Patana News Volume 25 Issue 25

Luke Jones

Exploring grEat tEaching

Aseducators, we understand that teaching is a profession, much like a doctor, requiring continual practice and refinement. Raising the quality of teaching within our Secondary School is likely the single most effective method for improving student attainment and equity. This is why we decided to pilot the Great Teaching Toolkit, which is a summary of the best available research evidence on the things teachers do, know and believe have the biggest impact on student learning.

I am excited to share our progress in the Great Teaching Toolkit pilot programme, which we are running with a select group of Secondary School teachers. As described in the Great Teaching Toolkit: Evidence Review, this Toolkit offers a curriculum for teachers’ professional learning and provides a common professional language and shared structure for elevating teaching practices.

Our pilot programme began by selecting a group of Secondary School teachers, each of whom is a mem-

ber of a specific subject or faculty. These teachers were provided with the student survey tool, which links to the Toolkit’s strands, and completed professional development courses in the areas they had identified as needing development.

The results have been promising. Our participating teachers are finding the Toolkit useful to specific areas of their practice and enhance their teaching skills. The data gathered from students via surveys has provided teachers with key information about areas of their practice where they can focus and enhance. Many in the group have found the data analysis from these surveys really helpful. Teachers also noted that the common language provided by the Great Teaching Toolkit, has begun to help facilitate collaboration and sharing of best practices among the group.

Luke Jones, Secondary Assistant Principal, Curriculum and Assessment

The Action-Research members have been reporting back to the faculty and department on their findings and progress with the Great Teaching Toolkit; this way, the whole Secondary School is informed of the progress. Encouraged by the positive feedback and results, we are evaluating the possibility of extending the use of the Great Teaching Toolkit to all Secondary School teachers next year.

In addition to the Great Teaching Toolkit, we’re exploring the use of video as a powerful tool to support teachers’ reflections on their practice. Research shows that using video (from the filming of lessons) alongside an in-

structional coaching model for development can have a substantial impact on developing high-performing teaching practices.

We’re thrilled to be on this journey of professional growth and development, and we’re confident that the Great Teaching Toolkit will continue to be a valuable resource for our Secondary School teachers and students. We understand that this is a pilot programme, and we’ll carefully evaluate the results and feedback before making any decisions about extending it.

Please more information about the ‘GTT: Model for Great Teaching’ here.

Monitoring Air QuAlity at Bangkok patana

Manyparents may not be aware about how we monitor air quality on our school campus. This term, we have intermittently shared a link to the Air Quality Policy in Patana News, and here is some more information on how we get readings and manage the process.

HOW DID WE DEVELOP OUR AIR QUALITY POLICY?

Our Air Quality policy is based on US EPA and WHO guidelines and follows the laws in Thailand. We used the recommendations of these two organisations and then consulted with other international schools and experts in the field to ensure that our policy is clear and rigorous.

HOW DO WE DETERMINE THE AIR QUALITY LEVEL?

We use data from five outdoor monitors:

1. The Bangna monitor of the Air Quality and Noise Management Bureau – this monitor measures the air quality on Sukhumvit road at Bangna BTS using a high-quality beta ray system. This type of system is more accurate and precise than the gravimeric method used by other systems.

2. The Thai Meteorological Department (BMA) monitor at Big C on Banga Trad Rd (next to Central Bangna).

3. Three outdoor Air Gradient monitors in school placed at the Primary Back Field, the Secondary Front Field and at the Sports Complex.

This data is pulled every hour and we calculate the average of all these readings. Third party evaluations of the air quality on campus shows it is always better than surrounding locations; however, we include the two monitors off campus as this gives us a more conservative measure.

Bangkok Patana reports on a 24-hour average, which is the guideline set by the US EPA and the WHO. These organisations say they use a 24-hour average because the science on the effects of air pollution is based on 24 hours.

We refer to two sets of air pollution data:

a) AQI: Measures five air pollutants (particulate matter, sulfur dioxide, carbon monoxide, nitrogen dioxide and ozone), and converts the measured pollutant concentrations to a number using a globally accepted formula.

b) PM 2.5: refers to atmospheric particles with a diameter of less than 2.5 micrometers.

Of the two data sets (AQI and PM 2.5), we act on the reading which indicates the greatest level of risk.

We are often asked why the reading used by Bangkok Patana is different than those shown on various other services. Not all the apps giving air quality data are using the most recent data, they may not be using primary data or the data may be pulled from monitors that are not as responsive to changes. Often, they are taking data from other apps, and their thresholds may not be the same those we use. For instance, our benchmarks for each level are more conservative than those used by Air4Thai.

WHERE CAN PARENTS, STUDENTS AND STAFF ACCESS AIR QUALITY LEVELS?

The Firefly Dashboard for parents, students and staff displays an Air Quality icon all the time. This icon shows the air quality level and is colour coded to match the Air Quality Policy levels, and it has a link to the air quality policy. The level is automatically reviewed every hour. Primary teachers and ECA coordinators receive an automated email at 7.00am, 9.00am, 11.00pm and 1.00pm if the PM 2.5 reading is at ‘Caution for Sensitive Groups’ and beyond.

Throughout the day, we make changes to accommodate air quality levels, such as having Year 1 and 2 children complete their PE lessons indoors if we are in the ‘Caution for All’ category. Just this week, the Year 1/2 Sports Day was moved into the Sports Hall as the outdoor readings were not favourable. In Secondary School as well, students’ time outdoors is limited and adjusted during the day.

WHAT ABOUT INDOOR AIR QUALITY?

We have 36 monitors across campus to measure indoor

Health and Safety Department

Health Effects

Air quality is considered as satisfactory. Little to no risk.

Air quality is acceptable. For some pollutants, a very small number of unusually sensitive individuals may experience moderate health concerns.

Members of sensitive groups may experience health effects. The general public is not likely to be affected.

Everyone may begin to experience health effects; members of sensi tive groups may experience more serious health effects.

Precautionary Actions defined by US EPA*

None

Anyone unusually sensitive to pollutants should consider reducing prolonged or heavy exertion.

People with respiratory or heart disease, the elderly and children should limit prolonged exertion.

Bangkok Patana Response

All Students: All outdoor activities unaffected.

Staff: Duties are unaffected

All Students: All outdoor activities unaffected.

Staff: Teachers monitor students with unusual sensitivity to pollutants as identified through medical records.

All Students: Outdoor activities continue as planned. There may be some modifications to avoid prolonged exertion for those with unusual sensitivity to pollutants as identified through medical records.

Staff: Monitor students with unusual sensitivity as identified through medical records.

Air Quality Policy

Health alert is triggered: everyone may experience more serious health effects.

People with respiratory or heart disease, the elderly and children should limit prolonged exertion; everyone else should limit prolonged exertion. People with respiratory or heart disease, the elderly and children should avoid any outdoor activity; everyone else should avoid prolonged exertion.

Primary Students: Nursery to Y2 students stay indoors except for movement between buildings. For Y3 - Y6 students there is an upper limit of 90 minutes spent outdoors during the school day, excluding ECAs but including lun ch and play times. Maximum of 30 minutes exposure at any one time, buffered by at least 15 minutes indoors.

Secondary Students: Outdoor activities may continue but with modifications to avoid prolonged exertion. Activities may be reduced to lower intensity and/or shorter time periods.

ECAs and Tiger Teams/Academies modified to avoid prolonged excursion.

Staff: Those working outside should avoid heavy physical work for prolonged periods of time.

All Students: All outdoor activities cancelled or moved indoor s. Outdoor field trip decisions will be based on the local air quality at destination.

Staff: Those engaged in physical work outside should wear protective face masks.

The entire population is more likely to be affected.

Everyone should avoid any outdoor exertion; people with respiratory or heart disease, the elderly and children should remain indoors.

All members of the community (except those responsible for security) to remain indoors unless moving between buildings. Further safety measures will be taken based on the situation. Outdoor field trip decisions will be based on the local air quality at destination.

EPA defines 'prolonged exertion' as activity extending over a period of a few hours and causes breathing to increase more than normal.

air quality. These monitors produce not only PM2.5 data, but also CO2, heat, humidity and TVOC (Total volatile organic compounds).

In 2019, Bangkok Patana was the first international school in Thailand to add pre-cooled, fresh air systems, to its 28 buildings on campus. These systems not only filter the incoming air but also pressurise the buildings so that open doors won’t bring a rush of incoming, unfiltered, outside air. There are two separate filters on the intake vents to trap PM 10 and PM2.5 particles. When the fresh air systems are turned on, the improvement in air quality is as high as 75% better. The systems are turned on well before the school day begins so that by the time children and staff enter the buildings, the air has already been cleaned.

WHAT CAN YOU DO TO HELP?

Please close the doors to our school building after you enter/exit the building. If you are having a conversation, please move inside or outside the building, and close the

SMS message to parents Policy and Safety Reminder on Parents' Gateway, Staff Dashboard and Student Dashboard as a purple icon.

*Source: Environmental Protection Agency (USA), Announcement from the national environmental commission -

door to preserve the air quality inside.

We have received feedback from many parents unhappy with private cars that are left idling in the parking lots, particularly in Foundation Stage. Please make sure your vehicle engine is turned off while parked at school.

In Bangkok, we tend to dismiss our part in pollution by focusing on the pollutants from burning that move into the atmosphere. However, as noted in the Bangkok Post, “traffic and industry comprise a much larger share of emissions in Bangkok [than agricultural burning]”. Any efforts you make to carpool and to use public transport will diminish pollution in Bangkok. Another option is to use the school bus service as this helps reduce the number of cars on the roads and in our school parking lots, while providing a safe journey to school.

View our Air Quality Policy here.

Policy and Safety Reminder indicated on Parents' Gateway, Staff Dashboard and Student Dashboard as an orange icon.

Policy and Safety Reminder indicated on Parents' Gateway, Staff Dashboard and Student Dashboard as a red icon.

PCDs Law *Adapted by BPS

nEW ECAs in BloCk D

stEp up AnD stAnD out

Bangkok School for the Blind

Jai-D Kosiyabong, 12K and You-Wei (Terry) Lou, 12K

Our goal with starting this project was to raise awareness for the visually impaired community in Thailand, as well as raise funds to give back to the Bangkok School for the Blind. This project involves us going to the Bangkok School for the Blind every Thursday to help the students with their homework in subjects such as Thai, Chinese, Maths and English for three hours. The school is a dormitory that houses blind children who go to various schools across Bangkok. It gives them a safe, disability-friendly space to socialise, have fun and get help on their schoolwork from tutors like us. To raise funds for our project, we have set up friendly competitions within school, such as basketball shooting competitions. With the funds, we will purchase disability-friendly toys and braille books to donate to the school. We’ve also set up social media accounts to share infographics that educate people about the daily struggles of the visually impaired community, as well as how people can help, so that we as a society can become more inclusive.

Going to the Blind School every week has been very fulfilling for us as we get to help the children with their homework, which they would otherwise not be able to complete. We also get to build and foster relationships with the children we work with, which is very rewarding and makes us excited to see them every week. From this experience, we have had the opportunity to experience a very different perspective from our own. This has changed the way we perceive the world, which we are very grateful for.

In the future, we hope to hold events at the Bangkok School for the Blind such as Fun Days, sporting events and arts and crafts sessions, in which the children have expressed interest. We will also continue to host fundraising events inside and outside of the school in an effort to help the Blind School. We hope to recruit more members to visit the Blind School every week so more people can get the chance to help the children and to share this fulfilling experience with us.

Fun Day VenDors go grEEn

Ana Bolakoso, SEC Key Stage 3 Representative

Oneof the initiatives the SEC has been involved with over the past few years is the Green Vendor awards at our major school events. The purpose of these awards is to encourage our visiting food vendors to adopt more sustainable practices, which fit with our values as a school. At the recent Fun Day the SEC were out in force visiting each vendor and asking them to share with us their green credentials.

Selection criteria we look for include:

•Minimal use of single use plastic

•Use of reusable cutlery

•If packaging is used, then we look for plant or paper-based alternatives to plastic

•Locally sourced produce

•Portion control to reduce waste

•Creative approaches to plating up the food, which are clean and green

•Condiments and sauces offered family style to reduce waste and packaging

We want to congratulate all the vendors as it was clear that many had made a huge effort. It was also great to see the Bangkok Patana community bringing along their own reusable cups and water bottles - a far cry from the days when the back field would be littered with single use plastic after this event.

Without further ado let’s announce the winners...

1st Place – Pranaa – Food For Life

2nd Place – Sloane’s Artisan

3rd Place – Mexicano Restaurante Autentico – from Rembrandt Hotel & Suites

iB D+t Visits Village school

Richard Smith, Head of Faculty, Design + Technology

Thisacademic year, our Year 12 students are working on their IB IA “Socially Responsible Design Project” designing to meet needs of children at the Village International Education Centre for children with special needs.

The Village International Education Centre (VIE) is a diverse special school who provide provision for a range of children with different needs. For example, they help children with quite profound and severe learning difficulties work towards gaining life skills and help children who have dyslexia or autism work towards their ASDAN courses. Our IB Assessed Design Project revolves around four visits to the Village School, which are related to specific Criteria in the IA and to Theory

Topics 1 and 7. Our visits support key milestones in the Design Process. The project adopts “User Centred Design” and our students use the latest technologies as their design tools.

Last term, our students went on their first visit to the Village School where they identified design needs and collected data as a starting point for their design project. Since our first visit in October, our students have been working towards generating design concept ideas and low fidelity prototypes using the data collected on their previous visit.

On Thursday 9th March, we returned to the Village School on our second visit with fourteen students to test their concept ideas as low fidelity prototypes, where we were warmly welcomed by Harshi Sehmar, the Principal of the Village School, and his staff. Our students were fully supported by Harshi and his staff throughout the day as they tested their design ideas and received invaluable feedback from the staff and the students. Data is then written up and informs the students’ design ideas. Iterative design is a used throughout our students’ work, a design process that involves continual testing and improve -

ment of design ideas. Students will develop their low fidelity ideas into a working prototype by fully utilising our (CAD/ CAM) computer aided design and manufacturing facilities.

Our students’ user centred design outcomes are designed with commercial manufacture in mind. Through using our CAD/CAM equipment, students are given knowledge and realistic constraints enabling them to design and manufacture fully resolved, ready for manufacture products. The nature of CAD/ CAM means that ideas can be meaningfully tested (as prototypes, scale models and mocks ups) and iterations made based on the results. Because the product is manufactured using CAD/ CAM the students can produce many iterations to resolve issues of tolerance, size, manufacture and assembly, as well as making a product which is fit for purpose, suited to the user and can perform consistently.

For us, Socially Responsible Design is about seeing the bigger picture. Not only working closely with the user to understand their needs, but also considering environmental, social and financial factors. We want our students to be conscientious, empathetic global citizens. Our concept is to give the students a framework that offers a real world, design and manufacture experience combined with the opportunity to actually make a difference by offering a solution to a significant design problem.

We greatly value our partnership with The Village School, and their contribution to our Design and Technology curriculum. It truly enables us to give our students an enriched learning experience. We are always very grateful and see this opportunity as paramount to the subject.

Creativity, Collaboration, ConfidencePrimary Music Department

Charles McLean, Primary Lead Teacher, Creative Arts

OnTuesday 14th March, the Primary Music Department led a Parent workshop outlining the musical opportunities available to all students in Primary School. The morning began with a group of Year 6 students performing a sample of their current learning about Blues Music, showcasing the creativity, collaboration and confidence that are naturally fostered in a music department. There was also an opportunity for parents to put themselves in the shoes of the students by learning some West African drum patterns. Despite some initial apprehension, the parent group made a wonderfully musical sound and one even requested that we create a parent drumming group!

The session was split into three main sections covering why music is important, the Primary Music curriculum at Bangkok Patana and finally, ECAs, events and performances. The instrumental music team led by Dave Larking were also present to answer any questions about that key area of our provision. The presentation slides can be viewed on this link

It was fantastic to welcome around 80 parents into the event and feel the community’s enthusiasm for music. If you missed the workshop and would like to reach out to the music department all questions and enquiries can be sent to any of our music teachers.

Ms Rachel rast@patana.ac.th ; Mr Charlie chmc@patana.ac.th ;

Ms Lisa lima@patana.ac.th ; Dave Larking (Instrumental Music) dala@patana.ac.th

Max Masson received Early Decision for IE University Madrid to study Business Administration.

At Bangkok Patana, Max developed his passion for Business through the (I)GCSE and IB programmes, crediting the “supportive and challenging environment” for his academic achievement. Max is looking forward to the wide variety of opportunities available to explore at IE University Madrid.

Click to read more about Max’s Patana Pathway!

Rada (Sammy) Anuras received Early Decision for Brown University to study Cognitive Neuroscience and Theatre.

Viewing her IB English Language and Literature course as a “microcosm of the [interdisciplinary] learning” that she will experience at Brown, Sammy places herself at the intersection between performance arts and social justice, serving as an advocate for women’s rights.

Click to read more about Sammy’s Patana Pathway!

Alexis Loke has accepted an offer to attend Queen Mary University of London to study Law.

At Bangkok Patana, Alexis credits the “warm and welcoming environment on campus” for helping her to increase her confidence, particularly ahead of embarking on her new pathway! Her decision to study Law is based in her desire to develop a strong foundation for her future.

Click to read more about Alexis’ Patana Pathway!

Maanya Bagda received Early Decision for New York University to study Economics.

At Bangkok Patana, Maanya’s (I) GCSE and IB Business and Economics courses inspired her interest in pursuing investment banking. She is looking forward to exploring new places and meeting new people.

Click to read more about Maanya’s Patana Pathway!

Andrew Haughton, Careers and University Counsellor

Iunderstand why Japan has remained a study destination with some of our Bangkok Patana students. It is a place where ancient customs blend with the busyness of contemporary life, as though it were the most normal thing in the world. Japan enjoys a rich cultural heritage, serves delicious food, has an infamous pop culture, four distinct seasons, boasts areas of incredible natural beauty, is famous for being one of the safest countries in the world and offers excellent higher educational options.

Bangkok Patana graduates tend to apply to Liberal Arts universities where English is the medium of communication. These include The University of Tokyo’s PEAK programme, Waseda University, Keio’s PEARL programme, Ritsumeikan APU, Hosei University, ICU and Sophia University. It is important to note, also, that Japan offers excellent options for studying a STEM-based bachelor’s degree that are taught in English such as Nagoya, Kyoto, and Kyushu.

Japanese undergraduate programmes are typically four years in length, with most English courses starting in October. Many offer Japanese language classes and the option to study abroad. Employers value the skills acquired by students with overseas learning experiences, especially if they are able to speak additional languages.

Japan’s university application process varies depending on the course and institution. The process may start with a pre-application check that confirms whether the student is eligible for the course. The University of Tokyo’s deadline for this is mid-October. Applications are generally made online be -

tween November and March, but again, dates do vary between courses and universities. After submission, there is a 1st screening, 2nd screening: interview and/ or entrance exam and then the final submission of the IB results in early July.

Another attraction for studying in Japan are the relatively cheap academic fees and generous scholarships offered. Tuition fees and national and local public universities hover just below the $4,000 mark, with private universities charging up to $23,000. According to JASSO’s 2021 Lifestyle survey of privately financed international students, average monthly living costs are around $680.

For more information on studying in Japan, try these useful links: JASSO Study in Japan website (a public agency in Japan for student support)

Japan Study Support (run by a private agency)

VArsity golF

Andrew Haughton, Careers and University Counsellor

Well done to our thirteen golfers from Years 4 to 13, who represented the school’s Varsity Golf team at last Sunday’s Patana Invitational at Thana City Golf and Country Club. It was a superb performance by all, with many smiles, laughs, tears of sadness and frustration along the way – such is the game of golf!

NOTABLE ACHIEVEMENTS

Yi Xuan Low (Year 10) shot a personal best of Gross 79, earning him the Boys’ Category B and Overall Net Score prize winner.

Girls’ captain Jenny Kiel (Year 12), Lisa Xiaowen (Year 9) and Teya Tejacharoenanan (Year 8) won Gold, Silver, and Bronze respectively in their Flights. Upcoming superstar Dalila Tung (Year 4) took home Bronze in Flight D.

A special shoutout to Lucas Lim (Year 10) who played in and survived his first ISGT tournament. Well done Lucas and well done to all the players, parents and Bangkok Patana coaches who were there to support.

tEnnis ACADEMy

Dan Ahl, Cross Campus Head Tennis Coach

Withthe return of overseas travelling teams and a bumper entry, this year’s FOBISIA Tennis Invitational trialled a new format with a qualifying event for Bangkok-based schools taking place between 3rd and 5th March with 180 entries from 15 schools. Bangkok Patana had 60 students taking part in the qualifying event and 16 students made it through to the main draw. These students then joined the overseas students from TES, BSM, Uplands, UWCD, UWCE and ISPKL in the main draw.

Competition was fierce throughout; however, all Bangkok Patana students battled hard and many reached the Top 8 in their respective age groups. Standout performances were from Asama, who played excellent composed tennis all weekend to reach the final of the Girls’ Under 14 Singles, and Risako, who finished 4th in the Girls’ Under 12.

With so many matches to play, the days were long. Although this can be challenging for organisers, staff and students, once it cooled down and the floodlights were on

the later matches were still just as competitive. Even with a 9:00pm finish on Friday and a 10.30pm finish on Saturday, the atmosphere around the courts was enjoyable.

The final match count reached 293 in the main draw. When added to the 200 qualifying matches, this is an outstanding number! Thank you to our Bangkok Patana coaching staff who were ready and willing to help and assist with any matter, big or small, and who spent many hours out on the courts supervising and supporting matches.

DAnCE ACADEMy

Vallary Lokre, Cross Campus Head Dance Coach

The Dance Academy hosted their February Half Term Dance Camp this year on Tuesday 21st, Wednesday 22nd and Thursday 23rd February. The Camp was attended by 25 student dancers who enjoyed learning new skills to improve balance and coordination in dance. Primary students enjoyed six different classes while our secondary students were offered two workshops in intermediate choreography. It was lovely to have this buzz at the dance studios during the holidays and we look forward to offering more holiday dance training in the next academic year.

FFUN UN DDAY AY

THANK YOU TO OUR SPONSORS:

DIAMOND

PLATINUM

GOLD

Anonymous Personal Donor

SILVER

BRONZE

Anthony Chang’s Mum

Special thanks also go to:

Cosmo Group, Vina V8L, Brother Pictures and Subaru Pathumthani, Topgolf Thailand

PTG PRESENTS BANGKOK PATANA SCHOOL THANK YOU TO OUR: LUCKY DIP SPONSORS

FOOD AND BEVERAGE VENDORS

Desert Island Discs

With Mark Potter, Cross Campus Head Football Coach

Throughout Terms 2 and 3, we will be revisiting previous contributions to the Desert Island Discs column.

Thiscolumn follows in the style of the famed BBC podcast which features a celebrity every week – here we feature our own Bangkok Patana celebrities! What eight songs, one luxury item and one book would you take with you if you were stuck on a desert island?

Today Cross Campus Head Football Coach, Mark Potter, is stuck on a desert island.

MR MARK, IF YOU WERE STUCK ON A DESERT ISLAND WHAT EIGHT PIECES OF MUSIC WOULD YOU WANT TO HAVE WITH YOU?

Dustland - The Killers ft. Bruce Springsteen

Whatever - Oasis

Take Over the World - Courteeners

Here Comes the Sun - The Beatles

Under the Cover of Darkness - The Strokes

Chinatown - Bleachers ft. Bruce Springsteen

Maggie Mae - Rod Stewart

About Today - The National

PICK ONE LUXURY ITEM YOU WOULD WANT TO HAVE WITH YOU. THIS ITEM MUST BE INANIMATE AND OF NO USE IN ESCAPING THE ISLAND OR ALLOWING COMMUNICATION FROM OUTSIDE.

A photo album with a pillow for a cover!

WHICH ONE BOOK WOULD YOU WANT TO HAVE WITH YOU?

The Art of War by Sun Tzu

Catch the real Desert Island Discs on BBC. What are you listening to? Have a list of your own?

Let us know! Contact STML with your favourites.

Click to listen to Mr Mark’s playlist

#243: guiDe to saFe anD healthy habits online

Bad things sometimes happen. It’s a regrettable but inescapable fact of life. Nobody – especially in the vast, untamed wilds of the internet – can avoid setbacks indefinitely. What we can do, however, is fortify ourselves – and, crucially, our children – with the knowledge and the skills to cope with and adapt to these difficulties when they arise. That’s digital resilience.

Coaching children and young people to handle the slings and arrows of online misfortune will hugely benefit a generation who are growing up publicly in an online environment. This week’s guide has some basic and easily achievable suggestions for good online habits that will help young people to enjoy the digital world more safely and healthily.

Have a great weekend.

Brian Taylor Assistant Principal, Campus Curriculum Technology Integration