How We Grow Our Teachers (and Why That Matters for Your Child)
By Carly Peart, Cross Campus Vice Principal, Professional Learning
When you think about your child’s experience at school, it’s natural to focus on the classroom, their friendships and the curriculum (or perhaps how many water bottles they’ve managed to misplace at this point in the year). But behind all of this sits something equally important: how we continue to grow and develop our teachers.
At Bangkok Patana School, we believe that great teaching is not fixed, it evolves. Just as we encourage our students to be curious, reflective and open to learning, we expect the same of our staff. This is why professional learning is not something that happens occasionally, but something that is built into the rhythm and flow of the school year.
At the heart of this is our Professional Growth Cycle. Every member of staff takes part in an ongoing process of learning and development, supported through regular, coach-like conversations that guide, nurture and challenge their thinking. These are not traditional appraisal meetings, but thoughtful opportunities to reflect, set meaningful goals and continually refine their practice in ways that benefit students.
At the beginning of the academic year, teachers identify an area of focus. This might be something very specific, such as improving the way they use questioning in lessons, or something broader, like developing strategies to support student independence. The key is that the goal is meaningful, relevant, and grounded in the needs of their students.
Over time, teachers then work towards this goal through a range of professional learning opportunities. For some, this might involve joining a Community of Practice in the Primary School, where colleagues collaborate to deepen their understanding of our teaching and learning framework. For others, it may be instructional coaching, where teachers work one-to-one with a coach to explore their practice in a supportive and structured way.
Beyond this, there are numerous additional pathways. Our academy coaches participate in dedicated coach education, ensuring that students benefit from high-quality guidance in sport and the performing arts. We run professional book clubs, where staff come together to explore educational research and discuss how it translates into the classroom. Our Learning for Learners sessions provide opportunities for staff to share their own expertise with colleagues, creating a culture where everyone is both a learner and a contributor.
Many of our teachers also engage in external courses and professional qualifications. This year alone, over 270 of our academic staff have attended professional learning courses, and more than 60 have participated in conferences both locally and internationally. What makes this particularly powerful is that the learning does not stop with the individual. Teachers bring new ideas back to their teams, share insights with colleagues, and contribute to whole-school development. In this way, professional learning becomes collective, not isolated.
Throughout the year, reflection is a constant. Teachers consider what is working, what could be improved, and how their practice is impacting students. This ongoing process ensures that professional growth is not a one-off event, but a continuous cycle of learning, application, and refinement.
On 1st May, our staff will come together to share and celebrate their successes so far this year. It is a moment to pause and recognise the effort, commitment and professionalism that underpin everything we do. More importantly, it is an opportunity to learn from one another, to exchange ideas and to continue building on the progress already made.
For parents, much of this work is understandably unseen. However, its impact is felt every day. It is reflected in the quality of interactions in the classroom, the way lessons are structured, the support students receive and the confidence with which teachers respond to individual needs.
Investing in teachers is, ultimately, an investment in your child. By creating a culture where educators are continually learning, we ensure that your child benefits from teaching that is thoughtful, responsive, and always improving.
At Patana, learning does not stop with our students. It is something we model, value and prioritise across the entire community.
When Plans Change: Transport Update No car today or need a lift? Your child can still use the school bus even […]
Unplugged Reflections
By Torres Chou, 10W and Ying Ying Han, 9R
The Sound of Students on a Splendid Thursday Night
Our annual Patana Unplugged concert is a key highlight in the lives of the school’s young and promising musicians, whether they’re in Year 7 and just starting their Secondary School experience, or in Year 13, indulging in the sentimental show as performers for one last time before they depart and focus on their own futures.
On 2nd April, the concert was held in the Black Box, showcasing soloists, duets and bands that performed arguably one of the most unique setlists ever for this concert, from 19th-Century classics such as Jimmy Van Heusen’s ‘Come Fly With Me’ to more recent, popular hits like Olivia Rodrigo’s ‘Vampire’. The musical tradition of the Unplugged concert has been continued by our many talented students, led by our very own teachers, school staff, MCs, and Dave Cheung and myself as the concert’s student managers.
Unlike November’s Patana Plugged concert, this show contained no judges or feedback after the performances, allowing for a smooth flow of performances after a brief introduction from the MCs.
While all performances were equally outstanding, major pieces that really made the crowd cheer included our school’s very own ‘Golden Kazoos’ with their truly entertaining interpretation of ‘Demons’ by Imagine Dragons – only they could come up with such unique instrumentation and choreography. Other remarkable performances included a stunning mashup of ‘Yellow’ by Coldplay and ‘Night Changes’ by One Direction performed by three of our school’s Year 13 students, and one of the concert’s final pieces, ‘Hope Lingers On’ by Lissa Schneckenburger, performed by the Senior Choir and directed by Ms MacRitchie.
This concert has been infinitely busier than not just this academic year’s Patana Plugged, but last year’s Unplugged as well, showing that music from our students can inspire potential musicians in younger years to really let their talent shine in front of their teachers, friends and family.
Reflecting on the role of organisers, I am pleased that this concert has turned out to be extremely successful, and both Dave and I had an amazing time managing the concert; both of us are extremely grateful for having been given this opportunity. Of course, due to the many individuals who wanted to perform and the limited number of slots, we did run into a few issues. However, as they’ve all been resolved, we are satisfied with the concert’s outcome and hope that everyone who attended, regardless of if they were performers or not, had an experience that they will never forget.
Now that we are relatively near the end of the school year, we hope that the musical events this year have left a lasting impression on the students, teachers and parents. Unplugged has been an experience filled with wonder, and as we bid farewell to our Year 13s, their passion for music will be carried on through the lives of our budding students, and who knows? Maybe, sometime in the foreseeable future, they will blossom into brilliant musicians who will make next year’s Unplugged even more memorable than this year’s. – Torres Chou, 10W
“Patana Unplugged 2026 was a really enjoyable and meaningful experience. Singing has always been something that I’ve loved to do. Unplugged’s environment and atmosphere is really supportive and encouraging, and that’s part of the reason why I have really loved joining it for the past three years. The acoustic setting in Unplugged (where performers don’t have any individual or handheld mics, only floor mics), is really unlike any other concert at school. It made the performances feel much rawer and more authentic; if anyone’s scared of performing, Unplugged would be a great space to start. The performance area is smaller and the audience isn’t as large as some of the other concerts at school, so I felt a lot more comfortable on stage. I was able to be fully present in the moment, which made the performance feel more personal and genuine. Not having a mic pushed me to really project my voice, be conscious of my expressions and overall helped me grow a lot as a performer.
The event itself had a lot of thought and effort put into it, from the student organisers Dave and Torres who listened to all the auditions and gave kind, helpful feedback, all the music staff who planned the rehearsals and the logistics, and of course, the performers as well. Like with any concert, I think you could really tell how each piece was rehearsed over and over again so that the version you heard that night was truly the best one. Speaking from experience, my pianist Mia and I took quite a long time to even choose a song, let alone start practicing it, so what made the experience truly memorable.
The atmosphere felt like everyone was just there to support how much effort everyone had put into the show, with lots of people encouraging each other, cheering loudly after every performance, and just creating a safe space to perform without pressure. This made it really easy to enjoy the performances and feel confident while being on stage. Overall, it was a really valuable experience that allowed me to improve, connect with others, and appreciate performing in more intimate settings.” – Ying Ying Han, 9R
When you think about your child’s experience at school, it’s natural to focus on the classroom, their friendships and the […]
Celebrating Multilingualism Together: The Second Languages Olympiad
By Mariela Bianciotti, Leader of Primary World Languages and Spanish Teacher
On Wednesday, March 18th, Bangkok Patana School proudly hosted the second edition of the Languages Olympiad, building on the outstanding success of last year’s inaugural event. What began as a new initiative has quickly developed into a meaningful celebration of language learning, collaboration and cultural understanding within the international school community.
This year marked an exciting milestone for the Olympiad. We were delighted to welcome two additional schools, bringing the total to 13 participating schools from Bangkok, Hua Hin and Pattaya. With this growth came an even larger gathering, with approximately 320 students and 40 language teachers coming together for a day dedicated to celebrating languages and the connections they create.
In addition to French, Spanish and Mandarin, the Second Languages Olympiad proudly introduced Japanese for the first time. The inclusion of Japanese enriched the carousel of activities and reflected our commitment to inclusivity and to recognising the linguistic diversity represented across our schools. For many students, this was their first opportunity to encounter a new language and culture in such an interactive and celebratory context.
The day opened with a vibrant Opening Ceremony that set an inspiring tone. Our students represented Bangkok Patana School with confidence, enthusiasm and pride. Whether singing the Royal Anthem, performing the Lantern Dance, cheerleading in French, or singing a welcome song in Spanish, their performances highlighted not only strong language skills but also creativity, teamwork, and courage. These moments powerfully reminded us that languages are not just academic subjects, but living tools for expression and connection.
Throughout the day, students worked in mixed‑school teams, collaborating with peers they had never met before. This structure remains one of the Olympiad’s greatest strengths. By working together across schools, students developed communication, teamwork, and problem‑solving skills while using their target languages in meaningful and enjoyable ways. The atmosphere across the activity stations was energetic and positive, filled with curiosity, encouragement, and laughter.
The Languages Olympiad was very much a team effort. A wide range of staff worked behind the scenes to ensure the day ran smoothly. From language teachers across all participating schools who designed and facilitated activities, to Patana colleagues supporting logistics, supervision, and organisation, every contribution played a vital role. Their commitment, flexibility, collaboration, and support reflected the core values at the heart of the Olympiad.
Below are reflections from seven of our students:
Kiko Toma, 6C – Representing Spanish
“I really enjoyed the activities at the Languages Olympiad because they were all different and fun. Every activity needed teamwork and good collaborative skills, which helped us work well together and feel closer as a group.
Before the event, I felt a little nervous because I didn’t know who I would be in a group with and I wasn’t sure if we would get along. However, by the end of the day, my nerves were completely gone. I was really happy with my group members because they were all very friendly and supportive, which made me feel much more confident.
The activity I will remember the most is Charades. This game needed strong teamwork and good vocabulary knowledge. We worked together really well and managed to score 60 points just from this activity, which made us feel very proud.
I worked with four students from different schools, and even though we didn’t know each other at first, we quickly became friends. Working with them felt very smooth because everyone had different strengths, and those strengths helped our team succeed.
I felt especially proud of myself when my group, S10, won the bronze medal. Since it was my first time participating in the Languages Olympiad, I didn’t expect us to be on the podium at all, so it was a big and happy surprise.
For anyone thinking of joining the Languages Olympiad next year and feeling nervous about not being with their friends, I would tell them not to worry. You will make new friends from different schools, and it is a great opportunity to learn, work as a team, and have fun at the same time.”
Rose Li, 5W – Representing French
“I really enjoyed working with others and collaborating as a team during the Languages Olympiad.
At the start, I felt nervous about being an MC, but by the end I felt happy and proud of myself for trying something new. I also learnt about different countries around the world that speak French.
During the Olympiad, I learnt how to collaborate better with my team and how important it is to be patient when working with others. One of my favourite moments was when my friends and I made sure to include everyone. I especially liked the activity where we had to use playdough to shape different things.
I worked with students from different schools, and it was really fun getting to know them. We helped each other by correcting mistakes and supporting one another.
Personally, I found the activity where you had to read a paragraph and match it to the photo quite challenging, but my team helped me and we worked through it together. I also felt very proud when we managed to get the ping-pong balls into the boxes.
Overall, I think the Languages Olympiad is a great opportunity to learn from each other and have a really good time. I would definitely recommend joining because it is a great experience, and I think you would love it too.”
Brian An, 8J – Representing Mandarin
“In the Language Olympiad competition, I massively enjoyed the fun and interactive stations. I before event I thought I needed to practice hard and memorise all the words but it turns out that it was very fun and not that much memorising involved.
I learnt that languages are important as they help people feel connected and help people to communicate. From the numerous activities I learnt lots of new Chinese characters such as, 苹果 and 熊猫.
The most memorable activity was the chopsticks game which involved 0 learning and using chopsticks to get the beans into the other cup. I also never knew that I was going to be with people from other schools.
I would recommend the Language Olympiad to other students because it is a very fun experience and an overall engaging competition.”
Edison Ye, 7L – Representing Spanish
“The Language Olympiad was a great event for everyone from multiple schools to develop their second language and to make numerous friends. As it is a new year (2026) we got our second Language Olympiad and it was even better than the first! I genuinely feel that the second time was better than the first one because of a couple of reasons. First up, there were definitely more people than the first time, which made it way more competitive. Secondly, the activities were more engaging and more challenging than before. And thirdly, it is great because there has never been one event like it before. Since the Language Olympiad started I felt that my collaboration skills and Spanish skills have improved. I realized that only once one achieves a balance between practicing, cooperation and enjoyableness can they improve faster than usual. Overall, the Language Olympiad was a great experience for those who want to improve their second language whilst having fun.”
Lyla Fowler, 7L – Representing French
“My day at Languages Olympiad was spectacular. I am so privileged that I could come to this event twice: Once in Primary and this time in year 7.
The event includes activities that are spoken in the language you are learning, a fun opening ceremony that hypes everyone up and my favourite part is getting to know your teammates from other schools. All the schools that participate have a very big role in this Languages Olympiad. It’s not just Patana staff but other staff from other schools help run the activities. This is a great opportunity to create new friendships and exploring different cultures. It’s based around teamwork, games and having fun. I am proud Patana has hosted this delectable event twice and I hope this occasion will be forever in Bangkok Patana’s legacy. Lastly remember it’s not just about the language but about working together and having fun.”
Sophia Cha, 7C – Representing Spanish
“Participating in the Language Olympiad (2nd edition) was such a delight! What I loved most was when everybody worked together and collaborated to solve challenges. The experience gave me a chance to challenge my skills and capability. Also, I would highly recommend other students join this because of how enjoyable and diverting it was! In conclusion, the Language Olympiad reminded me that languages aren’t just another way to communicate, but about connecting with people and cultures.”
Griffin Fuller, 7O – Representing Mandarin
“I enjoyed being in a group with other Chinese speakers from different schools and Year levels and working with them to show our knowledge of Chinese culture. Before the Language Olympiad, I felt weird at the idea of working with different people that I didn’t know. Afterwards, I was happy for the new friends I had made that day. I learnt that many different people can learn about a singular culture and language. I learnt how to better work with new people that I otherwise would never have talked to. There was a funny time when my new friend in Year 6 told us about the Chinese show we were watching and a funny event that had happened with him before the Olympiad. I think that people doing the LO 2027 should be open minded about new people and cultures because you never know what friendships and interests might arise.”
The Sound of Students on a Splendid Thursday Night Our annual Patana Unplugged concert is a key highlight in the […]
Physics Challenge Success – March Competitions
By Victoria Hyman, Curriculum Leader for Physics
We are delighted to celebrate the achievements of our Year 11 and Year 12 students who took part in the British Physics Olympiad competitions this March.
These papers are designed to stretch even the strongest physicists, focusing on problem-solving, resilience, and applying knowledge in unfamiliar contexts.
Year 11 – Intermediate Physics Challenge
Gold: Kaka S, Jack F Silver: Naomi A, Arnob G Bronze 1: Eric G, Sanaa S, Samiksha M, Phineas L, Irene C Bronze 2: Sahiem A, Eliana M, Oluwatobiloba S
Year 12 – Senior Physics Challenge
Gold: Richard X, Zachary G, Tyno T, Kaka S Silver: Win K, Veer G, Sebastian S, Sean L, Shin T Bronze: Vivaan B, Teoman G, Kimi C, Panda S, Mustafa U, Asama J Commendation: Jinansh J, Neil K, Kim S, Wyn Wyn Y, Sara N, Quinn V
What kind of problems do students tackle?
To give a flavour of the challenge:
“When walking on a treadmill inclined at 45°, does your gravitational potential energy change?”
“Estimate the mass of Earth’s oceans.”
“Where is the centre of mass of an irregular triangular shape?”
“How does current change with temperature in a thermistor circuit?”
“Why does a liquid cool down when it evaporates?”
“Design an electrical fuse that melts in exactly 1 second at 10 A.”
“Could a ‘sand battery’ realistically store enough energy to heat homes?”
Get Involved
If these kinds of problems spark your interest, our Physics Challenge ECA runs every Wednesday, 2:30–3:30pm (Blocks A–C). All students in Year 10 – 13 interested in developing their problem-solving skills are very welcome.
Congratulations again to all students involved – a fantastic achievement and something to be very proud of.
On Wednesday, March 18th, Bangkok Patana School proudly hosted the second edition of the Languages Olympiad, building on the outstanding […]
Tech Tips #323: UK Regulator Raises Concerns About AI Smart Glasses and Privacy
By Brian Taylor, Vice Principal, Technology for Learning
The UK’s data protection regulator, the Information Commissioner’s Office (ICO), has written to Meta following reports that raise concerns about privacy and transparency in relation to AI‑enabled smart glasses. These devices, developed by Meta in partnership with brands such as Ray‑Ban, include built‑in cameras and microphones and use artificial intelligence to answer questions about what the wearer can see or hear.
Investigative reporting suggests that some images and videos captured by these glasses have been reviewed by human contractors working for Meta, including highly sensitive and private footage. These workers are involved in “training” AI systems by labelling images or checking whether the AI’s responses are accurate. While Meta states that this review process is described in its terms of service and that privacy filters are applied, reports indicate that these safeguards may not always work as intended.
The ICO has described these claims as “concerning” and has asked Meta to explain how it is meeting its obligations under UK data protection law. The regulator emphasised that devices which collect personal data should put users in control and clearly explain what data is being collected and how it is used.
Meta has responded by stating that recordings remain on a user’s device unless the user actively chooses to share them with Meta’s AI tools. The company also says that the glasses include a visible light to indicate when recording is taking place and that contractors work under strict security conditions.
As AI‑powered wearables become more common, this story highlights important issues for families. New technologies can offer benefits, including accessibility tools for people with visual impairments, but they also raise questions about consent, bystanders’ privacy, and children’s awareness of how data is used. Schools and families play a key role in helping young people develop informed, responsible habits when using emerging technologies.
