunity to personally speak with the operations director.” - Gui-Chai Tangchaiyawong “I really enjoyed the visit to Triumph, especially the assembly section, where you could look closely into the process of building up a motorcycle from scratch. The combination of huge ranges of parts and materials getting put together, creating a monster of bike really took my interest and I would recommend exploring similar industrial experiences, as it also gave a great insight of how design and technology, works together with industry.” - Xander Uhre

“As IB Design Technology (DT) students, we are currently designing our own individual products. Throughout this process, we have explored different materials, manufacturing techniques, and production methods. IB DT plays a crucial role in many industries, including business and engineering, as it helps to develop innovative, high-quality products. Understanding real-world applications of de“The trip to the Triumph factor was extremely enjoyable sign and technology allows us to bridge the gap between as an educational visit. It was very fulfilling and eye opentheoretical learning and practical implementation. ing to see how motorbikes are manufactured and assemWe were honoured to have the opportunity to visit bled in real life. The trip enabled us to learn about the prothe Triumph factory, home to one of the world’s most re- duction and manufacturing stages of creating a product, nowned and beloved motorcycle brands. Founded in the to a clearer degree.” - Cameron Chakrabandhu UK in 1898, Triumph has a rich history of engineering ex“My visit to the triumph factory in Chonburi was very incellence and innovation. teresting and provided me with an interesting insight on The factory tour provided us with a detailed look at the how motorcycles are made at the factory.” - Mahi Italiiya complex manufacturing and assembly processes involved “I learnt a lot, especially how Triumph implemented and in motorcycle production. Each component undergoes used visual stream mapping and lean production.” - Pun thorough inspection to ensure precision and quality. The Pun Srivikorn factory is divided into different sections, each dedicated to a specific stage of production, where careful monitoring helps minimize errors and maintain high standards.

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#294: Talking to Kids About Tech Courtesy of Talking to Kids About Tech – Media Mentor Month ’25 | Tip of the Iceberg “This year’s Media Mentor Month 2025 eBook, Talking to Kids about Tech, addresses common pain points for parents—from managing screen time and online behaviour to handling difficult conversations about social media and digital privacy. It offers practical strategies to help make these conversations more productive, including sentence starters that guide parents and teachers toward more positive and collaborative dialogue. Strategies are organised by age of child, so parents can find the most relevant examples easily.

This resource was developed by a team of passionate educators. We invite you to explore this eBook, which we hope will be a helpful resource in making your conversations around technology more engaging and empowering. We look forward to continuing the conversation and expanding it to include voices from even more diverse backgrounds in the future.”

Have a great weekend.

Brian Taylor Vice Principal, Technology for Learning

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

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rom observing the world through a camera lens as a young student to showcasing his photography in the TAPs exhibition, Noppanat (Warm) Poyu has transformed his passion into a creative journey. As Bangkok Patana’s Photographer and Marketing Coordinator, Warm’s latest exhibited collection at the inaugural ‘Patana Canvases’ is inspired by the urban landscapes he encountered on his daily commute. He presented his work in an exceptionally unique and strategic layout—a photographic collage— where each image contributes to the whole, creating a striking visual narrative. In this interview, he shares how his fascination with architecture, a leap of artistic courage, and the support of the TAPs CPL programme have shaped his work and future aspirations.

INTERVIEW WITH NOPPANAT (WARM) POYU ROLE: PHOTOGRAPHER AND MARKETING COORDINATOR

it. He taught me some basic photography techniques, and after taking my first photos, I realised my love for the craft.

I later graduated from Mae Fah Luang University with a degree in Hospitality Industry Management, specialising in hotels and resorts. After graduation, I worked for five years as a Marketing Communication and Media Creator before joining Bangkok Patana School as a School Photographer and Marketing Coordinator.

2. Your latest photography collection is inspired by your daily commute in Sathon. Can you share how these experiences shaped your creative process?

Before joining Patana, I spent two years working in the Sathon area, commuting daily by motorcycle. The frequent stops at traffic lights gave me time to observe my surroundings, especially the buildings. Seeing them at different times of the day—morning, noon, and night—offered unique perspectives that inspired me. In my mind, I began piecing together fragments of these structures, imagining how they might look combined in unexpected ways. This curiosity led me to create this photography collection, giving life to the question, “What would it look like?”.

1. Can you share the story of how your photography journey began, what initially sparked your interest in the craft, and how your career has evolved since then?

I began my photography journey in Mattayom 2 3. What was your thought process behind choosing (around Year 7) using my uncle’s camera during a family how to present your work in this exhibition?

For this exhibition, I chose art paper for printing as it’s trip. Fascinated by the numbers, text and shapes on the back of the Canon 550D, I asked my uncle if I could try ideal for showcasing photography in its best quality. The

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TAPs Artist Spotlight

process was straightforward, though I faced challenges with time management, having made my decision to participate quite late.

4. What motivated you to take part in the TAPs CPL programme, and how has it influenced your artistic journey?

Joining the TAPs CPL programme was a significant step for me. I’ve always dreamed of exhibiting my photography but lacked the courage to pursue it. This time, with immense support and encouragement from my team (Marketing team), I decided to take the leap. This experience has motivated me to continue creating. I plan to experiment with film photography in the future, potentially exploring new 07/03/2025

themes while building on the techniques and ideas I’ve developed here.

5. The TAPs exhibition, ‘Patana Canvases,’ celebrates the artistic practices of our community. How do you see your work contributing to this theme and inspiring others to participate?

In connection with the exhibition theme, ‘Patana Canvases: Unveiling the Artistic Practices of Our Community,’ my work represents a bridge to future TAPs programmes.

By showcasing diverse ideas and creative possibilities, I hope to inspire others in the community to join and share their artistic voices.

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Patana Participates!

Achievements from Our Community Rodney Fountain, History Teacher

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he 2025 Thai National BMX Championships began last month in Sukhothai. This meant riders from all over Thailand descended on the classic ‘U in a U’ shaped track to see who could pilot their bike down the start hill, over the jumps, and around the berms faster than anyone else. All riders except Patana history teacher Rod Fountain (No.823), that is. He had to miss Round 1 because it’s a really, really long drive to the track and to make it there, race, and get back in a state fit to teach on Monday morning just isn’t possible. However, Round 2 was at the FBT track in Bangkok, which meant he was in the start gate for his fifth consecutive year of BMX racing in the master’s category. This is the category where the riders aged 50+ compete and as such there are more and more competitors who ‘end up’ there every year, to make up for the ones who might feel they’re getting too old for this kind of

racing! Held over an entire weekend, riders from aged 4 upwards compete in motos (heats) before the number is whittled down the fastest eight who compete in one final, 40 second race around the jump-strewn track. Rod had a good weekend, winning his heats and the final and so came into school beaming on Monday.

BMX racing is known for all sorts of things: drama, excitement (and yeah, crashes). That aside it’s known for being a family-oriented sport, and in the Thai race scene that’s particularly strong. In some families, everyone races but even if they don’t, whole families turn up to hang out and watch mum, dad, and the kids race. If you’d like to know more about this amazing scene, then look at facebook.com/pedalsreadygo or message Rod on rofo@ patana.ac.th It’s never too late, or too soon, to start this wild ride.

Achievements from Our Community Ying Fencing, ECA Provider

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ongratulations to Year 2 student Nicole Lau for her outstanding performance in the U8 fencing category, securing the championship. We are also proud of parents Na and Georgia, who turned their interest in fencing into active participation, earning silver and bronze medals in the veteran category. We encourage more parents to join our fencing program.

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Community

International Women’s Day Children Saturday Storytime 8th March 2025 10:30am Free for members, 200 Baht for non-members Registration required. Book your spot here https://bit.ly/StoryTimeRegistration

07/03/2025

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

643 Lasalle Road (Sukhumvit 105) Bangna Tai, Bangna, Bangkok 10260 THAILAND Tel: +66 (0) 2785 2200 Fax: +66 (0) 2785 2399 www.patana.ac.th Email: reception@patana.ac.th 34

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