The Voice 32

of Tanglin Trust School Vol 32 / 2019

Dance is back at Tanglin Senior Students take the lead

1

MCI (P) 094/07/2019

SOMETHING’S HATCHING...

Children from Nursery to Year 6 will have baskets of fun participating in a sp’egg’tacular variety of egg-citing activities and making cracking friendships. Egg-spect them to have a hopping time!

Camp 2: 30 March-3 April 2020 Camp 3: 6 April-9 April 2020 9.00am – 3.00pm Infant & Junior Camps Full Day Half Day option for Infants.

Early Bird Special and Bus Service Available.

2 Register Via CHQ

Foreword From Craig Considine, CEO

I enjoyed tongue twisters when I was young. ‘Peter Piper picked a peck of pickled peppers’ was a favourite of mine. I didn’t realise it at the time, but this was an alliteration, which is a literary device of two or more words in a phrase that share the same beginning consonant. Figurative, or colourful, language is a way of engaging readers, ushering them through your writing with a more creative tone. Whilst tongue twisters were a fun way to engage young learners, alliteration is used in many great pieces of literature in both poetry and prose. Two examples include:

‘Deep into that darkness peering, long I stood there wondering, fearing, Doubting, dreaming dreams no mortal ever dared to dream before;’ The Raven, Edgar Allan Poe

‘So we beat on, boats against the current, borne back ceaselessly into the past.’

The Great Gatsby, F.Scott Fitzgerald

Find out more about the ‘Tanglinites’ on page 20

Two key articles in this edition of The Voice combine to create a lovely alliteration describing much of what is happening at Tanglin at present. ‘Curious, Caring, Cutting-edge’ and ‘Creating Clever Classrooms’ is a mouthful of aspirational adjectives, verbs and nouns. The diversity, creativity and learning of Tanglin children is tangible and real. This was driven home to me recently when a group of Principals from local schools undertook a week long immersion in Tanglin’s Infant School. I was privileged to sit in on a feedback session hosted by the Assistant Head, Ms Dawson.

Our colleagues from these Singaporean schools spoke of the active role that teachers took in directed learning opportunities while at the same time being unobtrusive. The visitors reflected on the calmness of the learning environment and the concomitant focus on inquiry and curiosity. If this can be achieved for each individual, then their learning foundation is strong, and stable and necessary content can be negotiated positively at key learning stages in the future.

In talking about the beginnings of the learning journey it is wonderfully appropriate to note the article on ‘Tanglinites’ that have completed the 15-year journey from Nursery to Year 13.

Congratulations! No doubt we will see some of them return as interns in the future: clearly the blue and red of Tanglin pulsates through their system! I can sense after one year here, Tanglin has a way of drawing you in and getting under your skin.

I hope you will enjoy reading the many and various things that are reported in the 32nd edition of The Voice.

3

Contents

TERM 1 VOLUME 32 The Community Issue Editor

12

Mona Bowers, Marketing and Communications

Design Alex Ridley, Marketing and Communications

Photography

- Marketing & Communications - Contributors from across the School Content Contributors

- Caroline Patterson, Marketing & Communications - Tanglin Staff, Students, Alumni and Parents ‘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.

Thank you to everyone who has contributed to this issue.

https://www.tts.edu.sg 95 Portsdown Road, Singapore 139299 Tel: 6778 0771 Email: communications@tts.edu.sg

Follow us! tanglintrustschool

#tanglintrust

06 Tanglin Talk • Thank You from the TTS Foundation • Senior School Results • Tanglin Turns 95 Years Old in 2020 • ParentWise • Class Reps

08 People of Tanglin

12 Innovative Education • Curious, Caring and Cutting-Edge • Creating Clever Classrooms

16 Beyond the Classroom The Great Outdoor Experience

Tanglin Trust School @tanglintrust

18 Alumni News • Bringing Back the Best of Me • 15 Years at Tanglin

36

22 Spotlight on...

22 Sport 30 The Arts -Dance at Tanglin 32 Finding Purpose in Your Life

34 Lifeskills

36 Student Showcase A Celebration of Student Artwork

44 Friends of Tanglin 42 Head Team Hits

28

Meet the Team

46 Gate C

46

In Pictures

48 For the Family Festive Recipes

50 Book Worms Read it, Rate it

48

53 Alumni of the Year 55 Did you Know?

5

n i l g Tan

Talk

Thank You from the TTS Foundation

1

Engagement with Global Issues

2

Innovation, Imagination and Inquiry

Thanks to the generous and ongoing donations from our community, the TTS Foundation continues to invest in each student at Tanglin. During this year’s fundraising campaign, ‘Music in the Morning’, a total of $115,000 was raised thanks to the 271 donors from our community. The funds raised will now be invested into four key project areas:

• •

3

The Arts

4 Sport

Please donate to the TTS Foundation Fundraising Campaign www.tts.edu.sg/giving

• •

Engagement with Global Issues Innovation, Imagination & Inquiry The Arts Sport

Experiences within these project areas can ignite new passions in our students and alumni, helping to further support an ambition that may otherwise not be available to them. This means that the exceptional opportunities that the TTS Foundation generates cannot be done without your support. Donations can be made throughout the year. Simply head to the Tanglin website www.tts.edu.sg/ giving to make a donation today.

Thank you for your generosity and support.

Coming up in 2019/20 as a result of your donations:

• • •

The Deirdre Lew Service Award (DLSA) will help students in Years 10-13 to fundraise or work whilst they are at Tanglin or participate in a service activity during the summer after graduation.

Silver Olympic medallist and Athlete-in-Residence, Jazz Carlin, will visit Tanglin over the course of the year to work with the Merlions Swim Team.

The Blazing Balance Bikes and Pedal Power Programme for Infants, established by the TTS Foundation, will run throughout the year to help them learn how to ride a bike and understand the importance of road safety.

For details of all Programmes and Events simply head to the Parent Portal Homepage and click on the tab as shown here on the right.

6

Senior School Results This year’s fantastic (I)GCSE, IB and A Level Results, as well as worldwide university placements, was once again a testament to the school’s incredibly high standard of teaching with a broad and balanced curriculum, consisting of traditional subjects, service learning, outdoor education opportunities and a wide range of co-curricular activities.

Highlights below: IB Results 38.2 (Tanglin IB average 2019) 29.6 (World IB average 2019)

A Level Results 47% of all grades were an A* or A 91% of all grades were A* to C

(I)GCSE Results 74% of all grades were A*, A or equivalent 98% of all grades were A* to C University Placements across the UK, Europe, USA, Canada, Australia, New Zealand and Asia, 95% of students received their first or second choice university.

Tanglin - The Oldest British School in SE Asia turns 95 years old in 2020!

On Wednesday, 18 March 2020, Tanglin will turn 95! In 1925, Tanglin School was founded by Anne Griffith-Jones OBE, to provide high quality British education to children of expatriate families. The school opened its doors in the Tanglin Club to just five students. Today, Tanglin Trust School has over 2800 students and we are extremely proud to be the oldest British School in South East Asia, with a diverse community of 51 student nationalities across the whole school. To see our journey over the years, head to page 54.

To mark this historic milestone, look out for events happening both in and around the school in March 2020, as well as events taking place in Singapore, such our birthday concert, ‘Botanical Birthday Beats’ in the Botanic Gardens on Saturday, 21 March!

Have You Heard About ParentWise?

Thank You To Our Class Reps

The ParentWise Programme was established in 2017 to provide a toolkit for the Tanglin community, through courses, information sessions and workshops. The workshops provide opportunities for parents and caregivers to gain tools, increase confidence, seek reassurance, and to understand what resources the school can offer.

The programme offers workshops and sessions in the following areas:

• • • •

Education and Curriculum Hot Button Topics Inspiring Speakers Parent Wellbeing

Workshops in Term 2 include: All About Sleep - The Impact of Sleep on Mental, Emotional and Physical Performance; EYFS Maths Workshop; Spelling in the Junior School; Supporting Your Sixth Former Through Exams and Digital Safety in an Online World. Spaces fill up fast, so head to the Parent Portal to sign up and view the

full list of what’s on offer. Just look for the owl!

The School’s Strategic Plan aims to further develop the ParentWise Programme for parents and caregivers, to foster greater collaboration and understanding of issues affecting the wellbeing of our students.

New proposals endeavour to expand the breadth of topics offered, provide greater access to the content and increase overall awareness of the ParentWise Programme.

Tanglin has a long tradition of strong parent/ teacher relationships, which are highly regarded and are an important and integral part of the school. Class Reps support the school and parent community in the following ways:

• •

Acting as a liaison between the class teacher and the parents of children in the class.

Helping to collate parent responses for termly Parent Voice meetings.

Beyond this, the role of a Class Rep is very flexible, and management will differ from one Class Rep to another, with each parent adapting the role in a way which suits them and their class.

You can do your bit too by reading our weekly parent newsletter, In Touch, which is emailed every Friday and contains important information for parents about the whole school and your child’s year group. Your Class Rep will also appreciate your support for events and organising for charities throughout the year.

A HUGE thank you to all our Class Reps for their invaluable support in helping to keep our community connected.

7

People of Tanglin Members of our school community come from all different backgrounds and parts of the world, each with a story that captivates and inspires. Meet some People of Tanglin here.

Peter O’Brien Deputy Headteacher Junior (Academic) Tell us about yourself.

I enjoy participating in all kinds of sports, particularly football. I’m a huge Arsenal fan and play competitively as a goalkeeper at the weekend. We also have a very good Tanglin Staff football team and I enjoy playing matches against other schools and clubs during the week. My favourite past time is travelling with my wife, Rachel, who is also a teacher in the Junior School. I am a proud uncle to four nephews and two nieces. Whenever we are back in the UK, Rachel and I love spending time with our families.

What did you do before joining Tanglin?

I was an Assistant Headteacher at an inner-city primary school in Nottingham, UK. What would your friends tell us about you?

I think one of the first things that they would say is that I’m an organiser. From casual quiz nights and Beach Olympics to competitive fixtures and tournaments, I’m normally one of the instigators in organising them as I enjoy playing and competing as part of a team. Taking care of your friends is a valuable quality so I would hope that it was something they saw in me as well.

What does a typical day look like for you?

This year has felt very different as it’s the first time that I haven’t had a full-time class. It’s meant that I’ve been able to engage with more children, more teachers, more parents and more of the support staff that make up the Tanglin community. This year, my role is to develop curriculum, teaching and learning so I’m very fortunate that a large part of my time is spent working alongside the Heads of Curriculum, teachers and children to make the learning experience for our children even better.

88

What is your passion?

I love to learn new things whether it be knowledge or a new skill.

Learning something new often doesn’t come naturally to me. It can be challenging and takes hard work, practice, and lessons from mistakes made along the way. The sense of accomplishment I feel when I’ve achieved something new is what drives me to do it all over again.

Julie Clark Activities Manager What would your friends tell us about you?

Julie is a team player who cares about the Tanglin community. She gives 100% to everything she is involved in, including the Brownies which she has been involved in for over 40 years.

What did you do before joining Tanglin?

I was a Front Office Manager for Grand Metropolitan hotels, giving me the skills for managing a busy, high pressured environment and working with different customers. I moved to Hoskyns/Cap Gemini, an IT company implementing hotel systems, which in turn helped develop my IT skills.

Tell us about your family?

We moved to Singapore in 2000 with our son, who started at Tanglin in Reception and stayed through to Year 13, graduating in 2015. As a family and an individual, I enjoy playing golf as well as generally keeping fit.

What’s the best thing about working in a school?

I have always enjoyed coming to work at Tanglin as I love the people. I thrive and thoroughly enjoy running events. I gain a real sense of achievement at the end of a successful event and feel proud to highlight Tanglin at its best.

What does a typical day look like for you?

A typical day starts early, before the children arrive on campus. No two days are the same, which leads to a very active, diverse role. I manage a team of people and this involves checking to see if there is any support I can offer to assist with their day. I pride myself on ensuring as a department we deliver and meet our commitments.

What are your hopes for the future?

My hopes for the future are to retire and live with my husband in our home in Spain and chase the sun between there and Phuket. This will, I hope, allow me to visit Singapore and Tanglin in future years.

Venod Kumar Parent Café Assistant Manager What does a typical day look like for you?

In the morning, I normally wake up very early just to relax a little with a morning cup of green tea. Then I get ready to go to work. When I’m back home from work, I go jogging and usually spend my evenings relaxing at home.

What’s the best thing about working in a school?

I love chatting with the children as they are always very cheerful and friendly. The Senior students after graduation came to see me to say goodbye. I enjoy making coffee and preparing food. Being busy makes my day a lot more productive.

What did you do before joining Tanglin?

I worked at Dome cafe Singapore as an Assistant Manager. It was where I learnt how to make coffee.

What would your friends tell us about you?

That I’m an honest person, kind. I always get straight to the point. I’m determined and helpful.

What is your passion?

My passion is my job. I love to get creative and try new recipes. I also love to listen to music.

What are your hopes for the future?

I would like to take part in Tanglin’s associations just to keep me busy and active. I hope parents will be happy in everything I do.

99

Delphine Hastwell Head of Infant Music What would your friends tell us about you?

That I’m talkative! Keen to organise social events! Always busy with my own children and work. Bubbly and up for a challenge.

What did you do before joining Tanglin?

I taught as a Reception and Nursery class teacher in London for five years in two schools. I was Head of Early Years and then Head of Music.

Tell us about yourself?

I have three children, and I have been happily married for 20 years - living in Singapore for 18 of those! We have a dog called Charlie who has been the best addition in the last year. I love music. I play the saxophone and ukulele. My greatest achievement was running the Singapore marathon two years ago. I also really enjoy taking part in work with Caring for Cambodia.

James Bleach Head of Senior Design & Technology Have you lived abroad before?

This is our first time living and working abroad, we had never been to Singapore until I was interviewed. We knew straight away that it was a lifestyle we’d settle into well and would be great for our family.

What did you do before joining Tanglin?

I completed my degree in Primary Education in Leeds before going on to study for a PGCE in secondary D&T. I was a subject leader in Leeds, then a Head of Department in Suffolk. Throughout this time, I started to share my teaching resources online which led to some national and international conference talks and consultancy work. My wife and I started to play around with the idea of moving abroad after renovating a house, all at the same time as Tanglin posted their advert!

What is your passion?

My passion is for problem solving through designing and making. I love developing projects and resources, not just for my own teaching but for other schools around the world.

What’s been the most fulfilling part of your career at Tanglin so far?

The opportunity to design the D&T Studio, the curriculum and to set up my own team. As a designer, being able to create your own space for the students to learn in is a rare opportunity.

What would your friends tell us about you?

I hope they would say that I’m passionate about what I do, in family life and in work. I’m inspired easily and like to learn new skills. I’m always tinkering around with gadgets and machines!

10

What’s been the most fulfilling part of your career at Tanglin?

Becoming Head of Music at Tanglin was one of the high points. The enjoyment of seeing a child understand something or have a penny dropping moment is the best, and the big concerts are amazing.

Have you lived abroad before?

No, this is my first time. My husband had travelled lots, but I had only been on family holidays and was worried I would wake up in a cardigan in Essex!

What is your passion?

Recently vinyl record players and collecting vinyls!

What are your hopes for the future?

To raise three healthy, happy children and to continue raising the profile of music for all Infant children.

Martin Foakes Head of Outdoor Education Tell us about yourself/family?

I have been married for 20 years and we have three daughters. My wife Phan was born in Thailand but her first language is Khmer, so when I hear her speaking in that language, I know I am in big trouble! We met when I was teaching in Hong Kong. My brother and sister both taught at Tanglin from 2004 to 2006 and my nephews attended the Infants. My mother’s cousin was a student at Tanglin in the 1950s, so we have quite a strong family connection with this school.

What would your friends tell us about you?

I think that depends on who you ask. My climbing and caving friends would say that I am a safe and sensible team member when on an expedition. In the Outdoor Education office, they would probably say that I am a total nightmare to work with and way too messy. Other people who know me well at school report that I am a good listener, a role model and that I have good presence in the community. I’ve never really thought of myself in that way.

What is your passion?

It is pretty much everything about the outdoors – especially nature and adventure.

Some of that I know comes from my dad.

Growing up, our family holidays always involved hiking and nature. When I was a baby I apparently used to cry and scream a lot. My mum found that the quickest way to keep me quiet was to wheel me out into the garden in my pram and leave me outside where I would feel more comfortable. I have always been fascinated by natural history, especially birds and fish, but also reptiles and now I am really into plants. Since arriving in Asia, I have become more involved with caving and cave exploration.

Most recently I have been lucky enough to join a team of European and Myanmar cavers as a member of the Myanmar Cave Documentation Project expeditions – exploring, mapping and recording newly discovered cave passages.

What did you do before joining Tanglin?

Before Tanglin I taught science and outdoor education at the amazing Green School in Bali. The school was made entirely of bamboo, mud and grass. There were no doors or windows and we created our own

curriculum based on what was happening in the farms and fields around the school.

What does a typical day look like for you?

There really is no such thing as a typical day but it feels busy all the time. I seem to spend a lot of my time travelling through different airports around the world, checking out activities and locations for school trips! Having a positive impact on students’ lives and knowing that they are in safe hands keeps me motivated. It’s also not unusual for someone to turn up at the Outdoor Education office with an abandoned baby bird or an unidentified snake that they would like me to look at!

What are your hopes for the future?

One of the nicest things about getting older is enjoying the privilege of developing mature friendships with my own children and seeing them become young adults making their own way in the world. I hope to keep doing this job for as long as I can, but nothing stays the same forever and there will come a time when we need a different approach to Outdoor Education. When I get too old for active stuff, I will be perfectly happy to potter around in my own garden and do a bit of fishing – most likely in North Thailand.

11

Curious, Cari Cutting-edge Tanglin is the first Nursery in Asia to achieve Curiosity Approach Accreditation.

Committed to innovation and to the interchange of ideas, Tanglin aims to enhance opportunities for inspiring spaces that are student-centred and encourage active and deep learning. Constant exposure to thought leaders and research informs decisions and the practice that is implemented back in the classroom.

Nearly two years ago, our forward-thinking Nursery embarked on a journey, embedding a culture of curiosity into the children’s learning environment. Through networking and sharing ideas with Early Years gurus and education consultants, including Alistair Bryce-Clegg and Elizabeth Jarman, the team’s thinking was challenged. After much reflection, the Curiosity Approach provided the opportunity to develop an even more innovative approach to learning, building upon the expertise of the team and current good practice.

Taking parts from Reggio, Steiner, Te Whariki and Montessori, the approach creates an environment where children’s natural desire to learn can grow and flourish.

Victoria Thomas, Head of Nursery, said: “We increased the use of natural materials, recycled materials and authentic resources in a purposeful and aesthetically pleasing way, moving away from more traditional resources. The use of colour, lighting and furniture was carefully considered, and the classrooms were reorganised to allow the children greater independence and access to resources. The Nursery was transformed into an even calmer and more tranquil unit with cosy, comfortable play spaces for our youngest learners.”

Invitations and provocations to learning have inspired the children to develop their innate skills of curiosity. They are learning how to think, not what to think. They are more aware of safety and respect when using real objects including ceramic tea sets and captivating artifacts. Each day, the classrooms and outdoor areas are a magical hive of activity where children can eagerly explore and investigate. It is the process of learning that is enjoyed, not the end product.

The journey doesn’t stop there, however. Victoria commented: “The team constantly looks to improve.

We aim to think outside of the box and to move away from the traditional. We collaborate, explore, extend and develop our thoughts and ideas further. We believe we have created a culture of curiosity that is deeply embedded within our setting and it’s wonderful to see this percolating upwards into Reception and Key Stage 1.”

Creating your own sense of ‘Hygge’ cosiness: • Real plants and flowers • Fairy lights and lamps • Family photos • Soft furnishings, cushions and blankets • Diffusers and scents • Declutter 12

ing and

13

Creating Clever Classrooms 14

Tanglin’s strategic plan: One School, Exciting Futures provides a clear direction for the school’s journey as it moves proudly towards its centenary in 2025.

How was your visit to Google?

The Google offices were incredible. It was super cool, and we came away with lots of ideas. We really liked the whiteboard walls and the brainstorm rooms. People could choose where to work. The office spaces smelt nice and there were lots of plants.

We also loved the games areas and the mini kitchens! Everyone was happy and looked comfortable in their workspaces.

Did you do any additional research?

We carried our surveys, so everyone had an opportunity to contribute their ideas. These highlighted that we could improve our classroom lighting, the different spaces for us to work in and the flexibility of the furniture. We also discussed if our display boards are useful and if the temperature is right.

What changes have you made or would like to make?

Colour – this is important because colour changes our moods and can impact our feelings and learning. For example, some children felt that red makes them feel irritated and angry, whereas yellow makes them feel happy and energetic.

At Google, they used colour to signpost directions and to make it clear when you were moving to a new area. We have decided to represent each year group with a different colour. This would give the year group a unique identity.

A theme of the plan is Inspired Learners and one way to achieve this is through upgrading our classrooms and facilities over time to enhance opportunities for flexible and collaborative learning in inspiring spaces supported by innovative technology.

The Junior School’s journey in this process began last year, with children in each year group applying to become a Classroom Creator. Twelve children were selected and started their research with an inspirational visit to our one-north neighbours, Google.

Here we speak to a few of the Classroom Creators to find out about the changes they hope to implement this year.

Furniture – we feel classroom furniture is important because people learn better when they are in a comfortable space. We think that classrooms should have different types of seating and tables which can easily be moved to form small or large groups in different places. We plan to recycle and upcycle some of the current furniture.

Whiteboard tops on the tables will also encourage collaboration.

How have the changes impacted your learning environment so far?

It’s more peaceful and we can concentrate better. We can easily change the layout of our classroom and do more group work.

What was the best thing about doing the project?

Solving problems; being creative; making small changes but having a big impact on everyone’s learning; discovering how colours can change our moods; realising that together we can have a bigger impact than on our own; visiting Google!

What skills have you developed?

Confidence in saying what we think should be changed and why; collaboration; public speaking; leadership and responsibility.

Thank you to the Classroom Creators for their contribution to this project: Arman, Year 4 Zoya, Year 4 Stanley, Year 4 Caelen, Year 5 Emily, Year 5 Elly, Year 5 Edwina, Year 6 Jamie, Year 6 Max, Year 6 Aahana, Year 7 Annie, Year 7 Thomas, Year 7

Smell – we suggest peppermint and citrus scents because they can help focus our attention. Lavender can have a calming effect.

Plants – the plants at Google were stunning. They used a mixture of real and artificial greenery along the walkways and even on the walls. We have been investigating the types of plants that don’t need much watering and would like to add extra ones to our classrooms to help us feel more relaxed and at one with nature.

15

The Great Outdoor Education Experience

Most animals must learn how to fend for themselves very quickly from the first moment they arrive on this Earth. Humans, however, are very different and it takes many years for them to build up the skills and experience that they need in order to survive and become fully independent from their parents.

The basic idea of studying in a classroom to learn about the world outside has not really changed very much in hundreds of years. Teachers guide their students in the development and acquisition of knowledge and as we grow older those skills begin to be assessed and measured. Outside the classroom it is not always easy to assess what the children have learned, but I think we all would probably say that we know success when we see it.

In the Infant School we have two thriving bike riding schemes, Balance Bikes & Pedal Power, for our youngest children. It is thrilling to see them go from needing constant support and reassurance to gaining confidence and independence, exploring the wider world safely on their own.

By Junior School, our residential trips begin to develop the skills that the children will all need to thrive and flourish when they are away from their parents. Homesickness may appear in many cases and the children need to learn how to overcome anxious feelings with the support of trusted adults and their friends. We have introduced more structured opportunities for exploration and

16 16

independence in Years 5 and 6. This year’s trip to Malacca includes an exciting river tracing activity and a new high ropes element. It’s not just about adventure for the sake of it. Children need to find their limits and push their boundaries in a safe and supportive environment. Knowing how to react to an unpredictable world is one of the most important skills we can give our young people.

Our Key Stage 3 residential programmes are designed to develop in scope and sequence, so the Year 7 Wild Week in Thailand is very much an introduction to getting around the great outdoors and developing basic skills such as paddling a kayak, riding a mountain bike or camping overnight. Year 8’s adventure trip to Malaysia allows students to exercise their outdoor skills to a greater degree and apply what they learned to new situations such as stand-up paddle boarding. In Year 9, the students can travel to India where their ability to paddle safely is tested on the mighty Ganges River.

However, you don’t have to travel all the way to India to have an authentic and exciting outdoor experience. Every year we offer a rewarding and developmental programme in Singapore for those students who choose not to travel so far.

In Year 10 and Year 12, we offer students a choice of trips where the skill levels required are higher – whether it is mountain trekking, river kayaking or negotiating a cave passage in Thailand. At the end of the trip the group gets together for some reflection and discussion, usually around a glowing campfire.

These conversations can be brutally honest and often absolutely life changing, and it is not unusual for one of the students to experience a lightbulb moment where they suddenly realise what it is that they really want to do, whether it is about choice of university, change of course or change of attitude.

I firmly believe that time spent in nature and authentic experiences in an outdoor setting are essential for the health and wellbeing of our young people. Through overcoming challenges as an individual or working together with the team to solve problems we can see that the students are able to gain a better sense of perspective and balance which can be applied to other aspects of their life. It’s not about where you go on your trip, it’s who you are with and what you do differently when you get home that makes all the difference.

By Martin Foakes, Head of Outdoor Education

17 17

Bringing Back the Best of Me Through our Alumni, the school strives to facilitate lifelong mutually beneficial connections between Tanglin and our former students.

Whether it be through sharing their knowledge and experience with current students, providing work experience opportunities, and internships, there are many ways that Alumni can get involved with the school.

In addition, the school, through donations to the TTS Foundation, supports Alumni to learn or improve a skill or to complete a service activity that demonstrates an exceptional experience.

Eva Stanistreet Alumni Grant Following the completion of an animation degree at the University of Edinburgh, I spent six weeks backpacking around South America with the aim of filming for an experimental animated documentary in Ecuador and Peru. The Alumni Grant helped me to fund the equipment and to insure it. The film will combine live-action footage with animation, giving distinctive results. I hope to submit the completed piece to film festivals around the world, inspiring audiences to appreciate the beauty of the world and the people that inhabit it. The trip enabled me to develop new skills, work collaboratively with others and undertake new challenges.

18

Internship For my internship at Tanglin, I worked with Year 10 film students on stop-motion, scripting and storyboarding, and with Year 7s on clay motion and drawing. I also supported the Marketing and Communications team with creating an animated version of the Tanglin Lions logo

and an animated intro for the Friends of the Arts monthly round-up. I’ve enjoyed seeing the children expand their interests and experimenting with new techniques.

The media suite facilities and resources are incredible, and it’s been helpful to be able to share my own project ideas with the staff too.

Petra Mirosevic-Sorgo Deirdre Lew Service Award (DLSA) My brother and I collected rugby kits through several international schools, rugby clubs and personal contacts for the benefit of underprivileged children at the Nak Suu Rugby Academy in Bangkok. Over four weeks, we collected over 500 items to donate. The DLSA helped us to fund the transportation of this clothing to the shelter. It was a fantastic experience which helped to open both of our eyes to making a difference.

Alumni Grant Through the Alumni Grant I represented Singapore at the Touch World Cup in Malaysia. The grant of S$1000

From Music Tech Crew to TTS Foundation Intern and Beyond!

During my time at Tanglin I was part of the Music Tech Crew, the team who works behind the scenes at the school’s musical events. To be officially certified in technical training for live stage shows, Roo Pigott, a Music Producer and Founder of Songwork International worked with our Senior Music Technician, Zakk and the Music Tech Crew to help us improve our skills, set up equipment and keep calm under pressure during live stage shows!

This was the start of my journey into the world of large-scale concerts and this unique opportunity to learn from one of the best came as a result of the funding from the TTS Foundation. Since then, I have assisted in drama productions, worked as an intern at Tanglin and I now hope to take my experience and the passion I have for this field, into new horizons.

I had the pleasure, during my time at Tanglin, to truly explore and engage with areas that I was curious about. With TTS Foundation investment into workshops with specialists and the Internship Programme, these opportunities have made quite the impact on shaping my ideas of what I want to do with my future. I am so grateful to have been given the opportunity to expand my knowledge in areas that I am passionate about, such as music technology and learning how to effectively work in a live performance environment, through sponsored events and workshops with experts in the field such as Roo Pigott.

Additionally, the TTS Foundation has been a big help in providing me with the opportunity to intern at Tanglin and experience a side of an industry I want to enter. Being able to work in the Senior School Drama Department for eight weeks was eye-opening and exciting. I came to appreciate what it’s like being on the other side of the fence as a member of staff. The

supported my travel, purchasing of kit and entry. This opportunity really helped me to reach another level of playing and was brilliant for networking internationally. I now play for Loughborough University’s first team.

Internship I absolutely love being back at Tanglin. I spent 13 years here, so it’s wonderful to be able to give something back. During my internship I’ve been coaching the U14B touch team, adapting to different individuals’ needs. It’s been incredibly rewarding seeing the athletes develop their skills and I feel very proud to have been part of that. I’m considering teaching in the future, so this is a great experience for me too.

experience gave me a greater understanding of how much work goes on behind the scenes towards a class or a production and I left my internship with a huge appreciation for the efforts that go into the final product.

I would not have been able to make these realisations without these opportunities being offered by the TTS Foundation. I hope to take my knowledge and passion to university and my future workplace.

Justine Regan, Tanglin Alumni and TTS Foundation Intern, 2019

To find out more about the different opportunities for getting involved, see our Alumni website 19

15

Years at Tanglin

20

As we move proudly towards Tanglin’s 95th birthday in 2020, we often reflect on the generations of families that have been part of our community.

It’s wonderful to see so many children journeying through the school, many of whom have been here for several years.

freedom of choice in my education. The teachers also begin to transition into teaching you as young adults.

Who was your favourite teacher at Tanglin and why?

Carl – Mr Pearce. He taught me in Infant PE and from Year 8 I was part of his year group and English class. He was always approachable and made lessons interesting!

Miss Atkinson in Year 6 was really kind. She supported me in understanding the importance of being curious and developing knowledge in lots of different things.

Annie – Miss Craigie, now Head of Infant School, was my teacher in Year 1. She used to sing our names for the register. My Philosophy teacher, Mr Sprague, really cared about each student as an individual, both pastorally and in our educational progress, and he ensured each lesson was memorable and unique.

How has Tanglin inspired you?

Carl – The teachers shape you as an individual. They inspire students in their own way, sparking interests in things that we may not have considered before.

Annie – Tanglin has taught me the importance of achieving balance in what we do. There is a high expectation to achieve our best in exams, but there is an equally high emphasis on developing our interests and passions and becoming all-round good global citizens.

What makes Tanglin so special?

Carl – The community is very supportive. I’ve seen a lot of people come and go. I feel fortunate to have studied here for my whole school education. It’s now time to go our own ways, but Tanglin will always have a special place.

Annie – The community. Tanglin has been my second home.

Above: Lorenzo Anzolin (11 years), Louis Morgan, Estella Manser, Carl Ong Moller, Luke Prestwich, Holly Burridge, Katie Severn, Annie Pickup, Lucy McNamara (4 years), Alison Greene-Kelly, Richard Greene-Kelly

Just in the Class of 2019, nine graduates had been at Tanglin since Nursery. Here, Carl Ong Moller and Annie Pickup reflect on the last 15 years.

What are your memories of Nursery at Tanglin?

Carl – My parents told me that I cried a lot on my first day, but soon enjoyed making friends with the other children. I recall learning Malay. The teacher was great, and the lessons were fun.

Annie – During the graduation parade I remember seeing a few of the teaching assistants who were at Tanglin when I started.

They were so kind. I also remember painting a rainbow which was used for the front cover of the school’s birthday calendar.

Which school year did you most enjoy?

Carl – Every year is brilliant! One part that stands out for me is going on the school trips. These have resulted in amazing lifelong memories and friendships. In Year 10 I went on the Australia Adventure and loved stepping outside of my comfort zone.

Annie – I enjoyed the independence of Sixth Form and the

What has been your proudest moment?

Carl – Receiving the Sportsmanship Award. I represented the Badminton team since Year 7 and was the Volleyball captain in Year 13. In addition, having been able to give back to the Tanglin community through various projects and events as part of the Head Team has allowed me to develop key skills such as leadership and communication. I enjoyed the process of identifying an issue, proposing a solution and making improvements.

Annie – At the graduation ceremony I received the Headmasters Award – Respect. This was a complete surprise to me as I feel all students go above and beyond. My parents were very proud.

How did it feel to graduate?

Carl – It was very emotional, especially the parade. Going around the playing field with all the students and staff clapping was like walking down memory lane. It was a cool experience.

Annie – It was a bittersweet moment - exciting but sad. As a younger student I remember looking up to the Year 13 students.

It was surreal to now be happening to me!

What will you miss about Tanglin?

Carl – Routine and going to a place where I feel comfortable.

Annie – My friends, the teachers and maintenance staff.

Everyone is so friendly, even knowing each other’s names.

What are you hopes and dreams for life beyond Tanglin?

Carl – I am doing National Service over the next two years and looking forward to continuing to explore and experiment in film studies.

Annie – I am studying English Literature at the University of Warwick.

21

22

L

S

TA

IN

N GL

I O N

The Lions’ Roar As part of our focus to further strengthen the Tanglin sporting identity, an exciting new chapter of the Tanglin journey was shared with the school community at the start of the year, when it was announced that all students, all teams and all sports, would now be known as The Tanglin Lions!

Back in 2011, our 19&U A or SEASAC teams were all proudly named The Lions - the Tanglin Rugby Lions, Tanglin Football Lions and the Tanglin Merlions for swimming. Over time, the Lions name remained only for the Netball Lions and the Merlions. With just two teams upholding our sporting identity, it was time to bring it back to every team, complete with a new logo!

The Tanglin Lions aims to instil a sense of pride and collective identity for teams and the whole of the Tanglin community.

Across the next few pages you can read about the sporting philosophy of our new Coaching and Sport Science Director, Dr. Richard Shuttleworth, and how he plans to work with sports teams at the school. In 2020, the SEASAC Basketball and Tanglin Lions Netball Championships (formerly known as SEA Netball) will be hosted by Tanglin. Why not show your support for our sports teams and buy yourself a Tanglin Lions T-shirt (available from Term 2, 2020) at The School Shop?

Good luck to all our teams competing across all sports throughout the year!

The School Shop is on Level 3, Nixon Building.

23

A Bright Future for Sport at Tanglin Tanglin’s Philosophy My role is to raise the profile and level of sport performance, ensuring all students, coaches, teachers and practitioners receive world class support, so they reach their potential by engaging in sport, physical education and physical development opportunities. I aim to help develop better people through sport and inspire future generations. My philosophy has been largely influenced by my life experiences and research that investigates motor learning and development in children and athletes in sport.

At Tanglin, we will adopt an evidenced-based learning methodology in our sport and physical development programme, which supports the continued development of essential foundation movement skills, enabling all individuals to experience sport and physical activity across their lifespan. Our goal is to provide every individual with learning opportunities to meet their own unique specific needs through providing a safe, fun and creative learning environment where students can safely explore and improve their physical development, skill and decision-making capabilities.

Early Development During early development, we should encourage every individual to actively participate and engage in a variety of activities providing them with opportunities to develop adaptive and transferable skills. As students are introduced into both mainstream and freestyle sports, more specialised movement skills are developed in context, enabling individuals to perform in a range of developmentally appropriate, age related non-competitive and competitive games. As sporting individuals excel at Tanglin, they learn to acquire the skills needed to perform successfully at a higher level by being responsible, self-aware, self-organising, adaptable decision makers under pressure.

Older Students We support athletes who are independent decision makers, who can self-regulate and adapt to problems that opponents present them with. They can find solutions through strategic planning or tactically adapt on the run. As these older students become more performance focussed, they learn to adapt and find ways to win. These skills will help them succeed in life to deal with the problems of the future, to take that next step up by forging important relationships and friendships with group members.

As part of Tanglin’s vision and future investment in sport, I will work extensively with staff and students to create a cutting-edge sport performance and development system. This will integrate transferable skills picked up through physical development and educational opportunities into sport to improve performance. I will continue to collectively help shape and evolve our philosophy of valuing and developing the individual and team through various opportunities provided by sport. I look forward to a bright future in sport.

By Coaching and Sport Science Director, Dr. Richard Shuttleworth

24

The Tanglin Athlete Head

Smart Performers

Chest

Skilled Performers Athletes learn tactical decision making while performing the technical skills needed to adapt in varying situations and contexts.

They learn both generic and sport specific skills, so that they can achieve successful outcomes using principles of play that apply to different categories of games.

Technically competent athletes learn to be skilful by regulating their behaviour off relevant information sources picked up in the environment.

Athletes develop perceptual, scanning, tactical awareness, pattern recognition, decision making and adaptive mindsets, which are key skills that individuals pick up through sport and physical development opportunities. Perception is needed for team game players and individual athletes in order to use time and space under pressure.

Elbow

Physical Performers Athletes learn basic fundamental skills; balancing and falling, pushing and pulling, moving and locomotion, jumping and landing, rolling, tumbling and turning, throwing, catching, hitting and aiming, kicking, shooting and aiming, climbing and scrambling, swinging and rhythmic motion.

Performers also learn how to move with equipment, object manipulation, coordination, stability-balance, flexibility, agility, strength, muscular endurance, cardiovascular endurance, reaction time and ability, in order to move quickly across land or in water.

Knee

Psychological Performers Athletes experience positive emotions through movement and physical activity, and attain a level of confidence and motivation in their ability to perform, giving them an appreciation and connection to environment and equipment. Their self-perception and ability to manage emotions, and self-regulate their behaviour in relation to movement improves.

Feet

Social Performers Athletes learn to build respectful relationships along with the social skills needed to interact effectively with others such as communication, cooperation, leadership and conflict resolution. In addition they acquire moral principles relating to fairness, inclusion, equity, integrity, and respect for cultural values that exist within groups, organisations and communities.

25

SEASAC Basketball Division 1 Championship

SEASAC is a sport and activities conference for a select group of international schools in South-East Asia, and this provides our most able sports performers with high level competition across six countries against schools from Bangkok, Kuala Lumpur, Jakarta, Hong Kong, Yangon and Singapore.

26

From Friday, 7 to Sunday, 9 February, Tanglin will host the prestigious SEASAC Basketball Boys & Girls Division 1 Championship. The three-day tournament will involve sixteen teams from eleven international schools, with over 200 players competing for honours in the top division.

We are excited to be hosting SEASAC Basketball for the first time and this reflects the growing popularity of the sport, with basketball now being one of the most popular competitive sports chosen by our students. There were 72 Junior children across 6 teams in the ACSIS Basketball League this year and, in Seniors, basketball is the second most popular competitive sport with over 240 boys and girls playing across 18 teams last year.

Tanglin girls have a strong tradition in the Division 1 competition with one Championship to their name, which was won at Ruamrudee (Bangkok) in 2013, when the girls beat United World College Dover (UWCD) to claim the school’s first ever SEASAC title. Since then the Tanglin Lions have claimed 3 further silver medals and with the 2020 SEASAC tournament being hosted on ‘home turf’, we anticipate there will be a real buzz around campus that weekend!

Hosted in the Berrick Sports Hall and Smithson Hall, parents and students are invited to come and show support for our 19U Girls Basketball team, battling to be crowned SEASAC Division 1 Champions.

Be prepared for a fast paced and action-packed weekend involving talented players from across the region.

Over the same weekend our 19U Boys Basketball team will be competing in Jakarta. We wish the teams the very best of luck for their tournaments.

Let’s go Tanglin Lions!

By Richard Arlett, Activities & Sport Director

The South East Asia Student Activities Conference (SEASAC) Mission

SEASAC exists to support International schools in South East Asia in achieving their educational goals. Through a range of sporting and artistic activities, it aims to promote closer links among teachers, administrators, and students of its member schools; encourage opportunities for healthy competition and the pursuit of excellence; develop and extend social and cultural interaction; and to promote an appreciation of the rights, dignity and worth of every person.

The SEASAC calendar includes 24 events over the academic year. Arts and Model United Nations festivals complement sporting tournaments in badminton, basketball, cross country, football, golf, gymnastics, rugby, softball, swimming, tennis, touch and volleyball. The conference festivals and sporting events are hosted by sixteen member schools, across six South East Asian countries. For over 3,500 students a year, SEASAC events are the highlight of their co-curricular school experience and the values learnt and friendships made provide lifelong memories and meaning.

Source: seasac.org

Basketball in the Junior School Basketball in the Junior School is quickly becoming one of the more popular sports in the co-curricular activities (CCA) programme. Besides the on-site fundamental basketball programmes for Years 3 and 4 throughout the year, there has also been a significant rise in the number of Year 5 and 6 children trying out for the ACSIS basketball teams. This year, an all-time high of 72 children will be representing the Tanglin Lions, across six teams (four boys’ and two girls’ teams), in weekly competitive matches across schools in Singapore, all resulting in a divisional finals day at the end of the season.

We wish all our Junior Lions basketball teams the best of luck on their basketball journey.

By Dean Scott, Head of Junior Sport

27

28 28

The Tanglin Lions Netball Championship 2020 (formerly SEA Netball) “For me, this is the highlight of the sporting year. Having played in this tournament for the past three years and watched my big sister previously, my whole family is excited and looks forward to supporting the event. Whilst winning games is always wonderful, it is also the opportunity to play other teams from across Singapore and South East Asia.” Finn (2019/20 U19 Netball Captain) Tanglin has a proud history of netball with a range of teams for girls from Year 4 to Year 13. As far back as 2006, Tanglin hosted the first U13 and U15 FOBISSEA (now FOBISIA) Netball tournament to provide opportunities for netballers across the region. Led by Emma Watson from the PE Department, the tournament attracted over 360 participants in the first year from British schools across South East Asia.

From this early beginning, the popularity of the tournament grew and there was demand from local Singaporean schools and clubs to take part in this annual event.

By 2012, the newly named SEA Netball tournament included 54 teams and over 600 netballers, playing host to schools from Hong Kong, Penang, Indonesia, Dubai,

China, Thailand, India, Brunei, Malaysia and Singapore. To this day, it remains the largest sport tournament ever hosted by the school.

This year we are delighted to rename the tournament the ‘Tanglin Lions Netball Championship’. Our own 16&U and 19&U teams look forward once again to competing in this flagship event and have proven to be extremely competitive and successful throughout the tournament’s 14-year history. The 19&U Tanglin Lions have won six championships, as well as reaching 11 of the 13 finals to date. The 16&U team have enjoyed similar success with six titles to their name. Finn (2019/20 U19 Netball Captain) has provided an excellent summary of how much this

tournament means to our young netballers: “For me, this is the highlight of the sporting year. Having played in this tournament for the past three years and watched my big sister previously, my whole family is excited and looks forward to supporting the event. Whilst winning games is always wonderful, it is also the opportunity to play other teams from across Singapore and South East Asia.”

This year’s tournament is held on the 13 & 14 March 2020, and we look forward to the netball community coming together once again in support of our students and the tournament.

29

While we were helping to choreograph last year’s musical ‘We Will Rock You’, we saw the number of people throughout the school who wanted to dance .and had real talent and potential.

Dance is back at Tanglin!

30

Year 13 students, Ingrid and Roisin, took the initiative to set up the student-led dance programme following growing demand in the Senior School.

In an interview with The Voice they talk more about dance, their own backgrounds and what they hope to achieve.

What gave you the idea in the first place?

Both: While we were helping to choreograph last year’s musical, We Will Rock You, we saw the number of people throughout the school who wanted to dance and had real talent and potential. So, after rehearsals that day, we sat down and got talking about how amazing it would be to bring back the dance show to the Senior School after it had been removed from the curriculum.

Who is involved?

Why did you start the Student-Led Dance Programme?

Both: Throughout our dance careers we have often experienced a sense of under-appreciation for the art of dance.

We believe that not only is dance physically demanding and strenuous, but also requires a huge amount of artistry and poise. We have been lucky enough to witness the incredible amount of talent that Tanglin has to offer in the realm of dance and wanted to create an opportunity for the students (and teachers!) to showcase this. We hope to increase the recognition of the dedication and hard work that goes into creating and performing dance.

Both: Our showcase is student-run. We have many performers from Years 7 to 13, and several dance captains who choreograph and teach their dance from Years 9 and up.

What do you hope to achieve?

Both: To begin with, we want to put on a fantastic show for parents, teachers and students, and show them what beautiful dance we have to offer in the Senior School. Secondly, we hope that the show will create a tradition that future students will continue over the years, and that dance remains a part of Tanglin and can begin to truly flourish.

What is your own dance background and previous experience at Tanglin and outside?

Both: We began dancing at a very young age and have been dancing outside of school ever since!

Roisin: I danced competitively and achieved a Level 7 at GCSE dance, which I completed at Tanglin. My favourite styles are jazz and musical theatre.

Ingrid: My favourite style is ballet and I have been practicing and taking exams in it for the past five years. I have also discovered a love of tap dancing.

We believe that there is no age restriction on dancing as long as you are passionate and determined. If you want to get involved, simply give it a go! It is a great way to express your creativity and stay fit, as long as you are willing to try new things.

The current Year 12s are now preparing for next year’s showcase. Watch this space!

31

Finding Purpose in Your Life Life is full of transitions and none more so than the life of an expat.

Whatever your circumstances for moving to Singapore, you will have experienced some form of change.

By Louise Colbridge, Professional Coach

Like many of us, before I had children, I identified myself by my career. Having children often shifts our identity to then being a parent. The danger of attaching our identity, and so much of our sense of purpose, to external factors is that when those circumstances change, we can feel empty and lost. We start to look for something else outside of ourselves to fill the gap.

Having moved to Singapore over 10 years ago, I have experienced many transitions: giving up my job in the UK to move to Singapore with my husband’s job, finding a new role here, leaving my job to have both of my children, becoming a mother, returning to work as a new mum, my children starting school, changing to a job that allowed me more time with my children and then finally setting up my own business.

It wasn’t until my children were both settled in school at Tanglin that I felt I had time to put my head up for air and take a look around me. Suddenly I had time to think a little bit more about myself and I started to question what I was doing and what I wanted out of life.

What I discovered, and what a lot of mothers I work with discover, is that I had put so much focus on my role as a mum that I had forgotten who I was and what I wanted. After working with a coach, I realised that I had lost my sense of self and purpose. This began my journey of exploring what I really wanted to do with my life and reconnecting with what makes me feel happy and fulfilled.

32

Determining what is important to you also helps you to identify what you want to say yes and no to in your life.

Those external factors (job, money, car, house and even our children) bring us joy but our identity should not be tied to these things. It leaves us heavily reliant on factors outside of our control and once a change happens, we are left wondering what to do with ourselves.

Feeling like we have purpose creates joy and fulfillment in our lives. It is therefore important that we understand who we are on the inside.

What are your values and beliefs, strengths and weaknesses, dreams and desires?

A greater sense of self, getting to know ourselves from the inside out, is the key to a more fulfilled life.

Concept image here?

Feeling lost during a period of transition?

•

Take care of yourself. Change presents opportunities which can be exciting but also stressful and often has multiple layers – as parents we tend to see to everyone else’s needs before our own.

•

Change your perspective: this takes practice. If we view a new stage of life as scary, lonely, not what we wanted and craving our ‘old way of life’, then we will view everything through that lens. We may miss opportunities that present themselves to us because we are seeing everything in a negative light. Look for the positives and opportunities available to you. Make a plan. What is the one step you can take to move towards your goal?

•

Ask yourself ‘What is really important to me?’. Sometimes we can sweat the small stuff and forget to look at the bigger picture. Zooming out of where we are to look at what is important can help to minimise stress and refocus your energy.

•

Stop waiting for things to happen to you and be the driver of your own life. Think of a time in your life when you had the energy and motivation to achieve something – who were you and what was driving you? Looking back at times in our lives where we really felt ‘alive’ can help identify what is currently missing for us.

The start of a new year is a brilliant opportunity to set a goal to create success for yourself. Instead of setting resolutions for 2020, (apparently only 8% of us achieve the New Year’s resolutions we set ourselves!), try creating a vision of what success will look like for you next year.

Then find yourself someone to hold you accountable to take your first steps!

•

‘What do I really want in my life?’.

Determining what is important to you also helps you to identify what you want to say yes and no to in your life. Obviously, we all have things we have to do to keep ourselves and our families happy and safe, but what are the things that are really causing you sadness and stress? What is stopping you from not doing those things anymore? Equally, what are the things that bring you joy? How could you bring more of that into your life?

Louise Colbridge is a professional coach who helps expatriates navigate the many transitions of life abroad through workshops and 1-2-1 coaching.

She recently held a ParentWise presentation at Tanglin on ‘A Purposeful Life’. www.wearelimitless.me

33

Lifeskills “Lifeskills lessons provide hands-on experience which helps to prepare us for our future. I feel these lessons have helped me to become a well-rounded person who can be successful in many aspects of life.”

Year 11 student

The Lifeskills Department in the Senior School is always busy and the start of the 2019/20 academic year has been no exception. At the beginning of Term 1, Year 7 students took part in a Character Strengths Day focusing on using the 24 VIA Character Strengths - strengths that everyone has in different measure. Students looked at what their signature strengths were (the top five strengths that they use the most) and their lesser strengths (the bottom two or three that they need to practice using more). All the activities during the day allowed the children to use different strengths, such as ‘Creativity’ when making a personal flag for their tutor room, ‘Perseverance’ when trying to lift their team mates through a massive spider’s web, ‘Social Intelligence’ when helping each other make origami butterflies in the strategy game and ‘Teamwork’ when trying to create a protective container for a raw egg so that when it was dropped it wouldn’t break.

34

Year 8 participated in a research project with the National University of Singapore focusing on body image and how the subject is taught in schools. Year 9 tried their hand at Bollywood dancing, tent-building and yoga as a lead up to their year group trip to India and Year 12, in their Lifeskills sessions led by tutors, Lifeskills staff and outside agencies, have already begun a 12-week carousel which will see them participate in cooking for survival (in the expectation of them having to cook at university), interview skills, self-defence, relaxation yoga, car care, and a new pilot session on teaching students to check themselves for breast, testicular and skin cancer amongst many others.

Year 9 have also been journalling and completing news quizzes in their Lifeskills lessons. This got me thinking about current affairs and how our children in this generation consume media compared to previous generations at school. Times have changed! During my adolescent years I read newspapers and watched the BBC 6 O’clock News as part of a daily family ritual, often as part of mealtimes, which was then an opportunity to discuss the news as a family.

Today, content and current affairs is consumed on different devices throughout the day and students are unlikely to watch TV programmes or the daily news at a scheduled time - Netflix, YouTube and other forms of media tend to dominate. This raises the question of attention spans - would my son, for example, sit down to read a long article in a newspaper like I used to? Where do students get their news from? When I asked my Year 11s about recent news events, their first suggestions were football and rugby scores and who was marrying who in the world of celebrity stardom! Perhaps a reflection of the sources of their information? Google, Instagram, school chatter, to name but a few…

I wanted to understand more so I discussed the topic with the rest of the Lifeskills Department who are also Year 13 tutors. I was both delighted and reassured to hear that our sixth formers speak eloquently about global news and topical issues such as Greta Thunberg’s climate change protests and events building up to the US elections in 2020. We have an amazing Model United

There are six classes of virtues that are made up of 24 character strengths: Wisdom and Knowledge

Creativity, Curiosity, Judgement, Love of Learning, Perspective Nations CCA programme and Debating Society - great vehicles for discussing topics of the moment. I was also lucky enough to accompany the World Scholars Tanglin Team to Yale in the USA. Listening to the World Scholars students speak about topics that they are passionate about was mind-blowing and something I could never have done at their age!

Nowadays, it’s not a lack of current affairs knowledge, but more a filtering of information that is perhaps more relevant to the individual who then has a very different way of processing and understanding the world around us.

Being part of Lifeskills means I see how much we should be proud of our students when it comes to discussing controversial topics and current affairs knowledge. A huge thanks to all the dedicated teachers and staff who constantly encourage and direct their passions and interests.

I will continue to spend time talking to my own children about the world and the news, just to make sure the family rituals I had growing up, discussing topics, debating issues and hearing different perspectives continues through the generations.

By Clare Butler, Head of Lifeskills

Courage

Bravery, Honesty, Perseverance, Zest

Humanity

Kindness, Love, Social Intelligence

Justice

Fairness, Leadership, Teamwork

Temperance

Forgiveness, Humility, Prudence, Self-Regulation

Transcendence

Appreciation of Beauty and Elegance, Gratitude, Hope, Humour and Spirituality.

Go to www.viacharacter.org to see what your Character Strengths are.

35

SHOW A selection of Year 12 Tanglin students have contributed to the ‘In’ 2019 International Schools Art Exhibition, a collaborative display which supports their passion for art.

Visit the Australian High Commission before January 2020 and celebrate the talents of young artists from international schools across Singapore.

Luca B-Tech Breakfast Club

Lila Line around me

36 36

WCASE Bobbie Artificial Nature

Alexander Tally-Ho One-North

37

Vanessa Lifeboat

Gemma Chopsticks

38

Evangelos Decay

Izumi The Glass Ceiling

Martina The Story of a Meal

39

By Arsh, Reception

By Nuree, Reception

Nursery Paintings Tara

Skye

Rian

Jasmine

By The Dragonflies, Nursery

Jared, Reception

Ryan, Reception

Year 6 Poppies Alexa

Bethany

Georgie

Lucas

Verity

Sahil

41

Head Team Hits In just a few weeks since the start of the academic year, our Year 13 Head Team have been busy planning and supporting events across the school. Here are some of the ways they have been strengthening the activities of our community.

42

Developing Debating Skills

Through the TTS Foundation’s Deirdre Lew Service Award (DLSA) and using his extensive debating experience, Ryan, Head Boy spent three weeks helping to plan and teach the English Speaking Board (ESB) debating course for Year 6 students.

They looked to include rhetorical language, common stylistic techniques and juxtaposition, improving the quality and delivery of the speeches along the way.

TEDx Teamwork

As part of a large Year 13 Creativity, Activity, Service (CAS) group, Assistant Head Team Members Ana and Yash, contributed their leadership skills to help organise the annual TedX event, Breaking Ground. This event brought together distinguished speakers whose groundbreaking ideas have advanced and pushed the boundaries of human understanding and shifting perspectives.

Showcasing Character Strengths through Dance

Deputy Head Girl, Ingrid alongside fellow student Roisin, led the dance showcase, ‘We are Tanglin’. Featuring dances choreographed by students from different Senior School year groups, this year’s emphasis was on representing character strengths through different styles ranging from classical Ballet to Hip Hop, Irish dancing and even a fun teacher dance. A great way to bring people together.

Announcing Music through the Ages!

With their passion for the Arts, Sophie, Head Girl and Ingrid, Deputy Head Girl, had a wonderful time introducing music from the ‘50s and ‘70s at the recent Senior Ensembles Concert where over 350 students played and sang to a packed and very impressed audience.

Organising a SafeTALK Course

In October, Assistant Head Girl, Bethany, organised a safeTALK course for over 50 Year 13 students. The course was delivered

by Senior School teachers qualified to run safeTALK. The talk touched on aspects of preventing suicide by identifying early signs and a step-by-step guide on how to approach peers who may be having suicidal thoughts.

Supporting a Sustainable Future

As part of the global movements for climate action, Kit, Deputy Head Boy, went vegetarian for a week. He also helped to host the screening of Sir David Attenborough’s documentary Climate Change: The Facts, where our Friends of the Planet interest group was launched.

Heightening School Spirit Through Sport

The Head Team organised a new sporting event, the Inaugural Floodlit Tanglin Touch Tournament, involving student, staff and parent teams. This fun filled evening with tasty food, entertaining games and music by our very own students was a great success and one we hope to see again in the future.

Congratulations to Raeburn for winning the tournament!

Look out for more from the Head Team over the next few months.

43

F R I E N D S O F TA N G L I N

Everything You Need to Know About Friends of Tanglin This year the newly formed, school-led, Friends of Tanglin (FOT) was launched to our parent community including official welcome drinks for new parents with CEO, Craig Considine in September. At the event, the school’s Strategic Plan 2019 was shared with an emphasis around ‘Team Tanglin’ and the school’s continuous commitment to our community. The school recognises that the dynamics of family life have changed with many of Tanglin’s families having both parents working. In considering this evolution, earlier in 2019, the school identified the key elements of what it wants to achieve through the Friends of Tanglin, which aims to connect, support and provide an active social and professional network for members in Singapore and abroad by:

• Community building and bringing people together in an international expatriate setting; • Supporting the transition of new families to Tanglin and Singapore and current families returning to their home country; • Providing the opportunity for parents to comment on their Tanglin experience through ‘Parent Voice’ meetings; • Class Representatives liaising with teachers and bringing parents of the class together particularly in the Infant and Junior Schools; • Facilitating social, career and business opportunities through a vibrant international events programme, special interest groups (including Friends of the Arts, Friends of Sport) and volunteer programmes; • Providing lifelong guidance to Tanglin students and alumni through Work Experience Programmes (WEX) and career mentoring; • Advancing individual’s connections through an integrated development programme and TTS Foundation Grants.

Every parent at Tanglin is automatically part of the Friends of Tanglin. If you would like to get involved further you can also sign up to take part, support or lead one of our parent-led groups that enables our parent community to connect with each other over a shared interest or passion. See below for a full list of the groups and the contact email address if you would like to find out more. Through harnessing the talents and expertise of the members of the Tanglin Trust School Community, Friends of Tanglin Groups support the school’s vision to ‘be the best school in the world with a dynamic learning community that nurtures and inspires every individual to be the best they can be.’

Current Parent Led Groups Friends of the Planet Book Group Running Group Parent Coffee Morning Group Cultural Interest Group Walking Group Yoga Class Football Group 44

Contact - General enquiries FriendsofTanglin@tts.edu.sg

Meet our Friends of Tanglin Team Megan Williams Born: Sydney. I also spent two years in Melbourne before moving to Singapore in 2006.

Family: I arrived in Singapore with two pre-schoolers who are now taller than me, and a third who was born here.

Advice to any new families at Tanglin: Life in Singapore is full of new experiences, learning, laughter, fun, friendship and community. It is not easy to leave your home and come to a new country, but most of us have been through it. In my own experience one of the best ways to navigate those changes is to get involved, participate, take advantage of all the wonderful opportunities around you, volunteer, join groups, go to coffee mornings, find a hobby you might not have had time for before you came to Singapore.

Hobbies: I am a keen tennis player!

Fun Fact: I have played in every Women’s Interclub Tennis Singapore (WITS) tennis league division over the last 10 years. WITS is a tennis league with over 650 women who play tennis for competitive challenge and social camaraderie.

My role at Tanglin: As part of the Friends of Tanglin team my role is to create community events for everyone to enjoy.

Friends of Tanglin aims to promote community spirit and help you to connect with Tanglin and with each other.

Vanessa Victoria Born: Puerto Rico to parents that are both dedicated teachers.

Family: I moved to Singapore three years ago and it has been one of the most wonderful experiences so far. My oldest son is at university and my twin boys are currently in Year 12 at Tanglin.

What did you do before coming to Tanglin: I lived in the USA, Brazil, Mexico and now Singapore! I first studied to become a Certified Public Accountant (CPA), but eventually found my passion working within expat, local and school communities. I would love to bring my experiences and learnings from that to the Friends of Tanglin.

Proudest Moment: In Mexico City, I helped to build the first ‘Boys and Girls Club’. The Club provides a safe environment where at risk children have access to education, arts and sports.

It is something I feel extremely proud of and was very honoured to be part of.

Hobbies: Travelling, creating fusion dishes, golfing and going for regular runs! I am constantly exploring new things and recently became a certified scuba diver.

My role at Tanglin: Making every family feel welcome through positive relationships that nurture our sense of community. I will support the social and networking side of Friends of Tanglin, including the parent led interest groups. There are already new parent led groups and I hope over time, more parents will get involved and connect with one another.

45 45

C GATE In Pictures A Snapshot of the Progress So Far

August The Point building is demolished

46

July Breaking of the ground and ground blessing

September Preparations for the foundation of the building

October/November Sound barrier goes up

FINISHING IN 2021 Computer generated image of the new Gate C building

Recipes Festive Recipes from around the world

With Christmas just around the corner, we asked some of our community to share their favourite recipes for the whole family to enjoy over the festive period.

Kaiserschmarren (fat chopped pancakes)

The Bohn Family (Austrian)

• • • • • • • • • • • •

6 eggs 350–400 ml milk 180–200 g finely ground flour

Beet Salad

3 tbsp caster sugar, for the topping 2 tbsp raisins 1 packet (8g) vanilla sugar

A dash of rum Some grated lemon rind A pinch of salt

•

Approx. 50g butter for frying 1 tablespoon of butter shavings and

•

crystal sugar, for caramelising Icing sugar and cinnamon for dusting

• •

Place the raisins in a bowl, mix with the rum and leave to stand for approx. 15 minutes.

Separate the eggs and place the yolks in a mixing bowl. Pour in the milk, flavour with some grated lemon rind and vanilla sugar, and add the flour. Mix to form a smooth dough.

Beat the egg whites with the crystal sugar and a small pinch of salt until it forms a firm peak, and fold into the dough mix. Pre-heat the oven to 180 °C. Let the butter melt and bubble up in one large, or two small (coated) heatproof dishes. Pour in the mixture and after 1–2 minutes scatter the soaked raisins over the top. Cook the underside until light brown, turn over using a spatula and bake for

6–8 minutes in the pre-heated oven until golden brown.

Tear the ‘Schmarren’ into small pieces, using two forks. Scatter the butter shavings over the top, sprinkle with some crystal sugar, and caramelise under the grill at a high heat.

Remove from the grill and arrange on pre-heated plates. Dust with icing sugar and cinnamon. Serve with baked plums, a berry ragout or fruit compote. The Kaiserschmarren can also be cooked at the top of the oven and caramelised at the end with a lid to cover. Eat immediately!

Cooking time: 8–10 minutes

•

The Koltovich Family (Russian) 2 medium beets, boiled and cubed (or 2 (14.5 oz) cans of beets, drained) 3 medium red potatoes, boiled, peeled and cubed 2 medium carrots, boiled and sliced ½ large white or yellow onion, chopped ½ cup sauerkraut, drained (alternative: use pickles or marinated beans)

Steam or boil the beetroots, potatoes and carrots for about 30 minutes. If using canned beets, just drain them. After the vegetables are cooked, let them cool to room temperature.

Peel the cooked vegetables, then cube or dice them. Dice the onion.

Mix all the vegetables along with sauerkraut (or pickles or beans) and add 2-3 tbsp of olive oil with 1 tbsp of white vinegar (or lemon juice). Add sea salt and ground black pepper and give it a good mix. Garnish with chopped dill or parsley and refrigerate until ready to serve.

Pavlova

• • • • • • •

The Merrick Family (Australian) 4 egg whites 1 ¼ cups white sugar 1 teaspoon vanilla extract 1 teaspoon lemon juice 2 teaspoons corn starch 2 cups heavy cream Fruit for topping (kiwi fruit, strawberries, passionfruit, etc.)

Preheat oven to 300 °F (150 °C). Line a baking sheet with parchment paper. Draw a 22cm circle on the parchment paper.

In a large bowl, beat egg whites until stiff but not dry. Gradually add in the sugar, about 1 tablespoon at a time, beating well after each addition. Beat until thick and glossy. Gently fold in vanilla extract, lemon juice, and corn starch.

Spoon mixture inside the circle drawn on the parchment paper.

Working from the centre, spread mixture toward the outside edge, building edge slightly. This should leave a slight depression in the centre.

Bake for 1 hour. Cool on a wire rack.

In a small bowl, beat heavy cream until stiff peaks form; set aside.

Remove the paper, and place meringue on a flat serving plate.

Fill the centre of the meringue with whipped cream, and top with kiwifruit slices.

Melomakarono (Christmas Honey Cookie)

The Founta Family (Greek)

For the cookies • 2 cups olive oil • 1 cup sugar • ½ cup cognac or brandy • ½ cup orange juice • Orange zest from 1 orange • 1 teaspoon cinnamon • 7 ½ cups flour • 2 teaspoons baking powder • 1 teaspoon baking soda For the syrup • 2 cups honey • 2 cups sugar • 2 cups water For the topping • 1 teaspoon cinnamon or dark chocolate dip Preheat oven at 350 °F (approximately 180 °C). In a large bowl mix the olive oil, cognac or brandy, orange juice, sugar, 1 tsp cinnamon, and orange peel.

In another bowl sift flour and mix with the baking powder and baking soda. Add gradually to the olive oil mixture, while stirring with a wooden spoon. Once you have added all the flour, knead the dough and add some more flour if needed.

Roll the dough in little balls. Using your fingers press one side of the ball on a grater flattening like a small pancake and then fold over so that the cookie is in an oval shape, with the top having the design of the grater.

Place the cookies on a cookie sheet lined with parchment paper.

Bake for about 25 minutes.

Once all the cookies are baked, flip them so that the bottom part is facing up, let them cool down.

For the syrup bring to a boil the honey, syrup and water and let it boil for 5 minutes. Remove the foam.

Once the syrup is boiled, while it is hot, pour it over the cookies, making sure all cookies are covered with syrup. Let the cookies sit for at least 2-3 hours with the top side facing down so that they absorb the syrup.

Sprinkle with cinnamon or dip into melted dark chocolate.

Book Worms

50

Read it, Rate it Be Kind by Pat Zietlow Miller and illustrated by Jen Hill I like the part when Jen thought about what it means to be kind, to give and help others by paying attention to them. I give this book five stars.

By Lana, Year 2

The Story of a Seagull and the Cat who Taught her to Fly by Luis Sepulveda This book is about motherhood, friendship and promise keeping. When a baby seagull’s mother dies as a result of an oil slick, a cat decides to rear the baby seagull himself with help from the other cats. If you believe in yourself anything can happen, even a cat can teach a bird to fly. By Edward, Year 5

Last Stop on Market Street by Matt De La Pena and illustrated by Christian Robinson.

I really like everything! The illustrations in the book are gorgeous and colourful. The story is very nice because it is about giving and trying to help people who live in poverty. In the story, Nana takes notice of everything around her. She finds beautiful things all around her. This book helps talk about the sustainable development goal #1, No Poverty. We give this book four stars. By The Book Buddies, Year 2

Ash Princess by Laura Sebastian The Bad Guys (Episode 6),

by Aaron Blabey This is a graphic novel. I like the book because it is very funny and very silly. It is also very scary! It has fun pictures. I give this book five stars.

By Yusuf, Year 2

Dear Mr Henshaw

by Beverly Cleary I really liked the writing style of this book because it tells the story through letters and because the boy, Leigh (Lee) has something in common with me. Since second grade, Leigh has been a fan of the author, Boyd Henshaw, and always writes letters to him as he wants to be an author. I identify with Leigh because I also want to be an author, and after reading this book I am thinking of writing to one too! This gripping book has inspired me not to give up on anything. The lessons I learned were that to be a good writer, I must make my writing real and honest and not imitate others. I should also write more! By Mia, Year 4

This is one of my favourite books because it has an adventurous, mysterious and smart storyline with many twists. The genre is fantasy fiction. It is about a girl who is a Queen called Theodosia, known by her new name Thora. She must go through a series of treacherous tasks in order to save her country. Ten years after her land was conquered, she decides to take revenge, and the sacrifices she has to make are truly heart-breaking. I would recommend this book because its plot is very interesting, cool and smart. By Lizzy, Year 7

Throne of Glass by Sarah J. Maas The first book of the Throne of Glass series is where the all famous assassin, Celaena Sardothien, currently imprisoned, gets a chance at freedom if she fights for the Crown Prince as his Champion in a competition.

What would be an easy competition for the great Adarlans Assassin becomes much more complicated as many forgotten secrets are uncovered. Celaena discovers a dark power in the castle, and the ancient Queen of Adarlan, Elena, gives Celaena the task of destroying it. Celaena makes many friends and is desperate to destroy the darkness before it claims them. As she strives to solve riddles and fulfil Elena’s mission, her enemies rise up against her. By Farragh, Year 8

51

Teacher Alumni, Publishes First Novel Ex -Tanglin Senior School English teacher, Zoӫ Richardson launched her first co-authored novel, Archie’s Cloud, this September.

This unique book was created to help children manage unsettling and overwhelming emotions such as anger and anxiety.

Archie’s Cloud cleverly combines story telling with therapy: it includes a toolkit of practical solutions that adults and children can draw on, time and time again, to help restore feelings of control and calm. The book will allow children to make sense of their more complicated emotions, and will instill confidence in parents, teachers and carers by supporting and guiding them through those more challenging aspects of nurturing children.

Archie’s Cloud tells the story of Archie, an angry, self-pitying child on a quest for enduring friendship and happiness. It’s an uplifting fantasy story peppered with optional ‘therapy’ pages drawn largely from the practice of yoga and mindfulness. The target audience is children aged 5-8 and the intention is for the book to be read aloud by parents, teachers and childdevelopment experts.

The narrative follows Archie on a long, dull journey home. Accompanying him on his journey is a heavy, wriggling sack-a-bundle that simply refuses to be put down. Its contents remain a mystery to Archie and the weight of it is making him miserable.

Just when life is starting to feel intolerable, Archie takes a detour, entering a magical kingdom where he meets four wise souls; a rhino, an owl, a donkey and a rabbit. These new friends recount difficult episodes from their own childhoods - stories that resonate deeply with Archie. One by one, they help Archie unpack his bundle and reflect on its contents. Each item (a dice, cake, ball and headphones) represents a social ‘worry’. Worries are inspected, understood and overcome. Then they drift to the sky and merge to form a cloud. By

52

the journey’s end, Archie has acquired strong new strategies for managing his stormy feelings, his bundle is empty, and he skips home-light and free.

The optional therapy page (one for each animal story) consolidates the chapter’s message through an adult-led conversation. A simple mindfulness exercise is also proposed to introduce children to the benefits of ‘self-soothing’ to restore calm, confidence and self-control.

“Parenting can be challenging at the best of times, but I sincerely hope that the community in Tanglin can find something in Archie’s Cloud that will help smooth the path. My approach has always been to face problems head on and find the positive even on the most challenging of days!

Archie’s Cloud is about never giving up and to hold on to the hope that tomorrow is a new start.” Zoӫ Richardson, Co-author.

“Archie’s Cloud is a wonderful resource to help children navigate the challenges of regulating their emotions. Children relate to Archie and learn coping strategies from

his magical adventure. The ‘Time to Talk and Share’ section allows for guided personal reflection and subsequent positive change, empowering children to be the very best versions of themselves. I cannot recommend it more highly!”

Claire Holmes, Head of Counselling at Tanglin.

About the co-author Zoӫ Richardson

is an award-winning English Literature and Language teacher who taught at Tanglin for 9 years. She’s an Oxford University graduate who has had several academic papers and poems published; this is her first co-authored novel. Zoӫ is Mindfulness Based Stress Reduction (MBSR) trained and delivers mindfulness classes to school aged children. Prior to teaching, Zoӫ worked in advertising and broadcasting. She has two sons, both born in Singapore, and it is their emotional journey that has been the primary inspiration for Archie’s Cloud.

In 2019, for the first time in its almost 100-year history, Tanglin Trust School honoured its Alumni as distinguished ‘Generations of Excellence’. These are Alumni who have excelled in their profession, sports, the arts or contributions to society.

Left: Winners Javid (first from left) and Bronte (third from left) with Former Head of Infant School, Geraldine Chandran and Chair of Board of Trustees, Tanglin Trust School Foundation and Governor of Tanglin Trust School, Dominic Nixon.

Nominated by fellow Alumni, family members and teachers, 17 finalists were shortlisted for four awards:

• Excellence in Sports • Excellence in the Arts • Excellence in Community Engagement • Professional Excellence On Friday, 15 November, the Alumni team, members of Senior School Faculty and Mr Dominic Nixon, Chair, Board of Trustees, Tanglin Trust School Foundation, presented the inaugural awards to the winners at Beaufort House, Chelsea, London. The event was attended by the nominees, fellow Alumni, their families and friends.

Many congratulations to the winning Alumni: Ms Bronte Sykes - Excellence in Sports (2016 Cohort)

Vice Captain for England Open Women’s Touch Team in the 2019 World Cup in Malaysia and Assistant England U18 Coach at the European Championships 2018 where England took gold. Whenever Bronte is in town, she always comes in to meet the students and offers free coaching sessions. She also helped to organise the Alumni Touch Rugby tournament in London 2019. Currently studying Psychology at the University of Bath, she is also a TTS Foundation Alumni Grant recipient.

Mr Javid Rezai - Excellence in the Arts (2010 Cohort)

Javid is a director and screenwriter. His

Below: Winner Ben Stevens with Director of Development, Cecilia Handel first narrative short, Another Life, premiered at the Festival Internacional de Cine de Madrid in 2016. He won the 2017 BAFTA Rocliffe New Writing Prize in Children’s TV for his series, Shallows. His short films have been selected for film festivals and he currently writes for UK drama, Hollyoaks. He was a Changemaker at the 2018 Children’s Media Conference. His is also known for his film Pegah (2017). On a previous visit to school he joined students in film classes, premiering his short film and talking about his experience working in the film industry.

Ms Dominique Schell - Excellence in Community Engagement (2014 Cohort) A cancer survivor who went on to fundraise and raise awareness of sarcoma. She lives in Australia where she is studying to be a doctor.

In 2015, Dominique founded the Crutch4Sarcoma Foundation. She is focusing on raising awareness through inspirational speaking and in the past few years, she has presented at Stanford University’s MedicineX (California), the University of Melbourne’s MD Student Conference (Australia) and the International Baccalaureate’s World Student Conference (Switzerland).

She has been back to Tanglin on numerous occasions to tell her story and inspire the younger students.

Unfortunately, Ms Schell was unable to attend the awards ceremony. She sent a thank you video to the school. Her award will be presented to her later in the year.

Mr Ben Stevens - Professional Excellence (2004 Cohort)

Ben fought to have PE as an A Level subject when he attended Tanglin. He knew from an early age sport was his passion. He has since gone on to work for three premiership football clubs. Ben has also mentored and coached many young people who have followed in his footsteps to work in the same industry and role as him, saying he “owes it to Tanglin”.

John Ridley remembers him as young student in Year 9, campaigning relentlessly for PE to be included as an exam subject and asking for goal posts to be put on the field so students could play!

He currently works at Crystal Palace Football Club as Head of Performance & Recruitment Analysis.

Did you know?

1925 Founded in 1925 by Anne Griffith-Jones OBE, to provide high quality British education to children of expatriate families.

1981 Tanglin moved to existing campus on Portsdown Road.

1996 Tanglin started to accept students into the new Senior School.

2001 Tanglin welcomed the first cohort of Sixth Form students.

2009 Sixth Form introduced the International Baccalaureate, alongside A Levels creating a dual pathway for students.

2016 Opened the new Nixon Building, which received the BCA Green Mark Award (Gold).

2020 Tanglin celebrates its 95th Anniversary.

2021 Planned opening of the new state-of-the-art building, providing a 50m swimming pool, physio and fitness centre, gymnastics hall, music rooms, 54CPD centre and more.

55

Financial planning for generations

C

M

Y

CM

MY

CY

CMY

K

www.thefrygroup.sg The Fry Group (Singapore) Pte Ltd is authorised to act as a financial adviser by the 56 Monetary Authority of Singapore - licence number FA100057.

57

1919-2019

WHAT ARE YOU WAITING FOR? An adventure to the stars and stripes. Over 240 destinations across the US, in collaboration with American Airlines.

Book now at ba.com

58

SINGAPORE’S FAVOURITE SOCIAL AND SPORTS CLUB As voted by Expat Living readers!

Founded in 1983, The British Club services members of more than 50 nationalities and their families, who enjoy superb facilities, outstanding restaurants and service. Covering an area of more than 5,900 square meters of secluded grounds surrounded by lush greenery, the club houses 4 restaurants, squash and tennis courts, swimming pools, a spa and gym.

The Hangout is for youths aged 7 years and up.

The space provides the youths a place to unwind, study and participate in workshops. Located next

Call 6410 1100 or email membership@britishclub.org.sg to book a Club tour now!

73 Bukit Tinggi Road Singapore 289761 www.britishclub.org.sg

to Verandah Cafe, the Hangout provides board games, arcade games, work stations, a PlayStation, an Xbox as well as two Alienware gaming terminals. Parents can drop their kids off here and head to their fitness classes or meet up with friends.

59

60

95 Portsdown Road, Singapore 139299 www.tts.edu.sg Tel: 6778 0771 Email: communications@tts.edu.sg CPE Registration No.: 196100114C CPE Registration Period: 7 June 2017 to 6 June 2023