Patana News Volume 27 Issue 20

PATANA NEWS

Friday 21st February 2025 Volume 27 Issue 20 www.patana.ac.th

A Shared Vision for Teaching and Learning in Primary

By Sarah McCormack

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Also in this issue...

Chamber Recital 2025

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The Jump from GCSE to IB Physics

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Patana Robotics Teams at Vex

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Tech Tips

Page 16

Year 12 and 13 RORDOR

Page 20

TAPs Artist Spotlight

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Bangkok Patana is a not-for-profit IB World School accredited by CIS 21/02/2025

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A Shared Vision for Teaching and Learning in Primary Sarah McCormack, Primary Principal

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fter a year of collaboration, reflection, and refinement, I am incredibly proud to introduce to the community our Framework for Teaching and Learning—a shared vision that brings together the essential elements of high-quality teaching in the Primary School.

Developed in partnership with leaders and staff across the school, it is grounded in tried-and-tested approaches, evidence-based research and proven strategies, including those from Tom Sherrington’s Walkthrus. This framework provides a common language, sets high expectations, and ensures consistency, while also allowing professional judgement and creativity to thrive.

longing. We champion student voice, encourage risk-taking, and help children develop confidence in their abilities. Intercultural understanding is embedded in our daily interactions, helping students connect with both their own identities and the diverse global community they are part of. Parents play a key role in this journey, and we work closely with them to support every child’s growth.

3. Ensuring Participation Engagement is the foundation of great learning. Through clear routines, high expectations, and effective questioning, we create classrooms where every child is an active participant. Curiosity drives learning, and students are encouraged to ask and explore their own questions.

WHAT DEFINES HIGH-QUALITY Scaffolded learning, digital tools, handsTEACHING IN PATANA PRIMARY? on experiences, and collaborative opAt the heart of this framework are four portunities ensure that all our students key components that define our ap- are inspired, challenged and supported. proach. Each component includes a set 4. Informing Learning of practices that contribute to effective Knowing where each child is in their teaching and learning in every classlearning allows us to be responsive and room, summarised as: intentional in our teaching. We use a 1. Portraying the Curriculum combination of formative and summative High-quality teaching begins with assessments to guide planning, refine strong subject knowledge and thought- teaching, and provide meaningful feedful planning. Learning is made clear, back. Data is used thoughtfully to idenwell-structured, and relevant, with mean- tify trends, support progress, and ensure ingful connections across subjects and that every child receives the right level to the real world. Lessons build on prior of challenge and support. Most imporknowledge, incorporate explicit model- tantly, we involve students in this process, ling, and provide guided and independ- helping them reflect on their learning ent practice. We encourage inquiry and and take ownership of their next steps. exploration, empowering students to develop critical thinking and problem-solv- WHY THIS MATTERS….

This framework defines what makes ing skills. teaching and learning at Patana 2. Fostering Belonging unique—and, we believe, exceptional. It We believe that students learn best sets shared and high expectations and when they feel valued, included, and ensures that every child, from Foundation supported. Our classrooms are built on Stage to Year 6, across every subject— respect, trust, and kindness, ensuring from PE to ICT—receives an engaging, every child has a strong sense of be21/02/2025

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“Excellence in education is when we do everything that we can to make sure they become everything that they can” – Dr. Carol Ann Tomlinson

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inclusive and aspirational education.

Aligned with our guiding statements of Well-Being, Learning and Global Citizenship, it reflects our unwavering commitment to placing students at the heart of all we do. It also connects seamlessly with the Great Teaching Toolkit used in Secondary School,

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strengthening our whole-school ap- ed to deliver their very best—while proach. every student has the opportunity to reach their full potential. As we bring By developing and embracing this this framework to life, I look forward shared vision, we hope to amplify our to seeing the clarity, consistency, and collective impact. With a clear direc- collaboration it fosters across our Prition and a culture of continuous pro- mary School. fessional dialogue and growth, we ensure that every teacher is support-

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Chamber Recital 2025 Narida (Nia) Ekaraphanich, 9N

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he Chamber Recital 2025 was an evening filled with passion, emotion and musical storytelling. As performers took the stage, the atmosphere was lit up with a sense of anticipation, as each note carried the dedication and effort, hiding the months and weeks of practice. This concert was more than just a showcase of technical skill; it was a celebration of collaboration and artistry, where each instrument played a crucial role in creating a harmonious experience.

dynamics all the time, instead about the story you are trying to tell, or the emotion you would like to evoke as you are playing on stage.

Reflecting back,, I know that performance opportunities like these are highly cherished. The chance to step onto the stage, to share months of hard work, and to connect with an audience through music is an invaluable (and underrated) experience. It is through performances like the Chamber Recital that we, as musicians, grow, not only From delicate vocal duets to expressive solo perfor- in our technical abilities but also in our confidence, exmances, the recital highlighted the beauty of chamber pression, and ability to communicate through sound. Let music, at times intimate yet powerful; a force binding mu- us remember that the ability to create music and play an sicians together towards an end goal. As I reflect on the instrument is an extremely extraordinary gift. event, I find myself appreciating not only the music itself Finally, I would like to extend my gratitude to the music but also the dedication and lessons that came with perdepartment for organizing this recital and giving us the forming in front of an audience. platform to express ourselves. Their support, dedication, Music is a very special way of connecting with both and encouragement make these moments possible, alpeople and an audience. Like Hans Christian Anderson lowing us to showcase our craft, collaborate with fellow once said, “When words fail, music speaks”. I THINK mu- musicians, and experience the true power of live perforsic hasa way of expressing what words cannot, a deeper, mance. This recital was more than a concert - it was a more profound connection. This concept perfectly encap- celebration of music, hard work, and the shared passion sulates the essence of the Chamber Recital. It was not nec- that brings us all together. essarily about playing the correct notes, rhythms or even

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The Jump from GCSE to IB Physics Christopher Maruniak, Year 11 Physics Teacher

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“The IA was a completely new challenge, but once you fter teaching for many years, I know how big the jump is from GCSE to IB Physics HL. The increased get the structure, it’s not too bad.” workload, deeper content and faster pace can be daunt- How does the workload compare to GCSE? ing. But how do students really feel about it? Here’s what Unanimously, students reported a huge increase in they had to say. workload, estimating it to be four to five times greater than How did the transition feel at first?

GCSE. Many emphasised the importance of staying on The majority of students found the transition challenging top of work. but manageable with time. Many were surprised by the “If you don’t review after class, you will fall behind. sudden shift in difficulty.

There’s no way around it.”

“It was definitely a challenge at first, but after adapting, “We don’t get worksheets anymore—just past paper everything started to fit together.” questions and independent study.”

“It felt like going from riding a bike to driving a race How has your relationship with the teacher changed? car—except the instructions were in another language.”

Most students feel they are more independent but still What was the biggest challenge? rely on teacher support when needed.

Most students agreed that the workload was the hardest “I try to work things out myself first, but having a teacher adjustment. The style of questions also changed dramatiwho explains things clearly makes a huge difference.” cally, requiring deeper understanding.

“Mr. Maruniak’s fast-paced style keeps us engaged.

“In GCSE, I could get by with memorisation. In IB, I have The problem-solving sessions are actually fun.” to actually understand everything.”

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workload.

Do Triple Science students have an advantage?

While some Triple Science students felt slightly more “If you’re interested in Physics, go for it! It’s tough but prepared at the start, the consensus was that everyone rewarding.” evens out by Term 2.

“Be organized. Don’t fall behind—it’s hard to catch up.”

“Triple Science helps at first, but IB Physics is a whole Final Thoughts new level. Work ethic matters more.”

IB Physics is challenging, but for those who love probWhat advice would you give to Year 11s considering lem-solving and discovery, it’s incredibly rewarding.

IB Physics?

“It’s brutal, but if you put in the effort, it’s one of the most Students strongly recommended taking the course only if you truly enjoy Physics and are ready to commit to the satisfying subjects you can take.”

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Patana Robotics Teams Shine at Vex IQ ‘Rapid Relay’ Competition Max Hopwood, Leader of Primary Technology

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n the first Saturday of the half term break, Feb 8th, two Patana Robotics teams (67282A Tong Tong, Tee D and Renjiro and 67282B Caleb and Thomas W), proudly represented our community at the Vex IQ “Rapid Relay” Thailand Cup, in Bangkok. Months of dedication, teamwork, and innovative thinking culminated in an extraordinary showcase of driver skill, team resilience, and creative problem solving. Competing against top teams from across the region, our young engineers exemplified the core values of rigor, curiosity, and collaboration.

CURIOSITY SPARKS INNOVATION Curiosity was a driving force throughout the process. The “Rapid

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of weekly, two hour ECA sessions attended by 12 students from Year 6 to Year 9, provided the foundation for success. Throughout ECA Block A and B, all the students embarked on a journey of rigorous design, problem solving, prototyping, programming From brainstorming strategies to and testing. Each week the students overcoming unexpected design flaws, challenged themselves to refine their these students have demonstrated an creations, ensuring their robots could eagerness to experiment with new excel in the high-speed, high-stakes ideas. Their questions—”How can we environment of ‘Rapid Relay.’ make our robot better?” or “What if To build a functioning and complex we changed this?”—were met with collaborative problem-solving and a robot in this short time is no small feat. determination to succeed.

The students needed to overcome numerous setbacks and master new THE RIGOROUS PATH TO EXCEL- concepts, while recording all their LENCE efforts in detailed engineering notePreparation for the competition be- books which would explain their gan back in August 2024, long before design decisions to the judges. The the spotlight of the event. Two blocks journey started out by creating sturRelay” challenge requires teams to collect and deliver “plushy” balls with speed and precision into four elevated targets. Success demanded outof-the-box thinking and a commitment to finding creative solutions.

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dy robot structures with efficient drive systems. Then the teams began prototyping and iterating their chosen collection and delivery mechanisms which ranged from mechanical claws and harvesting wheels to dispensing chutes and catapults. Finally, once the robots were working well, they coded movement sequences for the autonomous skills rounds, where the robot operates independently following meticulously constructed programs.

The level of dedication displayed by the teams highlighted their willingness to go beyond the basics and strive for excellence.

PROBLEM-SOLVING UNDER PRESSURE In the heat of the event, 60-second-long alliance matches came fast and furious. Robots occasionally malfunctioned, unexpected obstacles arose, and time seemed to move at double speed. Despite this, the Patana teams remained cool-headed and focused. Their ability to troubleshoot mechanical and programming issues under pressure was nothing short of remarkable.

They demonstrated agile thinking, swiftly identifying problems and implementing solutions to keep their robots performing at peak efficiency.

testament to the power of hard work, curiosity, and collaboration.

Through their journey, these young engineers proved that success is about more than winning; it’s about learning, growing, and inspiring others along the way. Congratulations to all the team members for their dedication, innovation, and teamwork—your school and community couldn’t be prouder!

Here’s to more challenges, more growth, and more victories in the future.

VALUABLE LIFE SKILLS The Future of Jobs Report from the World Economic Forum 2025 listed COMMUNICATION: BUILDING the main skills highlighted by employBRIDGES ers for the future. Three of the top five Strong communication skills were were analytical thinking 86%, resilanother hallmark of the Patana teams ience, flexibility and agility 64% and on the event day. Whether it was creative thinking 57%, with technosharing their strategy with an alliance logical literacy being seen by 79% as partner, seeking clarification from ref- increasing in desirability as we move erees, or cheering on fellow compet- towards 2030. What better way to itors, the students embodied the spirit practice and hone these core skills The competition itself added a new of sportsmanship and camaraderie. than joining the Patana Robotics teams layer of teamwork. The Vex IQ forand testing your mettle against peers mat requires teams to form alliances A TRIUMPH WORTH CELEBRATacross the region? Look out for our during matches. This meant that clear ING next ECA offering in Block D this year, communication and mutual respect At the end of the day, the Patana and again A and B in 2025/26. were essential. Our students worked Robotics teams returned home not just seamlessly with their peers, building with impressive results, but with memAppreciation and thanks must also trust and understanding in record time ories, friendships and lessons that will go to all the staff who make this ECA to score as many points as possible. last a lifetime. Their achievements at run so well, Mr Jeck, Mr Taylor, Ms the ‘Rapid Relay’ competition are a Mayhead and Ms Tipper.

COLLABORATION: A KEY INGREDIENT Collaboration was at the heart of the journey. Within their groups, students divided roles, shared responsibilities, and leaned on each other’s strengths to achieve their goals. They practiced presenting their designs to the group, giving constructive feedback while celebrating small wins along the way.

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ACADEMIES AT PATANA

SEASAC Tennis 2025 Daniel Ahl, Head of Tennis

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his years event was hosted by Harrow School Bangkok, the positives of this are sleeping in your own bed and being able to rest easier with the negative being the overseas trip which creates so many off court memories.

opponents as even though UWC Dover had won in similar fashion to ourselves, the other three teams had all won one and lost two and all won the same amount of matches (5), same amount of sets (11) so the placings were decided by games won which saw CDNIS HK squeeze through. The Having had no students graduate girls took this in their stride and duly last year, both Boys’ and Girls’ teams dispatched them 5-0 to reach a third were very similar with Justin and Anya final in a row against UWC Dover. being the only debutants.

Having won in 2023 but not realAs with all Division 1 SEASAC tour- ly got close when losing in 2024, the naments, eight teams were taking part girls were certainly up for it and gave split into two pools of four. their all. Although Pin held a match The Girls’ who were runners up point in her singles and Raichah had a in 2024 were in good form having titanic battle in hers we couldn’t make defeated the best of Bangkok in the any headway and although Asawarm up events and started strongly ma and Mila won their doubles and with wins against BSJ and SAIS 4-1 Amy and Pip in doubles and Rinka in singles fought all the way we ended and 5-0 on the opening day. losing 1-4 to take the runners up spot Day 2 started in similar fashion as again.

NIST were blown away 5–0 to conThe Boys’ had the graveyard shift firm top spot in the group. on Day 1 with a 3pm start and then With the other group a lot tighter we a 7pm match so after a morning at had to wait to find out our semi final school and a practice also at school

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headed over.

First up for the Boys’ was host school Harrow who had two top level players heading their squad, with rules changing three years ago to enable students to play singles and doubles in different matches throughout the tournament, this meant although we had a set roster 1-8 for the event match by match rotation was possible. With this in mind, I had decided to gamble a bit and put top seed Al into the doubles to try and strengthen both pairs. True to form as hard as Pete and Justin tried, the Harrow top two had too much in their locker, so we were quickly 2-0 down. Al and Philip quickly won their doubles to stem the flow and then Anton had an excellent match at singles 3, which he managed to sneak in the deciding super tiebreak. Unfortunately the best laid plans didn’t quite come off as even though team captain Munk and Stefan led 4-2 3-2 they couldn’t quite get over the line losing in their super tiebreak.

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The Boys’ bounced back defeating ish 3rd in our group.

TTS 4-1 to end the day with a win The play off matches saw comand a loss. fortable 4-1 wins against SAIS and Day 2 saw a similar story as we once again TTS for a respectable 5th played CDNIS HK for see who make place finish or plate winners as some the semi finals, with a similar strategy might say. in place for our first game we once A big thanks to our wonderful paragain went to the well but this time with no singles wins and two doubles ents who kept my supply of coffee win we again succumbed 2-3 to fin- going and supported with enthusiasm and encouragement all three days.

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Unlike last year we had three year 13 students playing who will graduate in May who have been in the program for many a year. In the Boys’ this years Captain Munk and Stefan have given us many great memories and humorous moments and in the Girls’ Pin who has been captain for three years and an inspiration to all the girls with her commitment, friendship and love for all her team.

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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

HEAT INDEX POLICY

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s temperature and humidity levels in Thailand can vary significantly, we want to remind you that the Heat Index is displayed on the Firefly Dashboard. You can also find links to our Heat Index policy and FAQ’s there for your reference. If you have any questions or concerns, we encourage you to reach out to your child’s class teacher or tutor for further clarification.

Patana Participates!

Achievements from Our Community Saori Tanaka, Parent

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n a remarkable display of talent, Mizuki secured top honors at the Volleyball Thailand League Cover Dance Concert on 2nd February. She continued her impressive streak by clinching second place at the Baseball5 Thailand Cover Dance Competition on 8th February. Capping off her achievements, Mizuki triumphed at the Blow Out Mix Battle held at Donki Mall on 15th February.

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#293: Podcasts for Kids, Tweens and Teens by Common Sense Media I

have written about podcasts several times previously, so forgive me if you’re heard it all before (pun intended).

I love podcasts, especially in the car journey to and from school. They’re hands and eyeballs free, screen-free and often just plain free. There are literally thousands of podcasts out there and finding great ones for kids is not that easy. My go to place is Best Podcasts for Kids | Common Sense Media. They’ve done all the hard work so you can discover shows that match their age and interests. Read the expert reviews and parent content guides, then check out what other parents, caregivers and kids are saying about them. Here, for example, is a selection of the Best Mental Health and Wellness Podcasts for Kids, Tweens, and Teens | Common Sense Media for those ‘emotional roller coaster’ teens you love so much:

Have a relaxing weekend.

Brian Taylor Vice Principal, Technology for Learning

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Community Engagement at Bangkok Patana Najai (Waan-Yen) Wongpaibool,12K and Gena Wang 12Y

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mile Club, a student-led Community Engagement club, raises funds for surgeries aimed at correcting facial deformities such as cleft lips and cleft palates.

We specifically work with young children to ensure that these issues are addressed from an early age, preventing adverse health issues for a prolonged period of time.

By working alongside Operation Smile Thailand, a non profit organisation, we are able to create a life-changing, long-term impact for the underprivileged. Our aim is to fund at least two surgeries annually, acknowledging that each operation costs around THB 25,000-30,000. Another important aspect of Smile Club is raising awareness.

We place an emphasis in the school community by raising significant awareness and understanding about facial deformities. This enables our community to become more conscious of important issues others are facing. With our contributions, we hope to make a tangible difference and build an informed, caring and compassionate community.

Our initiatives are currently in the works to reach our goals and aims for the future.

- Najai (Waan-Yen) Wongpaibool 12K, Smile Club President

Smile Club has always been an active club, this year included. It’s truly an honor to participate in such an engaging community engagement club, that brings the members closer to one another. Each event which raises awareness or funds is like a stepping stone for Smile, every out-ofpocket donation gives us hope to create a greater impact and bring us closer to the children we aid. This year’s face painting event at the Patana Fun Run, Bake Sale at the Grease musical and community engagement week bakesale brings the Smile Club joy as we witness the Patana community’s willingness to help bring smiles to children who lack access to proper healthcare. Our annual Smile Day is especially meaningful as everyone dresses in bright yellow colors which helps to raise awareness and donate, demonstrating once more the way the Patana community unites and helps change lives to those needed, which is just something so pleasing to watch. The Smile Club is honored to receive the support of students, members, teachers and families. We are extremely grateful for the dedication and hard work of our members and look forward to future events including potential missions/trips. We hope that the Smile Club will continue to bring smiles to those who need them most.

- Gena Wang 12Y, Smile Club Vice President

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Year 5s Among the Stars Claire Myers, Year 5 Pastoral Leader

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his week, Year 5 students embarked on a cosmic adventure—without ever leaving Earth! Their visit to the Science Centre for Education’s planetarium offered a fascinating journey through the night sky. Inside the domed theatre, they were immersed in a breathtaking cinematic experience, exploring stars, constellations, and the wonders of our universe.

Despite the unexpected stormy weather, it was an awe-inspiring day—one that left our young astronomers eager to continue their journey of discovery! Few reflections from Year 5 students below:

“The Science Centre was amazing! It was really cool in the dome. I learnt more about the Big Dipper and other constellations. I also liked the dance mat activity – it tests Did you know that Sirius is the brightest star object in your instinct and improves your dancing!” - Muhammad the night sky? It shines twice as brightly as Canopus, the “I enjoyed the ‘Time Machine’ movie in the Space and second brightest. But what do you think holds the top spot as the brightest object in our universe? (Hint: It’s something Time area. It was like being at the cinema with all my friends! I loved the gems and rocks on display, like amwe see during the day rather than at night!) ethyst and tiger’s eye. There were also interesting fossil.

Beyond the planetarium, students explored interactive - Jonathan exhibitions, sparking curiosity and excitement. From the “My favourite part was the dome because it taught me electrifying displays in Electric City to the mysteries of Space and Time, they engaged in hands-on learning that so much about how to stargaze properly. Next time I look at the stars, I’ll know what I’m looking for.” - Natachon brought science to life.

(Bright)

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Recreational ‘In-Studio Showcases’ Sarah Dullaghan, Head of Dance THE JOY OF DANCING, THE PRIDE OF PARTICIPATION. t the heart of every dancer’s journey is the joy of lowing them to try different forms and discover which resolearning, expressing oneself, and, of course, shar- nates most with them. Whether it’s the energy of hip-hop or ing those moments with others. For students in recreational the precision of ballet, these courses offer the opportunity dance classes - whether they’re trying out a new style or to find their unique rhythm and style. The In-Studio Showrevisiting familiar steps - the “In-Studio Showcase” is an cases play a key role in this journey, giving students a taste opportunity that blends all of these aspects into memo- of performing in front of an audience. For many, these rable performance experiences. These end-of-block, in- showcases become an important stepping stone toward timate performances provide students with the chance to a deeper commitment to dance, leading them to transition demonstrate their learning in a relaxed environment where into more structured pathways such as the Year-Long or fun is the focal point! The end of Block B marked another Competitive Team courses at the Academy. round of In-Studio Showcases, bringing our community toThis progression is a reflection of students’ growing congether for a celebration of progress and passion. fidence and passion for dance. As they develop their skills, Beyond the performance, these showcases give fami- stepping into performance and competition becomes a ly and friends the opportunity to see a different side of natural next step, allowing them to refine their craft and their loved ones. Afterward, parents often tell Academy push their boundaries. In this way, recreational courses coaches how surprised they are by their child’s abilities or not only serve as an introduction to dance but also offer how the performance revealed a newfound confidence, a supportive foundation for students to pursue their ambiwith their child embracing the spotlight. These moments tions with greater dedication and focus. are not only heartwarming for families but empowering Ultimately, the Recreational In-Studio Showcases are a for the students as well, knowing their biggest supporters celebration of the joy of dancing, the pride of participaare cheering them on. tion, and the power of support from both peers and family.

Recreational courses provide students with the flexibility It proves that dance is for everyone, no matter their level. to explore various dance styles across multiple blocks, al-

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Year12-13 RorDor Field Training in Pinkarn Vajrapana, Head of Thai Programme

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ongratulations to the 46 students from Year 12 and Year 13 who successfully completed their Reserved Officers Training Corps (RorDor) field training during the half-term break. The training took place at Khao Chon Gai Training Camp in Kanchanaburi Province across two sessions: February 8th –10th 2025 (Year12) and February 11th – 14rd 2025 (Year13).

about their experiences:

“Before my road trip to Kao Chon Gai, I had minimal expectations, anticipating a rather pointless journey. However, once there, I was pleasantly surprised by how the presence of my friends transformed the experience, filling it with joy and camaraderie. Contrary to my initial thoughts, I noticed that they genuinely cared about our safety, which This field training is a crucial component of the RorDor deeply altered my perspective and left me feeling grateful Programme, designed to equip students with essential for their presence.” - Kulamongkol Sonakul Na Ayudleadership, resilience, and military skills. haya, Year 13 During the training, Khun Dee (Kulvadee) and Kru Pim “The best part of RorDor was without a doubt our shared (Pinkarn) visited several training stations and meet with relief that it was over. Over the course of four days we Year 13 RorDor students at the camp, offering their en- as a group endured great adversity. Looking back on it, couragement and support. this adversity only brought us closer together and made us more resilient. From long early morning marches to tear In addition to their training, Year 13 RorDor students gas training, Rordor has exposed us to many hardships also took part in a community service initiative, bringing that we otherwise might never have faced. I am glad to donations to children at Muban Dek School, under the have completed my training to better appreciate the hapFoundation for Children, in Kanchanaburi Province. This pier moments in life.”- Gunn Dominic Benhar, Year 13 meaningful activity allowed students to give back to the local community and foster a spirit of generosity and so“My journey in RorDor was truly transformative and cial responsibility. eye opening, teaching me key values of resilience and hard work. Although it was tough at times, I believe the Below are reflections shared by some of the students sense of accomplishment and personal growth made it all 20

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Kanchanaburi Province worthwhile. I learned that not everything can be achieved alone, and everyone must collectively support one another to be able to strive forward together. Thus, alongside gaining personal qualities, this journey helped me form lasting relationships and gained a deeper understanding of teamwork, vital skills that can be further carried forward in all aspects of life.”- Burapa Boonvisut, Year 13 “The military training at Kao Chon Gai was a unique and transformative experience. I had the chance to connect with students from other schools, forming lifelong new friendships. The program tested my character in many ways as we learned skills like stealth and base-building while taking on physical challenges like parachuting and obsta-

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cle courses. Although it was tough at times, the experience was rewarding and filled with memorable moments. I’m excited to face new challenges and opportunities in the next year ahead.”- Jonathan Cumming, Year 12 “Attending the RorDor KCG military service camp was a unique and eye-opening experience. It was not only a chance to immerse myself in the life of a soldier, but also to work alongside diverse groups of people from different social backgrounds. The training was challenging, but it was made more enjoyable by the great time spent with friends. The experience taught me valuable lessons in discipline and resilience.”- Porngarun (Gui-Chai) Tangchaiyawong, Year 12

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World Mathematics Championship 2025 Aakarsh (Aaku) Balaji, 12M

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n Sunday 2nd February, 70 students from schools across Bangkok gathered to compete in the Senior Regional Qualifier of the World Mathematics Championship (WMC). The competition is designed for students aged 16 and above. Students tirelessly competed for the sought-after reward: a golden ticket leading to a coveted spot at the WMC finals at Imperial College London.

After completing rounds individually online, students were tasked to work in groups to solve puzzling yet intriguing mathematical problems. Each round was designed in a manner to which students had to apply abstract concepts to real world problems.

students competed in teams against others in rounds which combined physical activity with problem solving. Students were given questions, of which they solved and ran towards examiner tables, who would check their answers.

The dynamic fusion of problem solving, collaboration and critical thinking was very enjoyable, giving students an opportunity to work on new questions and concepts in unfamiliar environments. As the rounds ended, students gathered for a medal ceremony. Medals were announced after tallying scores from the online rounds and in person rounds. As a school, half of Bangkok Patana students received 35 medals between them. The top 20 students with The day began with an introduction and a brain teaser the greatest number of points were selected, of which, 11 which gave students a chance to prepare their minds for Patana students earned the golden tickets for the WMC a day full of maths. Then, students were tasked to com- finals. pete in the first round named duel. Students played a card It was a very enjoyable experience, observing fellow game amongst each other, counting their wins, which corstudents work collaboratively to crack arduous equations. responded to points earned both individually and as a team. Following a short break after this, students worked in Each student felt a great sense of triumph, once they had teams in silence, to complete problems which connected acquired an answer. The enthusiastic atmosphere has into each other. Each answer gave an output which was spired me, along with other students to embrace unknowns to be substituted into the next question. Subsequently, the in mathematics and to do so in a positive and cheerful demeanour.

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What Team Member Are You? Ana Bolakoso, Tiger Sports Council

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very school sports team is made up of different personalities—each bringing their own special energy to the game. Whether you’re sprinting down the pitch, leading the warm-up, or just there for the post-match snacks, you are a crucial part of the team.

So, which one are you?

1. THE CAPTAIN A born leader. The one who actually reads the fixture MS Teams messages, knows the playbook inside out, and somehow manages to inspire the team—even at 6 AM training. They give passionate pep talks, clap aggressively after every point, and say things like “Leave it all on the field!” and “We go again.”

2. THE ROOKIE New to the squad, but making up for it with sheer enthusiasm. They ask a lot of questions, occasionally run in the wrong direction, and are still figuring out the team chants.

Will one day become an unstoppable force… once they stop apologising every five seconds.

3. THE NONCHALANT ONE Doesn’t say much, but watch out. You forget they’re there until they single-handedly win the game with a perfectly timed goal, tackle, or spike. Then they casually walk off like it was no big deal. Probably a straight-A student who somehow also dominates in sport.

4. THE ONE WITH ALL THE SNACKS An essential member of the team. Their bag is a bottomless pit of protein bars, sports drinks, and ‘emergency’ chocolate. If you forgot your water bottle? They’ve got a spare.

Need electrolytes? They’re already mixing them. No one knows where all this food comes from, but no one questions it either.

5. THE HYPE MACHINE Louder than the ref’s whistle. Screams “LET’S GO!!” at every opportunity, leads the sideline chants, and has an infinite supply of positive energy. Will celebrate your smallest achievement like you just won the World Cup. Can be heard across the school fields. Probably loses their voice at least once a season.

6. THE WALKING INJURY Has at least one limb taped at all times. Can and will twist an ankle in the warm-up. Knows the school Nurse way too

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Whatever role you play, you’re part of the team—and well. Says things like, “It’s fine, I can play,” while limping. that’s what really matters. So next time you’re out on the Secretly a warrior. field, the court, or the track, representing the Tigers or Tig7. THE STRATEGIST erSharks, take a moment to appreciate the mix of personKnows every opponent’s weaknesses and every rule in alities that make school sports so much fun. the book. Argues (politely) with the ref using actual sports terminology. Always has a very detailed game plan but gets annoyed when people don’t follow it exactly. Their dream is to be a coach—or take over the world.

8. THE FASHIONISTA Has matching hair ties in Tigers colours, perfectly coordinates their shoes with their uniform, and somehow still looks put-together after a full match. Rocks a sweatband unironically and probably has a TikTok dedicated to ‘game day fits.’ Somehow avoids the muddy patches while everyone else looks like they’ve been through a swamp.

9. THE SLEEPY ONE Running on just enough energy to function. Shows up to morning training with pillow creases still on their face and yawns through the warm-up. Will 100% fall asleep on the team bus. Known to wear pyjama pants to team meetings.

Miraculously wakes up just in time for the game-winning play.

10. THE ONE WHO LOSES EVERYTHING “Has anyone seen my shin guards?” Loses a water bottle every week. Shows up to training without their shoes, somehow forgets the team jersey at the game, and once played an entire match wearing mismatched socks. No one knows how they function, but they always manage to just get by.

11. THE DRAMA QUEEN/KING This is the teammate who reacts to EVERYTHING like it’s the biggest moment in sports history. They dramatically clutch their chest after a near miss, argue (politely) with the ref like they’re in a courtroom drama, and if they get fouled? Oh, you will hear about it. But they also bring unmatched energy, making even the most boring warm-ups feel like the World Cup final.

12. THE COOL SENIOR The absolute definition of unbothered confidence.

Shows up late, barely stretches, and somehow still plays like a pro. Knows all the coaches, all the refs, and somehow never seems stressed. Probably signs your school shirt on the last day, offers cryptic advice like “Just enjoy the game, kid”—and then casually disappears into the sunset.

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

T

wo weeks on from the inaugural Patana Canvases exhibition, we are still buzzing with excitement over the incredible achievements of the participating artists from both the business and teaching teams. As the exhibition curator, I will continue to highlight their outstanding works and share insights into their individual artistic journeys. The exhibition has received enthusiastic comments from the Bangkok Patana and wider community, who have enjoyed the diversity of artistic expression on display. In the coming weeks, I will share more about the wonderful responses we’ve received and how students have engaged with the exhibition as a valuable learning resource. For this edition of the ‘Artist Spotlight’ series, I interviewed GungGaew, a passionate artist and Performing Arts Administrative Technician, whose enchanting paintings transport viewers into a dreamlike world of beauty, nature, and imagination; her artworks capture the delicate balance between reality and dreams.

INTERVIEW WITH TIDARAT TONASUT (GUNGGAEW) ROLE: PERFORMING ARTS ADMINISTRATIVE TECHNICIAN 1. How do your artistic passions connect with your professional role at Bangkok Patana School, and what inspires your artwork?

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Currently in my job, I support creative projects and help bring the arts to life. Alongside, I am a passionate artist who enjoys painting scenes of ladies surrounded by flowers in enchanting fantasy settings. My art captures the beauty of humans and nature from an imaginative perspective, inviting viewers into my surreal world, while reflecting my life experiences, thoughts, and beliefs, transformed into a fantasy realm through a semi-surrealism style. I believe that art has the power to inspire joy and wonder in everyone who experiences it. Inspired by the people and issues around me, and influenced by Buddhist doctrines, particularly the idea of ‘living in the present,’ I create vibrant acrylic paintings on canvas. My goal is to invite viewers to explore their own stories and recognise that even small moments can offer great lessons and precious memories.

2. Can you explain the significance of the lady and the rabbit in your paintings?

The central figures in my art—a lady and a rabbit—represent a lifelong journey together. The rabbit symbolises innocent spirituality and an eagerness to explore the world.

Together, they embody the ups and downs of life, guiding us through our hopes, fears and inner worlds. Their relationship invites a dialogue about our shared experiences and the deeper aspects of being human; they reflect the beauty of special moments in my life and transform every canvas into a glimpse of my dreams.

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TAPs Artist Spotlight

3. Why do you prefer acrylic as your medium of choice?

I was drawn to acrylic painting because it’s versatile, dries quickly, and allows me to experiment with different styles. I enjoy its vibrant colours, the ability to layer easily, and how forgiving it is when I make mistakes. It’s flexible, durable, and perfect for trying new techniques. Each brushstroke captures the moments that have shaped me— joys, struggles, and dreams.

4. What do you hope viewers take away from your paintings? Is there one painting you can tell us more about?

My paintings foster connection, exploration and imagination; I hope my art inspires others to reflect on their journeys and find beauty in their experiences. The inspiration for my painting, ‘Melody Of The Moonlit Waves,’ came when I started learning to play the piano. I noticed the beauty in its melodies—the highs and lows, the gentle and powerful notes—resembling the rhythm of ocean

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waves. It carries a sweetness, a sense of romance, and an air of mystery, much like the radiant glow of moonlight on a serene night. When these two elements—the dynamic energy of waves and the enchanting allure of moonlight— come together, they create a harmonious melody that is both captivating and profound, embodying the perfect balance of beauty and power. Also, I used a palette knife to add texture to the waves, enhancing their depth and dimension. This technique brings the painting to life, making the waves appear more dynamic and visually captivating.

5. How has participating in TAPS influenced your artistic journey?

Participating in TAPS has been incredibly meaningful to me. I have discovered talented people with various styles who inspire me to improve and expand my skills. It has also been a great opportunity to showcase my artwork to the public, helping me achieve my dream of becoming an artist featured in an exhibition.

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Community

Children Saturday Storytime 22nd February, 10:30am Free for members, 200 Baht for non-members Registration required. Book your spot here https://bit.ly/StoryTimeRegistration

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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 30

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