Key stage 1 Curriculum Guide

KEY CONTACTS

Head of School

Primary Principal

Assistant Principal, Learning and Welfare

Assistant Principal, Learning and Curriculum

Head of Admissions

NAME EMAIL

Mr Chris Sammons crsa@patana.ac.th

Mrs Sarah McCormack samc@patana.ac.th

Ms Carol Battram caba@patana.ac.th

Mr Mark Verde mavd@patana.ac.th

Ms Rachel Jones rajo@patana.ac.th

The content of this booklet was accurate at the time of publication (December 2023). 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.

Cover artwork by Whole Class 2N

WELCOME FROM THE HEAD OF SCHOOL

Together, educators and parents work together in supporting children’s learning and development which is why we have created this curriculum guide to help you understand the goals and expectations of our curriculum. These guides are also increasingly important to students as they experience some choices to personalise their curriculum from age14 onwards. We plan to meet children’s needs in each section of our school by considering the age and stage of child development which is represented below:

Primary Foundation

Secondary

Key Stage1

Key Stage 2

Key Stage 3

Key Stage 4

Senior Studies

Nursery to Foundation Stage 2

Year 1 to Year 2

Year 3 to Year 6

Year 7 to Year 9

Years 10 and 11

Years 12 and 13

Ages 2-5

Ages 5-7

Ages 7-11

Ages 11-14

Ages 14-16

Ages 16-18

At every key stage of a child’s learning, we have structured broad and balanced to create wholistic learning opportunities. All children will experience Science, Design and Technology, Arts, Maths, Language and Literature, Language Acquisition, Humanities and Physical Education.

Until the age of 16, the content of our curriculum is based on the British National Curriculum. This is adapted for an international community by creating relevant learning examples which are relatable to a diverse community of learners such as ours. In this way, we maintain the rigour of expectations and milestones of an internationally acclaimed standard.

We accredit learning through international examinations at the age of 16 which are independently certified by UK examination awarding bodies. This means that the rigor and quality of student outcomes are immediately recognisable throughout the world’s university and employment sectors. Between the ages of 16-18, we add further rigour for our learners through the International Baccalaureate Programme which is conceptually challenging, develops critical thinking and is viewed by university admissions tutors as the very best curriculum for developing critical thinkers and researchers.

In each Year team, our faculty prepare learning that allows students to explore factual and debatable knowledge, as well as making connections to the concepts which exist between different domains of knowledge. As well as the content of learning, they also develop the skills and competencies which are expected in future places of work such as collaboration, problem solving, social and emotional intelligence. At all ages we have fun!

This booklet should be read after a careful review of our website, www.patana.ac.th, and in conjunction with another of our publications, Student Achievement. Here, you will find more information about the distinction which our school has developed in providing wider learning opportunities. Our students achieve incredible success in our competitive and recreational sports programme, outdoor education, cultural and arts activities. In addition, we have a strong commitment to service that develops global citizenship skills for which our learners achieve national and international awards in recognition of the social change they deliver. We are a leading sports school in Thailand, the pioneer of the Duke of Edinburgh’s International Award for Young People and one of the key schools in South-East Asia offering Model United Nations. Our days here are filled with the opportunity that only a school our size can deliver. We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and the high standards which our students achieve year after year. Please don’t hesitate to direct any questions you still have to the Primary or Secondary Principal or our Admissions Office.

Chris Sammons Head of School

“Our faculty prepare learning that allows students to explore factual and debatable knowledge, as well as making connections to the concepts which exist between different domains of knowledge.”

Chris Sammons, Head of School Co

INTRODUCTION TO LEARNING AT BANGKOK PATANA PRIMARY SCHOOL

“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.”

AtBangkok Patana Primary School we continue to put learning at the heart of everything, so learners of all ages can fulfil their potential in everything they do. We look to develop students who are protected, safe and secure; independent; have a global understanding of who they are; have a desire to learn more; enjoy their learning, make good progress and achieve well. Our continual aim is to bring learning to life.

The curriculum is built around the expectations of the UK National Curriculum but is adapted to meet the needs of the international student body. The aim of the Primary curriculum is to install a life-long desire to learn more. We do this through our ‘connected learning’ approach where subject areas are linked together and taught in context to create real engagement in learning. We look to make learning as meaningful as possible, to provide quality, memorable opportunities for learning. All learning is skills based, following a backward by design approach, using a thematic study to guide the context of learning.

For learning to be successful, we realise we need students who feel safe, happy and secure in their school environment. We want to encourage our students 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 by providing opportunities to learn outside the classroom, experience experts from both outside and within the Patana community, enjoy practical and open-ended activities, often developed from their own ideas. We want our students to be inquisitive, questioning, (with respect) confident, morally and ethically aware, diverse in thinking, and excited to explore what is happening in the world around them. It is important that they all can lead safe, healthy and fulfilling lives and are ready for the challenges of a life after Patana, by being responsible citizens who make a positive contribution to society as they mature into well-rounded adults.

The Curriculum

The Primary School curriculum is broadly based on the English National Curriculum, but we adapt it to meet our international learners and develop learning opportunities to meet the needs of all our children. The purpose of this Curriculum Guide is to introduce you to this curriculum and how we put it into practice. The English National Curriculum begins in Year 1 and is used all the way through the Primary School. Alongside the academic curriculum, wider aspects of learning, such as social and emotional skills, as well as student attributes are promoted and developed in line with our guiding statements.

Interwoven through the curriculum, we seek to develop the children’s thinking by having a creative approach to learning and we aim to equip our children with well-rounded personal attributes. This begins in Foundation Stage with the introduction of the Characteristics of Effective Learning, which are developed throughout the Primary School with a focus around the attributes of Engagement , Motivation and Critical Thinking .

Personal, Social and Health Education (PSHE)

PSHE focuses on well-being and developing learners who integrate into society as confident, responsible, global citizens; young people who have empathy and respect for others and a desire to safeguard ourselves and our natural world.

“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.”

Mark Verde, Assistant Principal, Learning and Curriculum

THE GLOBAL LEARNER

To ensure the learning needs of our international student body are met and to celebrate their diversity, we look to seek out meaningful and appropriate intercultural opportunities which are relevant to all. We also look to celebrate our host country and the learning opportunities this brings. Opportunities are also given within and outside of curriculum time to celebrate different cultures and home languages.

THE ENGAGED CLASSROOM

“Research from the University of Southern Queensland shows that Primary students can readily understand atomic theory and internalise it when their imaginations are fresh and enthusiastic.”

Ian Stuart

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.

“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.”

The Primary School Mission Statement

OUR GUIDING STATEMENTS

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 Bangkok 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

Well-Being Learning

We Are Protected, safe and secure Motivated and engaged Responsible and honest Kind and compassionate Balanced and fulfilled

We Are Rigorous Inquisitive and creative Collaborative and confident communicators

Critical thinkers

Passionate, resourceful and resilient

Global Citizenship

We Are Committed to integrity

Active volunteers Diverse and inclusive Ethical and informed Empowered by our interculturalism

Inspired to improve global sustainability

Respectful contributors to digital and local communities

CofEL, IB and Values

THE PRIMARY SCHOOL OVERVIEW

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 and both have their own Principal. The Primary Principal is supported by two Assistant Principals, who act as deputies to the Principal and are responsible for ensuring student safeguarding and welfare, the implementation of the curriculum and fostering learning across the school.

The Primary School takes children from 2+ in the Nursery through to 11+ in Year 6.

• 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 Key Stage 1.

Year 1 (ages 5+ to 6+) - eight classes

Year 2 (ages 6+ to 7+) - eight 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 1, for example, will have reached their fifth birthday by September 1st. Each Year group contains a diverse range of students. It is our policy to cater for all children within their correct Year group where individual 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, nationality and personality. To ensure this balance is maintained, the classes are mixed at the end of Nursery, FS1 and FS2, and again at the end of Year 3. 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 in Key Stage 1

Start of school: 7.30am

Morning break: 9.15am – 9.35am

Lunch break: 11.30am – 12.30pm

School ends: 2.30pm

Optional Activities: 2.30pm onwards (ECA Programme)

KEY STAGE 1

Year 1 and Year 2 are known collectively as Key Stage 1 (KS1). 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 extended to give a broad and balanced curriculum for all our students and extra-curricular activities (ECAs) extend the opportunities for students even further. The curriculum is designed to meet the needs of all students in each Year group so work is suitably differentiated 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 and throughout the year Curriculum Mornings for Parents are held to explain different areas of the learning.

A Typical Timetable in KS1

Assessment

All students are regularly assessed to ensure that progress is being made and that our teaching is accurately pitched. They are built into the curriculum and from these, teachers can ensure that learning is taking place and student progress is occurring. Assessments can take the form of observations, performance tasks such as projects and presentations, one to one student interviews and the analysis of written pieces using rubrics and check-lists.

Reporting to Parents

Written reports are sent home to parents twice each year, in Term 1 and in Term 3. Parents are invited to conferences with the class teachers 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 or specialist staff at other times, appointments can always be made through the Primary School Office.

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 cases this will involve sharing books and discussing activities and outings with parents and family.

Spelling activities and games are introduced to children in Year 1 and from time-to-time students may be asked to complete specific tasks or projects. It is important that children of this age have a healthy balance between formal work and play. Too much emphasis on formal work at home may well have a detrimental effect on learning and student motivation.

Home learning should never become a chore and it is important that a positive environment is created for home learning activities. If the time or the mood is not right, far better to leave it and try again at another time or day.

CORE SUBJECTS

Mathematics

All Mathematics learning objectives are structured under six strands and taught throughout the academic year.

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

English

All Literacy 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. Teachers develop and use a wide range of teaching styles and strategies that include a balance of teacher-led and child initiated activities.

In Key Stage 1, children receive four phonic sessions each week which focus on securing word recognition skills to support our children in developing their literacy skills.

Speaking and Listening plays an important role in our curriculum, through role play opportunities and drama activities that develop the children’s social, emotional and cognitive development, as well as their confidence to speak and perform in front of their peers and an audience.

The reading curriculum in Key Stage 1 is based on the use of high quality texts to provide opportunities for children to apply their reading skills appropriately. Children take home levelled reading books from the school reading scheme amd visit the library weekly. Direct teaching of reading is carried out with groups and individuals on a weekly basis.

Children are encouraged to write for a wide variety of purposes and these 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.

Storytelling

A storytelling approach is used throughout the Primary School to develop a range of narrative writing skills. Once the students 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.

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.

Music

At Bangkok Patana our specialist music teachers aim to instill and sustain a love and appreciation for music from an early age so that our children will find in music a lifelong source of enjoyment and fulfillment. We believe music is a practical subject and as such, children learn best through; singing, playing, moving, performing, experimenting, creating, and actively listening.

Physical Education

At Bangkok Patana School our specialist PE teachers offer a high-quality PE curriculum, which provides opportunities for our children to become physically confident in a way which supports their health and fitness, inspires them to do their best and excel in a wide range of activities and competitive sports.

Art

At Bangkok Patana School we strive to develop an innate love of art through learning technical skills, connected learning, and the knowledge of art movements linked to famous artists.

Pedagogy in primary art centres around drawing, painting, sculpture, printmaking and textiles-collage.

The primary art curriculum is taught in each key stage and year group by class teachers. In conjunction with this learning a specialist art teacher provides discrete art lessons to all year groups in key stage one and two.

Technology

Our Technology curriculum in Key Stage 1 is taught by specialist teachers who separate it into three main strands of learning; Digital Literacy, Computer Science and Design Media and IT. Additionally, Digital Citizenship is constantly revisited in both the Technology and PSHE curriculum.

Thai Language and Culture

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.

For Non-Thai Speaking Students

The curriculum focuses on Thai oral language development with the integration of social and cultural aspects of Thailand.

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.

OTHER AREAS IN KEY STAGE 1

Support Services

Bangkok Patana Primary School caters for children with a range of abilities.

The Student Support Services Team exists to support individual learners to ensure that they have the resources and strategies to reach their full potential.

This is achieved primarily by working with and through the class teachers to ensure quality first teaching and highquality differentiation that tailors the learning to the individual needs and strengths of our learners.

Support for Learning

If class teachers have any concerns about the progress a student is making, they will talk with parents first. Similarly, if parents are concerned about their children, they should discuss this with the class teacher in the first instance.

Following this parents or staff may contact the Support for Learning teacher within their year group team to ask for advice, strategies or resources to support a student. Students may also be identified at the admission stage as requiring Support for Learning. The Support for Learning teacher will then assess the needs of the student to ascertain what support may be required.

The amount and nature of support given to students is flexible depending on their needs.

Children requiring speech and language therapy may be referred to our school speech and language therapist who, with parental permission, 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 Support for Learning teacher.

Fees are charged for the services of the speech and language therapist and for any in-school support that is in addition to that provided by our Support for Learning teachers.

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

In most cases, we are able to implement many of the recommendations from a report generated by a specialist. In very rare cases where a child requires a level of support and input that we are not able to provide, or if a child’s progress causes significant concern, an alternative more appropriate school placement may be recommended.

Counselling Services

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 experiencing difficulties of an emotional, personal or social nature.

Referrals to the counsellor can be made through the class teacher. Parents may also contact the counsellors directly to request counselling support.

English as an Additional Language (EAL)

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 Key Stage 1.

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. Our EAL team believes 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 six terms of the EAL programme.

Home Languages

As an international school, we believe it is important to provide support to develop Home Languages for all children.

The Home Languages programme strives to provide multilingual children with the opportunity to maintain and develop existing fluency in their home language. Our Extracurricular Activities programme is driven by the needs of the community and offers a range of Home Language opportunities.

Curriculum Enrichment

Throughout the year, many activities are organised to both enrich the curriculum and enhance the students’ understanding of our key school values of Learning, Well-being and Global Citizenship. These events form an integral part of school life and add an extra dimension to our provision. Some annual events, such as International Day, involve the whole school. Year groups also organise special days and invite parents into school so that the children can share their learning.

Extra-curricular Activities (ECAs)

A range of optional extra-curricular activities are offered over four Blocks each year, and include a variety of sporting, musical, artistic and cultural activities. Students in Key Stage 1 can select up to three ECA choices each block. Details of ECAs on offer for each block are found via the Parents’ Gateway. Booking a place is completed on-line and subsequent confirmations are made through the website and we operate a system which allocates places as fairly as possible.

Key Stage 1 Educational Day Visits

Educational visits are planned around the Units of Learning and Year 2 students also have a sleepover in school during Term 3 as their first experience of our Residential Visit Programme.