Middle School Handbook 2026-27

Tanglin Trust School Middle School Parent Handbook 2026-27 1 NEW PARENT HANDBOOK

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Middle School Vision Statement We aim to grow curiosity, confidence, and a sense of community in our students, nurturing and inspiring every child to be the best they can be.

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CONTENTS Welcome from the Head of Middle School

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Middle School Leadership Team (MSLT)

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Academics

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Progress and Reporting

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Subjects

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Student timetable

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Learning to Learn

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Learning Support

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Technology for learning

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Pastoral care

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The Tanglin Pastoral Circle

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Safeguarding

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Lifeskills

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What Students Learn

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ParentWise

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Transition and Orientation

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Co-Curriculum

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House System

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Student leadership

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Outdoor Education

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Trips

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School Life: Timings of the Day

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School Buses

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Attendance Expectations & Absence Procedures

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Health Centre

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Food Services

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Uniform and Equipment

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Friends of Tanglin

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Communication with Parents

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Welcome from the Head of Middle School

Catherine Bolger

Acting Head of Middle School

Dear Parents, It is with great excitement that I welcome you and your child to Middle School at Tanglin. As the newly appointed Acting Head of Middle School, I feel privileged to be joining your child's educational journey during these formative and transformative years.

Middle School encompasses Years 7 to 9 and serves as a bridge between the familiar environment of Junior School and the increasing independence and academic challenge of the examination years ahead. These years are characterised by remarkable growth—intellectually, socially, emotionally, and physically—and our role is to ensure every student feels supported, inspired, and empowered to thrive. At Tanglin, Middle School is a warm, inclusive, and vibrant community where students are encouraged to explore new opportunities, develop meaningful relationships, and discover their unique strengths. Students arrive in Year 7 full of curiosity and excitement, and by the end of Year 9 they leave with greater confidence, a stronger sense of identity, and a readiness to embrace the opportunities and challenges of GCSE study and beyond.

Central to our approach are the three pillars that underpin the Middle School experience: Curiosity, Confidence and Community.

We believe curiosity is the foundation of lifelong learning. By encouraging students to ask questions, embrace new experiences, and think critically, we foster a genuine love of learning. Curiosity not only enriches academic achievement but also helps students develop the adaptability and creativity needed in an ever-changing world. The growth of confidence in students occurs when students feel known, valued, and supported. Through outstanding pastoral care, strong relationships with staff, and a wide range of opportunities both inside and outside the classroom, we help every student develop self-belief and resilience. We want our students to recognise their strengths, embrace challenges, and approach the future with optimism and determination.

A strong sense of belonging, within our community and the sub-communities found in schools, is essential to student wellbeing and success. Our Middle School community is built on kindness, respect, and connection. Through House events, co-curricular activities, outdoor education experiences, service opportunities, and strong partnerships with parents, students develop lasting friendships and learn the importance of contributing positively to the communities around them. Tanglin aspires to be one of the world's leading schools, and a defining feature of exceptional schools is the transformative experiences they offer young people. One such opportunity is our Gippsland Programme in Australia, where all Year 9 students participate in a fiveweek residential experience designed to foster independence, resilience, collaboration, and personal growth.

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The years spent in Middle School are some of the most significant in a young person's development. We are committed to ensuring that every student feels challenged, supported, and inspired to be the very best version of themselves. I look forward to working in partnership with you and your child and to celebrating the many successes and milestones that lie ahead.

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Middle School Leadership Team (MSLT)

Richard Malpass Head of Senior School richard.malpass@tts.edu.sg

Richard Sellers Deputy Head (Pastoral)/ Director of Pastoral Care richard.sellers@tts.edu.sg

Rebecca George Assistant Head (Pastoral) rebecca.george@tts.edu.sg

Catherine Bolger Acting Head of Middle School catherine.bolger@tts.edu.sg

Laura Heyworth Head of Middle School laura.heyworth@tts.edu.sg

Sophie Hawkins Deputy Head (Co-Curriculum) sophie.hawkins@tts.edu.sg

Damian Ballantine Deputy Head (Academic) damian.ballantine@tts.edu.sg

Jonathan Baker Assistant Head of Middle School jonathanroy.baker@tts.edu.sg

Alex Bosch Assistant Head (Academic) alex.bosch@tts.edu.sg

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Academics

Tanglin’s 3-14 Curriculum Framework Tanglin has developed its own curriculum framework for students aged 3 to 14, based upon the UK National Curriculum. Middle School encompasses the final two ‘Milestones’ of this learning journey from Year 7 to Year 9. For each subject, the Framework consists of the following 3 elements: •

• •

Threshold Concepts: The key concepts or ‘big ideas’ of the subject; these are the concepts that we want our students to develop a deep understanding of as they progress through the school.

Knowledge Categories: The areas of knowledge within each concept area.

Milestone Statements: What all students should know and be able to do at the end of each milestone, organised by Concept and Knowledge Category.

The Milestone statements for each subject can be found in the 3-14 curriculum document on the parent portal or scan the QR code on the left.

Progress and Reporting

We are constantly seeking to strengthen our partnership with parents and one of the ways we do this is through organising regular opportunities to give feedback through sharing data and face-to-face Parent Teacher Student Conferences.

In Year 7, we hold a “Meet the Tutor Day” which gives parents an opportunity to meet the teacher who oversees the daily pastoral care of the students. This happens early in Term 1 to establish positive relations between home and school. We hold formal Parent Teacher Student Conferences (PTSCs) in all year groups to review progress on an individual basis, with students expected to take a proactive role in these discussions. We place particular value on PTSCs because they allow direct dialogue and clarification with immediate next steps for students. In the Middle School, students receive two reports ever year. The first, issued in Term 1, focuses solely on students’ approaches to learning, as these provide the most reliable indicator of progress and engagement. The second report, in Term 3, moves to a broader academic judgement, including attainment grades based on our 3-14 curriculum as well as an indication of the student’s approaches to learning in each subject. Both reports are accompanied by a PTSC.

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Students also receive a written tutor report which is complemented by student self-evaluation. Although there are many structured opportunities for parents to meet with teachers, parents can also make appointments with teachers throughout the year to discuss any concerns they may have.

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Subjects

Middle School is an opportunity for students to study a broad and balanced curriculum igniting students' curiosity for learning. A diverse range of subjects reflect the needs and circumstances of our students and our international context. The Middle School experience enables students to make informed option choices moving into GCSE and towards either A-levels or the IB Diploma in our Sixth Form.

In Year 7, students are placed into teaching groups (one to eight). These are mixed class groupings which are different to the students’ tutor (House) group. Students stay in these groupings through Year 7 and Year 8. Academic lessons in Year 7 and Year 8 are taught in teaching groups with the exception of Maths, which is taught in ability groupings, and Languages where students are grouped according to language choices.

In Year 9, students' teaching groups are rearranged based on their Gippsland cohort and Language choices. Class mixing provides opportunities for students to interact amongst different peers in their year group. Ability groupings continue in Maths, and are introduced in English and Science.

There is a strong focus in our timetable in Middle School on the core subjects of Maths, English and Science. Students also choose two languages in Year 7 and Year 8, alongside Latin. As they move into Year 9, students move towards one language choice and either Latin or the Tanglin Research Project, which has its foundations in Learning to Learn (more information on page 14). Students also participate in lessons which promote an understanding of health and wellbeing such as Sport and through our Life Skills curriculum. You can find all of Tanglin’s Middle School subjects listed below.

• Latin (optional in Year 9) • Library and Information • English Studies • Maths • Life Skills • Science • Music • Art • Physical Education • Drama • Sport • Geography • Tanglin Research Project • History (optional in Year 9) • Languages (Modern Foreign languages) • Technology • Chinese • Technology and • French Computer Science • Spanish • Design and Technology

Student Timetable

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Tanglin operates on a two-week timetable, with subject lessons in Week A and Week B at differing times. Please find an example of the new Senior School timetable.

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Learning to Learn

In Middle School, one of our main academic objectives is to teach students to become better learners and prepare them fully for the increased academic demands of the Upper School, Sixth Form, and beyond. Early intervention is key to success, and this is why we begin teaching independent study skills right from the start of Year 7.

One of the issues teachers observe in the Senior School is that as subject content increases in difficulty and volume, students struggle to embed crucial subject knowledge. Without this knowledge committed to long term memories, students are then unable to manipulate it, analyse it, question it or apply any of the other higher order thinking skills required of them in external examinations and assessment at the end of their Senior School journey. As such, we decided to intervene earlier in our students’ academic journeys, teaching them effective ways to study and revise from the moment they walk through the doors of the Senior School in Year 7. This approach is called Learning to Learn, or L2L for short.

To build these learning skills gradually, we take a stepped approach in the Middle School, outlined below: Year 7: In Year 7, L2L is taught through homework. All departments have created Knowledge Organisers, which act as a one-page curated visual of all the essential knowledge belonging to a given topic in each subject. Alongside the Knowledge Organisers, each department has built a bank of homework tasks which require students to develop their own retrieval techniques, primarily through self-quizzing, flashcards and brain dumps based on the content of the Knowledge Organisers. Homework is highly structured, ensuring students can master these study techniques and embed crucial knowledge in long-term memory through these strategies.

Year 8: In Year 8, L2L homework continues to be based on Knowledge Organisers, although the range of retrieval techniques increases. Alongside this, all students will receive a 9-week block of L2L lessons delivered through the Lifeskills curriculum, which focuses on how the brain works and learns, memory, focus and attention, and note taking. Lessons focus on applying this understanding through the practical application of effective study techniques.

Year 9: In Year 9, L2L homework continues, and teachers will continue to build these approaches into the curriculum. In addition, students can choose to opt for the Tanglin Research Project, broadening their learning repertoire beyond memory and retrieval techniques into research, time management and presentational skills. In the long term, the Tanglin Highlands Programme in Gippsland will act as the perfect vehicle for developing L2L research skills even further, as students engage with fieldwork and project work in Australia.

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How you can support your child at home with Learning to Learn Parents often ask how they can support their child at home with L2L, and we welcome this support. Developing proficiency in effective learning strategies requires practice, and parents can help to encourage this at home if they know the recommended strategies. As such, we have created this Parent Guide to L2L (scan the QR code on the right) to assist parents in better supporting their child with their studies at home.

Learning Support At Tanglin, we aim to cater for the learning needs of our students. Teachers are committed to ensuring students with identified learning challenges are given every opportunity to experience academic success.

Some students, at certain stages along their learning journey, benefit from specific interventions. When needed, curriculum modifications are taught through learning support lessons, private study sessions and mentoring. All staff have received training on how to support students with neurodiverse characteristics such as dyslexia and ADHD, so we are well prepared to cater for a diverse group of learners.

We encourage parents to contact their child’s tutor, Head of Year or Gill Sams (Head of Learning Support, at Gillian.Sams@tts.edu.sg) if you have a concern regarding your child’s learning across their academic subjects.

Technology for Learning Our goal is to inspire and support teachers to explore and innovate with technology to get the maximum benefit from available tools so that all students enjoy an increasingly integrated experience of technology in learning. We aim to ensure students know how to apply these skills safely and ethically.

Students in Years 7 to 9 receive specific Computing lessons, where they increase their skills as users of key software packages as well as developing an understanding of the principles of computer science and programming. All classes automatically have a Microsoft Team and associated OneNote notebook created for teachers and students to share resources, communicate, and collaborate as part of their learning journey. Within each group, the students can access information posted by their teachers, receive, and submit assignments, and ask or answer questions/ comments from their teacher or classmates.

All students have their own school managed pen-enabled device which they use at home and at school. This mobile technology is used to support learning and stay organised.

Our students and teachers have access to a range of appropriate technologies with which we interact inside and outside the classroom. These interactions help prepare students to deal with the ever-growing role of technology in their lives both at Tanglin and beyond.

For any queries relating to Technology for Learning, you can contact our Technology for Learning leads.

Kayzad Byramjee Kayzad.Byramjee@tts.edu.sg

Peter Halford Peter.Halford@tts.edu.sg

Paul Beamish Paul.Beamish@tts.edu.sg

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Pastoral Care

Children can grow in confidence when they feel safe and well supported. Our focus on positive wellbeing underpins excellent academic achievement. We pride ourselves on the relationships and close personal attention given to students by a range of specialist staff, allowing them to flourish both personally and academically during their time in Middle School and beyond into their demanding examination years.

Day-to-day pastoral care is overseen by the child's tutor, who meets with them each day for 25 minutes. Not only is this time an opportunity for tutors to check in on students' wellbeing and provide support to any students facing challenges, but it also provides time for tutors and the wider pastoral teams to focus on the key issues our adolescents are facing. With the relaunch of 1:1s and the establishment of an updated Pastoral Curriculum, students in Middle School will be able to learn about the development of the teenage brain, friendships and connections, growth mindset, and failing well, amongst other key topics.

Each academic year, the Senior School promotes a range of pastoral weeks. These weeks include International Men's Day, International Women's Day, Anti-Bullying Week, Online Safety Week, and Mental Health Awareness Week. This year, the Senior School will be introducing AI Week, Sleep Week, and Show Racism the Red Card Week. These pastoral weeks embed our core values of Respect, Responsibility, and Purpose through tutor-delivered resources, alongside year group and Middle School assemblies, which are complemented by visits from guest speakers. These themed weeks, as well as the topics covered in the Pastoral Curriculum, are essential in educating our young people, reminding them of the importance of supporting one another, and encouraging them to seek help from a trusted adult for themselves or their peers.

Each year group is led by a Head of Year and an Assistant Head of Year, who make the journey through Middle School with the students – they are responsible for ensuring students in their year group thrive, becoming confident individuals who are supported by the community around them. The Heads of Year and Assistant Heads of Year are supported by the Assistant Head and Deputy Head (Pastoral), as well as the Co-ordinated Wellbeing Services, comprising the Child Protection Officer, Lead Counsellor, Lead Nurse, Educational Psychologist, School Social Worker, and Head of Learning Support, to ensure that students, and parents, get the best possible care during their time in Middle School and beyond.

Middle School is a truly exciting stage in a young person's education - a time of curiosity, change, and discovery, both inside and outside the classroom. It is an honour and a privilege for our staff to walk alongside students through these formative years, to see them grow in confidence, form lasting friendships, and flourish as individuals. By the time they leave Middle School, students will have developed not only the academic foundations but also the resilience, self-awareness, and sense of community needed to take their next confident step into Upper School and the exciting opportunities that lie ahead.

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The Tanglin Pastoral Circle

Students and families are encouraged to access additional support when needed through engagement with our Co-ordinated Wellbeing Services (CWS). The team that forms CWS (nurses, school counsellors, learning support staff, educational psychologist, and school social worker) aim to be proactive as well as reactive, and regularly contribute to the Pastoral and Life Skills programmes for students. Every student at Tanglin Middle School is supported by at least 12 adults in different roles who look after their wellbeing. Each year group in Middle School is supported by a dedicated school counsellor. Parents who have a concern about the wellbeing of their child or wish to explore social-emotional issues related to school life may reach out to the counsellors directly (see below for contact details). Students are also able to independently book their own counselling sessions with their year group counsellor.

Year 7: Claire Holmes

Tel: 67703564 Email: claire.holmes@tts.edu.sg

Year 8: Seunghee Chung

Tel: 67703563 Email: seunghee.chung@tts.edu.sg

Year 9: Kevin Dunk

Tel: 67703562 Email: kevin.dunk@tts.edu.sg

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Safeguarding

The school acknowledges that nurturing the wellbeing of children and young people and protecting them from harm requires a whole school community commitment. Tanglin aims to provide a professional and caring environment where staff, parents, children, and young people feel empowered to raise concerns.

At Tanglin, safeguarding and child protection means: Respect: We are committed to respecting the rights of all children in accordance with the United Nations Convention on the Rights of the Child.

All children have the right to education that nurtures individual talents and abilities, and the right to be protected from any kind of exploitation.

Responsibility: We are committed to educating and supporting everyone in the school community to develop competence and confidence in taking responsibility for identifying and sharing concerns appropriately to ensure the care and protection of all children and young people.

Purpose: We acknowledge our privileged position and the role we play in children and young people’s lives, and are committed to providing a caring, safe, and stimulating environment where all children and young people can flourish. If you need to report a concern urgently, please contact one of the Designated Safeguarding Leads or contact the Senior School office who can help relay a message.

DSLs for Middle School are: • Catherine Bolger, Acting Head of Middle School • Rebecca George, Assistant Head (Pastoral) • Jonathan Baker, Assistant Head of Middle School The DSL will: • Attend to the student’s immediate safety.

• Gather further information.

• Assess what harm has occurred or might occur in the future.

• Make a safety plan if required.

• Work with the student and their family to formulate a supportive case plan.

Following a reported concern, we maintain confidentiality for the student and family we are working with to ensure we can continue to safeguard the student. In many cases, this means we are unable to provide updates or details on any investigation.

If a Middle School DSL is unavailable, there are additional DSLs in Senior School available to whom you may report a concern.

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Lifeskills

What Students Learn

Our Life Skills programme in Middle School explores themes that aim to proactively prepare children and young people for challenges they are likely to face at their age and stage of development. It equips students with skills beyond the classroom. The curriculum is responsive to emerging trends both within Tanglin and worldwide. For example, drawing on available research from the field of positive psychology and the global rise in children reporting mental health and wellbeing issues, a greater focus is being placed on equipping students with knowledge on online safety and strategies, and techniques to help them be resilient in the face of emotional challenges.

Year 7 Transitioning well to secondary; we focus on keeping and forming friendships and healthy relationships; setting and upholding boundaries; staying safe online; relationships and sex education, including puberty; emotional literacy; mental health and promoting wellbeing; being an upstander; understanding DEI; dealing with challenges and being resilient.

Year 8 They are taught in four blocks via a rotation: Cooking: Students learn basic food safety and hygiene; weighing and measuring; basic knife skills; cook a selection of savoury and sweet goods.

Learning to Learn: How memory works; strategies for learning and revising. This is thoroughly embedded within Middle School so that learners can continue to move up through the school, assimilating deeper and broader knowledge effectively.

Risky Behaviours and RSE: Recognising and responding to peer pressure; impact of smoking and vaping on health; setting boundaries; healthy relationships; consent; being safe online; impact of online viewing.

Mental Health and Body Image: Develop understanding of mental health; importance of developing healthy strategies; influences upon our mental health and body image; develop strategies; impact of social media on wellbeing; develop a balance between online and offline activities.

Year 9 In Term 2, Year 9 students will begin with their RSE unit, covering healthy and unhealthy behaviours in relationships, such as manipulation and gaslighting versus emotional safety and trust; consent vs coercion; setting and upholding boundaries; staying safe online; impact of online viewing. Year 9s will also complete a Hotel Challenge in Term 3. This unit has business concepts with students completing SWOT Analysis, market research on the hotel and tourism market in Singapore and market mapping. In this unit, team work and collaboration, negotiation and presentation skills will be honed.

For the rest of the year, they are taught in three blocks via a rotation: Cooking: Students learn eight to nine new savoury and sweet recipes; ways to substitute different ingredients; kitchen skills and safety.

Diversity, Equity, and Inclusion: Respecting diversity; promoting an inclusive community; identifying implicit bias and prejudice; the harms of stereotypes; challenging derogatory language; empathy; allyship for marginalised groups.

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Risky Behaviours: This include teenage brain development and addiction; vaping, smoking, and alcohol consumption.

ParentWise

ParentWise sessions offer an invaluable resource for parents seeking to support their children both academically and pastorally. These workshops are led by experienced teachers, pastoral leaders, and members of the Co-ordinated Wellbeing Services who bring their extensive expertise to the community, creating a collaborative environment where parents can gain practical knowledge and skills on a range of subjects.

Recent ParentWise sessions have included: • All About Sleep • Bullying Behaviours • Facing the Challenge: Parenting in the Age of Online Pornography • Life Online: Creating Personalised Family Agreements • Navigating Teen Girl Drama • Nutrition for Wellbeing • Online Safety and Social Media • Restorative Practice • SafeTALK – Suicide awareness for everyone • Speaking Your Teenagers Love Language • Supporting your Teen to Study • The Teenage Brain • Understanding Third Culture Kids

Scan the QR code to visit the Online Safety Hub.

Transition and Orientation

Tanglin has also developed an Online Safety Hub (https://tts.onlinesafetyhub.uk).

Children today are growing up in an increasingly online world and it is essential that we do all that we can to support and guide their digital journey. The Online Safety Hub supports parents by providing practical insights and advice directly from internationally-renowned Online Safety & Digital Wellness Experts.

Transition means the ‘process of changing from one state or condition to another’. Through the process of transition, we aim to make the journey to Middle School a smooth one and bridge the gap between a student's Junior education and that which they encounter when they enter Middle School.

For students enrolled in Junior school at Tanglin, we have developed two transition days where the students will take part in a variety of curriculum lessons and House activities. This is an opportunity for students to mix with their peers and work alongside others whom they might not have had the opportunity to work with before. This is a small taste of being in teaching groups in Year 7 in August.

The academic and pastoral teams also provide three transition information sessions for parents, alongside more informal parent-café drop ins in Term 3 where staff are on hand to answer any questions about the move to Middle School.

For students new to Tanglin, parents and their children are invited to an Orientation Day at the start of Term 1 where they can meet with key pastoral staff and meet their student buddies who will be their guide for the first few weeks whilst they settle into life in Middle School.

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Co-Curriculum Scan the QR code to find out the Middle School Co-curriculum on offer.

The Co-Curriculum is a central part of every student’s journey through Middle School, not only in supporting them in their academic learning and pastoral wellbeing, but also in equipping them with passions and interests that will provide them with joy and a sharper sense of self.

It is a means through which we can open more doors to a student, and offer opportunities that allow a variety of skills, pursuits and pleasures to remain parts of their lives beyond school.

At Tanglin, we have built into our timetable opportunities for co-curriculum provision within the school day namely, on a Wednesday afternoon during our activities programme which is compulsory for all students in the Middle School. We have designed a bespoke programme for Years 7-8 and for Year 9 which is age-appropriate, exciting and encourages them to try a wide range of pursuits.

For the first half term, Year 7 and 8 students focus on House participation. Students are musically stretched by taking part in our annual House singing competition and have opportunities to challenge themselves and push their comfort zones in a variety of House spirit activities. All of which foster a sense of community and connectedness amongst the students. From October onwards, Year 7 and 8 students rotate through a structured programme which ranges from Creative and Performing Arts, Service, Outdoor Education and Sports and Activities.

Year 9 have access to a programme solely for Year 9 which includes a range of options on rotation, some similar to those for Years 7 and 8 and others looking towards GCSE study. Year 9 students will also spend their Wednesday afternoons in the final half term of the year preparing for their Gippsland Showcase.

Beyond the school timetabled day, Middle School students are expected to utilise the incredible state of the art facilities around campus and get involved in the Co-Curriculum in other ways such as through Sport and the Arts which generally take place before and after school as well as at lunch times. Our expectation is that Middle School students take part in ‘Wednesday Period 5 plus one’ other activity and their Form Tutors will monitor their engagement and participation with the programme closely.

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House System

The House system at Tanglin honours significant locations in the school’s rich history. It is a unified system from Infant through to Senior School with Alexandra, Cameron, Claymore, Portsdown, Raeburn, Winchester, Wessex, and Weyhill represented by individual colours.

In Middle School, we prioritise building community through the House system. All students are registered each day in their House tutor groups. In Term 1, Year 7 and 8 students spend the first half term participating in House spirit activities for one hour per week in the Thursday co-curriculum slot. A significant part of this is preparation for the wonderful House singing competition which involves students from Year 5 through to Year 8.

Through their House tutor groups, students elect House captains who are responsible for ensuring representation and participation by all members of the House tutor group throughout the year.

House events throughout the year feature students competing for their Houses in activities such as the annual Fun Run, House Sport, public speaking competition, and more. At the end of each year, the prized House Cup is awarded to the overall winners who have accumulated the most points across the year. Community spirit and a sense of belonging is evident in the students as they eagerly await to hear the results.

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Student leadership

Teamwork, organisation, and public speaking are all examples of skills Middle School students are able to develop when they become involved in student leadership opportunities. It is a chance for the students to give something back to the school and leave their mark beyond their years at Tanglin.

Senior School is led by the Sixth Form student ‘Head Team’ who work with staff to implement areas of the strategic vision of the school. The Head Team has seven roles: Lead Student (x2), Academic Edge, Student Welfare, Team Tanglin, Sustainability, Digital First, and Future Ready.

In Middle School, students in each year group can apply to be a part of their year group lead teams, mirroring the roles of the Sixth Form Head Team. This student leadership works both horizontally and vertically; students meet regularly as a year group team, but also meet up with other student leaders from different year groups who also hold the same strategic role.

The House System and co-curriculum also offers opportunities for students to take leadership opportunities such as House Captains and Sport Captains. The Co-curriculum adds further leadership oppurtunities as well.

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Outdoor Education

“The skills and confidence to deal with unfamiliar territory can be developed; exposure to challenges, in a secure environment, awakens in young people a belief in themselves which will stay with them through the hurdles ahead.”

– Kurt Hahn, pioneering Outdoor Educator.

Experiential learning in the outdoor environment is essential for the health and wellbeing of every child. It develops a deep curiosity for learning beyond the walls of the classroom. This is especially important in today’s world of increased screen time.

Trips

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In Middle School, all students take part in a residential experience each year. These are designed to provide students with hands-on outdoor experiences which align with the growth of students' curiosity, confidence and sense of community. They aim to stretch comfort zones, build resilience, and provide opportunities for meaningful connections with one another and the local environment.

The structured skills preparation programme within the co-curriculum in Year 7 and 8 helps to equip students with the knowledge and skills needed to thrive in an outdoor residential environment. Each unit is taught in a 6-week co-curriculum block led by specialist teachers. The unit descriptors can be found in the table on the next page.

STRUCTURED SKILLS CO-CURRICULUM UNIT

DESCRIPTION

First Aid in the field

Students will learn the importance of first aid, what should go into a first aid kit and the basic care of minor injuries or illness. They will practise management of first aid through scenarios they may encounter when away on trips or family holidays. They will also gain experience of emergency first aid and CPR/AEDs.

Outdoor Education – Camp and Survival Skills

Students will learn ropes and camp craft, tent skills, and participate in team-building tasks which will help to prepare them for the outdoor camping experiences in the Middle School trips.

Fitness for the Outdoors

Students will learn the importance of maintaining fitness levels to participate in outdoor experiences. They will gain experience in a variety of ways they can stay fit through outdoor circuits, yoga, walking, jogging, and be educated on how to create personalised training programmes to meet fitness goals.

Outdoor Education Food and Nutrition

Students learn about the relationship between food intake and energy expenditure and how fueling the body correctly has both physical and mental benefits. Students will learn how to plan, prepare, and cook meals on trangeas and create nutritious packed lunches to fuel the body.

Caring for yourself and others

Students will learn skills to help them take care of themselves away from home, such as doing laundry and making beds. They will be taught about physical self-care through personal hygiene and mental self-care through practising strategies to promote positive wellbeing.

Critical Thinking

Students will work in groups to complete a series of problem-solving activities, including code breaking and deductive reasoning. Students will also practise debate skills and learn about related techniques to handle presenting (and critiquing) evidence.

Service Learning

Students will learn the key difference between charitable fundraising and meaningful service learning. They will gain an opportunity to engage in service either through volunteering in the Junior School or by advocating and indirect service for one of our service partners.

Outdoor Education – Navigation and Orienteering

Students will participate in a series of orienteering challenges aimed at developing their map reading and navigation skills.

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The residential trips in Year 7 and 8 serve as a foundational experience, preparing students for the longer journey-based experience in Year 9.

Year 7 Residential:

5 days, 4 nights in Kanchanaburi, Thailand

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Students will discover life along the River Kwai as they paddle, camp, cook, and develop the outdoor skills needed to thrive in the wilderness.

Throughout the expedition, they will build expedition, survival, and leadership skills while learning to work effectively as a team, developing resilience, independence, and selfconfidence. Students will also explore the breathtaking landscapes of Erawan National Park and its famous tiered waterfalls, while uncovering the rich history of Kanchanaburi and reflecting on how its past continues to shape its future.

Year 8 Residential:

6 days, 5 nights in Sam Roi Yot, Thailand

Students will immerse themselves in the incredible landscapes of Sam Roi Yot while working alongside local communities to support meaningful wildlife conservation. Through adventure, cultural immersion, and service, they will build confidence, resilience, and independence while forming lasting connections with their peers and the people they meet.

Students will hike to the spectacular Phraya Nakhon Cave, kayak through tranquil mangrove forests, and experience authentic CommunityBased Tourism as they explore what leadership looks like beyond the classroom.

Year 9:

5-week Extended Residential Highlands Programme in Gippsland, Australia

The Highlands Programme is an immersive learning journey at our Tanglin Gippsland campus in Australia. It is the pinnacle of a Year 9 student’s Middle School educational experience at Tanglin.

Navigators will tell you, that when using a compass to set a course, a one-degree alteration in this course, over time, can lead you to a vastly different destination. The Highlands Programme harnesses this concept.

At Tanglin, we have introduced the Highlands Programme to make a one degree of difference which, over time, will lead to exceptional academic and personal destinations for students in the future beyond school. The outcomes of the programme as part of the Middle School journey will lead students to a path of greater independence, grit, and self-management, becoming more sustainable and environmentally conscious, and able to learn with greater curiosity and independence.

Students in Year 9 will be grouped into one of four Gippsland experience groups of approximately 50 students. Each group will travel at different times of the academic year to the campus for their 5-week experience. Scan the QR code on the left for further details on the Highlands Programme.

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From 7.00am

School Life: From 7.55am Timings of the Day 8.15am

School Buses

Students can arrive for optional co-curriculum.

Senior buses arrive.

Lessons begin.

10.15am

Morning break.

12.35pm/1.05pm

Lunch break (Years 7-9/Years 10-13)

3.50pm

End of school.

4.08pm

Bus departs (for those not doing co-curriculum beyond the school day).

5.08pm

Co-curriculum bus departs.

Behavioural expectations within school are also expected on the school buses. The bus service is provided by KAL Transport Pte Ltd, and they should be contacted directly to arrange your child’s bus transport.

Morning buses will arrive onsite between 7.55-8.10am. Afternoon buses depart at 4.08pm unless students register for the 5.08pm departure.

Senior students must self-register for this service via the Senior Student portal or via the QR codes at the bus bay or bus office before 3.30pm on the same day. The KAL transport office is located on the ground floor of the Infant School and is open from Monday to Friday, 6.45am - 5.15pm (during school term).

Email: KALtransport@tts.edu.sg | Tel: +65 67767371 Transport services manager: transportservices@tts.edu.sg More information can be found at www.tts.edu.sg under School Life/ School Services/Transport. Please note that the bus service is not a full island-wide service. If a bus service is essential for you, please do check that your location is served and has space.

Attendance Expectations and Absence Procedures

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We want all our students to maximise their potential. We expect them to attend school every day unless they are unwell. Parents are, therefore, advised not to take their children out of school, as the absence of even one day will cause students to miss lessons and lose out on essential learning.

This is particularly critical for, but not confined to, students in examination years and can cause unnecessary stress to students.

To ensure the safety and wellbeing of our students, it's important that parents inform the school if their child is absent.

The School will always contact parents where students have missed school without notification being given, or when students have missed a significant portion of the school year for any reason. For more in-depth information about attendance expectations and absence procedures, please scan the QR code on the left.

Health Centre

Our experienced Nursing Team, who are part of the Coordinated Wellbeing Services, are in the Senior Health Centre from 7.30am – 4.30pm (Tuesday, Wednesday and Friday) / 2.00pm (Monday and Thursday due to staff clinic) to care for any child who may have sustained an injury or become unwell whilst in school.

If a child is not feeling well enough to continue with the school day or has symptoms of a contagious illness, it will be necessary for them to go home to rest and recuperate.

If your child has a temperature of 37.8°C or above, any flu-like or respiratory illness symptoms (such as a runny nose, cough, sore throat, breathing difficulties), diarrhoea and vomiting or any other contagious illness, please be socially responsible in helping us reduce illnesses circulating in school, by following these procedures: • Inform your child's tutor that s/he will be absent due to illness. It is helpful if you can be specific about the illness, so we can monitor clusters more effectively.

• If your child is unwell with symptoms such as a fever, cough, runny nose, sore throat, please do not send your child to school.

Children may return to school once: They have completed any MC (medical certification) and: • No diarrhoea or vomiting for at least 24 hours without any medication.

• No fever of 37.8°C or above and/or respiratory illness symptoms for at least 24 hours without medication.

• If a child has been diagnosed with an infectious illness, please obtain a 'Fit for School' letter from the doctor to say your child is well enough to come back to school. This letter should be handed to the Health Centre. More details on Infectious Diseases can be found on the Parent Portal.

• If your child needs to take any medication during the school day, or during a school trip, you must complete the Online Permission to Give Medication Form (scan QR code on the left).

Food Services

At Tanglin, we recognise the importance of good nutrition for our students' overall health and well-being. Our food services partner, Sodexo provides balanced and nutritious meals that fuel students' learning and activities while promoting a positive approach to food choices. Middle School students pay for food via a student food card. Parents can review food choices and provide top-ups to the food card via the Everyday App (accessible via the "School Meals" icon on the Parent Portal). Middle School students will be released for lunch at 12:35pm.

To manage campus spaces effectively and encourage proper use of dining facilities, Middle School students will only be permitted to eat in the Nixon Dining Room.

No takeaway options will be available, supporting a cleaner dining environment, encouraging students to make the most of the shared sit-down meal experience, and enabling centralised food waste collection. Parents may opt to provide a packed lunch for their child. These packed lunches should be eaten in the Nixon Dining Room. Please note that Tanglin Trust School is a nut-free zone. Due to several students with severe allergies, any contact with nuts can be life-threatening. We ask that students avoid bringing nuts, nut products and sesame seed products onto campus.

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Uniform and Equipment

Students are required to adhere the school guidelines on uniform.

All items, excluding school shoes can be purchased in the campus’s school shop, on Level 7 of the Centenary Building.

Boys’ Uniform • Light blue cotton shirt in Tanglin design, worn outside shorts.

• House t-shirt • Dark blue knee length shorts or trousers • White/blue/black ankle socks • Black shoes (both upper and sole should be black)

Girls’ Uniform • Light blue cotton shirt in Tanglin design • House t-shirt • Dark blue skirt or skort • White/blue/black ankle socks • Black shoes (both upper and sole should be black) Hairstyle No extreme hairstyles. Any hair dyes and highlights should be of a natural colour.

Hats School hats or caps must be worn when playing at breaktime or lunchtime on the Playing Field.

Appearance Discrete make up and neutral nail varnish. One pair of stud earrings and small pendant allowed. No rings or bracelets.

Attire If your child wishes to wear a sweatshirt, these must be Tanglin branded sweatshirts (also available in the school shop).

Equipment Students are required to bring a stationery pack, including a Maths kit and calculator to school to be able to fully participate in all lessons.

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Lab Coats Student are expected to wear Lab Coats when participating in Science practical lessons. Lab coats which have been designed to ensure our safety standards can be purchased from the school shop.

Those available in other retail outlets may not be fire safe.

Friends of Tanglin

Friends of Tanglin brings the Tanglin community together by facilitating the opportunity to socialise, network, volunteer and support the school. Friends of Tanglin welcomes new families and supports our class representatives, who act as a liaison between Class Teacher and Parents. Please refer to the Friends of Tanglin overview to find out more.

Connect You can access your class list on the school portal through the dashboard icon ‘Connect with your Class Parents!”. We aim to have a parent class representative per class at the beginning of the academic year, however this can take a couple of weeks to organise. Your class teacher can e-introduce you to your class rep as soon as they are in place.

Most classes choose to have an informal Whatsapp chat for parents in the class. Whilst all formal communication is through In Touch, The Portal, and by email, it is suggested that at least one parent is added to the Whatsapp group so that any reminders can be disseminated effectively. Your class rep, once in place, can add you to the Parent Whatsapp. In the meantime, for any queries, please get in touch directly with your teacher or friendsoftanglin@tts.edu.sg and we will be happy to help!

Check out the Friends of Tanglin Portal Page to join one of our community interest groups or if keen, please join our pool of volunteers!

You can also connect with us on social media at the Friends of Tanglin Facebook Page and our Friends of Tanglin Classifieds.

Get involved!

Community events such as Welcome Drinks, Quiz Nights, Movie Night and the Christmas Fair are organised throughout the year. There are regular opportunities for parents to contribute to the school, so please do keep your eye on In Touch for upcoming volunteering activities or reach out directly to our team at FriendsofTanglin@tts.edu.sg to get involved!

Scan this QR code for all FoTrelated links.

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Every family is emailed with a username and password for the Parent Portal

Communication once they have joined the school. A one-stop shop for all information regarding Tanglin, it features "Quick links" to the school calendar, contact with Parents directory, and other relevant sections such as the Temporary Guardianship

Form for when both parents are travelling. Training sessions for the portal are run by the Marketing and Communications Team at the beginning of each academic year. If you need help with navigating the portal, please contact communications@tts.edu.sg.

In Touch This e-Newsletter is "everything you need to know about your child’s school" and is sent out every Friday. In Touch includes a key message from the CEO, Heads of School or other staff members, as well as links to in-depth information about each school and year group. This newsletter covers important dates, whole-school announcements, and community news and events.

The Voice This biannual magazine celebrates Tanglin and is published in Term 1 and Term 3. Free to read, it is available from magazine stands around the campus and online.

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95 Portsdown Road Singapore 139299 t: +65 6778 0771 f: +65 6777 5862 w: www.tts.edu.sg