Kranji Secondary School Annual 2015

KRANJI SECONDARY School

e ence th ll ce Kranji perience ex ex par

CONTENTS PAGE

A Place We Call Home Principal’s Message 04 SAC Chairman’s Message 05 School Vision, Mission, Core Values, Motto 06 School Song 07 Celebration of Success 08 School Niches 10 Our Staff 12 School Advisory Committee 13 School Management Committee 14 Our Departments 15 Visit by Director-General of Education 26 Working with our Partners 27

A Journey We Walk Together Secondary One Orientation & Inauguration 34 Release of GCE ‘O’ Level Examination Results 2013 35 Leadership & Adventure Camp 36 Overseas Training & Educational Trips 37 School Programmes & Activities 40 School Events 47

A Dream We Realise As One Our Graduating Classes 60 Co-Curricular Activities 72 Secondary 1 to 3 Classes 89 Our Budding Writers 114 Our Generous Sponsors 130 Acknowledgements 135 Autographs 136

Kranji Secondary School Annual 2014

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A PLACE we CALL HOME

PRINCIPAL’S MESSAGE By the time you receive this Annual, 2014 would have bade its last farewell to make way for 2015. I trust that you have enjoyed your journey of learning in 2014, participating in our school programmes and immersing yourself in The Kranji Experience. Whether your answer is a definite ‘YES’, a hesitant ‘SO-SO’ or a reluctant ‘NOT REALLY’, look around you for it is now the year 2015 and you can start afresh! As Shakespeare once said, “It is not in the stars to hold our destiny but in ourselves”. Take this time to think about the journey you would want to call your own.

Three years ago, the Minister of Education shared about the vision for every school to be a good school, every teacher a caring educator, every student an engaged learner, and every parent a supportive partner. In Kranji, we aim to create a safe, caring and supportive environment to provide Kranjians with a holistic education, motivating them to be ‘Confident Learners with the Passion to Learn’ and ‘Active Citizens with a Heart to Serve’ by providing opportunities for all to develop their potential. Our achievements in the academic, physical and aesthetics arenas and in CCAs are testament to the

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quality of our academic and non-academic curriculum.

We try to make provisions for all our students, from the more academically-inclined to those who need greater support. Our achievements thus far have been encouraging, but we must continue to be reflective and forward-looking, so that we can ride on our momentum and strive for future successes.

As you flip through the pages of this Annual, you will see that it is the efforts of many groups of people who have made many things possible for our Kranjians – the staff, the Parents Support Group (PSG) , the School Advisory Committee, and of course, the alumni. We hope to continue to reach out to parents, who are the best partners a teacher can have in a child’s education. On this note, I would like to thank the PSG who has been actively working with other parents to create a rich and supportive network in the school that connects parents, teachers, and students. I would also like to offer my deepest appreciation to my staff – teaching and non-teaching – who have painstakingly honed their craft and dedicated their time to bring out the best in every child throughout their journey in Kranji.

As our nation embarks on SG50 celebrations in 2015, let us work together hand in hand, so that in years to come, our students may add a few illustrious chapters to the future Singapore Story.

Best wishes, good health, and happiness always.

Ms Tan Hwee Pin

Principal, Kranji Secondary School

SAC CHAIRMAN’s MESSAGE 2014 is a year of triumph and success for Kranji Secondary School as she continues to strive for excellence in all areas. It has been a meaningful experience for me, together with the members of the School Advisory Committee (SAC), to support the school in its numerous engaging activities and programmes aimed at providing students with the best opportunities to learn, grow and lead.

Allow me to first congratulate the school for having done very well in the GCE ‘N’ and ‘O’ Level Examinations 2013, with high percentage passes and distinctions markedly above national mean figures. Deserving special mention is the second school niche accorded to Kranji this year – Nurturing A Leader In Every Kranjian. It affirms the good work the school has done to develop all Kranjians into good leaders and to provide them with every opportunity to hone their leadership skills.

As the saying goes, ‘It takes a village to raise a child’. Indeed, Kranji has effectively leveraged on synergistic partnerships with parents, the community, higher institutions of learning as well as international alliances to provide a holistic education for all students. The trademark Kranji Experience that the school offers would not have materialised without the hard work and contributions of all staff. Join me to applaud the staff of Kranji Secondary School for their tireless efforts in bringing out the best in every child and their commitment to nurturing Kranjians from good to great.

today. Do continue to believe in yourself and work hard to realise your dreams.

As you leave Kranji to further your studies, always remember the school values that you have been taught. I encourage you to conscientiously apply the life lessons you have learnt in your alma mater and most importantly, to never forget your roots.

On behalf of the SAC, I would like to thank the Principal, Vice Principals, all staff, the Parent Support Group and the Kranji Young Alumni for making 2014 an enriching and exciting year for all in the big Kranji Family!

Mr Low Peng Kit (BBM)

Chairman School Advisory Committee Kranji Secondary School

To the 2014 graduating cohort, I would like to commend you for your diligence and determination that have brought you to where you are

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SCHOOL VISION

Confident learners with the passion to excel • Active citizens with a heart to serve

SCHOOL MISSION

Serving with heart, values and purpose to bring out the best in every child

CORE VALUES

Respect Responsibility Resilience Compassion Integrity Passion For Learning

SCHOOL MOTTO Breakthrough

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Kranji Secondary School

SCHOOL SONG Kranjians, take on the challenge to excel in knowledge, be creative and uphold integrity.

Kranjians, we shall be worthy of nation and family.

Eager to learn and succeed, we build our school on friendship and goodwill, where students spur each other on to greater heights in life.

Together with our teachers and our parents, we shall forge a bright tomorrow for ourselves and for our children too, a whole new world in harmony.

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Celebration of Success

Academic Excellence Results of GCE ‘O’ Level Examination 2013

3 students attained 8 or more distinctions 15 students attained 7 distinctions 16 students attained 6 distinctions Kranjians in 4 Express eligible for Junior College = 87.5% Kranjians in 4 Express eligible for Polytechnic = 100%

Results of GCE ‘N’ Level Examination 2013 Kranjians in 4 Normal (Academic) Stream eligible for Polytechnic Foundation Programme = 43.3%

CCA and NAPFA Test Results

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Accolades 1. School Distinction Award (2012-2017) 2. Lee Hsien Loong Award for Innovations in the Normal Course (2011-2016) 3. SPRING Singapore Quality Class Award (2012-2018) 4. SPRING People Developer Singapore (2010-2018) 5. Best Practice Award • Teaching and Learning (2012-2017) • Staff Well-Being (201 2-2017) 6. MOE Outstanding Development Award for Character Development (2009-2017) 7. MOE Development Award for National Education (2009-2017) 8. COMPASS PARTNERS Award – Merit (2010-2013) 9. National Arts Education Glow Award (2013-2018) 10. Environment Awards • School Green Awards – LOTUS Sustained Achievement (2014), 3R Gold (2014) • NParks Community In Bloom Award – Gold (2014) • WWF Singapore Eco-Schools Award – Bronze (2014) • Green Schools @ South West CDC Award – Sustained Gold (2014) • National Environment Agency Sustained Partnership Award – Silver (2013-2014) 11. Other Awards • Destination Imagination 2014 – Champion (Scientific Challenge for Middle Level) • Singapore Polytechnic National Earthquake Competition 2014 – Merit Award • MOE CPDD Media Computing Competition 2014 – Gold Award (Scratch Animation) • Polys Engineering and Science Challenge 2014 – The Most Innovative Design Award, The Best Video Award, The Most Popular Video Award

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School Niche 1 Applied Learning Programme Nurturing Communities of Reflective and Independent Learners through Thinking Curriculum Kranji Secondary has been affirmed as a niche school under the MOE Peaks of Excellence Framework in 2013 in recognition of our efforts and demonstrated strength in Nurturing Communities of Reflective and Independent Learners through Thinking Curriculum.

Under the Thinking Curriculum, Secondary 1 students are exposed to Thinking Routines, which are simple protocols for exploring ideas with a view to making students’ thinking visible to themselves and others so that they can improve it. To maximise their effectiveness, Thinking Routines are integrated across the various subjects at lower secondary.

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Kranji Secondary School

Secondary 2 students undertake Project Work, where they apply the Innovation Protocol cycle to work on an interdisciplinary task that requires planning, teamwork, research and critical thinking. They are also required to present and justify their proposals orally at the final presentation. Thinking Routines are infused into Project Work as a form of spiral progression.

At Secondary 3, students consider the challenges of living in a multi-ethnic society and ways to cope with the challenges, using Thinking Routines to identify and focus on issues or problems.

School Niche 2 Learning for Life Programme Nurturing A Leader In Every Kranjian We believe that every student can be developed into a good leader. Students’ leadership potential can be realised through training and multiple platforms should be provided for them to apply their leadership skills. To reinforce positive leadership behaviour, student leaders are duly recognised. We make a conscious effort to ensure that every student is given the opportunity to hold a leadership role during his/her time in Kranji Secondary.

The integration of Thinking Routines and 21CC in ServiceLearning makes students more reflective when they engage in community service. Through our Learning for Life Programme, we envision every Kranjian to be:

• A Competent Contributor • An Innovative and Forward Looking Learner • A Kranjian Contributing Within and Beyond the School Community In addition, through the Five Practices of Exemplary Leadership by Kouzes and Posner, we educate students to be role models for their peers and to develop an innovative mindset to achieve goals. The foundation of the framework is the school values. Eventually when a student graduates from our school, he/she will be anchored in the school values regardless of the leadership position he/she has held in the school.

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OUR STAFF Caring, Dedicated and Passionate

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MR CHUA KIAN HO Member

MS JACQUELINE LEE Member

MR JIMMY TAN Member

MR LOW PENG KIT (BBM) Chairman

MR LIM CHUNG MIN Member

MS TAN HWEE PIN Honorable Secretary

MR PATRICK TAN Member

SCHOOL ADVISORY COMMITTEE 2014

MR TAN KIM PING Member

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Row 1 (seated): Mr Tan Suan Swee Ashley (HOD/Humanities covering duties), Mrs Punitha Ramanan (VP 2/Academic), Mr Lee Han Hwa (VP 1/Academic), Ms Tan Hwee Pin (Principal), Ms Lai Woon Mui Serene (HOD/English), Mr Kong Wai Leong Andy (HOD/PE & CCA) Row 2: Ms Yap Chin Ping Amy (LH/English), Ms Kong Ching Ying (HOD/Science covering duties), Mr Tan Nian Kai (SH/Character Guidance covering duties), Ms M Losiny (HOD/ICT, HOD/Aesthetics covering duties), Mr Nasaruddin Bin Abdul Rahman (Operation Manager), Mr Shasikumaran s/o Chandr S (SH/ICT, SH/D&T covering duties), Mr Teo Yee Sin Mike (LH/Mathematics), Mr Koh Yi-Huak (HOD/Curriculum), Ms Yang Ching-Ching (SH/Chinese covering duties), Ms Sim Chin Chin (HOD/Mathematics), Mr Chan Mun Leong Jeremy (HOD/CCE covering duties), Ms Low Ni Yen Janne (SH/Student Leadership covering duties), Mr Koh Chee How (SH/Physics)

From left to right

SCHOOL MANAGEMENT COMMITTEE

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Row 1 (seated): Ms Lai Woon Mui Serene (HOD/English), Ms Ratnawati Bte Rawi, Ms Christina Camillus Lim Seok Bee, Ms Yap Chin Ping Amy (LH/English), Mdm Norhayati Bte Supari, Ms Yong Siew Chin (Senior Teacher) Row 2: Mdm Grace Maria Lourdes M Lee Jingru, Ms Liyana Filzah Binte Anuar, Mr Shafiq Kuthupdeen, Ms Tan Wan Yi Regina, Ms Lim Shu Yuan, Ms Lee Sin Choon, Ms Chen Hui Feng Adely, Ms Wu Cairu Rene

From left to right

ENGLISH TEAM

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Row 1 (seated): Ms Chang Meng Hsia, Mdm Rosnah Bte Johari, Ms M Losiny, Ms Yang Ching-Ching (SH/Chinese covering duties), Mr Tan Hui Juai Geoffrey, Mdm Chen Xi Row 2: Ms Sahibah Farhanah Bte Salihoddin, Ms Nadhirah Bte Ismail, Ms Siti Maria Bte Omar, Mdm Low Pei Pei, Ms Cheri Lim-Nam Tin Yuen, Ms Wong Soon Tin, Ms Zhang Shujuan, Ms Long Ruixi

From left to right

MOTHER TONGUE TEAM

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Row 1 (seated): Ms Lim Leck Lee, Ms Nurul Izean Bte Norman, Mr Koh Chee How (SH/Physics), Ms Kong Ching Ying (HOD/Science covering duties), Mr Tan Nian Kai, Ms Kho Meng Choo (Senior Teacher) Row 2: Ms Goh Wei Na, Mr Shasikumaran s/o Chandr S, Mr Tee Jie Kai Calvin, Ms Mah Rui Jing Felicia, Ms Liyana Filzah Binte Anuar, Mr Koh Tai Xiang, Mr Go Jun Hong, Mr Chan Choe Seng Gerard, Mr Kat Kar Sien (Senior Teacher), Ms Liu Jiaman

From left to right

SCIENCE TEAM

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Row 1 (seated): Mr Khor Teik Meng, Mr Kek Shu Huan Brian, Mr Go Jun Hong, Ms Lim Shu Yuan, Mr Tee Jie Kai Calvin, Ms Mah Rui Jing Felicia, Ms Nur Afnie Safrianie Bte Miswaru Row 2: Mr Soh Jin Wei Nicholas, Mr Seet Wee Leong Gerald, Mr Tan Kim Wah Roland, Mr Koh Tee Huat, Mr Chan Mun Leong Jeremy, Mr Koh Yi-Huak, Mr Teo Yee Sin Mike (LH/Mathematics), Mr Muhd Hakeen Jawihir Eilyaas, Ms Sim Chin Chin (HOD/Mathematics), Mdm Mah Chor Koon Joanna, Ms Leong Pei Ching Susan, Mr Teh Yiyuan (Senior Teacher), Ms Thng Shuyun Crystal, Ms Low Ni Yen Janne

From left to right

MATHEMATICS TEAM

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Row 1 (seated): Mr Yeo Wee Seng, Ms Natasha Bte Supa’at (Senior Teacher), Mdm Rosmiliah Bte Kasmin (Senior Teacher), Ms Chen Hui Feng Adely, Ms Nor Zamzarina Bte Kamis Row 2: Ms Lee Sin Choon, Mr Tan Suan Swee Ashley (HOD/Humanities covering duties), Mrs Punitha Ramanan, Ms Tan Wan Yi Regina, Ms Chin Wan Yee Christine, Ms Sun Yun Hui Grace, Ms Ng Gui Zhen May

From left to right

HUMANITIES TEAM

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Row 1 (seated): Mr Shasikumaran s/o Chandr S (SH/D&T covering duties), Ms M Losiny (HOD/Aesthetics covering duties), Mr Loh Keoh, Mr Chia Yew Hwee, Mr Chua Kian Chuan Row 2: Mdm Nolilah Bte Masdi (Technical Support Officer), Ms Nur Liyana Bte Ali, Ms Siti Khadijah Bte Jaini, Ms Foo Poh Lin, Mr Chua Leng Huat, Mr Zawawi B Buang (Technical Support Officer), Ms Ng Geok Ling Betina, Mdm Bay Lee Hoon May (Allied Educator), Ms Ong Soh Cheng Brigit, Ms Liew Zyi

From left to right

AESTHETICS TEAM

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Row 1 (seated): Mr Koh Tee Huat, Mr Shasikumaran s/o Chandr S (SH/ICT), Ms M Losiny (HOD/ICT), Mr Chan Mun Leong Jeremy Row 2: Mr Robin See (Technology Assistant), Mr Chua Leng Huat, Mr Chan Choe Seng Gerard, Mr Muhammad Nazri B Mohayadin (Allied Educator), Ms Wu Cairu Rene

From left to right

INFOCOMM TECHNOLOGY TEAM

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Mr Kek Shu Huan Brian, Mr Raja Ashraf Bin Raja Khalif (Allied Educator), Mr Khor Teik Meng, Mr Kong Wai Leong Andy (HOD/PE & CCA), Ms Chin Wan Yee Christine, Mr Soh Jin Wei Nicholas, Mr Seet Wee Leong Gerald, Mr Teo Yee Sin Mike

From left to right

PHYSICAL EDUCATION TEAM

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Row 1 (seated): Mdm Rosmiliah Bte Kasmin, Mrs Punitha Ramanan (VP 2/Academic), Mr Chua Kian Chuan, Ms Tan Hwee Pin (Principal), Ms Nurul Izean Bte Norman, Mr Tan Nian Kai (SH/Character Guidance covering duties), Mr Chan Mun Leong Jeremy (HOD/CCE covering duties), Ms Lai Woon Mui Serene (National Education Coordinator) Row 2: Ms Goh Wei Na, Mr Yeo Wee Seng, Ms Ng Geok Ling Betina, Mdm Norhayati Bte Supari, Mr Koh Tee Huat, Mr Nasaruddin Bin Abdul Rahman (Operation Manager), Mdm Jayaletchumi S P Uthirapathy (School Counsellor), Ms Liyana Filzah Binte Anuar, Mr Lee Han Hwa (VP 1/Academic), Mr Koh Tai Xiang, Ms Sun Yun Hui Grace, Ms Chen Hui Feng Adely, Ms Nadhirah Bte Ismail, Ms Mah Rui Jing Felicia, Mr Soh Jin Wei Nicholas, Ms Lee Sin Choon

From left to right

CHARACTER & CITIZENSHIP EDUCATION TEAM

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Row 1 (seated): Mrs Punitha Ramanan (VP 2/Academic), Ms Low Ni Yen Janne (SH/Student Leadership covering duties), Mr Lee Han Hwa (VP 1/Academic), Ms Tan Hwee Pin (Principal) Row 2: Ms Sahibah Farhanah Bte Salihoddin, Ms Ng Gui Zhen May, Mr Go Jun Hong, Mr Chua Kian Chuan, Mr Khor Teik Meng, Ms Christina Camillus Lim Seok Bee

From left to right

STUDENT LEADERSHIP TEAM

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Row 1 (seated): Mr Nasaruddin Bin Abdul Rahman (Operation Manager), Mr Lee Han Hwa (VP 1/Academic), Ms Tan Hwee Pin (Principal), Mrs Punitha Ramanan (VP 2/Academic), Mdm Yong Boon Huay Sharon Row 2: Mdm Sundarambal d/o Ramsamy, Mdm Lim Soo Kheng, Mdm Sadiah Bte Abu Bakar, Mdm Selvarani d/o Arumugam, Mr Pang Eng Nguen, Mr Zawawi B Buang, Ms Dinah Syaza Bte Rosland, Mdm Sri Rahayu Bte Umar, Ms Syafiqah Bte Mohd Khir, Mdm Vennilah d/o Ganesan, Mdm Nolilah Bte Masdi

From left to right

EXECUTIVE & ADMINISTRATIVE STAFF

Visit by Director-General of Education On 21 October 2014, Kranji was honoured to host Ms Ho Peng, Director-General of Education (DGE), Ministry of Education. About 30 selected students had the opportunity to share with DGE on various school matters. She was certainly impressed with our students’ poise, eloquence and optimism. She also interacted with staff and key personnel of our school through a dialogue session. It was indeed a fruitful and enriching session of sharing and interaction; one that left us with a clearer understanding of MOE’s direction, plans and education policies.

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Kranji Secondary School

Working with our Partners

Internationalisation This year, Kranji continues to forge alliances with our international partners. We welcomed delegates and representatives from Harvard University, Indonesia, Japan, Saudi Arabia, Suzhou and Taiwan. They visited our school to learn more about the Singapore education system, our school programmes, activities and lessons.

They also had the opportunity to interact with our students and were heartened by our students’ hospitality and warmth. In order to develop global awareness in our students and sensitize them to the place of Singapore in the world, we also provide many opportunities for Kranjians to go overseas for learning experiences. Countries that our students visited this year include China, Indonesia, Korea, Japan and Malaysia. Kranji is committed to continue its internationalisation efforts to promote cross-cultural exchanges and encourage staff and students to embrace lifelong learning that transcends borders.

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Working with our Partners

Parents Support Group Kranji is grateful to the members of the Parents Support Group (PSG) for their invaluable support in our activities and programmes. Some of the events that the PSG was involved in this year were the Lunar New Year Celebrations, Sports & Fitness Fiesta, Annual Sports Meet, Dumpling & Rice Festival Celebrations, Mid-Autumn Festival Celebrations and the Kranji Open House. During the Sports & Fitness Fiesta, PSG members set up booths to sell food and drinks to raise funds for needy students and PSG activities. At the Annual Sports Meet, some of the PSG members participated in the race for staff and parents, much to the delight of all Kranjians. In Term 4, PSG members provided refreshments for graduating class students during Night Study sessions, and also made little gifts for the students to motivate them to do well in the examinations. We deeply appreciate all that the PSG has done for the school.

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Kranji Secondary School

Working with our Partners

Kranji Young AlumnI Kranjians maintain a close relationship with the school even after graduation. Many in the Kranji Young Alumni help out in various school events. This year, they played a key role in planning and organising the Secondary One Orientation. They also joined their juniors to participate actively in the Sports & Fitness Fiesta. To show their appreciation for the school and the teachers who have taught and nurtured them, the alumni provided a hearty breakfast for all Kranji teachers and staff during the Teachers’ and EAS Day Celebrations. To further contribute to the school, they returned to serve as guides during the Kranji Open House. ‘Once a Kranjian, always a Kranjian.’ No matter where they are, Kranji continues to hold a special place in the hearts of our graduates.

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Working with our Partners

Dumpling & Rice Festival Celebrations Kranji celebrated the Dumpling & Rice Festival on 28 May 2014. This year, the Kranji Prefects took on the role of organising the celebrations. Other than our Secondary 1 students and teachers, primary school students from Bukit Panjang Primary School, CHIJ (Our Lady Queen of Peace), Corporation Primary School and De La Salle School were invited to participate in the event. The cross-cultural event focused on the versatility of rice and the participants were introduced to the different forms of art and delicacies related to it. Members of the Parent Support Group (PSG) took time and effort to patiently teach the participants the techniques of tying the dumplings and rice cakes. With full support from the Keat Hong Senior Citizen Executive Committee and the PSG, the event was a huge success. It was definitely an enriching experience for our students as they learnt more about the origin of the festival and its significance.

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Kranji Secondary School

Working with our Partners

Mid-Autumn Festival Celebrations In collaboration with Yew Tee CCC, our school celebrated the Mid-Autumn Festival on 6 September 2014 at Yew Tee Hard Court. The Guest-of-Honour was Mr Alex Yam, MP for Choa Chu Kang GRC. The event was organised and run by Kranji student leaders, under the guidance of our teachers. Residents of the neighbourhood were also invited to rejoice in this festive occasion. Our student leaders set up innovative game booths while the Kranji Choir sang a few festive songs for the audience.

On 20 September 2014, our school supported the Family Day cum Mid-Autumn Festival Celebrations organised

by Choa Chu Kang GRC. At the event, which was held at Nanyang, our student leaders set up a Chinese knots booth and manned a riddles corner, both of which drew crowds of people throughout the evening. Once again, our Kranjians displayed responsibility, teamwork and leadership qualities in carrying out their duties.

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A journey we walk together

SECONDARY ONE

Orientation & Inauguration The Kranji Family warmly welcomes our new students through a range of fun activities. This year’s Secondary One Orientation took place in the first week of the academic year from 2 to 3 January. Our student leaders and members of the Kranji Young Alumni planned and executed two full days of activities consisting of ice-breakers, songs and dances, friendly competitions and games. There was an air of excitement as the Secondary 1 students took part in the activities enthusiastically. The orientation ended with our traditional campfire on the second night. These activities helped the Secondary 1 students make new friends and settle down in Kranji. During the Secondary One Inauguration Ceremony that was held on 10 January 2014, Class Mentors and School Leaders presented a tie pin to each new student to officially acknowledge them as part of the Kranji Family.

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Kranji Secondary School

Release of GCE ‘O’ LeveL

Examination Results 2013 13 January 2014 was a day that marked a significant milestone in the lives of our graduates of 2013. The GCE ‘O’ Level Examination results were released on that day.

The graduates gathered at the school hall in anxiety and anticipation as they waited eagerly for their results. Not long after, our Principal Ms Tan addressed the school and shared the sterling performance of our students at the GCE ‘O’ Level Examination. Upon hearing the joyous news, the hall erupted in thunderous applause and the graduates congratulated one another earnestly. Once again, our graduates have done the school proud! Well done, graduates of 2013!

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Leadership & Adventure Camp In line with our school niche – Nurturing A Leader In Every Kranjian, all Secondary 2 and Secondary 3 students take part in the Leadership and Adventure Camp every year. This year, the camp was held at Changi Coast Adventure Campsite. During the camp, the students were taken out of their comfort zone and exposed to many first-time adventures. The rugged activities that the students went through, such as the suspended rope course, high element activities and kayaking, provided opportunities for them to develop resilience, teamwork and leadership skills. The camp was also an excellent platform for Kranjians to forge strong friendship and cultivate a sense of camaraderie.

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Kranji Secondary School

Student Leaders’ Outward Bound Training at Sabah, East Malaysia In November 2013, selected student leaders from the Prefectorial Board, Student Sports Committee and various CCAs attended the overseas Outward Bound programme at Sabah, East Malaysia. It was a gruelling eight-day expedition – a good avenue to develop resilience, teamwork as well as leadership skills. The student leaders were put to the test, both physically and mentally, through challenging activities such as The Giant Ladder, The Sailing Boat, The Island Stay and The Jungle Trek. There was also a cultural immersion segment, where the student leaders had a rare opportunity to experience homestay at a local village. They conducted lessons for the village children and interacted with them through games and music. They attempted to learn a traditional dance from the locals and then in return, taught the locals our very own Kranji Mass Dance. The student leaders were grateful to be given a chance to take part in this amazing adventure, for it was indeed a once-in-a-lifetime experience for them.

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EDUCATION TRIP TO JOHOR, PENINSULAR MALAYSIA On 26 May 2014, Secondary 2 students from the Normal (Academic) and Normal (Technical) streams embarked on an Educational Trip to Johor, Peninsular Malaysia. During the one-day trip, our students visited SMK Jalan Junid, a school in Muar. After being entertained by cultural performances staged by the local students, Kranjians delighted their hosts with performances of their own. Our students also learnt the art of batik painting and put their newfound skills to the test by producing beautiful pieces of artwork. Following that, they headed to a paddy field and rubber plantation where they saw how rice seedlings were planted and how latex was collected from a rubber tree. On the whole, it was an enriching and eye-opening trip that enabled our students to truly immerse themselves in a cross-cultural experience.

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Kranji Secondary School

CULTURAL IMMERSION TRIP TO Sarawak, East Malaysia In our continual efforts to provide students with opportunities for learning beyond the classroom, the school embarked on a Cultural Immersion Trip to Sarawak from 22 to 25 June this year with 30 Secondary 3 students.

The objective of the trip was to enable Kranjians to understand and appreciate the education system, culture, geography and history of Sarawak. The first day was especially memorable as our students visited the Kanowit Longhouse. The head of the longhouse, Mr Benjamin Aki and his wife, were very hospitable. They treated our students to many dishes of delectable traditional food. On the second day, they headed to SMK Methodist School, where they were first guided on a tour to take a look at its facilities. They also had the opportunity to observe lessons taught in class. In the later part of the day, our students were taught traditional dances and tried batik painting. On the third day, our students got to enjoy pristine nature as they hiked the Fairy Caves and the Wind Caves. They then visited the Semenggoh Orang Utan Conservation Centre to witness the impact of eco-tourism on Sarawak. On the final day of the trip, our students spent the entire day immersing themselves in the cultural diversity of Sarawak at the Sarawak Cultural Village. They visited different longhouses of the various ethnic groups in Sarawak and were entertained by a spectacular cultural show at the end of the visit.

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Values-In-Action Programme As part of the school’s efforts to develop students to be ‘Active Citizens with a Heart to Serve’, the Values-inAction (VIA) programme is a key highlight in our school calendar. Through this programme, our students embark on various meaningful projects that contribute positively to the community. In addition, they learn the importance of social responsibility. This year, our students executed a wide range of VIA projects, from implementing school improvement projects to interacting with senior citizens from various homes and participating in activities that conserve the environment. Students were also given opportunities to initiate their own VIA projects that they take a special interest in. Through these projects, our students acquire organisational and communicative skills, honed their leadership qualities and exemplified the values of respect, responsibility and compassion.

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Kranji Secondary School

Education & Career Guidance Our comprehensive Education & Career Guidance (ECG) programme aims to equip students with the information and knowledge to make informed decisions about their education and career paths post-secondary school. The ECG programme begins with our lower secondary students being introduced to the E-Careers.sg portal. Through the activities found on the E-portal, students learn more about their strengths, weaknesses and inclination towards certain subjects. This information serves as a useful reference when they decide on their subject combinations at the end of Secondary 2. Introduction to post-secondary school options is the focus for the upper secondary students. This year, our Secondary 3 students attended a Direct Polytechnic Admission (DPA) Talk. Our students gained valuable information about the requirements and the preparations needed to be successful at the DPA exercise. In addition, a Career Day was organised for the graduating students where representatives from Nanyang Polytechnic conducted a Course Advising workshop. The workshop gave our students an insight into the various diploma courses that they could consider after they have completed the national examinations. It was indeed an enriching and fruitful day for our graduating students to explore opportunities and plan for their future.

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Enrichment Programmes & Learning Journeys Kranji is committed to creating a rich learning experience for our students by providing them with an array of enrichment programmes. As such, our students take part in a wide variety of activities that pique their interest and engage them intellectually. Among them are the MSN (Math, Science and NE) Trail, Humanities Amazing Race, Microsoft training, cultural appreciation programmes, leadership workshops and motivational talks, just to name a few. Students acquire essential life skills and develop values that will equip them well to meet future challenges.

Learning Journeys are a platform to provide students with opportunities for experiential learning beyond the classroom. This year, our lower secondary students went to the Singapore History Museum and Botanic Gardens, and the upper secondary students visited the Parliament House, Land Transport Authority, Housing Development Board and Singapore Maritime Gallery. Very importantly, such Learning Journeys are also part of National Education, an essential aspect of holistic education in Singapore.

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Kranji Secondary School

Aesthetics Development & Sports Education The Aesthetics Development Programme aims to develop our students to be gracious individuals with an aesthetic interest by promoting a school-wide appreciation for the arts. Through the structured programme, our students gain exposure to various art forms and are given different platforms to hone and showcase their talents.

This year, Kranjians participated in an Ethnic Dance Fusion programme, took up guitar lessons and attended an Arts Festival. Their artistic sensibilities were also cultivated through school events and assembly programmes, where artistes were invited to demonstrate and share with our students their passion in a range of art forms.

The objective of the Sports Education Programme is to increase sporting opportunities and exposure for our students, by encouraging them to participate in sports that are not commonly taught during Physical Education lessons. The programme plays a key role in fostering team spirit among students, helping them in character building and developing in them a keen interest in sports. This year, our students learnt a myriad of interesting sports and games, which included archery, bowling, dragon-boating, kangoo jump and Muay Thai.

Without doubt, the Aesthetics Development Programme and the Sports Education Programme contribute to a holistic learning experience in Kranji; an experience that Kranjians would find truly enriching and enjoyable.

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Professional Development of Staff In the spirit of continuous learning, Kranji teachers participated in a series of in-house workshops to learn how to design lessons to give students the opportunity to develop 21st century skills. Underpinning these workshops were the 21st Century Learning Design framework that articulates six dimensions along which learning opportunities can be strengthened. In addition, a full-day workshop on Visible Thinking was conducted for all teachers. Visible Thinking is a flexible and systematic research-based approach to integrating the development of students’ thinking with content learning across subject matters. Subsequent sharing sessions on the use of Thinking Routines in the teaching of various subjects were carried out and facilitated by our very own teachers in the Curriculum Innovation Committee. To further build our teachers’ capacity to bring forth enhanced student learning, our Senior Teachers conducted the Skilful Teacher Series where they shared a repertoire of strategies and approaches on various aspects of teaching and learning, such as management, instruction, motivation and curriculum.

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Learning Journeys for Staff Kranji teachers go on Learning Journeys to enrich themselves, acquire knowledge and broaden their horizons so that they can better guide, nurture and inspire students in the course of their work as educators. On 29 May 2014, Kranji teachers embarked on a National Education Learning Journey to the National Museum of Singapore. Through a wide range of photographs that highlighted the milestones of Singapore’s development as well as major catastrophic events that shook the nation, our teachers gained a better understanding of Singapore’s triumphs and challenges in the past 50 years. The teachers were assigned a task – to take a selfie with their favourite photograph and write a reflection on it. They had a lot of fun posing for their selfies.

In order to acquire knowledge about polytechnic courses so as to be able to give sound advice to their students, Kranji teachers went on a Learning Journey to Nanyang Polytechnic on 23 October 2014. At the polytechnic, teachers were first briefed on polytechnic admission and the various pathways to a polytechnic education and beyond. Thereafter, they were guided on a tour of the polytechnic to visit the various academic schools, such as the Health Sciences, Business Management, Interactive Digital Media and Engineering, just to name a few. The Learning Journey was not only informative and insightful, it was also a wonderful opportunity for Kranji teachers to interact and bond outside the school environment.

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National ICT Sharing Session The proliferation of technology has transformed the way educators teach.

Equipped with the latest apps and websites, teachers are increasingly using information and communication technology (ICT) to deepen students’ learning and keep them actively engaged during lessons. To promote greater ICT integration in teaching and learning in schools, Kranji has been organising National ICT Sharing Sessions since 2004. The main objective of organising these sharing sessions is to encourage experimentation and innovation through productive and pervasive integration of ICT in classroom teaching. The theme of this year’s ICT Sharing Session was ‘Transform Learning through ICT to Engage Learners’. The event, held on 15 August 2014, facilitated the sharing of best practices. Teachers reflected and learnt from one another about effective teaching practices that incorporate ICT use in the classrooms, in order to achieve desired learning outcomes for students. We hope to continue this journey to promote a strong ICT-sharing culture in schools.

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Kranji Secondary School

Lunar New Year Celebrations The Kranji Family was in a festive mood as we ushered in the Year of the Horse on 30 January 2014. The celebrations started way before the first day of the Lunar New Year with students enthusiastically decorating their classrooms in red and orange, hoping to win the Best Decorated Classroom Competition on the day of celebrations. Students also showcased their creativity and teamwork by coming together as a class to create a horse collage with recycled materials in a bid to win the first prize in the Horse Collage Competition. During the Lunar New Year Concert, everyone was awed by the amazing performance by a professional Lion Dance troupe.

Our very own Kranji Choir put up a wonderful performance by leading the whole school in a series of celebratory songs. Kranji dancers mesmerised the audience with their graceful and well-choreographed dance moves.

We also welcomed special guests from elderly homes and the event became more meaningful and heart-warming with their presence.

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Achievements Day Kranji celebrated the achievements and contributions of our students and recognised the dedication of our staff and partners on 17 April 2014, Achievements Day. Our students’ excellent results in the school and national examinations were highlighted and lauded. In addition, we acknowledged the passion and efforts of staff who went beyond their call of duty to bring out the best in our students. This year, a new Bilingual Award was presented to students who have distinguished themselves in both the English Language and their Mother Tongue. The celebrations ended on a high note with an inspirational speech by the recipient of the prestigious Kranjian Award as well the valedictorian, Muhammad Aliff Karya Johari. His speech encapsulated the essence of Kranji’s brand of education – “Kranji educates not just the Mind, but also the Heart.”

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Kranji Secondary School

Sports & Fitness Fiesta On 15 April 2014, Kranji’s signature programme – Sports & Fitness Fiesta – kicked off with the Annual Road Run. Students, staff and parents participated in the run around Choa Chu Kang neighbourhood excitedly.

Along the way, the participants encouraged each other to persevere and complete the run. The rest of the morning was spent immersing in a wide variety of games and activities at the booths set up and managed by our Student Sports Committee and the Kranji Young Alumni. There was a drink and food stall as well, thanks to the efforts of our Parent Support Group. Amidst the fun and laughter as they enthusiastically took part in the games and sports activities, students learnt the importance of keeping fit and leading a healthy lifestyle.

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Annual Sports Meet The Annual Sports Meet is a highly anticipated event in the school calendar.

On 28 March 2014, the Kranji Family gathered at Choa Chu Kang Sports Stadium for a day of excitement; a day for our athletes to showcase their prowess on the running track. Students and teachers from the various Houses cheered loudly as they rooted for their runners to be the first to cross the finishing line. During the Cheering Competition, the Houses presented synchronised and rhythmic cheers which they had practised for months, demonstrating commendable team spirit and unity. As in previous years, the highlight of the Meet was most definitely the Teachers and Parents Race. The students got on their feet and cheered their hearts out for their teachers and parents, who were running a relay around the track. The Meet ended on a high note with Rhino House being crowned the winner of the Cheering Competition as well as the Overall Champion.

This year’s Sports Meet was certainly an exhilarating and memorable day not only for the athletes, but for the spectators as well.

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Performing Arts Concert THE Reverie Over two nights on 13 and 14 June 2014, all four Kranji Performing Arts groups came together to put up a combined Performing Arts Concert – The Reverie, at the Republic Polytechnic auditorium. This public performance is a platform for students to display their aesthetic talents. At the same time, it also enriches Kranjians’ appreciation of different art forms. Each of the Performing Arts groups – Kranji Symphonic Band, Kranji Dance Club, K Productions (Drama) and Kranji Choir – captivated the audience with their impeccable performances, earning loud cheers and applause from them.

Catholic High School and Choa Chu Kang Secondary School students were invited as guest dancers and they put up magnificent dance routines.

It was indeed a wonderful and highly entertaining evening that showcased a combination of aesthetic talents, musical flair and alluring charisma of each and every performer.

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Cultural Fiesta Kranji Secondary School’s Cultural Fiesta, held on 18 July 2014, was truly a night to remember! This year’s Cultural Fiesta was conducted as part of the school’s Racial Harmony Day celebrations, which served to promote inter-racial understanding and social cohesion among students. A host of meaningful and fun-filled activities were organised this year to let our young charges develop cross-cultural awareness amidst all the fun and laughter. Both teachers and students took part in the festivities by donning a dazzling array of ethnic costumes.

The Kranji Young Alumni, as well as students’ family members and friends, came to show their support and enjoy the myriad of performances lined up for them. Our lower secondary students showcased their aesthetic skills and creativity by staging vibrant dance performances which enthralled the audience. Not to be outdone by their juniors, the upper secondary students and alumni provided food for thought – literally, by dressing up as food representatives of various countries, enabling students to learn about cultural food diversity. The celebrations culminated with the Kranji’s Got Talent finals, where the contestants pitted their talents against one another in a battle for the coveted first prize. These activities proved that Singapore indeed has much to celebrate in terms of its rich cultural diversity.

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Kranji Secondary School

National Day Celebrations On 8 August 2014, Kranji staff and students came to school dressed in our national colours of red and white, all ready to celebrate Singapore’s 49th birthday! The event started off with a parade put together by the various uniformed groups. They marched into the parade square with their heads held high, while carrying the national flag with honour. It was a proud moment for all of us as we stood together to sing the National Anthem and recite the pledge with fervour; and thereafter witness the march past of the various contingents. Students then delighted in a concert that was specially put together to showcase the school’s love for Singapore. The National Cadet Corps received thunderous applause as they presented everyone with a visual treat with their Freestyle Drill performance.

Following that, the winning entries of the National Day Video Competition were played. The winning classes’ hard work, creativity and enthusiasm were clearly reflected in their music videos. The highlight of the concert was the singing of National Day songs, led by the Kranji Choir. The whole school came together as one to belt out popular National Day tunes with passion. The joy and pride of being Singaporeans was certainly felt on that day, making the occasion a highly meaningful and memorable one.

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Leaders’ Day Kranji’s annual Leaders’ Day took place on 8 August this year.

The event was a celebration of the graduating student leaders’ accomplishments and invaluable service rendered to the school; as well as an occasion to mark the inauguration of a new batch of student leaders who will be taking on the leadership responsibilities. In a simple yet dignified and symbolic ceremony, student leaders from the Prefectorial Board, Student Sports Committee and the CCA groups proudly handed over the reins of leadership to their juniors. Among them, Brenda Lee of class 3K5 assumed the role of Head Prefect. She led the student leaders in pledging to follow the path paved by their dedicated seniors, to lead and serve the school with unwavering commitment and loyalty.

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Building Resilience through Nature Walk Embarking on an arduous yet enjoyable walk through a scenic tropical rainforest is indeed a novel and effective way to develop resilience. The Secondary 3 students went on a Nature Walk at the MacRitchie Reservoir Park on 26 May 2014 during the post-examination period, while the Secondary 4 and 5 students did so after their Preliminary Examinations on 3 September 2014. Together with their Class Mentors and PE teachers, Kranjians spent a good four hours trekking through several kilometres of rugged terrain at the nature reserve. The walk, though a little tiring for some who were accustomed to a more sedentary lifestyle in modern Singapore, was a wonderful platform for students and teachers to interact in a setting totally different from the usual learning environment in the classroom. Throughout the journey, many were chatting away merrily; some were even heard crooning to their favourite tunes playing from their mobile phones. Amidst the cheery laughter and melodious singing, students and staff spent a beautiful morning exercising while bonding with one another and unwinding from examination stress!

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GRADUATION CEREMONY The Graduation Ceremony, held on 3 September this year, was a significant event to mark the completion of the secondary school journey of the Secondary 4 and 5 cohorts. It was a platform for the graduating students to show their appreciation to their teachers and school for the years of nurturing and care. It also gave them the opportunity to bond with one another and celebrate their achievements together before the national examinations.

During the ceremony, a video montage specially prepared by the teachers for the graduating classes was played.

There were also performances put up by the Kranji Choir and Dance Club. Then, the classes were presented with their graduation certificates as well as token gifts hand-made by the Parents Support Group. In return, the class representatives presented their Class Mentors with a memento as a token of appreciation. It was a simple yet meaningful and heartwarming ceremony indeed!

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Teachers’ & EAS Day Celebrations On 4 September 2014, our teachers and staff started off the Teachers’ and EAS Day Celebrations with an invigorating boxercise session, followed by a hearty breakfast treat by our Kranji Young Alumni. Thereafter, teachers and staff were led into the hall amidst loud cheers and applause from the students. Kranjians then proceeded to show their appreciation for the teachers and staff through a variety of performances. Students put up a heart-warming concert consisting of singing, dancing and acting. Several teachers were presented with awards in recognition of their dedication to the teaching service. A new exciting segment for this year’s celebrations was the interactive games and quizzes for both teachers and students. In one game, a few students imitated the dressing and mannerism of teachers, after which the teachers whom they were imitating must go up on stage to reveal their identity. In a teacher-and-student tag-team quiz, each of the four selected teachers had to pick one student as their partner in the competition. The hall was filled with hearty laughter as teachers and students enjoyed themselves fully during the concert. At the end of the concert, students took the opportunity to show their gratitude to their teachers by presenting them with self-made cookies, cards and token gifts. To end off the celebrations, teachers and staff were treated to a scrumptious lunch by the School Advisory Committee at Landmark Restaurant located in Landmark Village Hotel.

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A dream we realise as one

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OUR GRADUATING CLASSES Kranjians Full of Life

CLASS 4K1

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CLASS 4K2

CLASS 4K3

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CLASS 4K4

CLASS 4K5

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CLASS 4R1

CLASS 4R2

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CLASS 4R3

CLASS 4A1

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CLASS 5R1

CLASS 5R2

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CO-CURRICULAR ACTIVITIES Building Character, Growing Leaders

BADminton Teachers In-Charge Mr Chia Yew Hwee (IC) Mr Seet Wee Leong Gerald (2IC) Ms Lee Sin Choon Ms Nurul Izean Bte Norman

Throughout the 2 years I have been in Kranji Badminton Team, I have learnt a lot from my coach and team members.

For instance, I learnt the importance of teamwork, which is displayed when our team members encourage each other during intense training. Through this, our team has bonded and we have become much closer as compared to when we first joined the team. Our stamina, skills and mental strength have also improved tremendously. I am truly grateful to be a part of the Badminton Team.

Renata Chandra Putri (2K1) As a member of the Kranji Badminton Team, I have been given opportunities to lead others. These leadership opportunities have taught me to be more confident when I speak and to have a more positive outlook of things.

Badminton training has improved my skills and physical fitness, allowed me to forge stronger bonds with my teammates and taught me many important values such as respect and resilience. Although training is tough at times, I have learnt to not give up in the face of challenges and to motivate my teammates to keep them going as well. I am proud to be a member of the Kranji Badminton Team.

Tiffanie Goh Fen Ni (3K3) Badminton has been an integral part of my life and Kranji Badminton has provided me the opportunity to hone and develop my skills. Being in Kranji Badminton Team for the past 3 years, I have acquired many life lessons and developed leadership skills. I have grown to be very proud of my school and playing for Kranji is something I always look forward to. I aspire to bring pride and honour to the school, and to inspire my teammates to work hard together and realise our full potential.

Puttur Shreyas (3K5)

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I joined this CCA with absolutely no foundation in basketball but over the 3 years in Kranji Basketball Team, I’ve learnt to love and appreciate the sport.

Training is rigorous and physically demanding, but it has built resilience in me. I have become mentally stronger as I’ve learnt to push on and not give up during training despite physical fatigue. Joining Kranji Basketball has also allowed me to meet my wonderful teammates whom I’m really thankful for. The bond between us gets stronger as we motivate each other along our basketball journey. The laughter, tears and memories that we share will never be forgotten. Basketball has helped me to grow as a person and taught me the true meaning of teamwork, camaraderie and perseverance.

BADminton BASKETBALL Teachers In-Charge Mr Teh Yiyuan (IC) Mr Khor Teik Meng (2IC) Ms Tan Wan Yi Regina

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Leah Chua (3K1) When I first joined Kranji Basketball Team, I did not have great skills in the sport, neither was I particularly fit.

However, after months of training, I improved in terms of skills and also became stronger both mentally and physically. Basketball training has taught me that in order to succeed, I must not give up no matter what happens. Through the hardship and challenges that we went through as a team, my teammates and I became very closely bonded. Despite the tough training, I enjoy every moment of my time in this CCA. It has been a wonderful experience that has moulded me to become a better, stronger person.

Wong Han Wei (2K2)

FOOTBALL Teachers In-Charge Mr Chan Choe Seng Gerard (IC) Mr Soh Jin Wei Nicholas (2IC) Ms Lee Wenting

Although football training is tough, I persevere and try to give my very best during each and every training session. Since joining Kranji Football Team at the start of the year, I have improved in terms of physical fitness, technical skills and being a team player. As juggling football training and school work can be challenging at times, being a football player Team has helped me develop mental strength and resilience. During training, we are expected to work cohesively as one team and support each other both on and off the field.

Pireish Ruuban S/O Jayabalan (1K1) I am blessed to be part of the Kranji Football Team.

My experiences throughout my 4 years in the team have been memorable. This year, for the second year running, we managed to secure a spot in the National Inter-School Football Championship as we finished in the top 4 positions in the zonal competition. I am proud of my team as all of us work hard in every training session and gave our very best in every match. The support of our coach, football teachers and fellow Kranjians motivate us to perform to the best of our abilities. Football has taught me to persevere and to never give up in the face of difficulties. It has also taught me the importance of teamwork. I hope that we will continue to do well next year. I believe we can!

Ahmad Azizi b Azmi (4R2)

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TAble Tennis Teachers In-Charge Ms Zhang Shujuan (IC) Ms Chang Meng Hsia (2IC) Mr Khoo Geak Chong

TAble-TeNNIS

As a member of the Kranji Table Tennis Team, I have learnt important values and life skills such as discipline, resilience, communication, teamwork and sportsmanship. Through the tough training, I have become both physically and mentally stronger.

Kranji Table Tennis Team has very strong team spirit and I am certainly very proud to be a part of the team. I am glad that I have made the right choice to join Table Tennis.

Lim Li Hui, Yuki (3K3)

Joining Kranji Table Tennis Team has provided me with many opportunities to learn and grow, both physically and mentally. It has also allowed me to bond with my teammates and build lasting friendships with them. Being the Captain of the C Division Team, I learnt the importance of being a good role model so as to gain the trust and respect of my teammates. I also learnt the importance of communicating effectively with my teammates so that we can work seamlessly together as a team.

I am grateful for the leadership opportunities that I have been given in this CCA. Tan Si Jing Inge (2K1)

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Being in NCC has made me more independent in everything I do. It has also enabled me to forge strong bonds with my fellow cadets through the training, activities and camps that we took part in.

I used to be a shy person but sime joining NCC, I have become more confident and started to open up to others. I have also become more sensitive to my surroundings and learnt to be more responsible.

In NCC, it is never a one-man show. I learnt to communicate and work well with my team members to achieve greater heights. I am glad I made the right decision to join NCC, as the moments that I spent with my peers in NCC are the ones that I cherish the most.

Ang Yi Xiang, Aaron (3K2)

National Cadet Corps (Land)

Teachers In-Charge Mr Koh Tee Huat (IC) Mr Guay Hansen (2IC) Mr Koh Tai Xiang Ms Low Ni Yen Janne

I learnt many values and skills by taking part in NCC activities. Through the tough training, I learnt to be independent and resilient. I have matured a lot and I learnt to consider other people’s points of view. This has helped me make better decisions.

Going through thick and thin with my fellow cadets has created fond memories for all of us and also strengthened the bonds between us. Joining NCC has certainly made me a stronger and better person.

Amanda Tan Shi Ying (2K1)

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NPCC has definitely taught me more than just foot drills and camp craft. As a cadet, I am exposed to a wide range of activities. I went for the Survival Training Camp at Pulau Ubin. The camp boosted my self-confidence and improved my interpersonal skills as I was taught life skills and outdoor survival techniques. I also attended many enriching courses such as the Crime Scene Investigation and Homefront Security Course. I gained more knowledge about maintaining law and order in Singapore through the Police Knowledge modules. NPCC has also taught me to be a civic-conscious citizen mindful of my social responsibilities to the society. This year, I was in charge of the Police Youth Ambassador Project. We spread crime prevention messages to the residents in Chua Chu Kang and Yew Tee. Liow Jie Sheng (3K2) Before I joined NPCC, I was a shy and timid boy who was always afraid to speak up. However after two years in NPCC, I have become much more outspoken, thanks to all the opportunities and exposure NPCC has offered me. We embarked on a Service-Learning Project at the start of this year. We went around the neighbourhood to raise awareness about the various types of crimes that were common in Singapore. By speaking to the residents about crime prevention, I slowly gained confidence in speaking to others.

Merrick Neo Kai Jie (2K3)

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National Police Cadet Corps Teachers In-Charge Ms Liyana Filzah Binte Anuar (IC) Ms Foo Poh Lin (2IC) Ms Chen Hui Feng Adely Ms Siti Khatijah Bte Jaini Mr Muhd Hakeen Jawihir Eilyaas Mr Go Jun Hong

St. John Ambulance Brigade Teachers In-Charge Ms Nadhirah Bte Ismail (IC) Mr Shafiq Kuthupdeen (2IC) Ms Long Ruoxi

Being a member of Kranji SJAB has been a meaningful and enjoyable journey for me. The first aid skills that I learnt are useful in my daily life.

Through participating in the First Aid Competitions, I learnt how to work well with others and achieve goals as a team. I have had many opportunities to lead and to serve. Such opportunities and experiences have nurtured me into a confident, competent and courageous leader. I am happy that I joined the Kranji SJAB family.

Kong Guoquan, Jerry (3R1) Company Sergeant Major It has been an incredible and memorable experience for me as a member of the Kranji SJAB. The first aid and home nursing skills that I have picked up are important skills that will come in handy. Through the SJAB activities that I took part in, I have developed self-discipline as well as other values such as respect, responsibility, perseverance and compassion. I look forward to being involved in more SJAB activities and acquiring more useful skills.

Joelynn Tan Si Ying (2K2)

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The Boys’ Brigade Teachers In-Charge Mr Yeo Wee Seng (IC) Mr Tan Hui Juai Geoffrey (2IC) Ms Sun Yun Hui Grace Ms Kek Hui Yu

The Boys’ Brigade has taught me very important values and life skills. As a Kranji Boys’ Brigade member, I have had many memorable moments with my peers. For instance, the kayaking course that we took part in during the June holidays was an extremely enjoyable and exciting experience. Our seniors take very good care of us and train us well.

They keep us in shape and make sure we make progress in our drills. Being in the Boys’ Brigade has been a wonderful journey for me so far and I look forward to participating in many more interesting and enriching activities.

Hsu De Cheng, Matthew (1R1) Joining the Boys’ Brigade has instilled in me selfdiscipline, which I apply in other aspects of my life. I get to participate in many meaningful and challenging activities such as the Overseas Service-Learning Trip to Cambodia, the BB Blaze and Character Quest.

I have also learnt many vital life skills and made many new friends. The Boys’ Brigade has definitely shaped me into a better person and enabled me to enjoy my school life.

David Limantara (3K3)

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I still remember the time when I first joined the Girls’ Brigade in Secondary 1. I felt very awkward as I did not have the courage to approach the other members and talk to them. After 2 years of being in the Girls’ Brigade, I have made many good friends. I also had many opportunities to participate in a wide range of activities, such as camps, community service, workshops and courses. I developed leadership skills through training sessions and badge works.

I believe my experiences in the Girls’ Brigade will benefit me immensely in the future.

Quah Jing Jie (2K2)

The Girls’ Brigade Teachers In-Charge Mdm Grace Maria Lourdes M Lee Jingru (IC) Ms Chia Yi Peng Mrs Stella Jabamani Girivilar

I have a wonderful and enriching time in The Girl’s Brigade. Every year, we have opportunities to serve the community. This year, we performed for the elderly at Yong En Care Centre. We interacted with them and taught them how to play some simple musical instruments. Apart from community service, we also took part in outdoor activities like night cycling with youths from Mount Hermon Bible-Presbyterian Church and boys from the Boys’ Brigade in June this year. The Devotions conducted during our weekly meetings have helped me to understand more about the stories in the Bible and to make the right choices in my everyday life.

Ng Xin Yi (3K3)

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Choir Teachers In-Charge Ms Ng Geok Ling Betina (IC) Ms Lim Leck Lee (2IC) Ms Ng Gui Zhen May Ms Wong Soon Tin Ms Low Chui Ling

Being the President of Kranji Choir has made me realise that being a leader is not a simple task.

Leadership entails taking care of my team members, progressing together as one and achieving our shared goals in one accord. I picked up many useful skills, such as effective communication, problem solving and conflict management. It has been a challenging yet rewarding leadership journey for me so far.

Lim Jing Wee (3K3) President As a member of Kranji Choir, I have acquired new and effective singing techniques that improved my performance immensely. Our conductor is patient and makes sure that we do our best during every performance and competition, such as the Singapore Youth Festival Arts Presentation, the Mid-Autumn Festival Celebrations and The Reverie Concert, just to name a few. I have also learnt to be responsible in carrying out tasks assigned to me and to be a good team player.

Neo Xue Ying (2K4)

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Kranji Secondary School

Dance Teachers In-Charge Mdm Chen Xi (IC) Ms Goh Wei Na (2IC) Ms Koh Ming Hui Ms Yang Ching-Ching

Before I joined Dance, I thought that dancing was simple and that everybody could dance. However, after I became a Dance member, I soon realised that to dance well so that the audience can be entertained is definitely not easy. Dancing is a physically demanding activity, and through the tough training, I have learnt to persevere and never give up. Dancing has allowed me to express myself in different ways, and helped me grow as a person.

Goh Yi Min, Mai (2K2) As a dancer, I learnt to express myself through body language. I have been given many opportunities to learn from others, work with different people and lead my peers. Dancing has taught me the importance of precision and being systemic in doing things. To put together a good show, teamwork and communication are essential. During practice sessions, we help one another improve by pointing out mistakes and giving suggestions and encouragements. The skills and values I have acquired through Dance have helped me greatly in my daily life and made me a better person. I am proud to be a Kranji Dancer.

Ng Wan Yi (3K5)

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K Productions (DRAMA)

Teachers In-Charge Mdm Norhayati Bte Supari (IC) Mdm V Deeba (2IC) Ms Nur Afnie Safrianie Bte Miswaru

Being a Drama member has given me opportunities to take part in a variety of performances, including being an emcee. I have learnt to be more confident and collected on stage. Drama training taught us how to convey emotions through our expressions, tone and actions. We learnt to express ourselves through presenting monologues and sharing discussions. We took part in The Reverie Concert in June this year. It was an unforgettable experience for me as it was my first time taking part in a public performance. Rehearsals were often filled with fun and laughter. I became much closer to my team members. All in all, being a part of K Productions (Drama) has been an enriching and enjoyable journey for me so far, and I look forward to picking up more skills in the next few years.

Lee Zi Rong Cheryl (2K5) I used to be a shy person who did not dare to speak up and interact with others, but since I joined Drama, I have become more confident and outspoken. In K Productions (Drama), I have been given many opportunities to learn new skills through different kinds of performances. In 2013, I was given the chance to be involved in the Singapore Youth Festival Arts Presentation. Initially, I was reluctant to take on the role because I was afraid to perform in front of a large audience. With the support and encouragement of my Drama members, instructor and teachers, I was determined to do my best. I practised very hard and eventually managed to overcome my stage fright and put up a good show.

Nuramira Bte Ahmad Yatim (3R1)

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Joining Kranji Symphonic Band has given me a plethora of bittersweet memories and valuable experiences. The Band is one of the most hectic and challenging CCAs in Kranji. However, I have never regretted my decision to join this CCA. It requires a lot of time, effort and diligence to play music well, I have become more determined and committed as a Band member. I have come to realise that hard work may not necessarily guarantee success, but success is certainly not possible without hard work.

Next year, we will be taking part in the Singapore Youth Festival Arts Presentation. I hope that all Band members will work hard and strive to achieve our goal of getting a Distinction. The Kranji Symphonic Band is a tightly-knit family, and together with our teachers, conductors and alumni Band members, I am positive that we will soar to greater heights!

Regina Tan Ke Yee (3K4) Drum Major After 2 fruitful years in Kranji Symphonic Band, I learnt many valuable lessons and values that have enabled me to become a better person. I feel that the greatest benefit I have reaped from joining Kranji Symphonic Band is that I have become a more confident person. I am now a much more self-assured and composed performer on stage. I am also more confident interacting with others and giving my opinions. I have made good friends with many Band members. I treasure and enjoy my time with the Band and I hope to continue to grow to become an accomplished Band performer.

Symphonic Band Teachers In-Charge Ms Liu Jiaman (IC)

Mr Kat Kar Sien (2IC) Ms Thng Shuyun Crystal Ms Natasha Bte Supa’at Mdm Mah Chor Koon Joanna

TAble-TeNNIS

Neo Shi Xuan (2K2)

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When I was elected as the President of ECoS, I was apprehensive at the beginning as I was not confident that I could lead the team well. However, with support from ECoS teachers other ECoS Executive Committee members, I slowly gained confidence.

One of the projects that I was put in charge was to plan and organise visits to SASCO Elderly Home.

Before the visit, we taught our ECoS members how to interact with senior citizens. As a leader, I have learnt to think rationally and respect other members by listening to them.

Loh Hui Fang, Calista (3R3) President I was given the opportunity to visit London, United Kingdom in June 2013 under the World Wide Fund (WWF) Eco Schools Overseas Learning Programme.

The most memorable experience on the trip for me was the visit to WWF Headquarters. It was a 100% eco-friendly and sustainable office building. The offices did not use air conditioners. They made use of the cooler air outside to cool the office through a machine that pumped cool air directly into the office. They also had plants in the office to increase the amount of oxygen supply indoor. During the trip, I had the opportunity to interact with people from different culture and background. When I returned, I embarked on a compost project with my CCA members to apply the skills and knowledge that I had learnt from the trip. I led the team to complete the project in October and we presented our project at the Eco Schools Conference and Schools Green Carnival in November 2014. At the carnival, I conducted a hands-on workshop for the participants, which included students and teachers, on how to make compost at home using used wood pellets. It was definitely an enriching experience for me and my fellow ECoS members to share our project with the participants.

Muhammad Nazirulmubin (2R2) Vice President

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Environment & Community Service (ECoS) Teachers In-Charge Mdm Rosmiliah Bte Kasmin (IC) Mdm Normala Bte Alias (2IC) Ms Nur Liyana Bte Ali Mdm Rosnah Bte Johari Ms Mah Rui Jing Felicia Mdm Siti Maria Bte Omar

K Productions (Technical) Teachers In-Charge Mr Sim Ming Kwang Joseph (IC) Mr Chua Leng Huat (2IC)

Being a member of K Productions (Technical), I have become more responsible in accomplishing tasks assigned to me. As I was given the opportunity to take on leadership roles, I tried to improve our team as a whole by focusing on teamwork and camaraderie.

I remember how my seniors used to say that in this CCA, teamwork and technical knowledge are very important. Now that I have been in K Productions (Technical) for 2 years, I truly understand what they mean. Furthermore, we also need to be able to think on the spot and solve problems that may arise unexpectedly. I am happy to serve the school.

Lee Chee Fong, Ryan (2A1) I am grateful to the teachers of K Productions (Technical) for giving me the chance to lead in this CCA. At first, I was not confident of my abilities and was worried that I might let my teachers down.

I had neither leadership experience nor great communication skills. Thus, I encountered a lot of difficulties in my role as a CCA leader. I persevered and tried my best to overcome all the challenges.

As I gained more experience, I also became more confident. The most important thing that I learnt is that in order to be a good leader, I must be able to communicate effectively. I also understand that it is my responsibility to be a good role model for my juniors and inspire them to do their best for the CCA. Although being a leader is a demanding job, I value the learning process. I enjoy spending time with my K Productions (Technical) members. I am glad that I joined K Productions (Technical) as it has groomed me to become a responsible and competent leader.

Wu Xiao Ying (3K5)

Annual 2014

87

Media Innovation Teachers In-Charge Mr Chan Mun Leong Jeremy (IC) Ms Nor Zamzarina Bte Kamis (2IC) Ms Ratnawati Bte Rawi Ms Nadhira Bte Omar

Joining Media Innovation has definitely exposed me to many different things relating to media, which is an area that I am interested in. Apart from photography and videography, I also learnt about programming and graphic design. I had opportunities to participate in various media competitions that allowed me to gain experience and pick up new skills. I have also observed a marked improvement in my photography and videography skills. I learnt many useful and interesting techniques from both my seniors and teachers in Media Innovation. I enjoy being in Media Innovation and I look forward to every training session and meeting.

Ong Pei Cong Lester (2K5) This year, one of my duties in Media Innovation was to teach my juniors how to properly carry out their assigned duties. I taught them how to take pictures and videos for various school events and activities.

This has benefited me in many ways. I picked up communication skills, leant to make informed decisions and gained self-confidence. At the same time, it also honed my skills as a photographer. I am very grateful for the leadership opportunities that Media Innovation has provided me. I am honoured to serve the school and I strive to bring out the best in each and every one of our members!

Nurul Huda Bte Osni (3R2) Vice President

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CLASS 1K1

Annual 2014

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CLASS 1K2

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CLASS 1K3

Annual 2014

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CLASS 1K4

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CLASS 1K5

Annual 2014

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CLASS 1R1

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CLASS 1R2

Annual 2014

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CLASS 1A1

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CLASS 2K1

Annual 2014

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CLASS 2K2

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CLASS 2K3

Annual 2014

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CLASS 2K4

100

CLASS 2K5

Annual 2014

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CLASS 2R1

102

CLASS 2R2

Annual 2014

103

CLASS 2A1

104

CLASS 3K1

Annual 2014

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CLASS 3K2

106

CLASS 3K3

Annual 2014

107

CLASS 3K4

108

CLASS 3K5

Annual 2014

109

CLASS 3R1

110

CLASS 3R2

Annual 2014

111

CLASS 3R3

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CLASS 3A1

Annual 2014

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OUR BUDDING WRITERS

‘Physical punishment is an effective way for parents to discipline their children.’

Do you agree?

“When a child hits an adult, we call it hostility. When an adult hits a child, we call it discipline.” This quote by child psychologist Haim G. Ginott unravels a whole bunch of questions about physical punishment and discipline, some of which we know the answers to, but others we do not. Physical punishment in the form of caning, slapping and spanking children between the ages of about 3 to 12 used to be common in our society. Although less so now, it does not mean that such practices are rare today. Physical punishment of children is an important issue for discussion as the childhood years are critical in shaping a child’s character in the future. I am against physically punishing children for I strongly believe that it is ineffective and it leads to many adverse effects. This type of punishment results in emotional scarring and misconception on the notion of violence. Most importantly, it does not serve to explain the wrongdoing to the children.

First and foremost, the bodily harm inflicted on a child traumatises the child, which may lead to longterm consequences. The shock and emotional hurt the child experiences are far greater than the physical pain he undergoes.

Furthermore, while physical scars may heal over time, emotional scars last much longer, and in severe cases, may even haunt the child years into his adulthood. Is it right to subject a child to harsh physical punishment at a tender age? At such an early stage of life, a child needs his parents’ love and care and turns to his parents when he faces problems. However, when his parents are the cause of the problem, he cannot turn to them anymore. Beating up a child does not show a parent’s love. It makes the child feel unloved, uncared for and worthless. Children are likened to glass that is fragile and has to be handled with care. One particularly distressing incident may be all it takes to break a child. If the emotional torment is great enough, the child may even sink into depression, suffer from anxiety attacks and develop suicidal thoughts. Soon enough, the parents would not be able to look into the child’s eyes because all they see is a broken soul. Tracie Afifi, an Assistant Professor at the Department of Community Health Sciences, said that no form of physical punishment should be used on children due to the negative impact on the children.

Therefore, physical punishment is detrimental to the emotional well-being of children and should not be used to discipline them.

In addition, inflicting physical punishment on a child may cause the child to develop a misconception that violence is acceptable. The young and naïve child may think that if his parents can beat him to make him behave, he too can hit others to make them listen to him. The child sees his parents as role models, so he is likely to do whatever his parents do, including physically hurting others. When a child thinks that it is alright to use violence, he will resort to violence to solve problems. Such a child is likely to grow up to become an aggressive adult who will not think twice about using physical harm and violence to settle issues. People with violent tendencies often have a bad temper and are rash and impulsive. They make

decisions at the spur of the moment and are unable to react to a situation or problem rationally and calmly.

Even if regret sets in later, it may be too late to undo the damage caused. Israel Marquez, a victim of harsh physical punishment since young, went on trial for murder. As a child, he was often punched in the chest, hit on the head and beaten up with a belt by his father.

Anger and aggression built up in him over the years and eventually led him to commit violent crimes. Hence, physically punishing children in the name of discipline is potentially destructive to their development and may result in them growing up to become aggressive and violent adults.

Some parents claim that children, unlike teenagers, are too young to fully understand what is right and what is wrong and hence, will not respond positively to explanations and advice given to them. If a child misbehaves or commit a wrongdoing, sitting him down and patiently explaining to him why what he did was wrong would be counterproductive. As such, physical punishment would send a clear signal to him that what he did was wrong. The pain he has suffered would be an effective form of deterrent, so he would certainly not dare to repeat his wrongdoing again. “Spare the rod and spoil the child,” they contend. There may be some truth in this argument, but still, the child has no idea why what he did was unacceptable. He behaves subsequently as a result of his fear of punishment and pain, not because he truly understands the consequences of his wrongdoing. How does caning a child make him understand right from wrong? Do we want to raise children who are only able to blindly follow orders from parents out of fear? Or would we rather raise well-behaved children who can tell right from wrong and understand why good behaviour is lauded? Yes, the brain of a young child may not be fullydeveloped, so let’s not wait too long to start developing it! Let the child reflect on his behaviour or explain to him why he should not commit the wrongdoing again.

Describe to him the dire consequences of his actions and give him time to ponder over the matter. He may not respond fully at first, but over time, I am pretty sure he will start to see the light. He will begin to form his own opinions about right and wrong, and hence will be able to make sound decisions when he grows up.

From here, it can be seen very clearly that physical punishment has no educational value and therefore is an ineffective disciplinary measure.

In conclusion, physically punishing a child is futile, for it traumatises the child, yet does nothing to teach him right from wrong. Worse, the child may grow up to become aggressive and destructive as he sees violence as an acceptable way to resolve problems. All parents want the best for their children, so they must consider the adverse effects of hitting their children before they resort to physical punishment. Children who grow up with love, care, patience and guidance are much more likely to become upright individuals as adults.

Nurul Hudha Bte Mohamad H (4K2) Annual 2014

115

‘Money is the true measure of success.’

Do you agree?

Since the dawn of time, man’s primal desires have not changed. The dream of power and wealth and the alluring promise of a good life that follows is an age-old instinct that has corrupted even the purest of hearts, to do whatever it takes to realise the dream. However, man fails to ask, is money the one and only true measure of success? Are there any other ways to determine success? Are there flaws to using money as a measure of success?

Since the early ages, money has been regarded as a sign of supremacy – one who is rich is deemed intelligent, capable and therefore successful in life.

Money has even been taken as a symbol of divine blessing. Man has worshipped money and lusted after it for as long as history can remember. We have all heard fascinating stories of how some daredevils attempted to dance with death or gamble against the odds, just to get a shot at becoming rich and famous. We marvel at the thought that one day, we would muster enough courage to brave all odds and become wealthy and successful ourselves at the end of the day. However, what we do not hear is what happens to those great men and women after they have attained unimaginable wealth. Many of them subsequently lost their purpose in life, and in a desperate attempt to please themselves further, they indulge in unsustainable and often destructive activities such as excessive drinking and merrymaking that eventually lead to their demise. These people had all the money in the world, yet their lives were never really meaningful or in any way successful. All that fortune had been squandered, but still they end up lonely and miserable. Would we still say that they are successful?

During one of the most prosperous eras of mankind in the 20th century, money was considered a true measure of success. Many pined for wealth and those who had it lived like gods. One of the most candid portrayals of man’s quest for wealth is found in a novel entitled ‘The Great Gatsby’ written

by American author F. Scott Fitzgerald. The story highlights a man called Gatsby who was living the American dream of affluence and power in the 1920s. He was rich; very rich indeed. He lived in a mansion like a king and threw lavish parties every

night. However, he was never truly contented. His life was void of love, so all the riches and luxuries that surrounded him meant little to him. He was unknowingly chasing wealth to fill that void in his life, hoping to find true happiness. He never did.

Instead, he found himself driven by his love for a woman who symbolised everything he wanted, even as she led him toward everything he loathed.

Said to be one of the greatest representations of how money corrupts and destroys lives, the story develops with Gatsby being entwined in a complex web of love, deception and money, and ends with him being brutally shot and killed. In chasing that promise of a better life, Gatsby caused harm to those around him and finally created his own tragedy. How then can money be a true measure of success if it leads to so much unhappiness and destruction?

Wealth is certainly not a prerequisite for a successful life, although money does come to those who work hard to earn a good living. Pirates, thieves, corrupt bankers and politicians all have loads of money, but their wealth is not a measure of success as it was gotten through ill means. Men and women who have done good deeds and made a positive impact on others – Mother Theresa, Mahatma Gandhi and Martin Luther King – were all successful in fighting for what they believed in, and in the process, have made the world a better place for everyone. We will always look up to these people and respect them for what they have done to better the lives of mankind. Money is but a by-product of hard work.

Money is transient; happiness, peace and love are much more enduring and pervasive, and these are the noble pursuits that we should strive for in life.

Money is great. It enables us to live a comfortable life, and it is with money that great empires and civilisations are built. But to say that money is the true measure of success and that we should single-mindedly pursue wealth is a dangerously destructive mindset. Indeed, there is some truth in the saying ‘Money makes the world go round’, but what truly brings success, contentment and happiness to our lives cannot be bought with money alone.

Ong Zhern Yi (4K2)

116

What is your idea of a role model?

Describe someone whom you look up to as a role model and his or her influence on you.

“Wow, look at that celebrity!” I often hear people proclaim, “I want to be just like her when I grow up!” While that in itself is not wrong, I just find it quite annoying. My idea of a role model is someone not just a by-product of popular trends or being merely glamorised by the media. Role models should be someone you feel has done something to deserve your utmost respect, someone who can inspire you and change your perspective in life in a positive way. Well, someone who I think fits the bill perfectly, and is my favourite role model, is none other than Nelson Mandela, the legend himself.

One reason why I look up to Nelson Mandela is his fiery defiance against prejudice. Mandela was a great visionary, and could think nothing more than living in an ideal world, where everyone was equal and free, where racism was non-existent. Instead of merely resolving to make the world a better place though, he personally took up arms to overcome the South African government, who supported the apartheid, and took to dismantle this cruel system of white minority rule, setting his country on a path of justice and freedom. Through his struggles to overturn an oppressive racist system, Mandela has inspired me to value social equality and racial harmony even more. He has taught me to be more open-minded towards our peers of different races or skin colour, for I feel that it is only through this understanding, can we achieve greater peace in the world.

The second reason why I consider Nelson Mandela as my role model would be his exceptional optimism. Jailed for 27 years for trying to overthrow the apartheid government, Mandela never once lost hope. Instead, he used this time to reflect and improve himself so as to be stronger, in order to defeat the cruel system. He was reduced to breaking rocks with a hammer under the hot sun every day, his only refuge being a small prison cell. Yet, he continued to see beyond his own current pain and struggles. He believed that the

greatness of humanity would one day triumph over evil. He envisioned justice without vengeance, and even forgave his jailers for causing him misery in the years he was in prison. And all the while, he believed that he could vanquish apartheid, and he did! His optimism in the face of hardship and adversity has inspired me to take a more positive outlook on life. Before, I was a major pessimist, only seeing the absolute downsides in every situation I had encountered. Now through his experiences, I am able to see what is right with the world, and how I could take it upon myself to change what I deem unsatisfactory.

Lastly, I feel that what makes Mandela the perfect candidate for a role model, is his selflessness.

He was willing to die for a cause – to overcome apartheid. His motivation was neither fame nor wealth, but he fought for something he felt was far more important than his own self benefit, which was so that people could live in equality with deep understanding of each other’s cultures, that people could be free from oppression and cruel prejudice.

He went to prison simply for what he believed in and relentlessly stood up for these beliefs. Once, he was offered to be freed, but only if he gave up what he was fighting for. In spite of all of his pain and torture in prison for so many years, he turned down the offer. His act of pure selflessness has indeed encouraged me to help other people in need, not because of any benefit to myself, but just simply because it is morally right.

In conclusion, I feel that Nelson Mandela’s desire for equality, his unbreakable perseverance and his altruistic approach to life encapsulates what it means to be a role model. Mandela suffered silently, and sacrificed much of himself to free people from the bondage of apartheid. Thus, I hope that there will be more heroes like Mandela in the future for the rest of humanity to look up to, and to aspire to emulate their noble and timeless achievements.

Ang Chun Kai Wilson (4K4)

Annual 2014

117

What is your idea of a role model?

Describe someone whom you look up to as a role model and his or her influence on you.

We all have a better version of ourselves that we want to become and I believe that role models are reflections of what we can strive towards. Be it physically or intellectually, role models have traits, possessions and appearances that we would like to inherit. They are templates for our future selves and they help to set a target for others to follow.

Role models can be an ordinary being. Role models need not be rich. They need not be highly intelligent nor do they need to be famous. Personally, my role model has none of these qualities and yet, I cannot help but find myself looking up to her. This woman has a selfless devotion for the people she loves. She is capable of being independent and is very down-to-earth. She is someone I would like to emulate and learn from. This amazing human being is none other than my mother and she is the one person whom I strive to be like.

My mother is an altruistic person and believes that helping other people is one of the greatest satisfactions in life. Because of her dedication, she is often seen sacrificing her time and energy in order to help the people around her. Anywhere she goes, as long as there is someone in need of help, she will be there to offer her hand. From a very young age, I have witnessed many acts of kindness from my mother, such as cooking for an elderly neighbour, giving advice to a troubled friend, and helping a lost child find his mother. Each time, she does it with a big smile planted on her face and ensures that she spreads the contagious joy that bubbles within her. I am constantly filled with pride and happiness whenever I see my mother carrying out random kind acts. This has motivated me to become a kinder and more selfless person as well. I want to be of help to the people around me and find ways to influence other people to be kind too. My mother has made me a better person by setting a good example for me to follow. She has taught me the joy of helping others in need and also made me realise how fortunate we are. I have taken steps to develop this trait, such as helping an old person cross the road, and giving up my seat on buses and trains to those who need it more than me. Thus, my mother is my role model. She is extremely kind and puts other people’s needs before her own.

As a child, I have never been the bravest among my friends. Even now, I am still cowardly and fearful of the obstacles and people that appear in my life. My mother however, is the exact opposite of me. She 118

is extremely independent and capable of taking care of herself. Being taught to do household chores at an early age, she has learnt not to rely on others. This is one quality that I really admire about her. When she was my age, she had to juggle school work and earning money to supplement the household income. On top of that, she took upon herself to take care of the family. It is impressive how she managed to handle all the responsibilities on her shoulders, yet still stay positive about her future. I want to be as independent as my mother and be in charge of looking after myself. This will help to relieve my mother of the trouble of taking care of me and worrying for me all the time. I want to show my mother that I can be as mature as she was as a teenager and cope with my school work and co-curricular activities well. I am taking some steps towards being independent, such as planning my own schedule of things, cleaning the house and learning to cook for the family. I want to be more independent as I believe that it will help me to overcome problems and become stronger.

All of us have dreams and aspirations, so does my mother. However, she knows how to draw a line between the possible and the impossible. I am a dreamer. I have countless things that I want to achieve and do in my life, but sadly none of these dreams ever come true because I set my expectations a tad too high for myself. My mother knows what she could and should dream of. She sets achievable goals for herself instead of setting her eyes on what she can never have. For example, she does not think, “I want to be rich”. Instead, she starts by saving a little more money every day.

“Why try to reach for the sun when you can’t even touch the trees?” she would say. Influenced by my mother’s rational and mature insights on dreams, I have refrained from setting goals that are too great and vast for me. I avoid disappointment now by setting smaller goals every day and working hard to achieve them. Thanks to my mother, I find more happiness and satisfaction in being a more realistic person.

My mother is my role model as she is a very kind and selfless person who is also independent and down-to-earth. Being around her for so long has taught me many things about life and the people around me. She is an inspiration for me to improve myself as a human being and to find true meaning and fulfilment in my life.

Germaine Ha Yu Xiu (4K4)

‘That which we obtain easily, we do not cherish.

We only value things that we struggle for.’

What are your views?

You only know the value of something when it is lost. It would take losing a notebook or your house keys to realise the consequences of your carelessness. Or it would take losing someone close to you to feel the regret of not spending enough time with that person. Some people are born with a silver spoon in their mouths and have everything they want being handed to them on a silver platter. Some others however, have to toil day and night just to fill their hungry stomachs.

Does it mean that we do not cherish things that we obtain easily and only value those that we struggle for?

I can distinctly remember my mother telling me that I will only know the value of money when I start working to earn my own keep. Of course, her nagging for a teenager like me falls on deaf ears each time she attempts to knock some sense into me about how we should be thrifty. But at certain points in my life when what she said would strike a chord in my memory, I can’t help but wonder about the truth in her words. Sure, I could rely on my parents to fulfil my needs, but the little bird has to leave her mother’s nest someday. What happens when I become an adult and start working? I would have to work from 9 to 5 in order to earn my bread and butter. Only I would know the turmoil and anguish of losing my hard-earned money, or worse, squandering it on something silly and unnecessary in a moment of folly and regretting it later. Only I would know the pain of losing a day or two’s salary if I don’t show up for work. With money as a relatable example, it is right to say that things that we have to slave for are things that we tend to value greatly.

When we struggle for something, we put in our best effort to attain our goal. Hence, when we lose something that we have worked very hard for, the emotional anguish that we face is unimaginable.

A businessman who has built his empire with his bare hands would be devastated if it all comes crumbling down one day. A student who has studied long hours for an important examination would be shattered if he finds out that he has failed. Being a failure is one thing, but losing something that could only be attained through

sheer hard work and determination would crush even the strongest people. As such, people value the things that they have worked hard to achieve.

The businessman would nurture and protect his empire as if it were his new born baby. The student would never take good results for granted because he knows all too well the pain of failing an examination. The value of the things that we struggle for is too high to put a price tag on, which is why people treasure them so much.

It is undeniable that the things that we obtain easily are not cherished as much as those that we slog hard for. But there is an exception to this general rule. There are some things that we treasure dearly, even though they may not necessarily be difficult to come by. Those are the things that hold great sentimental value to us. Letters that a soldier leaves behind for his loved ones after dying honourably for his country in the war would certainly be treasured. An old wristwatch that a mother leaves behind for her beloved daughter after having lost her battle with cancer would definitely be cherished. These things may have been placed in our hands without much effort on our part, yet we value these things as much, if not more, than the things that we struggle for. Why is that so? The simple answer is that these things are our only connection to the people who have left us. The loss of these things would mean the breaking of this connection, leaving us with only fleeting memories that will fade with the passage of time. This is the reason why people still hold the things with sentimental value close to their hearts, even though they are not difficult to obtain.

All in all, while it is a universal truth that we value things that we toil for, we also cherish things that hold a special meaning to us, even though the latter may not have been obtained through hard work. Often, we only know the value of something when we lose it. Therefore, we must not take things that come easy to us for granted. At the same time, we should also cherish the things that we work hard for. To be happy, we must learn to count our blessings every single day of our lives.

Shalani Devi D/O Dayalan (4K4) Annual 2014

119

‘Home is where the heart is.’ How do you show appreciation to your loved ones?

Most people appreciate their loved ones by giving tokens of appreciation such as presents or cards to them. It is the thought that counts. It is true that there are many ways to show our appreciation to others. If I were to show my appreciation to my loved ones, I will show them that I care for them in my own ways. As such, I usually show my appreciation by writing words of encouragement to my sister, giving a hug to my grandmother and spending quality time with my parents playing badminton with them.

Parents are always busy working. Thus, it is hard for their children to show them their appreciation.

During their days off, they usually take the time to rest and do not interact much with their children.

As time goes by, this will strain the parent-child relationship. I let my parents know that I appreciate them for taking care of me and my siblings by planning a family outing. Since my parents love to play badminton, I book a badminton court for four hours every month. In these four hours, we bond as one and enjoy our game to the fullest. We get to share our problems in school or at work. Whenever my father tells me that his company is not treating him well, it touches me even more. As such, I am determined to continue showing my appreciation to my parents so that they will be encouraged to continue working hard for the family.

Appreciation is best received when it comes from the heart. It is to show your loved ones that you cherish them by treasuring the relationship between one another. One example is my grandmother, who used to take care of me and protect me when I was a child. Even now when I am already a teenager, she becomes worried whenever I am not home by evening and often calls me to make sure I am safe.

She teaches me to do what is right and not be negatively influenced by others. I am nurtured by my grandmother to be responsible, independent and respectful. She taught me well and made me who I am today. Once in a while, I go to her house to show my appreciation to her by giving

her a bear hug. It makes me happy to know that I am cherished by her. The hug symbolises the love and trust between us. She never hesitates to tell me how proud she feels about my achievements in school. I also do not think twice about showing her my appreciation by hugging her every time I see her. She is my one and only beloved grandmother.

Blood is thicker than water. As we grow up with our siblings, we know each other’s weaknesses and strong points very well. At some points, we want to show our siblings our appreciation. When it comes to showing appreciation to my sister, I want her to know that I am thankful to her for helping me through thick and think. She is good in language while I am strong in mathematics and science. We share our knowledge with each other when we revise our school work together in the afternoons. I show my appreciation to my sister by guiding her on the right path and giving her words of encouragement so that she will continue to work hard towards her goals. Recently, she has been positively transferred to the Express stream and is now struggling with her studies. I encourage and motivate her by giving her moral support and by helping her with her homework whenever I can. I hope to continue to improve my relationship with my other siblings as well. I believe that our siblings will surely go out of their way to help us when we are in trouble. Thus, I will continue to find ways to show my appreciation not just to my sister, but also to my brothers. This is why I believe blood is thicker than water.

All in all, to show our appreciation to our family, we have to be honest and genuine so that they can also feel our sincerity. Thus, my way of showing that I appreciate my family is through spending quality time with my family members, hugging my loved ones and guiding or helping my family members through their difficult situations. This will definitely make my family more united and strengthen the family bond. A close-knit family is a happy family.

Tan Wei Kiat Alfred (5R1)

120

哭声

六十年前，闭塞的乡下。 时下年关将至，是一年中最冷的时候。融化的雪水 在泥泞的小路上结上一层厚实的冰霜，凌厉的北风将碾 盘边上的老梧桐吹得吱嘎作响。路边空无一人，因为村 民们都在忙着打理自己的屋子。即使在这样一个粮食欠 缺的年份，大家还是希望能过个体面的春节。 忽然，在小路的尽头，出现了一个小姑娘。她穿着 崭新的棉衣，扎着简洁的马尾辫，左手拎着一个大包， 右手系着一个铃铛。她身上的一切与身旁的破砖碎瓦很 不相称。小女孩蹦蹦跳跳，美滋滋地盘算着外婆给她准 备的晚餐。她心想：虽然外婆的村子破旧了些，但这里 的人应该都像外婆一样，很善解人意的吧。 就在这时，一扇破木门开了，里面走出一个佝偻的 老头，身上的衣服打满了补丁。他腿脚不好，才走出家 门几步，就在冰面上滑倒了，痛得大声叫喊，挣扎着站 不起来。 小姑娘心想，老人一定很痛苦，于是快步跑到他面 前，想把他扶起来。未料，老头一见她向自己走过来， 立马大骂：“你个狗娘养的小杂种！我走得好好的，干 嘛把我撞倒！快赔我腿！快赔我腿！” 小姑娘被这突如其来的变故吓呆了，愣在那里半天 不敢动弹。只见四周的一扇扇门都打开了，露出一张张 凶狠的脸，每个人都扛着锄头，领头的人一脸横肉，张 口就骂： “瞎眼了！你看你把我舅老爷撞成什么样了！” “以为自己有钱就了不起吗！如果没有我们天天像 驴拉磨一样干活，你早就饿死，冻死了！” “说吧，打算怎么办？要不赔钱，要不我们把你揍 一顿！” “赔钱！”“赔钱！” 小姑娘百口莫辩，只能把要给外婆的礼物，连同自 己的新棉袄都交了出来。拿到东西，人群眨眼间就散去 了，老头也不见了。只听到一阵窃窃私语：“有了这些 东西，过年不用愁了。”

六十年后，繁华的都市。 又是一个春节，整座城市洋溢在喜庆的气氛中。街 边商铺一声又一声的“降价甩卖！！！”不绝于耳，密 密麻麻的车辆在霓虹灯下缓缓驶过。整条街全是人，在 这热闹的气氛下，市民们似乎都忘记了冬天的寒冷。 一位苍老的妇人从街边闪过，她的头发打理得不甚 整齐，宽大的棉衣在人群中也显得格外扎眼。不过她不 在乎这些，因为她知道，明天就是除夕夜，孝顺的儿子 一定会接自己回家，吃一顿丰盛的团圆饭。她心想，儿 子能在这里过得这么幸福，城市里的人一定很友好。 “老太婆，看路！”老妇人的身后突然传来一声大 喊。她刚转过头，一辆飞驰的摩托车就冲到了面前。来 不及躲闪，老妇人被撞倒在地，摔得头破血流。 摩托上下来一个帅气的小伙子，穿着最时尚的风 衣，染着最流行的发色。一看到老妇人被撞得严重，他 转身就跑，幸好老妇人还清醒，从后面拉住了他的衣 角。小伙子眼珠一转，骂道：“死老太婆！走路不会看 路吗？自己摔倒了还赖别人，还有没有公德心了？” 行人纷纷围了上来，有骂老妇人不知廉耻的，有感 叹世风日下的，有为小伙子感到同情的，就是没有人愿 意看一眼老妇人的伤。 老妇人带着哭腔说：“你们都误会了，是他开车撞 我的！如果是我自己摔倒的，会头破血流吗？” 一个尖嘴猴腮的行人一脸不屑：“人家比你有钱多 了，如果真是他撞你的，会差这点医疗费吗？” 小伙子大摇大摆地扬长而去，留下周围的行人们议 论纷纷。一个记者低声向他的同事说：“快拍照，还能 赶上今天的头条，题目我起好了，就叫‘正义市民战胜 无德老人’！” “这人想钱想疯了”“没有公德心啊”市民的议 论夹杂着嘈杂的广告声和鸣笛声，像鞭子一样抽打着老 妇人的心灵。她解下右手上已经生了锈的铃铛，扔在地 上，眼泪像泉水一般涌了出来。 一个小女孩喊道：“老奶奶哭了。”

现在，她孤零零地站在大雪中，瑟瑟发抖，双眼满 是泪水：“外婆，外婆，你在哪里？”

可在这充满自私与偏见的社会里，她的哭声又有谁 能听见呢？

没有人回答，只有刀子一样的寒风在她耳边哀嚎， 淹没了她的哭声。

任致澄 REN ZHI CHENG (4K5)

Annual 2014

121

忍

我曾经在网上读到一则很有趣的 故事。一位老奶奶在临死前让她的 老伴从衣橱的角落拿出一个小箱子。 老爷爷打开箱子后，发现小箱子里装着两个布 娃娃和一叠钞票。老爷爷惊奇地看着躺在床上 的老奶奶。老奶奶缓缓地说道：“当我们争吵 或是经历不愉快的时候，我都会退让，然后默 默地缝一只布娃娃来缓和心情。”老爷爷听 了，嘴角上扬，笑道：“我们一起度过六十 年，我只让你生气两次啊。”这时老奶奶摇了 摇头说：“不，那叠钞票是卖布娃娃所赚来 的。”老爷爷终于明白，正因为老奶奶几十年 来的默默忍受和包容，才保障了家庭生活的和 谐、融洽。

地把音乐调得更大声。我负气地走到他旁边， 用力地把他的音乐播放器的插头拔掉了。紧接 着，他把我的电视也关了。我愤怒到了极点， 胸中的怒火开始熊熊燃烧。 此时，客厅没有一丝动静。正印证了那句 话：暴风雨来临前，海面总是显得格外平静。 终于，一道“闪电”划过。“够了吗？我真的 受够了，好好听音乐也不得安宁！”我不禁冷 笑，“这句话不是我要说的吗？可笑！”我回 复。但是我的心里还惦记着我的电视剧。我心 想：这样吵下去不是办法，浪费唇舌。我这才 作出了让步。“算了！不和你计较，你继续听 吧！我用电脑和耳机看。”

“忍”是生活的哲学，人生的技巧，更是 似乎这小小的让步和忍耐让我的生活产生 一种领悟，一种生活智慧。并不是所有人一生 了微妙的变化，生活也平静了许多。不像往 下来就懂得忍耐，是一次次的生活经验教会了 常，吵得鸡犬不宁。 我们这个至关重要的道理。我也是最近才领悟 到这个道理…… 生活中，摩擦是不可避免的，而若想让生 活更惬意，就得减少摩擦和不必要的争吵。俗 从小到大，我和弟弟都在争吵中度过，家 话说，“海纳百川，有容乃大”，假如每个人 里永远会因为我们的存在而“热闹”非凡，我 都以宽容为“润滑剂”，矛盾会大大地减少。 和弟弟的性格太像了，两个都不服输，都很固 执。 世界上没有相同的两片叶子，人亦是，我 们不能因为别人的不同而计较。“宽容”是一 “喂！我在看电视，音乐不要开那么大 种智慧，若我们以宽容来包容他人，社会将少 声！”我双眼直瞪着他。他还是不作声，沉浸 一些摩擦，多一分和谐。 在他的音乐中，我开始不耐烦了。赌气地把电 视的声量调高，盖过他的音乐。他也不服输 朱碧瑜 ZHU BIYU (4K4)

122

“爱”在当下 读《他像傻子一样爱我》有感 《他像个傻子一样爱我》这篇文章让我想 到一句话：为什么我们总是把自己最坏的一面

过自新，用功读书，成为了有用的人。他也来 得及孝顺三伯，让三伯可以过好日子。

呈现给家人看呢？我们常对别人给予赞美，却 对亲人恶语相向。可能是因为过分利用亲人对

其实没有多少人可以来得及在亲人在世时

我们的包容与关爱，知道他们永远不会抛弃我

孝顺他们，而不是失去他们后，后悔莫及。记

们，才对他们吝于赞美的吧。我们看不到自己

得在几天前的家长会上，一位演讲者诉说了他

对他们的伤害，当我们肆意挥霍着他们无私的

与奶奶的故事后，热泪盈眶，他说在幼时因为

爱时，可曾顾虑过他们的感受？

父母忙于工作赚钱，照顾他的职责便落到了奶 奶的身上。他誓言长大要赚大钱养奶奶，让她

在这篇文章里，三伯非常信任作者，虽然

可以吃好的穿好的，不过他的奶奶没有来得及

他们没有血缘关系，三伯还是非常疼爱作者。

等他实现诺言。人说人生最大的遗憾是“子欲

当朋友和老师都跟三伯说作者学坏了时，三伯

养而亲不在”。我想当我们对家人开口说出像

还坚信作者是个好孩子，因为他认为孩子是他

刀般刺耳的话前，应该先想想他们的感受。父

养大的，绝对不会变坏。作者却辜负了这份信

母对子女的爱和包容并不是理所当然的，而是

任，把三伯的爱当成理所当然的。作者长大

他们的选择。文章里的作者是幸运的，他及时

后，也因为三伯的外表而和他离得远远的，甚

改正了他的错误，有所成就时也让最亲的人三

至把他当做陌生人，三伯也妥协了。因为他是

伯看到。有些人就没有这么幸运了，所以我们

爱作者的，不想他在同学面前没面子。万幸的

必须体谅亲人，以双倍的爱回报给他们，珍惜

是，作者后来终于了解了自己的过错，及时改

和他们相处的每一分，每一秒，否则后悔就来 不及了。 蔡紫薇 CHUA ZHI WEI (4K4)

Annual 2014

123

科技的力量 新媒体虽然能够拉近人与人之间的关系， 却也可能破坏社会和谐。我同意这个说法。科 技是一把双刃剑，有利也有弊，人们是否能够 从中获益，就取决于人们的使用方法。 现在科技的使用越来越普及。试观察街上 的行人，是不是大多数都在使用智能手机呢？ 现在手机的功能越来越强大。比如，我们可以 利用手机上互联网，到推特、面簿、微博等社 交网站，与海外的亲友聊天，了解彼此的近 况。新媒体似乎取代了传统媒体，如报纸、广 播等等。因为新媒体的兴起，很多的信息都可 以在网上找到，所以新媒体的确给人们带来了 极大的便利。但是，新媒体带来的方便确实令 人十分担忧。尤其在科技泛滥的年代，网络信 息传播速度很快，可说是“一网在手，知遍全 球”，所以导致谣言四起，误导大众，同时也 破坏了社会和谐。而且，有些恐怖组织利用新 媒体来进行招募活动，这严重扰乱了社会的治 安与稳定。 新媒体如何拉近人与人之间的关系呢？ 首先，我们随时都可以利用网络和远方的 亲戚朋友沟通，保持联系。无论你在世界的哪 个角落，无论你和亲友相隔千万里，只要利用 无线网络，你就可以轻而易举与他们沟通。你 想要传达的信息即刻传到世界的另一个角落， 在“时间”上的确拉近了人与人之间的关系。 新媒体给了人们一个扩大社交圈子的平台，与 不同国家的人分享自己的文化，在互相交流、 分享见闻的同时，无形中认识了更多志趣相投 的网友，促进了人与人之间的感情。 更何况，现代的人非常忙碌，父母没有时 间与孩子好好坐下来聊天，这时，新媒体就派 上用场了。父母利用一些社交网站与孩子“做 朋友”，与孩子沟通。有些父母更是利用新媒 体来观察孩子在社交网站的“动态”。有些青 少年喜欢在社交网站上分享自己生活的点点滴 滴。比如，他们上载一些照片与录像。父母就 可以从中了解孩子的想法。新媒体无疑拉近了 人与人之间的感情，让忙碌的父母至少有机会 利用文字的交流方式与孩子联系。这样，亲子 之间的关系就不会疏远了。

但是，“水能载舟，亦能覆舟”，凡事有 利有弊，新媒体也一样。新媒体也可能会破坏 社会和谐。 社交网站太过强调自由与开放，加上网络 的监管力度不足，导致含有不良内容的言论， 如种族歧视等敏感话题，被上传到网络上。这 将败坏社会风气，影响社会治安。今年一月， 一名在新加坡工作的英国财富经理安顿·凯西 利用社交媒体平台发表他对我国交通工具的不 满。他在面簿上表示他沾染了公共交通工具上 的恶臭。他的言论在网络上掀起了轩然大波， 当更多网民知道此事后，认为凯西贬低了新加 坡人，纷纷在网上掀起了“口水战”。这证明 了什么？一石可激起千层浪。凯西的言论可能 会引起国人的不满，影响社会的和谐。 而且，网络上不良信息较多，容易误导年 幼无知 的人。很多恐怖组织利用面簿、推特 等平台，吸引一些年轻人支持他们的恐怖活 动。先对他们进行洗脑，以便让他们产生一些 极端想法，诱导年轻人误入歧途，做出危害国 家治安与稳定的事情。更有一些不法分子，利 用新媒体散播谣言，引起公众的恐慌，在社会 中制造混乱。 如何善用新媒体呢？ 首先，个人要做个有责任感的人。一个人 必须要出言谨慎，上传任何言论或视频到网上 时，切记不要把含有暴力、色情、种族歧视等 不良内容也上传上去。我们必须做个文明的网 民，不然网络世界会变得乌烟瘴气，在网络上 看到任何的谣言，千万不可听之、信之，要查 清楚它的来源，才进一步做出判断。 第二，我觉得政府要加强网站的监管力 度，对不良网站采取适当措施，确保网上资讯 内容健康，不让任何不良言论成为引发纷争的 导火索。 总之，网络是一把双刃剑。它拉近了人与 人之间的关系，但同时也给一些不怀好意的人 一个很好的作案平台。我们必须懂得分辨是非 黑白，才能从这伟大的发明中获得更多。 王俐盈 ONG LI YING (4K5)

124

Pertengkaran di panggung wayang

Aku bergegas ke panggung wayang di pusat beli-belah yang terdekat dengan sekolah. Aku sudah berjanji untuk menonton wayang bersama rakan karibku selepas tamat waktu sekolah. Jam menunjukkan pukul 2.15 petang. Filem itu akan bermula dalam masa 15 minit lagi. Aku bergegas ke panggung wayang itu kerana rakan karibku, Nadiah, sudah lama menungguku. Setibanya di pusat beli-belah itu, aku ternampak Nadiah melambai-lambai ke arahku. Mujur dia tidak kecil hati kerana aku terlambat. Kami pun memasuki panggung wayang dengan keadaanku yang tercungap-cungap kerana kelelahan.

atas perbuatannya itu. Rakan-rakan Hakim cuba menghentikan pertengkaran mereka tetapi kerana terlalu mengikutkan perasaan dan egonya, Hakim enggan berhenti. Pergaduhan itu menjadi lebih serius apabila Hakim menggunakan bahasa kesat terhadap Idris. Orang awam yang berada di dalam panggung wayang itu berasa kurang selesa mendengarkan perkataan yang dilontarkan Hakim. Ini menyebabkan seorang pemuda terpaksa masuk campur hal mereka untuk meredakan keadaan. Walau bagaimanapun, pemuda itu gagal. Aku pun bangun lalu mencuba untuk menghentikan pergaduhan mereka.

Mujur panggung wayang itu masih lagi menyalakan lampu kerana penayangan filem belum lagi bermula. Ini memudahkan lagi kami untuk mencari tempat duduk kami. Suasana di panggung wayang menjadi lebih riuh sebaik sahaja aku dan Nadiah duduk. Ini disebabkan sekumpulan pelajar lelaki dari menengah tiga yang berbual dengan suara yang lantang sebaik sahaja mereka masuk. Kebetulan mereka semua duduk di barisan hadapan kami. Lampu di panggung wayang itu pun dipadamkan beberapa minit kemudian. Suasana bertukar menjadi senyap kerana semua penonton ingin memberi perhatian yang sepenuhnya kepada filem itu. Sepuluh minit kemudian, Idris, pelajar lelaki dari sekolahku bergegas masuk. Tangannya dipenuhi dengan fail, makanan, minuman dan telefon bimbitnya.

Dia menuju ke barisan yang sama dengan kumpulan pelajar lelaki tadi. Dalam suasana yang gelap, dia mengalami kesukaran untuk berjalan.

Sebaik sahaja dia sampai di barisan duduk ‘F’, dia tersandung fail hitam milik salah seorang pelajar kumpulan itu. Ini menyebabkan air yang dipegangnya tertumpah ke atas seragam sekolah pemilik fail itu.

Aku harus melakukan sesuatu kerana perbuatan mereka akan memalukan dan memburukkan nama sekolah. Sebagai pengawas sekolah, aku mengugut akan membuat aduan kepada pengetua sekolah jika Hakim tidak menghentikan perbuatannya. Dia tidak mempedulikan aku malah mula untuk berkelakuan kasar.

Suasana menjadi huru-hara. Kejadian itu memecahkan kesunyian di panggung wayang tersebut. Hakim, pelajar yang seragamnya terkena air manis itu berasa tidak puas hati kerana seragamnya kotor dan berlekit. Hakim pun bertengkar dengan Idris dan memarahinya

Aku pun menuju ke luar panggung wayang itu untuk mencari pekerja yang bertugas pada waktu itu. Aku memintanya masuk untuk membantu aku menenangkan keadaan. Pekerja itu pun dengan pantas menuju ke arah Hakim dan Idris untuk meleraikan pertengkaran mereka. Hakim dan Idris dihalau keluar kerana perbuatan mereka telah mengganggu ketenteraman orang awam di panggung wayang itu. Aku juga harus mengikut mereka untuk menjelaskan perkara sebenar yang berlaku. Setelah menceritakan kesemuanya, pekerja itu menghubungi pihak sekolah supaya mengambil tindakan disiplin ke atas Hakim dan Idris. Pekerja itu juga menghargai pertolongan yang aku berikan untuk memulihkan keadaan.

Semenjak kejadian itu, aku mempelajari bahawa aku harus menjadi orang yang bertimbang rasa sewaktu berada di tempat awam. Perbuatan aku mungkin akan mengganggu orang lain tanpa aku sedari. Janganlah terlalu mengikutkan perasaan bak kata pepatah kerana mulut badan binasa. Aku juga lebih berhati-hati apabila berbicara kerana perkataan yang keluar dari mulutku hanya akan membawa padah terhadap diriku sendiri.

Farah Afrina (5R2)

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Beginilah kehidupanku

Aku bergegas ke panggung wayang di pusat beli-belah yang terdekat dengan sekolah. Aku sudah berjanji untuk menonton wayang bersama rakan karibku selepas tamat waktu sekolah. Jam menunjukkan pukul 2.15 petang. Filem itu akan bermula dalam masa 15 minit lagi. Aku bergegas ke panggung wayang itu kerana rakan karibku, Nadiah, sudah lama menungguku. Setibanya di pusat beli-belah itu, aku ternampak Nadiah melambai-lambai ke arahku. Mujur dia tidak kecil hati kerana aku terlambat. Kami pun memasuki panggung wayang dengan keadaanku yang tercungap-cungap kerana kelelahan.

atas perbuatannya itu. Rakan-rakan Hakim cuba menghentikan pertengkaran mereka tetapi kerana terlalu mengikutkan perasaan dan egonya, Hakim enggan berhenti. Pergaduhan itu menjadi lebih serius apabila Hakim menggunakan bahasa kesat terhadap Idris. Orang awam yang berada di dalam panggung wayang itu berasa kurang selesa mendengarkan perkataan yang dilontarkan Hakim. Ini menyebabkan seorang pemuda terpaksa masuk campur hal mereka untuk meredakan keadaan. Walau bagaimanapun, pemuda itu gagal. Aku pun bangun lalu mencuba untuk menghentikan pergaduhan mereka.

Mujur panggung wayang itu masih lagi menyalakan lampu kerana penayangan filem belum lagi bermula. Ini memudahkan lagi kami untuk mencari tempat duduk kami. Suasana di panggung wayang menjadi lebih riuh sebaik sahaja aku dan Nadiah duduk. Ini disebabkan sekumpulan pelajar lelaki dari menengah tiga yang berbual dengan suara yang lantang sebaik sahaja mereka masuk. Kebetulan mereka semua duduk di barisan hadapan kami. Lampu di panggung wayang itu pun dipadamkan beberapa minit kemudian. Suasana bertukar menjadi senyap kerana semua penonton ingin memberi perhatian yang sepenuhnya kepada filem itu. Sepuluh minit kemudian, Idris, pelajar lelaki dari sekolahku bergegas masuk. Tangannya dipenuhi dengan fail, makanan, minuman dan telefon bimbitnya.

Dia menuju ke barisan yang sama dengan kumpulan pelajar lelaki tadi. Dalam suasana yang gelap, dia mengalami kesukaran untuk berjalan.

Sebaik sahaja dia sampai di barisan duduk ‘F’, dia tersandung fail hitam milik salah seorang pelajar kumpulan itu. Ini menyebabkan air yang dipegangnya tertumpah ke atas seragam sekolah pemilik fail itu.

Aku harus melakukan sesuatu kerana perbuatan mereka akan memalukan dan memburukkan nama sekolah. Sebagai pengawas sekolah, aku mengugut akan membuat aduan kepada pengetua sekolah jika Hakim tidak menghentikan perbuatannya. Dia tidak mempedulikan aku malah mula untuk berkelakuan kasar.

Aku pun menuju ke luar panggung wayang itu untuk mencari pekerja yang bertugas pada waktu itu. Aku memintanya masuk untuk membantu aku menenangkan keadaan. Pekerja itu pun dengan pantas menuju ke arah Hakim dan Idris untuk meleraikan pertengkaran mereka. Hakim dan Idris dihalau keluar kerana perbuatan mereka telah mengganggu ketenteraman orang awam di panggung wayang itu. Aku juga harus mengikut mereka untuk menjelaskan perkara sebenar yang berlaku. Setelah menceritakan kesemuanya, pekerja itu menghubungi pihak sekolah supaya mengambil tindakan disiplin ke atas Hakim dan Idris. Pekerja itu juga menghargai pertolongan yang aku berikan untuk memulihkan keadaan.

Suasana menjadi huru-hara. Kejadian itu memecahkan kesunyian di panggung wayang tersebut. Hakim, pelajar yang seragamnya terkena air manis itu berasa tidak puas hati kerana seragamnya kotor dan berlekit. Hakim pun bertengkar dengan Idris dan memarahinya

Semenjak kejadian itu, aku mempelajari bahawa aku harus menjadi orang yang bertimbang rasa sewaktu berada di tempat awam. Perbuatan aku mungkin akan mengganggu orang lain tanpa aku sedari. Janganlah terlalu mengikutkan perasaan bak kata pepatah kerana mulut badan binasa. Aku juga lebih berhati-hati apabila berbicara kerana perkataan yang keluar dari mulutku hanya akan membawa padah terhadap diriku sendiri.

Farah Afrina (5R2)

126

Kerana Ibuku

“Faizal Amin, kamu telah diarahkan untuk menghadiri mesyuarat pada hari ini,” kata Rizal Azhar, ketua wardenku.

Dua puluh tahun yang lalu, aku baru mencecah usia tujuh tahun. Ibu ditikam dari belakang oleh lelaki itu di kamar ibu. Aku telah berlari ke kamar ibu kerana aku mengalami mimpi yang buruk. Setelah membuka pintu bilik, ibu melontarkan senyuman kepadaku dan setitik air mata membasahi pipiku. Kemudian, ibu rebah. Aku tergamam. Apakah yang terjadi kepada ibu? Pada masa yang sama, aku dapat melihat muka seorang lelaki yang memegang parang di tangannya.

Matanya terbeliak melihat aku lalu dia melarikan diri melalui tingkap bilik. Aku mendekati ibu dengan perlahan-lahan sambil memanggilnya. Bahu ibu aku tepuk.

“Bangun, ibu, bangun,” rintihku di dalam hati.

Kain batik ibu terlipat rapi di atas katilku. Sudah dua puluh tahun berlalu sejak kematian ibu. Kadangkala, pada malam-malam yang sunyi, aku merindui ibu dan air mata akan mula mengalir merembes di pipiku.

Aku meletakkan cawan kopiku di sinki yang dipenuhi pinggan-pinggan kotor yang bertumpuk. Aku memandang ke arah jam dinding. Sudah pukul tujuh pagi; masanya untuk berangkat ke tempat kerja. Aku mengambil pistol lalu bergegas keluar.

“Baik, Tuan,” balasku.

Setelah ketua warden meninggalkan bilik, aku menghembuskan nafas yang panjang. Tembok hitam penjara membuat aku terasa lebih gerun. Semasa mesyuarat nanti, aku akan diberikan maklumat tentang hukuman gantung yang akan aku tangani. Ini merupakan kali pertama aku diamanahkan tugasan yang amat berat. Aku sedar bahawa aku harus memikul banyak tanggungjawab bagi pekerjaan ini.

Namun, mampukah aku menyelesaikan pekerjaan ini? Aku pernah merentas gunung, melompat dari bangunan tinggi dan berkayak di sungai yang penuh dengan buaya. Tugas ini jauh lebih menakutkan dibandingkan perkara-perkara itu. Sebelum aku dileteri teman sekerjaku, aku memulakan rondaanku pada pagi itu.

Kantin riuh dengan ketawa, perbualan dan khabar angin. Nama pesalah yang akan digantung berlegarlegar di kotak fikiranku. Hamid Razak; di manakah pernah aku mendengar nama ini? Mungkin itu hanyalah khayalanku. Aku berdiri lalu tanpa sengaja, aku berlanggar dengan rakan sekerjaku. Cawan yang berada di genggamanku terjatuh ke lantai lalu serpihan kaca melayang. Aku menelan air liur. Firasat buruk menyelinap di hatiku.

Aku berfikir bahawa ibu hanya tertidur tetapi aku tahu aku silap apabila ibu tidak bangun meskipun aku telah berkali-kali memanggilnya. Dua puluh tahun yang lalu, aku mengenali erti duka nestapa untuk kali pertama.

Pada hari ini, aku akan berjumpa dengan Encik Hamid untuk mengumpulkan beberapa butiran. Dari jauh, pesalah yang berumur lima puluh tahun itu kelihatan amat kecil. Semakin aku mendekat, semakin pantas jantungku berdegup. Mata yang tajam. Hidung yang mancung. Pipi yang cengkung. Masa seolah-olah berhenti, meninggalkan kesesakan di dadaku. Memori yang telah lama dibungkus masa kembali menghantui aku. Pembunuh. Lelaki di hadapan aku ialah lelaki yang telah membunuh ibu. Seolah-olah kejadian itu berlaku semalam. Memori itu masih segar di minda.

Ambulans telah tiba. Aku telah ditahan pihak polis kerana telah mencederakan Encik Hamid. Aku tertawa di dalam hati. Mereka akan mencuba sedaya upaya untuk menyelamatkan Encik Hamid supaya mereka dapat mengakhiri nyawanya melalui hukuman gantung. Hakikatnya, realiti hidup amat kejam dan aku telah menerimanya.

Encik Hamid memandang aku sebagai manusia yang biasa. Wajahnya tenang, seakan-akan dia tidak pernah merompak kasih sayang ibu daripada aku. Namun, aku mengerti. Aku pasti kelihatan amat berbeza sekarang berbanding dahulu. Walau bagaimanapun, aku masih ditenggelami emosi yang bercampur-baur. Patutkah aku meneruskan tugasan ini atau patutkah aku menyerahkan tugasan ini kepada orang lain? Belum sejam sejak aku berjumpa dengan Encik Hamid dan keinginan untuk membelasah lelaki itu meluap-luap di dadaku. Kemarahanku mula membara. Aku ingin menunjukkan kepada Encik Hamid gambar-gambar aku dan ibu. Kami merupakan keluarga yang kecil namun bahagia. Mengapakah dia harus memusnahkan satu-satunya ahli keluarga yang aku miliki? Dia patut diseksa kerana kekejamannya.

Setelah itu, buku laliku melayang ke muka Encik Hamid.

Nurul Hudha (4K2)

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Acknowledgements Our sincere thanks to:  The Chairman of the School Advisory Committee Mr Low Peng Kit (BBM) for his message and well wishes Our Principal Ms Tan Hwee Pin for her direction and advice Our Vice Principals Mr Lee Han Hwa and Mrs Punitha Ramanan for their invaluable support and guidance Members of Kranji Media Innovation guided by Mr Chan Mun Leong Jeremy and Ms Nor Zamzarina Bte Kamis for always being there at every school event and programme to capture beautiful shots Teachers in-charge and students of the various CCA groups for contributing photographs and reflections Ms Yang Ching-Ching, Mdm Rosnah Bte Johari and Mrs Stella Jabamani Girivilar for contributing students’ compositions in Mother Tongue languages Our advertisers for their generous sponsorship All others who have contributed to the publication of Kranji Annual 2014 in one way or another

YOU made this possible! Thank You! Editorial Team Advisors:

In-Charge: Members:

Ms Tan Hwee Pin, Principal Mr Lee Han Hwa, Vice Principal Ms Yap Chin Ping Amy Ms Ratnawati Bte Rawi Mr Shafiq Kuthupdeen Ms Tan Wan Yi Regina Ms V Deeba Ms Yong Siew Chin

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Autographs

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Kranji Secondary School

School Distinction Award (2012-2017)

Best Practice Award Teaching and Learning (2012-2017)

COMPASS Partners Award Merit (2010-2013)

Kranji Secondary School 61 Choa Chu Kang Street 51 Singapore 689333 Tel: 6766 2464 Fax: 6766 2095 Email: kranji_ss@moe.edu.sg Website: www.kranjisec.moe.edu.sg

Lee Hsien Loong Award for Innovations in the Normal Course (2011-2016)

Singapore Quality Class Award (2012-2018)

People Developer Award (2010-2018)

Best Practice Award Staff Well-Being (2012-2017)

Outstanding Character Development Award (2009-2017)

National Education Development Award (2009-2017)

LOTUS Sustained Achievement Award (2014)

Community In Bloom Award Gold (2014)