Key Stage 2 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 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.

Our mission is to ensure students of different nationalities grow to their full potential as in d e pe n d en t lea r n e rs

in a caring British international community

Key Stage 2 Curriculum Guide 2016/17

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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 eve-rything 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 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 do this by developing independent learners who want to learn, who enjoy learning and because of this make good progress and become achievers. At Bang-kok 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 vehi-cle for these skills is the knowledge and experience content. In this booklet we will exem-plify some of the ways in which we do this.

For learning to be successful, we realise we need children who are feel 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 look-ing 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, numeracy and Information and Communi-cation Technology (ICT) as prescribed by the UK National Curriculum, we also look to de-velop the 21st century skills of critical thinking, problem solving, communication and col-laboration as these are the skills students will need to be successful in today’s and tomor-row’s world. 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 standards and good progress for all learners, with no child being left behind A focus on deeper learning through a range of curriculum opportunities both with-

in and outside of the classroom A focus on securing essential literacy and numeracy skills, with opportunities to

“ 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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develop, use and apply these skills which become embedded throughout the curriculum The provision of ICT to ensure it is meeting the demands of the 21st Century learner , through the teaching of specific skills

and developing an integrated approach to ICT in all learning A continued entitlement to a broad, balanced and coherent curriculum which is dynamic, challenging and always evolving The inclusive celebration of diversity The recognition of the opportunities that play-based learning opportunities in Foundation Stage and Key Stage 1, which in

turn encourages more active learning throughout the whole Primary phase The preparation of students for an ever-changing, ever-dynamic life of learning

The Building Blocks of the Curriculum

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

Information and

Communication

Technology (ICT)

COLLABORATION INNOVATION

CORE SUBJECTS

CONNECTIONS

GLOBAL

AWARENESS

CREATIVITY


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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 because of the nature and make up of each class the learning ac-tivities 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 Teams and Groups

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

certain 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 brings. For example; Environmental Learning, where the students learn within a theme of ‘Lungs of the Earth’; or International/Global Learning, where students study ‘Inventions that Changed the World’ and Local Learning, where Year 2 students study ‘Rice is Nice’. Opportunities 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 EarFoundation Stage (Nursery, K1, K2) we use the Early Years Foundation Stage Statutory Framework and the non-statutory Guidance Document “Development Matters in the Early Years Foundation Stage”, produced by the Department for Education (DFE), U.K. This frame-work 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 preparing them for the ever changing world they are living in. To do this we need to devel-op 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 also aim to equip our young people with well rounded personal attributes. In Years 12 and 13 the students study for the IB Diploma, which includes developing the attributes outlined in the IB Learner Profile. To complement this programme and to en-hance 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, communicators, principled, open-minded, caring, informed risk takers, balanced and reflec-

tive; through the development and encouragement of the following attitudes: appreciation, commitment, confidence, co-operation, creativity, curiosity, empathy, enthusiasm, independence, integrity, re-

spect 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). This programme includes Jenny Mosely’s Posi-tive Behaviour Management programme.

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

attributes and social responsibility. We aim to provide the very best education for your children within a happy, caring environ-ment. We begin the journey of developing life long learners. Our role is to nurture your child to discover and challenge their holis-tic potential, academically, physically, emotionally, and socially. We seek to do this by providing a high quality, stimulating learning environment where your child is 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 Mission Statement The Primary School is committed to creating a happy, caring and confident community of independent learners. We have high

expectations and we aim to develop self-disciplined, skilled, resourceful and principled young people. We value our staff and seek to provide them with opportunities to develop professionally.

We nurture learning through child-centred approaches, technology and a variety of learning styles. We also endeavour to develop within our children thinking skills and strong personal characteristics. 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.

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 think-

ing 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 the Assistant Principal. The Assistant Principal acts as deputy to the Principal and is responsible for the implementa-tions of the curriculum and fostering learning across the school.

Key Stage 2

The Key Stage Two section of the Primary School is led and co-ordinated by one of our Senior Teachers. This section is organ-ised into four Year groups, each led by a Head of Year who co-ordinates the pastoral activities of the Year group and a Head of Cur-riculum who also co-ordinates the curriculum activities of the Year group. The Year group is also supported by an Assistant Head and by the teachers and support staff within the Year group team.

Key Stage Two comprises of: Year 3 (ages 7+ - 8+) – 8 classes Year 4 (ages 8+ - 9+) – 8 classes Year 5 (ages 9+ - 10+) – 8 classes Year 6 (ages 10+ - 11+) – 8 classes

In line with UK practice, students are placed in Year groups by age, the cut-off date being 31st August. All children in Year 3, for example will have reached their 7th birthday by 1st September.

Each Year group contains students of all abilities. It is policy not to promote exceptionally able students as their academic and social needs are met within the curriculum through well planned, effective ,differentiated and pastoral programmes of the correct Year group.

Students progress to the next Year group at the beginning of Term 1 each academic year. Great care is taken to ensure a bal-ance within each class in a particular Year group, maintaining a mix of gender, ability, fluency in English, nationality and personali-ties. The mixing of classes is overseen by the Principal and Assistant Principal, who take advice from the academic staff. We are unable to take into account requests from parents for specific teachers. Usually, we aim to mix the classes as the children move up to Year 4. This is to rebalance the mix and to facilitate modern language choices. The School Day

Start of school: 07:40am Morning break: 09:45am – 10.:05am Lunch break: 12:10pm – 1:00pm School ends: 2.:30pm Optional Activities (ECA Programme) 2:45pm – 3:45 or 4:30pm

Curriculum The term “curriculum” refers to all the learning and other experiences that take place during school hours. At Bangkok Pat-

ana the curriculum is carefully planned to ensure that it is relevant to the backgrounds and experiences of our international stu-dent body. The English National Curriculum provides the basis for our formal curriculum. This is modified and extended to give a


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broad and balanced curriculum for all our students. Extra-curricular activities extend the students’ opportunities further. The cur-riculum is designed to meet the needs of all children in each Year group. The learning is suitably differentiated. This ensures that it is appropriately pitched to cater for students of all abilities.

Aspects of the curriculum are explained to parents at meetings held at the beginning of each academic year. Throughout the year additional presentations for parents may be held to explain areas of the curriculum and to allow parents to see the materials we use in school. This document gives an over-view of the curriculum. As a school however, we are constantly evaluating and up-dating our curriculum programmes and during the course of the school year modifications to the content may be made. Curriculum news will be communicated to parents through the weekly Year group newsletters which may have an overview of the learning, or specific aspects of learners.

Assessment

At Bangkok Patana we believe that assessment is the gathering and analysis of information about student learning. It identi-fies what students know, understand, feel and can/cannot do at different stages in the learning process and ensures that learning experiences are appropriately targeted to address student needs.

Students are regularly assessed to ensure that progress is being made in all areas of learning – for example: as a writer, speaker, mathematician, artist, thinker, inquirer, athlete, scientist, independent learner etc

Traditionally when we think of assessment we may envisage paper and pencil tests, but to truly know where a student is in his/her learning and to establish the next steps assessment must take many forms. Teacher assessments vary and will include; question and answer sessions, performance tasks, student presentations, one –to-one interviews, video/audio recordings, written or oral feedback, tests/quizzes, rubrics with standardised success criteria etc. Our assessments are designed to monitor student skills and understanding as well as knowledge. Students play an integral part in the assessment process and regularly self/peer as-sess, reflect on strengths and areas for improvement and work with their teachers to establish learning targets and next steps.

Portfolios

Each student in Key Stage 1 and 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.

Reporting and Conferencing

Two written reports from the class and specialist teachers are sent home to parents each year. The Term 1 report focuses on how the student has settled into his/her new class, socialisation and attitudes to learning in line with the IB Learner Profile attrib-utes.

Learning targets for the areas the student needs to work on are also outlined. This report is supplemented by a follow-up 3-Way (Student-Teacher-Parent) Conference. During the conference, the child and teacher present learning samples to show pro-gress to date and discuss learning targets and possible strategies for achieving them. There is a further 3-Way Conference in Term 2 to follow up on learning targets and discuss next steps. A final full report is issued at the end of Term 3.

The information and judgements made in reports is determined through careful consideration of all assessment data. If par-ents wish to see teachers to discuss their child’s learning at other times, appointments can be made through the Primary School


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office. We actively encourage dialogue between parents and teachers. Standardised Tests

The National Curriculum Tests (NCTs) are administered at the end of Key Stage 2 (Year 6). Papers in English and Mathematics are taken by all Year 6 students in May/June.

The papers are marked following strict UK criteria and a rigorous moderation process. The results of the tests are used in conjunction with the teacher assessments (outlined above) to establish overall National Curriculum Levels for the students. The Levels obtained by our students may then be compared directly with the UK national results. Students also take National Curricu-lum Tests in English and Mathematics at the end of Year 3, Year 4 and Year 5. These are optional in the UK. These papers are marked in-house and the results, combined with teacher assessments determine the children’s progress through the curriculum.

The results of the National Curriculum Tests at the end of Key Stage 2 are published annually, along with other academic re-sults in our Student Achievement book.

National Curriculum Levels

As students progress through the National Curriculum, their attainment in each subject is measured in Levels. It is expected that an average child will progress one Level every two years. The UK Government has the expectation that the majority of stu-dents will have attained the following levels at the end of Key Stage 1 and Key Stage 2.

• End of Key Stage 1 (Year 2) - Level 2 • End of Key Stage 2 (Year 6) - Level 4 More able children will be expected to achieve at higher levels than these. Those with learning difficulties may attain a lower

level. National Curriculum levels are formally reported to parents at the end of Key Stage 1 (Year 2) and the end of Key Stage 2 (Year 6).

Communication With Parents

Good communication between home and school is vital. It is the key to success for most children. At the beginning of each school year meetings are held to introduce the Year group team and to explain the curriculum. Details are also given of ways in which parents may help their children at home. Formal conferences are offered throughout the year (outlined above). In addition, regular meetings are held at which we explore various aspects of the curriculum and explain not only the content of different sub-ject areas,but our approaches to learning and teaching.

Increasingly parents and teachers are using e-mail to communicate. Each teacher has an e-mail address. The school’s web-site (www.patana.ac.th) contains a wealth of information for parents, much of which is available through the Parents’ Gateway which is password protected. New parents are issued with a password once the registration formalities have been completed.

In addition, a regular Year group newsletter is sent home. This newsletter gives information about what is going to be taught and other year group related issues. It also chronicles achievements and successes.

The weekly Patana Newsletter, which is published each Friday, contains news from the Primary School and an up-to-date dia-ry.

Home Learning

All students in Key Stage 2 are set homework on a regular basis. Home Learning often involves reinforcing and practising skills taught in class or research of topics being studied. It is an essential element of the academic programme. The amount varies ac-cording to the age of the children. In addition we expect all students to read regularly at home. The Home Learning Policy is print-ed in the Year group booklet and details of our expectations are communicated to parents by the Heads of Year at the beginning of each school year. On the opposite page is a table elaborating on our Learning At Home Guidelines.


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Home Learning Routines If your child experiences any difficulty with homework set please contact the teacher directly. If your child is unable to do their homework for whatever reason please excuse your child through a message to the teacher.

Link to the Home Learming Policy

The IB Learner Profile As an IB World School, Patana 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 for lower Key Stage 2, and 8 strands for upper Key Stage 2. 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 7. Ratio and Proportion (upper Key Stage 2) 8. Algebra (upper Key Stage 2) Children are taught mathematics by their class teacher, and the learning is differentiated to ensure that it is pitched at

the appropriate 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 recog-nition 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 ap-ply 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 experience. In addition, children visit the library weekly. Direct teaching of reading is carried out in Shared Reading ses-sions and through Guided Reading sessions with groups and individuals.


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Children are encouraged to write for a wide variety of purposes, using features of different forms such as recounts, instructions, 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

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-3/year-3-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.

All Key Stage 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. Spe-cial cultural events: The Ceremony of Giving Respect to Teachers, Loi Krathong and Songkran are arranged by Thai teachers to 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 Key Stage 2 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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The Modern Foreign Language Programme is provided for all children, except Thai Nationals who are required to follow the Thai language programme during these periods.

The main focus of the Modern Foreign Languages Programme offered at Bangkok Patana School, is to foster an interest in learning other languages in a way that is enjoyable and fun, to provide a foundation on which to develop language skills for future study and to raise awareness of cultural differences - thereby reflecting the true commitment to international education central to our school’s mission.

Students in Year 3 are given a short introductory course in all five languages on offer – French, German, Japanese, Mandarin and Spanish. These five languages are offered through a carousel approach. The students have two 40 minute sessions per week. The purpose of this is to allow the students first-hand experience of each of the languages in order to make a more informed deci-sion about which language they would like to continue with in Year 4.

Students from Year 4 to Year 6 then commence a more formal approach to MFL study. They will select one language: French, German, Japanese, Mandarin, Spanish or Thai. The MFL languages are taught at beginner level only. Therefore, students may not choose a language they have already developed proficiency in. Your child may not choose a language they speak at home. Students must be beginners in the language they choose. If parents are in any doubt about their child ’s eligibility to study a chosen lan-guage they should contact the Head of MFL who will organise an assessment for the child.

Once a language is chosen in year 4, the students are encouraged to remain studying this language through their Secondary years. In Primary students have two 40 minute lessons per week in Year 4 and three 40 minute lessons per week in Year 5 and Year 6.

Students who are part of the EAL programme, or who may require extra practice with English, choose English as a modern foreign language (EML) taught by our EAL teachers.

In addition to the above programme, home-language lessons for Dutch and Singaporean students are provided through an arrangement with the respective Cultural Society and Ministry of Education. Details of these courses are available from the school.

Students who have developed fluency in another language have the opportunity to consolidate their skills via the language ECA programme.


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Personal, Social and Health Education (PSHE) is integrated into the curriculum and is also taught as a discrete subject. In the curriculum for example, we look at the effect humankind has had on the environment and the course of history in Humanities. We also discuss the actions and behaviour of communities and the ways in which we can maintain well being.

Assemblies are held throughout the year and involve different groups in our school. Whole campus assemblies are held to celebrate special events. Primary Years assemblies alternate with Year group assemblies. Built into the assembly programme are opportunities to explore and celebrate particular faiths and festivals. We aim to represent the five major world faiths – Islam, Juda-ism, Buddhism, Christianity and Hinduism. Other assemblies are based on other relevant issues and themes – such as bullying, co-operation, team work and celebrating the work of children.

‘Circle time’ occurs within the class each week, or when the need arises. This is a chance for the children to sit in a circle, where everyone has a chance to speak and be listened to. Matters such as friendships and bullying are discussed. Ideas are shared and solutions to problems sought as a group. The emphasis is on raising students’ self esteem and confidence.

SEX EDUCATION Sex and relationship education takes place within both the science and personal and social education curriculum. The con-

tent is age-appropriate and care is taken to ensure that we are sensitive to the various cultural and religious views of our parents. In Year 5, for example, human reproduction and puberty are covered and videos are shown to the children. This work is fol-

lowed up in Year 6, when the children also look at social issues they face when growing up. Parents are alerted to the timing and content of these lessons and are given the opportunity to preview the materials used. Parents have the right to withdraw their child from some or all parts of our programme.

DRUGS EDUCATION Education on drugs related issues forms part of the wider personal and social education programme. Students are, from time

to time, alerted to the dangers associated with illegal drug use and the inappropriate use of medication and other everyday sub-stances. Discussions always take account of the age of the students. Children are instructed to say “No” and to confide in a re-sponsible adult, should substances be offered. The programme also touches on the dangers associated with substance abuse and misuse, which includes smoking and alcohol.

RELIGIOUS EDUCATION We celebrate being in a multi-cultural environment and aim to encourage respect and tolerance for all world faiths. Religious education as a specific subject does not feature on the timetable; however, discussion of the major religions of the

world takes place within our personal and social education programme and at assemblies throughout the year. Religious Education also features in some humanities topics.

Assemblies do not include formal worship, but do give food for thought for all students on moral or social issues.


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Bangkok Patana Primary School caters for children with a range of abilities. Learning Support at Bangkok Patana is a collabo-rative approach which supports all learners across the Primary School. Learning Support staff work closely with Year teams, individ-ual classroom teachers and specialist teachers.

Our Mission: Our Primary Learning Support Team at Bangkok Patana works in partnership with students, parents and col-leagues. We recognise individual strengths and differences in educating the whole child. We promote opportunities for optimal in-dependent 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 strate-gies 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 intervention programmes.

Intervention programmes are an important aspect of support in the Primary School 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 an IEP (Individual Education Plan) is required, targets are set with par-ents, 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 Pathologist).

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 with other languages to become proficient English language users, both in social and academic are-as.

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 K1.

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 and also 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, especially in recommending strate-gies and selecting resources to suit the needs of the EAL children.

EAL children come to us with a variety of different experiences in terms of primary language skills. Research into the acquisi-tion of second language indicates that children can take up to three years to develop social language and up to seven years to de-velop their academic English in order to cope with the literacy demands of the curriculum. A strong primary language that contin-ues 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 fifteen 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 students 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

Currently in the Primary School, our Extra-curricular Activities programme offers a range of Home Language opportunities

including Bahasa Indonesian, Chinese Mandarin, Dutch, Finnish, French, German, Italian, Japanese, Norwegian, Singaporean Man-darin, Spanish, Swedish and Thai .

We may be able to accommodate other languages upon request. Additionally the school has dedicated Dutch and Singapore-an Mandarin teachers located on campus.


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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. Some of the activities, specific to individual subjects, have already been outlined. Some activities involve the whole-school, such as International Day, some just a Year group, for example, the various historical days.

All Year groups are involved in a programme of day visits to places of interest around Bangkok and Residential Visits. These

are usually closely integrated with the work in the classroom.

Residential Visits Residential Visits form an integral part of the academic and personal/social curriculum for all students in Key Stage 2. The visits usually take place in January/February each year and provide many opportunities for enriching our curriculum and

also for developing social skills and independence. There is an expectation that all children attend and so parents are encouraged to discuss any concerns with the teacher as soon as possible.

Y3: Pattaya (2 nights) Y4: Kanchanaburi (3 nights) Y5: Khao Yai (4 nights) Y6: Chantaburi (4 nights) A meeting is held for parents before the visits and detailed information is sent home. Great care is taken to ensure the safety

and well-being of the students. The costs associated with the Residential visits are incorporated into the normal tuition charges. .

Extra-curricular and Lunchtime Activities A range of optional lunchtime and extra-curricular activities are offered to all students. Included are a variety of sporting,

musical, artistic and cultural activities. Details of the extra-curricular activities are published each term on the school’s website (via the Parents’ Gateway). Booking

places on the activities is completed on-line and subsequent confirmations are made through the web-site. Demand for places always outpaces supply so we operate a system which allocates places as fairly as possible. To support the extra-curricular programme, arrangements are made for students to catch late buses.


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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, when they are experiencing diffi-culties 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.

In addition the counsellor runs Parenting Workshops throughout the year.

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.

Key Stage 2 Curriculum Guide

Documents

Transcript of Key Stage 2 Curriculum Guide