The Voice Vol 28

of Tanglin Trust School

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Showcasing Sustainability Learning to be Leaders Interpretations

MCI (P) 126/07/2017

Vol 28 06/2018

It’s tempting as I write this piece in May 2018, with my impending departure from my beloved Tanglin, to be sentimental and take a fond look back over the past eight years. But I am not really a sentimentalist, I am far more focussed on and excited about the future.

Education still bears many of the traits of a Victorian system and it is only in recent years that things have begun to change. So, what do we have to look forward to? Well, what happens in the classroom, is undergoing a major overhaul (and even the notion of ‘classroom’). No longer is the teacher the guru, the expert, the font of all knowledge. Today’s and tomorrow’s teachers have a far more important role. They understand the broader responsibility they have to guide students through challenges and experiences that not only interest and inspire, but also nurture the key skills necessary for the changing needs of 21st Century life. I’m not generally a fan of using contrived anagrams or alliteration to make a point, but the ‘5 Cs Essential Skills’ described by and subscribed to by a range of educational thinkers, seem to hit the mark… Character, Collaboration (and Service), Communication, Critical Thinking (and Problem Solving), and Creativity (and Innovation). School curricula and pedagogy is moving rapidly away from the Victorian model towards developing this range of skills and aptitudes – what an exciting prospect! If you don’t believe me, read on, this edition is full of excellent examples.

This is only a short introduction, so I can’t go into too much detail, but one of the other great disrupters of education just raising its head over the parapet is A.I. (Artificial Intelligence), and it’s two ugly sisters V.R. (Virtual Reality), and A.R. (Augmented Reality). If your hackles are already starting to rise at just the mention of them, then you are probably a doubter. But mark my words, they will play important roles in the nature and changing delivery of education in the future. Early signs of all three can be witnessed across all of our schools.

To see more about these exciting times, please read on.

Editor Louise Colbridge Design Fiona Ritson Contributors Students, Staff and PTA

Contents

Welcome

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Feature

Tanglin Talk

Wellbeing at Tanglin

News from our Three Schools

Alumni

Giving Back to Tanglin

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4 Spotlight

Beyond the Fear - Interview with Dr Ghazala Ahmad-Mear

Our World

Showcasing Sustainability

10 Sixth Form

Applying for University

Interpretations

18 PTA

Interview with Kate Saynor, PTA President

A Selection of Infant, Junior and Senior Writing

Junior Award Scheme for Schools

14 Showcase

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Sports & Activities

Art/ Dance/ Drama/ Music

20 Creative Writing

Junior School

Learning to be Leaders

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Senior School

Peter Derby-Crook Chief Executive Officer

Infant School

Sporting Round Up

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22 Book Reviews

The Last Word

Infant, Junior, and Senior Reviews

Camp Holiday Camps

Photography The Communications Team & other contributors ‘The Voice’ herein refers to ‘The Voice of Tanglin Trust School’ All students’ year groups referenced in this issue are accurate at time of print.

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Tanglin Talk

Open House Events

News from our Three Schools

Prospective parents are invited to join our open house events which take place throughout the year. The events are a great opportunity to talk to staff, meet students and hear more about life at Tanglin.

Gong Xi Fa Cai!

Please register at www.tts.edu.sg or call Admissions on 6770 3480 / 6770 3583.

Tanglin celebrated the Year of the Dog with a special ‘red and gold’ assembly with performances from Infant and Junior children and a visit from the Lion Dance troupe!

For our next Open House Event please check our website.

World Book Day

Infant and Junior children celebrated World Book Day dressed as a wonderful array of literary characters including lots of Gruffalos, Mad Hatters, Gangster Grannies and Boys in Dresses! To celebrate our love of reading, children took part in book-based activities throughout the day.

Infant School is Outstanding!

World Scholar’s Cup

Over 400 students from local and international schools took part in the Singapore round of the World Scholar’s Cup, known as one of the most competitive, and in every part of the competition we had students in the top five! Tanglin students won best Junior and best Senior individual debater; came second in the Junior team debate; and first in the Senior team debate. Congratulations to all who took part and shared their love of learning beyond the classroom.

Science Celebration

Once again Tanglin Infants has been awarded ‘Outstanding’ by the British Schools Overseas (BSO) inspection scheme. The BSO is voluntary and ensures that schools measure up against standards that apply to independent schools in England.

Congratulations to all our staff and children!

Senior students produced a brain cake, periodic table biscuits and other inventive creations for the Science Week ‘bake-off’ as part of the Science Fair in March. At the fair, students presented the findings of their research and investigation into Extreme Environments, took part in a quiz and a science mastermind challenge.

Meatless Monday

Every Monday, the Junior canteen is serving #meatlessmonday lunch options. The new menu has been designed by Year 6 children who formed a working party to raise the profile of the international movement to reduce meat consumption.

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Read, Connect, Create

Battle of the Bands

Congratulations to Dom’s crew, Hell’s Rhythm, System X, and The Choo Choos who were all winners at the Senior School’s annual Battle of the Bands! 14 bands competed, showcasing their wide range of musical styles.

Don’t want to rush home after school? The Infant Library has over 15,000 books and is open every day until 4.30pm. Parents, helpers and children are welcome to browse the exciting library collection or enjoy designing in the PTA-sponsored Creation Station.

Follow us! tanglintrustschool

@tanglintrust

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Feature

Wellbeing at Tanglin

by John Ridley, Director of Learning

At Tanglin, we take pride in our holistic approach to education. Our Mission Statement talks about learners who can contribute to the world ‘with confidence’ and who are ‘happy and successful’; in our Tanglin Learner Profile, being ‘Balanced’ and ‘Caring’ are considered just as valuable attributes as being ‘Knowledgeable’. In short, we want our community of learners to be ready for whatever the next stage of life’s journey has in store for them; equipped with both the knowledge and the skills not only to survive in life, but to thrive.

Whilst it is relatively easy to express that aim, it is a significant challenge for schools to identify the right combination of knowledge, skills and strategies necessary to prepare for the unknown challenges ahead. This is why the concept of ‘wellbeing’ has been particularly useful for us and why it has become a key element of our Strategic Plan. There is no universally accepted definition (or spelling!) of wellbeing but it is often associated with the word flourish, in the sense that ‘wellbeing is the ability to flourish’. This simple definition resonates very strongly with our holistic educational aims. Wellbeing is also often associated with mental health; many of the challenges facing our students, and indeed all of us, in the future will be emotional in nature rather than physical or intellectual and so the link between mental health and wellbeing is certainly clear. To combine these two ideas, Tanglin has adopted the following definition:

The Wellbeing Award for Schools In October 2017, Tanglin committed to working towards the Wellbeing Award for Schools (WAS) which is a framework developed by the National Children’s Bureau in the UK. A ‘WAS Change Team’ with representatives from across the school has been formed to look at all aspects of wellbeing at Tanglin, with the overall aim of developing a school culture where the whole community is engaged in promoting and protecting wellbeing.

This has already involved a stakeholder survey to find out current perceptions of students, staff and parents on how well the school supports emotional wellbeing. The survey results show that we already have a very positive school culture in terms of individuals’ understanding that emotional wellbeing is important and wanting to look out for the emotional wellbeing of others. However, it also shows that we have more work to do in supporting adults and young people alike in being able to talk about their own wellbeing and in feeling equipped with a range of strategies to effectively support their wellbeing.

Supporting Students There are two ‘keys’ to effectively supporting young people who are struggling emotionally: early identification of issues and good communication between supporting adults. At Tanglin, we are fortunate to have specialist nurses, counsellors and an educational psychologist available to work alongside our pastoral and learning support teams to support students. Over the past year, we have examined the referral and ongoing monitoring systems for students with pastoral concerns and vulnerable students, to ensure that any identified issues are addressed as early as possible and with clearly communicated strategies.

To help with this, our Health Centres, School Counselling and Educational Psychologist have been re-branded as ‘Co-ordinated Wellbeing Services’ (CWS) to emphasise that whilst they each have their own specialist area, all three have the same goal. On a practical level, there is overlap in the skills and expertise available in the three teams and the closer co-ordination makes it easier for one individual to take a lead role in supporting a particular student, whilst keeping others informed.

ASIST and Safetalk Training In the Senior School, it is recognised that students have many different teachers and any one of those adults may be in a position to pick up early warning signs of a serious emotional issue, including suicide ideation. With this in mind, Clare Lancaster (Educational Psychologist) and Clare Anderson-Au (Assistant Head Teacher, Care Guidance and Support) have both trained to be able to deliver the ‘ASIST’ (Applied Suicide Intervention Skills Training) course. They have begun to deliver this training to Senior School teachers, with the ultimate aim that all teachers will feel confident to approach students (or adults) who are showing signs of distress and keep them safe. Whilst this initiative began with our Senior School students in mind, suicide prevention skills are incredibly important across our whole community and beyond. The ASIST course has been offered to teachers from other schools across Singapore and to other colleagues in Tanglin, including from our business support teams. An introductory course ‘SafeTalk’ is also being rolled out to wider groups of staff, and to parents, through our ParentWise programme.

This shorter session trains participants to recognise and respond to situations where an individual might be having thoughts of suicide, helping to connect them with someone who is ASIST trained.

Wellbeing is having the mental and physical health needed to flourish and to meet life’s challenges.* It is important to note that wellbeing is not a fixed state. As individuals move through life, they will be faced with different challenges and so will need different sets of resources in order to meet those challenges and continue to flourish.

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Wellbeing in the Curriculum Whilst it is important that we are able to respond to the needs of students who are struggling with emotional wellbeing, we see it as even more important that we find ways to help all students to learn strategies and develop skills that will enable them to be resilient in the face of emotional challenges. Developing this proactive approach is a shared goal of the CWS team and our PSHCE (Personal, Social, Health and Citizenship Education) teams across the school. Drawing on available research from the field of Positive Psychology, elements have been added to the PSHCE and Lifeskills curriculum so that students experience a range of techniques from mindfulness meditation to laughter yoga.

These activities help to make students more aware of their own emotions, as well as building up a ‘toolkit’ that they can draw from in the future when they find themselves in stressful situations.

Staff Wellbeing Just as we want our students to flourish, so we want all staff at Tanglin to flourish. The school can be a very intense working environment during term time which can take a toll on both the mental and the physical health of staff members. Over the past year various initiatives have been launched to help staff maintain their own wellbeing. These have included MBSR (Mindfulness Based Stress Relief ) courses offered by the Head of School Counselling; staff yoga and Pilates sessions offered at lunchtime and after school. Alongside these initiatives, we are also seeking views from staff on how their regular tasks and interactions support or work against their wellbeing. For faculty staff, the CWS team recently completed a large-scale project where all teachers had the opportunity to contribute to anonymous focus group

discussions on ‘supports’, ‘blockers’ and ‘suggestions to improve’ their wellbeing. The results of these discussions have now been collated and presented to the school leadership teams so that issues can be addressed.

Whole Community Approach

Alumni

Giving Back to Tanglin

by Nellie Rogers, Alumni Manager

The focus on wellbeing will remain a central theme of our Strategic Plan moving forward. As our mission statement says, the ultimate aim is for Tanglin to be a community where every individual can be “happy and successful”. *Wellbeing definition adapted from the model suggested by Dodge et al: Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012).

The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235. doi:10.5502/ijw.v2i3.4

At Tanglin, we are very fortunate that our Alumni and Friends of Tanglin community feels strongly connected with our school.

Our Alumni Relations programme endeavours to strengthen these connections whilst at the same time matching our students’ needs with opportunities for Alumni to give back to Tanglin.

Last but not least our Alumni have applied enthusiastically for the opportunity to have a three to six week paid internship at Tanglin at the start of the next school year. The TTS Foundation generously increased the available funding to expand the internship programme across the whole school. This will enable our Infant and Junior School students to benefit from interns in their specialist departments (PE, Drama, IT, Art and Music). In addition, 17 interns will aim to inspire and support our Senior School students across subjects and year groups.

Facilitating transition to university is one key area where our Alumni are having a huge impact. Just before Christmas 2017, eight recent Alumni returned to Tanglin to share their university experiences with our Year 12 and 13 students in the Life @ Uni Forum. Furthermore, at the Degree Options and Career Possibilities Fair in January, five Alumni (as well as 75 current parents) shared their career journeys with students from Year 9 through to Year 13.

Smaller targeted gatherings connect visiting Alumni with specific Sixth Form students such as the Q&A lunch time talk about US Colleges by Kaushik Srinivasan (2017 cohort) and the History Q&A by Hilary Samuels (2012 cohort). Alumni who live overseas are invited to share their journey by submitting their Alumni University Perspective. These two to three page personal accounts give our students real insight into university life from the perspective of an international school student.

This year we extended our Work Experience Programme for Year 10 students from three to five days. Finding places for all 186 students from 7 to 10 May has been challenging. Our entire community has come together to make this happen, including six Alumni who offered 13 places between them.

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oneself but also your buddies is one of the biggest challenges.

Spotlight

Beyond the Fear Interview with Dr Ghazala Ahmad-Mear

In September last year, we were privileged to welcome Dr Ghazala Ahmad-Mear, mountaineer, surgeon and environmental activist, to our school, where she inspired students, teachers, parents and all members of our community with her adventurous spirit.

In January 2018, she carried the Tanglin flag through the icy ‘last degree’ to stand on the South Pole with Robert Swan. The South Pole Energy Challenge (SPEC) used only renewable energy and human effort to power the expedition. By achieving this in the Antarctic, the SPEC team’s aim is to inspire more sustainable choices in everyone’s daily lives.

Here, Ghazala tells us about her trip, and how, ‘Step-byStep’ we can all reduce our carbon footprint.

What was it like to be finally at the South Pole?

The Antarctic is an amazing place and getting to the South Pole was almost like a home coming because it’s something I’ve

“... the thing about the South Pole is that it is significant in all we are, on earth... When you think about that spot, in the vastness of Antarctica, one realises the huge impact of what we are doing and what would happen if Antarctica melted.” wanted to do for over half my life, since I met my husband Roger who was part of the ‘Footsteps of Scott’ expedition 32 years ago. That was the first unsupported walk to the South Pole and they retraced his footsteps for 900 miles. For me to be there in January was pretty emotionally overwhelming with the history of the place and with respect to Roger, and the fact it was the culmination of a dream that started so many years ago but also took two years of preparation.

The Antarctic itself is an incredibly beautiful and yet unforgiving place. When you’re there, along the plateau, there’s no sunset or sunrise – the blue/white horizon is fixed 360 degrees around you.

The monotony of sled hauling and the unchanging scenery remain constant day

after day and it fools you into thinking there’s no progress being made towards your goal, other than the changing coordinates on your GPS. Yet it’s the monotony that opens up corners of space within oneself to allow much discovery. It enabled me to place some perspective on what Roger and his team did all those years ago. Just in terms of communication, we had GPS, we had a satellite phone, I could call my family, send out images. How would it be to not have that security? I wanted to be part of the story by going back to the Pole with Robert Swan, but in a different era and with a slightly different message.

It was a hugely humbling privilege to be there, I’m still processing it all.

How long did the trek take?

89 South to 90 South – the last degree – is the last 60 nautical miles to the South Pole and usually takes about a week to 10 days.

What were the biggest challenges you faced?

On the plateau, the incessant biting, stinging and wantonly damaging wind is like no other. It searches out the smallest of gaps in your cover, it is intent on taking the warmth from within you. If you have any gaps, first of all it will hurt, it will go numb very quickly, then you will be oblivious to what happens after that. So looking after

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At 89 South you’re at the equivalent of 3,000 metres above sea level and because the world is slightly egg shaped, the effective altitude is slightly higher. The first day we had a couple of pulls (a pull is an hour of sled hauling) to get warmed up and going and then camped because we knew we couldn’t do much more. Between each pull there is a 10 minute break, in that time you sit in your sled with your back towards

the wind and eat and drink, but you can’t eat a lot. Within 10 minutes, although you’ve put extra layers on, your fingers and feet start to get cold so you know you need to move. There’s not a lot of time. In the first 20 minutes of the pull you’re working to get warm again but for me everything got warm except my toes. Despite the various boots, liners and hot pads I had worryingly cold toes the whole time sled hauling. It wasn’t the equipment, it was my circulation.

On the fifth day, 30 miles in, I began to feel really awful. Rob could not have looked after me better but we had to take measure of this – we had a long chat about the situation and what we could make of it.

To get better would take a couple of days at least and if it was a bug I would have to be quarantined. We only had four days of food left, so one realises the expedition is bigger than me. There was a flight coming in the next day going to the South Pole and we were at a position where the weather and terrain would be good for landing. I couldn’t stall the expedition, so the best thing was to take this flight, go on to the South Pole and wait for the rest of the team there. So I ended up being at the South Pole before the team. So I did five days, 30+ nautical miles and then on to the Pole.

How did you spend your time when not trekking?

When one is making and breaking camp, you have to have a routine with your camp partner and we had it down to a T. You are also melting the ice to make water, cooking, eating and keeping warm inside the tent and sleeping. You are tending to yourself, your face, hands, feet; looking for damage, mending elastics, cords that are broken.

You are working a lot of the time but it’s important to have a rest when you’re not.

Can you describe what you saw on the Antarctic plateau?

There is no native wildlife on the plateau, it is too cold, so the vista is pretty much the same, unless you have the high winds that pick up snow, or in extreme cold you get dry ice crystals in the air that give you wonderful phenomena like parhelions.

Otherworldly, other planet kind of experiences.

After such an amazing adventure, how are you settling back into daily life?

I returned to work three days after I arrived back in the UK. The first couple of weeks were something of a paradigm shift. Unlike returning from previous expeditions, I feel this time I’m less rushed, more gentle with myself and not completely immersed in my work without continuing to reflect on my experience in the Antarctic. I have written down my thoughts, that work and the journal continues, as often you don’t see it all when you’re there. What I find in life is that you can see something, it can be staring you in the face, but it isn’t until you really perceive it that it hits you. That can be the whole game-changer, I’m very careful about trying to gain everything I can from it.

What’s next for you, how are you continuing the Step-by-Step campaign?

Using renewables and the clean energy technologies in Antarctica allowed me to focus on energy dependency of our daily lives. It does take effort but we can all do something to engage in the renewable revolution, it’s about the bigger perspective rather than the short-term reward. We can all opt for, and inspire a more sustainable choice and that’s what SPEC is all about.

It’s thinking about how to engage bigger corporate users of energy to think carefully and choose sustainably.

I’m trying to continue the work that I’ve been doing through schools and clubs, in my community and in my workplace – the National Health Service. I am keen to spread the word about the success of SPEC and my involvement in this expedition and all it stands for – the thing about the South Pole is that it is significant in all we are, on earth. There I was, standing on three miles of ice, a huge amount of water – if you take just a square metre of that depth – if it melted. When you think about that spot, in the vastness of Antarctica, one realises the huge impact of what we are doing and what would happen if Antarctica melted. It is also significant because the South Pole is where all the lines of longitude and the time zones converge. That point is so representative of the significance of what we are all doing and how we are all connected by what we buy, sell and consume. This impact is already being delivered to Antarctica. She is telling us, she has symptoms of our global warming. Now is the time to act and we can all do something. That’s the message coming out of the trip.

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Our World

Showcasing Sustainability

By John Ridley, Director of Learning

What is COP21?

COP is the annual Conference of the Parties and is made up of businesses, governments, UN and public bodies to “accelerate international sustainable development and raise ambition on climate change” (www.cop21paris. org/about). COP21 was held in Paris in 2015 and negotiations resulted in the adoption of the Paris Agreement; the first legally binding and universal agreement on climate, with the aim of keeping global warming below 2 degrees Celsius.

At Tanglin, sustainability and student voice are both high on our agenda and the Beyond COP21 Symposium was an exciting opportunity for our students to engage in the key discussions surrounding climate change.

In collaboration with Target4Green, an educational consultancy which supports schools across the world in their Education for Sustainable Development, the symposium saw over 100 student delegates attend from nine schools across Singapore. The delegates, aged between 10 and 14, took part in a variety of activities that aimed to provide a platform for discussion and ultimately to devise a strategy for promoting change.

During the morning sessions, students worked together in their school groups to brainstorm ideas for action and to make pledges for positive changes. Later, students were mixed across groups from different schools to attend workshops and visit the sustainability showcase where businesses and NGOs were exhibiting.

Exhibitors from ACRES, Edible Garden City, Foodbank Singapore and the National University of Singapore, to name a few, showcased the work being done in Singapore towards a sustainable future.

This included promoting urban farming techniques, protecting Singapore’s biodiversity, reducing food waste, recycling and upcycling and making buildings more sustainable.

“I had a wonderful time and it is a great idea to educate the children on sustainability. Thank you for the opportunity.”

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difference can be magnified enormously when individual efforts are supported by larger organisations.

“Thank you for inviting us to be part of your event.

It was a good opportunity for us to meet likeminded people and share our work with them as well as to learn what everyone is doing to improve our environment. We look forward to future collaborations.” Exhibitor Workshops were led by Pete Milne, representatives from Compass Education and Tanglin’s WFUNA CAS (Creativity, Activity, Service) group from Year 12.

WFUNA is the World Federation of United Nations Associations and a number of our Year 12 students have been taking part in their ‘Mission Possible’ project which challenges young people around the world to undertake a practical project that works towards one of the Sustainability Development Goals. The Year 12s facilitated a workshop with fun activities and a serious message that gently drew attention to our privileged situation in the world and our responsibility to help others.

They also shared some of the projects that they have been working on, which include working with the school management team to reduce energy consumption, planning

activities for domestic helpers on their day off and researching the feasibility of ‘vertical farming’ on the school campus.

Inspirational speakers delivered powerful presentations that illustrated the impact of climate change and highlighted the inequality between rich and poorer countries. Pete Milne from Target4Green explained the 17 Sustainable Development Goals, agreed by the UN to “end poverty, protect the planet and ensure prosperity for all”. (www.un.org/ sustainabledevelopment/sustainabledevelopment-goals/) The speakers were excellent role models for the young audience, showing how passionate individuals can make a difference in a variety of fields and how this

It was an absolutely inspiring day. One of the early messages to the young participants was that the future of the planet is largely in their hands. These young leaders of tomorrow certainly took that on board and engaged enthusiastically with all the activities. We will certainly aim to hold similar events in the coming years – which will also give opportunities for this years’ participants to come back and share initiatives that they have introduced in their schools and communities.

“I absolutely loved the event and feel that I learned a lot of new and interesting information that I wish to share with the rest of my class.

Again, many thanks for choosing me to take part - I loved it and have shared the information with my family already.”

Jessica (Y7) Thank you to the TTS Foundation for supporting this event.

Thank you to the following groups for supporting Beyond COP21 Symposium ACRES Compass Education Earth Fest Edible Garden City En-Trak Foodbank Singapore Foodscape Collective Ground Up Initiative Lee Kong Chian Natural History Museum National University of Singapore Nature Society Our Singapore Reefs PM Haze PT Consultants Singapore Green Building Council Tanglin Trust School Operations Team Threads by Tanglin Trust School students Unilever Zureli

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Infant School

Learning to be Leaders

By Paula Craigie, Head of Infant School, and Angela Dawson, Assistant Head of Infant School

“Pupils relish the opportunity to take on a broad range of responsibilities and they make a significant contribution to school life. School council members feel empowered to make changes and other post holders, such as the ‘wellbeing warriors’, take their responsibilities seriously. They wear their different badges with pride.” Infant School Inspection Report 2018, within the British Schools Overseas (BSO) framework We are delighted by the outcome of the independent inspection of the Infant School which took place in February.

Tanglin Infant School was judged as Outstanding in all areas which is the highest grade possible. The inspectors had some wonderfully positive things to say about the school, including how much our children enjoy the opportunity to rise to the challenge of having a position with responsibility.

We have always had a wealth of leadership roles for our children but this year we wanted to enhance these. We have therefore rebranded our children’s roles and with this have added to their responsibilities and remits. Initiatives are also now supported by funding from the TTS Foundation.

From an early age our teachers take every opportunity to nurture a child’s natural

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desire to lead. In Nursery and Reception, children begin to understand what it means to take responsibility for their actions. They value being given the chance to lead the way in such areas as environment, health and wellbeing by being an ‘Eco Monitor’ or ‘Sun Monitor’. As children move into Key Stage 1 (Year 1 and 2), additional leadership activities focus on promoting school spirit and improving the quality of teaching and learning in the classroom.

To further raise the profile of our children’s voice and to provide more children with the opportunity to become a leader in Year 2 we have re-launched our leadership positions as follows: • • • • • • •

Student Council Green Team (individually known as Planet Protectors) Wellbeing Warriors (formerly Sun Monitors) eCadets Tech Leaders Playtime Captains Song Leaders

Through the Year 2 Leadership Programme we aim to: 1.

2.

3.

Empower our children to work in partnership with staff towards shared goals.

Enable creativity to flourish as the school community benefits from the wealth of experiences, ideas, skills and sense of fun that our children bring.

Provide opportunities for our children to develop leadership skills through a variety of inspiring, challenging and valued projects which impact positively on learning and teaching.

With the re-launch of our Year 2 Leadership Programme and the support of the TTS Foundation we have been able to broaden the opportunities for our young leaders to develop a wide range of skills through offsite visits, an involvement in whole school initiatives, meetings with key members of staff and even being able to share their

thoughts and ideas with Mr Derby-Crook at a special snack time meeting in the Boardroom!

In Term 1, the Wellbeing Warriors began to explore the meaning of wellbeing from a child’s perspective through the five winning ways of learning: to connect with the world around you; to take notice of the simple things which give you joy; to keep learning and embrace new opportunities; to be active doing what you can and enjoying what you do; and to be willing to give of your time, your words and your presence.

“As a Wellbeing Warrior I have learnt what wellbeing means and how to keep my mind and body healthy. As a team we were also asked by Food Services Manager Mrs. Bibbings if we could share our thoughts and ideas on introducing packed lunches into the Infant School. We even got to taste lots of different food too!” Sara (Y2)

As always, the Planet Protectors continued to promote sustainability across the school encouraging all members of the community to become more socially responsible. In a meeting with the PTA in a lead up to the Christmas Fair, the Year 2 Green Team questioned the school’s use of plastic and were very encouraged to hear of the PTA’s pledge to do all that they can to make ‘Tanglin Green Again’.

In a new and exciting trip the eCadets went to Mediacorp which was an amazing opportunity to go behind the scenes to see sets, radio recording rooms and even the Channel News Asia news room. Meanwhile the Playtime Captains visited The Yard, an acrobatics and sports facility in Jurong where the children learnt about acrobatics combined with our school’s focus on health and wellbeing.

“As a Planet Protector I help my class to think about ways in which we can look after ‘Our World’ both in and around the school. I enjoyed meeting the PTA and hearing the ways in which they are reducing the amount of plastic that we use at Tanglin.” Rida (Y2) In Term 2, students from the Infant Student Council were on hand with Junior Student Council members to help our Head Team safely transfer a ‘dipterocarp’ sapling from Tanglin’s Rainforest Nursery (supported by the TTS Foundation) to a new home by Gate D. Dipterocarps are an excellent framework species to encourage biodiversity in tropical forests, so this planting is a significant moment in the development of the Rainforest Renewal Project, a joint project between Tanglin Trust School and the Singapore Botanic Gardens.

Our Infant Tech leaders spent a morning at the Science Centre Innovation Lab, where they learnt how to construct and programme Lego robots to move, change speed and even use a sensor to detect an object. They returned to school keen to share what they had learnt with the rest of their year group.

Key Stage 1 House Day in March was another opportunity for Infant children to put their new-found leadership skills into practice. Children came together to explore ways to be ‘Principled users of technology’.

The activities were based around four important Learner Profile attributes which were: being principled, balanced, a communicator and knowledgeable. The activities were led by our responsible Year

1 and 2 eCadets and Tech Leaders. They were so proud to be teaching activities to their peers and we could really see their leadership skills shine through.

The start of Term 3 saw our Year 2 leaders out and about once more as ‘Song Leaders’, as they went to visit our friends at Chen Su Lan Children’s home where they shared a range of activity songs.

As leadership is about the art of motivating, influencing and directing people so that they work together to achieve the goals of a team, it is important for all children to experience leadership opportunities during their time in school. In addition to learning the art of building relationships and achieving tasks effectively, it also provides all children, whether they are in Nursery or Year 2, with the opportunity to further enhance their communication and interpersonal skills; attributes which all children need to develop in order to successfully contribute to the world in which they live.

So Junior School, are you ready to embrace our dynamic Year 2s? As they are certainly ready for their next leadership challenge!

“There are 16 Song Leaders in Year 2 and our job is to help other children join in with singing games at playtime. We also share our songs with others in the community and recently visited our friends at Chen Su Lan Children’s Home. We taught them songs such as ‘Jump Jim, Joe’ and ‘Leo the lion.” Ila (Y2) 15

Junior School

Junior Award Scheme for Schools

By Jessie Montague, Leader of JASS and Philanthropy, Junior School

The Junior Award Scheme for Schools (JASS Award) is a UKbased, accredited learning programme for young people. Launched this year as a replacement to the High Commissioner Award (HCA), the award is currently being offered as a Co-Curricular Activity (CCA) at Tanglin in Year 5 (Bronze) and Year 6 (Silver).

The award has built on the foundations already established by the HCA to further develop the amazing opportunities in line with an accredited award. It has also allowed the children to record their experiences and track the hours they have completed through the use of a personalised e-Portfolio. JASS gives children the opportunity to develop philanthropic awareness and throughout the scheme they complete their own fundraising, take part in charity-based work and discover more about their own interests, the world around them and how to be fit and healthy.

“JASS has taught me that philanthropy is more than just giving money.”

Magnus (Y6) From bake sales, read-a-thons, sponsored runs and many other inspired initiatives, a phenomenal amount of money was raised by the Year 6 students during their time in JASS, all of which they donated to support the inspirational work of the whole school charity ‘Caring For Cambodia’ (CFC). The CCA culminated with a very successful service trip to Cambodia where they applied the skills they had developed during the course of the CCA and got to see the results of their fundraising efforts.

Raising a staggering $21,000USD between them, this allowed the children to spend

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the weekend supporting a range of local schools, paving walkways and constructing and painting colourful noticeboards to brighten up the classrooms at Bakong Primary School.

“It’s made me realise why we are donating and how to help not only by volunteering or donations but by little actions as well.” Anaika (Y6) Their donations have also gone on to fund classroom furniture, paving, paint, water tanks and a range of other school resources. Furthermore, we have been able to provide support to the CFC ‘Career Preparation Fund’ which helps support teaching assistants, field trips, career fairs and much more across all the CFC schools. During the trip the children also immersed themselves in the Cambodian culture, learning how to cook local dishes, haggling at the market and visiting some of the iconic temples. They left Singapore as Year 6 children and returned as philanthropic champions. Thank you to the TTS Foundation who offered representative awards to all of the children who took part in this trip.

JASS students also take part in individual, local community projects, such as working with small groups of children at Genesis School for Special Education. The students learnt the Makaton language programme in their JASS sessions, which they put into practice whilst assisting with learning through games and puzzles at Genesis. The Year 5 JASS Award is focused on enabling the children to develop their understanding of the importance of providing a service, with the chance to build on the fundraising aspects if they continue on to the Silver Award in Year 6. Year 5 have been working with the charity PostPals, where they have worked hard to create personalised letters and craft projects which they will send to their pal. Year 5s will also have the chance to further develop their team building and independence when they head to their

overnight camping trip on Sentosa.

Both CCAs conclude with an awards ceremony in which the children receive their awards and reflect on their experiences, sharing anecdotes and highlights with their families. By taking part in JASS, Junior children can broaden their understanding of the wider world through a range of experiences and activities that challenge them, whilst giving back to the local and wider community.

“I learned to be more kind and caring and just reflect on how lucky we are.” Shivankh (Y6) 17

Senior School

Interpretations

By Fiona Ritson, Content Producer and Elizabeth Gould, Senior Art Teacher

What was the process for submitting artwork and performance pieces for the event?

200 pieces of artwork were submitted by students and 50 were chosen to be displayed. There were around 50 English students who performed their work, with one student compère who created a ‘summing up poem’. A whole range of year groups from Key Stage 4 and 5, plus the Senior Chamber Orchestra performed musical pieces.

What did the students gain from the experience?

The prestige of the venue, the impressive space, the acoustics and the relaxed ebb and flow of the audience meant that they were able to perform and showcase their arts talents in a very rewarding atmosphere.

On Saturday, 24 February, the Padang Atrium at the National Gallery Singapore provided a stunning backdrop to ‘Interpretations’, a collaboration between the National Gallery Singapore and Tanglin Trust School that featured artwork, music and poetry – all made, played and performed by our students. Thanks goes to the National Gallery Singapore for hosting, and for inspiring our students’ creativity.

“The National Gallery is quite a cavernous building, particularly in the area we played. This meant the sound bounced all over the place, leading to a lovely mellow sound when I was playing the trumpet. I’m extremely glad that I was given the opportunity to play in such a prestigious place. I can remember how nervous I was but after hearing the sound of my first note echoing around, I knew that it would sound excellent.” Tim (Y12)

Elizabeth Gould, a Senior School Art Teacher at Tanglin, and previous chairwoman of the Schools Group at the Association of Art Historians, UK (2007-2010), organised the event. Here she explains more about this unique collaboration between Tanglin Trust School and the National Gallery Singapore.

How did the collaboration with the National Gallery come about?

Meetings started with the National Gallery back in February 2017 – and there really was a blank canvas regarding the format of the event. I used to run events at Tate Britain so I had some experience with school and art gallery collaborations. First and foremost, we wanted to get as many students as possible involved and for them to get as much as possible out of the experience.

So we thought about a format where they could make vital connections, not just between their art and the art in the gallery but also between different subject areas, their peers and the wider community. From this starting point came the idea of an arts day that would incorporate musical performances, poetry and visual arts inspired by the works in the gallery.

To see some of the students’ work, The Keppel Arts Centre will soon be displaying 50 pieces from Interpretations for 4-6 months.

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Stand up, he says.

The fumbling of paper in my hands.

Translate, he says.

I get it wrong.

Again, he tells me.

Again, I get it wrong.

He doesn’t wait for my apology Before asking someone else, who gets it right.

He starts his talk On the importance of language He writes something in chalk on the blackboard Xué xí fēi cháng zhòng yào He asks me what it means as he strokes his chin As he often does. This time I get it right and he grins It’s the first time he’s done so today He praises me Before continuing with his talk Learning language makes us free It liberates us all Language, he goes on Allows us to communicate With anyone you stumble upon No matter the race, ethnicity, or creed To meet different people To travel the world Language makes us equal which is why I say Xué xí fēi cháng zhòng yào

“A super family day out. There was a buzz filling the atrium as the Tanglin students wowed us with their creative accomplishments. A valuable interaction between South East Asian Art and international students.”

Feedback from audience member

How did our musicians, poets and artists source their inspiration and what form did their interpretations take?

Year 9 Art students took a trip to look at the DBS South East Asian collection, as did the whole of Year 8 English (Key Stage 3).

Art students responded to specific artworks by reinventing the original through their own perspective and in relation to its history – using numbers to conceptually convey elements of the original and to represent the continuity of the country they live in. English students responded through prose to create their own narrative that reflected the artwork. Music students used the virtual app to browse the artwork and some students composed their own work in response to spaces and experiences or individual sculptures and paintings, whereas others sourced music they felt expressed the same.

Poem by Hannah (Y9)

“The piece I recreated was Chua Mia Tee National Language Class (1959). Chua was one of the founding and most prominent members of an emerging social realist art movement called the Equator Art Society (EAS)… When I first observed the painting, it had instilled a feeling of warmth and comfort in me, as if I was in that room with those eight students too. I think this warmth is reflected in the colour palette chosen as it really emphasises the cosy atmosphere I think the artist was trying to convey. In my opinion, a classroom is a place of wonder and discovery, where knowledge is shared among bright individuals who are always eager for more information and where everyone learns together despite their differences – this was the idea for the base line of my painting. I have also repeated the number ‘8’ eight times in the painting. I chose this number because it represents unity and togetherness which was a big driving force in Singapore’s history…”

Michelle (Y9)

Will a similar event be held next year?

Next year we would like to involve more faculties so the event becomes more diverse in scope, for example, History, Geography and Maths. Art is all around us and is relevant to all aspects of life, by making these connections between subjects we deepen understanding and discover new areas of interest. We would also like to open the event out to other schools in Singapore, and in the longer term to schools in South East Asia. This is the first time the National Gallery has had a collaboration with an international school so this is the first step!

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Sixth Form

Applying for University

by Zoё Williams, Head of Careers and University Guidance

At Tanglin, we have a dedicated Careers and University Guidance team who offer a bespoke counselling service to our students.

All students from Year 11 to 13 have an individually assigned advisor. Throughout the year we provide a series of workshops, enrichment lectures and presentations to students and parents encompassing the differing university application systems, programmes of study, pathways and career options.

We run dedicated advisory groups such as LNAT prep, Medical Society, Oxbridge and USA applicant workshops. We also host a multitude of University fairs every year, a 5-day work experience programme with local businesses in Singapore for all Year 10 students, a Bi-annual Careers Fair and we have interns every autumn to assist in reading essays, applications, enrichment studies and personal statements across many subject areas.

The team also attend and present at regional conferences, are members of local and international organisations dedicated to University Guidance and actively visit institutions around the world throughout the year. This keeps us up to date and creates a wide network of connections which support our students. Tanglin has a dynamic, team work approach towards supporting students, with faculty staff, parents and alumni supporting a myriad of events.

The strength of our guidance is in our community.

Here are our three top tips for parents on how to best guide their child when considering which university to apply to or which career to pursue: •

•

•

Here are some of the most important calendar dates and deadlines to be aware of: • • • • • •

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Do something you love, follow your academic passion, work on your skill set. In a recent survey in the ‘US Bureau of Labor Statistics’ only 19% of employers said they looked for a specific degree major when employing graduates. Most said they valued creativity, problem solving and critical thinking over anything else.

Ignore rankings! Do your research and draw up your own set of criteria. There are tens of thousands of courses and institutions to choose from and the number is growing every year. Students need to focus on their ‘best fit’. (This can be tricky as parents may have preconceived ideas of the standing of a university from 20-30 years ago.)

Have a very frank discussion about the cost of a university degree. This is a big investment and it needs to be a manageable one. If a student sets their heart on a university but ultimately can’t afford it they can be very dejected before exam season. One way to experience the dream university is with a student exchange programme or save the money for a post graduate degree. What else do you want to get out of your degree? E.g. Discuss study abroad programmes, internships etc.

UK - Oxbridge and Medical applications in the UK are due by 15 October each year.

UK - UCAS deadline for UK and EU students is 15 January.

USA and Canada - Scholarship application deadlines in North America are typically due by 1 December.

USA - Early Action and Early Decision dates vary but 1 November is a popular deadline.

USA - University of California deadlines are 30 November Be sure to check test dates for SAT & ACT, LNAT, UKCAT, BMAT & Oxbridge Admissions tests.

How students can stand out in their application There is no magic formula for a successful application. Academic achievement and meeting entry requirements is always fundamental, however, it is important to have a well-rounded application. This can be achieved by taking a variety of extracurricular activities, ‘super-curricular’ activities or by demonstrating continued interest in one or two activities over a few years. There are many free online courses available now (often referred to as MOOCs – Massive Open Online Courses), which are delivered by universities around the world and this is a great starting place for students to explore and develop their knowledge outside of the classroom. Involvement with initiatives in your local community, outside of school, is thought of highly, as are work experience and internships. All TTS students have a week of work experience in Year 10 and our Sixth Form students often secure internships in school holidays.

“Excellence in extra-curricular activities that aren’t subject relevant will never compensate for lower academic potential. A student’s participation (or not) in specific extra-curricular activities that aren’t relevant to the course applied for won’t be taken into consideration and won’t affect their chances of being made an offer of a place at Cambridge.

“We expect applicants to be taking an active interest in the subject they’re applying for and look for evidence in their application of their motivation to learn about that subject area in their own time (their supercurricular activities). Students should also be encouraged to read broadly and critically beyond the range expected for their current courses and should have an awareness and understanding of subject-related issues (relevant to their current and university courses) visible in the wider world.” Cambridge University*

“Highly selective universities, like Notre Dame, are looking for the allrounder student, one who has not only excelled academically but who has made meaningful contributions to their student community and their larger community through their activities. When students demonstrate clear commitment, leadership, and/or initiative in their activities, it makes their application that much stronger. Universities also want to know about significant family responsibilities, part-time jobs, community service, and/or research or internships outside of school.”

Mary de Villiers, Associate Director, University of Notre Dame

*https://www.undergraduate.study.cam. ac.uk/files/publications/parents_guide.pdf

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Fairy Tale Trouble Year 1, March 2018

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

ISTA Theatre Arts Festival Junior School, March 2018

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Bard Brain

Year 6, February 2018

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

FOBISIA Primary Music Festival Junior School, March 2018

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Botanical Beats

Senior School, March 2018

Showcase:

ART/ DANCE/ DRAMA/ MUSIC

mAd mArch Drawing Prize Senior School, March 2018

with a guest performance by the Junior Chamber Choir

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Sports & Activities

Boys Tanglin Titans Gymnastics Team (levels 3 – 6), UWC EAST Singapore, March 2018 by Matthew (Y13)

Sporting Round Up

The boys all competed at a very high standard with the level 5 team coming in first place. Memorable moments on the first day include the boys gathering around to cheer on both Jamie (Y5), as the last person to compete, and Matthew (Y13), during his final routine for the school gymnastics team.

by Junior and Senior Staff and Students

SEA Netball Games, Tanglin Trust School, March 2018 by Emma Watson, Coach / PE Specialist

SEASAC Season 2 2018 Model United Nations (MUN), Stamford American International School, Singapore, March 2018 by Carla (Y12)

It has been an excellent season for our four Senior Netball teams both at the SEA Netball Games and within the ACSIS leagues and it is looking to be one of our most successful years yet. Within weeks of the netball season starting, we met the SEA Netball Games with aplomb. With teams from five countries attending, competition was going to be tough.

The U16B team played excellently to go through to the cup competition and despite playing through illness and absence, went on to win the Plate.

The U16A team played well throughout the tournament, competing against a wide range of teams and remaining unbeaten to go through to the finals against other unbeaten rivals, Australian International School (AIS). The team played with clear and strong movements, excellent shooting and finished the game with a competent and fantastic win, as overall U16 Champions.

The U19A Lions also had a strong start, winning their first five games. This encouraged them to sustain this winning streak and to make it to the finals. The semi-finals against UWC Dover led them to play AIS in the Cup Championships. It was a close final between two undefeated teams due to the short eight-minute halves. At half time the Lions were down by one goal, but with strong play from the defense and midcourt, we were able to turn the ball over and get two goals in front. The Lions played with both resilience and grit, which resulted in a final win to become the U19, undefeated Cup Champions of 2018. Both the U16A and U19A teams have gone on to win the Marlborough Straits Netball Tournament more recently, and are at the time of submission, unbeaten this year.

It is the most successful year for U16 and U19 Netball to date.

“It was our first time really playing as a team, we were not really used to playing together, however at the end of weekend we were playing better than I could have hoped. We were able to compete for the same U16 cup as our U16A. The teams we played for the cup were definitely challenging, however I think the SEA Games has given us a great practice and skills to bring to the ACSIS season.” Ellen from U16B and Mackenzie from U19A

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14U Hong Kong Tour, February 2018 by Dave Radcliffe, Head of Senior PE Our first 14U Football & Netball trip was a tremendous success with 61 students from Years 7 to 9 enjoying four action packed days of sport and sightseeing in Hong Kong. The weather in February was kind and during the day we were able to take in some of the best sights that Hong Kong has to offer, before travelling to different venues to meet a range of opponents drawn from other international schools, clubs and academies. Our students performed with great credit, with netball and girls football going undefeated throughout, including tournament wins for both netball teams on the Saturday. Our footballers faired just as well and only came up short on the final day against a very talented Asia Pacific Soccer School select team.

Our students thoroughly enjoyed the chance to visit new places, new schools, play against different teams and the change in temperature was certainly ‘refreshing’. It was particularly exciting for many students who were travelling overseas to represent the school in sport for the very first time.

We look forward to a sports tour being a regular feature on our 14U sporting calendar, in what are traditionally the school’s most popular sports, and I’m sure it won’t be too long until we take another large group of students back to Hong Kong.

SEASAC MUN was an amazing few days for the Tanglin delegation of 24 Senior School students from Years 9 to 13. The TTS students represented China and Kazakhstan and performed exceptionally well, with several students praised for their diplomacy throughout the conference and others receiving ‘best delegate’ awards.

Although the Tanglin students were split between eight different committees, we were all brought together by the experiences that each of us had in our respective committees’ debate. The most rewarding part of the conference was being able to see our entire team support each other, by giving each other advice or applauding when a Tanglin student was awarded a certificate in the closing assembly. Overall, it was a very memorable weekend and I am sure we are all looking forward to next year’s SEASAC as well as other upcoming conferences.

“We are immensely proud of the performance and contributions from the three Sixth Form students who served as committee chairs and deputy chairs and the 21 delegates to the conference. For Year 13 students, many of whom have spent a significant amount of time involved with MUN over the years, this was their last conference, so rather poignant.” Amanda Harvey, Careers and University Guidance Counsellor, on behalf of TTS MUN Directors

“In SEASAC Gymnastics, our male gymnasts took away 4 individual medals, including 1 champion, and 3 team medals, with 2 team champions.

The female gymnasts took away 3 individual medals, including 1 champion, and 1 team champion medal. Well done to our gymnasts for their outstanding achievements.” Dean Scott, Coach & Head of Junior Sport

Girls Tanglin Titans Gymnastics Team (levels 3 – 6), UWC EAST Singapore, March 2018 by Marly (Y9) The Tanglin Titan girls did phenomenally. The girls at level 5 and 6 looked confident and received well deserved high scores.

Those at level 7 and 8 executed high level tumbles and nailed their beam routines. Danielle (Y7), level 8, finished all round champion and gold medals went to Danielle and Keira (Y8). Level 7’s India (Y9) and Aaliyah (Y7) came in the top 7 despite tough competition against over 22 athletes. In level 6 Phoebe (Y7) finished in the top 6 and in level 5 Emma (Y6) finished in the top 4. Tanglin is at the top of the gymnastics competition thanks to the hard work that the girls put in week after week.

15 & Over Swimming, Bangkok Patana School, March 2018 by Emma (Y12)

7th. There were also 55 new personal bests set, and four medals, no doubt a result of the effort that has been put into training.

Having been on the team for six years, I can easily say that this SEASAC was the best I’ve been to, a result of both the strong team spirit and the number of new personal bests being made.

The racing itself was also phenomenal.

Despite having one of the youngest teams, the girls managed to place 5th overall (out of 12 schools) and the boys

The meet finished with the Hawaiian themed gala dinner, where the entire team showed up wearing their grass skirts and flower leis. It was a great opportunity to mingle with other schools, and the night even involved a race between the coaches and some of the older boys (won clearly by the coaches!). Overall, it was an amazing

weekend which brought the team even closer, and we’re all looking forward to the next meet. On top of the successful season, a huge congratulations to our SEASAC MVP’s Alaap and Orla!

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Girls Tennis (Division 2), Bangkok Harrow International School, February 2018 by Sharan (Y11) After winning silver in Myanmar last year, ‘The Magnificient Seven’ went into the SEASAC tournament with high morale and confidence.

The team played their hearts out on the first day, winning all 10 matches, sending a strong message to our opponents. By the end of the second day, we kept the pressure on and won nine of the 10 matches and secured our place in the finals against Harrow School.

U19 Girls Basketball Division 1, NIST, Bangkok, February 2018 by Taylor (Y13) Captain and Loulya (Y12) Vice Captain The tournament had a challenging start, as we faced the three best teams in the competition on day one. We battled hard and narrowly lost by a basket or two to both Patana and UWC East. After a frustrating day we picked ourselves up to go on to win our last two pool games against Canadian International School Hong Kong (CDNIS) and Ruamrudee International School (RIS), securing our place in the semis against UWC Dover.

We fought hard but ended up in the 3rd-4th play off. That night the team attended the gala dinner which was truly inspirational as we were lucky enough to see retired NBA player, Ike Nwankbe, speak about his journey. The next day we were up against UWC East. Each and every girl on the team played brilliantly and gave it their absolute all. We couldn’t have asked for anything more and in a nail bitingly close game we won! It was truly an amazing weekend of basketball both to watch and play. We are so proud of all of the girls on the team and are honoured to have been able to captain them this year. Good luck to all the leavers, you will be missed and we wish you the best of luck wherever you may end up.

“A wonderful tournament with a fantastic team both on and off the court. Everyone was incredibly supportive of one another, they worked hard, kept their heads and ultimately beat UWC East to win bronze medals.” Emma Watson, Coach / PE Specialist

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Although we were unable to win the gold medal, the friendships forged and memories made will always stay with us. Our tenacity and resolve to aim for gold next year has become even stronger. The TTS Girls Tennis team will definitely return next year stronger, and will hopefully win gold. Thank you to the TTS Foundation for supporting this trip.

“Silver again for the girls Tennis team at SEASAC, which is another fantastic achievement. One day, we will hopefully come back with gold and each year our team performs better and better – at the end of day one we were unbeaten winning all 10 matches, at the end of day two we had won nine out of 10 matches and made the final!

Congratulations also go to Ananyna in Year 9 who won an MVP award for being the unbeaten third singles seed and winning all her matches!”

Mhairi Aluthge-Donna, Coach

Rugby, Kuala Lumpur, February 2018 by Dan (Y13)

Touch, Kuala Lumpur, February 2018 by Maddy (Y13)

The first match of the weekend against Alice Smith School was a hard-fought match resulting in a 14-12 victory to TTS and was followed by a 39-0 victory over BPS a few hours later. The final match of the day was a Singapore derby, where UWC Dover took on TTS in a close battle which UWC won 10-7.

SEASAC always promises a weekend of excitement, challenge and immense teamwork, and this year’s three days of Touch Rugby at Alice Smith School in Kuala Lumpur were no different. The Tanglin girls started off with a win against Canadian International School Hong Kong, before drawing against UWC East and ending the day with another win. Day 2 was set to be a tough one, with three pool games to get through before the first round of knockout stages under the baking KL sun. We met UWC East again in the semis, in one of the most intense games of any of our Touch careers as we fought for a spot in the finals. We unfortunately missed out but the next morning saw the Tanglin girls beat Mont’Kiara International School (MKIS) and earn 3rd place. A big thanks to each member of the SEASAC team for their commitment and effort this season. Of course, thank you as well to Ms Paterson for the leadership, support and enduring belief. Tanglin Touch is very hard to say goodbye to for the leavers each year, and SEASAC 2018 truly reinforced that.

The second day saw a comfortable 33-0 victory over NIST International School, however this was then followed by a 26-21 defeat by UWC East resulting in Tanglin finishing the group stage round robin in 3rd place. With UWC Dover going undefeated throughout the weekend thus far, TTS were drawn against UWC East for a second game merely three hours after their final group stage game against them earlier on in the day. After a solid display from the TTS boys, Tanglin walked away with a 15-5 victory which saw them progress to the final against UWC Dover.

With the final being the last game of the weekend, the audience was much bigger and there was a buzz in the air. With people lining the touchlines, Tanglin kicked off. An early mistake from UWC Dover saw TTS go over for the first try, but UWC wasted no time in equalizing with a try of their own. On the stroke of half time, an excellent chase down and a try saving tackle saw TTS turn over the ball and go 75m to score a try against the run of play, bringing the score to 12-5. The second half saw a very dominant performance from TTS who scored three more tries whilst UWC retaliated with one of their own, bringing the final score to 35-10.

TTS have managed to retain the SEASAC title for a record fourth year, and wish next year’s SEASAC squad the best of luck in their endeavours to, once again, carry on this four-year legacy.

Badminton, Tanglin Trust School, March 2018 by Dave Radcliffe, Head of Senior PE and Sport

U19 Boys Tennis, UWC Dover, February 2018 by Hoe Kwan (Y13) As a whole, the team played well throughout the three days. Our two best matches as a team were against NIST and British School Jakarta (BSJ); we beat BSJ 3-2 and lost 2-3 to NIST. Being able to win two matches from the team that placed 3rd was outstanding. This showed true mental strength from all of us. For the future, the team should take this experience and learn from it. Knowing their opponents for the following year, they will need to develop on their strengths and weaknesses which were outlined during this tournament.

“A young team with some noticeable performances from boys across Years 8 to 10. Special mention should go to Captain Irvin for his excellent performances once again as number 1 singles seed and Aaron and Marcel for their success in their doubles tournament.”

James Robinson, Coach / PE Specialist

Tanglin was delighted to host SEASAC Division 2 Badminton in Season 3 and our teams performed with great credit.

After achieving third place last year, the progress of girls badminton was in evidence once again as our girls team went one better and finished in 2nd place. This fast improving team won all their games en route to the final where they eventually lost out to a strong UWC East. It was Yuxin Tang’s final year and her leadership of girls badminton will be missed next year.

It was a year of transition for our boys team in many ways as five of our eight players were playing SEASAC badminton for the first time. The team did, however, rise to the occasion and made the semi-finals where we just missed out narrowly to Garden International School. After playing Alice Smith School for bronze, a 4th place finish was a fair reward for this young team. The boys also won the Sportsmanship Award after being nominated by other schools and the tournament as a whole was played in a wonderful spirit.

“SEASAC is always the tournament in the school calendar that the students want to finish in the final. This was the toughest year that the girls have played in. Any one of the top three schools could have won. The girls worked hard during the tournament putting in some strong performances on each day. The crucial game was the semi-final against UWC East, I couldn’t have asked anymore of the squad, they played their absolute hearts out for the entire game and then in drop offs. Unfortunately, the game didn’t finish our way but TTS finished a proud 3rd overall. A big thank you to Izzy and Gabby, who have been Captain and Vice Captain this year, you have done a great job. This year we lose six players from our 1st squad, we wish them all the best at university. We will miss you!” Vicky Paterson, Coach / PE Specialist

Softball, Bangkok Patana School, March 2018 by Mark Scoular, Coach / PE Specialist The U19 Softball boys team is well established and we were initially looking for a good placing but as the tournament went on and results went against us, the team had to re-evaluate their goals and their resilience and perseverance were put to the test. Despite playing well, the boys struggled to convert their batting into runs and the opposition often raised their game at key times to leave our team winless. The most important game of the weekend came on the Sunday morning in our relegation battle against the International School of Yangon (ISY), the team took an early lead but a determined performance by the younger ISY team meant that we lost. We look forward to a year of rebuilding and with younger players coming through I believe that we have a very real chance of victory in Division 2 next year and a promotion back to the big leagues in 2020!

Thank you to the TTS Foundation for providing representative awards for the Hong Kong Tour and Bangkok trips (swimming, girls basketball, girls tennis and boys softball)

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PTA

Interview with Kate Saynor PTA President

How many years have you been a Tanglin parent and how long have you been volunteering with the PTA? I have been a Tanglin parent for nine years and a class mum for eight of these. I have been volunteering with the PTA for three years.

This is your last term as PTA President, tell us what have you enjoyed most about your role? What are you most proud of?

Through my role as President, I’ve been lucky enough to meet some inspirational people including Sir John Jones and Jamie Amelio.

I have also been able to support various philanthropic and entrepreneurial endeavours through PTA events, including JASS and Junior School enterprise initiatives. We have been able to support the greater Tanglin community too, particularly Tanglin mums, with their start up ventures.

I am hugely proud of the Future Learning Space and the Design and Technology Studio. I strongly advocated for the latter in my first term on the PTA and was delighted when it was approved by the committee.

Tell us about some highlights of your term as President Over the last two years, the PTA introduced various sustainability initiatives to support the work being carried out by the school.

We were incredibly proud to support the Infant School with the opening of the music shed and outdoor kitchen in the Early Year Foundation Stage playground. It has been a pleasure to watch Nursery and Reception children enjoying this space!

We have successfully reduced our plastic consumption and are so grateful to the community who have supported us at the Fairs and other PTA events by not using plastic.

The Infant Climbing Wall has been another highlight and perhaps a personal one for me as my son George, encouraged by the PTA involvement, took up climbing and with David Fourie’s watchful and enthusiastic support recently took part in his first climbing competition.

And I have to mention that there is something quite special about standing on stage with the High Commissioner and 14 members of the Gurkha regiment! A very special moment for me!

What have been the challenges?

Like any working mum, getting the balance right between family and my commitment to the PTA has been an ongoing work in progress! What is particularly challenging, as volunteers there are no set hours, but there are big expectations!

Moving from our old PTA office to our new space was a particularly big challenge. I thought I had a lot of “stuff” at home but our move to the Nixon Building revealed that the PTA definitely like to hoard!

As we are self-funded we are conscious of not wasting anything and this had resulted in everything from bunting to banners and lights to labels being kept with the hope of recycling for future use.

57 boxes in all, which we had to find homes for in our new office!

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Why is the PTA so important at Tanglin?

Moving to Singapore can be a daunting experience and even joining a new school can throw up challenges and anxieties that can arise from being in a new environment.

The PTA is there to welcome all our Tanglin families and help them feel part of the Tanglin community.

All of the PTA Committee members, with 12 different nationalities between us, have experienced the emotions of being a new mum, a travelling spouse and a working parent, so we really know first hand how to offer support.

We are also a great sounding board through Parent Voice, which is a really valuable link between parents, teachers and the Senior Management Team, for sharing ideas and giving feedback. I am convinced that this open and transparent process makes all of us really trust and value everyone in our community.

And finally, the children, who are the primary reason most of us volunteer. The discos that are magical (and noisy!), and at the community fairs, the joy in the children is palpable. The joy of witnessing an Infant child being served curry by their favourite teacher, or the Head of Juniors painting your nails builds memories and in turn, communities...

Peter Derby-Crook has always said that the PTA is the glue that holds the school together, which I think is a fair expression of our role.

Tanglin provided me with the most amazing surrogate family.

When I am in the run up to big events the support of these amazing ladies (and occasionally husbands who share a beer with mine!) really has made being PTA President possible. Between them they scooped up my tribe for tennis, birthday parties and the occasional doctor’s appointment! For that, and so much more, I am incredibly grateful.

And how do I repay them? Usually by making them volunteer to decorate trees at Christmas or bake cakes for Summer Fair... It’s the only way they get to see me!

My husband and children have also become an extension of the PTA with my son and husband regularly found coming through Changi with everything from viking costumes to 500 bouncy balls... I think the Japanese water yo-yo that had to be ordered in Japanese whilst my husband was in Tokyo probably tested our marriage!

To consider how I maintain my wellness is interesting as I really think that’s the one element that I haven’t manage to balance well. My competitive nature is “served” well with being part of an LTS tennis team whilst yoga and Pilates give me time to relax and focus on nothing for an hour. My favourite wellness moment is still bathing and reading to my three year old before bedtime. There’s something calming and a sense the world is a good place after this.

What are your plans post-Presidency?

Well if the new CEO doesn’t work out...!

Kate, you have four children at school, what is your secret to managing such a busy lifestyle and your wellbeing?

I have the most amazing friends and family who continue to support me throughout all aspects of my life. From day one,

I will be taking a much anticipated trip to Tokyo and LA before considering university choices with my son which will probably also mean lots of trips to the UK.

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Can you write your own story based on the 3 Billy Goats Gruff?

Once upon a time there were three bunnies. There were no carrots left in their field so the small bunny decided to cross the bridge but a cunning fox lived under the bridge. The small bunny went on the bridge.

“Who’s that hopping on my bridge?” growled the fox. “It’s me, small bunny.” “I’m going to eat you!” said the fox. “Don’t eat me, wait for my brother he’s much bigger than me.” said the bunny. “Ok be off with you” said the fox.

Next the medium bunny went over the bridge. “Who’s that hopping on my bridge?” growled the fox. “It’s me, medium sized bunny.” “I’m going to eat you up!” said the fox. “You don’t want to eat me, wait for big bunny he is much bigger than me.” said the bunny. “Ok then.” said the fox.

Then big bunny went over the bridge. “Who’s that hopping on my bridge?” growled the fox. “It’s me, big bunny.” “I’m going to eat you!” said the fox. Big bunny gave a scared face but he said “Let’s have a fight!” and big bunny won and he went across the bridge and that was the end of the fox and the end of the story.

Isla (Y1)

Once upon a time there were three clever footballers. They wanted to score a goal but they had to get across the bridge and there was a skilful goalkeeper in the way. The first clever footballer went over the bridge. “Who’s that trying to score a goal?” said the goalkeeper. “It’s me, little footballer.” said the smallest footballer. “I’m going to save your goal!” said the goalkeeper. “Don’t save my goal, save my brother’s goal. He is much better than me!” said the little footballer and then passed the ball to his brother.

Then the brother tried to score a goal. “I’m going to save your goal” said the goalkeeper. “Don’t save my goal. Wait for my biggest brother.” said the footballer. He passed the ball to the biggest footballer.

“I am going to save your goal!” said the goalkeeper. “No you’re not!” replied the biggest footballer and he skilled him so badly he was so dizzy. The goalkeeper tripped over into the river and the big footballer scored a goal! The footballers played a game of football and lived happily ever after.

Zachary (Y1)

Continuing, Gray let out a howl that pierced the night’s ear, gathering a tough group of wolves.

Most of these creatures had the same iron fur coat as their leader.

Squeak, squeak, squeak, squeak!

Amber’s rusty bike slid across the damp board-walk, which was encrusted in a soft carpet of lush vegetation. Creaking behind her, Luke, her long lost cousin, overtook the small girl. Mossy vines cascaded from the canopy overhead, creating a boundary between them. Over grown plants adorned the towering trees, standing like monuments.

A khaki green shield overlapped the intricate branches high above.

Suddenly, Amber’s bike halted to a stop. Something was wrong. She started to whimper as she laid her bike onto the dense undergrowth, near the trees constricted with ivy. She pointed upwards, and she was suddenly aware of heavy breathing. A shadow revealed itself through the translucent veil of wildlife. Soon, fractures of sunlight burst through the trees, turning the shadow into mist. What was it?

Without warning, a sharp shriek and a flap of wings was heard.

“Run!!” Amber screamed, “And don’t stop!”

Isobel (Y4)

A bird chirped his song in a tree nearby; Gray had seen his chance. He pounced, his hind legs bulging with effort, the wind howling past his sleek metallic armour. To Feo, he looked like a miniature rocket taking to the sky. She stared in awe at the wolf’s skills, as if he had done this over and over. Gray landed straight on his target and then sprung off the tree, turning midway to the ground.

He tossed the fresh meat over to the others and everyone sat back to let him have his fill.

Instead, he nodded his head and the pack bent down to take a portion of the meat, making sure to leave Gray the most.

Anou (Y5)

From the shadows emerged Grey, prowling across the grass. Trees loomed over his agile body, moonlight igniting the burning coals of his eyes; staring through them would give you a glimpse of your worst nightmare.

Background artworks by Eva and Julius

Creative Writing

Gray would probably be the next alpha; his sharp eyes could see through time and his acute sense of hearing heard the next drop of rain landing. As he padded through the snow, his muscular hunter’s build silent, he reached the area of trees where Feo pondered silently.

Gray bowed his head, and when Feo reached out her hand, he hesitated before licking it. As Feo’s face morphed into a smile, he continued happily.

Clouds casted wreath like shadows as the rain plummeted upon the two of them. The wolf stalked towards Feo; his coarse ash fur soaking up the water droplets. They were all alone in the deserted woods. Feo froze her limbs in place - the girl wouldn’t dare go any closer, lest she wanted another earlobe off.

“Stay calm Feo, stay calm Lapushka,”a mantra Feo repeated to herself and Grey. He crept closer on his velvety paws. The girl steadily released her fingers out. Gently, Grey nuzzled his snout into her ear, a sign of respect. He would never lose eye contact with her.

“Go on Lapushka, get your food.” Feo murmured.

He replied with guttural vibration from his throat, snuggling towards her lap. “I guess you’ve had…”

Without warning, Grey rapidly swivelled around erect ears, hackles on end.

“What’s wrong Lapushka?” she questioned.

Their faces turned pale, expressionless like a blank sheet of paper; it was Rakor.

Zyra (Y5)

Macbeth The moor was eerily quiet after the roar of war. No swords scraped against shields. No hooves thundered against the cold earth. There was only the hair-raising whistling of wind. Mist and fog choked the bleak landscape while deathly grey clouds smothered the sun. A seemingly impenetrable blanket of haze cloaked the barren hills and made the few leafless trees look as if they were smoking.

Without warning, a horse exploded from the fog. It was stygian black and had the broadest of backs but it’s rider was much more to behold. His hair was as dark as the horse’s and his eyes were like black pools of lava. Macbeth’s clothes were stained with the blood of his enemies and he had the face of a war hardened soldier. His coal black eyes drank in his surroundings and then fixed on the road in front of him. Shortly afterwards,

another horse leapt through the fog. It was Banquo, Macbeth’s companion. He shuddered slightly, though from cold or fear it was hard to tell. Banquo opened his mouth to speak but then snapped it shut again. Macbeth stared at his friend with a quizzical look but then stopped as he realised what he was staring at.

Crawling from the fog was an indescribable black shape. As it drifted closer, the two realised that it was not one but three figures, robbed in darkness. When they reached Macbeth and Banquo, the fog billowed around all of them almost creating a barrier.

“Witches!” Banquo barely whispered. Macbeth tilted his head in silent agreement, his gaze cold with fear.

Georgia (Y6)

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Book Reviews

Book Reviews

INFANT/ JUNIOR/ SENIOR

INFANT/ JUNIOR/ SENIOR

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New Picture Books In the Infant Library

3

Little Melba and Her Big Trombone

by Katheryn Russell-Brown 1. Dojo Daycare

by Chris Tougas 2. The Good for Nothing Button

by Charise Mericle Harper 3. The Subway

by Shana Corey 4. The Legend of Rock, Scissors, Paper by Drew Daywalt 5. The Sandwich Swap

by Queen Rania, consort of Abdullah II, King of Jordan

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5

Library Books For Juniors

1. Guiness World Records 2018 2. Smile

by Raina Telgemeier 3. Mighty Jack

by Ben Hatke 4. Color by Alex Campbell and Hilary Sycamore 5. The Explorer

by Katherine Rundell

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Little Melba dreamed of music for many years. She loved music. At her school, she signed up for music class because she loved music. Then she saw the giant trombone and her mom couldn’t say no to her. She practised very hard and became famous for her music. Some people didn’t respect people with brown skin but Melba kept on playing the trombone and people loved her music. I think we can learn from Melba because she never gave up. Abby (Y2)

Wave Me Goodbye

by Jacqueline Wilson One day in September 1939, Shirley was told that she is to go on a “little holiday”.

However, the holiday is to the countryside without any of her family members. There, Shirley and two boys were the last ones to be picked and was reluctantly taken in by the unwilling and reclusive Mrs Waverly.

Will Shirley ever see her family again? Will she make any friends there? This is a story about discovery and friendship, it gives you a glimpse of the lives of thousands of children who were evacuated from London to the countryside during World War II. Liza (Y6)

New Junior Fiction Books In the Infant Library

1. Beatrice Zinker, Upside Down Thinker by Shelley Johannes 2. Superhero School: Thunderbolt’s Day of Doom

by Alan MacDonald 3. The Dragonsitter’s Castle

by Josh Lacey

Star Wars the Legendary Yoda

by Catherine Saunders I think all the Star Wars books are great.

My favourite part of this book is when Yoda becomes a Jedi. I like it because there are lots of battles. We can learn a lot from the characters because they are heroes.

I recommend this book because its an exciting book. Some parts are even a little bit funny. I think it has some very exciting parts that everybody will like. If you get a chance you should read this book. Vir (Y2)

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5

Books For Seniors

1. The Boy in the Dress

by David Walliams 2. Auggie and Me: Three Wonder Stories by RJ Palacio 3. Iris and the Tiger

by Leanne Hall 4. Murder on the Orient Express

by Agatha Christie 5. The Book Thief

by Markus Zusak

Boy at the Top of the Mountain

Lord of the Flies

by John Boyne

by William Golding

After the death of his parents, young Pierrot receives news that his aunt whom he has never met is out in Austria. Moving there, far from Paris, he adapts to the German culture. His aunt works in a house as a maid, for a master known as the Furher. We watch just how his normal life in Paris becomes so much more in Austria. Personally I found this to be John Boyne’s best book, better than Boy in the Striped Pyjamas. But I really enjoyed this book as it made me feel sorry for Pierrot as he faces his struggles alone. I would definitely recommend this book and I think that anybody over the age of 10 could really enjoy this book. From my personal experience, I really found this book one to remember and always wanted to know would happen next. As a conclusion I would highly recommend reading this thrilling book, with the sorrowful characters that I really enjoyed. Why don’t you try it out? Zachary (Y8)

When I decided to read this book, I thought it was going to be a tough book to read that would take a long time to finish, though it was completely the opposite. I would recommend this book to year 9s and above as some of the themes may be a bit mature for younger audiences. It was a mixture of comedy, action and even a thriller at times. It has many surprising plot twists near the end of the book, so it became more exciting as I progressed through. When I started it, I found it very hard to put down. So overall, I found this book a very enjoyable read and I would recommend it to all mature audiences.

Cian (Y9)

The Curious Incident of the Dog in the Night-Time

by Mark Haddon

Nevermoor: the trials of Morrigan Crow

by Jessica Townsend Morrigan Crow is destined to die on her eleventh birthday – on a day called Eventide. She is cursed. One day, she gets an invitation to the elusive Wundrous Society. This could change her destiny but she will need to pass many challenging trials. Everyone has a talent, but does Morrigan? This book makes you feel like you are on a rollercoaster of adventures!

Some bits are absolutely exhilarating. You will definitely get hooked to the story! I highly recommend it to those who love magic and Harry Potter. I can’t wait for the next book to come out! Dishan (Y6)

The Curious Incident of the Dog in the Night-Time is a great book. I’m really enjoying it so far and I really want to read more. My friends recommended this book, and I am going to see it in the theatre so I wanted to read it before I go! It is written from the view of an autistic child and I feel it is quite a complicated book and I have never read something like this before, and I’m happy that I am reading it now. I feel like teenagers around my age or older would love this book. It might be a little too confusing and mature for younger audiences, it has quite a lot of swear words, but it’s a great book so far and I really would recommend it. I’m not really a reader, but this book makes me want to read more. This book is based on detective mystery. Overall, I feel it is a great book and I totally recommend it. Connie (Y9)

Matched

by Ally Condie The book I have read is Matched. It is about this girl who is supposed to be matched on her 17th birthday, but there is a fault in the system and she then has to find her true match (love). It’s a story about love in a controlled society. I totally would recommend this book to anyone who likes a mixture of romance and science fiction.

I would say the recommended age would be about 12+, but you could read it if you are younger. It’s a really good book as long as you like reading series. The next book is Crossed and I am really excited to read it. Overall, it a great book and you should definitely give it a try. Isha (Y9)

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The Last Word

Delivered and designed by Tanglin teachers, Tanglin Holiday Programmes are fun-filled, actionpacked camps that will engage your child in a wide range of activities including team work and collaboration, creativity and craft, cooking, sports, yoga and mindfulness and technology.

Camps are available during school holidays.

Register now for our summer camps.

Door to door bus service

World class facilities

Run by Tanglin teachers

Sibling discount

email holidayprogramme@tts.edu.sg or visit www.tts.edu.sg/holiday-programme to find out more.

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