Our Staff often publish their research and knowledge in external publications. Celine Courenq, Head of World Languages recently published an article on how learning in Year 7, 8 and 9 can make good foundations for IGCSE success.

Read here: https://www.fraubastowmfl.co.uk/post/case-study-why-secure-ks3-foundations-matter-building-sentence-control-for-i-gcse-success

Year 12 Environmental Systems & Societies (ESS) students were at it again!  From 19th through 23rd January, they were in the wilds of Kaeng Krachan National Park investigating many aspects of the subtropic forest it protects.

This expedition is part of the ESS curriculum where students need to put in at least thirty hours of field investigation time.  Our students are very fortunate in that they have such amazing biodiversity hotspots as Kaeng Krachan with in a few hours easy drive to use as their outdoor laboratory.

Students spent the first two days of the 4.5 day expedition learning about the subtropical dry forest that dominates much of the Kaeng Krachan system.  They learned about the plants and were very fortunate to have seen many of the native species that call the region home.  Species such as spectacled langurs, Malayan giant squirrels, white-handed gibbons and critically endangered Robinson’s Langurs were some of the mammals that introduced themselves to our students. Countless birds and invertebrates were also present.

Students learned how to measure many aspects of the biotic and abiotic components of the ecosystem as well.  Using the impressive tools Bangkok Patana School has in our field ecology arsenal, students measured such factors as dissolved oxygen, turbidity, pH, electrical conductivity and dissolved solids and many more.  Students used dichotomous keys to identify the invertebrates they encountered in the streams and grasslands.

Being in such a natural area, away from the concrete jungle, in fresh air with a low pollution index, the students were energised.  After two solid days of learning and practice, they designed and carried out a field investigation of their own.  The research questions were very interesting ranging from determining the impact of canopy density to ground dwelling invertebrate biodiversity to stream invertebrate abundance correlation to stream characteristics such as riffles and pond zones. 

The data they collected during these studies will be processed and presented in a mock-internal assessment paper to be submitted in the coming weeks.  As a 20-year ESS field instructor, I can say the caliber of our students here is impressive.  Such enthusiasm and energy all directed at environmental issues and sustainability, is reassuring to say the last. 

Here are some quotes from our students:

“I slipped at least five times trying to catch fish, 10/10 trip, would go again.” – Jasmine Myatt

“This ESS trip was an unforgettable and educational experience that allowed us to deepen our understanding of the environment through hands on work, while also seeing how passionate our teachers are about the subject making me appreciate what I’m learning even more.” – Rosie Clapp

“Being out in the field in the ESS trip showed how delicate nature is.” – Sophia Hilgert

“I really enjoyed the ESS trip, not only for the nature that we saw but also because I talked to and became friends with people I didn’t think I would be friends with.” – Anaiya Molhatra

“Thank you Mr. Smith for allowing us to have some time to see Gibbons and many different animals. It was also a good time to get some data for our Mock IA. Thank you for also giving me opportunities to take some nice photos of Gibbons and learning more about them.” – Miyu Suda

“I felt like I was in my element, as we got to be part of the wildlife around us and I had a really fun time working with nature, especially in the river and interacting with all of the different animals.” – Penelope Dever

“The trip made me appreciate the nature more and made me appreciate the insects and bugs more.” – Esther Kim

“It was such a fun experience getting to know the different plants and animals. The best part was definitely catching the terrestrial invertebrates at the national park!” – Maple Dhiranusornkit

The Year 12 IB Biology students recently visited Khao Yai National Park for a field trip that combined academic challenge with memorable experiences. The trip provided students with the opportunity to apply their classroom learning directly to natural environments while developing essential ecological fieldwork skills.

During the visit, students carried out fieldwork across three contrasting ecosystems: grassland, freshwater, and forest. They learned how to use a range of ecological sampling techniques to measure both biotic and abiotic factors. A key focus of the trip was supporting students with their IB Biology Internal Assessments (IAs). Working closely with their teachers and specialist staff, students refined their research questions before spending a full day collecting primary data in the field. It had the intended effect as reflected by student Raichah de Sousa-Hunen, “The Biology trip was a great experience as it enabled us to apply what we had learnt in the classroom to real life.”

Following the fieldwork, students took part in workshops focused on data processing and statistical analysis, with several students beginning their IA write-ups during these sessions. Janya Phlaphongphanich highlighted the impact of working outside the classroom, saying, “Physically being in the environment and working in the field helped me understand my findings more and connect to my research.”

In addition to IA-focused work, students enjoyed a guided nature walk through the park, applying key IB Biology concepts such as succession, feeding relationships and niche theory. One of the highlights of the trip was an evening visit to a bat cave, where students watched an estimated two million bats emerge at sunset — an unforgettable spectacle! Aya Haviv-Buck described this as “a really memorable experience that brought our learning to life.”

Overall, the trip was both academically enriching and highly engaging, offering valuable learning experiences beyond the classroom.

As IB Physics Year 12 students, we recently had the opportunity to take part in a Physics field trip to Dream World Bangkok with 44 other Physics students during the final week of last term. The trip gave us a chance to step outside the classroom, enjoy ourselves and have fun together, while still learning meaningful physics along the way. It was a refreshing reminder that learning does not always have to take place behind a desk, and that understanding can sometimes come from experience just as much as from textbooks.

The main focus of the trip was to explore centripetal acceleration and g-forces, topics we had already studied in class. While we were familiar with the equations and definitions, feeling these forces firsthand made a noticeable difference. Being on the rides allowed us to connect what we had learned theoretically to what we could physically experience, making the concepts feel more real and easier to understand.

Two rides stood out in particular: the Viking and the Speedy Mouse roller coaster. The Viking ride helped us visualise circular motion in a very clear way. As the ship swung back and forth, we could feel changes in acceleration and apparent weight, which helped us better understand how g-forces act on the body. These sensations made abstract ideas like changing velocity and direction feel far less distant. The Speedy Mouse roller coaster offered a different perspective, with its sharp turns and quick changes in direction highlighting the effects of centripetal force. Experiencing these forces in motion made the relationship between speed, radius, and acceleration much clearer. To support our observations, we used the Phyphox application on our phones to collect real-time data from the rides, allowing us to measure acceleration and relate the values directly to the forces we were experiencing. This helped bridge the gap between what we felt physically and what we had previously analysed mathematically.

Throughout the trip, we talked with one another about what we were feeling on each ride and how it linked back to the physics concepts we had learned. Discussions about normal force, apparent weight, and acceleration felt more natural when we could relate them to our own experiences. This helped reinforce the idea that physics is not just about solving problems on paper, but about understanding the forces that shape everyday experiences.

Just as importantly, the trip allowed us to spend time together as a group. Learning alongside friends in a relaxed and enjoyable environment made the experience even more memorable. It showed us that physics is not only about numbers and calculations, but also about curiosity, exploration, and enjoying the process of learning.

Overall, the Physics trip to Dream World was an experience we will genuinely remember. Using tools like the Phyphox app made the learning feel more hands-on and meaningful, as we were not just experiencing the rides but actively collecting and thinking about real data ourselves. Seeing physics come to life through both sensation and measurement helped us realise that the subject is more than equations and exam questions. Sharing the experience with friends made it even more enjoyable, and it reminded us that some of the best learning happens when curiosity, technology, and fun come together. Thank you to the administrative and academic staff who made this trip happen.

Image courtesy of New Family Center Features: Helping Parents Understand Better Their Teen’s Snapchat Experience – YouTube

Snapchat has introduced updates to its Family Centre, giving parents greater visibility into how their children use the app while still protecting young people’s privacy. These changes are designed to support healthy digital habits and strengthen conversations at home about online safety.

What’s New?

Families can now access a clearer breakdown of a child’s daily screen time on Snapchat over the past week. Rather than showing just total minutes, the Family Centre separates activity into key areas such as messaging friends, creating or sending Snaps, exploring Snap Map, or watching Spotlight and Stories. This helps parents understand not only how much time is spent on the platform, but what that time involves.

Snapchat has also added “trust signals” to help parents understand who their child is connecting with. When a young person adds a new friend, parents can see whether that contact appears in their phone, whether they share mutual friends, or whether they belong to the same school or community. These cues offer reassurance without revealing private messages.

Importantly, parents still cannot read their child’s Snaps or chats. Snapchat’s approach is to support safety and awareness rather than surveillance. This aligns with best practice in digital wellbeing, helping young people maintain autonomy while ensuring adults stay informed.

Tools to Support Families

Snapchat has added guidance resources, including a walkthrough video and a digital safety guide called The Keys. These can help parents and children learn together how to use the Family Centre effectively.

Why It Matters

For families, these tools work best when used to start open conversations. Asking curious, non‑judgemental questions about screen time, new contacts, and online experiences helps young people feel supported rather than monitored. Technology can provide insight, but ongoing dialogue builds trust, confidence, and safer online habits.

Have a great weekend.

As part of our ongoing commitment to inclusion at Bangkok Patana school, I had the privilege of attending a one-day focussed workshop on Autism Awareness along with my colleague Shaun Pletschke. The session was led by Dr Tereza Aidonopoulou (Associate Professor in Inclusive Education, University of Northampton), who has over two decades of experience and expertise in inclusion, neurodivergence and intersectionality. The session was attended by mainstream educators, SEN teachers and Heads of Learning support departments from leading international schools in Bangkok. 

Autism is not an illness but a different way of experiencing and engaging with the world. Individuals on the spectrum may perceive information, communicate, and respond to their surroundings differently. These differences often come with unique strengths – such as exceptional focus, creativity, honesty, attention to detail and innovative problem-solving. At the same time, students with Autism may face challenges in social communication, sensory regulation and adapting to changes.

The session was eye-opening, insightful and deeply relevant to the values we uphold at our school. Dr Tereza created a deeply insightful, interactive, and respectful space for learning, sharing and reflection .  Throughout the day, professionals indulged in rich discussions, case scenarios and engaging activities -including quizzes and group dialogues. We explored concrete practical strategies , and how these adaptations, adjustments and considerations in inclusive education can make a huge impact in participation and engagement in a neurodivergent individual’s learning journey. 

One of the most powerful messages from the workshop was that inclusion is not a strategy, it is a mindset. Our discussions focused on a strength-based approach, providing support and strategies tailored according to the individual needs of the students. We discussed various ways to support neurodivergent individuals – like flexible teaching methods, alternate adaptive assessment methods, sensory-friendly spaces and use of assistive technology to enhance learning experience and engagement.

The main takeaway from the session was the crucial role of empathy, and collaboration between educators, students and families to make a real difference. When we listen, communicate openly and build on each child’s strengths, we foster a sense of belonging that enriches our whole community. 

As a Learning Support instructor, I am inspired to continue advocating for approaches that honour the individuality of each learner. Together – teachers, students and parents – we can nurture a community where differences are embraced, strengths are recognised and every young person feels a sense of belonging.