Crossroads March 2015, volume 22

22 Issue 3 14/15 MIC(P) 147/08/2014

CHINESE NEW YEAR pg 16

INTERIM REFLECTIONS pg 46

COUNTY FAIR pg 52

A Singapore American School community service publication

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ON THE

COVER If you visited Singapore American School in February, you may have felt like you were transported to China or the eponymous town in Singapore.

Children donned traditional Chinese attire. A lion danced on the street, while another took over the stage elsewhere at the school. Some students cooked dumplings, while others reveled in the opportunity to bang on a dagu, or drum – as pictured on this month’s Crossroads cover.

EDITOR’S NOTE/CONTENTS

Middle School Update: Singapore American School was thrilled to welcome seventh grade student Addie Napierski back to campus on February 5.

Addie was in the US for several months of treatment of Burkitt’s Lymphoma. After four rounds of treatment, Addie is now cancer free!

Welcome back, Addie!

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28

TEAMADDIE

By Mark Swarstad r Middle School Counselo SAS seventh Follow the journey of Napierski grade student Addison discover she and her family as they to battle it. has cancer and her efforts includes the The journey, which also to support SAS community rallying of emails Addison, is told by a series Counselor shared by Middle School Swarstad.

Mark

to learn of exploratory surgery today intestine the damage to the small rupture and there is fear that it may treatment. A this would complicate determine if biopsy will be done to . The family the tumor is cancerous if this is the will know by this evening case.

for the 18th.

Elementary school is in 18th.

High school is on for the for the 18th.

Middle school is ready connected Counselor email quickly – let’s our schools as we all agreed DAY on do STAY STRONG ADDIE November 18.

The special lessons and events were aimed at teaching students about Chinese New Year – one of the most anticipated holidays in Singapore and beyond – along with important lessons such as cultural diversity, awareness, sensitivity, and competence.

The festivities, along with the elementary school’s UN Day and high schooler’s interim trips – also display how SAS truly offers a cross between an American education with an international perspective.

We hope you enjoy the cover and stories in the latest edition of Crossroads. Gong Xi Fa Cai! Happy Chinese New Year!

MIDDLE school

MIDDLE school

Earlier, on September email had gone out.

29, another

I Good morning, everyone. received believe that many of you seventh information today about health grader Addison Napierski's . I met from Mrs. Carrie Gammons and will add with Mr. Cade Napierski you. Carrie to what Carrie has given shown the and others have already community Napierskis what a caring we have here. from Utah The Napierskis are new four kids: this summer. There are th grade Addie in seventh grade, nin grade brother brother Austin, a fifth brother Mason and second grade Holden…. found A 3.5 inch tumor has been of wrapped around a section There will be Addie's small intestine.

– Addie's tumor was cancerous and she Burkitt’s Lymphoma . departed to Utah for treatment the to do The family hoped for her in the first two rounds of treatment and to family US and then to return school in Singapore.

On October 8 this message from Cade Napierski.

arrived

was exactly It (Addie's SAS sendoff) is wearing her what she needed. She with pride.

SAS autographed shirt Lake City We made it back to Salt landing, without incident. Upon to Primary we went immediately a direct Children's Hospital for the lumbar admit. They performed orning to Saturday m on puncture in the check for signs of cancer trace) and spinal fluid (found no while they injected some chemo ey were in there. On Sunday th rapy. began pre-phase chemothe the how see to dose "light" It is a incredibly tumor will react. She is spirits. strong and is in such good nature aggressive the of Because be using the of her tumor, they will regimen heaviest chemotherapy is scheduled available. This regimen MIDD expect wescho nd LE ol to begin on Monday a really hard. that it's going to hit her

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to go.

She is nervous, but ready at SAS During her first few weeks her Addie’s personality helped s. As build a lot of early friendship wanted to do she left, these friends stay involved something to help her break in school. Before the October given were 250 photos of Addie post on out so kids traveling could Addie with Instagram the photo of of the world. them in different parts Cade wrote this on October

14.

heavy dose Addie started her first ago. The of chemo about 3 days amazed at her doctors continue to be is handling attitude and the way she is no doubt the chemotherapy. There and in my mind that the thoughts are aiding family SAS our of prayers I asked her in the healing process. morning how she was feeling this and "Happy, was response and her giving her sad, and tired." They are the nausea medications to help calm of the now and pain. She is not fond but she is not frequent bloody noses, reached out to a complainer. She has her hair to "Locks of Love" to donate it before it falls someone that can use sending out. She has her brothers haircuts for pictures of cute but short wanting her. She said she has been like with short to see what she looks it won't hair and now shares that it because it matter if she doesn't like will fall out anyway. to see what Friends of Addie met support and more could be done to that SAS enourage her. We learned Napierskis’ mom, Becky Daynes, the

the past Through the events of I have few weeks, the boys and e the overall continued to experienc have goodness of people. There extended to hands countless been been knocked me personally. I have each time, down many times, and I have had moment, needed the at me up. The a hand extended to lift shapes, hands have come in all from Cade. have patted October 24 brought this forms, and sizes. They I needed me on the back when faculty embraced me I know that some of the momentum. They have with Addie's They comfort. couldn't and students keep up when words but I I needed a progress on social media, have messaged me when along. on the door just had to pass this picture lift. They have knocked but I think They biased, sons.

I'm my that with know I to spend time and April are time to lift my sons up she is beautiful!!! She taken have next chemo day. They hanging in there. Her when they have a difficult October have done round will begin around have served and they counts are kindness.

30th assuming that her countless other acts of She was caliber of where they need to be.

I remain in awe at the Her blood staff that we septic earlier this week. students, faculty, and heart rate at SAS. I thank you and with pressure dropped and associate high level. willingness increased to an unusually all of the faculty for their of 5 antibiotics as she is slowly They pumped her full to work with Addison control. of things. and things are now under getting back into the swing and is not her back She is as positive as ever I look forward to having The family. She complaining of her situation. miss in Singapore with our We to be back in the excited boys and I are doing well. equally is we are so the girls immensely, but classrooms at SAS. best the getting are blessed they is familiar to continues care in a location that At time of wrting, Addie be amazed has been Addie. We continue to with her treatments. It and four at the goodness of people decided that doing all help. We be best for their genuine desire to treatments in Utah will thoughts appreciate the continued Addie’s progress. family.

SAS our and support from

selling shirts neighbor, was already money. This and wristbands to raise insurance is when we learned that costs of does not cover all of the was glad Addie’s health bills. Becky shirts and green to connect and lime showing up all wrist bands have been over SAS.

talk led to a Shirt sales, emails and ADDIE solitary idea – STAY STRONG DAY at SAS on the 18th.

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STAY STRONG ADDIE DAY

MIDDLE scho

ol

Two elem entary clas ses that Add to enable their who ie’s younger le they wou siblings ld be supp class to show supp orting thei ort to thei are part of purchase r classma r sister in d Team Add tes’ sister. spirit.

We earned ie shirts for The siblings almost $15, every stud • We’ve explained 000 ($14,906 to their clas ent sold 1,10 .95 to be 0 lime gree • We’ve s how n TEAMAD exact) for the Nap also sold 1,10 • $1,759.3 ierski’s DIE 0 came from0 green bracelet/ban shirts. ds the middle school colle ction for wearing gree n on TEA MADDIE Tuesday

02 04 05 06 07 11 14 27 33 50 59 60

EDITOR’S NOTE/CONTENTS

Strategic anchors

From the superintendent

Five Minutes

The learning environment

Advancement

Elementary SCHOOL

MIDDLE SCHOOL

HIGH SCHOOL

BOOSTER club & PTA

Community

CAMPUS SCENE

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Strategic Anchors

SAS 2020 STRATEGIC ANCHORS

Culture of Excellence Student: Every student learns at high levels.

Professional: Employees are committed to demonstrating current “best practice� in their work and, as a system, SAS reflects a standard of excellence that sets us apart.

Culture of Extraordinary Care

Culture of Excellence

A world leader in education cultivating exceptional thinkers prepared for the future

Culture of Possibilities

Culture of Possibilities Personalized Learning: Each student has the time and opportunity to explore, pursue, and demonstrate his/her interests and passions.

Commitment to Innovation: SAS continually seeks to improve and/or develop new ways to more effectively impact student learning.

Culture of Extraordinary Care Culture: High levels of trust, respect, and belonging characterize the SAS culture.

Relationships: SAS community members care for each other, the community, the country and region, and the environment.

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From the Superintendent

THE FOUNDATION OF OUR COMMUNITY

By Dr. Chip Kimball Superintendent

As expatriates we often have experiences that are hard to fully explain to our friends and family at home. This is what makes this life so interesting. Recently I had a number of “firsts” while helping advise a high school service trip to Vietnam, and again as I helped with a middle school service trip to Cambodia. In Vietnam, I was able to witness SAS high school students working at a Ho Chi Minh City school serving street children and a shelter for boys. In Cambodia, our middle school students built six houses in a village two hours outside of Phnom Penh. In both instances I was struck by the contrasts that our students are able to fully realize, and more importantly, I was moved by how deeply our students care.

throughout the history of our school.

Singapore American School was built on philanthropy, with donations from businesses and individuals covering the 1956 start up costs of the new school. The volunteerism of the parent community literally ran the school in those early years of our history.

It is amazing to see students gain an appreciation for what service work can do for a community while developing their own sense of purpose in the work. I am heartened to see our students in action, treating each other and those they serve with kindness and respect, and in seeing their joy as they give to others. Our students’ compassion and heart for service is cultivated from their experiences at school, at home, and by connecting with others in a variety of contexts.

A great example of generous community giving is the recent PTAsponsored County Fair. While our students know it as a fun community event, it is an event that our PTA uses to raise funds for important school programs like our authors and artists in residence program.

It is incredible that our youngest students learn storytelling and illustration directly from author Todd Parr, our middle school students learn the importance of emotional connection in writing directly from author Susan Campbell Bartoletti, and our high school students learn the magic of spoken word poetry directly from Sarah Kay and Phil Kaye. Without the generosity and spirit of volunteerism that goes into putting on the SAS County Fair, such programs wouldn’t be possible.

I have heard volunteers and donors in our SAS community recount that they first started serving primarily because of the example that their own parents set during their childhood, or as a result of a lifechanging experience. They often say that giving back, either with time or financial resources, is something that they later value because they saw it put into action.

The spirit of giving that I recently saw from our students echoes the spirit of our parent community

Nearly sixty years later and forty times larger, SAS still depends on our volunteers and donors. Tuition alone does not cover the cost of the SAS experience, and charitable gifts play a crucial role in the education of SAS students. Our parents show outstanding support for our school, and I am grateful for the life-changing opportunities that it affords our students.

Another crucial piece that supports the experiences of SAS students is the Annual Fund. As we strive to fulfill our vision of being a world leader in education, cultivating exceptional thinkers, prepared for the future, we know that we

need the support of our community with time and money. The Annual Fund provides immediate funding over and above tuition dollars to the people, programs, and places that ensure that each student is challenged and nurtured to reach their potential.

One of the key events that contributes to the Annual Fund is the Eagle Gala. The Eagle Gala is a dinner, dance, and auction that supports the SAS Foundation, and will be held April 25 at Marina Bay Sands. We are expanding the capacity of our gala this year to involve more parents. We are hoping that we will see you there!!

The evening promises to be spectacular, but it is also an important fundraiser for our school.

We would love to have you join us, celebrating our students, enjoying each other, and providing resources that support our students through world class experiences. I encourage you to read more about the Eagle Gala here in Crossroads, and then visit sas.edu.sg/eaglegala to purchase tickets to attend the event.

Our students will shape the future.

At SAS we have the privilege of teaching tomorrow’s leaders, and the responsibility to provide them with exceptional educational opportunities. Donor and volunteer generosity makes these opportunities possible. When our students leave SAS, they will build on the life-changing experiences and broadened perspectives gained here. When we change the lives of our students at SAS, they in turn will change the lives of others.

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Five minutes

MINUTES WITH ROBIN WORLEY HIGH SCHOOL MEDIA LAB

Amazed by the recent video pieces being produced by SAS students and the fresh look of The Eye online? The mastermind behind this is teacher Dr. Robin Worley. New to Singapore this year, Dr. Worley moved from Hawaii where she was designing online professional development courses for teachers through Kamehameha Schools Distance Learning. Dr. Worley started her career in the computer industry as an instructional designer and later became an online producer at Disney Educational Studios. She then moved to Hawaii and began teaching English and technology courses. Dr. Worley soon found herself drawn to journalism when she saw that it was a combination of both subjects. Dr. Worley is currently teaching the journalism courses in our high school division and is also the new site director for Global Online Academy at SAS. Read more about her below!

What caught your attention about videography and journalism?

I have been teaching journalism for many years. I started the journalism program in Hawaii with an islandwide teen news magazine, and I liked the fact that it gave students a voice in a way that other academic programs don’t allow. It also gives students an authentic audience, which improves the quality of the work.

What is your favorite thing about teaching high schoolers?

I have several favorite things about high school students: their energy, enthusiasm, and their willingness to learn new things when it interests them.

Did you always know you wanted to teach when you were younger?

No, I didn’t. I wanted to be a journalist and a vet, among other things. After college I became interested in psychology and worked with at-risk kids. Then I made a switch and worked in the computer industry, and after that I made another switch to become a teacher.

What role does technology play when it comes to journalism?

Technology allows students to share their work with a larger audience, whether it’s through the online newspaper or by social media. It also allows students to produce many types of media to tell a story, which increases the appeal and engagement of our audience.

How do you envision the future of SAS journalism/SAS EYE? We’re starting to connect with other young people in different places in the world. A student just completed an interview on the Boko Haram kidnappings with two students in Nigeria via Skype.

We’ve also had students interview other students from Hong Kong, so I want to continue emphasizing those connections with young people globally and creating stories or different forms of media that have a global perspective.

Favorite thing to do on the weekends?

I love going to the Botanic Gardens. We just got bikes and mine has a basket so I can bring my dog Little Bear along on our bike rides. I like going to parks and being out in nature – I miss that part of living in Hawaii.

What clubs were you a part of in high school?

Well, this is embarrassing, but I was a cheerleader! I was also a member of 4-H, which is kind of like Future Farmers of America. I showed my horse at the county fair. I was also in school plays, and I was editor of my school newspaper.

Biggest challenge you faced when you first started teaching at SAS? The biggest challenge was stepping into another teacher’s shoes, especially one who had been here for 20 years. He was an icon who really built the journalism and videography department. It was very hard following somebody like that! It’s much easier to follow a terrible teacher.

Who is someone you admire in terms of videography and creating content?

I love documentaries, especially student-produced documentaries, so I try to watch a lot of those.

There are a couple of students from Claremont McKenna College who created a documentary called Living on One Dollar. Instead of just interviewing people for the documentary, they moved to Guatemala and shared their experience of what it was like to live on one dollar a day. I thought that was a very inspiring documentary and one I’ll share with my students.

What suggestions or advice do you have to our aspiring videographers in SAS? I would say that it’s all about storytelling. They just need to follow the stories that they’re interested in and become better storytellers. All of journalism is about storytelling. Whatever you’re passionate about, tell that story.

Start with whatever you love first.

By Sandy Bala and Clara Fong Sandy Bala is a sophomore at Singapore American School and a member of the SAS Communications and Alumni Relations Work Study Program. Sandy enjoys writing, photography, and visiting new places with the hopes of joining the active journalism field in the future.

Clara Fong is a sophomore at Singapore American School and is currently involved in the SAS Communications and Alumni Relations Work Study Program. She is outgoing, athletic, and also likes to work alongside with others.

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The learning environment

DEDICATION TO THE CAUSE!

WORLD LANGUAGE TEACHERS IN ACTION

By Dr. Susan Zhang Director of World Languages

Over the winter break, a total of 22 teachers from the K-12 language departments (ten teachers of Spanish and 12 of Chinese), participated in an intensive, four day Oral Proficiency Interviewing (OPI) training. Moreover, many of them will be pursuing the American Council on the Teaching of Foreign Languages (ACTFL) certification, which usually takes nine to 12 months of study and practice in rating samples, interviewing, analyzing the sample recordings, and reporting. SAS invited two trainers from ACTFL in the USA to present the training.

Seventeen Chinese teachers also participated in an additional one-day familiarization workshop for Writing Proficiency Testing, learning to

analyze writing samples, and build a common approach to assessing students’ writing.

SAS has made big changes in the approach to language teaching over the past three years, with a focus on proficiency rather than traditional approaches that often involve memorizing lists of nouns, drilling how to conjugate verbs in Spanish, or writing characters in Chinese. OPI is an official way to assess students’ oral communication skills. OPI is based on the ACTFL Proficiency Guidelines, which assess what students can do in real life situations for each of the macro language skills of listening, speaking, reading, and writing.

During the training, it was really powerful to see how such large groups of language teachers, representing kindergarten to high school AP teachers, were building, honing, and refining a strong and common understanding of the OPI process. The camaraderie around common goals for students was palpable, and the discussion around program design and teaching implications was lively and open.

It was a wonderful reunion of an amazing faculty and family of teachers dedicated to the success and care of SAS students. Not many teachers would choose a proficiency "fiesta" during winter break, but this team made it fun.

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By Louise Donaghey Preschool – Grade 8 Summer Semester Director

MEET OUR WORLD LEADING PARTNERS Singapore American School partners with world leaders in a variety of fields to offer leading edge programs not available elsewhere in Singapore.

These partners have designed exclusive programs for the SAS Summer Semester student. Students participating in these programs will receive a certificate of participation from the partnering organizations.

Summer Semester partners include:

The learning environment

of entrepreneurship and innovation.

Participants will be guided through the new venture creation process as applied to their own original ideas.

This course allows learners to hone critical skills in research, creative decision-making, communication and negotiation, project management, financial analysis, and collaborative leadership. Students are tasked with creating their own venture concept and providing a detailed, extensively researched plan with corresponding documents by the end of the course.

Throughout this accelerated class, students assess the industry and market appropriate for their venture ideas, form competitive strategies, develop new products and services, and generate full financial statements.

These Stanford pre-collegiate programs provide in-depth handson exploration of advanced topics, development of critical thinking and problem-solving skills, exposure to current research directions, and a challenging and rewarding academic experience in an environment with others who share a passion for learning and self discovery.

At the very heart of the Columbia University Business School’s philosophy is the entrepreneurial mindset. Students learn to emphasize their individual initiative and bring those skills to bear on any business path they choose.

Global Entrepreneurship & Innovation This Columbia University Business School course exposes high school students to the theory and practice

Creative Writing In this Stanford University precollegiate course, students will develop the imaginative, critical, and technical skills necessary for writing fiction and poetry. Using the published work of well-known authors and original student writing, students will explore various topics and problems that confront anyone embarking on the creative writing process. The course follows the workshop model where students bring their own stories and poems to class for group discussion, and develop the skills to sympathetically critique each others' work. Handouts,

in-class exercises, peer review, and individual conferences help students define and set goals for strengthening their writing.

Math Logic & Problem Solving This Stanford University precollegiate course is for those who delight in solving challenging math problems and who would like to further develop their problemsolving and logical-reasoning skills.

This course will use examples outside of mathematics but focus on the use of logic within mathematics.

In this course, students are taught fundamental tools and standard techniques for problem solving. They are given the opportunity to develop their mathematical ingenuity through practice on problems in a wide range of difficulty. The mathematical subject areas that the problems are drawn from include set theory, number theory, and combinatorics - none of which require more background than algebra.

Political Science This Stanford University precollegiate course will provide an overview to the modern study of political systems. It focuses specifically on political science and situates it in the social sciences between, and in contrast to, economics, sociology, and psychology. By the end of the course, students will understand contemporary research on the most central theoretical and empirical questions in political science.

Participants will get a sense of the ways in which political scientists go about addressing these questions.

DigiPen Institute of Technology prepares students to enter the industry as world-class programmers, artists, designers, and engineers ready to face the challenges of creating cutting-edge software and entertainment media.

9 Video Game Programming Building programming skills, students in this Digipen course will focus on understanding the crucial computer science, computer graphics, and mathematical concepts of how 2D game engines are created.

This challenging course helps students step beyond being simply users and puts them onto the path of creating technology. Students will learn object-oriented programming concepts such as classes, inheritance, composition, and encapsulation programming skills. Participants will also detect and code character interactions and form connections between objects implementation of algebra and trigonometry in game development.

Artificial Intelligence for Games The prevalent use of artificial intelligence (AI) continues to grow in software applications for industries including: gaming, robotics, finance, retail, manufacturing, military, and even medical diagnosis. This Digipen workshop introduces students to the basics of AI and provides students with opportunities to program AI for gaming and robotic systems platforms. Students will learn current and future applications for AI, an overview of AI varieties and types, basic AI algorithms and logic, as well as techniques for programming AI. Junior 2D Game Development Students in the Digipen Junior 2D Game Development workshop will learn to apply concepts of math, physics, art, computer science, and music through hands-on activities that culminate in a variety of digital and non-digital games. Students will learn that game design is much more than a hobby - it is a challenging and rewarding field that inspires passion, creativity, and hard work!

Junior Art and Animation Digital production artists are responsible for producing the amazing visual experiences in today’s video games and animations.

Success in this field requires artistic passion combined with a solid grasp of both traditional and digital art skills. This Digipen workshop

The learning environment

allows students to explore the world of production art and animation through a variety of animation projects using non-digital and digital media.

Fundamentals of Game Design Video games use many of the same game mechanics found in classic board games, card games, and dice games. Many video game designers prototype their concepts using nondigital methods to quickly evaluate the rules and playability of their idea before going through the time and expense of making the digital version. The Digipen Fundamentals of Game Design workshop explores time-tested game mechanics, and teaches students the design process needed to create their own engaging games.

The Real Madrid Foundation Technical Academy brings to SAS top-quality football training that adheres to the philosophy and values of Real Madrid C.F. Employing the same football training methodology used in Real Madrid’s training base in Spain, this course is designed to hone players’ technical skills and develop their vision and decisionmaking abilities.

Setting a high standard for soccer training around the world, the Real Madrid Technical Academy Singapore provides students the opportunity to work closely with Real Madrid (FIFA World best team of the 20th Century, current FIFA World Team Cup, and European Champions League winner) coaches certified by the UEFA and the Royal Spanish Football Federation.

Emphasizing excellence, Real Madrid’s training philosophy instills values that go beyond the soccer field. It allows students to work as a team, think critically, and gain confidence on and off the pitch while having a great time.

Rustic Pathways is a pioneer in providing superior quality travel and service programs for students and families in some of the world’s most welcoming countries. They demand professionalism and integrity across all of their operations, insist on quality in all aspects of their programs, and place the safety of their students above all other considerations. Rustic Pathways empowers students through innovative and responsible travel experiences to positively impact lives and communities around the world.

High School Service and Cultural Trip - Off the Map in Mongolia Join an epic journey from the lush Mongolian steppes of the Tuul River Valley to the snowcapped mountains of Tavan Bogd.

Explore untamed lands and trek on horseback (optional) and on foot through the remote countryside.

Leave your modern contraptions at home and discover what life is like without electricity, running water, or paved roads as you travel from ger to ger. Join our host families as they milk the yaks in the morning, bring in the horses at dusk, and collect prairie chips for the fire at night.

Middle School Cultural and Service Trip - Thailand Get involved with a variety of powerful service initiatives that benefit your host community in northeastern Thailand. Teach English, build homes, cook delicious Thai food, and contribute to sustainable development near the Ricefields Base in Udon Thani. Dig into the culture with expeditions and sidetrips in Thailand and nearby Laos, and learn more about the religion, history, and personality of the region.

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The learning environment

ADMINISTRATIVE

ANNOUNCEMENTS FOR THE 2015-16 SCHOOL YEAR Executive Director of Human Resources - Update Julien Carter, who was recently announced as next year’s executive director of human resources, will not be able to join Singapore American School. Personal circumstances require Mr. Carter to repatriate to the United States. Russell Cooke, currently serving as interim director, has kindly agreed to continue to serve in the role for another year.

Elementary Deputy Principal After an international search, Susan Shaw, currently the SAS elementary talented and gifted advisor, has been selected to replace departing Elementary Deputy Principal Marc L'Heureux. Mrs. Shaw has more than twenty years experience working in international schools in England, Turkey, USA, Venezuela, and Singapore. Mrs. Shaw joined SAS in 2000 as a third grade teacher and team leader before creating the Gifted and Talented Education (GATE) program in the elementary division, which she has taught for the past eight years.

Mrs. Shaw holds a Masters of Education Leadership and a Principal’s Certificate from the College of New Jersey, a Certificate of International School Leadership from the Principals’ Training Center, a Certificate of Gifted Education from the University of New South Wales, and a diploma of teaching and bachelor of education from Canterbury University.

We wish Mr. L’Heureux well in his new position as principal at the American School in Japan in Tokyo, although we will miss him and his family dearly after serving SAS for 19 years.

Middle School Principal After a competitive international search, current SAS High School Deputy Principal Lauren Mehrbach has been selected as the new middle school principal.

Lauren has been with SAS since July 2014, in addition to her time here from 1999 to 2011. From 2011 to 2014, Ms. Mehrbach served as secondary school principal at the American Cooperative School of Tunis.

She taught high school and middle school for many years, beginning her career in a large suburban New Jersey high school.

Ms. Mehrbach will replace Devin Pratt, who has accepted the assistant head of school position at the International School in Frankfurt, Germany.

Congratulations to Mr. Pratt on his new leadership role.

Middle School Deputy Principal After an international search, Seventh Grade Math Teacher Chris Raymaakers has been selected as the

middle school deputy principal, succeeding Tico Oms, who will become deputy principal at International School Bangkok next year.

Mr. Raymaakers has been with Singapore American School since 2007. During this time, he has taught seventh grade math and eighth grade science, as well as holding numerous teacher leader positions. Prior to his time in Singapore, Mr. Raymaakers taught in Calgary public schools and at Taipei American School.

Mr. Raymaakers holds a MSc and an Educational Leadership Certificate from the State University of New York, a bachelor of education from the University of Calgary, and a Certificate of International School Leadership from the Principals' Training Center.

High School Deputy Principal Stephen Ly has been selected as high school deputy principal for next year (vacated by Lauren Mehrbach’s new appointment as middle school principal). Mr. Ly is currently a district office administrator in Boston public schools and has experience in both domestic and international settings as a teacher and administrator.

He was an English as a second language teacher in Hanoi early in his career, and most recently is serving as the director of 16 of Boston's schools. He earned his BA and M.Ed. from Harvard, and is thrilled to be joining SAS. Executive Director of Support Services Dr. Cindy Watters will be joining us as the executive director of support services. Cindy is currently from the Seattle school district and has extensive experience as a principal, learning support educator, and was an administrator at Shanghai American School. Dr. Watters is inspirational and deeply passionate about serving all students.

Executive Director of Teaching and Learning Treena Casey will succeed Jennifer Sparrow as the executive director of teaching and learning when Mrs. Sparrow assumes her new role as deputy superintendent next year. Ms. Casey has worked for twenty plus years in education with most of these in international schools. Prior to joining Singapore American School in 2011, she served as assistant director for curriculum and instruction at Shekou International School (China) where she worked for eight years. Before that, Ms. Casey was a teacher and teacher leader at Nagoya International School and International School Bangkok. She started her education career in New Zealand, teaching in both urban and rural schools.

Director of Curriculum and Assessment Steve Meade has been selected as the director of curriculum and assessment vacated by Treena Casey.

Mr Meade has extensive experience in curriculum, assessment, professional learning communities, and leadership. He has served in international schools in Jakarta, Japan, and at UWC East in Singapore. We are very excited that Mr. Meade will be joining our team.

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Advancement

Please join the Singapore American School foundation’s

Marina Bay Sands- Cassia Ballroom Reception at 7pm Dinner at 8pm Live & Silent Auction Dancing with DJ Patrick Oliver

www.sas.edu.sg/EagleGala Ticket prices start at SGD $350 Your tickets are a donation to the SAS Annual Fund and the PEOPLE, PLACES & PROGRAMS that make the school exceptional

EAGLE GALA A Future of Possibilities

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Advancement

WHY I GIVE

An Interview with Eagle Gala Co-Chairs Georgina Bach and Maria Luedeke

By Anne Duncan Associate Director of Advancement for Annual Giving

The SAS Eagle Gala - a dinner, dance, and auction to support the SAS Foundation - will be held on Saturday, April 25 at the Marina Bay Sands. This SAS community event will celebrate "A Future of Possibilities" and raise important funds to support the people, programs, and places initiatives through the SAS Annual Fund. For this issue of Crossroads, Georgina Bach and Maria Luedeke, co-chairs for this year's Eagle Gala, spoke with us about this exciting event for the SAS community and why they decided to get involved.

Q: Tell us about your families and how long your family has been part of the SAS community.

Georgina: We moved from Las Vegas to Singapore in 2011. This is our fourth school year at Singapore American School. Sara is in fifth grade, Julia is in third grade, Naomi is in first grade.

Maria: Scott and I moved here in 1997 and my younger sister, Helen, went to SAS in the late 90s when my family was living here. In fact, she was in the very first freshman class to begin and graduate from the Woodlands campus! With a family tradition already started, there wasn't any other choice but SAS for our children. All three of the boys started in the Early Childhood Center (ECC) and have progressed up through the school. Christopher is now in sixth grade, Michael is in fourth grade, and Jason is in first grade.

Q: Why it is important to you to volunteer?

Georgina: I started as a room parent

and have been one every year since. Our last school didn’t have parents helping in the classroom, so I jumped at the chance to spend time volunteering with my children in their classroom. I’ve helped with PTA events like Pumpkin Patch and County Fair. I really believe in the “it takes a village to raise a child” philosophy. Since most of us are living far away from our own village, SAS has helped fill that void and I want make sure that I’m doing my part to continue the great community feeling it provides for my kids.

Maria: My first SAS volunteer experience came when Christopher started preschool and I became a room parent. Since then I have been everything from a room parent to ECC PTA rep to now being the elementary rep for grades three, four, and five, and now chairing the Eagle Gala!

My parents raised us with a strong community service ethos and it is important that we model the same volunteer spirit for our children. I genuinely enjoy giving my time to others both professionally in my career as a psychotherapist and personally to the school and to my community.

Q: What excites you about the Eagle Gala and why did you take on the role as co-chairs?

Georgina: I’m excited about the changes this year! I took on this role because I’ve attended the foundation’s gala in the past and I felt like I had a good idea about how to keep the best of the past and bring it into the future. It will be great to have a larger event that will bring together more members of the SAS community. The live and silent auction will be really fun with

some great trips, experiences, and something for everyone.

Maria: I was excited about being involved with the Eagle Gala because I felt it was a wonderful opportunity to help further the spirit of community and giving at SAS. I grew up as an expat kid and now, I am raising expat children so creating a strong sense of community belonging is very important to me.

The Eagle Gala, to me, represents how an incredibly diverse population can come together for a common good to create possibilities for our children. At the end of the day, that's what unites us all: being parents and wanting the absolute best for our children.

Q: Why should the SAS community support the Eagle Gala?

Georgina: Aside from the fact that it’s going to be a night of great fun, dancing, and auction, everyone should know that the purchase of their ticket is a 100% tax-deductible donation. Supporting the SAS Annual Fund is important for all parents because the programs that are funded through the SAS Foundation benefit all of our children by filling the gap that tuition doesn’t cover. I know that we’re benefiting from donations made in the past, so I feel that it’s our duty to pay it forward and contribute to the future of the school.

Maria: Simply put: It is going to be a fun night to gather with friends in celebration and support of our wonderful SAS community!

13

Advancement

14

Elementary SCHOOL

EASY-PEASY

L E M O N -SQUEEZEY!

By Heidi L’Heureux Pre-Kindergarten Teacher

Look at us counting the money we made!

The annual pre-kindergarten lemonade sale service project was again a huge success. The students, acting as young entrepreneurs, were enthusiastic and motivated as they earned money for various charities. A total of $1,050 was raised and donated to Caring For Cambodia, Society for the Prevention of Cruelty to Animals, Wish For Kids, Cambodia’s Future Foundation, and FreeSchools World Literacy.

During the week of February 2 to 6, the seven prekindergarten classes squeezed hundreds of lemons, donated by parents, to make lemonade. Students sold to the entire thirsty SAS community. The children exhibited their ability to collaborate as they designed posters and decorated their stands to advertise their product. These youngest SAS learners had oodles of opportunities counting money, communicating, and building self-confidence. Best of all, they were able to contribute to others in need.

Miss Beth's class squeezing lemons to make their lemonade.

The entire SAS community looks forward to next year’s lemonade sale.

Miss Lynsey's class worked together to make their lemonade and create their lemonade stand.

Miss Heidi's class made a plan for their lemonade sale.

15

By Jee Young Kim Grade 5 Teacher

The fifth grade on February 6 participated in their annual Jumpathon. They spent time in the morning jumping in the elementary gym for a good cause. All the funds raised were donated to Tabitha.

The fifth grade presented $13, 725.85 to Janne Ritskes, the founder of Tabitha, during her March visit to SAS.

Elementary SCHOOL

16

Elementary SCHOOL

OPEN UP AND SAY “BAA!”

ELEMENTARY STUDENTS WELCOME THE YEAR OF THE GOAT By 张保利老师 (a.k.a. Pauli Haakenson) Elementary School Chinese Teacher

A wonderful thing about living in Singapore is how we can celebrate and connect with the cultures of our host country. The Chinese New Year is a time of double-happiness, as we can also better understand the Chinese language and culture, with so many of our students taking daily Chinese language classes.

This year, elementary students welcomed the Year of the Goat in grand style in the elementary theater.

All students and teachers are invited to this annual event and it never disappoints! This year was extra special because the assembly took place one day before the new Year of the Goat began: Chinese New Year’s Eve. The elementary Chinese teachers kicked off the assembly with a rousing dance around the audience, singing their new year song, and building the festive spirit. Fifth grade bilingual emcees then gave a Chinese cultural test to two mysterious “Big Heads” (classroom teachers from the audience). Luckily the students helped them out with the tricky questions, such as, “Where can you buy Chinese New Year items in Singapore?” A. Chinatown B. Little India C. Hogwarts. Was that one too easy?

Another question was about the Chinese New Year, which is set according to the lunar calendar.

“What planet does the Chinese calendar follow? A. Tatooine B. The Moon C. Endor. That’s right, the correct answer for a big red envelope was “the moon!”

For the first time ever, we were fortunate to invite special dancers from National University Singapore.

The name of their piece was entitled, 霜月红楼 (shuāng yuè hóng lóu) or “My Light, Our Joy.” Following this it was time to get the wiggly students out of their seats for a Chinese sing-a-long to the traditional song 贺年 hè nián. This year we invited some students on stage to help lead the actions, which they did brilliantly!

Finally, the moment of anticipation all kids were waiting for - the lion dance! As the limber lions jumped and twirled across the stage, the cymbals and drums rang out the beat. Students still are surprised when the lions head out into the audience to wish them good luck.

To round out their performance, the lions are fed their lucky diet of cabbage and tangerines. Just how the lion peels the tangerines inside their mouths remains a mystery, but we do see the peels left on stage afterwards.

No Chinese New Year performance is complete without the singing of 恭喜 gōng xǐ, which means “congratulations.” This is the best way to end the assembly. On every street and alleyway, as the lyrics go, everyone greets each other with best wishes on the first day of the new year.

The elementary school Chinese teachers wish smooth continued success to you and your extended family in this new lunar year. Okay everyone, since it’s the year of the goat, open up and say, “baa!”

17

Elementary SCHOOL

18

Elementary SCHOOL

VARIETY SHOW STARS SHINE

By Lael Stanczak Variety Show Director

Anecdotally, I would estimate that 99% of moms brag about their children, the pride washing over their faces as they recount some escapade or accomplishment. I am fortunate to be able to brag about the talents, gifts, and hard work of 63 children in addition to my own three kids.

How? Why? In directing the 12th annual Variety Show I was privileged to be a part of a journey that these performers began in November with auditions and continued through nine weeks of rehearsals.

The long tradition of the Variety Show, this year featuring fourth and fifth graders, continued in 2015 with two fantastic shows in the elementary theater on February 13 and 14. These performers put in countless hours in ensuring that the potential of the auditions grew into the polish we saw on stage for these two short performances.

It is called the Variety Show for a very simple reason; there are so many gifts in the elementary school that time couldn’t permit us to stage a ‘talent’ show. With skits, musicians, singers, and dancers, we had it all this year. Some came into auditions with a well-rehearsed act while some came in with more of an idea with potential. And yet over those weeks of rehearsals every performer worked hard to ensure their best performance.

Some performers asked to stay later or come extra days to keep working on some aspect of their performance, most would animatedly discuss new ideas or moves for great lengths of time, and not one blanched at having to rehearse ‘just one more time.’ I am still in awe of how brave it was for many to audition for a place in the show – there is no way I would have been able to do that at 10 years old.

I was privileged to witness the shy ones blossom, the confident ones enjoy their time in the spotlight, and be present as those quiet children found their voice. I love how, especially during the grueling tech week, they all supported each other – free flowing high fives coming off the stage, laughs at the right moments, and cheers for every act.

As many know, I do not have a child in the elementary school. So, asked most, why would I volunteer to serve as director of a production that does not involve any of my children? While it seems like a selfless act, in truth it was quite selfish. I really missed being a part of that journey: their energy, hard work, and faith in me gave me such joy. There is no way this production would have gone on without the incredible support of the parents, especially Assistant Director Melissa Spiotta, the elementary school administration, and the SAS theater staff. But I certainly received a lot more from serving as the

Ticket sales raised

500 to benefit

almost $

the Baan San Fan orphanage in Thailand www.baansanfan.org

director than my involvement warranted. I am going to have to find excuses to make my way to the elementary school as I already miss being ‘Ms. Lael’ with virtually unlimited high fives and sneak attack hugs.

I challenged my cast and they rose to the occasion with their performances reflecting their talents, either those obvious from the auditions or for those acts that were ‘diamonds in the rough.’ But to a child they put it all out there, and that gives me bragging rights for 63 amazing children. I mean, performers.

19

Elementary SCHOOL

20

Elementary SCHOOL

FIFTH GRADE A WONDERFUL WORLD AT SAS

By Ariana R. Grade 5 Student For United Nations Day, Ms. Jee Young Kim and Ms. Lisa Meredith’s fifth grade classes prepared a special performance for the UN Day assembly. We sang a mix-up of “Somewhere Over The Rainbow” and “What A Wonderful World”

by Israel Kamakawiwo’ole. Since the United Nations does work with countries all over the world, we decided to incorporate a few different languages as well. We used English, Chinese, Korean, Spanish, and sign language in our song.

We have a lot of students in our class who are from all over the world, and they helped us learn the languages. Phoebe H. taught us the Chinese part. Sunwoo K. and Emily H. taught us the Korean part.

Nandini G., Pamela M., and Priya

T. taught us the Spanish part. Also, a super cool senior, Chanlynn Liao, came and made a video to help us learn the sign language part.

This was the perfect opportunity for her as she was involved in a sign language project for her senior project. She even made time to come see us practice. We learned that Chanlynn works with organizations and homes that help out deaf people.

Everybody really enjoyed learning and practicing sign language, because it was something very different and interesting.

Something that many of the students from both classes and both teachers noticed were that a lot of people had no trouble learning the Korean part. We all thought it was the easiest language

to learn alongside sign language.

Chinese and Spanish were a bit difficult for the students to learn compared to the other languages.

The performance took place at the elementary school auditorium, where fifth grade classes and parents came to watch performances around the theme of world literacy. It was great even though we felt pretty nervous at the time! We received a big round of applause, and we smiled and walked off the stage. All of the students from Ms. Kim and Ms. Meredith’s classes were super pumped about it. All of our hard work paid off, and Chanlynn was even there to see it.

21

Elementary SCHOOL

UN DAY JUST ONE TINY CHANGE

By Sunwoo K. Grade 5 Student 평화. 和平. paz. All of these words have one meaning: peace. The United Nations is an organization that helps the world become more peaceful. In 1945, the UN was created and many different countries joined the organization to help develop a global partnership. If there was a war, the UN would help the countries. Even if countries did not have wars, the UN would still go to poor countries and help the people improve their health, giving them things they would need, such as houses, food, and clean water.

Ashley's dad, Brooks Entwistle, came and spoke to us about his experience as a UN member. He shared with us about the time he was working in Cambodia for the UN. He went to Cambodia after the war, so he had to wear different

clothes to make sure people did not mistake him as an army member. He was also involved in helping teach the members in the community how to vote.

Ashley’s dad shared with us stories about mines left on the fields from the war and how they were very dangerous. He told us a story about a boy and a girl picking up a mine, not knowing what it was, and when the mine bursted, the UN transported the girl and the boy on a helicopter to go to the hospital.

The girl made it, but sadly the boy didn't.

Finally, he brought his truck's license plate from his time in Cambodia that was significant to him. He told us that his friend was driving in his truck and his friend drove on a mine. The truck flipped

over, but luckily he didn't get injured. Afterwards, Ashley's dad had found the license plate on the ground.

It was interesting hearing about what Cambodia was like after their war and the role that the UN played. It was a unique experience getting to touch a land mine and being able to see all the things he had brought for us from his time in Cambodia. I realized that the UN is a very important part of our world, as it works towards its goal to make the world a better place. We should continue to support the UN and their work. "This is our world, a common world. Everybody should feel a common responsibility," stated UN Secretary General Ban Ki-moon. We can make just a tiny change to help this whole world, so why don't we?

22

Elementary SCHOOL

ACTIVE PARENTS WITH LOVE AND LOGIC

By Colleen Steigerwald Elementary Counseling Department Professional Learning Community Coordinator

When a child is born parents are not given an instruction manual. The plethora of parenting books can boggle even the educated mind.

I remember when my son was ten months old; my husband jokingly turned him every which way looking for the ‘off’ switch. If only it were that easy.

The beauty in Active Parenting and Parenting the Love and Logic way© is that it is simple, but that doesn’t mean it’s easy. As parents, we have to first change our own behavior before we can expect our children’s behavior to change. In the process we learn new language, new skills, and new ideas.

Over the last several years the elementary school counselors have been offering well known parenting workshops - Active Parenting (for parents of students in Early Childhood Center to grade two) and Parenting the Love and Logic way© (for parents of students in grades three to five). As a parent and a school counselor, having knowledge about common sense parenting ideas and strategies has been a gift.

All humans want to have some power and control over their lives. As parents we can give our children a sense of control by offering choices.

A wise parent will offer two choices, either of which they can accept.

Would you rather wear your coat or carry it? Would it be best for you to brush your teeth before I read a book or after? Feel free to eat what is served for dinner or wait till breakfast.

Both programs share a similar philosophical foundation. At the core, it’s important to understand your own parenting style. Do you hover like a helicopter ready to swoop down and rescue your child from every mistake? Do you bark commands like a drill sergeant?

Do you tend to act as a consultant, being proactive rather than reactive?

Both programs offer strategies that aim to increase the odds of raising responsible children. This is done through offering lots of choices and allowing the logical and natural consequences of these choices do the teaching, rather than resorting to punishments.

Recognizing who owns the problem is a key step and one that may not always seem clear. Asking what happens to me personally when fill in the blank (my child is in a fight with a friend, my child forgets his/ her homework, etc.) can help clarify who really owns the problem. Every time we solve a problem for a child, we steal a learning opportunity and a piece of the child’s self-esteem.

The best solution always lies within the person who owns it. In solving their own problems, children grow in responsibility, and become better thinkers and decision makers. As consultants we have opportunities to lovingly and empathetically guide

our children in deciding how best to solve a problem.

Consequences are amazing teachers.

One of the most difficult parts of parenting is allowing consequences to teach our children, which means we must be comfortable in our child’s discomfort. When a child chooses not to eat breakfast, they will feel hungry. If they leave their soccer kit at home, they may have to watch practice from the sideline. If a toy is lost or broken, the child makes do without it. When parents have the inner strength to watch these ‘real life’ experiences unfold without anger, lectures, I told you so, or rescuing, children have opportunities for significant learning.

No matter what strategies, ideas, or philosophy a parent adopts, it is vital that children feel valued.

Children thrive when they are raised knowing that regardless of their accomplishments or mistakes, they are loved. I think every parent would agree that patience and humor could help us along this journey.

If you were unable to participate in the workshops, there are still opportunities for learning these skills. The SAS libraries have copies of the book Parenting with Love and Logic, and there are valuable articles on the website at LoveandLogic. com. Active Parenting is available as an online class. Visit the website activeparenting.com for details.

23

Elementary SCHOOL

24

Elementary SCHOOL

ELEMENTARY SCHOOL BASKETBALL SHOOT-OUT 2014-15

By Jasper Lawrence Elementary School PE Teacher

5TH GRADE GIRLS PLACEMENTS: Champion - Cobi N. (Ms. Smith) 1st Runner Up - Taylor B. (Ms. Kim) 2nd Runner Up - Adya C. (Mrs. Curnett) 5TH GRADE BOYS PLACEMENTS: Champion - Neel D. G. (Ms. Reighley) 1st Runner Up - Eyan P. (Mr. Smith) 2nd Runner Up - Malcolm L. (Ms. Hooykaas) 4TH GRADE GIRLS PLACEMENTS: Champion - Alicia N. (Ms. Redlin) 1st Runner Up - Samantha W. (Mr. Fabian) 2nd Runner Up - Alisa W. (Mrs. Hopkins) 4TH GRADE BOYS PLACEMENTS: Champion - Ian H. (Mrs. Koehler-Smith) 1st Runner Up - Jacob (Coby) C. (Mrs. Van Gasse) 2nd Runner Up - Avi K. (Mr. Davidson) 3RD GRADE GIRLS PLACEMENTS: Champion - Regan R. (Ms. Kitaoka) 1st Runner Up - Elena S. (Mrs. Rigg-Anderson) 2nd Runner Up - Ella F. (Mrs. Bailey) 3RD GRADE BOYS PLACEMENTS: Champion - Evan D. (Mrs. Bailey) 1st Runner Up - Will R. (Mrs. Bailey) 2nd Runner Up - Achinteya J. (Mrs. Perdana)

The elementary school’s annual Basketball Shoot-Out Competition was another outstanding special event put on by the elementary PE teachers this year! The Basketball Shoot-Out Competition is open to all third to fifth grade students who would like to compete, and we had over 250 students try-out for the competition. Our 18 students that made it into the finals had one minute to make as many points as possible on our courts marked off in areas worth one, two, and three points.

A million thanks to all the students, teachers, and parents who came to cheer and support our amazing finalists!

Superintendent Dr. Chip Kimball and Elementary School Deputy Principal Amanda Wood were also with us to enthusiastically celebrate our competitors!

This event would not be possible without the support of our elementary school specialist instructional assistants and our PE teahers who organize and put it all together.

Thank you! We are so proud to offer special events to our elementary school students that extend and accelerate student-learning opportunities through these extracurricular connections.

25

Elementary SCHOOL

GRADE 2 INVESTIGATES THEIR ASIAN COMMUNITY

By Rachel Adams Grade 2 Teacher

So you're thinking of moving to another country in Asia. Maybe you are wondering what it would be like to live there. Well, you should ask a second grader.

In late January, four grade two classes presented the books they had created about various Asian countries to parents, country experts, administrators, and teachers. This was the culmination of two months of intensive studying of Asian culture.

The children researched online and in books, interviewed experts from their country of choice, and reviewed each other's work for clarity and accuracy.

The teachers involved, Rachel Adams, Joanne Brown, Dan Gach, and Erica Simons had attended a project-based learning weekend workshop in October and designed this unit there. We wanted the children to have an authentic reason for their research, so we thought about how much families in our school population move. The children started off with the driving question: "Your family is moving to a new country in Asia. What do you need to learn to help you with the move?"

The teachers launched the project through a video of them describing different cultural faux pas they

themselves had made in new countries. This video, along with the grade-wide AsiaFest excited the students about the project as well as giving them some background information into different cultures.

The students were allowed to choose any Asian country to research, which made it necessary to tap into the wealth of expertise in the SAS family.

Community members who had lived in other countries generously donated their time to come in and work with the students. The students also Skype-interviewed and emailed experts who were further away, such as in Myanmar and Vietnam.

The students discovered different aspects that make up culture, like traditions, religion, and foods. They also developed many other skills. "I learned about not giving up and to stay on your work about Indonesia," reported student Jade K. I learned, "Don’t give up even when it’s hard.

It is fun to finish learning, to set a goal,” said student Sasha F. The students worked on note taking, paragraph writing, and writing information in their own words.

"One of the important aspects of this project was that it was student-driven and all their own work,” said teacher Joanne Brown. “Plus, I could see the students becoming more open-

minded towards other cultures. They noticed differences between peoples without thinking they were right or wrong.”

26

Elementary SCHOOL

TODD PARR: A STORY OF PASSION AND LOVE

By Rhea Jain Rhea Jain is a sophomore at Singapore American School and an intern in the SAS Communications and Alumni Relations Program. She enjoys activities such as debate and MUN after school, and her favorite classes are math, science, and history.

In second grade, he was held back because he was a slow reader. In junior high and high school, despite having won an art award as a child, his grades in art slipped, and he lost confidence in his abilities. Eventually, he decided to pursue his craft as an artist – a path that ultimately led him to the book industry. Now, he is a New York Times bestselling author and illustrator. His name is Mr. Todd Parr.

captures the sense of humor and childishness that remains in him despite those tough times as a child.

For this, he thanks his grandmother and Dr. Seuss, the most influential and inspirational people in his life.

“My favorite thing [about writing and illustrating] is knowing that I’m able to make a difference for people’s lives, that I can write about very complicated things for young children to understand but do it in a simple, fun way, where they take away a message from it, and it just helps them feel good about themselves,” said Mr. Parr.

“She saved me,” recalls Mr. Parr.

“She helped me read because I didn't like books. She would be the biggest influence.”

Mr. Parr recently visited Singapore American School to read books and run workshops for elementary school students. He believes in taking the many life lessons that he has learned throughout his childhood and sharing them with the world.

Out of his many books, including The THANKFUL Book, The I LOVE YOU book, It’s Okay To Make Mistakes, It’s Okay To Be Different, and The Underwear Book, his favorites are It’s Okay to be Different and The Underwear Book. The former captures how due to his slow reading, he always felt different from everyone else, while the latter

As a child, Parr said his grandmother read to him every night and recognized that he “wasn’t necessarily a slow learner, but… a visual learner.”

Dr. Seuss, on the other hand, served as a role model for him. He remembers loving the colors, the artwork, and the repetition in his books, especially “Green Eggs and Ham,” and sought to include those features in his own books as well.

Mr. Parr’s life experiences and values have shaped who he is as a person, and now shape a generation of kids.

His passion for writing and art that he held on to, despite adversity, shine through in his stories.

“I write from the heart. All of the books, my messages, came from within. There was no agenda, no guidance, no curriculum, you know, very few rules. So, it just came from the heart,” he explains.

He hopes for kids all over the world who face any kind of difficulties to

feel good about themselves, be understanding, be kind, understand differences, be respectful, but most importantly, to laugh and have fun.

27

MIDDLE school

ON OUR WAY TO SUCCESS IN THE LEARNING OF CHINESE

By Madeline C. and Amelia L. Grade 8 Students

SAS is trying out a new languageteaching program that has produced effective results. The program, teaching proficiency through reading and storytelling (TPRS), has helped the students at SAS develop and improve their understanding, speaking, and literacy skills of the main chosen second language, Chinese. This program molds to each individual’s level and works to build confidence in speaking the language for all students.

TPRS provides opportunities for students to practice and consistently use the language. Chinese classes are conducted in an environment with target language spoken almost all the time. Usually, teachers forbid students to use any English unless it is absolutely necessary.

This encourages students to use only Chinese and challenges each individual to develop their skills.

One student participating in this beneficial Chinese program said, “Speaking Chinese during the entire class has really helped me improve.

Last year this ‘rule’ did not exist nor was it enforced and my speaking skills did not improve as much as they currently are.”

Besides this, nearly every other week teachers give a short reading, listening, speaking, and writing test to assess students so they can set clear goals and improve quickly.

Common projects include using technology to make a slideshow or poster and recording descriptions of a situation with images and

practicing speaking skills. One of the recent bigger projects had students filling the kitchen with the aroma of fresh baked goods; while all is going on, authentic language skills are developed. During this time they were learning about different foods, ingredients, and adjectives to describe taste, so the project was perfect for them to use their fresh knowledge and Chinese language skills. They had to explain in Chinese the foods used, how to make it, and the end product in the movie that they submitted.

Using a broad outline is another main point that this program enforces. It allows each teacher to use a variety of strategies to help each class and even more specifically, each student learns so that they can all succeed in mastery of the language. Advanced students are still challenged by completing the same projects, yet they are provided with extra challenging language points, criteria, and project ideas so they as well can achieve the high goals. This year, one of the Chinese teachers always offers each student the opportunity to learn ‘extra.’ Two students said, “We were given new notebooks that we could fill with extra sentence patterns and general words that we came upon in class, in addition to the set learning outcomes. Zhang Laoshi (Julie Zhang) takes time to ensure that we are acquiring new knowledge and skills every day to help us continuously grow as learners.”

Differentiated instruction and extra challenges provided in class are

mechanisms to move students forward up the path of proficiency.

TPRS uses real life situations to help each individual learner to experience the use of the language authentically. One specific method that SAS teachers are trying out this year is pen pals. Students in this program each have a buddy they are paired with and they communicate with each other via email. This allows students from both ends to practice writing skills about their daily life or something they are interested in and directly connect with each other. The eighth grade class is experimenting with this system. They often Skype a class in Malaysia with whom they share projects, tell stories to each other, and just talk to build conversational skills. This practice contributes to improving speaking skills and creativity while using the language. Students' confidence also grows each time they have the opportunity to communicate with others learning at their level.

The TPRS method has helped students to make drastic improvement in the learning of Chinese language in the past years.

This method ensures that each class is filled with meaningful activities to help students challenge themselves individually. By using this new method, SAS students are able to achieve and reach their highest potential.

28

MIDDLE school

HOW DO YOU MAKE PEOPLE LAUGH?

By Leanne Fulcher Middle School Drama Teacher This January, the middle school drama department presented, to packed audiences, a comedy entitled, It’s Complicated. The talented cast of middle schoolers faced the biggest challenge in the entertainment industry… to make people laugh.

After rehearsing for weeks, it was difficult to know whether we would successfully tickle anyone’s funny bone. On opening night, we received the best gift an audience can give: laughter, chuckles, groans, full bodied guffaws, a few distinctive roars (yes, you know who you are), and while it may be impolite to point out, we did catch more than a few snorts.

As the curtain drew closed on the final night of our performance, I asked the cast what they had learned about making people laugh. Here is what they said: It is pretty straight forward. Step one: Dress and say ridiculous, inhuman, funny, humorous, stupid, ugly, and socially unacceptable things! Step two: Act like that is completely normal when it’s totally not!!! ~ Erin D., (Jackie) Grade 8 Making an audience truly “laugh” requires guts and a straight face both of which are extremely hard skills to acquire. ~ Ahan K., (Lyle) Grade 7 I would start by never using a joke twice, because that would mean it would just get less funny. Anyone can

look up a joke on the web, but can you be original? Get creative! ~Cal G., (Prince 3) Grade 6 Just start hysterically laughing to the point where you yourself can’t stop and everyone will join in, oh and exaggerate everything! ~ Rohit N. (Dewey) Grade 7 Just be the most pure you can be.

No intelligence or logic or cold calculated stares. Think and fill up your own box of emotions, and keep a straight face (The last part’s the hardest). That’s it. ~ Ethan C., (Hank) Grade 8 The best way to make people laugh is to be absolutely ridiculous while being serious. Also, making fun of yourself is always guaranteed to make people laugh. ~ Kevin L., (Brad) Grade 6 I guess being funny is just doing the unexpected. Like if you see a duck in a cowboy hat riding a chimp in a tux.

Bet you didn’t see that one coming. ~ Kyle T., (Manny) Grade 7 The most important part to making an audience laugh is believing in the joke. Try to use prior experience to help you: for example, if you have to accidentally fart in public in a script, use the experience when you ACTUALLY accidentally farted in public! Be sure you’re ready to make a fool of yourself. ~ Aryaman S., (Dan) Grade 8 Although watching crazy people do crazy things is funny, watching

normal people react to crazy people is even more humorous. I believe that even though odd people in wacky costumes do make people laugh, watching the exaggerated yet precious facial expressions of people witnessing these unexpected moments can be even more humorous. ~ Aoife H., (Girl) Grade 8 Use your face! You may mess up your lines, but the deaf guy will still be laughing. ~ Mellony K., (Linda) Grade 8 Making people laugh is one thing I love to do because when I see someone laugh, it means happiness.

I like to be my most serious when I tell a joke because not only the joke makes them laugh, it’s my seriousness. ~ Jay S., (Steven) Grade 6 Whenever I try to make someone laugh, it always works when I exaggerate. People find it funny when you take a small thing and turn it into a really dramatic thing. ~ Alya G. M. (Princess 4) Grade 6 Making someone laugh naturally isn’t hard, but when you have a script you have to first understand the joke.

Then it’s all about timing, pauses, and keeping a straight face. ~ Eunah J. (Chloe) Grade 6

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Sarcasm is always a good trick when used properly. When someone asks a dumb question, (which I do a lot) you answer the opposite with a tone of voice that makes it funny. Caution: too much can be offensive. ~ Gonzalo E. (Prince 2) Grade 6 The ridiculous costuming definitely helps, but as an actor you have to take your character and really point out their flaws. My character was an incompetent human being, so I had to act like I could do nothing on my own. Also when people laugh, keeping in character just makes them laugh even more. ~Olivia M. (Princess 1) Grade 6 The best way to make people laugh is to be the exact opposite. Just be your character, not yourself.

Also enjoying your scene is really important. If you don’t think your scene is funny, no one will! ~Nakul S., (Barry) Grade 8 I think the best way to make someone laugh on stage is not to try too hard. Stay in character and make it look like you are about to say, “What? I didn’t do anything.” ~ Jake M., (David) Grade 6 The best way to make people laugh is to not be afraid. You have to be okay with making yourself look bad, for the entertainment of others. ~ Kate C. (Princess 2) Grade 6 We are all in middle school, funny looking is our main look. To be hilarious is to put yourself out there just enough that you take the

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audience with you. They have no idea what to expect next and that brings everyone to the front of their seats... and then boom, there is the world’s biggest boxers on stage, she’s stuck in an invisibly box and yes… she really did lick his foot! ~ Kestrel M. (Cleo) Grade 8 Making people laugh? Yeah it’s hard.

But writing this is harder, because honestly it depends. Sometimes you need something crazy like a guy on a date in a potato sack. Sometimes it is simple like a good one liner.

And sometimes you go on stage and start laughing your butt off like a complete idiot...apparently that works too. ~ Grace J. (Julia) Grade 8 Telling really bad puns. But people can be real grapes because they let out a little ‘wine’ when they hear bad puns. Sorry about this bad advice, maybe I should I be pun-ished? ~ Daniel K. (Louis) Grade 8 Tip one: Never laugh at your own jokes. I mean, c’mon, that’s just pathetic. Tip two: It’s all about the face, bout the face, no trouble. Haha see? Funny, right? Well, that leads me into my third tip, puns. ~ Lizzy K. (Melanie) Grade 8 Through my experience all you need is a really outrageous prop to leave the audience in hysterics. ~ Eli T. (Garret) Grade 7 The true key to making everyone laugh is only one click away...try Googling it. Even I have trouble with

with one rule to being the funniest person in the room. ~ Nick G. (Guy) Grade 8 Many people will give you long explanations on how to be funny. But its not that complicated, in fact it is quite simple. Just be yourself - and believe me, I promise people will laugh at you. ~ Ibby F. (Donna) Grade 8 Making fun of yourself is a surefire way to get people to laugh. People don’t really like it when you’re making fun of them, but when the shoe is on the other foot they never fail to laugh at another person’s expense. ~ Justin W. (Brandon) Grade 8 Making people laugh is all about physical humor. Use your imperfections to perfect your comedy. As someone who is not the most physically fit, I have a lot to work with. ~ Griffin (Mark) Grade 7 One of the best ways to make an audience laugh is to say something that everyone can relate to. Your shared experience will make them laugh. ~ Laura (Celeste) Grade 8

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BRIGHTENING CHILDREN’S DAYS AT RONALD MCDONALD HOUSE

By Olivia P. Grade 8 Student The only thing potentially worse than watching an adult relative sick in the hospital with a deadly disease is having a child suffer through it – to witness them whiling away their days in confinement and not having the opportunity to receive an education with their peers or share with them the childhood experiences they are entitled to. Watching a sickness take a toll on a child, who has yet to experience the natural order of life’s curveballs and joys, is devastating.

As part of my grade eight service learning project, I will, over the course of this year, be participating in the Ronald McDonald House charity along with around eleven other students and led by Mr. Scott Oskins, an eighth grade social studies teacher. For those unfamiliar with the work this charity does, allow me to elaborate: every few months we will go down to the National University Hospital (NUH) and throw a birthday party for not only the young patients, but their siblings and families as well.

We hope to minimize some of the inevitable stresses, concerns, and pains of being in the hospital – at least for one afternoon.

And yes, it does have an affiliation to the popular fast food chain of a similar name. If you’ve ever been inside a McDonald’s restaurant, you may have noticed those transparent boxes on the counters when you go to order. Millions of dollars worth of proceeds left in that box will be sent to this charity.

Though independent, McDonald’s is Ronald McDonald House’s largest corporate sponsor and has helped transform many lives. Though we

only throw birthday parties for the kids, the funds given to the house allow them to create a home-awayfrom-home for the children to be near their families at all times.

I went to the Ronald McDonald House within the National University Hospital one Saturday in early December. We took the elevator up into the house and put the preparation for the party in order.

Some high schoolers, who had volunteered with Ronald McDonald House in previous years, helped spin cotton candy and sought out any possible patients who wanted to come and participate in the festivities. This proved to be a challenge. I went along with some of the SAS kids and got to converse with the families of the children.

Some of them were disinterested, and others couldn’t physically come to the party due to restrictions of their disease, even though they may want to. In the end we only got two or three guests, but they were plenty.

One girl had recently undergone heart surgery and another’s sister was in the hospital being treated. I mainly spoke to the sister as she could speak and understand English well.

Her name was Aoife and she was ten years old. We chatted for a bit as she carefully made a green Rainbow Loom bracelet. “Is green your favorite colour?” I recall asking her, but it was her response that really struck me. Without hesitation she replied: “No. It’s my sister’s.”

She was referring to her 12-year-old older sister previously mentioned who was luckily getting discharged from the hospital shortly after our visit. Aoife showed such

devotion to her by making a get well card and delivering to her some cupcakes from our celebration. It was truly heart wrenching thinking about the incalculable pain she must have been suffering, knowing her sister was sick and there was nothing she could do about it other than watch helplessly. No sibling in the world deserves that.

After Aoife finished making her sister’s gifts, most of us (both the patients and volunteers) played a couple of rounds of Uno and cut the cake for the other girl at the party, still recovering from her recent operation and whose birthday was close to that date. We had a great time - and I think all of us got a lot out of it. Our goal was to brighten their days, but I never anticipated them brightening ours more.

I thoroughly enjoyed my visit to the Ronald McDonald House and I look forward to returning soon.

It has certainly been a privilege to showcase some of my experiences here in this magazine.

I would like to conclude by encouraging all of those who eat at McDonald’s restaurants to pay attention to those boxes on the counters and donate any spare change - as much or as little as you may have. There are also plenty of opportunities for you and your family to get involved with the Ronald McDonald House online at www. rmhc.org.sg. Remember, every little bit goes a long way in a sick child’s life.

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THE CONNECTIONS WE MAKE “No tears in the writer, no tears in the reader. No surprise in the writer, no surprise in the reader.”

Robert Frost

By Katie W. Grade 8 Students Susan Campbell Bartoletti, awardwinning author of many fiction and nonfiction books, visited Singapore American School in January. Mrs. Bartoletti, a former eighth grade teacher in Pennsylvania, worked as an author-in-residence with SAS eighth grade students and teachers for ten school days. She used personal tips and nonfiction-writing expertise to teach her process – from how she decides on a subject all the way to how she writes, edits, and publishes her books.

view. This helped us strengthen empathetic connections to the narrative even further.

Mrs. Bartoletti taught us many skills, but one that stood out was that each researcher/writer has to have an emotional connection to the subject of their book. Writers can’t make their readers feel a strong emotion if they haven’t felt it themselves.

Writers research. But when they make that personal connection with their research, it brings their nonfiction writing to life. Only then is a writer able to create empathy and emotion for the reader as words pour onto the page.

The eighth grade is thankful to the PTA for sponsoring the visit. We also thank Mrs. Bartoletti for visiting SAS and teaching us so much in such little time. Her tips and advice have and will continue to have an impact. We will always remember the importance of making emotional connections as we write nonfiction, fiction, or any other piece for school, future jobs or other situations in life.

Mrs. Bartoletti assigned us work to do inside and outside the classroom.

One task was to write a paragraph about an emotional and personal connection to a slave narrative from the book To Be a Slave by Julius Lester. This helped us connect with a story and create empathy and emotion as nonfiction writers. The learning didn’t stop there. To take this one step further, Bartoletti, RLA teachers, and students wrote litany poems, called “I remember...” poems, from a slave’s point of

One of Mrs. Bartoletti’s nonfiction books, Black Potatoes, was used as a learning reference. She read parts of her book aloud. Then we referred to her work as a mentor text and tried to emulate her techniques, while still making sure our own work was original. After Mrs. Bartoletti left Singapore, we continued to use her techniques and tips.

Thanks to the SAS PTA Last year, the PTA pledged funding for classroom library books in all 21 RLA classes and grade level book rooms. This important commitment aligns perfectly with best practice that suggests that classroom libraries and bookroom sets (for literature circles/book clubs) should include 25-30% of new titles. SAS has a team of grade level reps who read reviews, purchase, and vet possible titles, and end up buying multiple copies that fit our students’ interests and needs.

When the books arrive, they are immediately picked up by teachers and students alike.

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MIDDLE SCHOOL FIELD DAY

By Mira B. & Teagan M. Grade 8 Students

Field day. A wonderful mix of collaboration, competition, and school spirit. As the bell rang at 8:00 a.m. on a sunny Friday in February, energy surged through the SAS campus. Not only were the SAS middle schoolers excited for this long-anticipated event, but everyone around the campus was intent on scoring the maximum amount of hard-earned points for their respective team – each represented by a bright color. As the warm morning sun rose high into the sky and upbeat music pumped through the fields, the Eagles danced and bonded as the kilometer and mile runners got ready for the morning race. The SAS Eagles bounced in their high socks and colorful hair ribbons. They stretched their arms and made sure to take enough “field day selfies” to last a lifetime.

Through all this excitement, they never took their eyes off of the real prize: participating in a lively day that promoted exercise, teamwork, and sportsmanship.

A. shared, “The thing I’m most excited about for field day is to see all of the three grades come together as a group.” The color teams for field day mixed students from different grade levels so that kids of different ages had the opportunity to work together and earn points for their teams.

This day was all about coming together as one school. When asked what was her favorite part about field day, Arielle H., an eighth grader on C side shared, “All the energy and excitement of being together as a team and bonding is probably the best thing about field day!”

It wasn’t just the students who were showing their enthusiasm. In some aspects, the teachers had even more school spirit than the students! Lydia H., an eighth grader, told us her thoughts on this: “I’m excited to see all of our teachers show so much school spirit.” Some teachers really showed their SAS pride by pushing themselves to do things they didn’t normally. Spanish Teacher Señora Heather Cline had made her way to the track, ready to run 100 meters in the 4x100 teacher relay race. As it turned out, this was her first time in a sprinting race, but she showed her dedication by stepping out of her comfort zone. The yellow team was so proud of Señora Cline in her spirited, fluorescent yellow outfit as she had crushed the 4x100 meter dash, winning considerable points for her onlooking teammates. “The teachers did an awesome job of keeping the experience positive,” recalled a satisfied eighth grader Aryaman S.

As field day had been postponed due to rain the previous week, everyone was jumping out of their skins to show how much they valued the privilege of being an Eagle. It didn’t really matter who won. Elaina

The activity choices for Field Day 2015 were endless. Not only did the school offer traditional sports to the field day competitors, but there were also more low-key games that were offered for the students who weren’t

into the competitive-sports scene.

This day truly did fit everyone's interests. Alexa R., an eighth grader, confirmed our thoughts when she said, “I’m really excited about the stations, because they have so much variety and not one station is just like another.” Since the SAS students were allowed to choose their activities, they were able to personalize a day for themselves that they knew they would enjoy.

Altogether, this was a perfect day to let out laughs and excitement for a full school day of friendly competition. In the end, it turned out that the blue team and yellow team had tied in first place, though that was not the point of the day for anyone. The blue team had a chance to win the whole competition, but runners Andrew T. (blue team) and Charles L. (red team) decided to finish the race together. They held hands and made sure that they stepped onto the finish line at the same time, just to show that winning wasn’t what anyone came to Field Day 2015 to do. Singapore American School’s Field Day is definitely something to see. It’s beautiful to see how a community of such diverse individuals can work so diligently together to create a day of competition, while still keeping in mind what it means to be honest, respectful, and compassionate: what it means to follow the Eagle Way.

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SAS PROJECT INDIA

SAS Project India Club members worked with 116 elementary children at a village school located about two hours drive from New Delhi, India. The elementary program is one of 80-plus schools in remote parts of India and Thailand that are sponsored by the Free Schools Literacy organization founded by Sue Tennant of Collingwood, Canada.

The SAS Project India Club members also met the American Embassy School High School Service Council to share ideas on community service.

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SAS Project India team members Shiv Subrahmanian Katie Judson Sachi Shah Ishaan Madan Nina Hanz Rahil Bhatia Rhea Bhatia

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IASAS DEBATE SAS DEBATERS WIN GOLD IN MANILA

By Devin Kay and Bart Millar Debate Coaches

The annual Interscholastic Association of Southeast Asian Schools (IASAS) debate championships took place during the first week of March. This annual showcase of debating talent pits the best SAS debaters against their counterparts from our IASAS partner schools in Bangkok, Taipei, Manila, Jakarta, and Kuala Lumpur. This year, the debates are being held in Manila.

Most of the SAS team has been debating for all of their high school careers, starting with the freshman team, moving up to the Singapore School Debate Championship (SSDC) team in their sophomore year (see accompanying article on page 35), then being selected for the elite IASAS team in their junior or senior year.

Does debate matter? Many famous political leaders (Abraham Lincoln, Nelson Mandela, Margaret Thatcher, Kofi Annan) debated in college or based their careers on the thoughtful and proficient use of the spoken word. The skill serves more than just politics, as many business leaders (Lee Iacocca), media personalities (Oprah Winfrey, Tom Brokaw), and judges (Antonin Scalia) were high school or college debaters. They have attributed the debate skills of good research and the ability to think on your feet as directly contributing to their success. Plato, Socrates, and Aristotle were famous for their debate skills, and we now revere them centuries later.

What is the key to being a good debater? Like many things, practice, and live competition do more than anything else to sharpen skills.

Devin Kay, the lead coach at SAS, realized this several years ago, and worked long hours to deepen and lengthen the debate season and number of competitions SAS enters. Mimi Molchan, the SAS activities director, has been the program’s biggest advocate through stretching a tight budget to find stipends for additional coaches and professional adjudicators, as well as for tournament registration fees.

This money has been well spent since it allows more SAS students the opportunity to hone their critical thinking and public speaking skills, which is the main focus of the program rather than medals.

Three years ago, SAS competed only in two events – SSDC and IASAS. Now, SAS regularly meets and debates local schools such as Raffles, Catholic Junior College, and Anglo-Chinese Junior College as well as takes part in other tournaments for training purposes throughout the school year and in the summer.

This gives students in grades nine through 12 many more opportunities to sharpen their skills, be introduced to live debate, and the chance to join the top SAS debate teams.

The speech and debate portion of the IASAS Cultural Convention was held at ISM in Manila in the first week of March. The SAS team has been preparing and practicing since last August. It all paid off as the SAS Debate Team bested 11 elite teams from other IASAS school to bring home the gold medal in parliamentary debate.

Over the three days of the tournament, team members Rohan Singh, Shiv Subrahmanian, and Varun Bindra debated seven times, with only one hour to prepare for each debate topic. The final round was against the host and hometown favorites, International School of Manila.

The topic was whether or not boycotting sweatshop labor was a successful business and humanitarian strategy.

Singapore American School, coached by Devin Kay and Rick Bisset, won the round in a split decision, 3-2, to take the gold.

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SINGAPORE SCHOOL DEBATE CHAMPIONSHIPS

By Rick Bisseet and Bart Millar Debate Coaches

Once again, it is time for the Singapore School Debate Championships! Singapore American School will be competing against several Singapore high schools for the parliamentary debate crown for 2015.

SAS hosted one of the first rounds of the championship series on February 3, debating against Nan Chiau High School. The motion for this round was ‘This House believes that governments should fund elite athletes.’

This academic event is held every year for students to debate interesting and engaging topics of the day. The motions debated often center on particularly Singaporean political or social concerns.

In a split decision, the SAS team triumphed 2-1, advancing to the next round of debate on the topic of which is to be announced.

The debate itself is modeled on parliamentary debates that have been held by the English government over the past four centuries.

Janvi Kalra entered SAS in her freshman year, and joined the debate team that September. She especially liked the structure and direct teaching offered by Debate Coach Rick Bisset. Almost immediately, the students started setting up mock debates internally. Janvi’s favorite part about debate is the real-life application of techniques that aid debaters in persuading an audience.

By that January, she was debating live at a competition hosted by Speak! Ventures, a Singapore debate showcase.

Sides are assigned approximately one week in advance, at the same time the debate topic (the motion) is announced. Proposition side indicates a team in favor of the proposal before the debaters, opposition side indicates a team against the proposal.

Team members Janvi Kalra, Rhea Jain, Hope Tanudisastro, Vanessa Smiley, and Sunita Srivatsan (all sophomores) have been preparing for the past six months under the guidance of coaches Devin Kay, Rick Bisset, and Bart Millar. To ready themselves, the SAS debaters immerse themselves in not only parliamentary rules and techniques, but also lengthy research in likely Singaporean topics.

Focus on Janvi Kalra

There, she was able to participate in her first three live debates, on topics as diverse as human rights violations, poverty tourism, and the banning of cosmetic surgery.

Now in her sophomore year, Janvi is part of our Singapore School Debate Championships team that just won their first round of the Singapore State Debate Championships.

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FROM COSMETIC SURGERY TO DRONE WARFARE

By Sunita Srivatsan Grade 10

Debate is one of the few platforms for students to discuss topics as interesting and varied as cosmetic surgery and drone warfare. Through participating in SAS’s growing debate program this past semester, I not only could argue the removal of offensive content from the internet, but I also had the chance to discuss the heightened global issue of religious extremism. As an interactive activity, debate is a fun way to explore interesting motions in a variety of subject areas. Debaters this year also have had and will continue to have many cool opportunities to practice skills they have learned in a variety of competitive tournaments and friendly inter-school sessions.

We started out the year by holding practice debates and coaching sessions according to experience.

During these sessions, we went over methods to break down motions, structure rebuttals, and fully accept the burdens of our side in a debate, among other concepts.

As the first semester progressed, experienced upper class debaters took part in a friendly debate with the Anglo-Chinese Junior College (ACJC), and in December, multiple upper class teams took part in a British Parliamentary Debate Tournament. However, one of the most exciting debate opportunities for both upperclassmen and underclassmen was the chance to debate the Chinese National team.

As the semester came to a close,

After a friendly debate with the Chinese National Team

debaters on the Chinese National team travelled to SAS in order to have a friendly spar with us. While discussing the question of banning animal testing, we were able to gain an international perspective to debate.

As winter break neared, team selections were made for many of the competitive tournaments in the second semester. One of the most selective tournaments for the season is the IASAS tournament, where six debaters and one alternate were selected from the pool of upperclassmen who tried out. This year’s IASAS captains are Rohan Singh (12) and Varun Bindra (12), and also debating at the tournament will be Shiv Subrahmanian (12), Sae Hun Jang (12), Salil Mitra (11), and Shivani Rao (11), with Vibhav Jagwani (11) as alternate.

Likewise, the most selective underclassmen tournament, the Secondary Schools’ Debating Championship (SSDC) in Singapore involves a multitude of local and international schools, including ACJC and Raffles Institution, both of which have well-established debate programs. Representing SAS in this tournament will be SSDC captains Hope Tanudisastro (10), Janvi Kalra (10), and Sunita Srivatsan (10) along with fellow sophomores Rhea Jain and Vanessa Smiley.

Other tournaments that we will be attending include the extremely prestigious MOE-ACJC tournament in early June, which is organized by the Singaporean Ministry of Education, and involves top debaters from various institutions.

Furthermore, we will also attend the International School Tournament as well as the ‘Speak! Ventures’ tournament in January this year.

The SAS debate program has been continuously growing, and has become increasingly involved with both the local and international debating scene. In the upcoming semester of the 2014-15 school year, we look forward to even more successful and informative experiences.

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HIGH SCHOOL SPANISH: ON THE PATH TO SUCCESSFUL PROGRAM TRANSFORMATION

By Jean Rueckert High School Spanish Teacher and Coordinator

Since the inception of our K-5 Spanish program in August 2012, elementary school and middle school Spanish have undergone tremendous program development and redesign. This work targets the goal of the SAS world language program: to establish an understanding of the respective cultures and to develop language proficiency (i.e., focus on what students are able to do with the language, beyond what they know about the language).

To do so, curricular design follows the key elements of the ACTFL Proficiency Guidelines (American Council on the Teaching of Foreign Languages, 2012), as well as the NCSSFL-ACTFL Can-Do Statements: Progress Indicators for Language Learners. Following the initial K-8 collaborative work, the high school Spanish team began its contribution to the alignment process this year.

With many existing levels needing to go through this transition, the high school process is taking place in stages. Our first significant contributions to vertical collaboration have been in the development of common thematic units with the elementary school and middle school for our intermediate classes (Spanish 2 and, to some degree, Spanish 3). We have also redesigned our course content for Spanish 1 to 4 to emphasize the development of interpersonal listening and speaking, supporting program consistency.

To get a sense of our students' experience or impressions during this change, all high school Spanish 1 to 4 students participated in a brief survey in December. We were pleased with the results.

The first set of responses were a reaction to this statement: "To what extent did your Spanish course appropriately challenge you SEM 1?

I found it..."

The second set show responses to the statement: Over the course of the first semester, my conversational skills (speaking) improved...

As we look ahead to next year, we are now positioning ourselves to continue to meet the needs of our rising middle school and high school students.

Beginning 2015-16, all high school world language courses will see changes in course naming and placement decisions, bringing the K-12 language program into greater alignment and strengthening our commitment to developing language proficiency. We will no longer use the format of levels and programming based on a sequence of numbers, each corresponding to one year of language study (Spanish 1 to 5). Instead, course names will refer to the proficiency level being targeted by the end of each course (year-long or multi-year). For more information, please see the new High School Program Planning Guide once published online.

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FIRST ROBOTICS COMPETITION IN SYDNEY, AUSTRALIA

By Bart Millar and Meredith White High School Robotics Coaches

The SAS Robotics Science class, taught and coached by Meredith White and Bart Millar, is headed Down Under!

For the first time, Sydney is hosting an First Robotics Competition regional event, one of 70 such events worldwide in February and March.

Why is this important? In the past two years, the SAS team had to travel to Toronto and Honolulu to get a chance to enter their robot in this premier robotics competition. Now, it is quicker and much less expensive for the team to compete.

FIRST Robotics Competition (FRC) is the Rolls-Royce of robotics events.

FIRST was founded in the early 1990s

by Dean Kamen (holder of many patents including the Segway) and several MIT engineering professors.

Kamen said, “Societies get what they celebrate. Engineers build the world we live in. I want them to be rock stars.”

Each year, an engineering challenge is announced in early January.

Students have just 45 days to build a robot that will be shipped to a regional event, where it will meet up to 60 other teams. Failure to meet the irrevocable, non-negotiable deadline means loss of the registration fee and no robot at the contest.

Corporate sponsors are critical to this event, and there are thousands worldwide. FedEx donates free

shipping to the regional venues for robots that are not competing locally. SAS sponsors are Pratt & Whitney and Autodesk, who provide not only money but also critical technical assistance and advice.

The robots are quite large. Powered by 12 volt car batteries, they are up to seven feet tall, weigh 120 pounds and move at speeds up to twenty miles per hour.

At the competition, robots work in rotating teams of three to stack boxes, throw Frisbees, or pitch balls into targets. The teams of three change for each of ten rounds. At the end, the top 24 teams compete, again in teams of three, to select a top ‘alliance,’ which will go on to the world championships in St. Louis.

The teams are not evaluated only on the performance of their robot, but also technical interviews with working engineers, technical papers and logbooks, and technical posters detailing the robot and its workings.

Sportsmanship is deeply ingrained in the event. Robots that are broken or have technical problems can request parts or assistance from other teams - even teams they may be competing against in the next round! Each regional wants to send the strongest alliance to St. Louis, come what may.

Who builds robots at SAS? Our class and club is composed of students in grades nine to 12, and about one-third are girls. Students get the

opportunity to directly apply science and math from their classrooms to the real world. They routinely go to the whiteboard to work out electrical and mechanical problems (physics) as well as programming problems (computer science).

In the class, students are trained in CAD, safety, tool use, and engineering design process.

There are also some less tangible but ‘must-have’ traits needed for success in Robotics Science.

Those traits include perseverance, communication, and collaboration.

Even though twelve Apollo astronauts walked on the moon, it took 400,000 NASA employees and contractors ten years to put them there. Robotics, like the space program, is a team effort.

Past members of the SAS team (founded in early 2012) have gone on to engineering programs at Tufts, Imperial College, Princeton, Georgia Tech, and Carnegie-Mellon.

When college admissions officers see ‘FRC’ on a student’s application, they are confident that he or she is well-versed in all aspects of STEM education.

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PING

The SAS Robotics Mascot If you have been around the Robotics Department at SAS, you have probably noticed our loyal mascot PING. He (or she? It's hard to tell – it's a robot!) is a friendlylooking little machine. It has appeared at the County Fair, Food Fest, and on SAS shirts, posters, and buttons.

PING made its first appearance in 2007 in Portland, Oregon. There, FRC team 1823 of Lincoln High School needed shirts for their first competition.

A talented artist student, Molly Boyl, agreed to design a shirt. She created PING as a freehand cut of a file folder, used as a template to spray paint the friendly little bot on the front of shirts. As this was done outside the door of the competition, the shirts were VERY noticeable once inside the event.

Bart Millar, the team 1823 coach, paid Molly for the rights to PING. When he came to Singapore American School in the fall of 2011, PING came with him, and has been working for the SAS Robotics team ever since.

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LETTING GO

By Jeff Devens Ph.D. School Psychologist

After 23 years, John and Betty were finally liberated…or so I thought. “I bet you two are happy empty-nesters!” I said. Their facial expressions didn’t reflect my sentiments.

In retrospect, I should have been more considerate, but I wasn’t. I was ignorant (without knowledge).

I wasn’t yet a parent. Fast-forward 15 years and two kids, I’m already lamenting the thought of letting go, but I must. I don’t wish for my children to grow quickly, but they are. Sometimes I wish I could s-t-r-e-t-c-h out the years, but I can’t.

Nanette and I have been given the privilege of raising two great kids (parental bias noted), but this also means we must prepare ourselves, and them, for life beyond the home.

For Betty and John, the past 20plus years of routine included schooling, chauffeuring, extracurricular activities, mealtimes, family vacations, movie nights, wrestling matches, walks and talks, and yes, even debates and disagreements.

This was the template for life and it was good. After so many years of familiarity a new routine was being established, and like any new routine this was difficult. Simultaneously, other significant life events were underway: menopause, man-opause (yes, men deal with stuff too), repatriation, caring for aging parents, and job transfers.

Parental preparation: During grades 11 to 12, sizemic shifts take place between parents and teens.

Parental roles morph from that of instructing and providing to listening and guiding. This isn’t the end of parenting, or the end of your relationship, but it is the start of something new. Some parents note they feel an overwhelming sense of relief that they and their teen have made it to this point. Knowing that wisdom often comes from experience, I asked several parents who have had children leave the nest to share their insights regarding what they have done during the last year with their senior in hopes of encouraging others, myself included, as we move our kids into adulthood.

1: Keep the focus on your marriage Mom and Dad, it was you two before the kids, and it will be you two after the kids. In terms of relationship importance, make sure your marriage is the central focus of the home.* Are you taking time for walks, talks, dates, just the two of you? Do you discuss life issues that are specific to the two of you? It’s the preparation and planning, noted one mom, that sustained our marriage during the transition. One dad commented when the kids left, “I fell in love with my wife of 25 years…again. Having the kids leave has been different, but our marriage is rock solid!”

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*What about those of you who are going it alone, single parents? For you, this whole letting go process can be doubly difficult. A single dad I spoke with noted, “I am acting in the role of both dad and mom. Not having a significant other to bounce ideas off of, share struggles, and help balance out the load of parenting has been a real challenge.” What helped him through these years was having a supportive community, a network of friends. There were times when moms in the community, friends of his daughter, offered to help by having discussions with his daughter regarding matters of the heart that dad didn’t or couldn’t fully appreciate.

2: Begin with the end in mind Author Stephen Covey writes in The 7 Habits of Highly Effective People, that one of the habits of successful people is their ability to envision, plan, and prepare for a future they want to create. When it comes to raising kids, do you have an end in mind? What do you believe your teen needs to learn before leaving the nest? To a large degree when parents speak with me about their children it usually involves me asking them two questions: What is it you want for your child when he / she leaves your home, and how is your parenting (rules / consequences) moving you in this direction? Based on their answer to the first question we developed a plan for helping

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them move in this direction. The second question is all about referring back to the first. For some parents, the focus of their teen's senior year centered on practical matters: how to wash clothes, iron, clean a house, balance a check book, pay bills, get a drivers license, change the oil in a car, cook, and clean, etc. These may seem like mundane tasks, but kids will need to know how to do these things on their own.

3: Say it in a letter It is common practice for students to ask teachers to write letters of recommendation. The purpose of these letters is for prospective universities to get to know candidates, beyond their SAT scores and grade point averages.

Teachers write about memorable experiences, accomplishments, and potentials. Often, they end their recommendations with phrases such as: Among the best I have… A wonderful addition to any school…A dedicated young man / woman who is a team player…etc. What about you? If you had to sit down and write a letter of recommendation for your senior, not for a university, but for adulthood, what would you say? While it is true that age is the demarcation that legally separates a child from an adult, there is so much more you could note regarding what you have experienced these past 18 years.

One mom made a point of doing just this. She wrote a letter to each of her kids reminding them of who they are (character), what they have accomplished (academic and life), how proud she is to have been blessed with being their mom (love and gratitude), and what hopes and dreams might be (vision / purpose).

In my desk I keep a file with letters written to me, about me, by past students, parents, colleagues, and administrators. These letters span nearly 20 years. Often, I refer back to them when seasons of life are difficult. They remind me that I mattered to someone at some point in their life.

Parents of seniors, I encourage you to take a few moments, reflecting on these past 18 years, and write a letter from your heart of your memories, hopes, and encouragements for your son or daughter as you prepare for letting go.

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VISITING ARTIST, ARTURO CORREA

By Barbara Harvey High School Visual Arts Teacher

In the last week of February, Singapore American School has had the special opportunity to host Venezuelan artist, Arturo Correa, who worked with students on various art projects. His art is known for a synthesis of American and Venezuelan cultures, and juxtaposition, making the viewer contemplate the subjects of the canvas. Mr. Correa worked with art students in and out of class to help make their pieces take on similar symbolic meanings. Staying for this year’s Cultural Convention, Mr. Correa helped not only our own students in his workshop, but all of the other visiting schools had the opportunity to talk to him about his work as a professional artist. Having Mr. Correa in the studio was a great pleasure, as he is full of energy to help the students and wants nothing more than to create art.

“What I took away from Mr. Correa was that you don't always go down the path that you have prepared for most of your life. You sometimes end up going in a completely different direction, and that is okay as long as you love what you do.”

Emily Ropicky “With three years between now and the last time I saw him, his talk this year has taught me that change can lead to great places, just because you're bored of a successful idea, doesn't mean you have to let go of success, you can just find it in another place, another medium, or another idea. It's okay to move on if you're stuck.”

Riya Ramakrishnan "Mr. Correa taught me its okay to be lost sometimes."

Farhana Chowdhury “This is what I learnt from Arturo Correa: It is okay to take risks in art.”

Lucy Kim “Soaking yourself in what makes you happy makes life rich, dynamic, and most importantly beautiful constantly.”

Allen Wang

“What I learned from Mr. Correa was that art can come from stories, but it can also make them. That we should never give up on the things we are passionate for and just keep on drawing! People change, ideas change, even art changes, but it never dies.”

Idil Evren “You don't get to choose who or what hurts you, but you can choose how it affects you.”

Chloe Wong “The beautiful thing about art is that as you change, it changes with you.”

Clemence Morin “I realized that when you're passionate about something, journey matters more than the result because your journey is what you're gonna remember.”

Anna Sorokina “Art is a story.”

Stephanie Chang “I learned that you should follow your passion and do what makes you happy.”

Sydney Kim “How about ‘Be your own superhero.’”

Eugene Lee “We need to keep art alive. I think that as the world makes room for new technologies, it can also push culture and tradition aside. The common view of the artist has slowly evolved into the image of a displaced individual, struggling to make a living for his/herself. Yet art is what shapes and unites us - it is a universal language.”

Justine De Jesus “When things don't go the way we want them to, don't give up. There is always a way out of trouble at all times.”

Annabelle Xiong

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Made possible by the PTA sponsored academic visitors in residence program

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EXCERPTS FROM THE EYE

The Eye is the student-produced online newspaper of Singapore American School. Launched in 2010, the mission of The Eye is to provide informative and entertaining coverage of relevant events, trends, and topics at SAS, in Singapore, and worldwide to the members of the high school community. Below are three examples of articles and a video that recently graced the online publication. For these stories and more, visit http://saseye.com/

Growing the Game of Golf for Girls at SAS Posted on February 27, 2015 by Jack Albanese in Sports

Over 50 girls try out each year for touch rugby. If only the girls’ golf team were so lucky. In the 2014 season, only five girls tried out for the SAS golf team, resulting in the team having to recruit a sixth member to have the required number for IASAS. This has been an issue for the team for the past four years.

Reasons for these issues are understandable. Captain Monica Matsubara, a senior, said the problem is “simply the lack of female golfers at SAS… It’s hard to get a lot of people to try out when there aren’t that many interested in the sport in the first place.”

But what if it’s not a lack of enjoyment? What if it is simply a lack of experience? http://saseye.com/2015/02/27/growing-the-game-of-golf-for-girls-at-sas/

SAS Students Take on the Local Sunday League Posted on February 15, 2015 by Jiwon Jeong in Sports

At SAS, a group of students led by varsity soccer player Grayson Barnes have taken it upon themselves to establish their own Sunday League club, but little did they know of the obstacles to come. From the registration process to the hostility of opposing teams, Redhill United FC was not easy to manage.

Redhill United is managed by three SAS students: Grayson Barnes, Nikhil Raj, and Seiji Takahashi.

“I want to give soccer players at SAS an opportunity to experience club soccer before they graduate. I don’t see many SAS students continue to play soccer after their varsity or IASAS careers,” Barnes said. http://saseye.com/2015/02/15/sas-students-take-on-the-local-sunday-league/

SAS Unplugged: Sarah Kinsley Du

Posted on January 29, 2015 by Chris Khoo in Arts & Entertainment, Media, SAS News, Video For the second installment of SAS Unplugged, freshman Sarah Kinsley Du performs “Summertime Sadness” by Lana Del Rey. http://saseye.com/2015/01/29/sas-unplugged-sarah-kinsley-du/

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2015 SAS GIRLS’ VARSITY BASKETBALL IASAS CHAMPIONS

By Rich Modica High School Counselor and Girls’ Varsity Basketball Coach

Despite losing some key players to graduation and transfer last year, the 2014-15 girls’ varsity basketball team had an extremely successful season, taking second place in the 45th Annual Hong Kong International School (HKIS) Holiday Basketball Tournament and winning gold at IASAS in Taipei. The team posted an overall record of 23-8, 7-1 in ACSIS League play, 5-3 in Hong Kong, and 5-2 at the IASAS Basketball Tournament. With a senior laden team and a never give up attitude, no hurdle seemed insurmountable.

Although they found themselves trailing in numerous games, the girls fought back game after game and often pulled out a victory, which made for some really exciting basketball games for our fans.

On the first day of the IASAS tournament, we had the toughest schedule of any girls’ team in the tournament. Despite this, the girls played some great basketball. In our first game of the day, we faced a tough International School of Kuala Lumpur (ISKL) team, which had a lot of height. It was back and forth the whole game until late in the third quarter when ISKL went up by 6 points. In the fourth quarter Tess Nelligan hit a 3-point shot on an inbounds play to bring us within 1 point. Her basket was huge because it triggered an 11-2 run by SAS in the final minutes to lead us to 39-34 win.

Next up for SAS was Jakarta International School (JIS); we came out strong in this game with Tess Nelligan, who finished with 14 points, scoring our first 6 points. Dana Lim added 6 points and played well defensively, too. When the final buzzer sounded, SAS had a 34-24 victory. In addition to a strong team effort, the key to our win against JIS was the 5 points from the free throw line in the fourth quarter to seal the victory. In our third and final game

of the day, we faced a pumped up Taipei American School (TAS) team, who was seeking revenge for a double overtime loss to us in Hong Kong during the HKIS tournament over Thanksgiving. We knew from the opening tipoff that this would be a nail biter. The fans definitely weren't disappointed. Back and forth we went. TAS got a small lead and we fought back. We pulled ahead by a few and they fought back. It was a fast paced game. However in the end, we fell just short and lost by 5 points (43-38).

We started off the second day by playing an undefeated International School Manila (ISM) team. The first half was well played and extremely even. Unfortunately, ISM's quickness was just a little too much and they won by 10 (43-33). Tess Nelligan, Tori Chou, Emma Gordon, and Maya Denzel did a nice job on offense and defense. In the final game of the round-robin play, we faced winless International School Bangkok (ISB).

Our girls were just too much for the overmatched squad from Bangkok, and we won 60-12. SAS had another balanced offensive attack with seven girls scoring. Tori Chou had 14 points while Emma Gordon added 12. Izzy Tan and Nicole Cook scored 8 and 11 points respectively. We finished the round robin in a 3-way tie for second and based on the tiebreaking rules, we were seeded second going into the championship round.

On the third and final day of the tournament, SAS faced off against TAS in the semifinals. From the beginning of the second quarter, SAS was in complete control of the game and led by 10 points at halftime. In the third quarter, we outscored TAS 15-5 to basically put the game out of reach. SAS played its best game of the tournament and completely dominated TAS in 61-32 victory. This was an amazing display

of teamwork. All ten players scored; Tess Nelligan had 11, Kaitlyn Han 10, Emma Gordon 9, Dana Lim 7, Izzy Tan 6, Tori Chou, Yana Mihova, and Nicole Cook each had 4 points, while Maya Denzel finished with 2 points by scoring our last basket of the game.

Our victory over TAS in the semifinals put SAS (4-2) into the IASAS gold medal game against an undefeated and favored ISM (6-0) team. Though we were the underdogs, our girls executed our game plan perfectly to build an 11-point lead heading into the fourth quarter. However, a tough and talented ISM team rallied with some amazing 3-point shooting to tie the game late in the fourth quarter. As usual, the SAS girls dug deep, and Tess Nelligan scored the go ahead basket with 13 seconds left in the game. ISM ran down the clock looking for one final shot to tie the game. However, ISM missed their shot at the buzzer and set off a wild celebration by SAS’s players and fans. Tess Nelligan had the game of her life; she scored 25 points, including 18 of our last 20 points to lead us to the 2015 IASAS gold medal with a 47-45 win.

This was a special group of players who worked hard, played hard, showed respect to other teams, and represented themselves, their families, and SAS with pride! As their coach, I am so proud of them and am truly honored to have coached such amazing young women.

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High school

MY INTERIM EXPERIENCE INTERIM AT HOME

By Roopal Kondepudi Grade 10 Student

We started out our Interim Semester a little later than we had expected - the representative at the Animal Concerns Research and Education Society (ACRES) was not ready for us yet, and so we were given a little bit of free time in the morning to do what we’d like. Naturally, I went to the library, a quiet place that I could go to just stare sleepily at the wall. Instead, I found a book that had been recommended to me many times, and checked it out to read.

It turned out be a really good book (I’ve read five books in the series now, and am on the sixth) and the twenty minutes of free time had gone by before I even knew it.

I was looking forward to going to ACRES and learning about what the organization was doing to combat animal cruelty. At the ACRES campus, the representative gave a talk about what ACRES stood for, its mission, and what we could do to prevent animal cruelty. I wish it could’ve been more interactive. Perhaps we could have brought something that would have benefited the organization.

After ACRES, we went to the Jurong Bird Park, which a lot of us found contradictory - why go to a talk about keeping animals in captivity, then go see animals in captivity? I know for a fact that Jurong Bird Park takes very good care of these birds, and they definitely aren’t living in the same conditions as the ones the ACRES representative spoke about.

We met directly on the steps of another Singapore establishment called Metta Home at 9:45 a.m. the next morning. I had never been, and actually was quite excited to meet and interact with the residents. The Metta Home is both a day activity center and a residential home for the intellectually disabled. It was established in January 1995 to improve quality of life for intellectually disabled people who suffer from Down’s syndrome, autism, or developmental delay.

I thought it was interesting how we needed to get our temperatures checked before we entered – most likely because the director of the home didn’t want his residents to become ill. My temperature was exactly 37°C. We

started out with a warm up dance, and residents soon came up to me, grabbed my hand, and started dancing.

After we danced for a while, sheets of paper and color pencils were handed out. Following the coloring, we began throwing balls around with the residents.

I found myself really anticipating the trip to the next organization called Singapore Leprosy Relief Association, or SILRA for short, since I joined the Leprosy Home Club at SAS in eighth grade. Leprosy is a disease that affects the skin and nerves and often manifests itself in ways such as white or red patches on the skin which might lose sensation and result in numbness and paralysis of fingers, toes, and limbs. Everyone at the home had been cured of leprosy, but because of the social stigma that came with the disease, they had been cast out by their families.

It was through the Leprosy Home Club hat I made longlasting and meaningful friendships with five people in the home: Ah Lee, Ali Ah Gong, Jeffrey, Sulochana, and Catherine. Ah Lee loves doing Sudoku, Ali Ah Gong is a gardener who enjoys planting bonsai, Jeffrey makes it a point to drink one cup of steaming hot water and one cup of ice cold water a day, Sulochana begs for the Indian food my mom makes, and Catherine will become your best friend if you compliment her headband. It was a lot of fun to reconnect with them and find out how they were doing.

We went to the URA City Gallery on Tuesday. Through the models of both Singapore and the Marina area, it was conveyed very clearly as to how Singapore had been structured and what the government was planning for the future. At the same time, though, I think that Singapore should stop urban development, because then the country will become too dense. It’ll become too congested and there won’t be as much greenery as there should be. After the City Gallery, we explored the cultural side of Singapore in Arab Street.

At the Marina Barrage on Wednesday, our tour guide showed us the bridge, of which the barrage was under, then showed us the gallery. I really liked the gallery, but

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ABOUT INTERIM SEMESTER Each February all high school students participate in an Interim Semester course designed to enhance the curriculum by providing students with diverse educational experiences beyond the traditional classroom.

This year we sent students to 25 different countries to participate in a wide variety of activities. Activities included pottery in Japan, martial arts on Mt. Tai in China, technical theater in London, trekking in Nepal, cycling in Australia, marine service and conservation in Fiji, and house building in the Philippines. In total there were 58 courses for the 1,192 participants involving 118 teachers.

To highlight the wonderful learning opportunities that take place during Interim Semester, students have been instructed to post their reflections online on their Interim Semester course page. To navigate to the pages, log in to the MySAS portal, click on Interim Semester, select the course, and click on the Reflections link in the menu bar at the top.

my favorite part of the tour was the demo, where she showed us the way the barrage works. The demo involved “rain,” a miniaturized version of the barrage, along with its crest gates and pump drains. After the rain filled up the side that was labeled “the reservoir,” the crest gates opened up and drained some of the water into the sea.

The technological planning that must have gone into the Barrage amazed me. I wonder what software program it runs on, as I’m sure it’s automated. Following the tour, we were taken up to the Green Roof and were allowed to roam until we needed to leave for the beach cleanup.

It was probably my second-favorite part of the tour. It was wonderfully breezy, but the sun was still shining.

Marina Barrage’s solar panels provide enough energy to power almost the entire building, and it made me think of something new I’d learned recently about SAS’s own solar panels: if we had any more solar panels, we’d officially be considered a power plant.

After the tour of Marina Barrage, we headed off to Pasir Ris to do a beach cleanup. The beach was small, and the water not as pristine as it could’ve been, and there was a LOT of litter on the grass around the sand. We picked up cigarette butts, plastic bags, food wrappers, bottles, and bottle caps. I think that if another group were to do this, they should take stock of what litter they’ve picked up, similar to what goes on during the International Coastal Cleanup Singapore, or ICCS for short. During the ICCS we count how many of what item and gather up the data in the end.

The NEWater tour was something I’d been on before, so it wasn’t really NEW for me (pun intended), but it was interesting to go through the process. It got me thinking about the scarcity of clean water – what will happen when we run out?

Overall it was a really nice “interim at home.” The blend of service – Metta Home, SILRA, beach cleanup – and the other interactive trips to ACRES, Jurong Bird Park, and NEWater was really well put together. Thanks to our sponsors, Mr. Gerard McCarthy and Mrs. Doreen McCarthy for making it a fun and worthwhile week.

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MY INTERIM EXPERIENCE TIMOR-LESTE: BUILDING A NATION

By Sunita Srivatsan Grade 10 Student

After interim signups, I still remember getting the classic reaction from my friends once they heard that I would be traveling to Timor-Leste: “Where?,” they’d ask. Unsurprised, I would have to briefly describe the whereabouts of East Timor. The small and newly independent island nation bordering Indonesia had interested me ever since my brother told me about its struggle for independence (after listening to a talk by former president Dr. Jose Ramos Horta) a few years ago.

But before going there, I still knew little about its diverse culture, rich natural beauty, and the challenges it had faced in the past years.

Now, after a week spent in East Timor, I am confident in saying that I not only learned how to accurately pronounce its Portuguese name (Timor ‘Lest-eh’), but I also acquired a wealth of knowledge about the situation of the Timorese people, government, and its international relations.

Whether hiking up Mt. Ramelau (2,986 m) on the third day, gardening in a local community, or enjoying our last day there at the beach, this trip truly did ‘cover it all’, enabling students to immerse themselves in a culture that they might have otherwise ignored.

Through participating in this trip, I was able to recognize East Timor as a nation that holds its culture and history in very high regard. For a country with almost non-existent roads (as we experienced through the bumpy car ride on the way to Mt. Ramelau), the technological advancement of the National Resistance Museum impressed us, clearly reflecting the time and money spent to build it. Our tour guide, Plateau, put his description of Timor’s bloody past into one sentence: “We can forgive, but it’s hard to forget,” he stated in reference to the cruel Indonesian occupation of his nation. Speaking to the US ambassador, local government officials, founders of non-governmental organizations (NGOs), and Timorese citizens also provided us with various perspectives and honest insight on the nation’s development and the role of foreign aid in its growth.

A highlight of my trip was our visit to the SOLS 24/7 (Science of Life Systems) school, an organization

dedicated to coach local students in developing both subject knowledge and a strong character. While we were there, we conversed with students about our cultural similarities and differences, joining in with some of their classes, and learning a few traditional songs along the way. Despite only having studied English for a short period of time, the students impressed us all with their perseverance in trying to converse with us (native English speakers). The ‘textbooks’ that they read were not just about chemical reactions or ancient civilizations; rather, they contained stories about the importance of positivity, equality, and freedom. This experience spoke volumes about the empowerment and determination ingrained in Timorese culture - their will to succeed pushes them to persevere. Following the trip, I was happy to see the countless friend requests on Facebook from SOLS students.

Despite the ongoing challenges faced by Timor-Leste, ranging from malnutrition to domestic and gang violence to an undiversified economy, it is amazing to see how far the nation has come within just 13 years of independence.

Although there were some tiring moments (particularly the steep hike up Mt. Ramelau and the community gardenbuilding sessions), visiting Timor-Leste was an incredibly fun, informative, and gratifying experience. It is exciting to discover how far one interim trip can take you, and this year, I had the pleasure of going all the way to Timor-Leste.

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MY INTERIM EXPERIENCE TREKKING IN NEW ZEALAND Aditi Mahesh is a sophomore at Singapore American School and an intern in the SAS Communications and Alumni Relations Work Study Program. She is a voracious reader, public speaker, dancer, and writer. Writing and public speaking has helped Aditi express her growing infatuation in the English language.

It's day four. The alarms went off at six thirty am. Outside, the twilight about to break into dawn had greeted us with chilling winds. We each rolled our sleeping bags tight, changed, stuffed our bags with the last of our clothes, and then waited in lines behind the stove to boil hot water for our oats.

We then hauled the 15 kg backpack on our backs and walked out, losing ourselves in the cold winds and the smell of pine. The forest never ceased to amaze us. In every direction lay a scenic ecosystem of its own, cleverly designed. In the distance, we could see the cold sea graze the shore. If we stayed really quiet, all we would hear was the sea crashing and water streams trickling.

We started our trek, foot-by-foot, breath-by-breath. It wasn’t long before we stopped to catch a glimpse of nature’s own artistry. We walked along the beach, and let our feet dissolve in the cool water. We set down our bags and stretched our backs until they cracked in unison.

I quickly got out the wrap I had packed for lunch and sat there on the rocks letting the ends of my boots skim the water.

It was a perfect moment until I turned my head 90 degrees up to conscientiously examine the sky. I felt it. I was sure.

The sun was gone and left in its place pregnant clouds holding in a torrential downpour.

The tide had come so far that the water had reached my calf. I was sitting in the midst of a sea and decided to make the most out of it, so I jumped in. The water almost paralyzed me. I could feel every inch of the water creep up to the nape of my neck until I was numb. Numb from the cold. I saw the mountains in front of me as I crawled through the water ashore and I noticed I wasn’t the only one completely soaked. It was I, and my hiking bag with wet clothes for a whole week!

This interim, I visited Stewart Island in New Zealand, probably the most south I will ever go in my lifetime.

Stewart Island only lies a few hundred miles away from Antarctica, making it possible for us to see blue penguins,

and other animals that thrive in the coldest of weathers.

During this trip we trekked, trekked, and trekked while enjoying the serene grandeur of nature! It mainly consisted of the refreshing sea, over 500 species of plants and animals, and the unforgettable sunsets. The beauty of this place has left an everlasting impression that can’t be forgotten.

The trip was also a learning experience. The population of Stewart Island is 381 people, but is twice the size of Singapore! I learned that the way people on Stewart Island live is very different from the outside world. Stewart Island in a sense has isolated itself from modernization.

They have adapted to nature. Most of the people living here engage in types of fishing agriculture, for example, and do not want their way of life to change.

I also learned during the trip to conserve resources, keeping in mind the needs of others on the Island.

There was limited availability of all kinds of resources (including water). Our showers were limited to five minutes maximum. Surrounding myself within nature has led me to be more cautious with my usage of resources and be more eco-friendly (as forests are slowly getting depleted) and more appreciative of the serenity Stewart Island has to offer.

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BOOSTER CLUB

By Lan Fisher Booster Club President

Beat the Sugar Blues Workshop After the holiday glut of feasting and drinking high calorie beverages, it is no coincidence that the Social Fundraiser Committee planned a workshop and luncheon on sugar addiction, presented by Sujata Din, a certified holistic health coach. The informative session included tips to control sugar cravings and discovering natural sweeteners. The talk was followed by a delicious, healthy lunch prepared by Sujuta. Thank you to Social Fundraiser Chair Sonia Kureishi for organizing the lunch and thank you to all who came out to support the event.

Bake Sales Each year, our Bake Sale Committee organizes three to four bake sales in combination with various ethnic food sales such as Japanese, Korean, and Indian. A team of dedicated high school moms prepares these homemade ethnic foods. The next bake sale will be May 7 from 9:00 a.m. to 12:00 p.m. in the high school cafeteria and will feature Italian food - new this year so we are looking for Italian cooks to help with the food sale. If you would like to volunteer at the bake sale or donate baked goods,

please email Bake Sale Chair Sarah Clark at boosterbake@gmail.com.

Thank you to all the parents who have sent in their homemade sweets. And a special thank you to Sarah Clark and Lorraine Hadley for organizing these sales. Our students love the treats!

Increase in Senior Scholarships In previous years, Booster has awarded $1,000 scholarships to ten graduating seniors who have made valuable contributions to school life in the areas of school spirit, citizenship, service, and core values. This year, Booster Club is pleased to announce that it will increase the award to $2,000 each, totaling $20,000 in senior scholarships. And the best part of the scholarship is that the money will be given directly to the recipients, which can be used towards college, a special trip, or a nice graduation gift for themselves. Financial need is not a factor in applying for this scholarship. Applications along with the essay question will be available on March 30 in the counseling office

and/or online. A committee consisting of five members - Booster executive officer, two Booster board members, and two high-school teachers - will evaluate the essays. Student identities will remain anonymous. Winners will be announced at the senior awards ceremony. For more information on the selection process please contact Booster Club President Lan Fisher at sasboosterpres@gmail.com.

Popcorn Events Twice a year, our Popcorn Committee gives out free popcorn on the last day of semester exams review day to help lighten up our students’ day during the stressful final exams. In addition to these two events, Booster is exploring more ways to recognize and support our students, particularly during activities such as drama, dance, and music. In November, the Popcorn Committee celebrated the talents of our students with free popcorn on their first night of their performance of the Nutcracker. Our volunteers handed out more than 800 bags of freshly popped popcorn to performers, students, parents, and faculty. As the event was extremely well received and loved by all, we hope to have more presence at other school activities. If you wish to help on this committee, please contact Sheri Thomas and Jack Brick, our popcorn chair and co-chair, at boosterpopcorn@gmail.com. Thank

51 you to Sheri and Jack for all your hard work and a special thank you to our sponsor Santa Fe for their donation of popcorn bags!

2015-16 Booster Club Executive Board Nominations and Committee Volunteers The Booster Club Nominations Committee is seeking nominees for the following Booster Executive Board positions: President, Vice-President, Secretary, and Treasurer. A slate of candidates will be submitted at the Booster Board meeting on April 15 at 10:00 a.m. in the library media theater. If you would like to submit your name or nominate someone, please contact Garima Lalwani, chair of the Nominating Committee, at boosterparliamentarian@gmail.com.

Nominations must be received in writing by May 6, two weeks prior to the election on May 20.

The Booster Club is also seeking volunteers to chair or work with the following committees: Bake Sales, Booth Manager, Design, Design Events, Honor Recognition, Hospitality, Popcorn Day, Publicity, Social Fundraisers, Special Projects, Uniform, and Visual & Performing Arts.

As always, you are invited and welcome to attend our monthly board meetings (please see high school calendar for schedule). We are always looking for new ideas and enthusiastic hearts!

Celebrating the Achievements of Our High School Students On January 23, Booster was proud to congratulate the achievements of over 600 students who made the Scholar’s List for the first semester of this school year and second semester of last year. To earn this recognition, students must earn a semester GPA of 3.7 or higher. In celebration of their accomplishments, students were treated to an international buffet

BOOSTER club

consisting American, Korean, Indian, Chinese, and Middle Eastern food provided by the Booster Club. A highlight of the occasion was the array of desserts baked by our generous parent community. Thank you to our Honor Recognition Committee chairs, Tammy Charter and Thea Koh, for organizing this special day for our students.

Certificates recognizing second semester 2013-14 and first semester 2014-15 scholars are available upon request at the high school office.

Congratulations on your success!

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PTA

2015 PTA COUNTY FAIR PEACE, LOVE, COMMUNITY

By Mina Ohuchi Bregman County Fair Chair These are some of the facts and figures behind County Fair 2015. Why do so many people come out to support our school? Because while we are a diverse community, we are singularly committed to the education and environment which most influences our children - Singapore American School.

This year, the County Fair theme reflected these sentiments more than ever. "Peace, Love, Community" was beautifully represented in the County Fair design by high school junior Aimee Jung, who won the logo competition.

The T-shirt, sponsored by PayPal, sold in record numbers. County Fair day was a beautiful sea of tie-dyed blue shirts on the fairgrounds.

County Fair brings out the biggest number of our community during our school year.

It is a rare opportunity to have fun, see teachers, parents, and students working side-by-side, all while raising money for the PTA. From the fairground games to the recycling of books in the Used Book Fair, to the Silent Auction, the Vendor Fair, entertainment, and great food, there is something for everyone. High school clubs organized their booths over weeks of preparation to raise money for their respective endeavours, while the participation of the Girls Scouts and Boy Scouts truly pulled in the outer Singapore community into the event.

The day was bright with blue skies and the event was opened by Marc L'Heureux, deputy principal in the elementary school.

Beautiful renditions of the Singapore National Anthem and the American anthem were sung by Francis Van Vuuren and Roxanne Davidson. The high school and teacher bands kept the energy high while crowds enjoyed the many games and refreshments on hand. It was a fantastic event which brings out the best in our community, as intended.

20 PTA committee members 853 T-shirts sold 40 vendors 3,000 cold drinks 24+ facilities workers 1,800 baked goods 210 Silent Auction items 30 security staff 44+ entertainment acts 6,400 coupons sold 32 games and activities 3 nurses and 1 ambulance on duty 51 high school clubs 480 white chairs 300+ volunteers 15,000+ used books 370 tables 30+ sponsors 25 food stalls 1 deputy vice principal’s opening speech Thousands of participants!

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PTA

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The PTA Thanks our

Todd Parr

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The PTA Thanks our County Fair Sponsors

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PTA MYTHS DEBUNKED

By Jen Loi PTA Treasurer

After two years as the PTA treasurer, I frequently encounter the same questions about the PTA. There appear to be many different myths about the organization. So, without further ado, I’d like to debunk a few of those myths!

MYTH: I’m not a member of the PTA. Not True. If you are a parent of an SAS student, you are automatically a member! Teachers are also eligible to join.

MYTH: If I volunteer, I’m going to end up with a full-time job.

Not true. There is something for everyone at the PTA. Yes, a handful of parents choose to give a lot of time by taking on leadership roles.

But the greatest need is for parents to give a few hours by doing things like running a booth at County Fair, baking for Staff Appreciation Day, supervising a station on Elementary School Play Day, or working a shift at the PTA Store. And if you are a working parent, you can play a role, too. Our motto is “contribute what you can, when you can.”

MYTH: I’m new; I hear the PTA is really exclusive and doesn’t like new ideas.

Not True. When I was elected PTA treasurer, I had been on campus for nine months. And pretty much everything I have done has been a new idea. The PTA values all of its

members and continually strives to improve.

MYTH: SAS has plenty of money. We don’t need to fundraise.

Not True. The PTA’s mission is to enhance the school experience for students. PTA funds support programs that help to make SAS unique and that would not exist without PTA support. For several years, the PTA has sponsored the visiting authors and artists programs, which benefit every child at SAS. It has created a scholarship fund to provide financial assistance to high school students selected to attend IASAS competitions. And it has provided extras such as welcome events for new families, theater trips, the Tiger Tales publication, and new outdoor blocks for the ECC. MYTH: The PTA only raises funds.

Not true. A significant amount of PTA effort directly supports student and community programs. The PTA grade reps along with the room parent network are the engine behind class parties, Play Day, the Pumpkin Patch, division coffees, back to school nights, and just about anything that requires volunteer support. PTA honors our teachers and staff each spring by organizing Staff Appreciation Day. And PTA sponsors two annual community events – the International Food Fest and the County Fair.

MYTH: The PTA only supports the elementary school and middle school.

Not true. The PTA donates money to and provides programs for the entire school. Have you attended a high school coffee? Has your high school student’s club earned money at Food Fest or County Fair? Have you noticed a visiting author or artist working in the high school? Have you witnessed Staff Appreciation Day? All are PTA-supported programs.

MYTH: The PTA space is used exclusively by board members.

Not true. The PTA space, located near the entrance of SAS, is available for use by all members of the SAS community. Following a fabulous remodel this last summer, we like to refer to the space as the SAS Parent Center. Soon, we will be showcasing our students’ art on the walls. If you need a place to rest before you meet your child or to informally meet with other parents, stop in for a cup of coffee or tea. And if you need a place to have a meeting, schedule the meeting room by contacting pta@sas.edu.sg.

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Summer

Semester ing frontier n r a e L w e n a n Ope

Community

SINGAPORE AMERICAN SCHOOL

Session 1

Session 2

June 8 to June 19 & June 22 to July 3 PRESCHOOL THROUGH GRADE 12 Join one or both!

Visit www.sas.edu.sg/summersemester

Travel Adventures and Service • Sports and Wellness • Creative Expression • Intellectual Curiosity

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NOTABLE MENTIONS

By Kristina Doss Communications Specialist

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SAS STUDENTS SHARE PROJECTS AT EVENT FEATURING FAMED PRIMATOLOGIST

At an event featuring famed primatologist and UN Messenger for Peace Dr. Jane Goodall, the Singapore American School (SAS) Roots & Shoots student group shared their projects and facilitated hands-on sessions for students from local and international schools in Singapore.

The event took place on February 4 at School of the Arts in Singapore, where Dr. Goodall spoke about her Roots & Shoots programs all over the world and how young people are creating a ripple effect of positive changes in their respective communities through volunteer work.

"It was absolutely inspiring to meet Dr. Jane Goodall,” Kaelan Cuozzo, a senior at SAS, said. “In the few hours I was with her, I was able to learn so much from her action-oriented, yet amazingly peaceful mindset. Being with her definitely reminded me of why I became heavily involved in SAVE, GIN, and service in the first place - with so much to be done for our shared home, it is my responsibility to give back using the knowledge and resources I have at my disposal.”

Dr. Goodall began her career by studying chimpanzees, and became known as “the woman who redefined man” when she discovered that chimpanzees

fashion and use tools. It was previously thought that the accomplishment belonged to man alone. Later, she became a conservationist to protect the chimpanzees she loved, as well as other animals, and has been spreading the message of conservation since.

Dr. Goodall, who believes young people can make a difference in the world, catalyzed the formation of Roots & Shoots – a ground-up movement for young people to contribute via service learning projects.

The Jane Goodall Roots & Shoots program is about making positive change happen both locally and internationally for people, animals, and the environment. Their mission is to foster respect and compassion for all living things, to promote understanding of all cultures and beliefs, and to inspire each individual to take action to make the world a better place.

With more than 300,000 young people in more than 136 countries, the Jane Goodall Roots & Shoots network connects youth of all ages who share a desire to create a better world.

Young people identify problems in their local communities and take action. Through service learning projects and youthled campaigns, Roots & Shoots

members make a difference across the globe.

Dr. Goodall has visited Singapore American School twice before in conjunction with the Roots & Shoots club at the school.

“I feel very lucky to have been immersed in such a serviceoriented environment for the past few years at SAS,” Cuozzo said. “When you take a look at all of the work being done by our high school's service clubs and service-oriented clubs, it is absolutely amazing to see how much our students give each day, week, semester, and year."

SAS Senior Serena Sung-Clarke agrees that service is important, adding that even one person can make a difference. “Sometimes, though, it's hard to focus on service because I get caught up in thinking about that universal problem: ‘I'm just one person - how much of a difference can I make?’ That's why I think Dr. Goodall is so inspirational - she's living proof that one person can make a huge impact,” SungClarke said.

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FOOD DETECTIVES

Having learned that SAS upgraded its menus and refurbished its high school dining areas, MediaCorp Channel 5’s Food Detectives show decided to incorporate SAS segments into a feature on children’s diets. The episode, which contrasts the SAS student dining experience before and after the changes, aired in November.

Also notable is the fact that Dan Chassagne – an eighth grade science teacher and the middle school science coordinator – was recently commissioned by Food Detectives to be their resident science expert. Food Detectives was just picked up by the National Geographic Channel, so a broader audience is bound to see Mr. Chassagne’s science expertise. Visit the following link to see highlights from a few of his shows: http://tinyurl. com/k9gzg52

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SAS CHINESE TEACHER FEATURED IN TV SHOW

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MATH COUNTS!

Pauli Haakenson, a Chinese teacher at Singapore American School, recently wrapped up filming for a local television show called It’s a Small World. The show first aired on Monday, February 2 and continued to air on consecutive Mondays on local Channel 8, which is a dedicated Mandarin Chinese channel. There are 13 episodes in season four.

Congratulations to our SAS middle school MathCounts team who earned first place at the SE Asia MathCounts Tournament held in Saigon! Our first place team members were Rohan J., Yubin O., Paul K., and Jeffery A.. Great job SAS!

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TEACHER PUBLISHED ON ALL THINGS PLC WEBSITE

Two articles crafted by Joshua Curnett, a high school English teacher and member of a professional learning community (PLC) at Singapore American School, have been published on the All Things PLC website. In the article titled, “Finding Meaning in Texts,” Curnett shares how he found ideas about collaboration and success when he wasn’t really looking for them – specifically, while reading books such as Running and Being: The Total Experience and The Boys in the Boat: An Epic True-Life Journey to the Heart of Hitler’s Berlin. Meanwhile, Curnett shares in “Channels and Eddies: Getting Students Downstream,” how shared curriculum, common goals, and student data can help teachers in a PLC determine which students need help to move confidently down the academic stream. (http://www.allthingsplc.info/blog)

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SAS STUDENT PLACES IN TOP 8 AT HACKING GENERATION Y

Kartikye Mittal, a junior at Singapore American School, placed in the top eight at Hacking Generation Y. The competition, which took place on January 24 and 25, brought 450 high school students to California’s Silicon Valley to hack together solutions to global issues in a 30-hour hackathon, according to Hacking Generation Y’s website. Mittal said students could compete in teams of up to five and there were 89 teams. However, Mittal competed on his own, making his ranking in the competition all the more impressive. “The experience taught me how to manage my time and create a minimum viable product in the shortest amount of time,” Mittal said. “I also improved my coding skills by working with high schoolers my own age.”

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NAVY REGION CENTER SINGAPORE BGCA YOUTH OF THE YEAR

SAS Sophomore Brenae McLeish was recently named the Navy Region Center Singapore Boys and Girls Clubs of America (BGCA) Youth of the Year for 2015. Established in 1947, Youth of the Year is BGCA's premier recognition program for club members, promoting service to club, community and family; academic success; strong moral character; life goals; and poise and public speaking ability. Every Navy Child and Youth Program selects a Youth of the Year, who then goes on to participate at further levels of competition. State, regional, and national winners receive scholarship prizes.

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EARLY GRADUATION

A new year leads to new beginnings, especially for Isaac Smith and Colton West. Both Singapore American School students graduated early, just before winter break, in a ceremony filled with kind words and well wishes from family, teachers, and High School Principal Darin Fahrney.

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SECOND GRADE AMBASSADORS

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A group of 26 SAS second grade students on February 3 became service-learning ambassadors, traveling by bus with Mrs. Lisa Hogan, Mr. Daniel Gach, and Mrs. Sue Barber to Seng Kang Primary School.

Student ambassadors delivered bags of donated books from all of second grade students as a part of A New Year, A New Book, A New Friend service learning initiative. Second grade ambassadors prepared digital reflections of the journey and shared with their classmates after we returned to SAS. In mid-February, our students also participated in a walking field trip during the Saint Valentine's week. Second grade service superheroes walked to a nearby market and purchased food for a Singaporean family in need. SAS provided each student with five dollar bills. Then each class developed a plan to purchase enough food for 26 families, preparing a bag of food filled with Singapore food staples. Students were active consumers, price checking, and worked collaboratively combining change in an effort to spend every cent. Students then wrote friendly letters to the beneficiary children. Second grade student ambassadors delivered the bags of food to families at Seng Kang Primary School on March 9. Our ambassadors create digital reflections of the delivery to share back to their classes.

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COUNTY FAIR T-SHIRT DESIGN WINNER

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EDUCATOR APPOINTED TO NCTE COMMITTEE

SAS High School Student Aimee Jung won the PTA County Fair 2015 t-shirt design contest. Aimee worked well with the guidelines set forth by t-shirt sponsor PayPal and incorporated the theme "Peace, Love, Community" into a colorful and Singaporeinspired logo. Aimee is the winner of an iPad 4, courtesy of Network Hub, our technology supplier. And the SAS community got an opportunity to purchase t-shirts featuring her design in the lead up to the County Fair event, which took place on February 28.

Scott Riley - a middle school reading and language arts and social studies teacher - was recently appointed to serve as a member of the Orbis Pictus Award for Outstanding Nonfiction in Children’s Literature Committee for the National Council of Teachers of English (NCTE). His three-year term will begin now and end after the 2017 Annual Convention scheduled for November 16 to 21 in St. Louis, Missouri. This committee's task is to select the recipient of the annual Orbis Pictus Award for Outstanding Nonfiction for Children and up to five honor books; to propose a session on nonfiction books for children and plan a session featuring the award winning author at NCTE's Annual Convention; and to promote the use of nonfiction children's books in the classroom. The NCTE, with 35,000 individual and institutional members worldwide, is dedicated to improving the teaching and learning of English and the language arts at all levels of education.

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SAS

IF YOU COULD IN THE WORLD, AKARI I. 2ND GRADE

FYNN C. 5TH GRADE

JUSTINE DE JESUS 10TH GRADE

“London, because I can do a lot of shopping and it’s fun.”

“Dominican Republic. I’ve always wanted to go to a place in the Carribean, try exotic food, and learn a new culture.”

"Morocco. I saw a bunch of photos from interim... because I'm an artist and into architecture, I think Morocco will inspire my work."

MOMOE KUBOTA 11TH GRADE

JOSEPH L. 1ST GRADE

WILLIAM D. 3RD GRADE

"Santorini, Greece, because I looked at pictures and it looked really nice. I want to go with my friends."

“Korea, because they have snow.”

“America, where I was born, to see my friends.”

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VOICE

TRAVEL ANYWHERE WHERE WOULD YOU GO? ALEXIS G. 4TH GRADE

SHREYA DOSHI 12TH GRADE

KAIDAN F. KINDERGARTEN

“Back to the Seychelles, because they have pretty beaches.”

"Turkey, because of the juxtaposition of two opposite cultures - Islam and Christianity - and how they coexist together in peace and harmony."

“A snowy place. I love coldness.”

ASHWIN Y. 6TH GRADE

CHRISTINE N. 8TH GRADE

RAGHAV K. 3RD GRADE

"I've never been to America."

"New Zealand, because it's really pretty."

“South America to see a friend.”

SINGAPORE AMERICAN SCHOOL

40 WOODLANDS STREET 41 SINGAPORE 738547 PHONE: (65) 6363 3403 WEB: WWW.SAS.EDU.SG QUESTIONS? EMAIL US AT COMMUNICATIONS@SAS.EDU.SG CPE Registration Number: 196400340R Registration Period: 22 June 2011 to 21 June 2017 Accredited by the Western Association of Schools and Colleges (WASC)