The Voice Issue 14

The Voice of Tanglin Trust School

Vol 14 05/2013

MICA (P) 153/07/2012

Feature: Community Learning Spotlight: Developing a Dynamic Curriculum The Last Word: Getting Better Never Stops

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Welcome

The notion of a roving reporter was relatively unheard of until recent years.

The assault on our lives by mobile devices has changed all that! Virtually every incident occurring across the world is recorded by a passer-by and shared globally within minutes. The power of this new media has encouraged our students to become roving reporters and they have been looking for evidence and insightful commentary on the cultural feel of Tanglin. I am as excited by and interested in their findings and can’t wait to see their report in this edition.

There is a move in education to make the curriculum more relevant to life.

The hope is that the closer relationship between life and school life, the better prepared our students are to deal with their futures. Looking at the programme of activities offered at Tanglin both in support of the curriculum and to provide opportunities in sport and the arts, I think school life here is more real than life itself!

In a conversation with parents recently, none of us could recall such a range of activities in our own schools. In this edition, you will read about the impact of outside visitors to the classroom, how we develop a dynamic curriculum, environmental projects, the role of parents in school, Horrible Histories, music, dance and drama and how we strive to bring

Contents

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Staff News Into the Deep Inspiring by Example The Sound of Silence

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Feature

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Spotlight

Community Learning

Alumni The Alumni Grant in Action Returning to the Classroom

Developing a Dynamic Curriculum

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Our World

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Infant School

Taking Action

Partnership with Parents

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Junior School

Horrible Histories

Senior School Bringing Languages Alive

languages alive. What an exciting place to be this is! It is a pity that formal schooling takes place so early in one’s life. I am sure that many parents (including me), would appreciate far more the opportunity to learn in such an exciting and enjoyable way. Being surrounded on a daily basis by such energy is indeed inspiring.

An advantage for me and all others who work in schools is that we are surrounded by children. I read recently that adults smile on average about 20 times per day. Children, on the other hand, smile up to 400 times a day! Entrepreneur Ron Gutman writes that “When you smile you not only appear to be more likeable and courteous, but you also appear to be more competent.” You would need to read his research to see if you agree with him. But, if this is the case, then schools ought to be more aware of it.

I have always talked to students about the world they create, but Gutman takes this idea even further. At Tanglin, we take seriously our responsibility, alongside parents, to nurture good and happy people. This doesn’t occur outside of the curriculum, it is a fundamental part of it.

It is ingrained in our ethos. A positive and happy demeanour is demanded of every teacher who in turn nurtures that in his/ her children in the classroom. Gutman goes on to say that the size of our smile

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Peter Derby-Crook Chief Executive Officer

Sixth Form IB or A Levels? A Happy Dilemma

Showcase Art • Dance Drama • Music

Sport Committing to SEASAC

PTA Recognising Parent Volunteers

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Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized. Working together in a safe, caring yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

Student Services Careers and University Guidance

Creative Writing A Selection of Infant, Junior and Senior Writing

Book Reviews Infant, Junior, Senior and Parent Reviews

Roving Reporters and The Last Word

Editors: Katherine Massey and Alison Fairhurst Design & Layout: Jennifer Anderson Contributors: Students, Staff and PTA Photography: Jennifer Anderson and other contributors Printer: Oz Print Services

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I do hope that this edition of The Voice is interesting for you and that it raises your rate of smiles per day, at least for a short time.

Tanglin Mission Statement

‘The Voice’ herein refers to ‘The Voice of Tanglin Trust School’

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when younger can be used to predict our life expectancy. This is where I will need more convincing. But, in any case, for our lifetime, the more positive energy we create and share with others, the better the quality of our lives.

Staff News 04

Into the Deep

by Ali Hunt, Senior School Science Teacher A lot of people know that I dabble in sporty pursuits, but freediving is something that’s quite unusual. To be honest, Singapore doesn’t lend itself to very much freediving – the sea is murky and shallow (and full of very big ships!) so most freediving is spent either face down in a pool or swimming lengths underwater.

My freediving has become one of the most peaceful ways to escape the madness and chaos of Singapore. And, of course, it’s great practice for the weekends when I do get away, usually to Phuket or the Philippines to get some depth. Having relatives in the Philippines means I get to visit there often and, with so much deep water so close to the shore, it’s the perfect place to freedive.

Being able to dive underwater on a single breath is the purest interaction you’ll ever have with marine life, and the reason I love it so much. With no bubbles to frighten the fish away, you see so much more – everything comes that much closer. In Egypt, I’ve had a wild dolphin swim into my hand. Deep line diving is also a very meditative experience – you are forced to relax, to look within yourself.

It does require a lot of discipline and a lot of training but it is so very worthwhile and a fantastic contrast to everything else I do.

I’ve been working my way up through the ranks of AIDA (Association Internationale pour le Développement de l’Apnée), recently becoming an instructor. People often ask how deep I can go but the simple answer is that I don’t know as I’ve not been there yet! I’m well past the 50 metre mark and I’ve held my breath for more than six minutes, so who knows what the future holds.

Inspiring by Example

by Katherine Massey, Head of Communications Ms Leilani Trinka (Lani), an art teacher in Tanglin’s Senior School for the last 11 years, talks to us about her love of ceramics and the recent success she has enjoyed.

Following a degree in fine arts, specialising in ceramics, Lani has been creating ceramics for the last 25 years, teaching and practising wherever she can. This year, she has also been the artist in residence in the Senior School, teaching and working in her space whilst promoting ceramics to the students.

A key focus for Lani has been to build up her own body of work and to get it viewed by a wider audience. She was particularly pleased to have been selected for three shows in the U.S last year, where she was chosen out of hundreds of potential candidates to exhibit her work. “The shows give me great exposure and I was thrilled to sell almost everything!” says Lani.

The Sound of Silence

by Shriya Vishwanathan, Y7.8 Year 2 teacher Vanessa Patel loves to encourage lively discussion in her class and, usually, her students need little encouragement! However, visitors to the Year 2 unit last term would have been surprised by the silence. Miss Patel told me why the children were so quiet, explaining that Y2.3, Y2.7 and Reception 1 were sponsored to keep silent for 30 minutes to raise money for a charity in Singapore called Kidz Horizon Appeal.

Teaching the skills and philosophies behind her own artwork to her students and being a role model, inspiring them with her work, gives Lani great satisfaction. “I hope I can encourage them to take risks, be aware, answer questions, not be afraid to get it wrong, develop their own ideas and enjoy a sense of achievement. I also think it is really important for the students to see that we’re not just teachers but that we do something else – whether we’re artists, sportsmen, authors – it gives us more credibility and I believe that students respond to this.”

We are delighted that Lani has recently been selected to exhibit her work at two shows in Detroit and Philadelphia and we wish her the best of luck. She is also in discussions with Red Sea Gallery, with a view to putting on an exhibition here in Singapore later this year. Watch this space to find out more about Lani’s work and future exhibitions!

child in hospital feel happy. The four best pictures from each class were chosen by the Infant Student Council to be framed and put on the walls of KK Women’s and Children’s Hospital.

Set up in 2004, Kidz Horizon was started to help children with cancer, HIV and other chronic conditions whose families are unable to pay for hospital treatment.

So far, more than 500 children have benefited and more than $6 million has been raised.

Miss Patel got involved two years ago.

“I was amazed by the good work that local companies and people were doing to support this charity and I wanted to support and be a part of the team,” she explained. “We see Singapore as an affluent country with minimal needs. This charity helped open my eyes to the needs of local families here on our doorsteps.”

During the silence, the children drew pictures which they felt would make a

Dr Caroline Low-Heah, Chairperson for Kidz Horizon, came to talk to the children. “This way, they understand the importance of what they are doing and why the money raised is important,” said Miss Patel. Amaan Malhotra, Y2.7, said, “I liked it because we get to help sick children.”

The children also donated books so children could feel happy reading them in hospital. So far, more than $1,500 has been raised and sponsorship money is still being collected! Miss Patel hopes to exceed the $6,250 raised in 2012. To find out more visit www.kidzhorizon.sg.

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When asked “Why ceramics?” Lani explains, “I love taking a soft, squidgy piece of clay and turning it into a handheld object. I love the process of making, of transforming something simple and non–descript into functional works of art. I love the outcome. I love the magic of it coming out the kiln. I can’t not do it – it’s such a part of who I am!”

Feature

Community Learning 06

by Katherine Massey, Head of Communications At Tanglin we strongly believe that outstanding teaching and learning is achieved through a collaborative learning culture embedded within the whole community, further enhanced by a wide-ranging visitors programme.

Recent visitors to Tanglin have supported staff in their professional development as well as helping to shape the schools’ curriculum development; they have provided opportunities for parents to learn more about how to support their children through the Passion for Parenting programme; and they have taught students new skills and inspired them in their learning. This feature highlights just some of the wide range of visitors we have welcomed at Tanglin, and who have provided all members of the community with wonderful learning opportunities and sharing of ideas.

Further supporting the school’s focus on developing a bespoke curriculum was the visit from educational consultants Chris Quigley and Andy Mellor. Over the last three years, Chris and Andy have been supporting the Junior School in developing a creative skills-based curriculum. They also provided staff training on outstanding teaching and planning for visible learning and progress.

Meanwhile, Andy Hind spent time with the school’s leadership team before Christmas, shaping effective leadership training for both business and support staff. Andy has over 16 years experience as a teacher, is Ofsted trained and more recently has worked in an advisory capacity supporting a number of local authorities and educational networks across the UK. He is passionate about leadership and creating effective learning organisations that provide exceptional learning experiences for all learners.

The staff and leadership team at Tanglin benefited enormously from these visits.

Curriculum Development and Professional Development Ian Warwick, Senior Director and founder of ‘London Gifted and Talented’ visited all three schools at the beginning of the year. Ian supported the Infant School in developing aspects of the curriculum relating to academic challenge and engagement and focused on how to motivate, enrich and extend all learners.

In the Junior School, he led sessions on developing the school’s gifted and talented provision, and was also commissioned to help develop a bespoke writing programme and provide staff training on moving students from ‘good’ to ‘outstanding’. In the Senior School, Ian spoke about independence, curiosity, skills and behaviours at A*, establishing a common terminology around practices of differentiation.

“Ian’s visit helped us recognise the lynchpin of day-in, day-out differentiated challenge in class. The guiding principles for enabling exceptionally able, gifted and talented students to flourish are fundamentally informed by his belief that differentiated teaching in classrooms should underpin the provision.” Mario Sylvander, Head of Gifted & Talented, Senior School

Passion for Parenting (PfP)

However, it is not just staff who have benefited from the experience of visitors.

Last year, Pie Corbett, well-known author of children’s stories and poetry, not only inspired our children to remember stories and improve their literacy skills through his colourful and mesmerising storytelling, he also delivered a series of engaging workshops to parents on ‘why reading matters’.

We welcomed international educational consultant Robert Pereira back in Term 1 to deliver staff training and student PSHCE (Personal, Social, Health, and Citizenship Education) lessons, along with parent workshops on the theme of why children are unkind to each other.

Robert’s passion is to address and alleviate bullying in schools and to assist parents in raising their teenagers in a less autocratic manner. His practical strategies were shared with parents as part of the school’s PfP programme.

Parental involvement in a child’s education and an understanding of childhood pressures is a vital component of successful learning and living for each student in the Tanglin community. The PfP programme, a series of workshops and evening talks that run throughout the year, enables parents to enrich their learning and understanding of issues important to their child.

“The ‘understanding why our children are unkind to each other’ workshop was brilliant. Robert Pereira really brought the topic alive and made it relevant to us and our children. What I found most useful were the practical suggestions.” Parent

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Other parent sessions this term have included Virtues Parenting, Freedom from Chemical Dependency, Making the Most of your Teenage Brain and Living with the iPad, as well as a range of curriculum specific workshops. Parents can find out more information on these and upcoming PfP workshops, on the TTS Portal.

entertained with stories and folktales relating to the places they were studying at the time including India, China and Malaysia.

Inspiring Student Learning

Numerous authors and storytellers have visited Tanglin over the last year to inspire our students and teach them new skills.

Storyteller Cassandra Wye highlighted to Infant children how stories are often told orally in different cultures, whilst performing poets Michael Salinger and Sara Holbrook taught Junior students basic performance techniques such as PIPES - Projection, Inflection, Pace/ Pause, Eye Contact and Stance!

Jan Latta, Australian photographer and author who travels the world photographing wildlife and has written a number of factual books featuring her photographs of animals, worked with students in Year 3. The children loved hearing about her experiences and were particularly engaged by her tiger photograph, which linked closely to their topic on India. Johnny the Journey Man (Johnny Gillett) also visited the school to delight the children with wonderful stories from around Asia. Each year group was

Visits from theatre group Loose Cannon, and cast members of ‘the Snail and the Whale’, and ‘Room on a Broom’, thoroughly engaged Infant children who had an opportunity to take part in role play, characterisation and drama. ToyBox, a Singapore-based performance duo, brought simple stories to life through dance and song for Nursery and Reception children, whilst puppeteer Nina Ayres, modelled how to retell a story through puppets. In the Junior School, the cast from Horrible Histories entertained students and parents with their gory and witty workshops and performances of Barmy Britain and Ruthless Romans (see Junior School article on page 16).

“The Horrible Histories workshop was a great way for children to learn about history as we had buckets of fun while doing it!” Jordan Whalland, Y5.4 Meanwhile, in the Senior School, visits have had a more vocational focus, inspiring students in their future studies

and careers. April Ng, alumni of Slade Art School in London, directed workshops for Sixth Form art students. April, who majored in printmaking and recently published her work in the exhibit Dot Line Plane, broke down the principles of printmaking and gave valuable lessons to a group of our young, aspiring artists.

The Senior Music Department welcomed their very first Composer in Residence, Marcel Pusey, who worked with Year 1013 I/GCSE and A Level music technology students. Students signed up to work with Marcel during three twilight sessions in our new music IT suite making use of the iMacs, ‘GarageBand’ and Marcel’s own music based software. Another group of A Level and GCSE students were put through their paces by Alex Hambly, Regional Head of Private Equity for East Spring Investments Limited and Tanglin parent. Alex chaired an enterprise meeting, focusing on high finance and investment appraisal. Giving examples from his normal day-to-day tasks, Alex was able to illustrate the factors evaluated by investors before injecting money into a new business.

Supporting the Learner Profile

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Creating opportunities to inspire students in their chosen subjects and choices for further education and careers is a key focus of the visitors programme in the Senior School. However, the visitors programme does more than support the curriculum and inspire learning; it is also designed to reinforce the attributes of the school’s Mission and Learner Profile that underpin the very ethos of Tanglin.

Olympics as their inspiration, while Bob Zakaria, the Tour Director for our provider in Sarawak, spoke with Year 6 students prior to their Sarawak visit to enhance their understanding of tribal culture and etiquette.

All three schools regularly host or visit students from local schools in Singapore. The Infant School has most recently hosted children from Jamiyah Kindergarten, Yuhua Primary School and Chen Su Lan Children’s Home.

These visits support the children’s understanding of respect and friendship and being open-minded to differences, as well as providing our young students with the opportunity to interact with new friends and establish links with children from other backgrounds and schools.

We have also invited speakers from a number of charities supported by Tanglin, such as Caring for Cambodia, WWF, Food from the Heart and i-India. Such speakers have given motivating and engaging talks which have help students form an understanding of how charitable events and fundraising makes a practical difference to those less fortunate.

“I thought it was challenging meeting lots of new friends at Chen Su Lan.” Year 2 student

Some examples of such talks include a presentation by blind runner, Henry Wanyoike who talked to Senior students about his experience of running blind, using a companion as a guide. Henry’s motivational talk was a wonderful example of resilience and risk-taking, as well as the open-minded and caring nature of his running companion who trained from scratch to be able to guide Henry through the marathon! Rosemary Mula (a member of the Olympic committee) encouraged Junior children to collaborate and work together, using the main themes of the

The extensive and varied visitors programme at Tanglin supports collaborative learning across the community; whether it is the on-going professional development of our staff, the learning opportunities available to parents, the inspirational speakers who ignite the interest of our students, or simply reinforcing our Learner Profile attributes through real-life stories.

This article has given just a glimpse of some of the visitors we have hosted at Tanglin. However, watch out for further details on the many more exciting visitors we hope to welcome next year including Robyn Treyvaud, technology guru; Horrible Histories who are back for more; and Dr Aderin-Pocock, rocket scientist!

Alumni

Alumni Adventures

by Nellie Rogers, Alumni Manager

Julia Vogel (TTS 2010-2012, Class of 2012) tells us about her experience, funded by an Alumni Grant, as a wildlife sanctuary volunteer on Kangaroo Island in South Australia.

“My Kangaroo Island eco adventure started with a feral fence walk. The feral fence is basically a sanctuary within a sanctuary and it is vital to maintaining the habitats with the sanctuary. As a volunteer, it was one of my jobs to walk around the fence to check the voltage and make sure there weren’t any holes for predators to get into the sanctuary. From time to time, repairs are required and, on my second day, I got to try my hand at fencing.

The sanctuary’s conservation work is funded by providing tourist accommodation, guided nocturnal tours and self-guided koala tours. Ahead of the koala tours I counted the koalas, which is easier said than done as they are really hard to spot, and placed flags so our visitors could spot them more easily.

I loved being involved in the nocturnal tours and helping visitors spot echidnas, possums, koalas, wallabies and kangaroos. Occasionally, I had to feed the wild kangaroos which was quite nerve-wracking as the kangaroos would start standing up on their feet and grunting. I would dump the buckets of oats and wheelbarrows of hay as quickly as possible and run off to a safe distance!

Additionally, I helped out with the revegetation of the sanctuary and other ground maintenance such as collecting and replanting seedlings, weeding, raking leaves and collecting firewood. It was physically hard work in high temperatures and a real opportunity for a city girl like me to push outside my comfort zone. This entire experience has been a great way for me to reconnect with the Aussie way of life and I hope this will stand me in good stead as I embark on my next academic adventure here in Australia.”

The Alumni Grant is a matching grant selectively awarded to Tanglin graduates within 12 months of graduation. To find out more about the Alumni Grant, contact our Alumni Manager, Mrs Nellie Rogers at alumni@tts.edu.sg or visit the website at alumni.tts.edu.sg.

Returning to the Classroom The Year 5 students in Ms Anna Lees class recently found out that their shadow teacher, who was gaining some extra classroom experience prior to becoming a fully qualified teacher, actually used to be a Tanglin student! Miss Emma Kitney (TTS 1992-1997, Class of 2005) is a bona fide Alumni who left Tanglin in Year 5. Emma commented, “One of the last subjects we had covered before my departure was the Victorians, so it seemed quite fitting that when I walked back into Tanglin Junior School I was surrounded by all the wonderfully artistic Victorian-themed creations of the current Year 5 students.”

Although some of the themes may be the same, Tanglin itself has certainly changed since the nineties! Miss Kitney was most impressed with the use of the interactive whiteboards and enthused, “It’s clear to see how these resources benefit the children, as it provides a learning experience that appeals to all types of learners, and allows the children to become quite ‘hands-on’ during lessons.”

Miss Kitney concluded, “My return to Tanglin has been a thoroughly enjoyable experience, and I have loved every minute. And who knows, maybe one day I will be lucky enough to come back in a teaching capacity, and take my Tanglin experience full circle! I cannot thank the teachers enough for allowing me into their classrooms, and the students for making me feel so welcome.”

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The Alumni Grant in Action

Spotlight Developing a Dynamic Curriculum 10

by John Ridley, Director of Learning Tanglin’s Mission Statement says that the school provides ‘British-based learning with an international perspective.’

What exactly does this mean? And does it mean the same in the Infant School as in the Sixth Form College?

The Mission Statement also says that we aspire for our students to become ‘lifelong learners, who can contribute with confidence to our world.’

How exactly do we plan to achieve this? The answers to these questions are multifaceted but key elements of accomplishing our goals are found in our curriculum and our general approach to teaching and learning.

‘British-based learning’ means much more than the fact that Tanglin has adopted the English National Curriculum and enters Senior School students for IGCSE and A Level examinations.

Many British schools have a tradition of taking a holistic approach to education which promotes and values personal development alongside academic challenge and rigour. We are proud to embrace this approach and these elements of British education are responsible for two of our four curriculum drivers highlighted on the diagram opposite: ‘Academic Challenge and Engagement’ and ‘Self-Awareness and Personal Fulfilment’.

At the same time, we are very aware of our location in Singapore and in Asia, and of the fact that the vast majority of our students are expatriates. We cannot ignore this in the curriculum and another important driver is ‘Global Awareness and Sense of Community’. Finally, we are conscious of the effects of globalisation on the workforce and we want to prepare our young people for a world of work

where they are adaptable – able to find and assimilate new information; to adapt to new roles; and to analyse and solve new problems. This leads to the fourth driver, ‘Skills for Lifelong Learning’.

Academic Challenge and Engagement

Our academic programme is based on a UK model, progressing from the Early Years and Foundation Stage (EYFS) programme, through the English National Curriculum and culminating in examination courses in Years 10/11 (GCSE or IGCSE) and in the Sixth Form College (A Level or IB). Teachers set very high expectations for students based on their current level or stage of development and use regular assessments to monitor progress. We pride ourselves on the progress that the vast majority of our students make from wherever their starting point is. Within the framework offered by this UK model, we have a great deal of flexibility in terms of the content and design of the curriculum. This means we can select topics which are relevant for our students and our location, develop transferable skills and encourage personal development.

Self-Awareness and Personal Fulfilment

The Tanglin experience offers our students many opportunities to grow as people and to develop talents and interests beyond the academic curriculum. In 2011, we adopted the Tanglin Learner Profile (adapted slightly from the IB Learner Profile used by the International Baccalaureate Organisation) which consists of 10 attributes or qualities that sum up what we want our students to be like by the time they leave Tanglin: Principled; Reflective; Knowledgeable; Open-minded; Balanced; Caring; Risk-takers; Resilient Inquirers; Communicators and Thinkers.

Last year was about introducing these ideas to the students. This year the focus has been on using these terms appropriately to encourage personal

reflection and development. Infant School staff began the year with workshops designed to identify where and how children start to develop these qualities.

In the Junior School, the PSHCE team has developed the ‘Learner Profile Wheel’ and a self-assessment sheet, both designed to help students reflect on their own profile. One class of Year 7 students are currently using their iPads to compile an electronic portfolio which links personal challenges and achievements to the Learner Profile. We are very excited by the possibilities here and hope that these electronic portfolios could become as successful as the photographic ‘Learning Stories’ which capture key moments of development for children in the EYFS.

Skills for Lifelong Learning

The need to develop transferable skills as well as a positive attitude to learning is reflected in our whole approach to teaching and learning, which is very different to a stereotyped ‘teacher as expert, students as passive recipients’ approach. In the Infant School, a key development is that the ‘continuous provision’ approach which is so successful in EYFS learning - where classrooms are set out with stimulating activities that children can ‘visit’ at various times rather than following a strict timetable - is being used more and more in Years 1 and 2 with the introduction of a more creative, cross-curricular approach. In the Junior School, key skills acquired in the core subjects are applied in an integrated and creative way through technology, arts or humanities projects. The Senior School curriculum is still delivered by subject specialists and the resulting timetables might make it seem compartmentalised but there are common goals that cut across subjects.

This year, a cross faculty development group has identified five common skill areas: research skills; thinking skills; communication skills; social skills and self-management skills. These areas will be the focus for development of the Senior School curriculum.

Global Awareness and Sense of Community

Even if students are only staying in Singapore for a short time, we want them to experience as much cultural diversity as possible and to interact with local students. With colourful cultural assemblies, visits to and from local schools and service projects supporting local charities, the curriculum is already rich with these experiences. Wherever possible, a regional context is used to make the curriculum relevant and, from Years 5 to 10, overseas curriculum programmes are planned. Our older students are able to speak confidently about life in other countries across the region.

Students at Tanglin have a wealth of opportunities and teachers and curriculum leaders are tireless in their efforts to improve the Tanglin experience even further. This truly is a vibrant learning community.

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As our students are global citizens of tomorrow, we value language learning. Five years ago, we introduced Mandarin in the Infant and Junior Schools; we recently made some changes to the Senior School curriculum to allow for a greater take up of Chinese. We are increasingly aware of the diverse range of languages within the community and are actively looking for ways to celebrate and support this diversity: Year 12 CAS (Creativity, Action, Service) students give English lessons to our operations and housekeeping teams, and native Chinese speakers in the Infant and Junior Schools can attend extension classes. In the Senior School, a recent survey by the Modern Foreign Languages department found that some 40 languages apart from English are spoken at home by over 200 students. We are keen to encourage bilingualism and hope that in future some students will choose to take a bilingual IB Diploma in the Sixth Form.

Our World Taking Action 12

by Cecilia Handel, Director of Development

Each term the whole school community comes together collectively to celebrate Our World. This year, in Term 1 there was a whole school Our World Day organised around the themes of community, collaboration, cultural diversity and experiencing the attributes of the Learner Profile first-hand. In Term 3, we hope that Tanglin families will sign up to bare their soles for Habitat for Humanity and take part in a barefoot walk around Marina Bay on 1 June to show empathy for people less fortunate than ourselves.

The Term 2 event, which involved the whole school participating in Earth Hour, was championed by the schools’ various eco groups ranging from the Eco Monitors in the Infants, Green Team in the Juniors and Tanglin Goes Greener (TaGG) group in the Senior School. Whilst this is an international event, Tanglin put its own spin on it, in particular by celebrating Earth Hour a day early on Friday, 15 April.

Each school – Infant, Junior and Senior – considered different age appropriate activities. The Infants took a week to warm up to Earth Hour and, amongst other things, came up with all sorts of wonderful “I will if you will” challenges for their parents and teachers. Junior and Senior students collaborated by selling World Wildlife Fund (WWF) wristbands and many Year 13 students and staff also took part in ‘Dance 2 Power’ at The Float@Marina Bay. During the actual hour when power was turned off in school, Tanglin saved 43 kWh of electricity, using 42% less electricity - the same as an average family in Singapore uses in about two days, or enough to power 180 computers for an hour, or keep the lights on in 10 classrooms all day.

Underlying each school’s activity was an emphasis on encouraging our students to consider their use of energy. It certainly led to some interesting domestic questions: “Dad, why do you never turn off your charger?”

“Mum why don’t we ever use public transport?”

“Who left the lights on…you are damaging the environment.”

These are sentiments that the eco groups would like to continue to encourage.

Other activities championed by the schools’ eco groups in Term 2 have centered around the theme of Reduce – Reuse – Recycle.

Waste Wednesday took place last term to gauge how much, on an average day, the school generates in recyclable materials.

The day, which was a Senior School house competition, was a huge success with all four Senior School houses joining in to mark the start of more recycling at lunchtimes. Everyone was excited to join in jumping on cans (double points over just normal uncrushed cans which take up more space!) and binning as many items as they could. By the end of lunchtime, the bins were ready to be counted by TaGG volunteers and Year 13 ESS (Environmental Systems and Societies) students, who are working with Sodexo to improve Tanglin’s plastic recycling initiatives. Currently, the school’s recycled waste is gathered, sorted according to the material type and the weight recorded.

Tanglin’s recycling report for 2012 was encouraging but TaGG and ESS students are looking at ways to do even better this year!

As a result of Waste Wednesday and supported by Food Services Manager, Mr Johnstone, the schools’ eco groups came together to present a proposal to the Our World Team requesting eye-catching new recycling bins to be placed around the school to encourage recycling. As well as suggesting a school-wide competition to design logos for the new bins, the proposal also highlighted the importance of ongoing monitoring and improvement of our recycling efforts. This will be undertaken by the eco groups working with teachers and the school’s Operations Team to keep up to date with Singaporean recycling regulations and procedures.

The Our World Team was so impressed by the suggestions that it approved the purchase of the bins, which can be seen around school. There is early evidence that there is considerable work to do yet to make sure the potential of these bins is realised. Several bins have been found to be ‘contaminated’ with food waste and so the contents put into the general waste rather than being recycled. The eco groups will be working hard to find ways to encourage a shift in behaviour to reach their goal to reduce - reuse - recycle.

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Waste Wednesday

by Maddy Pull, Lydiah van Soestbergen, Luna Plet, all Y7.2

Infant School

Partnership With Parents 14

by Paula Craigie, Deputy Headteacher, Infant School

At Tanglin we promote an active home-school partnership and understand the importance of a collaborative approach. Keeping parents involved in their children’s learning and keeping them abreast of current educational practice is a crucial aspect of home-school links. In an effort to support parents’ understanding of how their children are learning we provide a wide range of workshops across different areas of the curriculum. The aim of these sessions is twofold; to provide an insight into the approaches used at school and to offer practical strategies parents can use to support their children’s learning at home. Here are some of the key curriculum workshops that have taken place this year.

School-Related Anxieties

by Phil Stock, Educational Psychologist

This workshop focused on creating a greater awareness of the anxieties young children can experience and looked at ways in which we, as adults, can support them to overcome concerns, build their resilience and feel empowered. A key message delivered at the workshop was to allow children, with our guidance and support, to actively engage with the problem-solving process themselves and to highlight that, while attempting to solve our children’s problems for them is a rational response, it is not necessarily the most effective response.

The sessions have been run in both the Infant and Junior School for parents and staff. Over 250 parents have accessed the workshops and the feedback has been very positive. A memorable aspect of the sessions was the collective ‘shock’ reaction when an ‘anxiety-provoking activity’ was suggested at the start of the workshop, asking parents to stand up at the front and share information – the relief was clearly observable when it was made clear this was just to create a response of anxiety and no such task existed!

Parents said: “Great presentation with very clear messages for parents.”

“An excellent workshop. It was very informative and I was engaged the entire session.”

“The Passion for Parenting talks are excellent and I enjoyed this session in particular.”

Reading by Lucy Scammell, Acting Head of English, Infant School

Recently, the English team delivered a series of workshops on reading to parents of Reception, Year 1 and Year 2 children to give parents a greater understanding of how children learn to read, the breadth of comprehension skills that children are expected to develop as their reading progresses and how parents can support their children at home.

The Reception workshop focused on phonics and how children learn to read by recognising and blending letter sounds to read simple words. Examples of the types of reading books that children bring home were shared, with information given about the progression that parents can expect to see. During the Year 1 and Year 2 workshops, parents learned about the challenges that children face as phonics become more complex. The concept of developing comprehension skills was introduced and parents were made aware of the importance of asking a range of questions during their reading sessions at home to support their children in gaining a deeper understanding of the books they read. In all the workshops, parents are encouraged to read regularly to their children, especially bedtime stories, as this is a fantastic way of exposing children to new vocabulary and helps them to develop a life-long love of reading.

As adults it is often very difficult to recall what it was like to be a child, learning new things for the first time. How did we learn to count and recognise numerals or calculate? As a mathematics team, we offer workshops which aim to answer some of these questions, enabling parents to have a deeper understanding of some of those building blocks in a child’s early mathematical development. Parents attending the workshops often say “it wasn’t like that when I was at school.” In order to develop a home-school partnership, it is important to share exactly how mathematics is taught; we do this through video clips which show teaching and learning in action.

These popular workshops illustrate clearly the children’s thinking and how, as class teachers, we can support and extend this. Suggestions on how to help the children at home are also well-received; one parent commented that the workshop “increased understanding of what was being taught and how to support that at home.” All parents of Year 1 and 2 children are provided with a maths pack which includes number cards, number lines, a 100 square, dice and counters. These packs can be used to support homework and other mathematical activities at home.

iPads in the Infant Classroom

by Kim Vernon, Head of ICT, Infant School

Children are naturally curious and they will explore not only how technology works but also how it fits into the world they live in. Digital learning, resources such as interactive online chats, digital video, oral recordings, blogs, educational games, podcasts, iPads and digital storytelling mean teaching and learning across every year group is becoming more innovative and engaging.

During the iPads in the Infant Classroom workshops, over 120 parents were given an opportunity to use the iPads first-hand and explore five of the current apps being used across the Infant School. Parents saw how teachers are using apps such as ‘Book Creator’ to show knowledge of plants in science and ‘Puppet Pals’ to create fairy tales. We all know games have a place in learning but parents were able to see the importance of more open-ended apps in encouraging creativity to thrive. It was also a great opportunity to discuss issues such as security on the iPad, appropriate iPad cases and striking the right balance of screen time.

Parents said: “It’s great to see Tanglin making an investment in this area, I really feel my son will respond well to iPads as a learning tool.”

“I have learned the need to accept and prepare children for a world of technology but with guidance and control.”

“I now have an understanding of how teachers stay on top of computer developments.”

These are just some of our flagship parent workshops but we work in partnership with parents on a number of levels. This can be before your child even begins at Tanglin with the Nursery taster sessions, or through annual information evenings, regular open sessions led by the children, and parent-teacher conferences. There are also numerous special days, concerts and sports days as well as outdoor education excursions, all of which parents can get involved in. We also welcome parent volunteers into the classroom to help with cooking, reading, small group activities and games and, of course, as mystery readers.

Partnership with our parents is such a strength within our school. Thank you to all those who contribute; we will always welcome these positive connections. Slides and resources from all parent workshops are available on the TTS Portal.

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Mathematics

by Michelle Jennis, Head of Mathematics, Infant School

Junior School Horrible Histories 16

by Clair Harrington-Wilcox, Deputy Headteacher, Junior School

The West End cast of ‘Horrible Histories’, from The Birmingham Stage Company (BSC), made a dramatic impact on learning in the Junior School in Term 2 by leading workshops for children in Year 3 and Year 5 and entertaining the whole community with their performances of Ruthless Romans and Barmy Britain.

The visit by the Horrible Histories cast is a fine example of how our evolving curriculum, designed to provide enriching activities beyond the classroom, truly enhances the learning experience for our children and ignites inquiry. By providing opportunities for children to engage with subject areas in different settings and with a range of professionals from the vocational world, the Junior School strives to deliver a curriculum that is both engaging and inspiring.

During the cast’s visit to the school, children worked with the actors, first warming up their voices, bodies and brains before exploring the themes of the show through drama. Year 5 mastered a tricky tongue twister, created truly ‘horrible’ tableaux images and finished the session recreating eight eras of British history from the Viking Invasion to the Battle of the Somme. Their performances were enhanced with the addition of their own gruesome and entertaining dialogue. Year 3 had an equally ‘horrible’ time becoming centurions and creating

images of important events from Roman history. Children were able to ask the cast questions at the end of the session which gave a great insight into the reality of being an actor.

“The opportunity for children to work with professional artists brings a unique sense of awe and wonder into the school environment. It was incredible to see how the two actors engaged 200 children for an entire hour with their energy and enthusiasm. Not only did the children thoroughly enjoy the experience but the quality of the work, and their engagement was nothing short of exceptional.” Theresa Chapman, Drama Specialist

Junior School students were also incredibly excited to welcome Henry VIII and Anne Boleyn to open the new Junior Drama Studio, kindly supported by the PTA. The group of children who attended drama CCAs then participated in a question and answer session where the actors were quizzed on a range of topics relating to acting and the theatre, such as “do you get nervous” and “how do you learn all your lines”. The actors gave the children sound advice to always be prepared and to follow their dreams no matter what. The children clearly valued this experience and it was a pleasure to witness their enthusiasm and genuine interest.

BSC celebrates its 20th anniversary this year, with Horrible Histories: Barmy Britain being the longest running children’s show in West End history. Tanglin Junior School children and families were no exception in thoroughly enjoying the cast’s colourful and engaging approach to telling the horrible history of Britain and the Romans – with the nasty bits left in!

The two shows were performed live and exclusively for Tanglin and were complete sell-outs on both nights.

“Is this any way for children to learn about history? Too right it is! If lessons were always like this, kids would be queuing up at the school gates every morning. Be Thrilled!” The Times

“Horrible Histories was like going back in time to see historical battles and gruesome moments!” Annissa Baber, Y5.1 “During Barmy Britain we learnt a really funny song that helped us learn about history.” Connor Mullany, Y3.6 “It was very interesting and they brought me into what felt like a historical fairyland! I even got to go on stage with them!” Keira Hunt, Y3.2 “The workshop helped me with my drama skills and helped me to feel really confident when acting in front of my friends!” Dileep Nota, Y5.4

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“I was fortunate enough to take my three children to Barmy Britain performed by the West End cast here at school.

The two performers were fantastic and had both me and the children on the edge of our seats with their fast paced, hysterical and gruesome account of the Barmy Britains.

Their performance was brought alive through bloodthirsty sketches, funny gags and catchy songs. It was amazing how much we learnt in one hour – a truly wonderful experience, thank you!” Parent

Senior School

Bringing Languages Alive 18

by Lee Mortiboys, Head of Modern Foreign Languages, Senior School The breadth and diversity of the cultural and linguistic events that took place last term provided many wonderful opportunities for students to showcase their linguistic skills, whilst allowing them to exercise a refreshing curiosity about the cultures and customs of other countries. The events described on these pages are examples of how we support our dynamic, rigorous curriculum by providing occasions for students to adapt classroom-based language to more practical situations whilst encouraging them to be receptive to the traditions of other cultures. Our aim is that intellectual challenge combined with cultural awareness will set an excellent platform for the study of foreign languages at all levels in the Senior School.

Exchanging Language, Building Friendships To enhance the cultural and linguistic aspects of learning French, we had the pleasure of offering an exchange with students from the Lycée Français de Singapour (LFS) for our Year 7 and 8 students. Tanglin students spent the day at LFS and we reciprocated by welcoming the French students to our school. Lucia Villanueva, Y7.8, said “It really helped me with my French and I learned many new words and expressions. I had to speak French all day - it was hard! We did a lot of fun activities like drawing and painting, reading, listening and singing to music. I really enjoyed it.” Students also had the opportunity to spend the evening with a French family. Hamish Frewen, Y7.6, explains, “My buddy, Jules, and I went for a swim at his local country club in ‘la piscine’. It was great fun to meet a person that doesn’t speak the same language.

French food is delicious - Jules taught me how to cook quiche lorraine. We still keep in touch, after the trip he came over to my house and we went sailing. My family is now also friends with his family. This was a really great experience.”

A Thought-Provoking Evening by Lucy Stephenson, Y12.6 In March, Tanglin’s German teachers organised a German film evening for Year 11 and Sixth Form students. Over pizza, we settled down in the library to watch ‘Die Welle’ (The Wave) about a school in Germany. This school underwent a project week in which the teacher led a workshop on the topic of autocracy.

In order to get his students engaged in the project, he set up an experiment to see whether a dictatorship could survive and be successful in Germany today.

The project went horribly wrong with drastic consequences. Overall, it was a great movie, allowing us to practise our listening skills and teaching us a lot about autocracy through a visual recreation of the Third Reich in today’s society.

Xiao Long Bao and Chopsticks! by Victor Sim, Y11.3 Our trip to the restaurant 老北京 (Lao Beijing) was a lot of fun. We experienced all kinds of authentic Chinese flavours there, ranging from the succulent taste of xiao long bao (dumplings) to sweet, mouth-watering jelly. The restaurant had a genuine Chinese atmosphere and we learned many new Chinese words, such as the names of the food we ate.

Watching our classmates trying to pick something up with a pair of chopsticks was amusing and we needed to ask the waiters several times for new chopsticks!

Last term, over 150 students from Years 7-10 (and a few teachers!) took part in the UK Linguistics Olympiad, a competition in which students have to solve linguistic data problems. The Olympiad is part of a consortium of other linguistic Olympiads from all over the world; the aim of the Olympiad is to give students a sense of how language is constructed. We worked in groups and had over two hours to complete the questions. The questions were varied and had lots of different structures in them - they really tested our brains to the limits! A typical question gave a sample of sentences or words from an unfamiliar language and we had to work out the rules needed to produce another example. We had a lot of fun applying logic to puzzles in Bulgarian, Arabic and Pali, to name a few. Ms Smith, Modern Foreign Languages teacher, who organised the competition said, “The competition required students to apply analytical and problem-solving skills to language patterns and questions focused on how a sense of grammar, word order and flow would be developed. It’s a great event and one which we will look to make a regular feature.”

Spanish Students Debate Globalisation

Mixing Education and Entertainment by Oliver Reeves, Y10.3 and Nathan Stone, Y10.7 Tanglin’s third Classical Symposium was an evening full of interesting acts and delicious food. It was very entertaining and prompted plenty of laughs from parents and students alike. Without a doubt, the food was enjoyed by all.

There was also an appearance from Junior School teacher and author Mr Hassall who read out an extract from his upcoming work of poetry covering the story of Homer’s Odyssey. The greatest achievement of the evening was that everybody contributed positively; from Year 7 to Year 13; from the waiters to the performers; from the technicians to the teachers; and the audience itself. Above all, the entertainment and education value was simply immense - every single member of the audience walked away having learned something that they did not know before the event.

Year 12 and 13 Spanish students recently had a great opportunity to engage in some serious debate - in Spanish. Year 12 students went to UWC Dover for a team debate and Year 13 students challenged each other. Roshan Patel, Y12.1, said, “When I got asked to chair the Spanish debate I was extremely nervous about not being very fluent in Spanish, but, when it came to it, the debate was very enjoyable.” The topic for both debates was ‘La globalización ha afectado negativamente el estilo de vida mediterráneo’ (globalisation has negatively affected the mediterranean lifestyle). The debates gave a fantastic insight into the topic and, more importantly, a chance for Tanglin students to challenge themselves.

Corine Ackermann, Y13.2, explains “Debate and languages have always been huge passions of mine, but mixing them together is definitely a first for me!

The debate on ‘la globalización’ is one of the highlights of my last school year at Tanglin; it allowed me to learn some non-curricular vocabulary in a captivating subject area, as well as allowing me to practise my conversation skills, ready to take on new challenges in Madrid at university next year!”

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Tanglin’s Linguistic Olympians! by Meghan Togher, Y7.8

Sixth Form

IB or A Levels? A Happy Dilemma 20

by Craig Davis, Assistant Headteacher, Senior School, Director of IB

Tanglin is unique amongst international schools in Singapore in that it is the only school to offer the dual pathways of A Levels or the International Baccalaureate Diploma (IB) to higher education. Indeed, there are very few UK schools that offer this alternative. Whilst this choice gives rise to a richer, more diverse education for everyone, it can present something of a dilemma for students and parents, albeit a happy one.

students and Alumni which summarise some of the issues involved and puncture some of the common misconceptions.

Don’t assume IB is the harder option.

“Whoever says IB involves much more work than A Levels is only repeating a myth. The A Level route is just as difficult and requires just as much work. Right now, I’m working much harder than IB students. Year 12 is much harder than IB as we have to prepare for mocks and exams right away.” Patrick Christensen, Y12.4

Don’t take A Levels just because your parents took them and Tanglin is a school with a strong British ethos.

“A Levels when your parents took them were very different to today. The new A Level model is examined in two stages at the end of each year. It is not possible to cram for exams at the end of the course. A Level students at Tanglin are also required to complete an Extended Project Qualification (EPQ) which requires students to independently research a subject of their choice, write an essay and give a presentation on the topic.”

Craig Davis, Assistant Headteacher, Senior School, Director of IB Currently, approximately two-thirds of our students do A Levels and one-third take the IB. In summary, A Levels facilitate intensive, specialist study of, usually, four subjects. The IB offers a broad, balanced programme of study across six subjects; three at higher level, three at standard level. In helping students make the decision about which pathway to follow, teachers take on a mixed role which encompasses being a tutor, mentor, counsellor and careers advisor for students and, sometimes, parents. Below are some ‘dos and don’ts’ from teachers,

“Both IB and A Levels are more challenging if you pick advanced maths, physics and Chinese, for example. My IB subjects included ab initio Spanish, environmental systems and visual arts, a combination which is accessible and not as stressful. I had a great experience.”

Lauren Warner, Alumni 2012 now studying human sciences at Cambridge University.

Don’t listen to rumours about the IB only being accepted by non-UK universities.

“In fact, both A Levels and IB are globally recognised and will facilitate entry to universities all over the world. It is a myth that the IB will give access only to universities in Europe, Canada or the US. Since we started running the IB,

Do consider IB if you want to keep your options open.

Do keep an open mind about subjects.

“I didn’t really know what I wanted to do in Year 11 although I was always leaning towards law. My best subjects were history and science but, as I went through the IB, I really liked Theory of Knowledge and literature which is why I changed my mind and started thinking about journalism as a career.” Christina Roed, Alumni 2012. Christina gained a place to study law at Exeter University after a gap year.

“I knew I liked geography, Spanish and French but really struggled with English GCSE. I was sold on the value of taking maths studies to help me with future budgeting, and real world maths but couldn’t get past the English issue. Mr Davis challenged me: If I took the IB and didn’t like the IB World Literature course by the pathway change deadline in October he would eat his socks.

Annoyingly, he was right and I am now taking a literature degree!!” Dani Guy, Alumni 2012, studying Comparative Literature at Cambridge University.

Do consider A Levels if you are very clear about what you want to do.

“If, for example, a student already knows that he/she wants to be an engineer and is very strong on maths, then the A Level pathway might be a better choice as it allows the student to specialise in maths, further maths and physics plus maybe another science. For another student who is unsure about their career path and wants to keep options open and continue with a broad range of subjects including a language, science and humanity subject, then IB might be more appropriate.” Julie Barlow, Assistant Headteacher, Senior School, Head of Pastoral Care, Guidance and Support (Years 11-13)

Post-16 Pathways: The Decision-Making Process

by Julie Barlow, Assistant Headteacher, Senior School, Head of Pastoral Care, Guidance and Support (Years 11-13) Deciding which pathway to follow is a detailed process which starts as early as Year 9 when we start to discuss student attributes, potential career paths and further education options. Scrutinising the different appeal of both pathways becomes more intensive from the start of Year 11 and students make their final choices at the end of Term 2. As each student is individual, a fundamental part of the process is the many conversations between student, parents and school; and teachers use their professional experience to steer students in the direction they feel is most appropriate for each student to be successful and happy on their course. Current Sixth Form students also give their own unique perspective on each pathway.

This year our interviewers, all teachers from the senior or middle leadership teams, were struck by the maturity of the students involved, who were able to articulate why they had chosen a particular pathway or subject. Our students never cease to surprise and delight us and their wide range of achievements and skills is quite remarkable. Now that the options are in, we hope that all out Year 11 students are excited about the next stage in their educational journey.

“For me, personal engagement with those teaching and doing the A Level course helped me choose which subjects to take. Having the current Sixth Form students talk to us about different subjects and answer any questions we had was really useful as we got a first-hand description of the courses. I had trouble deciding between two subjects, and speaking to a teacher who was familiar with those two courses helped me choose.” Sean Nolan, Y11.2 “We were given a lot of information by teachers and in assemblies which was helpful. I also found it useful to talk to a few of the students. I chose IB because it is keeping my options open. Another aspect which appealed to me was that all our exams are at the end of the two years, just like GCSEs.” Ruya Worthy, Y11.2

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Tanglin students have gone on to study at excellent UK universities like Durham, Oxford, Cambridge, Bristol, Manchester, Warwick, UCL.” Craig Davis, Assistant Headteacher, Senior School, Director of IB

Showcase: Art • Dance • Drama • Music

Art 22

Pushing Boundaries by Diya Vasudevan, Y12.10 This year’s IB Visual Arts exhibition entitled ‘Articuli Corporis’ consisted of a series of pieces by Year 13 IB Visual Arts students. The title refers to the different parts or areas of the body from which the students have gathered inspiration for their artwork. All seven students produced rich and diverse pieces, which were bold and pushed the boundaries of imagination both visually and contextually.

The varying pieces showed how the students explored form, colour and texture while combining these elements in a cohesive and harmonious manner.

However, the artwork was more than just decorative works on display - each was a symbol of each student’s personal journey over the two-year IB Visual Arts course.

As an IB Visual Arts student, I was particularly interested in not only seeing the work of Year 13 students and watching their creations come to life but also seeing the fruits of their hard work and determination. Just at the beginning of my course, I already struggle with balancing the workload that doing higherlevel Art requires. The fact that these seven students have by the end of this course produced such beautiful artwork is commendable and inspiring.

“IB Art is so personal, there’s no limit to what you can do.” Madeline Bui, Y13.2

Having interviewed some of these students in depth, I can say with certainty that the immaculate detail and thought that went into their work is just a glimpse of the passion these individuals have for this subject. Their ability to draw out inspiration from their daily lives, whether it is a cultural link from their home country, such as the beautiful South African inspired dress, or an understanding of genetics and growth from a biology class to create detailed paper structures or crystals. The IB Visual Art students have created a symphony of art that seems to capture the essence of the world around us and embodies painter Robert Henri who said, “I am interested in art as a means of living a life; not as a means of making a living.”

“In my African Dress piece, I was using a wide range of materials. Along the way new obstacles arose which required a lot of experimentation.”

Emma Cooper, Y13.7 “My art reflects parts of my life and things I am very interested in.” Caroline Daumich, Y13.3

Showcase: Art • Dance • Drama • Music

Dance

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Movement Museum by Grace Roberts, Y12.9

Over 150 Junior and Senior students recently took part in a fantastic dance showcase which included performances in ballet, contemporary dance, jazz, hip hop, pop, breakdancing and cheerleading. The showcase, entitled Movement Museum, filled a packed Berrick Performance Hall with an irrefutable vibrancy and enthusiasm which not only came from all involved, but was projected onto every member of the audience to present a truly breathtaking glimpse into Tanglin’s high level of talent. Audience involvement during the opening numbers helped to ensure a relaxed and comfortable atmosphere for what was a superb evening.

From the introductory number, it was clear that the level of talent in the showcase was undeniable. All ages displayed skilled choreography that matched each student’s ability. The space was used creatively, a barren stage was transformed with blocks giving a framework whilst enabling the impressive movements to be the sole focus of the dance show. And impress it did. Every single participant had a passion for dance.

The smiles from the younger children were heartening to see; it was clear that they were raring to go and their enthusiasm was channelled through energetic dances that appealed to every member of the audience. Indeed, the Junior Groovy Movers, the Dancing Divas and the Year 3-6 Boys Breakdancing Group, having rehearsed for many months in the build-up to the show, gave their all in their performances. The freestyle section in the breakdance numbers exhibited extreme technical skill including rolls, gymnastic tumbles and headstands that made even the senior dancers envious.

The dance styles were varied with Thomas Higginson’s (Y11.4) emotional selfchoreographed solo being a contemporary highlight. A mention also goes to Saria Green (Y12.10) singing ‘Through and Through’ accompanied by Malaika Green (Y12.7) and Ben Lam (Y13.2). Saria’s vocal performance had a soulful quality that intensified the atmosphere created by the dance performances and this merging of the different genres of performing arts provided an exceptionally powerful atmosphere.

In complete contrast to this was the energetic array of hip hop performances; a particular highlight was the elite Rhythm Addiction whose charged performance, choreographed by Thomas Higginson, summed up the idea that passion is key in dance.

All proceeds from ticket sales were donated to the Indochina Starfish Foundation, Cambodia.

Showcase: Art • Dance • Drama • Music

Drama 24

Alice in Wonderland

by Fiona Knight Lucas, Head of Junior Music Year 6 children excelled themselves with a spectacular production of Musical Theatre International Broadway Junior’s Alice in Wonderland. The performance was the result of a true team effort with outstanding acting from the main cast who had been rehearsing since September in their weekly CCA. There were stunning dance numbers involving each of our Year 6 classes and impressive singing from the entire Year 6 cohort in solo and chorus numbers. The fabulous set was designed by the Junior Art Department with input from the children during their art lessons. Adding the final touches was the impressive light and sound design, created and operated by our highly talented and professional theatre team. Congratulations to all for taking us on a truly magical journey to Wonderland and back!

Return to the Forbidden Planet

by Hilary Jenner, Head of Drama Return to the Forbidden Planet, complete with the ‘Bardex’ cast and crew, flew into the Berrick Performance Hall with a gusto and virtuosity that was exciting and entertaining. The total dedication of director Paul Lucas (drama teacher); musical director Malcolm Godsman (Head of Music, Senior School) and choreographer Aileen Morrisson (Assistant Head of Faculty, dance and PE specialist) together with the enthusiasm of the cast and crew ensured that this foot stomping musical maintained its reputation as a crowdpleaser. The vibrancy of the musical numbers, the cartoonlike set designed and painted by the artistic team, together with the highly competent stage management of Kieran Burgess (Assistant Head of Drama) and his technical team, all provided a splendid background for this highly engaging performance.

Well done to all those who dared to go where no man has gone before!

Showcase: Art • Dance • Drama • Music

Music

Infant Music Update

by Delphine Hastwell, Head of Infant Music Term 2 was as busy as ever, with our Infant musicians working on a variety of projects. In Year 2, we welcomed Mrs Byramjee who has been teaching whole class recorders to the children. Year 2 musicians have also been practising hard for the ensembles assembly which showcases everything they have been learning in music from recorder, to Infant band and ukulele. Year 1 had a very busy start to the term with the performance of ‘Happily Ever After’, a musical extravaganza about fairytales, dragons and the magic of books. All the children and staff worked really hard to produce fantastic singing and dancing as well as spectacular costumes and sets.

Reception has been thinking about water and learning lots of watery songs and, of course, more about Our World building up to Earth Hour. Nursery learned lots of songs about transport in relation to their exciting trip on public transport to the Chinese Gardens. Both year groups have been continuing to think about keeping the beat and playing simple percussion instruments in their music lessons.

It was an exceptionally busy and exciting term in the Junior Music Department.

Year 6 thrilled audiences with their interpretation of Alice in Wonderland. In March, 20 of our Year 5 and 6 musicians enjoyed a fantastic opportunity to take part in the FOBISSEA Primary Performing Arts Carnival in Beijing. The children were immersed in outstanding music making for the duration of the carnival with rehearsals and performances in the choir and orchestra. As well as participating in a variety of exciting workshops, they managed a trip to the Great Wall of China and an impressive final performance in ‘A World of Talent’. Congratulations to all involved for representing the Tanglin Junior Music Department with enthusiasm and talent!

In addition to these two exciting events, we have been treated to a wonderful array of impromptu performances from beginner to advanced musicians in our popular half termly ‘Open Mic’ events on the outdoor stage during morning break times.

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Junior Music Update

by Fiona Knight Lucas, Head of Junior Music

Senior Music Update

by Malcolm Godsman, Head of Senior Music Senior Music maintained a busy schedule during Term 2. In January, audiences were entertained and impressed by the Senior School Musical, ‘Return to the Forbidden Planet’. Full credit goes to the excellent musicians who performed in the band playing from a professional score to make an outstanding contribution!

As well as celebrating endeavour and progress, Senior School Awards Assemblies for each year group from 7 to 13 provided a wonderful forum for our musicians to showcase their talents.

Students and parents were treated to a range of performances including whole class and small ensembles, and solos in an incredibly wide range of styles.

Our Year 11 IGCSE music students have been busy preparing solo and group performances and completing two compositions. Many students across the whole school also took a range of Associated Board of the Royal Schools of Music (ABRSM) examinations from the preparatory test right up to Grade 8. We wish all these students the best and are hoping for some encouraging results!

Thank you to all our Junior children for your wonderful energy and enthusiasm which brings music to life in the Junior School.

Finally, musicians and performers across all three schools spent hours practising for the One Voice Concert, a celebration of music and the arts which was held in April and which we hope you enjoyed.

Look out for an article and some wonderful photographs from the evening in the next edition of The Voice.

Sport

Committing to SEASAC 26

by Colin Morris, Director of Sports and Activities

As a school, Tanglin is committed to three conferences: the Athletic Conference of Singapore International Schools (ACSIS); the Federation of British International Schools in South East Asia (FOBISSEA); and the South East Asia Student Activities Conference (SEASAC). Each conference offers something different in terms of sporting focus, age and level of competition, and location. Combined, membership in all three conferences enables our students to compete all over the region in over 16 sports at all levels from Years 3 to 13.

The pinnacle for our elite performers in the Senior School is SEASAC, which focuses on U19 competition. Students are expected to show high levels of skill, dedication and enthusiasm to ensure that they represent Tanglin at the top level in SEASAC events. This experience is invaluable.

Developing our commitment to SEASAC is one of the PE faculty’s top priorities moving into the 2013/2014 school year.

We have increased Tanglin’s participation in terms of the number of SEASAC sports which we compete in. From August 2014, we will be competing in boys volleyball, in addition to boys and girls softball, which we competed in for the first time this year.

To support this, we have changed the PE curriculum to include softball and volleyball in the Junior and Senior Schools. This means that students will have the potential to develop the right skill sets and that there is a clear pathway for improvement, both in terms of individual ability and at team level. CCAs in these sports will make them accessible to all and give students additional practice time as well as allowing staff to spot enthusiasm and talent. We have also formed solid links with Softball Singapore which has provided excellent coaching for both the boys and girls teams.

So far this year, we have had some amazing results at SEASAC in swimming (see page 27) and gymnastics. Our gymnasts competed against over 150 competitors from schools all over South East Asia. We had put in place specific training prior to this event, which was extremely well-received, and our gymnasts performed admirably. Assistant Head of PE (Primary) Mr Scott was delighted with some of the individual performances and the boys Level 2 gymnasts gaining a team gold. Well done everyone.

Whilst we will be increasing our participation in SEASAC, our commitment to all three sporting conferences is ongoing and we will also maintain our firm presence in ACSIS and FOBISSEA to ensure wide participation for all students at all levels.

Give Everything, Leave Nothing!

by Rebecca Richards, Director of Aquatics

Starting with the Middle School ACSIS Championships held at Nexus International School in Singapore, the top U12 and U14 swimmers battled it out against 12 other schools. The team fought for every point.

UWC Dover and East had strong teams but when it came down to team spirit no one could compare to the resilience shown by Tanglin during the relays! The boys had an outstanding finish and took the title while the girls narrowly missed out by only six points! Standout performances go to the boys U12 team who performed beyond expectation.

The next challenge the Merlions faced was Junior ACSIS. Tanglin had the honour of hosting this meet at UWC Dover which saw 14 schools and 411 swimmers compete – the biggest ACSIS meet to date. It was the girls turn to shine and they flew into the lead from the first event. The boys battled hard against Australian International School and only narrowly missed out on the title.

The Merlions would like to say a big ‘thank you’ to all our parent volunteers and senior swimmers who ensured this meet ran beautifully.

The top 30 Merlions from 12-and-under up to 15-and-over were selected to go to the most prestigious meet of the year SEASAC. This year, the team travelled to Bangkok Patana School for the two-day meet. The decision was made to take a very young 15-and-over team. This would lead to excellent experience and exposure for these swimmers. A special mention goes to both the girls and boys 15 and over teams whose passion for their team and school was infectious. Their enthusiasm and gutsy swims were inspiring and our new chant ‘give everything, leave nothing’ was at the heart of their swims.

The Merlions really did give everything against some very tough competition and lifetime best swims were achieved by every member of the team. The 12-and-under and 13-14-year-old girls age groups are to be commended on stunning results both coming second in their categories. Tanglin placed 6th overall.

Congratulations Merlions on an outstanding term – keep it up!

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Term 2 was the best term Tanglin’s Merlions have had in the history of the programme.

After training every week since September at 6.00am, on Saturdays and over halfterms, it was finally time to put it all together and race!

U16/U19 South East Asia International Netball Tournament

by Emma Watson, Head of Senior PE In March, for the eighth time, Tanglin hosted the U16 and U19 South East Asia International Netball Tournament. The tournament has grown over the years and, in addition to schools from Hong Kong, Kuala Lumpur, Penang and Singapore, we were delighted to welcome three teams from Dubai. With over 400 girls involved this is one of the largest tournaments Tanglin hosts and the standard continues to rise each year.

The U19 Tanglin Lions were strong throughout, winning eight games and only narrowly losing one. Although the team has only been playing together for a short while, the accuracy of the attack players along with the dynamic defence resulted in an excellent performance. The team beat the Singapore Sports School comfortably in the play-off to win bronze. The three U16 teams all played excellent netball, with the TTS blue and TTS green teams going through to the Cup competition on the final day to finish in overall 4th position and in overall 5th position respectively out of 22 teams. The TTS yellow team played very well, finishing a very impressive 2nd in the Plate competition.

Infant Sports Days by Chris Rawlings, PE Specialist Physical prowess and fun on the sports field were demonstrated by the Infant children during their year group Sports Days in Term 2. Each Sports Day is designed to challenge and develop skills in running, throwing and jumping, along with spatial awareness and team work. We were blessed with fine weather for the Year 2 track and field events which took place on the Astro Turf and Green Deck. Year 1 showed us how their skills have developed with some very exciting and enthusiastic performances. We were very proud to see the children conducting themselves in a truly sporting manner, participating wholeheartedly in the events and cheering their friends on. Our Reception children demonstrated their track and games ability, as they rotated through a carousel of activities and races designed to showcase the skills learned in their weekly PE lessons. Lots of fun was also had as they took part in the traditional teddy bears picnic relay race, this time on bicycles!

2013 Murphy Cup Junior House Football Tournament by Chris Rawlings, PE Specialist

This year, we introduced the inaugural Murphy Cup Junior House Football Tournament.

Named after retired Tanglin teacher Alastair Murphy, the tournament gives every child an opportunity to compete in a fun and exciting environment and contribute to the final result for their house. After an eight-week block of football as part of the sports curriculum, boys and girls from all Junior year groups were split into 7-a-side house teams to play a round robin tournament against each of the other houses.

Over the week, 96 teams played 72 games with 188 goals scored. The atmosphere on each of the tournament days was electric with plenty of enthusiastic cheering from the players. Congratulations to Beruang who were the overall winners of the Murphy Cup trophy 2013. We are already looking forward to another exciting and fun tournament in 2014. Although Mr Murphy retired last year, his passion for football over 35 years of teaching has left a long-lasting influence on hundreds of children and the Murphy Cup will be an annual event at Tanglin.

PTA

“We make a living by what we get but we make a life by what we give.” Sir Winston Churchill This quote is true of all volunteers. However, we would like to dedicate this article to our parent volunteers who give up their time to act as Class Representatives, Parent Year Group (PYG) Representatives or extra hands to help out at our events. We would like to celebrate their efforts and to thank them for taking time out of their busy lives to give back to the community.

Our Class Reps play a vital role in communicating with teachers on school events, helping in the classroom, organising parties and many other things.

They are the welcoming face for new parents to the class and act as the liaison between parents and the teacher. Class Reps organise coffee mornings and other social events bringing parents together socially. This is extremely important for working parents who otherwise would not have the opportunity to meet other parents in their class. For the PTA Committee, Class Reps are our main point of contact when communicating with individual classes regarding events or other matters. However, the role of the Class Rep is not one that has to be shouldered alone. Parents who feel they would like to stand as Class Rep but would like some company can share the role with another parent. Perhaps this is something to consider for next year!

Each year, a Class Rep volunteers to stand as a PYG Rep for their year group.

This varies from school to school, where on occasion, two PYG Reps are asked

to stand. The PYG Rep represents their year group at a meeting once a term with the Head of School, the PTA President and the relevant PTA Vice President. Prior to the meeting, a request is issued to the parent body for comments to be forwarded to the PYG Rep for submission. These submissions are then discussed at the meeting, notes are taken and, shortly after, the meeting notes are available to view on the TTS Portal. The PYG is a valuable forum for parents to submit praise, feedback and comments of a general nature which are not child specific.

The Committee feels very lucky to have a proactive parent body, always willing to help and offer their support. If you are interested in becoming more involved in the PTA Committee, we are always looking for extra hands and never turn help away!

On behalf of the PTA Committee, we would like to once again thank all parent volunteers and remember…

“Volunteers don’t get paid, not because they’re worthless but because they’re priceless!” (Anonymous)

Tracy Betteridge PTA President

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Recognising Parent Volunteers

Student Services

Careers and University Guidance 30

by Amanda Harvey, Careers and University Guidance Counsellor Student Services is made up of the Careers, Nursing, Counselling and PSHCE (Personal, Social, Health, Careers Education) teams, a group of staff who work hard to support students (and sometimes parents too) in so many areas of school life. In this issue, we focus on Careers and University Guidance.

We are very proud that the vast majority of Tanglin students progress to higher education. For some, deciding what to study at university or college is quite straightforward; they are clear about their strengths, passionate about their current studies and have a long-held dream to work in a particular field. For most, however, the decision-making process is more challenging and raises many daunting questions.

The Careers and University Guidance Team (‘Careers Team’) is very familiar with the issues and offers constant guidance and support.

Deciding what to study is a process that starts at the beginning of Year 12 when students complete a questionnaire called the ‘Golden Ticket’. The questionnaire gathers background information on students, which is used by the counsellors in the Careers Team and tutors. The Golden Ticket will soon be available on the TTS Portal. The research and decision-making process picks up momentum in Term 2 of Year 12 when students re-evaluate interests and strengths, reflecting upon work experience facilitated by the Year 11 Work Experience Programme; attend information sessions given by the Careers Team Counsellors; meet visiting university representatives and discuss preferences and parameters with parents. In Year 13, applications and personal statements are submitted and conditional offers are received in March or April.

With the freedoms of the adult world beckoning, deciding where to study can be equally challenging and can raise questions about identity and culture, and concerns about fitting in. Reflecting the strong British ethos of the school, most of our students go to university in the UK. However, growing numbers of students now consider further study in Australia, the US, Canada, Asia and other institutions worldwide. The Careers Counsellors are able to guide students interested in universities all over the world and have vast experience in dealing with all types of applications.

Chloe Mayo, Y13.1 is British but has been in Singapore for 17 years. She is currently studying four A Levels: English, art, philosophy and politics. Chloe has been offered unconditional places at Falmouth and Camberwell to do an art foundation course, and also has offers from several universities to do English Literature and Philosophy starting in September 2014.

Below, some of our Year 13 students explain how they made their decisions.

Edin Imsirovic, Y13.4 is an IB student and is holding a conditional offer to study Law and Chinese at School of Oriental and African Studies

“The advice from my tutors, parents and the Careers Team was extremely helpful.

My advice to upcoming UCAS applicants would be to work hard on the personal statement component, as this ultimately highlights your commitment and interests in relation to the course, which definitely goes a long way in terms of having a good application.”

“I applied to the UK purely because, despite being British, I’ve never lived there and don’t often go back to visit, so I really felt like the next stage of life should be exploring my home country! I had a lot of discussions with my parents, particularly about courses. Although they were very supportive, they were keen for me to get an academic degree. So I spoke to my art teachers and the Careers Team who suggested I do an art foundation course. My next steps really depend on how my art foundation course goes; if I love it, I will apply to do my degree in something like illustration and typography or fine art; if not, I will either accept my place at Birmingham or Southampton for 2014. I think the best advice I can give is to consider all of your options long before decisions have to be made,

31 don’t leave anything till the last minute.

Email universities, get in contact with people and be amicable because they’re incredibly helpful. Just stay organised and make sure your personal statement is really good.”

Maria Dadabhoy, Y13.8 is from the UK and is studying four A Levels: mathematics, English literature, chemistry and biology. She will be studying medicine at Kings College, London.

“It was a natural choice to return home to the UK and be in the multicultural hub that is London. I made my decision after looking around the universities and extensively researching the differing curricula. I made the decision by myself because I wanted to ensure that I had the right option for me. However, my parents, teachers and the Careers Team were always on hand to help. I would definitely advise students to start early with their applications and, for medicine, to be prepared for any additional tests that you have to undertake.”

Did you know…?

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Of the 551 applications made to UK universities by Year 13 students, there was an 84% success rate across all the applications, with 51 students gaining offers in all their applications.

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This year, nine students have received conditional offers from Oxbridge.

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Over 30 major UK universities attended Tanglin’s 2013 UK Universities Fair, including University of Bristol, University of Exeter, Goldsmiths University, University of Manchester, University of Newcastle, Royal Holloway, Royal Veterinary College, University of St Andrews and University of London.

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Other visiting universities this year included: University of Leeds, University of Cardiff, Loughborough University, University of Sydney, University of Melbourne, Trinity College, Dublin, IE University, Spain, Ecole Hôtelière de Lausanne, Hospitality Management School, Switzerland, Paris School of Art, University of California, Los Angeles (UCLA).

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Visiting speakers this year have included Peter Evans from UCAS; Professor Richard Bowring, Master of Selwyn College, Cambridge; Professor David Williams from the faculty of Medicine, Dentistry and Health Sciences, University of Melbourne; Dr Lannon, Principal and Gillian Peele, Politics lecturer, both of Lady Margaret Hall, Oxford University; Sir Keith Pearson, Chairman of Health Education England; Dr Cockshut, Dr Obara and Professor Myers from Durham University who gave subject enrichment lectures to the STEM (Science) group.

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30 students visited 15 universities in the UK last year as part of Tanglin’s UK Universities Tour, which aims to give students an authentic feel for university life.

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12 hours of the Year 12 PSHCE curriculum are devoted to supporting university applications including helping students with decision-making.

The Careers and University Guidance Team • Isobel Barclay (Isobel.Barclay@tts.edu.sg) is responsible for applications to the UK. • Mario Sylvander (Mario.Sylvander@tts.edu.sg) is responsible for applications to the US, Canada and continental Europe.

• Amanda Harvey (Amanda.Harvey@tts.sdu.sg) is responsible for all UK medical applications and applications to Australia, New Zealand and Oxbridge.

More information and resources about university entrance can be found on the TTS Portal or you can visit the Careers Team in the Sixth Form Centre, Level 3.

Creative Writing 32

Isambard Kingdom Brunel There once was a man called Brunel Who built an enormous tunnel He needed a ship To go on a trip So he started to build a funnel!

Daniel James, Y2.3 There once was a man called Brunel Who built a very huge tunnel One day it collapsed So he had to relax And bought a sparkly shiny bell!

Maia Smith, Y2.3

The Sea The wind is searching through the sky, Picking up the waves to help them fly, And when I see this happen, I stop and stare for a while Because it makes me wonder what is down there In the rough, blue sea.

The sea, it is a wonderful place.

Madeleine Falling, Y3.3

Through the Door Ali stood silently, looking at the door. With a slow creaking sound, it opened. Taking a deep breath, Ali walked inside…

Ali winced through the blinding darkness. The only light was the needles of moonlit sky, piercing through dusty spider webs dangling from the murky windows.

Spiders, as large as her hands, lurked in the corners of the room in their magenta furs and ivory patterns, hissing in disgust at Ali. She backed away, petrified. Suddenly, her back bumped against the door and she spun around to see the withered heads of school-age children staring at her. Pins pricked her spine in anxiety. As her widening eyes scanned the door, a headless plate on the wall came to her attention. Gradually, she shuffled forward to find a familiar, curly name engraved in dusty metal.

“Alexandra Ampton,” it read. Ali froze. She shrieked. She couldn’t bear it any longer.

Behind her, a deafening creak pierced her ears. She whizzed around to see an inky silhouette of a straight-backed figure, seated at a desk in front of her. It was stroking a cat.

“I’ve been expecting you,” the silhouette snarled. “Welcome to the principal’s office, Alexandra.”

Jasmine Imsirovic, Y6.7

The Tunnel Ben had always thought that he was different from the rest of the world. Now, here he was, looking death in the face as he ran to his extreme limit to evade this monstrous creature that was swiftly gliding towards him, triumph blowing in those remorseless eyes. In a last final attempt to save himself, Ben, as quick as lightning jumped backwards, twisting around. Realising too late what had happened, the snake whipped round in vain; Ben had slipped the opposite way and had now reached onto a tree. Watching with grim satisfaction and a little contempt, Ben was well out of the way of the vicious snake, hissing with pure fury.

Suddenly, something caught his eye, a strange vibration that was occurring next to his left hand. He jerked his hand away and saw a small lever. In that split second, Ben comprehended that the lever must trigger another thing to happen. Stealthily, an ancient door rose from the ground. The snake had disappeared, so Ben took a deep breath and jumped. He strode out to the door and he felt it pulling him to it. Impossibly smooth for such an old mechanism, the doors slid open, leading to a path which seemed to stretch to infinity.

Not dropping his guard, Ben wearily stepped in the doors, taking care to avoid the statues of guardians. The moment Ben stepped past a depilated step, a single laser beam shot in front of him, scaring him out of his wits. “AAAAAHHHHH!” Ben screamed in horror. But as he turned back, the door locks were barred heavily with frozen lasers. Gathering his wits, Ben slowly moved forward one step at a time through the musty atmosphere until he came across a new fountain, there was water being circulated, but it looked so pure, so clear. The water was messing with his thoughts. Fighting back to reality, Ben found himself near the end of this tunnel. Staring at the beautiful sunshine, Ben was sharply brought back to earth by the sound of the roaring engines of a jet squadron…

Arav Kacker, Y5.1

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As her eyes adjusted to the environment, she saw rusty awards pinned upon the walls, and blurred photos glaring at her. The people were so familiar, yet her brain was jumbled and her thoughts could not remember.

A Warm Smile As I trudge along the cold-hearted road, I see all the forgotten souls sitting isolated.

Poisoned by hatred, shattered by words, I am offering you, a warm smile.

Helpless, vulnerable, Scarred for life.

Destroyed by hurt, Desperate by night.

But I am offering you a warm smile.

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Faces, tired and weary, Skin, tough like leather.

Eyes, where sparkles have long since disappeared, Clothes ripped and ancient.

Shoes, worn and useless, But I offer you a warm smile.

Big hearts, hopeful souls, Rejected from the world.

Sensitive and innocent, Like young children.

But I offer you a warm smile

Natalie Sheers, Y8.1

Fascination Dirty reflection of my sour scar of a face in the bakery.

Saliva drips off of my chin as my mouth waters, from the dreamy taste of succulent sweets dissolving on my tender tongue.

Families behind me look in disgust at the saliva puddle on the icy ground.

Flies and dirt attack the putrid stench of my muddy rags.

Hard, dried blood, chips off my feet and is smothered up by the snow, just like my soul.

Teacher’s everlasting voice as a murmur in the distance of the universe, waiting to be explored.

The slurp of beer being gulped down by my father.

Pint after pint after pint.

Pain, agonising pain flows down my back like arrows from the sleepless nights on rock hard concrete floor.

Bitter aspirin down my throat sends me to sleep, but the brutal hits from my father still haunt my dreams.

Jealousy burns inside of me like a fire of longing to have a mother, skin as soft as silk.

Finally sailing away, far away, until my innocence is protected.

Abby Cropper, Y8.1

Senior School Library Book Reviews

Most Popular Books

Key Stage 3 • The Set-up by Sophie McKenzie • Born to Run by Michael Morpurgo • Ringmaster by Julia Golding Key Stage 4-5 • The Perks of Being a Wallflower by Stephen Chbosky • The Remains of the Day by Kazuo Ishiguro • Before I Die by Jenny Downham

Saving Daisy by Phil Earle Saving Daisy by is a book about a 14-year-old girl whose Mum is dead, and even though she had her Dad for 14 years, tragedy strikes again, and then Daisy is all alone and has no one to turn to. When she goes into foster care, someone she has never met before welcomes her and wants to help her get better so Daisy seems to be not so alone anymore. But the person trying to rescue her can only do so if she lets herself be saved. Will Daisy find happiness and herself, finally? Or will she just keep seeing the worst and trust nobody forever?

I thought that Saving Daisy was a great book! The plot was well done with lots of twists and turns, but it was really sad making it hard to read at times. So, prepare yourself for some tears, although there is happiness too! For older readers as it has mature content.

Georgina McNamara, Y7.3

The White Dolphin by Gill Lewis The story revolves around the emotions of a girl living near the seaside called Kara.

Kara’s mother is missing, supposed dead, and her father is struggling to control his finances and keep the family’s ship. When a new disabled boy, Felix, arrives he and Kara instantly dislike each other… suddenly everything gets worse. The coral reef that Kara enjoys sailing around is about to be dredged by the father of her arch nemesis, Jake Evans, and Kara cannot do anything, or so she thinks. But, when Felix and Kara find a baby dolphin calf stranded on the beach moments away from death, they must find a way to stop the dredging, get all the townspeople on their side and save Kara’s ship from being sold. Will they save the dolphin? Will the ship get sold and the reef dredged? And, what will happen to Jake Evans… This book is good for ages 10 and above; people that love animals and nature; and who love Michael Morpurgo’s books.

It is captivating, emotional and really gripping. It offers a wide variety of description and really surprises you at some points. I couldn’t put the book down!

Meghan Togher, Y7.8

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Book Reviews

Junior School Library Book Reviews

Top 5 Most Popular Books • • • • •

Do Not Open This Book! by Michaela Muntean The Kingdom of Fantasy by Geronimo Stilton Diary of a Wimpy Kid: Rodrick Rules by Jeff Kinney Introducing Kyla May miss.behaves by Kyla May Gangsta Granny by David Walliams

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The Throne of Fire by Rick Riordan This book is humorous with some mystery. It also has some action and a lot of adventures.

Carter and Sadie are on a mission to wake up the Sun God, Ra. So they journey off into mummy graves, meet gods, fight poisonous snakes, almost die and lose track along the way when Carter goes off to find a girl he really likes. An evil terror is rising from the Duat and only the Sun God can destroy it.

This is a funny, adventurous tale of two kids who lost their Mum, Dad, Grandma, Grandpa, Uncle and are still able to live their normal lives – although by normal I mean fighting and training…

Justin Policarpio, Y6.1

Cookie by Jacqueline Wilson Beauty Cookson has a perfect household. Gorgeous Mum, wealthy Dad. But, behind closed doors things aren’t so sure. Beauty is not a beauty. Her nickname at school is Ugly. Her Mum is gorgeous. Her Dad is wealthy. But, he is violent and short-tempered. At school people tease Beauty about her name.

I chose Cookie because when you read this book you can feel certain overwhelming emotions, so if you are quite sensitive I don’t recommend this book. However, this book relates to real life from Beauty’s point of view talking about how hard life can be.

Ellie Smith, Y6.1

Infant School Library Book Reviews

Top 5 Most Popular Books • • • • •

The Gruffalo by Julia Donaldson The Very Hungry Caterpillar by Eric Carle Stick Man by Julia Donaldson Where’s Wally: The Fantastic Journey by Martin Hanford Georges Marvellous Medicine by Roald Dahl I love ‘I Want My Hat Back’ by Jon Klassen. It has got two medals but I want it to get 100 medals! It’s a very fun book - you don’t want to stop reading it. I love it when it says ‘what is a hat?’ and ‘don’t ask me any more questions!’ It’s really silly and very funny. I think lots of people would like this book.

William Richardson, R.6 My favourite book is called the ‘Giving Tree’ by Shel Silverstein. I like this book because it’s about a small boy who loves a tree. The tree also loves the boy very much and gives the boy anything he asks for. I love the black and white drawings.

Tamani Khanbabi, Y1.6

‘The Singing Mermaid’ is my favourite story book. This book was written by Julia Donaldson.

I love mermaids!. This book is about a singing mermaid who is tricked into joining the circus.

Luckily she is saved by her friends from the sea. I like the pictures because they are nice and neat, and also have lots of glitter on them.

Sharumitha Mahindran, Y1.6 I love all the stories about Angelina Ballerina, especially ‘Angelina’s Birthday’ by Katharine Holabird. I love Angelina Ballerina because she likes to dance, and I also love to do ballet.

Felice Suryanata, Y1.6

Parent Book Reviews Top 5 Most Popular Books Third Culture Kids: Growing Up Among Worlds by David C Pollock and Ruth E Van Reken Raising Boys: Why Boys are Different - and How to Help Them Become Happy and Wellbalanced Men by Steve Biddulph • How to Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlisch • Kids’ Healthy Lunchbox: Over 50 Delicious and Nutritious Lunchbox Ideas for Children of All Ages by Cara Hobday • Positive Discipline by Dr Jane Nelsen

The Birth Order Book by Dr Kevin Leman Some of the interesting facts that you will read on the back of the book are: • • •

Of the first 23 astronauts in space, 21 were firstborns and the other two were only children.

Successful entrepreneurs are usually middle or later born children.

Performers or comedians and those that may make great sales people, are usually the youngest.

These things may be obvious to most people, but have you ever wondered why?

Since firstborns are really the guinea pigs for their parents, do we have more influence over firstborn behaviour than the younger children? What if the older child doesn’t fill the usual role - will the younger one try to step into that role? I think that most readers will be able to answer many of their own questions about their child’s personality by reading this book. The author also makes it clear that it is not the destiny of each child to conform to the birth order traits - these are just statistical trends.

We know the middle child can often be the mediator, or even try to avoid conflict. But what if a middle child marries another middle child? The book goes on to explain these dynamics in great detail. The author also addresses what happens in a blended family (a family created by a second marriage between two parents). The birth order theory can be greatly affected by the new order and presents new challenges for parents that they may not have expected, but can be prepared for.

The book offers some observations and advice from a non-confrontational religious outlook, but not so much that it would turn off anyone from differing religious or nonreligious backgrounds. But the book also addresses how to use birth order to be successful in business and other areas where interpersonal skills are essential. For instance, how do you successfully sell something to a firstborn versus a lastborn?

Finally, the prediction is that only firstborns will be able to read the entire book, and that the others may have trouble sticking to it!

Matt Halferty, Parent

The Parenting Collection of books is split between all school libraries and is rotated each term to offer variety to library visitors. If you are interested in borrowing these or any of our other parenting resources, or becoming a Tanglin Library member, please contact any of the library staff.

If you would like to write a book review for the next edition of The Voice, please email communications@tts.edu.sg

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Roving Reporters Taking Tanglin’s Cultural Temperature

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by Emma Shleifer, Y10.6

says a Year 10 parent. In contrast to other schools I have been to, where assemblies are rare and when they do happen there is a jungle of students trying to find sitting space in a cafeteria transformed for the occasion, Tanglin’s assemblies are very disciplined and impressive. Even at a normal assembly, students arrive in an orderly fashion, are expected to behave well and to respect the participants in, and subject matter of, the assembly.

I am French, but having attended eight different schools and lived in Europe, America and Asia, I would definitely be considered a ‘third-culture kid’ and being attuned to issues of culture – how people behave, traditions, customs and values – is natural.

For many students at Tanglin, friendships are geographically wide-reaching and their schooling diverse, so they find it easy to adapt. Nevertheless, all students feel a little apprehensive about starting a new school and instinctively ask themselves what it will be like. For Tanglin, they may worry whether it is very British – will they have to drink a lot of tea and know all about the Royal family?! Or will there be lots of internationally-minded students?

Statistically, the student body at Tanglin is more international than some may think.

Mrs Lisa Durrant, Head of Admissions says, “We currently have over 50 different nationalities at the school.”

Whilst it’s probably fair to say that, based on those statistics, students have an international outlook, our teachers are mainly trained in the UK. Terry Jaggers, Director of Human Resources, told me that 214 out of 250 of the teaching staff are British. For some, this is their first time living overseas. Others have moved around a lot and worked at several international schools.

Statistics only tell one part of the story as Mrs Durrant says, “Nationality is only one side of the coin. Although many of our students hold British passports, some have never lived in the UK and have attended international schools all over the world. There are 139 Year 13 students leaving Tanglin this year. 32 have been at Tanglin since Infants, 17 have been with us for the whole of their 15 years of schooling! Over half of Year 13 has been with us for six years or more.”

To try to get beneath the statistics and get a better feel of the culture at Tanglin, I interviewed some students. I found that the majority of non-British students I talked to typically viewed the school as “very British, but with a lot of different people from everywhere.” However, most students of British origin declare that “it’s not really British, compared to schools in England.”

So why do so many non-English students view the school in such a British light?

Aside from the fact that the way we are taught is largely based on a UK system, in part it is perhaps because many schools in other countries (that we ‘foreigners’ have attended prior to coming to Tanglin) have a very different application of discipline and organisation.

Everything from starting school at 7.45am to our uniforms is considered ‘British’ by people not having lived in the UK. For non-English students and parents, the assemblies are considered to be quite formal, especially occasions such as the recent Senior School Awards assemblies.

“It’s all so organised and well-structured,”

On the flip side, why do British students see Tanglin as not so strongly British?

Aside from the sheer mix of nationalities and languages, we are taught about many different aspects of Singapore and Asia. We celebrate and learn about Chinese New Year and Deepavali as well as Christmas; our curriculum programmes take us to places like India, Malaysia and Thailand; and we have to take part in ‘service-learning’ which might involve helping out at a local school.

Whether Tanglin feels British or international or a combination of both can depend on your own experience, background, your parents, whether you have travelled a lot and the friends you spend time with. Many agree with the description given by Mr Jaggers that Tanglin’s culture is, “British but with an international flavour.”

The Last Word

Getting Better Never Stops I first experienced inspection during my second year of teaching. I will never forget leaving school the first evening somewhat preoccupied and overawed by the events of the day.

In a moment now etched on my memory forever, I inadvertently reversed my Rover into the lead inspector’s shiny new Volvo.

Although a matter of metres, the walk from the car park back into school to confess my transgression was possibly the longest of my life.

It was with a rather different set of emotions that I walked from my office up to the library on the evening of 6 February to share with colleagues that the inspectors had judged the Junior School to be outstanding in all areas.

The Junior School team is tremendously proud of this outcome and I would like to acknowledge the contribution of each and every team member in developing the school with such dedication over the past three years.

Inspections provide a wonderful opportunity for Tanglin to celebrate its achievements and the process of inspection is every bit as important as the outcome. Those of you familiar with the work of psychologist Carol Dweck will understand my emphasis on a growth rather than a fixed mindset. In

hope that you have had the opportunity to read the report (available on the TTS Portal) in full to get a better sense of this.

Sharpening our selfevaluation

a growth mindset, basic abilities can be developed through dedication and hard work, creating a love of learning, essential resilience and leading to greater motivation and productivity.

Benchmarking ourselves against the very best

Holding ourselves to account against a strict set of external criteria underpins Tanglin’s commitment to high standards and supports our aspirations for your children. The UK government’s new British Schools Overseas (BSO) Inspection is based on the Independent Schools Inspection framework. We welcome this development as it allows parents to make a direct comparison between Tanglin and the UK independent sector. Moreover, it enables the school to benchmark itself against the very best in British education and provides rigorous external validation of our standards.

This is not only important for setting academic targets but for raising the bar across all aspects of school life. For instance, a BSO inspection includes a section on spiritual, moral, social and cultural education and we are delighted that the inspection report comments upon the positive impact of the Learner Profile across all three schools and the cross-campus commitment to Our World. Indeed, inspectors commented that, “personal development is a very strong aspect of the school and can be observed in all areas of school life.” I do

A key element of inspection is the focus on the quality and rigour of the school’s self-evaluation. Inspectors undertake joint observations of teaching and learning with members of the Junior School’s leadership team to gauge the accuracy of their judgements and their ability to identify strengths and appropriate areas for development.

All postholders are questioned and challenged on their ability to gather and analyse evidence to inform leadership of their particular area of school life.

Participation in this process enhances our overall approach to self-evaluation and sharpens the skill sets of leaders at all levels.

Informing school improvement

Pat Riley, the highly successful former coach of the LA Lakers argued that, “excellence is the gradual result of always striving to do better.” As much as an inspection marks the culmination of a three-year cycle of school improvement, it also provides the stimulus for future development alongside Tanglin’s own self-evaluation. Recommendations made in the previous Junior School inspection report provided the focal points for our development of the school between 2010 and 2013; helping inform the management and deployment of resources, the planning and delivery of professional development and the enhancements to the curriculum. In turn, recommendations made during this inspection – both formally and informally – will provide the catalyst for the next stage of our development. We welcome this challenge and feel motivated by the process of ongoing reflection and improvement. Our one and only aim in this, is to provide the best possible education for your children in line with our school mission statement.

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By David Ingram, Headteacher, Junior School

95 Portsdown Road, Singapore 139299 www.tts.edu.sg Tel: 6778 0771 Fax: 6777 5862 Email: communications@tts.edu.sg