The Voice 23

of Tanglin Trust School

23

Enterprise in the Junior School Model United Nations (MUN) Trip the Light

MCI (P) 106/07/2015

Vol 23 05/2016

Welcome organisation we have witnessed many staff, students and parents raising sustainability issues and ideas. Our whole school action group under the title of ‘Our World’ have refocussed under the banner of ‘Our World 2041’ to mark this shift. We fully intend to make the most of this energy and interest in preserving our wonderful world. Read on to see why we were all moved to action by this project.

I believe that the world our children will live in will demand new skills and aptitudes hitherto not seen as important or particularly necessary. Enterprise is one of these. I hope you enjoy and find interesting the article on Enterprise in the Junior School where the real world comes Welcome to this glimpse in to the world of

into the classroom. Judging by the response

Tanglin Trust School. I say glimpse because

of the students, this is an area that will

we could literally fill an entire edition with

develop and become more and more

the activities of one day, never mind a term!

popular and relevant. Similarly, the hosting of the Model United Nations brought real

I am pleased that we have been able to

issues and formal protocols into the heart

illustrate the benefit of the TTS Foundation.

of our school with over 200 students from

Students across the school and even Alumni

12 international schools across Asia in

have had access to, and been able to take

attendance. A great experience for all who

part in, extensive activities that otherwise

took part. We were particularly proud of the

may not have been possible. I acknowledge

TTS team who presented with confidence

and thank the parents who have supported

and eloquent persuasion!

the Foundation in these early days.

I am very happy to see the work of Brian Our intrepid Antarctic explorers Martin

Teng (Director of Operations) and his

Foakes (Head of Outdoor Education), and

team featured in Spotlight. Aside from the

Dickon Thomas (Head of Humanities,

enormous job of sustaining the existing

Senior School) share details of their exciting

buildings and facilities, Brian and his team

adventure and their amazing photos in

have ensured that the new building and

this edition. We met Robert Swan when

summer works will all be complete for our

he was the key note speaker at a FOBISIA

return in August. Thank you and well done

Conference we held here last year. It then

Brian and colleagues!

became clear that this could be a wonderful platform (enabled by the TTS Foundation),

Finally, don’t miss our Tech Tips, QR Codes

to further develop the knowledge and

and details of the new Bike Repair Station.

consciences of our students with regard to sustainability. The mission of Robert Swan’s 2041 Foundation is to build personal

forms of life – in their families, communities, organisations and the planet. Already, in our

Design Jay Valentine Contributors Students, Staff and PTA Photography The Communications Team & other contributors ‘The Voice’ herein refers to ‘The Voice of Tanglin Trust School’

leadership skills among people who choose to embrace the challenge of sustaining all

Editor Louise Colbridge

Peter Derby-Crook Chief Executive Officer

All students’ year groups referenced in this issue are accurate at time of print.

Contents

6

Feature

Tanglin Talk

News from our Three Schools

Alumni

Antarctica Logbook – The Ultimate Journey

An interview with Francesca McKee

4 Our World

TTS Foundation – Report of Giving

Spotlight

A Day in the Life of Brian Teng - Director of Operations & Supervising Project Director of the Gateway building

9

Infant School

Junior School

“I Love PE!”

Enterprise in the Junior School

10

Senior School

Model United Nations (MUN) French Exchange

12 Sixth Form

Choosing the Right Path

20

14

Showcase

Art/ Dance/ Drama/ Music

22

Student Services Senior School Wellbeing

Creative Writing

32

A Selection of Infant, Junior and Senior Writing

34

18

16 Sports & Activities PTA

Discounts for the Community

Sporting Round Up

27

Book Reviews

Infant, Junior, Senior and Parent Reviews

31

The Last Word

36

Still Got 90 Things to Do?

39

Tanglin Talk

News from our Three Schools Congratulations to all the staff and students in the Junior School which has once again been recognised as outstanding, the highest grading possible following the British Schools Overseas (BSO) inspection. The full BSO report can be read on our website www.tts.edu.sg.

Aahana Baksi (Year 2) was crowned undisputed Champion in the Under 7 Girls category of the Harrow Inter-School Chess Tournament in February.

Aahana won all of the seven games she played – what a great achievement!

Thank you to community members who supported the TTS Careers Fair organised by the Careers and Development teams.

Over 80 Careers Mentors spoke to students from Year 9 to Year 13, shared details of their career journey and advised students on the skills they will need in the future. If you would like to take part in future careers initiatives please email Careers@tts.edu.sg.

4

The GINSING CAS group of Year 12 and 13 students Adi Ginat, Lin Aung, Maudi Broekhuis, Stefan Kubal, Jeroen Olieslagers, Sabah Sharma, Joy Wee, James Grimmett and Aman Bali presented a cheque to the Samaritans of Singapore following Mental Health Awareness Week.

The students organised a mufti day, bake sale and sold wristbands. They also covered up mirrors throughout the school, allowing students to write positive statements to combat negative body image.

Prospective parents are invited to join our Whole School Open Morning on Monday, 23 May. Please log onto www.tts.edu.sg for more information and to register.

House Points Update

At the end of Term 2, the House positions for each school were as follows: Position

Infant School House

Junior School House

Senior School House

1st

Rann

Beruang

Alexandra

2nd

Bagheera

Elang / Singa

Cameron

3rd

Baloo

4th

Sher

Wessex Harimau

Raeburn

Congratulations to our new Head Team who began their duties in Term 3. Head Boy, Marcus Chung, and Head Girl, Chloe Long, will be assisted by Deputies Chris Jones and Grace Burton and Assistants Laughlan Wood, Jeroen Olieslagers, Maudi Broekhuis and Megan Rennie.

Tech Tips We now feature a Tech Tip section in our Friday newsletter, In Touch which provides you with a weekly information on how to get the best out of the TTS Portal. These will include general hints and recommendations as well as content highlights.

Thank you to everyone who came into school by bus, MRT, cycling or walking in support of Earth Hour and Car Free Friday on 18 March. Staff and students also turned out in green to show their support for reducing our carbon footprint.

Donations from the Infant and Junior Schools raised almost $3,000 for WWF Singapore.

Did you know that we now have a bike repair station in the car park near Gate C? Thanks to the TTS Foundation, you can pump up your tyres and repair punctures using the various tools and gadgets at the station. Watch this space for news of cycling activities soon to be introduced in the Infant School, also funded by TTS Foundation.

You can also visit the TTS Portal at http://portal.tts.edu. sg/resource-centre/tech-tips to see past tips!

QR Code We will be featuring QR codes in some of our TTS publications to give you quick access to more information, photos or resources available on the TTS website.

A QR code (quick response code) uses a special 2D bar code that allows you to access links via your mobile devices.

How does the QR Code work?

- Simply download any QR code app from your app store - Scan the QR code by pointing your mobile device at the QR code - The QR code is decoded and translated into a web URL - The URL is opened in a browser to display the new information!

Follow us! tanglintrustschool

@tanglintrust

5

Feature

Antarctica Logbook – The Ultimate Journey

by Martin Foakes, Head of Outdoor Education

There has been a certain ‘buzz’ around school since Martin Foakes (Head of Outdoor Education) and Dickon Thomas (Head of Humanities, Senior School) returned from Robert Swan’s environmental expedition to Antarctica. Enabled by the TTS Foundation, the Tanglin teachers joined Robert Swan’s Leadership on the Edge programme to debate, discuss and determine the effects of climate change.

Not only did they return with amazing stories and photos from their adventure, they brought back with them an enthusiasm and determination which has also inspired the rest of our community to start making meaningful changes to save our world.

Read on for some of Mr Foakes’ highlights from his journey to ‘the last great wilderness on earth’.

Monday, 14 March. It’s real We wake up at 5.00am and there’s a message from Martin Stevens (Head of Humanities, Junior School). He’s found an app that tracks international shipping and our ship (the Ocean Endeavour) is

‘The mission of 2041 is to build personal leadership skills among people who choose to embrace the challenge of sustaining all forms of life – in their families, communities, organisations and the planet.’ 2041foundation.org entering the Beagle Channel. It’s still dark outside but out there on the horizon there is a bright white light in the middle of the ocean, steadily approaching the coloured lights of Ushuaia below us. It’s the Ocean Endeavour, on its way to the docks, where we will be boarding this afternoon! This is exciting and I can’t get back to sleep.

The day’s events start off with a short talk from Robert Swan, an introduction to his team of ‘Authentic Leadership’ facilitators and the rest of the Expedition staff. It’s clearly going to be a packed schedule and the level of detail is impressive. We will all need to ‘Drake-proof’ our cabins for crossing the notorious Drake Passage and there are lots of questions about seasickness and weather.

3.00pm: Team Inspire assembles at Ushuaia docks. Lining up to set foot on the gangplank and board the ship is probably the most exciting moment so far. It feels

6

like we are embarking on a real adventure journey and leaving dry land/ civilization behind us for a long time – which I guess we are.

Tuesday, 15 March We’ve been told that the sea conditions on the Drake Passage rate about 4 out of 10, with 1/10 being a millpond and 10/10 the stuff of nightmares. So we are relatively lucky but even so there is a lot of rolling around and at least 30 members of the team do not make it out of their cabins for the first 3 days! Seems like most people have come on this trip armed with anti seasickness patches and there are numerous orders over the tannoy: ‘Team Inspire, take your drugs now!”

It’s all a bit surreal.

The morning is filled with lectures. First up today is Fabrice, the ship’s ornithologist and his lecture is about the biology and evolution of penguins. After some light hearted ribbing from the team about his

French accent he offers to deliver the lecture entirely in French. Fabrice is a true enthusiast and what he doesn’t know about penguins is probably not worth knowing. I battle through some serious jetlag to get to the end of his talk. Fabrice is followed

by Damian who gives us a potted history of the golden era of Antarctic exploration and the exploitation of whales. I can barely keep my eyes open but I decide to read up on all the main events in one of the many books that are kept in the ships extensive Antarctic library.

In the afternoon there is tremendous excitement as a pair of humpback whales are spotted some distance from the ship.

Everyone runs out of the lecture to see them.

Wednesday, 16 March Great sleep! The sea still seems relatively calm. Apparently we have been very lucky but the novelty of a constantly swaying/ moving environment is wearing thin and it is actually pretty unpleasant.

We listen to a whale lecture from Ketya (a Russian whale expert). She is incredibly knowledgeable - and very serious about cetaceans - but her lecture comes to an abrupt end when the first iceberg is sighted and everyone rushes out on deck to witness the moment at precisely 10.30am.

By 10.45am we have sighted land. It’s not the continent but a few rocky Antarctic spikes loom out of the mist. It’s too misty to see the larger islands but we have definitely arrived.

A few moments later I notice a couple of smooth black shapes moving fast and

following the ship’s bow wave. Ketya helps to identify them as pilot whales. (From this point on we will actually see whales every day until we return to Ushuaia, which is quite an encouraging indicator of whale numbers, although Ketya tells us that blue whales are still in big trouble and will take much longer to recover because of their larger size and slow reproductive cycle).

We moor in calm waters just off Deception Island. Tomorrow we will sail through Neptune’s Bellows and set foot on Antarctic soil for the first time.

Thursday, 17 March. St Patrick’s Day Deception Island is a deliberately provocative choice for our first landing. It’s not exactly beautiful, but it’s impressive none the less and one of the most incredible islands on Earth. Once you have negotiated your way through the narrow and treacherous Neptune’s Bellows you’re in a perfect natural harbour (Port Foster) formed by the caldera of an active volcano, sleeping today we hope. The island is the

site of Whalers Bay, a place where humans exploited marine wildlife on a grand scale for many years, and in its heyday, scores of whales were dragged out onto its black sandy beaches to be sliced up and boiled for whale oil. It’s a place where we messed things up badly, and a stark reminder of our apparent willingness to destroy natural resources (such as whales) with little thought for the future consequences on the health of the planet. The introduction of cheap and convenient fossil fuels brought the end of widespread commercial whaling in the 1970s, and also a powerful volcanic eruption brought human activities in this particular bay to a speedy halt. So Deception Island is an interesting and compelling place to consider the story of energy transitions. We no longer use whale oil for fuel today, and the huge rusting tanks and whaler’s buildings (including an old aircraft hangar!) lie derelict, while the seals and penguins run riot on the beach. Will we feel the same sense of shame about our use of fossil fuels in 50 years time? Is it time for cleaner energy resources to take over?

Friday, 18 March. Brown’s Bluff After some ‘eggs and bakey’ we’re ready for our first excursion on the zodiacs (inflatable boats). I saw a huge leopard seal almost immediately sitting on an ice lump, then a humpback whale mother and calf. There’s wildlife everywhere.

The winds continue after lunch so the ship draws anchor and we sail around to Larsen Ice Shelf, where huge icebergs the size of Singapore are breaking off (calving) from the main shelf. It’s all hands on deck as Robert Swan explains that climate change has caused the break up of the ice – another sobering moment. It is a beautiful place though, and most team members spend the rest of the afternoon trying to capture the scene on their cameras. I don’t think I can do it justice.

7

In the morning we cruise around the bay.

Several boats see a huge icefall and record it on video. We spot a leopard seal. We then hike up the snow to the ridge where all sit and write our ‘Polar Pledge’. This is a postcard that will be sent to us by 2041 Foundation in 6 months time. I guessed correctly about that polar plunge!

Wednesday, 23 March. The Drake Passage After lunch Ketya delivers a lecture on whales but we are distracted by a sighting of a pod of very rare Antarctic Type D Killer Whales. Ketya is extremely excited.

Saturday, 19 March. Portal Point In the afternoon we spot whales with the highlight being six whales ‘logging’ in a row, and as we watch, one by one they all turn and ‘fluke’ - their massive tails flip up into the air as they dive down into the water. It is an incredible sight. As the sun starts to set we return to the ship and I took my favourite photos of the trip, with a couple of zodiacs streaming back across the sea with the sun sinking behind them.

Awesome day.

It is a full evening of lectures including two on climate change delivered by scientists from Shell. Climate Change Part One by Xavier is a really clear and authoritative summary of climate change, energy use and likely future scenarios. Part Two is by Ali who talks about Carbon Capture and Storage. Robert Swan delivers his story and then there is an optional evening session on the history and future of energy transitions by Iraqi genius Dr Malik. His talk is powerful, straightforward and very cleverly done. It starts to snow heavily and it doesn’t stop for almost 48 hours.

us, cruising silently and we can hear every breath. They dive briefly before resurfacing and taking another couple of breaths, so close. It is an utterly magical moment and we are all very excited.

Monday, 21 March, Peterman Island It is very snowy. We land at Peterman Island for a self guided hike around the island and see cormorants and seals and lots of penguins.

After lunch we are back onto the zodiacs for the return journey through Lemaire Channel where we spot two minke whales.

Tuesday, 22 March. Neko Harbour. Our last day in Antarctica!

There is a beautiful pink sky and sunrise as we pull into Neko Harbour. I have a nasty feeling that today is likely to be the polar plunge…

Thursday, 24 March, Drake Passage to Beagle Channel 1.45pm. Land ahoy: South America is spotted on the horizon. It feels strangely disappointing to have left Antarctica. I am a bit sad to see the end of the adventure but I am looking forward to sharing everything we have learnt and experienced back at school.

Monday, 11 April. Tanglin Trust School Back at school and I have been overwhelmed with the response from students and staff wanting to know more about the trip and how they can get involved with making our community more sustainable. Dickon and I are very proud that our incredible experience in Antarctica and our partnership with the 2041 Foundation has inspired us all to do as much as we can (to work together) to live more sustainably and protect our precious planet.

Sunday, 22 March. Lemaire Channel (Kodak Channel) Up on deck at dawn again. This is one of the most striking places in Antarctica, a very narrow channel with mountains sweeping down to the sea on both sides. The captain seems to do a great job of navigating through what appears to be quite a bit of floating ice. It is still snowing and the decks are super slippery.

We land at Charcot Point where we hike and ascend as a team. On the way back down there are lots of penguins and we wait patiently in the snow for our zodiac to arrive. It’s one of those times when the snow is falling so thickly that everything goes quiet and the sea is absolutely still when we hear a loud gasp from a humpback whale.

The mother and calf pass right in front of

Want to read more?

Click / scan here (QR Code) or log onto www.tts.edu.sg to read the full account from the Antarctica expedition.

Photo credit: Dickon Thomas

8

Alumni

An interview with Francesca McKee

by Nellie Rogers, Alumni Manager

Francesca McKee, class of 2006, attended Tanglin between 1995-2001, from Year 3 to Year 8.

What are your memories of Tanglin?

I have incredibly fond memories of Tanglin, it shaped who I am today. I particularly enjoyed the way the school brought history to life through themed days: writing on chalkboards like the Victorians, and drafting epic poems like the Greeks. The variety and creativity of these activities impresses me to this day, and was often down to the talented teachers. All of my teachers at Tanglin were memorable and I think of them fondly, although the larger-than-life Mr Palmer was an especially unforgettable teacher who really encouraged me to do my best.

Learning about indigenous cultures on the Year 6 trip to Sarawak was a unique experience. I remember travelling for hours in a long-tail boat to reach the longhouse where we stayed with a friendly but isolated Malaysian tribe; it was a real highlight!

interesting and creative teachers help push students to think outside the box and reach for new ideas and solutions; this trait is rare and desirable in the world of work; secondly, encouraging students to achieve their goals and dreams, whether they be in academia, sport or drama. Tanglin is a global school for globally aspiring students.

What did you study?

I studied Economics and International Development at the University of Bath and graduated in 2001. Choosing Economics was based on a combination of my strengths (Maths, English and Geography); but the international development side was a fulfilment of my desire to help the needy to do better and to make a difference.

Many Alumni aspire to return to Singapore for work. What can you tell us about your job here?

Currently I work at the British High Commission in Singapore as an economic adviser. In this role I advise on and analyse issues relating to Singapore’s economy, work with the Singapore government on economic and trade policy issues (on behalf of the UK government) and advise UK How did being at Tanglin help you get companies on the business environment to where you are today? here. It’s essentially what I dreamed of Tanglin helped to instil characteristics in me doing when I left school: meeting and and others that I believe have contributed working with interesting people from to our success: firstly, creativity – because around the world, and discussing global

and economic issues with them. I feel very lucky to be supporting and promoting the UK (it’s my home country – where my parents now live) to Singapore (my second home) and fostering stronger ties between the two.

Where do you hope to be in 10 years’ time?

I hope to be working in a similar field on economic and global issues, perhaps heading up a team in an international agency or research firm. But my core dream remains the same: to travel, and to work with interesting people.

Do you keep in touch with school friends from Tanglin?

I attended a successful Alumni event in London and have since endeavoured to be involved whenever I can. Some of my Tanglin friends attended my wedding in Rome last year, and of course Facebook is very useful for reaching out to old friends.

9

Spotlight

A Day in the Life of Brian Teng

by Louise Colbridge, Internal Communications Manager

Brian Teng is Director of Operations and Supervising Project Director of the Gateway Building.

What is a Supervising Project Director and what does your role involve?

My role is to ensure that the building work is on schedule and carried out to a high standard. I also work with the project team to ensure open communication between the main contractor and the consultant team.

We have a project manager who assists with running the ground issues and there are three very capable managers who support me as Supervising Project Director.

How do you manage a project as big as the Gateway Building?

The Gateway Project has a footprint of 12,000 m2. In fact, it has the combined floor area of the existing Senior School, the West Wing and the Senior School reception building together. So, it is really the biggest building on campus.

When the project started in January 2015, the school appointed a consultant team comprising an architect, civil and structural engineer, mechanical and electrical engineer and a quantity surveyor to look into the design of the new building and carry out the submission to Urban Redevelopment Authority.

BHCC Construction, the main contractor, was subsequently appointed and the demolition of the existing Infant link way took place in July 2015, over the summer holidays. However, because the building was so huge, the long span and The Moot raised concerns for the building authority with regards to structural soundness.

As such, the approval to commence piling was delayed for close to 5-weeks after an intense submission by our consultant to address the structural soundness issue. It was only in late August 2015 that we were able to start piling and foundation works once we had received the all clear from the building authority with regards to the design.

What considerations have to be made when constructing such a large building on a school which is still in day-to-day use?

Three main considerations have to be taken into account in this case.

BHCC Construction have employed close to 150 workmen (on average) from many different construction trades and are onsite daily.

Firstly, safety. High hoarding was erected around the construction site to prevent any staff or students from straying into the construction works. We want to keep everyone away from danger.

An internal project team with representatives from Finance, Procurement, EBT, Faculty and Facility and Security meet weekly with the consultant team and then we proceed to the site where we meet with BHCC Construction. Tuesdays are a really hectic day for me!

Secondly, noise pollution. We want a conducive learning environment for our student as well. As such, we requested for the constructor to put up a sound barrier to minimise the noise impact of the construction works. Also, we have scheduled the noisier work to take place after school hours whenever possible.

10

everyone to keep on with it. I have worked longer hours since I took over as the Supervising Project Director but I am glad Peter and Guan Heng have been supportive with their leadership and decision making.

How long have you been at Tanglin?

How has the school changed since you have been here?

I have been with Tanglin for almost 10 years. The student population has grown from 1,400 to 2,800 over this period. I have completed all the newer buildings on campus starting from the Berrick Performance Hall to the Sixth Form College to the West Wing and now the Gateway building. I also oversaw the construction of the now-demolished JHJ Sports Complex.

In terms of infrastructure, we have improved greatly as we strive to provide our students and staff with the best learning and teaching environment.

What do you enjoy most about your job? What do you enjoy about working at Tanglin?

I enjoy the challenges from the job and my interaction with people from all walks of life. I enjoy working at Tanglin because it is a closely knit community and everyone is focused on doing their best for the students.

Our third consideration is air pollution.

In order to reduce construction dust, the contractor ensures they ‘water down’ as often as possible.

What have been the challenges? How have you overcome these?

Sticking to the timeline has been the greatest challenge for the project. As I mentioned earlier, we had an initial 5-week delay to begin with. Working closely with the consultants and the main contractor, we streamlined every construction process to make it as tight as possible. The weather has also impacted on our work. It rained so much in November, December and January. But working faster and longer hours have enabled us to overcome most of the challenges.

Tell us more about the Gateway building and how the community will benefit? What are you most excited about?

The Gateway building, being 7-storeys high, will be the tallest and biggest building on campus and will provide much needed

space for our students, staff and parent community including a new Senior School canteen, retail shop and family café for parents complete with a children’s play corner, a purpose-built soft play area for the Infant School, state-of-the-art media technology facilities, office and storage space for the PTA and a new space for gymnastics. We will also benefit from a large multi-purpose hall and a wellbeing area for staff and students.

It is the first building on campus which will use a central cooling system. This efficient air-conditioning system is very green and will also help us to manage our utility bills.

Personally, I am very excited because the whole of the Operations department will be housed together on Level 4 of the Gateway building.

Is the development on schedule? How easy/difficult has it been to accomplish this?

The development is currently on schedule.

It has taken a lot of hard work from

Have you previously supervised a project of this size? What have been the biggest lessons you have learnt?

I have completed various engineering and construction works before I joined Tanglin. In fact, I was part of the JTC Land Reclamation Team which reclaimed Jurong Island in the late 1990s.

The biggest lesson I have learnt is to always start early with the planning to minimise any abortive works.

Any project management advice that you can pass onto our students/staff?

My personal belief is the 3Ps – Professionalism in whatever I do and maintaining integrity at all times; Pro-activeness in bringing up issues before they occur so that collectively with the consultants and contractors, we are able to address them early; Productivity – constantly exploring ways to improve the productivity of the team so that targets are achieved effectively and efficiently.

11

Our World

TTS Foundation

by Cecilia Handel, Director of Development

The TTS Foundation funds exceptional opportunities and provides members of the Tanglin community with life-changing experiences so that they can contribute with confidence to Our World.

Company information: TANGLIN TRUST SCHOOL FOUNDATION LIMITED Incorporated as a Public Company Limited By Guarantee in May 2012 Registered as a Charity under the Charities Act in June 2013 UEN NO. 201212078W

In 2015, Tanglin’s 90th anniversary year, the TTS Foundation launched its first Annual Fund giving campaign. Thank you to everyone in the community who contributed to the Annual Fund, either by making a donation or volunteering as a staff or parent advocate. Your support is gratefully received and this article showcases some of the exceptional opportunities that the Annual Fund has enabled in this academic year. There are four key areas of activity that funds were raised to support: Engagement with global issues and the wider community So far this year, seven Deirdre Lew Service Awards have been awarded to Senior School students for two separate projects (English teaching in Cambodia and a football project in Thailand). Four Grants have been given to teachers to support teacher training in Cambodia for Caring for Cambodia schools.

A Rainforest Renewal project, being led by a group of Sixth Form students, is also underway and you will soon see the saplings of various vulnerable and exotic plants at various locations around the school campus. Once these mature, the intention is that they will be relocated to Singapore’s Botanical Gardens. Meanwhile, in the Infant School, an edible garden is being developed and students are looking forward to harvesting herbs to use in their cooking lessons.

Inspirational visitors There have been a range of inspirational visitors to the school including: Waisale Serevi, Fijian international rugby player,

12

Development of Life Skills The Senior School arranged the screening of two thought provoking films about gender stereotyping called The Representation Project. This was under the Passion for Parenting umbrella.

Thirteen Senior School students have taken part in the final of the World Scholar’s Cup in Yale, the TTS Foundation covered participation costs with a Representative Award for each student.

We are working to introduce cycling activities in the Infant School in Term 3 so watch out for some new bikes!

who coached Rugby teams in the Senior School; Alex Duric, S League footballer who ran two football clinics with Year 6 boys; Beyond the Bike, two teachers from the UK who are cycling the modern day silk route and came on their tandem bike to share their adventures with Senior School students; International Rugby Players who accompanied Owen Williams, Welsh International player who was paralysed playing Singapore in 2015, and shared his story of resilience and perseverance; Illustrator Karin Littlewood who worked with Infant children to create a wonderful mural in Hall 2 and at the end of last term the Yale Alley Cats, an acapella group who performed to 900 Tanglin students.

At Chinese New Year there were cultural performances by the Singapore Chinese Orchestra in a special assembly along with an extraordinary ‘face changer’ performer.

children, now in Year 6, performing in the Junior Wind Band which is now a significant ensemble in the school.

In contrast to the individual awards, the school has received visits from several theatre and visual arts groups benefiting large groups of students, in particular: Handlebards; Loose Canon; Evolve Arts and Dickens Christmas. They have both performed to large numbers of students and worked with smaller groups of students delivering workshops.

The 90th Anniversary TTS Foundation Annual Fund raised a total of $78,000 and a remarkable amount has been enabled in this school year thanks to the generosity of the school community. Please keep a look out for the TTS Foundation Report of Giving which will be published in May and will detail and celebrate these projects further.

It will also acknowledge and thank the advocates and donors who have supported the TTS Foundation’s first Annual Fund.

We hope that the projects TTS Foundation has been able to support so far and details of those still in the pipeline will inspire you and your family to make a contribution to the 2016 Annual Fund and enable many more exceptional opportunities for our community.

Participation in Creative Arts and Sports Music Awards have been introduced in Year 4. Following six weeks of learning a new string instrument in Music lessons (either a violin or cello), 25 students were offered a TTS Foundation Music Award enabling them to take up subsidised music lessons. 15 students accepted the Award and are now learning a new instrument.

Such awards have been available in Year 5 for Wind and Brass instruments and it is very pleasing to see several of these

If you would like to find out more about TTS Foundation or offer support as a Parent Advocate the Development Office would love to hear from you. Please do come and get involved foundation@tts.edu.sg.

13

Infant School

“I love PE!”

by Maggie Derby-Crook, Head of Infant PE

A recent book by Gill Connell called ‘A Moving Child is a Learning Child’ has become the focus of our Physical Education Development Programme in the Infant School. We don’t all need to study the complex science behind this theory, but, given the research and evidence, we do need to acknowledge its premise that neural pathways are formed as we move. Subsequently our neural memory evolves.

We therefore conclude that motor development and intellectual development are strongly linked.

With statistical evidence sadly demonstrating that today’s children are generally living a more sedentary life, as movement decreases, so does a child’s learning potential and his/her general wellbeing. As a school we value the importance of activity and encourage physicality as a part of learning, growing and wellbeing - not solely for the sake of PE.

“I like playing the Simon Says game in the waterits great fun.” Dylan Turton (Y2.2) “I liked all the different games we played in the water.” Kate Young (Y2.1) “I love front crawl, oh and the treasure hunt!”

Rory Read (Y2.1) Making the best use our active time and our facilities and resources for activity has been a keen focus this year for the Infant School. We have introduced our Fun Motor Programme (FMP), aimed at developing fundamental movement skills and we hope to further extend the programme and develop the resources next year. My next aim is to see if we can install climbing walls for traversing. More movement… more learning!

14

Swimming is also an important life skill, particularly in Singapore where children have access to pools and need to know how to keep safe in water. We focus on water confidence in the Infants as well as beginning to develop stroke technique.

Look out for the new Infant Swim Towels, which enable the children to walk over to the pool safely without tripping over the bottom of them!

Children’s physical development continues throughout the Infant school, whether it is during formal lessons or at playtime in the Early Years Foundation Stage playground, creative play, or just by being active walking up the stairs 4 or 5 times a day! We have introduced skorts as an additional option to the girls’ uniform, to help with general

movement as well as cartwheeling, leaping and running around. The girls who already have the skorts are noticing how much easier dynamic movement is. Emily in Year 1 says she needs them to cartwheel.

There’s lots being written and researched on this topic at present and I was intrigued to read recently about the ‘Mile a Day’ initiative in a primary school in Scotland.

All the children run a mile or jog for 15 minutes at the start of every school day. I was not surprised to read that the teachers in this school noted an improvement in the children’s alertness and concentration.

The same initiative is being trialled and monitored in schools throughout the UK.

“I love the rocky feeling in the Dizzy Giddys in FMP (Fundamental Motor Programme).”

Luca Westcott (Y2.6)

When parents stop me and say how much their children love PE, it makes my day because I know that if PE is fun and the children love to engage in movement, we are not only improving their physical skills and wellbeing but also their ability to learn in the classroom.

Finally I’d like to take this opportunity to thank the PTA who have recently financed the purchase of a gym frame for the Infant School. This will support our gymnastic programme in the Infant School and add even more FUN to PE lessons.

“I loved PE today, we used the FMP equipment.” Edward Lawton (Y2.6)

15

Junior School

Enterprise in the Junior School

by Pete Fowler Year 4 Class Teacher and Enterprise Leader (Term 1)

When the Enterprise topic was introduced as a pilot project in Year 6 last academic year, I don’t think any of the staff could have envisaged the overwhelmingly positive impact it would have. In addition to the colossal sum of money it raised for The Gurkha’s, it enabled the children to develop and learn some of the simple rules and skills required to build a meaningful and purposeful business that they believed in. It was also something that they could, as class teams and a year group, commit to until the very end of the process.

When reflecting on the success of this topic and the hubbub of excitement it stirred throughout the Junior School community, discussions were held and planning began for a whole school Enterprise Week to take place in Term 1 of this year…

In the week preceding the official launch of Enterprise Week across the Junior School, assemblies were held in individual year groups, where – for the majority of children

16

“Enterprise gave us a chance to learn skills and do things that we had never done before.”

Olivia Morement (Y4.5) – they were to have their first exposure to the terms Enterprise and Entrepreneurs as well as some of the associated skills required. During these assemblies, the children, in addition to observing some poor examples of successful entrepreneur teachers in action, were informed of the challenge that was to be put before them: Ms Harrington-Wilcox, after much deliberation and using her most effective persuasive devices, had convinced the finance people of the school to loan each class in Year 3 and 4 $100 and each class in Year 5 and 6 $150...on one condition… that every dollar was to be paid back before the Christmas holidays. They were told that as individual classes, they would – during Enterprise Week itself – be working through a variety of important stages, with the ultimate aim to raise lots of money for their specific Year Group charity by designing and making products (Year 5 and

6) and designing and rehearsing a service (Year 3 and 4). An initial homework was set with a similar theme across the school to allow children to begin thinking about possible ventures for their class. One idea per class was then voted on by the children as the service/business that their class would undertake.

With the excitement building and the multitude of Enterprise banners now adorning the Junior School, Enterprise Week itself was ready to begin in earnest.

All year groups kicked off their first day with inspirational presentations by self-made entrepreneur Alex Blyth, Managing Director of Megazip (Year 5 and 6) and Tanglin parent, Jamie Turner, Senior Manager Franchise Development & Marketing at The Walt Disney Company Southeast Asia (Year 3 and 4). The guests touched on their individual journeys and also some of the key aspects to consider when starting your own business. It is fair to say, the children left these assemblies with an enlightened passion and clearer understanding of the week ahead.

The Enterprise staff team had carefully tailored a set of stages which the children would follow. Each stage provided children

“Enterprise was a great opportunity for us to see what was involved for setting up a business. We might need this in the future!”

Ruben Bruhl-Gati (Y4.5) with the opportunity to not only develop a variety of new skills, but also inspire and highlight passions and strengths they didn’t even know they had; evoking ideas for possible future careers.

Stage 1 During Stage 1, children looked at the key skills needed to be a budding entrepreneur. This involved completing self-assessments and identifying the strengths they could bring to a role. From this, child-led teams assigned roles and looked at existing business names and taglines; they then used this to conjure up an innovative name for their own business.

Stage 2 ICT skills became a vital ingredient in Stage 2 and after completing a business plan for their service or product, which included identifying a target audience and possible costs, they were taught by the ICT team how to create a spreadsheet to record potential costs and profits. From this, they were able to, as a class, make informed decisions about how much they would need to charge and how many customers they would need, in order for them to pay back their loan from Ms Harrington-Wilcox, and hopefully make a profit.

strict instructions from their class – purchase the pre-selected materials which would be needed in the manufacturing/ rehearsing of the service or product. Under time constraints, the children began the manufacturing process and also used drama skills to refine their ‘Art of Selling’ for the big day.

Stage 5 The Market Days themself were an absolute spectacle. The children’s passion for what they had prepared and worked towards were on show for all to see, and with the army of visitors, including family members, teachers and children from other year groups, there was the perfect opportunity to showcase all of their hard work.

Eager for the children to maintain their attachment to the Enterprise topic into the last week of Term 1, the four charities for each individual year group were invited into school to receive a cheque. To say that the children were an overriding success would be a colossal understatement.

Assemblies then allowed the charity reps to hand over the cheques and, along with their fellow peers, listen intently to the charity representatives who told the children how the money would be used and what a difference it would make to the lives of children and adults in Singapore.

It was a refreshingly poignant moment for everyone and so self-assuring for all of children. The most satisfying moment as a teacher was to observe the children taking an idea and vision, engaging in all of the various steps and learning new skills as they went to finally culminate in making thousands of dollars for their charity.

Alongside this, and perhaps even more gratifying, was knowing that it opened a new selection of children’s eyes to a passion and avenue that they might never knew existed. There will most certainly be large handful of young entrepreneurs to watch out for in the not so distant future.

After using some of their loose change to pay back Ms Harrington-Wilcox and the Finance department, they were left with the sum of $16,000, to be split evenly across the four year groups!

Stage 3 Advertising and marketing was the focus for Stage 3. After looking at the impact of the effective use of word play and colour of existing business logos, the children were then able to experiment with ideas of their own to match their product or service. Again, as an individual class, votes were cast for the most effective logo and this was then used by the children to design posters and leaflets. It even involved making pitches to other year groups who would be their customers on Market Days in the last week of the term.

Stage 4 Armed with shopping lists, Junior School teachers were then required to – under

17

Senior School

Model United Nations (MUN)

by Kiara Mitchell (Y10.6), Samantha Oon (Y10.8), Megan Pearson (Y10.1) and Ellie Rackham (Y10.6)

In March, Tanglin hosted the Model United Nations (MUN) Conference where 200 delegates from 12 international schools across Asia came together to learn about diplomacy, international relations and the United Nations.

As the Press Corps, we had the opportunity to interview six participants of MUN; two delegates, Head Chair, Chair for the Security Counsel, Secretary General and Deputy Secretary General.

Our first question for the participants was ‘what is MUN’? We learnt that MUN (Model United Nations) is an academic competition where you represent a country and debate using their policies, clauses and resolutions.

We asked the participants how they got involved in MUN. The majority of interviewees were approached by a teacher or existent member to join the competition team. Some joined due to CAS (Creative, Activity, Service) or others because they were interested in the event. But all were really willing and enthusiastic to participate in the competition again next year. Many of the members had been a part of MUN for a couple of years now and still thoroughly enjoyed competing. One of the participants that we interviewed was Oscar Settle who is the Secretary General. Oscar has competed with MUN for three years and has participated in five conferences.

“A big thank you to all the teachers and support staff who made this event such a success and so much fun. The officers including the Chairs, Deputy Chairs and Securitaries were so committed throughout the Conference and did Tanglin proud.

Thank you all again from your Sec Gen!” Oscar Settle, Secretary General (Y13.8) 18

We were very interested to find out what the participants like the most about being part of MUN. The most common answer we received was the chance participants get to meet and work with many different people from different backgrounds and who have different opinions. Others said that they gained confidence and the ability to speak fluently in public from taking part in MUN. On the other hand we asked what they disliked about being part of MUN. Participants don’t like it if members of the delegation don’t take the competition seriously. In addition to this, they also disapprove when a participant continues to only speak about their point of view and doesn’t consider what their country might think as well.

We hope all of the MUN members had fun and well done to everyone who took part.

French Exchange

by Camilla Handel (Y7.4)

The French exchange went as follows: two students, one from Lycee Francais de Singapour (LFS) and one from TTS, were paired up and the French student came to spend the day at Tanglin. The French student came around with us for all our lessons and activities and then back to have dinner at our home. And then the same thing happens, just vice versa.

The funniest moment for me and my buddy was when someone at LFS in a lesson asked all the students from Tanglin in a really British accent ‘would you like a cuppa tea’ and mimed drinking tea. It was mean but really funny, the whole class couldn’t stop laughing!

The French exchange was definitely one of my biggest school challenges yet, I had to spend a whole day with a French girl who had only just arrived in Singapore, and spoke little English! I was so nervous. What will she look like? Would she like me? Would I like her?

What do I do if she can’t speak any English, and she doesn’t understand my French? So many questions I needed answered, but instead of collecting these answers, I had to sit still in lessons until 8 o’clock. Tick tock, tick tock, tick tock…

8.00am - 40 or more Tanglin kids rushed to be the first one to meet their buddy.

8.05am - Madame Monroe is calling out the names of who will spend the day with who. When my name was called I was paired up with a really nice, tall girl with brown curly

hair. Her name was Elisa. And to my great relief she was as, if not more, nervous than I was.

Unfortunately Elisa’s English was scarce, so our communication was mainly me explaining with hand actions, and when she understood, I told her the English word for that action, and sometimes she told me the French word for it. So by the end of the day both of our English and French vocabulary had grown immensely and we were using less and less hand movements.

Our first lesson was English, and we were both unsure of what to say, but luckily Mrs Mee gave us a task that I understood, and I think Elisa did too. The remaining lessons were: PE, Science and finally Geography.

3.00pm - School is over, and after signing out, me and Elisa head to the car park to meet my mum.

5.00pm - I give Elisa a tour of the house, and then we jump on the trampoline with my sister, Beatrice, for a while. By then it is time for dinner, Spaghetti Bolognese! Yum. Soon, too soon, Elisa’s mum arrives. Bye Elisa!

I think that the French Exchange is a really great opportunity for all and a really successful one too. It taught me so much, including how you really need to make an effort to learn French, so that you can communicate with your French friends. Now Elisa and her family come to our house for barbecues and stuff. I really enjoyed getting to know Elisa!

19

Sixth Form

Choosing the Right Path

by Julie Barlow, Assistant Head of Senior School

Term 2 is a busy and critical term for our Year 11 students who sit their GCSE mock exams and make their Sixth Form pathway decisions, both important milestones.

To support students and parents, a comprehensive Post-16 Pathways timeline is in place, offering a variety of information sessions, discussions with Sixth Formers and teachers and individual interviews for every single one of our 171 Year 11 students. Options were submitted in March and places will be confirmed in May. What is the ‘dual pathway’ and what does it mean for students at Tanglin?

What makes Tanglin unique?

We are the only dual pathway school in Singapore, in other words we offer both IB Diploma and A Level in the Sixth Form, which is our unique selling point. Our Post-16 Pathway guidance is unique to Tanglin because of the dual pathway. By April/May of Year 11 all students have their Sixth Form place confirmed, which is reassuring for parents and means that they do not to worry about any surprises the GCSE results might bring in August. Our bespoke careers guidance is also unique as we identify and support our different groups of students throughout Sixth Form, whether they be medics, STEM (Science, Technology, Engineering and Maths), Law, nursing, teaching, Oxbridge applicants, gap year students or National Service boys. We also have a strong sense of community at Tanglin, with many long-serving graduates who have been here since Nursery, as well as a strong Alumni network. When they come back to Tanglin, former students are happy to support students in their decision making by sharing their own experiences.

20

Our emphasis on developing the whole child at Sixth Form and not just a focus on grades also distinguishes us; we have a clear student wellbeing agenda across all three schools at Tanglin which permeates the whole pastoral system. At Sixth Form level, this commitment to ensuring that students are well-supported during their busy and demanding two years is regularly commented on by parents and students as a key strength. Our Sixth Form students understand what wellbeing is and can articulate why it is important to them for now and for rest of their lives. We aim to nurture students who are well balanced, happy and successful. We typically take 40 new students into Year 12 and realise how important those first weeks are. We have an Assistant Head of Year in charge of new students and we transition our students well, with the Counselling Department holding transition workshops for all new students and their parents.

How does Tanglin support families as they make their choice about which pathway to take?

Offering both pathways means we can cater for both kinds of student: the one who knows exactly what they want to study at university and is thus able to specialise by taking A Levels, as well as the more typical student who is not sure of a career path at the age of 16 and is encouraged therefore to maintain the breadth of the IB Diploma. We have a diverse student body and feel that the dual pathway means we can accommodate most students’ interests and needs, including an interest in the international dimension of the IB Diploma which appeals to our international students.

Having the dual pathway means that we must have a robust guidance process in place so that all parents and students are well informed before they make this choice in Year 11.

Our Post-16 Pathways information sessions start in Year 9, with talks for both parents and students to familiarise them with the similarities and differences of both programmes before the options decisions begin in earnest. In Year 11 we have a six-step Post-16 Pathways guidance programme for parents and students, including opportunities for students to pick the brains of current Sixth Formers as well as Alumni, offering valuable student perspective and insight. All students also have a 1-1 interview with a senior member of staff. Our aim is to get the right students on the right courses from day one so that students flourish right from the start of their first weeks in Sixth Form and we invest a lot of time to make sure this happens. The Careers and Guidance department plays a crucial role at this time and many of our families come into school to discuss Sixth Form choices with the team.

What is Tanglin’s biggest priority when helping students decide on their pathway?

Our main priority is making sure students keep an open mind until they have all the information they need to make the best choice for them as an individual. We also ask students to focus on their courses first rather than the pathway so that they are playing to their strengths and selecting subjects that they really enjoy and are good at. The Sixth Form experience of a subject can be very different from their GCSE experience and students need to be wellinformed. This is why giving students time to discuss the subject openly with current Sixth Form students studying the course is very powerful. Empowering students to make the right choices is part of our aim.

Our mantra is “appropriate change without unnecessary stress” so that students are stretched without feeling overwhelmed.

USA, Canada, Europe, Japan, Singapore, Australia and New Zealand so we are able to support students with applications for any university they wish to apply to. We are finding an increased interest in European and US universities. Both pathways allow students to make international applications, so the idea that A Level study leads to a UK university is a myth that we constantly seek to dispel.

We are delighted that our current Year 13 students have received offers from universities all over the world including Oxbridge, Imperial, LSE, McGill, Stanford, Columbia, Brown and Washington St. Louis. We encourage university visitors to the school who often deliver enrichment lectures. Collaboration is important and our University Guidance Counsellors are members of IACAC (Illinois Association for College Admission Counseling), CIS (Council of International Schools) and Singapore counselling networks to keep abreast of any changes. We have built excellent relationships with many of the world’s top universities. For example, some Australian universities will now offer our students places based on our predicted grades alone instead of waiting for results.

How does Tanglin help students prepare for life after school?

Our PSHCE (Personal, Social, Health and Citizenship Education) programme explores themes and skills that equip youngsters for life after Tanglin. These

include life skills activities such as healthy cooking, financial awareness, mindfulness, body language, interview techniques, yoga, study skills, self-defence, sexual health, relationships, preparing for your first week at university and staying safe. Students have weekly sessions with their tutor and a range of guest speakers. Our student surveys indicate that students feel very well prepared for life after Tanglin. Many of our Alumni return to school, particularly after their first term, to attend the Sixth Form panto and speak fondly of their time at school. One student recently likened his first visit back after his first term of university as “putting on a warm woolly jumper.” We are keen to foster these bonds and Alumni are invited to a Sixth Form BBQ at the end of the first week of term in August to talk informally to Sixth Form students about their journey to date.

Why do parents choose Tanglin for Sixth Form?

Our parent surveys show that it is the reputation Tanglin has that is the main influence when choosing us: the high standards of teaching and learning, academic results, pastoral support and opportunities that extend beyond the classroom are most frequently cited as parent priorities when making their decision.

Families applying for a Sixth Form place love meeting our amazing students and during tours of the school or open-mornings it is their interaction with them that usually leaves the most lasting impression.

Can students go on to apply for university courses all over the world?

Where are some of your past students studying now?

Our University Guidance Counsellors manage applications for universities all over the world. In addition, we employ two Oxford interns in Term 1, during our busiest time, specifically to support students with their personal statements, course choices and mock interview preparation as well as inspire them with academic lectures and enrichment activities in their subject area. Tanglin students have gone on to study in the UK,

21

Showcase:

ART/ DANCE/ DRAMA/ MUSIC

SEASAC Arts Festival

“The taster sessions were enjoyable, especially the poetry one. It was a nice, relaxing break to the constantly exciting ‘main’ activities going on.” Luci Chen (Y10.5)

The annual Festival of Arts, organised by SEASAC, brings together a collection of international schools to enable students to experience the arts in a new country and in new ways.

This year was Bangkok Patana’s turn to host. Year 10 students were given the theme ‘Past, Present and Future’ and were encouraged to explore the culture and ever changing physical environment around them. Whilst at the festival, students were able to attend their preferred workshops and pursue either art, music, dance or drama. The idea of the festival is to give students a broad experience of the arts and expand their artistic experience.

Rob Le Grice, Head of Senior Arts said: “Creative opportunities such as the SEASAC Arts Festival are incredibly important for students to express themselves artistically. The interaction with other students and being able to work with a sense of ‘freedom’ boosts students’ confidence as they become more aware of their own skills. For some, it is an awakening of creative spirit whilst being away from the confinement of a classroom.”

“The SEASAC Arts Festival was very fun and interesting. I made lots of new friends and got a lot closer to the people I went on the trip with.

The work we did on the trip was really interesting and I found it really fun to work with people from different schools.” Eleanor Foakes (Y10.2) 22

Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Chinese New Year Celebrations Infant and Junior Schools, February 2016

23

Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Music in the City

Senior Ensembles, March 2016

24

Showcase:

ART/ DANCE/ DRAMA/ MUSIC

The Enormous Golden Turnip Year 1, March 2016

25

Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Trip the Light

Senior School Dance Showcase, March 2016

26

Sports & Activities

Sporting Round Up

by Junior and Senior Staff and Students

SEASAC Swimming Championships by India Boyd (Y7.5) The weeks building up to SEASAC were extremely exciting. After weeks of hard work the whole team were looking forward to a great weekend competing alongside our friends in Kuala Lumpur.

Friday morning was the first of two busy days of competition with very early starts; our alarms were set to 4.30am! Everybody swam fantastically from the very first to very last event with almost every swim equal to, or better than, our personal bests. The level of swimming this year was exceptionally high with a huge amount of SEASAC records being beaten. Despite this, and a few last minute changes to our team, we did amazingly well, collecting a number of medals, a SEASAC record and finishing higher overall than we did last year!

We all really enjoyed being on poolside with our friends in such a great venue and seeing everyone swim so well. The gala dinner was a great time to celebrate both our own success and those of other schools. Congratulations to our friends at UWC East who won overall.

Super SEASAC Touch, Bangkok Patana School, 29-31 January

by Megan Williams (Y13.6), Grace Burton (Y12.5) and Maddy Wright (Y11.5)

“Once again the Tanglin Touch Girls are a force to be reckoned with.

Their commitment and passion to the team and each other is such a credit to the school.” Vicky Paterson, Touch Coach

From forgotten boots to sunstroke, there was certainly never a dull moment at SEASAC. On the pitch, there were highs and lows; coming back from a tight loss against UWC East to beat them in one of our best games of the season. To win silver medals against UWC Dover after having such little game time in Singapore. We are extremely proud and are determined to perform even better next year. Running off the pitch through a tunnel of UWC Dover and Tanglin boys was a special moment, particularly for those of us not coming back next year.

SEASAC Rugby 7’s, Bangkok Patana School

by Laughlan Wood (Y12.4) The SEASAC Rugby 7s tournament is the main tournament of the rugby season where we compete against other SEASAC schools in South East Asia. This year the tournament was held at Bangkok Patana School who managed to do a tremendous job hosting the tournament. With the rugby tournament spread over the last weekend of January, we travelled to Bangkok with the aim to retain the title of champions of the tournament.

We started off against Garden International School and managed to put out a performance that gave us a win of 31-0. However, it was not the best performance on our behalf and we knew that we had to progress throughout the tournament in order to retain the title. Our next match was against UWC East, who we rated as our biggest competition. This was our closest game of the tournament with the score being 14-7. We finished the first day with three wins from three games.

Moving on to day two and the knock-out stages. We played NIST in the semi-final, a team who had shown great potential throughout the tournament with their draw the previous day versus UWC Dover. However, we stepped up to the challenge, playing one of our finest games ever and managed to put a score of more than 40 points against them with no tries conceded. The final was where we met UWC East again, in what started off with us being on the back foot conceding a try early.

However, with a quick team talk we calmed ourselves down and managed to end the first half with a 19-7 lead.

The second half is when our dominance and strong fitness started to show with several breaks and tries being scored. The final result was 51-7 meaning that we completed our aim of retaining the title. Overall, I’m proud of all of the boys and the way we stuck together throughout the tournament. Our hard efforts in training paid off with us being able to outplay the opposition teams both physically and skilfully. It was a pleasure to give a good send off to our Year 13s graduating this year and now our sights are set forward on retaining the SEASAC Rugby title next year for three years in a row.

27

U19 SEASAC Boys Tennis, Bangkok Patana School, 28 Jan – 1 Feb by Sean Brogan (Y13.2)

SEASAC Gymnastics by Dean Scott, Head of Junior Sport The Tanglin Titans rose to the challenge at this year’s SEASAC Gymnastics competition, hosted by UWC East, proving once again that they are one of the strongest gymnastics squads across the schools in Asia. Amazingly, all of the teams that entered were able to claim a spot on the podium finishing in the top 3 schools at all levels. The team results were as follows: Boys Girls Level 3 Junior – silver medallists Level 5 – silver medallists Level 3 Senior – bronze medallists Level 6 – bronze medallists Level 4 Junior – silver medalists All children competed to the best of their ability, picking up lots of individual medals for the different apparatus over the weekend.

However, a special mention must go out to the following children whose overall scores were outstanding: • Aliya Scott was the overall runner up (silver medallist) out of 42 children at level 5 • Nina Donaldson who competed for her first time in level 6 also finished as the overall runner up • Hannnah Coughlan was crowned champion of level 7 – a hugely impressive feat!

We went to SEASAC with the hope of coming 4th after the round robin set of matches which would put the team through to the Semi Finals.

Unfortunately, the team was only able to clinch one victory over any of the first four teams that we played. We had therefore dropped into the relegation play off.

Our last match of the round robin was against MKIS who we were due to play in the relegation play off the next day. This gave us the opportunity to play against our opponents before the match that mattered. Everyone in the team won their individual matches giving us a final score of 5-0.

This gave us the confidence that we needed for our matches the next day. Thankfully we managed to avoid relegation to remain a SEASAC Division 1 Tennis team.

“The U19 Tennis Boys once again achieved their primary objective of remaining in Division 1 with a comfortable victory over MKIS on the final day. A young team with lots of potential to again challenge next year.

Congratulations to Captain Sean Brogan who picked up the MVP award in his final year.” James Robinson, Assistant Head of Year 12, teacher in charge of Tennis.

“This year’s performance by the TTS teams were extremely strong and each team put up a great fight against all opponents. The finishing result (4th) for the U19 Lions was disappointing however it did not reflect our standard of play over the weekend. A tight loss to the winners in the semis left a disheartened playoff however the performance of the U16 As - finishing 2nd in their tournament - shows that the upcoming players will continue to prove tough competition in following years. I can say with confidence that all players enjoyed seeing old friends from other schools and countries, and welcoming new teams into the tournament.” Michaela Young (Y13.10) SEA International Netball U19 and U16, TTS, 4 & 5 March

by Naomi Lewis, Director of Activities and Sports TTS hosted the 11th South East Asia International Schools Netball event on 4 and 5 March. Schools from 6 different countries including Malaysia, China, India, Brunei, Hong Kong and Singapore competed across the two age groups. The 16&U event hosted 19 teams, and the 19&U event hosted 14 teams. The weekend saw 240 fixtures across the 4 courts at TTS with a large workforce of 13 umpires, 42 coaches and 15 Sport & PE staff. The event was extremely fast paced and some fantastic netball was played, including by our own TTS teams.

A big thanks to the TTS staff and coaches for the commitment leading up to and on the days of the event and to all the players for their determination on the day.

28

Results 19&U Cup: Winners - UWC Dover, Runners up - Singapore Sport School, 2nd Runners up - Australian International School 19&U Plate: Winners - Garden International School, Runners up - The Alice Smith School, 2nd Runners up: Marlborough College Malaysia 16&U Cup: Winners - Australia International School, Runners up - Tanglin Trust School, 2nd Runners up - ANZA Netball Club 16&U Plate: Winners - Canadian International School Lakeside, Runners up - Jerudong International School School Brunei B’s, 2nd Runners up - East Spring Secondary School 16&U Bowl: Winners - Woodlands Ring Secondary School, Runners up - Marlborough College Malaysia, 2nd Runners up Wellington College International School More information can be found at http://seanetball.tts.edu.sg/

U19 Girls Tennis SEASAC Tournament, Singapore, 29-31 January by Kara Robertson (Y13.5) The U19 Tennis Girls performed brilliantly, making it into the finals for the first time ever. We worked hard from day one, comfortably beating KLASS and ISY and just beating CDNIS 3-2.

Day 2 was a bit more challenging; in an unbelievably close semi-final, our 3 singles players managed to win their matches, propelling the team into the final. The feeling of being the first Girls Tanglin Tennis team to ever reach the finals was unbelievable.

The moment Natalie Harris won her semi-final match, confirming we had beat CDNIS, was undoubtedly the most memorable moment of the competition. After the semi-final we had some time to relax at the gala dinner and bond as a team off the tennis courts.

We were all up bright and early on Sunday morning, ready to play our hearts out in the finals. After some extremely tight games, we unfortunately did not manage to come out victorious against GIS, however we were extremely happy with our Silver medals!

The team will lose two singles players this year (Natalie Harris and Kara Robertson). We are both sad to be going, but ended on a very high note and wish the team all the best in the future.

SEASAC Boy’s Basketball, UWC East, 29-31 January

by Josh Milnes (Y11.6) The 19U Boy’s Basketball team played exceptionally well at SEASAC and a third place finish was a fair reward for our efforts.

In the group stages, two games went down to over time and our young and relatively new team showed great determination, skill and character to win both games. After qualifying for the bronze medal match, we eventually beat KLASS to claim third place. The game was back and forth with only a few points separating the teams throughout. In the end we managed to pull off the win scoring some important shots in the final moments. Despite more players once again moving on, the team has leant a lot from this experience and we are already looking forward to next.

SEASAC Softball

by Mark Scoular, Assistant Head of Year 13, PE Teacher After achieving an excellent 6th place finish last year, the Boys U19 team stepped up to Division SEASAC Softball with distinction this year. The competition is always hotly contested; many of the players in the other teams are Softball specialists whereas the TTS team is made up of athletes, who although very able in other sports like rugby and football, often lack the experience and knowledge of the game. This often means that the first day of competition is always toughest for the team. Despite 3 defeats, the team reflected on the mistakes they had made and resolved to improve their performance on the Saturday. This resulted in excellent wins versus UWC Dover and Patana; a real achievement for the boys and one they were very proud of. TTS gave UWC East a real scare in the semi final, racing into an early lead. However, the oppositions’ greater experience was told by the end of the game. This result qualified the TTS team for the 3/4th play off, in a close defeat against UWC Dover. A great weekend was enjoyed by all. TTS Boys Softball continues to develop, in just our third year of participation we are now ranked 4th in SEASAC, an admirable development considering that we lack the softball specialists that other school’s have.

SEASAC Girls Basketball by Michaela Young (Y13.1) As a very new team it was a great achievement to finish 2nd in the U19 Division 1 SEASAC Basketball. It was a very close round-robin tournament with a total of 7 teams. Having lost to GIS on the first day, we made it very challenging for ourselves placing joint 2nd in the pool matches. It went head-to-head against RIS however we had beaten them earlier in the competition sending us into the Gold medal match against UWC Dover.

The MVPs of the tournament were Olivia Almond, Michaela Young and Hollie Byles, two of which will be leaving the team next year.

We are hoping for great successes from the U19 Basketball Girls with consistent placing in SEASAC over the past 5 years.

29

Junior Team

Division

Final standings

10U Girls Football Ajax

1

CHAMPIONS

10U Girls Football Barcelona

2

5th

10U Boys Football Ajax

1

3rd

10U Boys Football Barcelona

2

4th

11U Girls Football Ajax

1

2nd

11U Girls Football Barcelona

2

CHAMPIONS

11U Boys Football Ajax

1

4th

11U Boys Football Barcelona

2

6th

Girls

7th

Boys

2nd

Junior School Swimming Senior

Division

Final standings

12U Girls Basketball A

Team

1

7th

12U Girls Basketball B

3

5th

12U Boys Basketball A

1

5th

12U Boys Basketball B

3

6th

12U Boys Cricket

1

5th

14U Netball A

1

3rd

14U Netball B

2

3rd

14U Netball C

2

7th

14U Netball D

3

3 in the group

14U Netball E

3

3rd in the group

14U Girls Football

1

CHAMPIONS

14U Boys Football A

1

CHAMPIONS

14U Boys Football B

2

3rd

14U Boys Football C

3

5th

14U Boys Football D

4

8th

14U Girls Volleyball

1

7th

16U Rugby

1

2nd

16U Boys Basketball

2

5th

16U Girls Basketball A

1

3rd

16U Girls Basketball B

2

5th

19U Boys Basketball A

2

4th

19U Boys Basketball B

3

6th

19U Girls Basketball

1

4th

19U Rugby

1

Unbeaten

19U Touch A

1

2nd

19U Touch B

2

CHAMPIONS

19U Touch C

3

CHAMPIONS

Middle School Swimming

Girls

3rd

Middle School Swimming

Boys

3rd

30

rd

U13 FOBISIA Games, Dulwich College Shanghai

by Tilly Jones (Y8.6) and Laura Troth (Y8.6) The first day was football with a lovely surprise of an opening ceremony. This was a dance played to the beat of the Chinese drums, performed by Dulwich student dancers. Afterwards, we were all buzzing for the beginning of the Games. Both the Boys and Girls teams were very successful, winning most matches and finishing in 2nd place with our shining Silver medals and trophies.

Congratulations to everyone who played in the 2°C weather wearing jumpers, gloves and headbands. All of this was a great finish to an amazing first day.

The next day was basketball and the other schools were very strong and difficult to beat. Tanglin tried their hardest, winning some games but losing others. The Girls managed to end in 3rd position, and the Boys ended in 6th place. The basketball day was intense for everyone including parents, coaches and players however, throughout all the matches, the teammates cheered each other on.

The final day was athletics and swimming. We started with athletics which Tanglin are notorious for winning. Tanglin managed to, once again, dominate in athletics with medals in almost every event from both Girls and Boys. We finished a long morning in 1st with a big golden trophy. We then moved onto swimming. It was a quick turn around with lunch on the bus and about 10 minutes to change. We were all exhausted by then but still managed to pull through and competed our best in all events coming home with swimming medals. We finished in 5th, after a long day of hard competition.

Our success was then celebrated with a fantastic gala dinner with food and music. Here we got to socialise outside of sports with the other athletes from school around Asia. We ended the night with going to bed early, ready for the early start for the five hour journey back home to Singapore. Everyone had an amazing time and it was a great experience for all.

“The students had a fantastic three days at the U13 FOBISIA Games, competing against other student athletes from around Asia. This is a great opportunity for students to be involved in competitive sport in a supportive environment. Well done to everyone who competed. The TTS results were as follows: Girls Football 2nd, Boys Football 2nd, Girls Basketball 3rd, Boys Basketball 6th, Girls & Boys Athletics 1st, Girls & Boys swimming 5th. Thank you to Ms Patterson, Mr Robinson, Miss Lewis and Coach Roy for accompanying the team.” Naomi Lewis, Director of Activities and Sport.

PTA

Discounts for the Community

by Jo Moss, PTA Committee Member

The refreshed PTA pages on the TTS Portal were launched in February this year and now boast a directory of more than 25 businesses offering exclusive discounts to the school community.

We have updated the pages to include more information about the PTA and what we do, caricatures and profiles of the committee members, loads of information on events and fundraising, costume hire and PTA products for sale.

We are also using the pages to engage more with our community. Before the PTA quiz, we uploaded a bonus question which was not asked at the quiz night itself, so the only way the points could be won was to visit the TTS Portal!

There will be more exclusive offers, prizes and quiz questions in the future, so please visit the PTA pages to see more.

To access the pages, log onto the TTS Portal, then select ‘Engage with Tanglin’ and then select ‘PTA’. If you are a small business who would like to advertise on our PTA Biz Page, please email ptabizpage@gmail.com.

PTA Quiz Night The second PTA quiz and curry night of the 2015/2016 season took place in March and was the most popular yet. A record breaking 32 tables were entered, but despite this, the teachers still won!

For the first time ever a bonus question was hidden on the PTA pages of the TTS Portal which wasn’t asked on the night. Allan Forbes proved an excellent quiz master and the event raised over $5,000 for the Boys Town charity which was being supported on the night.

The PTA are looking forward to seeing even more tables entered next season to try to beat the teachers’ table!

31

Student Services

Senior School Wellbeing

by Clare Butler, Head of PSHCE (Personal, Social, Health and Citizenship Education)

At Tanglin, we pride ourselves on offering a holistic education where development of the personal character strengths and attributes of the Tanglin Learner Profile is valued as highly as academic achievement. If fact, there is an increasing body of evidence to suggest that traditional academic knowledge and skills are just a small part of what young people need to flourish in life. With this in mind, we have had a whole school focus on ‘Wellbeing’, which we define as: “The state in which an individual has the psychological, social and physical resources to flourish and to meet life’s challenges.” (adapted from: Dodge, Daly, Huyton and Sanders 2012) We have intentionally chosen a very broad definition of wellbeing and it is clear that every school activity contributes to it in some way. For example, the development

of social skills and character strengths are often secondary objectives of planned activities in the classroom, on trips or on the sports field. However, there is also a place for explicit teaching related to wellbeing; in particular, skills and techniques that can help students to develop their mental resilience.

Within the Senior School, we use Friday morning PSHCE lessons to embrace this ethos, offering students across all year groups ‘wellbeing’ modules. In these lessons, students learn different skills and

“I thought it was interesting about how we got a chance to do something really special….it was almost a break from really tough stuff.” Angus Andrew (Y7.2) techniques for relaxing, being ‘mindful’ and achieving inner wellbeing.

This academic year, Year 7 and Year 8 students took part in taster sessions of yoga and deep breathing, mindfulness, exercise and a session with Bill Cael from Beyond Sound who uses Tibetan Singing Bowls as a way of channelling energy and gaining inner peace.

Before their examination revision began in earnest, Year 11 students were given the opportunity to pick from a list of interesting and fun activities that included photography, running, cooking, dancing for fun, board games and yoga to encourage them to find a way to relieve their stress during this period.

32

Here’s what some of the children thought about the activities they participated in: “I thought it was really good because everyone did something different so when we came back together you could talk about something different….It calmed me down in the morning.” Victoria Hayes (Y11.8) “I really enjoyed bonding with my friends…

I’ve never really played board games with them before…It was different to what we normally do.” Jacob Tait (Y11.8) “It was interesting. I picked the music option because I could spend time with friends. It helped me chill out a bit.” Felix Ackermann (Y11.1) “I did the run every Friday. It was intense but it helped me get away from it all.”

Reynard Conradie (Y11.1)

“It was fun….I did yoga… this was something new for me. It was relaxing.”

Charlotte Newman (Y11.1)

“My favourite was the yoga because we all had fun and we were all together as one big year group. It helped us to collaborate more and become more aware of things.”

Isabelle Mackenzie (Y7.2) “I really enjoyed all of it, especially the yoga because it really helps to calm me down.

It’s a great way to help you to get rid of worries.” Hannah Coulstock (Y7.7) “I found the yoga very relaxing and at some points quite difficult and the singing bowls were really relaxing because the music was slow and nice to listen to….It made me more relaxed and for the rest of the day I wasn’t stressed at all.” Cian Sprague (Y7.7) Why focus on wellbeing?

The UK government has researched links between promoting wellbeing and achievement in schools. It found that they are closely linked and that promoting wellbeing “has the potential to improve their educational outcomes and their health and wellbeing outcomes” (Brooks, 2014).

In the same report they also cited links between wellbeing promotion and a drop in bullying incidents and a rise in the number of students who said they liked school.

In a recent news article in the UK newspaper The Guardian, entitled ‘Why does Happiness Matter?’ stated that being happy and focussing on this has many health benefits. “A review of more than 160 studies found….that happier people…are around half as likely to catch the cold virus and have a 50% lower risk of experiencing a cardiovascular event such as a heart attack or stroke” (Williamson, 2014). They also go on to say that happier people tend not to participate in risky behaviour and are more likely to make a positive contribution to society.

The focus on wellbeing and mindfulness at Tanglin is a work in progress, and the examples above are just part of our new and revised PSHCE and Lifeskills programme in the Senior School. If you have any comments or questions, please feel free to contact the Head of PSHCE, Clare Butler, at clare.butler@tts.edu.sg.

References Brooks, F. (2014). The link between pupil health and wellbeing and attainment. Public Health England.

Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012).

The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222-235.

Williamson, M. (2014). Why does happiness matter?

The Guardian, 3rd November 2014.

“I thought it was interesting about how we got a chance to do something really special….it was almost a break from really tough stuff.” Angus Andrew (Y7.2) 33

Creative Writing High up in space the moondust is swirling, While stars in the dark are dancing and twirling.

I float up, look and gaze Such a lovely sight Like glittering sparks I’m amazed!

High up in space I see all the stars, All of them are as hot and red as Mars.

Aarna Menocha (Y2.3) High up in space the fireflies are swirling, While comets and rockets are suddenly twirling.

And the shooting stars are ever so fast, Space is precious, enchanting and vast.

I dream of flying to space, And having a picnic with my friend, Grace.

I would look up and spot Mars And say, “Space is enchanting and vast!”

Monty Cooper (Y2.3)

Dim light flooded my sleepy eyes. As they adjusted, static hissed lightly across. I shakily managed to find my wheels, the feeling flowed through my mecha. A few days later, I was trundling about.

I met many strange things, groups of black silhouettes, I can only describe as ‘creatures’. I took to this new life like a cat to water.

I didn’t do it. I couldn’t do it. I didn’t feel much emotion when a pitchy figure bent down and petted me. My electron surged through my body whenever I walked about. However, the figure followed me. I began to feel affection for that ‘figure’ (that is what I shall call him). But as I remember being blown around by the Stachenti (a black misty storm), a looming cream character came and poured a cup of blue powder in our little water source (where we lived in a carved out sepia-orange cave by a small lake).

Everyone lived in little holes in the cave. After that I remember my ‘figure’ coming and drinking, then falling over clutching their throat. I remember being swept by a swirling vortex! Rottozhehe! I remember, I remember.

For a while I was living on an asteroid then I was blown to Earth.

I found a piece above it that I managed to steer myself onto. I looked at the twinkly stars and felt like they were looking at me.

“Well hello there,” rankly whined a small lumpy object. Pitch black was an understatement for it was coal black, oil black and black black. Planets hovered in all the prepositions you can think. A far off galaxy, a sea of light swarming everything.

“Who are you…?” I asked. The firmness in my voice made it clear.

“I am over here and my name is Hest.” The thing smiled shyly. All of a sudden it grew long and sharp like a stretched rubber band.

Snarling, Sayaseke opened her now cavernous mouth. “I’ve been watching you…” She was wolf-like with green somewhat scaly fur. Her eyes were grotesque. Brown spots, sized pupils and ugly green flashed. Flickering light covered her weapon. I lurched out and grabbed my boomerang. Black metal; piercing edges. “Ow!” she cried. Suddenly a flash of recognition flew through me. It wasn’t it. The planets screamed at me. Then I knew.

“You killed my friend, you poisoned our water source. You-you killed my only friend.” The intensity of the situation narrowed her eyes. Her eyes were my only vision I could see. Rasping, her voice managed: “I will get you ….”As she fell off flailing her arms shouting, “Please noo! I didn’t mean it!”

Martha-Jack Fraser (Y5.1)

34

Beautiful Botanics Lush green vegetation unrolls majestically like velvet Chattering voices of the trees swaying mystically and magically in blossoms of unseen air Freshly cut grass with beads of dew on its blades sparkles like stars Inky black bark of a sturdy tree solid as hope in my arms Singapore’s Botanic Gardens is a tranquil treasure for us all to cherish As the morning sun treads a patheach step a jewel.

James Richardson (Y5.4)

Beauty in Nature Luscious green grass unrolls in front of me like an emerald carpet.

The angelic melody of birdsong resonates through the trees.

Delicate bubblegum-pink petals, arranged like a beautiful dress around the flower head, feel soft between my fingers.

The sweet, fresh summer air tastes like strawberries on my tongue.

Beauty, perfection, exquisiteness decorates the scenery, as if it belongs in a painting.

The artist’s brush, smeared with greens, blues, reds of all shades, paints strokes over the canvas.

Every time he paints something new, I notice it - a new flower, a new bee buzzing contentedly.

It’s beauty.

Breath was life, now it’s death The rapid fire of guns pierces my ears, Waterlogged soil reflects the constant flares of flaming light, In haste I chase after my disorientated legs, Eager to escape the devils playground, Our eyes are blinded by the scenes we have witnessed, Each agonising step a reminder of the comrades who will never walk this path again, Like puppets whose strings have been cut, Our flailing limbs have a mind of their own, A foul stench penetrates my nostrils, I glance upwards, catching a glimpse of a faint mist snaking nearer “Gas, gas” I shriek, We desperately struggle to clasp the aged buckles, As if our frequently used masks are a puzzle we are incapable of solving, Gas envelopes me, closing my only path of escape into the the outside world, Blurring the line between dreams and reality, A trembling hand grasps mine, A helpless figure tugs at my faded uniform pleading, begging, The gas coils, reaching out towards his unsuspecting lungs, I am forced to admit that the innocent body sprawled in my aching arms Is inevitably the next victim to depart this life, A rhythmic rattle continuously repeats itself, As the ancient wagon hobbles over the unevenly laid gravel, Interrupted occasionally by the hacking cough of my perishing companion, The bloody photos we clutch, The only proof that our domestic lives were once a reality, The only evidence that the vast waste of men lost, Was not futile Lizzie Webster (Y7.2)

Hannah Coulstock (Y7.7)

Background artwork by Louise Villar (Y13.7) and Sarah Divyanathan (Y13.3)

35

Book Reviews

INFANT/ JUNIOR/ SENIOR/ PARENT

TOP

5

Books For Infants Fantastic Mr Fox by Roald Dahl

1. I’m Really Ever So Not Well

by Lauren Child 2. The Pigeon Finds A Hot Dog!

by Mo Willems 3. Cool City

by Sean Kenney 4. Ketchup On Your Cornflakes?

by Nick Sharratt 5. In The Lion

by James Foley

I love Roald Dahl books and enjoy the story of “Fantastic Mr Fox” very much. It is a funny story about Mr Fox and his family.

Angry farmers are always trying to catch Mr Fox because he steals their chickens and it is exciting to read how he is always able to run away from them. Mr Fox is very clever and his tricks make me laugh. I would recommend this book to my friends.

- Nyrah Ahuja (Y2.7) Charlie & Lola Series by Lauren Child I like the “Charlie & Lola” books because the stories are usually funny. I especially enjoy the book “We completely must go to London”. It is a story of Charlie and Lola going to London on a school trip. They visit a lot of famous places like the Big Ben and Buckingham Palace. The book has nice and colourful pictures which help me remember my trip to London with my family.

- Agastya Khanna (Y1.5)

Beaver Towers by Nigel Hinton

TOP

5

Books For Juniors

1. If You’re Reading This, It’s Too Late by Pseudonymous Bosch 2. Just Teddy

by Emily Lim 3. Diary Of A Wimpy Kid: Cabin Fever by Jeff Kinney 4. The Complete Adventures Of Charlie And Mr Willy Wonka Roald Dahl 5. Captain Underpants And The Sensational Saga Of Sir StinksA-Lot : The Twelfth Epic Novel

by Dav Pilkey

36

In this story, Philip, a young boy, had a big dragon kite and wanted to fly it so much but his parents did not have time to take him. Philip decided then that he would fly it by himself. He landed on a strange island which is ruled by an evil witch. With the help of some talking beavers and other animals, Philip helped to free the island inhabitants and banish the witch. I would recommend this book because I love animals. Anyone with a big imagination would also love this story!

- Zoe Churcher (Y3.3) Escape from Mr Lemoncello’s Library

by Chris Grabenstein The main characters of this book are Kyle Keeley, Luigi Lemoncello who is a world famous game-maker and Akimi. This story is about Kyle who, together with other kids, was invited to Mr Lemoncello’s new town library. However, they are not allowed

True to Life Series by Jan Latta Jan Latta visited us at school and told us exciting stories about the different animals she saw in Africa. I like her animal books about elephants, lions and giraffes and many more. There are lots of colourful pictures. I read about “Rufus, the Rhinoceros” – where he lives and how he spends his day. I will be reading about “Kolah, the Koala” next because koalas are my favourite animals.

- Vianna Wai Yee, Tong (Y1.7)

to leave until they solve every secret puzzle which will lead them to the escape route! I recommend this book because it introduces you to what would be an amazing library with lots of puzzles and games. It is an exciting book and I think it would be enjoyed by students in Year 5 and Year 6. - Emily Wallace (Y6.5) The Wreck of the Zanzibar by Michael Morpurgo This is a highly moving story that takes place in the early 1900s in the Isles of Scilly through the eyes of Laura. When Laura’s brother gets into constant fights with their dad and then sets sail to America without saying goodbye, the whole family is devastated. Things go from bad to worse when a storm ruins their house and kills their livestock. Will Laura’s life ever get back to normal? I definitely recommend this book for a good read.

- Imogen Haynes (Y4.2)

Book Reviews

INFANT/ JUNIOR/ SENIOR/ PARENT

TOP

5

Books For Seniors

Key Stage 3 (Years 7 to 9) 1. Boom!

by Mark Haddon 2. ttyl

by Lauren Myracle 3. City of Bones

by Cassandra Clare 4. Gone

by Michael Grant 5. Wonder

by R J Palacio

Key Stages 4 & 5 (Years 10 to 13) 1. Face

by Benjamin Zephaniah 2. Boneshaker

by Cherie Priest 3. Wuthering Heights

by Emily Bronte 4. Uglies

by Scott Westerfeld 5. Picture Me Gone

by Meg Rosoff

1984

by George Orwell After years of brutal revolution, the world has been absorbed by dictatorial, authoritarian regimes in which individuality is considered a crime, people are visually monitored in their homes, war ravages the entire planet and to stay alive, one must have unflinching loyalty to the government. Set in England, which has been renamed Airstrip One, part of the superstate Oceania, which is ruled by a menacing, mysterious leader known only by his nickname, ‘Big Brother’, this story is told from the viewpoint of Winston, a man who lives in what was once London. Despite working for the Ministry of Truth, who literally rewrite texts in order to brainwash people into believing in party ideals, Winston secretly despises the regime. When Winston meets Julia, a young woman who shares his hopes for freedom, Winston is thrown into a situation which could cost him his life. The novel explores Orwell’s ideas of a ruthless worldwide dictatorship, and what it would be like if England was dominated by one.

This incredibly fascinating masterpiece, written in 1949, when Communist, totalitarian regimes began popping up all over the world, this tale tells the story of what would happen, according to George Orwell, if the entire world followed this trend. A tale of horror, treachery and faint hope for freedom from the ever watchful eye of Big Brother, this story intrigued me by its futuristic feel to it. I would definitely recommend this novel for those who like harrowing, dystopian stories. - Adam Ali-Hassan (Y8.4)

The City of Ember

by Jeanne DuPrau

This unique story is written by the wonderful Jeanne DuPrau. As the first book in the series, it is a very good one.

Lina Mayfleet must find herself a way out of this decaying city that is located deep underground. She and her friend, Doon, have to piece together all of the clues once left behind by the many previous mayors to get out of the city. Lina has always dreamed about what real colours looked like, as the city is only made out of very basic colours. But will Lina and Doon ever be able to leave the City of Ember?

This book is quite an easy read, but it is very exciting and once you start you cannot stop! I would recommend this book, as it is very unique and not like any other book. The idea of a city being very deep underground, and never heard of, is very mind-boggling. The book can be enjoyed by many different ages.

Without giving too much away, Uncle Jack explains to Scout that “every man’s island, Jean Louise, every man’s watchman, is his conscience”; the title indicates that the most fundamental thing is to stick by your moral judgments and what you view to be either right or wrong, regardless of what the people around you are doing. Scout does this whilst still accepting the people she loves. - Quirine Venes (Y8.4)

37

Book Review

INFANT/ JUNIOR/ SENIOR/ PARENT

TOXIN TOXOUT

by Bruce Lourie and Rick Smith Am I the only parent out there who has grown up to trust regulatory bodies, only to discover that of the 80,000 new chemicals currently in all we consume and use, only 400 are tested and regulated? Are you also perplexed at the intolerances, allergies and behavioural problems besieging us and our children, despite our best efforts? Do you feel environmental problems do not involve us? Annoyed at quacks peddling juice detoxes as cure for alls? “...in short, nearly one out of every two children born today will be diagnosed with cancer.

If that doesn’t scare us, I’m not sure what will.”

Toxin Toxout is incredibly readable. It is the follow up to the international best seller Slow Death by Rubber Duck, where Rick and Bruce experimented on themselves. They exposed themselves to everyday chemicals and measured the results. The ‘plot’ of Toxin Toxout is their journey to undo this exposure and answer questions which arose from the book, such as what happens to Teflon pans when you throw them out! Somehow, they manage to answer the questions in specific ways, whilst giving an overview of answers to the huge questions they pose. Despite wading through a quagmire of issues, one has the feeling of riding easily and enjoyably on the shoulders of these tall Canadians with well-tuned ‘flake-dars’. They remind me a bit of the hairy bikers of the detox world.

Yet they cover far-reaching insights whilst giving specific and concrete guidelines for the average person. Awesome!

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.

What inspires me to read books like this, is not only trying to safeguard my family’s health for the future, but the desire to have some insight into, and impact on, the health of our environment. Of course, they are the same issue in reality. There is no longer any way we can ignore this. As parents, we have to learn this as we were never taught. The makers of these synthetic chemicals will not change whilst there is profit. We have to change. Away from short-term juice detox flakiness to a continuous lifestyle shift. Our children need to see this change or they will grow up feeling powerless against the odds we stack against them in our ignorance. Their knowledge versus our inaction. Not good. I never want them to feel this.

If you are concerned about how and why to ‘push the reset buttons on our toxic lifestyles’ and implement simple but far-reaching changes then this book is a great and enjoyable grounding.

- Jo Winson, Year 1 and 3 parent

38

The Last Word

Still Got 90 Things to Do?

by Martin Stevens, Head of Humanities, Junior School

The National Trust in the UK came up with a booklet called 50 Things to Do Before You’re 11 3/4. Using this as inspiration, we ‘Tanglinised’ the idea in our anniversary year (T90) and gave each child in the Junior School a ‘90 Things to do’ booklet at the start of the academic year.

The book is crammed full of ideas, suggestions and activities to keep our children, indeed whole families, busy! From looking at the moon through binoculars to attending the Kranji Remembrance Day service, there are plenty of things to do at home and around Singapore as well as when we travel abroad.

Many of our children have been busily collecting stamps in their booklets, completing sections and earning certificates. But, at the end of the day, it is about experiencing new things, getting out and about, and spending quality time with our friends and families. It’s been nicely summed by some of our children:

“We often have guests stay over and we love doing the activities in the booklet with them.” Tara (Y6.5) “The best thing about 90 things to do is that you get to spend more time with your family.” Jessica (Y3.2) “It was really fun to try lots of different things.” Arnav (Y5.8) “Having some ideas of things to do when you get bored.” Keira (Y6.5) After the achievement assemblies in Term 2, a total of 16 bronze certificates have already been awarded (for 50 activities completed) and 6 silver certificates (for 70 activities completed).

So, if you need an idea for somewhere to go or something to do, you can view the booklet here to find an activity to share with all the family!

To view the entire booklet please scan QR Code

39

RANGE ROVER

EVERY DESTINATION SHOULD LIVE UP TO THE JOURNEY

Lease a Preowned Range Rover from $5,400 per Month At Wearnes Leasing, your leasing journey will be a breeze.

We take care of the details for a hassle-free leasing experience: from road tax to insurance, roadside assistance, servicing and more, you can be assured that you’re well covered and in good hands.

So you can arrive at your destination unruffled and in style.

Your lease with Wearnes comes with: Comprehensive insurance Personal Accident Insurance cover Road tax Full maintenance & servicing 24-hour roadside assistance in Singapore & Malaysia Vehicle pick-up & delivery Replacement vehicle Tyres & battery replacement

Speak to our Corporate Consultants today for your preferred solution.

wearnesleasing.com

Wearnes Leasing 45 Leng Kee Road Singapore 159103 T: 6876 5063 E: wearnes.leasing@wearnes.com Terms and conditions apply. Specifications may vary from picture shown.

Request for quote

41

73 Bukit Tinggi Road Singapore 289761

We can help your business save money on travel.

On Business is our free travel loyalty programme where your company can: • Save money on company travel budget, choosing from upfront discounts or earning points • Enjoy benefits across the entire global network covered by American Airlines, British Airways and Iberia • Collect and redeem your own Avios on top of On Business points • Manage company business travel with our simple online tool • Enjoy a triple points Welcome Bonus on the first six flight sectors in their first year* Sign up free today at onbusiness-programme.com.

* Terms and conditions apply.

43

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