Key stage 1 Curriculum Guide

Curriculum Guide 2016/2017

Matthew G Mills [email protected]

Clare Sharp [email protected]

Carol Battram [email protected]

Jason Cooper [email protected]

Rachel Jones [email protected]

PLEASE NOTE: The content of this curriculum guide was accurate at the time of publication (March 2016). The curriculum is forever evolving, and during the course of the coming year, aspects may be developed or amended. Any changes will be communicated to parents through the regular year group Newsletters.

Our mission is to ensure students of different nationalities grow to their full potential as in depen den t learn ers

in a caring British international community

Key Stage 1 Curriculum Guide 2016/2017

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PLEASE NOTE: The content of this booklet was accurate at the time of publication (March 2016) 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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A t Bangkok Patana Primary School we continue to put learning at the heart of everything so learners of all ages have the opportunities to fulfil their potential in

everything they do. We look to develop students who are independent; have a global understanding of who they are; have a desire to learn more; enjoy their learning and because of this they make good progress and achieve well. Our continual aim is to bring learning to life through a desire for excellence in learning and teaching.

The aim of the Primary curriculum is to install in our young learners a life-long desire to learn more. We achieve this through providing a balanced, challenging and exciting learning experience. At Bangkok Patana Primary School we call this our ‘connected learning’. This is where learning is not taught in isolation, instead subject areas are connected; they are taught in context and to create real engagement in learning. We look to make learning as ‘real’ as possible in an age-appropriate way.

This develops a deeper learning experience which helps to nurture the desire for life-long learning. The appropriate skills are taught where the vehicle for these skills is the knowledge and experience content. In this booklet we will exemplify some of the ways in which we do this.

For learning to be successful we realise we need children to be safe and happy in their school environment and because of this are willing 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. We aim to develop students who become confident learners who are then able to lead safe, healthy and fulfilling lives. It is these students who will become responsible citizens and will make a positive contribution to society as they mature into well rounded adults.

In addition to the essential skills of Literacy, Mathematics and Information and Communication Technology (ICT) as prescribed by the UK National Curriculum, we also look to develop the 21st Century skills of critical thinking, problem solving, communication and collaboration as these are the skills students will need to be successful now and in the future. These skills are becoming embedded in our daily curriculum.

The key features of the curriculum at Bangkok Patana promote: Recognition that children need a well-rounded school experience to succeed, and that

personal development is essential to well-being and achievement. High expectations and good progress for all learners. A focus on deeper learning through a range of curriculum opportunities both within and

outside the classroom. Essential literacy and numeracy skills, with opportunities to develop, use and apply

these skills which become embedded throughout the curriculum. ICT skills with the demands of the 21st Century learner , through the teaching of specific

skills and developing an integrated approach to ICT in all learning.

“ 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.”


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A broad, balanced and coherent curriculum which is dynamic, challenging and always evolving. The celebration of inclusion and diversity Play-based learning opportunities in Foundation Stage and Key Stage 1, which in turn encourages more active learning

throughout the whole Primary phase Preparedness in students for an ever-changing, ever-dynamic life of learning

The Building Blocks of the Curriculum

Information and

Communication

Technology (ICT)

COLLABORATION INNOVATION

CORE SUBJECTS

CONNECTIONS

GLOBAL

AWARENESS

CREATIVITY

The curriculum is built around the expectations of the UK National Curriculum but is adapted to meet the needs of the inter-national student body. ICT is central to the way in which we deliver, engage and enhance our learning experiences at all ages.


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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. This might mean that whilst the Year group are learning through a connected learning theme as a whole because of the nature and make up of each class the learning activities may vary but the overall objective and skill will be the same. We are very proud that our classrooms at all ages show:

Engaged Classroom

Engaged Motivated Learners

Risk Takers

Real World Learning

Learning Socially in Groups and Teams

Multiple Pathways to Expertise

Knowledgeable Skills Differentiation Progressive

The Global Learner To ensure the learning needs of our international student body are met and to celebrate their diversity, we have adapted cer-

tain themes of the UK National Curriculum. We ensure the skills required of the National Curriculum are taught, but we look to seek out more international learning themes which are relevant to all.

We also look to celebrate our host country and the learning opportunities this also brings. For example; Environmental Learn-ing, where the students learn within a theme of Human Impact; or International/Global Learning, where students study Drop Pins (looking at heritage listed sites around the world); and Local Learning, where students study Rivers and Rainforests. . Opportuni-ties are also given within and outside of curriculum time to celebrate different cultures and home languages.

The Curriculum

In the Primary School at Bangkok Patana we use the English National Curriculum as our base curriculum but adapt it to meet our international learners. The purpose of this Curriculum Guide is to introduce you to this curriculum and how we put it into prac-tice. The English National Curriculum begins in Year 1 and is used all the through the Primary School. In the Early Years Foundation Stage (Nursery, K1, K2) we use the Early Years Foundation Stage Statutory Framework and the non-statutory Guidance Docu-ment ,‘Development Matters in the Early Years Foundation Stage’ produced by the Department for Education (DFE), U.K. This framework prepares the children for the start of the National Curriculum in Year 1.


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Life-long Learning Skills Interwoven through the curriculum, we seek to develop the children’s thinking, particularly in the following five areas: pro-

cessing information, reasoning, enquiry, creativity and evaluation and a creative approach to learning. As children are developing the essential learning skills, we are also looking to prepare them for the ever changing world in which they live. To do this we need to develop learning and innovation skills which includes critical thinking, problem solving and creativity, alongside digital literacy skills.

The learners also need to develop initiative, leadership and, probably most importantly, adaptability. Foundation Stage is a good place where all these skills begin to develop. These are built upon in Key Stage 1, Key Stage 2 and beyond.

Personal Attributes We 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 Primary as they are central to our practice and curriculum.

The IB (International Baccalaureate) Learner Profile Attributes We wish our students to develop the following attributes and to become: enquirers, knowledgeable, thinkers, communica-

tors, principled, open-minded, caring, informed risk-takers, balanced and reflective; through the development and encouragement of the following attitudes: appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, inde-pendence, integrity, respect and tolerance.

Personal, Social, Health Education (PSHE) The aim of this aspect of the curriculum is to 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 our natural world. To achieve this, the children have timetabled periods of PSHE (Personal, Social and Health Education).

In summary, through the curriculum and programmes of study we seek to develop technical thinking skills, positive personal

attributes and social responsibility as we aim to provide the very best education for your children within a happy, caring environ-ment. We aim to begin the journey of developing life-long learners. Our role is to nurture your child to discover and challenge their holistic potential, academically, physically, emotionally and socially. We seek to do this by providing a high-quality, stimulating learning environment where your children are happy and safe.

If you have any questions regarding the curriculum or your children’s learning please do not hesitate to contact me. I hope you find our series of Curriculum Books useful.

Jason Cooper Assistant Principal, Primary School


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Bangkok Patana School Mission Our mission is to ensure that students of different nationalities grow to their full potential as independent learners in a caring

British international community.

Principles

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 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


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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. Through the English National Curriculum we strive to deliver creative and interactive programmes of study 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 We consider play a very important teaching and learning tool in both Foundation Stage and in Key Stage 1. We believe through

play children develop intellectually, linguistically, creatively, physically, socially and emotionally. Therefore, opportunities for in-door and outdoor play are central to practice in the Foundation Stage and Key Stage 1.

Developing Thinking Skills It is important to develop children’s “thinking skills” and this we seek to do through all subject areas. The following are the

thinking skills we aim to develop as outlined in the National Curriculum. Creative thinking skills These enable students to generate and extend ideas, to suggest hypotheses, to apply imagination, and to look for alternative innovative outcomes. Inquiry skills These enable students to ask relevant questions, to pose and define problems, to plan what to do and how to research, to pre-dict outcomes and anticipate consequences, and to test conclusions and improve ideas. Reasoning skills These enable students to give reasons for opinions and actions, to draw inferences and make deductions, to use precise lan-guage to explain what they think, and to make judgements and decisions informed by reasons or evidence. Evaluation skills These enable students to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas, and to have confidence in their judgements. Information-processing skills These enable students to locate and collect relevant information, to sort, classify, sequence, compare and contrast, and to ana-

lyse part/whole relationships.


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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. The Primary and Secondary Schools both have their own Principal. The Primary Principal is supported by two Assistant Principals, who act as deputy to the Principal and are responsible for the implementation of the curric-ulum and fostering learning across the school.

The Primary School takes children from 2+ in the Nursery through to 11+ in Year 6. In English National Curriculum terms, it

spans the Foundation Stage, Key Stage 1 and Key Stage 2. Foundation Stage (Nursery, Kindergarten 1 and Kindergarten 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 curriculum developments in the Year group. Both Leaders of Learning are responsible for leading the learning in the Year group. They are supported by an Assistant Leader of Learning and a team of classroom teachers. Outlined below are the ages of our children in each Year group. Key Stage 1: Year 1 (ages 5+ to 6+) Year 2 (ages 6+ to 7+)

In line with UK practice, students are placed in Year groups by age, the cut-off date being 31st August. All children in Year 1, for example, will have reached their 5th birthday by 1st September. Each Year group contains students of all abilities. It is policy to cater for exceptionally-able children within their correct Year group where their 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, ability (academic, sporting and cre-ative), nationality and personality. To ensure this balance is maintained, the classes are mixed at the end of Nursery, K1 and K2. 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 Start of school: 7:40am Morning break: 9:15am – 9:35am Lunch break: 11:30am – 12:30pm School ends: 13:50pm Optional Activities: 13:50pm – 14:30pm (ECA Programme)


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Year 1 and Year 2 are known collectively as Key Stage 1. This is in-keeping with the English National Curriculum terminology. Curriculum The term 'curriculum' refers to all the learning opportunities that take place at school. At Bangkok Patana the curriculum is

carefully planned to ensure that it is relevant to the backgrounds and experiences of our international student body. The National Curriculum from England provides the basis for our formal curriculum at Key Stage 1. This is modified and ex-

tended to give a broad and balanced curriculum for all our students. Extra-curricular activities extend the opportunities for stu-dents even further. The curriculum is designed to meet the needs of all students in each Year group so work is suitably differentiat-ed. This ensures that it is appropriately pitched to cater for students of all abilities. This is a strong feature of the National Curricu-lum.

Aspects of the curriculum are explained to parents at meetings held at the beginning of each academic year. Also, throughout the year Curriculum Mornings for Parents are held to explain, in more depth, different areas of the curriculum.

Assessment All students are regularly assessed to ensure that progress is being made and that our teaching is accurately pitched. Assessment takes many forms and regular teacher assessments are unobtrusive. They are built into the curriculum and from

these assessment activities teachers can ensure that learning is taking place. Assessments can vary observations, performance tasks such as projects and presentations, one to one student interviews, analysis of written pieces using rubrics and checklists as well as written tests.

Students and teachers work together to set learning targets throughout the year and these targets are shared with parents. Ongoing assessment helps us to monitor progress in relation to these targets. Assessments also help children know where to take their learning next. We call this Assessment for Learning (AfL). For children with specific needs in an area of the curriculum, addi-tional assessments may be made to help adjust the teaching to match their needs.

The National Curriculum Tests (NCTs) form the basis of our formal assessment process at the end of Key Stage 1 (Y2). Assess-ments in English and Mathematics are taken by all Y2 students during term 3 each year. Science is assessed by the teachers using Assessment for Learning (ongoing) strategies to gather data on students in relation to skills and outcomes expectations from the National Curriculum. The results of the English and Mathematics NCTs are used by the school to complement the data gathered from the teachers own ongoing assessments. A final level is shared with parents at the end of Year 2.

The levels of achievement obtained by our children in their NCTs may be compared directly with the national results in Eng-land. This enables the school to see how well the students are performing against children in other schools.

Reporting To Parents Written reports are sent home to parents twice each year, in Term 1 and in Term 3. At the end of Year 2, the children are given a National Curriculum Level for Literacy (reading and writing), Maths and Science

and these levels are determined through consideration of their National Curriculum Tests and the assessments made by the class teachers. These levels are reported to parents.

Parents are invited to conferences with the class teachers at least twice during the school year. These are 3-Way conferences involving the student, beginning in Year 2. In Term 2 Year 1 students join the conference with their parents and teacher. If parents wish to see teachers at other times, appointments can always be made through the Primary School Office. We actively encourage regular dialogue between parents and teachers.


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National Curriculum Levels To track students progress through the National Curriculum, their attainment in each subject is measured in levels. When the

children begin their National Curriculum Studies at Year 1, the majority of the children will be working within Level 1. It is expected that an average child will progress approximately one level every two years. Progress through the levels will vary from child to child and from one subject to another. The expectation set by the UK Government is that the majority of students will have attained the following levels at the end of these academic years:

Year 2 : Level 2 Year 6 : Level 4 More able children will be expected to achieve at higher levels than these. Some children will attain a lower level. Learning At Home Education does not only take place at school and we hope that all children will continue their education at home. In most cas-

es this will involve sharing books and discussing activities and outings with parents and family. Spelling activities and games are introduced to children in Y1 and from time-to-time students may be asked to complete spe-

cific tasks or projects. It is important that children of this age have a healthy balance between formal work and play. Too much em-phasis on formal work at home may well have a detrimental effect on learning and student motivation.

Homework should never become a chore and it is important that a positive environment is created for homework activities. If the time or the mood is not right, far better to leave it and try again at another time or day. If this happens regularly, please have a word with the teacher.

Portfolios Each student in Key Stage 1 and Key Stage 2 has a Learning Portfolio. The Portfolio is a collection of the children’s learning

samples that reflect an active mind. It is representative of the curriculum and the development of the IB learner profile. The Portfolios are a very useful assessment tool in that they show progress throughout the year in a variety of subject areas

and can be used to monitor how and what students learn. Teachers and students work together to select the pieces for the portfo-lio. The pieces of learning may be drafts, final copies, posters, photographs etc. The learning samples may not necessarily be the best pieces or levelled pieces of learning but show that the student has mastered a task, improved in some way or moved towards a goal. Portfolios are used to both identify and support student learning targets and will be shared with Parents at 3-Way confer-ences. Portfolios will also be sent home at other times in the year to allow students to share their ongoing progress with parents.


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As an IB World School, Bangkok Patana School offers the IB Diploma in Years 11 and 12. We have adopted the IB Learner Profile as a powerful framework to support all our learners at Patana.

The IB Learner Profile describes a list of attributes that promote academic rigour and the establishing of a personal value system leading to international-mindedness.

We strive for our learners to be: Inquirers Their natural curiosity has been nurtured and they actively enjoy learning Thinkers They exercise initiative in applying thinking skills critically and creatively to solving complex problems Communicators They receive and express ideas and information confidently in more than one language Risk-takers They approach unfamiliar situations without anxiety and have the confidence to explore new ideas Knowledgeable They have explored themes that have global significance and have acquired a critical mass of knowledge Principled They have a sound grasp of the principles of moral reasoning and have acquired integrity, honesty and a sense of justice Caring They show sensitivity towards the needs and feelings of others, and have a sense of personal commitment to helping others Open-minded They respect the values of other individuals and cultures and seek to consider a range of points of view Balanced They understand the importance of physical and mental balance and personal well-being Reflective They give thoughtful consideration to their own learning by constructively analysing their personal strengths and weaknesses The IB Learner Profile attributes are developed through all learning experiences on offer at Patana; the creative curriculum units

of study, field trips, ECAs, assemblies, in the playground etc. and are an essential part of our assessment criteria for tracking the growth of our students as independent learners.


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All learning objectives are taken from the Curriculum 2014 Mathematics Framework. These objectives are structured under six

strands. 1. Problem Solving 2. Number (Number System, Fractions and Decimals) 3. Calculating (Addition and Subtraction, Multiplication and Division) 4. Geometry (Properties, Position and Direction) 5. Measurement 6. Statistics Children are taught mathematics by their class teacher, and the learning is differentiated to ensure that it is pitched at the appro-

priate level.

All our learning objectives are taken directly from the Primary Framework for Literacy. This is broken down into 12 strands of

learning which include Speaking and Listening, Reading, Writing and Spelling. Objectives are clearly defined to meet the needs of all students within their Year and age group. The objectives give teachers and students a clear guideline and ensure coverage of all aspects of Literacy. While following these objectives, teachers develop and use a wide range of teaching styles and strategies that include a balance of teacher-led and child initiated activities.

Key Stage 1, children receive four twenty-minute phonic sessions each week. These sessions focus on securing word recogni-tion skills which are essential if children are to read and spell accurately.

Speaking and Listening plays an important role in children’s social, emotional and cognitive development. These skills en-hance children’s learning and raise standards. The speaking and listening objectives reinforce the children’s reading and writing skills, as most children will try out ideas in talk, long before they can write them down.

The reading curriculum in Key Stage 1 is based on the use of high quality texts to provide opportunities for children to apply their developing reading skills appropriately. Children take home levelled reading books from the school reading scheme. The core scheme used is the Oxford Reading Tree but this is supplemented with books from other schemes to broaden the reading experi-ence. In addition, children visit the library weekly. Direct teaching of reading is carried out in Shared Reading sessions and through Guided Reading sessions with groups and individuals.

Children are encouraged to write for a wide variety of purposes, using features of different forms such as recounts, instruc-tions, information texts, stories and poems. Writing tasks are linked to other curriculum areas to provide a context for writing. Handwriting is taught as a discrete subject, although it is often linked closely to the teaching of spelling


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A storytelling approach is used throughout the Primary School to develop a range of narrative writing skills. Each term, chil-

dren learn to tell age appropriate stories and fairy tales with actions. Drama, art and other forms of exploration are used to make the stories memorable. Once they have internalized a fluent version of the basic story then children are taught how to use their imaginations to craft the story and make it their own.

The 3 ‘Eyes’ Imitation – early story composition is based on well-loved tales (Foundation Stage – Key Sage 1) Innovation – our young writers are encouraged to base their stories on known tales, making changes to characters, settings

or events. (Key Stage 1 and Early Key Stage 2) Invention – as our young writers acquire a good store of stories they are able to mix the ingredients and invent their own .

(Key Stage 2)

Storytelling provides the children with a bank of possibilities to draw upon when creating their own stories and encourages the flow of story language and patterns. When children learn to tell stories orally, it improves the quality of their writing.


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http://community.patana.ac.th/year-1/year-1-curriculum

http://community.patana.ac.th/year-2/year-2-curriculum


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Thai Language and Culture is a specialist subject which is offered to all Primary children at Bangkok Patana to help them learn and appreciate the culture and language of the host country.

Year 1 and Year 2 students study this subject with teachers who are Thai nationals. The students are divided into different groups based on their language abilities; some groups are for Thai speaking students and others for non-Thai speaking students. The broad content of the curriculum for all children focuses on Thai oral language development with cultural topics embedded. However, Year 1 and Year 2 Thai national students are required to learn Thai lessons for four sessions a week during the normal timetable. The content of the curriculum for Thai national students is aimed to develop Thai literacy skills for young children with the integration of the Humanities subject content. Special cultural events arranged by Thai teachers enrich the curriculum for all students.

Content For Non-Thai Speaking Students The curriculum focuses on Thai oral language development with the integration of social and cultural aspects of Thailand. Thai lessons of five themes delivered to students in all KS1 levels in three terms include:

All About Me

Community around Us

Exploring Thailand

Internationalism

Thai Wisdom and Beliefs Some relevant Thai letters, vocabulary and basic sentence structures are included and expanded during the learning according to their language levels.

For Thai Nationals All Thai national students are required to learn Thai language and literacy skills. The content of the curriculum, in accord with the content standards set by the Ministry of Education, is aimed to develop their language skills and knowledge of Thai literature and Thai Studies. Details of the Thai literacy programme are included in the Thai curriculum booklet.


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Bangkok Patana Primary School caters for children with a range of abilities. Learning Support at Bangkok Patana is a collabora-tive approach which supports all learners across the Primary School. Learning Support staff work closely with year teams, individual classroom teachers and specialist teachers.

Our Mission: Our Primary Learning Support Team at Bangkok Patana works in partnership with stu-dents, parents and colleagues. We recognise individual strengths and differences in educating the whole child.

We promote opportunities for optimal independent learning for children with a range of abilities through a variety of teaching styles, thinking skills and strategies.

If any child experiences barriers to their learning, a collaborative approach to assessment is used to identify strengths, needs

and, if necessary, implement a programme of support. Support may be provided in a variety of ways including differentiation strat-egies for the teacher (which is the adjustment of the teaching process according to the assessed needs of the learners), small group instruction, monitoring, target setting, Individual Learning Plans and early intervention programmes.

Early intervention programmes are an important aspect of support in the Early Years in particular and are collaboratively planned and delivered across the school. Pre-referral intervention programmes are based on the assessed needs of students in language, communication, literacy, numeracy and motor skill development. These are usually delivered as small group instruction where student outcomes are monitored closely for progress. Transition to each Key Stage is carefully monitored by our Learning Support team in partnership with Year level teams.

Bangkok Patana follows many of the procedures of the UK Code of Practice. When a student is referred to the Learning Sup-port team, parents will be consulted by the class teacher. If it is required, targets are set with parents, class teachers and other key people (e.g. EAL, Speech & Language Therapist) and are reviewed termly. All stakeholders work towards the achievement of the agreed targets (parents, class teacher, Learning Support Teacher/EAL/Speech & Language Therapist).

Children requiring speech and language therapy may be referred to our school speech therapist who, with parental permis-sion, 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 therapist and for any in-school support which is in addition to that provided by our Learning Support teachers. (E.g. a one to one support person)

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

In most cases, we are able to implement the recommendations from a report generated by a specialist. In very rare cases where a child requires specialist input which we are not able to provide, or if a child’s progress causes significant concern, an alter-native more appropriate school placement may be recommended. Regular and open discussions are encouraged to ensure the educational needs for the child are met.


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EAL staff support children to become proficient English language users, both in social and academic areas. All children for whom English is not their primary language are required to take a language assessment before admission to

the school. A decision is then made as to whether EAL support is required. EAL support starts in Kindergarten 1. Our approach is based on content integrated language teaching. We believe that children make the fastest progress when

language is learned in context and when they are immersed in a language-rich environment alongside their English-speaking peers. Direct support is provided mostly through in-class support as well as in small groups and one to one instruction where appropriate. Additionally, indirect support is provided by EAL staff who plan closely with the class teachers by recommending strategies and selecting resources to suit the learning needs of the individual children.

EAL children come to us with a variety of different experiences in terms of primary language skills. Research into the acquisi-tion of a second language indicates that children can take up to three years to develop social language and up to seven years to develop their academic English in order to cope with the literacy demands of the curriculum. A strong primary language that con-tinues to develop alongside the acquisition of English has been proven to be the best way for success in learning English. Further-more, a strong primary language is fundamental to the children’s overall emotional and academic development. Our EAL team be-lieves that a close relationship with parents can help the children succeed in learning English as an Additional Language.

The progress of the children is continually monitored and assessed. Once the children reach a level of English proficiency whereby they no longer need extra EAL support, they then exit the programme.

There is a fee for the first 15 terms of the EAL programme.


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As an international school, we believe it is important to provide support to develop Home Languages for all children. We are developing our Home Languages programme and the following vision statement is guiding the work:

Language is central to all learning and teaching at Bangkok Patana School and is valued both as a tool for further learning and

as an outcome in itself. English is our main language of communication and enables students to realise their academic potential. However, we equally value all languages as fundamental to our understanding of internationalism. We appreciate the role of lan-

guage in personal development as well as in developing, maintaining and celebrating a diverse cultural identity.

The Home Languages programme strives to provide multilingual children with the opportunity to maintain and develop ex-isting fluency in their home language by:

creating a school environment which values linguistic diversity; encouraging the use of the language within the home environment; furthering the Bangkok Patana community's understanding on multilingualism; providing, where possible, curriculum time in which to extend their learning of their Home Languages; providing information on opportunities beyond the scope of the classroom. In the Primary School, our Extra-curricular Activities programme is driven by the needs of the community and offers a range

of Home Language opportunities that have included Bahasa Indonesian, Chinese Mandarin, Dutch, Finnish, French, German, Ital-ian, Japanese, Norwegian, Singaporean Mandarin, Spanish, Swedish and Thai. We may be able to accommodate other languages upon request. Additionally, the school has dedicated Dutch and Singaporean Mandarin teachers located on campus.


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PLEASE NOTE: The content of this booklet was accurate at the time of publication (March 2016).

Throughout the year many activities are organised in school to enrich the curriculum. These form an integral part of school life and add that extra dimension to the formal curriculum. Enrichment activities vary from year to year and term to term. Some activ-ities involve the whole-school, such as International Day, or a specific Year group, for example, a “Toy Expo”.

A range of optional after-school activities are offered to all Year 1 and Year 2 students. They take place daily between 1.50 and 2.30 p.m. and include a variety of sporting, musical, artistic and cultural activities.

Details of the activities available are published each term through the password protected Parents’ Gateway on the Bangkok Patana web site. Parents register their children for activities on-line. Demand for places always outpaces supply so we operate a system that allocates places as fairly as possible. Following extra-curricular activities, arrangements are made for students to catch later buses home.

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 expe-riencing difficulties of an emotional, personal or social nature.

Referrals to the counsellor must be made through the teacher, counsellor or the Principal. It is recommended that, where appropriate, a preliminary informal discussion is held with the class teacher.

The counsellor runs parenting workshops throughout the year.

Key stage 1 Curriculum Guide

Documents

Transcript of Key stage 1 Curriculum Guide