Foundation Stage Curriculum Guide

KEY CONTACTS

Head of School

Primary Principal

Assistant Principal, Learning and Welfare

Assistant Principal, Learning and Curriculum

Head of Admissions

PLEASE NOTE:

NAME

EMAIL

Mr Chris Sammons crsa@patana.ac.th

Mrs Sarah McCormack samc@patana.ac.th

Ms Carol Battram caba@patana.ac.th

Mr Mark Verde mavd@patana.ac.th

Ms Rachel Jones rajo@patana.ac.th

The content of this booklet was accurate at the time of publication (December 2023). The curriculum is forever evolving, and during the course of the coming year, aspects may be developed or amended. Any amendments will be communicated to parents through the regular Year group newsletters.

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Life-long

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Communication

Home

Counselling

WELCOME FROM THE HEAD OF SCHOOL

Together, educators and parents work together in supporting children’s learning and development which is why we have created this curriculum guide to help you understand the goals and expectations of our curriculum. These guides are also increasingly important to students as they experience some choices to personalise their curriculum from age14 onwards. We plan to meet children’s needs in each section of our school by considering the age and stage of child development which is represented below:

Foundation

Primary

Key Stage1

Secondary

Nursery to Foundation Stage 2

Year 1 to Year 2

Key Stage 2 Year 3 to Year 6

Key Stage 3 Year 7 to Year 9

Key Stage 4 Years 10 and 11

Senior Studies

Years 12 and 13

Ages 2-5

Ages 5-7

Ages 7-11

Ages 11-14

Ages 14-16

Ages 16-18

At every key stage of a child’s learning, we have structured broad and balanced to create wholistic learning opportunities. All children will experience Science, Design and Technology, Arts, Maths, Language and Literature, Language Acquisition, Humanities and Physical Education.

Until the age of 16, the content of our curriculum is based on the British National Curriculum. This is adapted for an international community by creating relevant learning examples which are relatable to a diverse community of learners such as ours. In this way, we maintain the rigour of expectations and milestones of an internationally acclaimed standard.

We accredit learning through international examinations at the age of 16 which are independently certified by UK examination awarding bodies. This means that the rigor and quality of student outcomes are immediately recognisable throughout the world’s university and employment sectors. Between the ages of 16-18, we add further rigour for our learners through the International Baccalaureate Programme which is conceptually challenging, develops critical thinking and is viewed by university admissions tutors as the very best curriculum for developing critical thinkers and researchers.

In each Year team, our faculty prepare learning that allows students to explore factual and debatable knowledge, as well as making connections to the concepts which exist between different domains of knowledge. As well as the content of learning, they also develop the skills and competencies which are expected in future places of work such as collaboration, problem solving, social and emotional intelligence. At all ages we have fun!

This booklet should be read after a careful review of our website, www.patana.ac.th, and in conjunction with another of our publications, Student Achievement. Here, you will find more information about the distinction which our school has developed in providing wider learning opportunities. Our students achieve incredible success in our competitive and recreational sports programme, outdoor education, cultural and arts activities. In addition, we have a strong commitment to service that develops global citizenship skills for which our learners achieve national and international awards in recognition of the social change they deliver. We are a leading sports school in Thailand, the pioneer of the Duke of Edinburgh’s International Award for Young People and one of the key schools in South-East Asia offering Model United Nations. Our days here are filled with the opportunity that only a school our size can deliver. We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and the high standards which our students achieve year after year. Please don’t hesitate to direct any questions you still have to the Primary or Secondary Principal or our Admissions Office.

Chris Sammons Head of School

“Our faculty prepare learning that allows students to explore factual and debatable knowledge, as well as making connections to the concepts which exist between different domains of knowledge.”

Chris Sammons, Head of School

INTRODUCTION TO LEARNING AT BANGKOK PATANA PRIMARY SCHOOL

“We aim to provide the very best education for your children within a happy, caring environment. We begin the journey of developing life long learners.”

At Bangkok Patana Primary School we continue to put learning at the heart of everything, so learners of all ages can fulfil their potential in everything they do. We look to develop students who are protected, safe and secure; independent; have a global understanding of who they are; have a desire to learn more; enjoy their learning, make good progress and achieve well. Our continual aim is to bring learning to life.

The curriculum is built around the expectations of the UK National Curriculum but is adapted to meet the needs of the international student body. The aim of the Primary curriculum is to install a life-long desire to learn more. We do this through our ‘connected learning’ approach where subject areas are linked together and taught in context to create real engagement in learning. We look to make learning as meaningful as possible, to provide quality, memorable opportunities for learning. All learning is skills based, following a backward by design approach, using a thematic study to guide the context of learning.

For learning to be successful, we realise we need students who feel safe, happy and secure in their school environment. We want to encourage our students to take risks, make mistakes and learn from these experiences. In addition to our academic focus, we are always looking to develop the whole child by providing opportunities to learn outside the classroom, experience experts from outside and within the Patana community, enjoy practical and open-ended activities, often developed from their own ideas. We want our students to be inquisitive, questioning, (with respect) confident, morally and ethically aware, diverse in thinking, and excited to explore what is happening in the world around them. It is important that they all can lead safe, healthy and fulfilling lives and are ready for the challenges of a life after Patana, by being responsible citizens who make a positive contribution to society as they mature into well rounded adults.

The Engaged Classroom

The power of engaged learning ensures that the students are reaching their potential in everything they do. This requires the teacher to fully understand the learning needs of the students and prepare and resource the learning.

To ensure the learning needs of our international student body are met and to celebrate their diversity, we look to seek out meaningful and appropriate intercultural opportunities which are relevant to all. We also look to celebrate our host country and the learning opportunities this brings. Opportunities are also given within and outside of curriculum time to celebrate different cultures and home languages.

The Global Learner

THE CURRICULUM

The Primary School curriculum is based on the English National Curriculum but we adapt it to meet our international learners. In the Foundation Stage we use the Early Years Foundation Stage Statutory Framework and the non-statutory Guidance Document “Birth to 5 Matters” This framework prepares the children for the start of the National Curriculum in Year 1. The English National Curriculum begins in Year 1 and is used all the way through the Primary School.

Life-long Learning Skills

Interwoven through the curriculum, we seek to develop the children’s thinking, particularly in the following five areas, processing information, reasoning, enquiry, creativity and evaluation and a creative approach to learning. As children are developing the essential learning skills, we are also preparing them for the ever-changing world they are living in. To do this we need to develop learning and innovation skills which includes critical thinking, problem solving and creativity, alongside digital literacy skills. Foundation Stage is a good place where all these skills begin to develop through the characteristics of effective learning. These are built upon in Key Stage 1, Key Stage 2 and beyond.

Personal Attributes

We also aim to equip our young people with well-rounded personal attributes. In Years 12 and 13 the students study for the IB Diploma, which includes developing the attributes outlined in the IB Learner Profile. To complement this programme and to enhance our learning, we begin to build on these attributes in Foundation Stage as they are central to our practice and curriculum.

Personal, Social and Health Education (PSHE)

The aim of this aspect of the curriculum is to focus on well-being and develop learners who integrate into society as confident, responsible, global citizens; young people who have empathy and respect for others and a desire to safeguard ourselves and our natural world.

We aim to provide the very best education for your children within a happy, caring environment nurturing your child to discover and challenge their holistic potential, academically, physically, emotionally and socially by providing a highquality, stimulating learning environment where your children are happy and safe.

Mark Verde Assistant Principal, Learning and Curriculum

OUR GUIDING STATEMENTS

Expectations

We have high expectations of all students and value continuity in their learning. At their individual level, students achieve the highest academic standards.

Our British-based educational ethos

• Provides a well-rounded education of the highest quality for English-speaking children

• Develops the essential knowledge and skills necessary for academic success

• Instils a love of learning in preparation for a productive and fulfilling future

• Values each student’s intellectual, physical, social and emotional development whilst encouraging them to be resourceful and creative

• Develops an understanding of self-worth and the worth of others

Staff at Bangkok Patana therefore

• Inspire students to fulfil their potential at an individually challenging level

• Develop responsibility and self-discipline

• Respect children as individual learners and plan accordingly

• Know your child well

• Are aware that your child is unique and respects that

Outcomes

As members of our community, and as a result of their time with us, young people learn how to:

• Value the richness of Thai culture

• Value their own culture, while showing respect for that of others

• Work as individuals and as part of a team

• Make, and act upon, informed choices concerning moral, ethical and aesthetic issues

• Develop lively, positive and inquiring minds

• Strive for excellence at all times

• Take pride in their own achievements and in the success of others

• Lead a balanced and thoughtful life

CofEL, IB and Values

THE PRIMARY SCHOOL MISSION STATEMENT

The Primary School is committed to creating a happy, caring and confident community of independent learners. We have high expectations and we aim to develop self-disciplined, skilled, resourceful and principled young people. We value our staff and seek to provide them with opportunities to develop professionally.

We nurture learning through child-centred approaches, technology and a variety of learning styles. We also endeavour to develop within our children thinking skills and strong personal characteristics. We strive to deliver creative and interactive programmes of learning that are further enhanced and enriched by a comprehensive programme of extra-curricular activities that add breadth and depth to our children’s learning.

The Primary School values the cultural, religious and linguistic diversity of the students and seeks to establish respect for all nations. We also value the individual child and seek to meet their needs within our resources. In particular, we aim to effectively and sensitively induct all new students and their families into our community and to prepare them well for the next stage of their education and life.

Learning Through Play

“Play is the work of the child.” - Maria Montessori

THE PRIMARY SCHOOL OVERVIEW

The Primary School and the Secondary School together form Bangkok Patana School and share many of the facilities on our spacious and purpose-built campus and both have their own Principal. The Primary Principal is supported by the Assistant Principal for Learning and Curriculum and the Assistant Principal for Learning and Welfare. The Assistant Principals act as deputies to the Principal and are responsible for ensuring student safeguarding and welfare, the implementation of the curriculum, and fostering learning across the school.

The Primary School takes children from 2+ in the Nursery through to 11+ in Year 6.

•  Foundation Stage (Nursery, Foundation Stage 1 and Foundation Stage 2)

• Key Stage 1 (Year 1 and Year 2).

• Key Stage 2 (Year 3, Year 4, Year 5 and Year 6)

Each Year group has a Leader of Learning and Welfare who leads the pastoral activities of the year and a Leader of Learning and Curriculum who leads learning in the Year group. The Leaders of Learning are supported by an Assistant Leader of Learning and a team of classroom teachers. Outlined below are the ages of our children in the Foundation Stage:

• Nursery (ages 2+ to 3+) two classes

• Foundation Stage 1 (ages 3+ to 4+) four classes

• Foundation Stage 2 (ages 4+ to 5+) six classes

In line with UK practice, students are placed in Year groups by age, the cut-off date being 31st August. All children in FS2, for example, will have reached their fifth birthday by September 1st. Each Year group contains a diverse range of students. It is our policy to cater for all children within their correct Year group where individual academic and social needs will be met through well-planned, effective differentiation.

Students’ progress to the next Year group at the beginning of Term 1 of each academic year. Great care is taken to ensure there is a balance of students within each class in a Year group, so maintaining a mix of gender, attainment, nationality and personality.

To ensure this balance is maintained, the classes are mixed at the end of Nursery, Foundation Stage 1 and Foundation Stage 2. This mixing of classes is overseen by the Principal and the Assistant Principals, who take advice from the academic staff. We are unable to take into account requests from parents for specific teachers.

The School Day in the Foundation Stage

Nursery

Start of school: 7.30am

Soft Start: 7.40-8am

Morning Snack: Flexible

Lunch 11.30am

School ends 11.50am

School day end - Option 2 2.30pm

Foundation Stage 1 and Foundation Stage 2

Start of school: 7.30am

Soft Start: 7.40-8am

Morning Snack: Flexible

Lunch break: 11.30am – 12.30pm

School ends: 2.30pm

THE FOUNDATION STAGE

Every student deserves the best possible start to life to enable them to reach their full potential. The Statutory Framework for the Early Years Foundation Stage sets the standards for learning, development and care for children from birth to five. Effective practice in the Early Years is built on four guiding principles:

• A Unique Child recognises that every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

• Positive Relationships describes how children learn to be strong and independent from a base of secure relationships with parents and a key worker.

• Enabling Environments explains how the environment plays a key role in supporting and extending children’s development and learning. Children learn and develop well in an enabling environment, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, and parents and carers.

• Learning and development recognises that children develop and learn in different ways and at different rates. All areas of learning and development are equally important and interconnected.

The Foundation Stage curriculum is designed to be flexible in order to meet the varying needs of our students. It values and recognises parents as children’s first, and most enduring, educators and it encourages partnership between home and school.

“The creation of something new is not accomplished by the intellect but by the play instinct.” - Carl Jung

CURRICULUM – THE AREAS OF LEARNING AND DEVELOPMENT

In the Foundation Stage, there are seven areas of learning that shape the curriculum. All areas of learning and development are important and interconnected.

Three prime areas are:

• Communication and language (CL)

• Physical development (PD)

• Personal, social and emotional development (PSED)

These are essential foundations for student’s life, learning and success.

Sitting alongside the Prime areas are the four specific areas through which the three Prime areas are strengthened and applied.

The specific areas are:

• Literacy

• Mathematics

• Understanding the world

• Expressive arts and design

Our educational programmes at Bangkok Patana involve Our educational programmes at Bangkok Patana involve activities and experiences for students as follows:

• Communication and Language Development involves giving opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations.

• Physical Development involves providing opportunities to be active and interactive and to develop their coordination, control and movement. Students are also helped to understand the importance of physical activity, and to make healthy choices in relation to food.

• Personal, Social and Emotional Development involves helping students to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups and have confidence in their own abilities.

• Literacy Development involves encouraging the linking of sounds and letters and begin to read and write. Students are given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest.

• Mathematics involves providing opportunities to develop and improve skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and describing shapes, spaces and measures.

• Understanding the World involves guiding students to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

• Expressive Arts and Design involves enabling learners to explore and play with wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

In the Early Years Foundation Stage, consideration is taken to meet the individual needs, interests and stage of development of each child and this is used to plan a challenging and enjoyable experience for each child in all the areas of learning and development.

Learning Through Play

Play underpins the delivery of the EYFS curriculum. It is through play that children develop intellectually, creatively, physically, socially and emotionally. Play is essential for children’s development, fostering optimal growth, learning and development across all domainsphysical, cognitive, social and emotional – throughout childhood. Play provides a vehicle for children to both develop and demonstrate knowledge, skills, concepts and dispositions.

Open-ended, student-initiated play opportunities in a rich environment are the most important and integral part of our early years’ education at Bangkok Patana and the staff throughout the Foundation Stage adopt a continuous approach to play, enabling students to move freely around our learning environment (indoors and outdoors) following their own interests.

Assessment and Reporting

In each area of learning, there are expectations for achievement known as the ‘Early Learning Goals’. These form the skills, knowledge, understanding and attitudes that children should have acquired by the end of Foundation Stage. It is recognised at Patana School that a holistic approach that focuses on a child’s wellbeing and social and emotional development underlies all learning.

Assessment plays an important part in helping parents, carers and practitioners to recognise student progress, understand their needs, and to plan learning experiences and support. On-going assessment is an integral part of the learning and development process and in the Foundation Stage, staff observe and analyse the individual learning in order to plan for the next steps. Students are regularly observed in order for staff to understand their level of achievement, interests and how they learn best, and to then shape learning experiences for each child. We value the observations that parents and carers also share with us.

Online Learning Journeys

Each student in the Foundation Stage has an online Learning Journey that celebrates their achievements. The Learning Journey documents significant steps in learning over the course of their time in the Foundation Stage. It contains photographs and videos accompanied by comments from the teachers. The Learning Journey is unique to each child and entries will be dependent on the individual. The students and parents are encouraged to contribute to the Learning Journey to help complete the whole picture of each child as a learner.

Communicating and Reporting

Within the first few weeks of a child entering the Foundation Stage, the teacher will call a meeting with parents to discuss how their child is settling in and to gather information from the parents in support of the student’s development. These learning meetings will take place at least once every term. A final report is issued at the end of Term 3 for FS2 students

At Bangkok Patana, we encourage open communication between parents and teachers. Parents are invited to bring students into school in the morning for a ‘soft start’, which gives parents the opportunity to spend some time learning alongside their child at the beginning of the day in the Foundation Stage learning environment.

Parents are free to make an appointment to speak to a teacher through the Primary School Office or by emailing the classroom teacher directly in advance.

Communication and Language

Communication and language are key areas of development for all learners in the Foundation Stage. Our learners will have increased opportunities for exposure to modelled English. The Foundation Stage has a dedicated communication and language teacher who works closely with all staff to ensure that mechanisms to support communication and language development in all learners are embedded into practice across the year groups.

Support Services

Bangkok Patana Primary School caters for children with a range of abilities. This is achieved primarily by working with and through the class teachers to ensure quality first teaching and high-quality differentiation that tailors the learning to the individual needs and strengths of our learners.

Support for Learning

If class teachers have any concerns about the progress a student is making, they will talk with parents first. Similarly, if parents are concerned about their children, they should discuss this with the class teacher.

Following this parents or staff may contact the Learning Support teacher within their year group team to ask for advice, strategies or resources to support a student. Students may also be identified at the admission stage as requiring Learning Support. The Learning Support teacher will then assess the needs of the student to ascertain what support may be required.

The amount and nature of support given to students is flexible depending on their needs, but may include;

• Discussions about in class strategies and resources discussed with the class teacher

• Involvement in an intervention group

• Individual learning plan that is reviewed throughout the year alongside in class or withdrawal support

• Outside agency involvement recommended for support and guidance e.g. Educational or Clinical Psychologist, Occupational Therapist

• Individual support to access the curriculum

Children requiring speech and language therapy may be referred to our school speech and language therapist who, with parental permission, will assess a child’s needs and then provide a programme of therapy if appropriate. Parents requiring this service are asked to first have a discussion with their child’s class teacher or Learning Support teacher.

Fees are charged for the services of the speech and language therapist and for any in-school support that is in addition to that provided by our learning support teachers.

If specialist intervention or advice is recommended, for example, from an Educational Psychologist, Occupational Therapist or other professional, the Learning Support staff can provide information on contacts and options available to parents.

In most cases, we are able to implement many of the recommendations from a report generated by a specialist. In very rare cases where a child requires a level of support and input that we are not able to provide, or if a child’s progress causes significant concern, an alternative more appropriate school placement may be recommended.

Counselling Services

We are fortunate in the Primary School to have our own counsellors. They work throughout the whole school from Nursery to Year 6. The counsellors are available to offer

support and guidance to students and their parents. This will be when a child is experiencing difficulties of an emotional, personal or social nature.

Referrals to the counsellor must be made through the teacher, counsellor or the Principal.

Home Languages

As an International school, we believe it is important to provide support to develop Home Languages for all children.

We appreciate the role of language in personal development as well as in developing, maintaining and celebrating a diverse cultural identity. While there is no explicit Home Language support available to learners in the Foundation Stage, we encourage our learners to make use of their mother tongue when engaging with adults and peers in their learning. We further encourage families to maintain the use of the Home Language(s) within the home through song, story, reading and play.