The Voice 24

of Tanglin Trust School

24

Impact Hour Working Collaboratively Finding New Life for Old Books

MCI (P) 106/07/2015

Vol 24 09/2016

Welcome Welcome to The Voice of Tanglin Trust School! As a school, we have just completed a review of how we present ourselves both to our existing community and also to the outside world. The result of this process is a distillation of “who we are” and what our values are. We are one of the oldest schools in Singapore with a proven track record of delivering excellence at all levels of education. Although it’s not easy to sum this up in one short sentence, we feel that our new brand positioning statement does just that:

… which speaks loudly for itself. Our Vision Statement is unapologetically aspirational:

We aspire to be the best school in the world with a dynamic learning community which nurtures and inspires every individual to be the best they can be.

The four sections of this statement describe exactly what we aim to be, what we do and how we do it. Our Value Statements that you have seen around school have been distilled in to three core values: RESPECT, RESPONSIBILITY and PURPOSE I believe these values provide a very strong and compelling basis for the way we behave and the choices we make running the school on a daily basis and in planning our future. They are also solid values to nurture and inspire in our students and community. Along with our Mission Statement below (the rock upon which we are founded), the question of ‘who we are’ is clearly answered and articulated.

Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At Tanglin we strive to make every individual feel valued, happy and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized.

Editor Louise Colbridge Design Jay Valentine Contributors Students, Staff and PTA

Working together in a safe, caring, yet stimulating environment, we set high expectations whilst offering strong support, resulting in a community of lifelong learners who can contribute with confidence to our world.

I hope you find that the descriptions above are very evident in the reports and photographs that follow in this exciting edition of The Voice.

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

Peter Derby-Crook Chief Executive Officer

Contents

Feature

Tanglin Talk

News from our Three Schools

Introducing NYAA

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Alumni

4 Our World

Inspirational Visitors to Tanglin

Congratulations to our Class of 2016

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Infant School

Working Collaboratively

Where Your Money Goes…

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Junior School

Showcase

Art/ Dance/ Drama/ Music

Creative Writing A Selection of Infant, Junior and Senior Writing

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Senior School

Mother Tongue in the Senior School

Impact Hour

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22

PTA

Interview with Jon Robinson, Chair of the Board of Governors

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12 Sixth Form

Spotlight

Head Team – Where Are They Now?

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16

Sports & Activities Student Services Sporting Round Up

Finding New Life for Old Books

28 Book Reviews Infant, Junior, and Senior Reviews

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33 The Last Word ‘Don’t Worry, Spratly!’

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Tanglin Talk

News from our Three Schools

Congratulations to the Infant School which has been awarded the Early Years Quality Mark and the Primary (Infant) Quality Mark. We are the first school in Singapore, and in Asia, to achieve this recognition.

Julia Coup, who led the assessment, said “This is not just an outstanding school – it is an inspiring school.”

Year 10 students had an ‘inspiring’ and ‘amazing’ time during their work experience in May. 189 students were placed in 70 different businesses. Miki Shikanai (Y11.5), spent three days at National University Hospital shadowing a Musculoskeletal Surgeon and Consultant and said “I am so grateful for this opportunity because it has helped to grow me as a person”.

Scan the code to read the full story.

In the annual TTS Community Cricket match the staff ‘Thunder’ team took on the Alumni and Parent ‘Strikers’ on the TTS Playing Field. The Staff Thunder set a challenging target of 219 runs, and despite chasing hard, the Strikers eventually fell 19 runs short of their target! The trophy was presented to staff team captain Mr Dave Radcliffe by Mr Allan Forbes, Head of Senior School.

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Tanglin hosted it’s first ever laughter-yoga workshop for parents hosted by Claire Holmes, Head of Counselling Services. One parent commented: “Thanks to TTS for persevering with being open minded and proposing more and more various workshops to parents, launching mother tongue day and the meaningful book club.” Don’t forget to check the upcoming events page on the TTS Portal.

Thank you to the TTS Foundation for funding a return visit from choral conductor Dominic Peckham. For those of you who missed Dominic’s energetic and enthusiast performance along with our Tanglin choirs, click here to watch the video of the Tanglin Roar@Fusion event.

Good luck to our Class of 2016 who graduated in July! Turn to page 26 to read more about what our Year 13’s have planned for life after Tanglin.

A warm welcome to Mrs Rebecca Morse, new Deputy Headteacher of the Junior School.

Rebecca comes from Bristol and has taught at schools in the UK, Valencia (Spain) and most recently, South Korea. Becky is excited to join the Tanglin Trust School community.

Tech Tips Subsribe/Unsubscribe to the School Events Calendar on iPhone or iPad Do you know that you can subscribe to the school events calendar and get alerts on your iPhone or iPad? Visit the TTS Parent Portal at http://portal.ttsu.sg/ and click on ‘school calendar’ on the front page underneath ‘Important Links.’

You can then expand each school on the left hand side and select / deselect year groups by ticking in the box. Once you have selected your child’s year group and clicked Refresh Calendar, you can add the events to your calendar by clicking on ‘Subscribe’ at the bottom left of the calendar page.

To unsubscribe to the calendar, go to your phone settings

and then click on ‘Mail, Contacts, Calendars’.

A reminder that you can recycle paper, cans and plastic at the bins near the Infant School Office and at Click on ‘Subscribed Calendars’ under Accounts, choose the the Junior and Senior canteens. You can also drop off your TTS Portal: Home: Calendar and click ‘Delete’. e-waste (wires, headphones, keyboards, phones, printers and remote controls) at the reception at The Point or in Follow us! the big green bin outside the Sixth Form Centre. tanglintrustschool @tanglintrust

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Feature

Introducing NYAA

by Martin Foakes, Head of Outdoor Education

Pierre Dawson, NYAA Co-ordinator, has been teaching at Tanglin for a year and is leading the NYAA programme at school.

Previously, Pierre worked at the International School of Geneva where he was also part of the NYAA team. Here at Tanglin, Pierre is hoping to raise student participation in NYAA and mentor students to achieve their Bronze, Silver or Gold Award.

What is NYAA? NYAA (the National Youth Achievement Award) is a world-wide recognised award for young adults aged 14 to 24. At Tanglin, NYAA is open to students from Year 9 onwards.

The Award is not a TTS initiative. Most international schools offer NYAA because it is recognised by universities and employers.

NYAA has four elements, all of which complement the academic aspect of Tanglin. For the Adventurous Journey element, students have to plan and execute a journey with a minimal amount of adult intervention. I feel that this is important because children these days get fewer opportunities to do this (for example, for safety reasons children are often driven to school rather than walking alone). The Adventurous Journey aspect marries perfectly with the TTS Outdoor Education philosophy, providing a framework and a structure for the delivery of important qualities such as

independence, responsibility and integrity.

Participation in an NYAA expedition allows students to find their own level of challenge and demonstrate their achievement upon completion when they receive their Award Certificate.

The other three aspects are Community Service, Learning a New Skill and Sport. All of these elements together help to provide our students with a well-rounded and holistic education. Completing NYAA gives students an opportunity to demonstrate all of the learner profile elements outside of the classroom.

Why do you think is it important for students to take part in NYAA? At Tanglin our students achieve recordbreaking academic results and we have a very strong pastoral ethos. NYAA fits as the

“There is an overwhelming sense of pride and achievement that comes with these expeditions. Each experience has allowed me to push boundaries and test my limits in the most demanding, pressure-filled environments, and the mental and physical strength I’ve endured is something that I will carry with me after my life at Tanglin.” Ashika Patel (Y13.1) 6

middle part of the puzzle and brings these two elements together. Universities are academic and entry is based on points score but children who have completed NYAA are able to present themselves in a more confident and articulate way which really sets them above their academic peers.

For example, for the Physical Recreation element, it is not enough that a student is taking part in PE lessons or is on the football team. The NYAA framework means students should develop goals and then formulate a plan of how to achieve those targets. I and other teachers from the NYAA team will mentor students, spending time with them to help them set objectives and agree their action plan. Students have to spend time reflecting on their work which really helps to anchor their learning.

NYAA is challenging but it is challenge by choice. It’s tough but the reward and sense of achievement is tangible. Plus, if you reach Gold you are invited to a very prestigious ceremony and get to meet the President of Singapore!

Tell us about the expeditions in your previous school?

We set up the International Award (as it is known in Europe. In Singapore it is NYAA

“The hardest thing about my expedition in Hong Kong was lacking confidence on the first day of trekking and struggling with my backpack weight which set me behind immediately.

With the first peak we climbed being challenging, it really knocked my confidence and made me panic about the difficulty of the upcoming days. Though I managed to persevere and take on the two harder trekking challenges which came the following days. What really got me through the trip was the support of the rest of the people on the group, including new friends and the teachers which came with us, who helped reorganise their backpacks and motivate me to keep me going. After the completing the expedition I felt so much better about myself in knowing that even when I really struggle, I can overcome physical challenges with determination and the support of my peers. Though it wasn’t the most enjoyable experience, it was definitely worthwhile and don’t regret going at all.” Chloe Long (Y13.2), Head Girl and in the UK it is called Duke of Edinburgh Award) in 2009 and started small with hiking around the Jura mountain range. As the initiative grew we introduced the next stage of the programme to allow students to achieve the Silver Award. It was then that I developed a cycling alternative. As more students joined we then introduced a skiing element too.

How much extra work is it for students to take part in NYAA? It shouldn’t be extra work or pressure if students choose activities wisely. Previously we have tried to squeeze in additional weekend trips to help students with the Adventurous Journey element but now we are going to incorporate that training into the year group trips.

amount of satisfaction in giving service to others and it is this part of the NYAA which can really transform how young people think about the world around them.

One of the fantastic things about NYAA is that it gives students choice to engage in activities that they really enjoy and want to develop their knowledge of. The choice of activity is infinite and as long as it is an activity which is not part of the curriculum then they can choose pretty much anything as long as it is an activity they are going to aim to improve in.

It is hard to measure holistic progression but there are certain events at school where you get to witness Tanglin students

presenting or performing in front of an audience where the holistic learning experience is very evident.

Why do you like teaching at Tanglin?

The students at Tanglin are very bright and engaged, they are well travelled and have an international mind set which is different from national schools. They ask a lot of interesting questions and every day I learn from them. And they are fun!

My son is in the Infant School and watching the Senior School students in assemblies particularly makes me realise what my Infant child is going to be like. I’m lucky that I get to see the end product.

There is time commitment and it will force students to plan carefully. But many students are already doing the physical, learning or service element of NYAA. For example, Gold NYAA incorporates many elements of CAS (Creativity, Activity and Service – a compulsory element for all Year 12 and 13 students). Many of the CAS activities which students are already participating in, for example, Learning a New Skill (piano, sewing) and Residential Project (Travel & Adventure trips in Year 12 where students complete community service) can count towards a student achieving their NYAA. If students choose the CAS activities carefully, they can fulfil the criteria needed for both CAS and NYAA. The NYAA team can help students to make those choices.

The Service element can be a life changing experience for many of our students who are already learning new skills and taking part in physical activities. ‘Service’ encourages students to volunteer their time to benefit others. There is an enormous

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My NYAA Experience

by Alice Broekhuis, Alumni (A Levels) Tell us about your Gold award?

Around 15 of us went to Hong Kong for our Adventurous Journey. It wasn’t until after I signed up that I realised one of my friends would also be going on the trip. Once there, we were split into two groups and I quickly realised that I was in the group which wasn’t as fit as the others. We really struggled with the walk as it was made up entirely of steps.

People wanted to stop at different times for water which made it difficult for the rest of the group so we negotiated water stops so that we were able to stop and take a break as a group. It was really tough and I would never have done this kind of trip as a holiday so I’m glad that I signed up for it as part of my Gold.

For my Service project, a group of us set up a literacy project with Beyond Social Services (BSS) with some help from Junior School learning support teachers. We received seven weeks of training during our CAS time on Wednesday afternoons. We learnt phonics, pronunciation and how to read with children and correct them. We then met the children a couple of times before they came to Tanglin so they could get to know us before the lessons started.

We then met the children in the Junior Library and they were so excited to see how amazing it was. They wanted to play with the books, puppets and bean bags and we had to quickly learn how to manage them! We encouraged them to learn with us by having ‘play time’ in between learning.

I really think the children got a lot out of

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coming to Tanglin and working with us and I really enjoyed the time I spent with them.

What have you learnt during NYAA that you wouldn’t have learnt in lesson time?

NYAA has pushed me to do things that I wouldn’t normally do. I completed my Bronze, Silver and Gold. For my Silver we went kayaking around Phuket. I would never have done that if it hadn’t been part of the award. It really taught me about perseverance. It is tough when you are kayaking six hours a day. We thought the last day would be the easiest but it was the hardest with currents and winds – it was so tough. But I have really enjoyed the experienced. Using CAS time against NYAA is a really great way of achieving the award.

In a way you feel like you’re already doing the activities anyway. So now I just need to do my residential project and then I will have finished my Gold.

Alumni

Head Team – Where Are They Now?

by Nellie Rogers, Alumni Manager

“Tanglin did not just give me a diploma, it gave me a lifetime of values that I think are key to growing into a successful individual.” Diya Vasudevan (former Assistant Head Girl) Student leadership is an integral part of learning at Tanglin. The Head Team members for each Senior School year group perform critical tasks to provide leadership to their peers as well as act as ambassadors for Tanglin. The Head Team in Year 13 in turn provide leadership to all the Head Teams and are very visible within our community as they lead student assemblies, school events and are called upon to represent the school at external events.

Our Year 13 Head Team members from school year 2013/14 have just finished their second year post-graduation. We touched base with three of them to find out where they are now and how their time at Tanglin continues to impact their lives. To read their full stories on the website, scan the QR code at the bottom of this page.

Zoe Thompson – former Head Girl I studied at Tanglin from Year 7 until my graduation in 2014. My fondest memory was definitely graduation as it landed on the same day as my eighteenth birthday and prom. Everyone was in such high spirits after a grueling exam period and it was a really bittersweet day of saying goodbye and looking back on our time at school.

Currently I am at Bristol University studying English. Since I was a little girl I’ve always loved reading and writing, and on top of this English was definitely my favourite A-Level. After writing my Extended Project Question (EPQ), which was sort of a trial run for how much I liked thinking academically about literature, I decided I wanted to do it

for my degree. In ten years’ time I hope to be a full-time news correspondent for the BBC (or any broadcasting company that will have me).

Tanglin is a really unique environment, as while you’re all students in a similar circumstance, as expatriates in Singapore, you couldn’t really be more different to other students your age. I think having been at Tanglin, where you’re always exposed to new ways of learning and various cultural opportunities, I found the transition and settling-in period at university much easier.

Patrick Christensen – former Head Boy My years at Tanglin were the best of my life; the friends I had made, the teachers that inspired me and the approach to learning are things I had looked past and not fully appreciated at the time. I realise now however that I was so lucky to have been where I was.

Presently I am studying Economics at the University of Bath. The university trip organised by TTS was by and large the main reason for choosing Bath as my first choice.

Bath with its vast open fields, expansive campus and second-to-none sporting

facilities felt like a perfect fit for me.

My ideal ten year path is one in which I build up enough capital from working hard in the financial sector in my younger years, which I would then use towards starting my own business. I really want to have the experience of seeing through my own ideas from concept to reality. It’s this that is driving me through my studies at the moment!

Tanglin has been a huge driver in shaping me to who I am today. It has given me so many opportunities, whether they be tied to academics, sports or leadership all of which lead to me developing myself holistically. It is this three point approach Tanglin seems to undertake (perhaps subconsciously) which I feel gives its students an edge in terms of pursuing further steps in life whether creative, academic or professional.

Want to read more?

Click / scan or log onto www.tts.edu.sg to read more of the article.

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Spotlight

Interview with Jon Robinson, Chair of the Board of Governors

by Louise Colbridge, Internal Communications Manager

What does the Board of Governors do and what is your role?

The Board has certain key responsibilities.

Firstly, to appoint a CEO and to ensure that the CEO’s work is in line with the agreed direction of the school. The Board oversees the work of the CEO and provides him with a broader, longer term perspective.

The Board also oversees the finances of the school, ensuring that there are robust financial systems in place.

Over the years, parents will have seen a number of buildings going up. The board initiates these capital projects to ensure that we have the facilities that are right for our students. One of the less visible but most important things that the Board has worked on is to oversee our lease extension; a commitment to building is a condition of that lease. To meet this density requirement, we created our Master Plan that outlines the proposed building work that will add new and exciting additional buildings and spaces for Infant, Junior and Senior Schools.

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As part of the Private Education Act in Singapore, we have statutory duties to fulfil with regards to the oversight of the curriculum and examination process. The board’s Education Subcommittee takes on that function.

Board because of my particular area of expertise in remuneration and governance.

In my day job I am a consultant who specialises in advising companies, particularly larger Singapore companies, on these issues

My role as Chair of the Board is to ensure that the Board functions properly. I make sure that the right things are on the agenda, that we have the right people on the board and that the Board is operating effectively.

Board members are identified and approached based upon their particular skills and experience that they bring to the boardroom. We have a very good mix which includes a builder, educator, financiers strategist, accountants and a lawyer. We are a group of people who all who bring personal skills to collective decision making.

We have a fantastic Board and I would like to express my thanks to Dominic Nixon, the outgoing Chair, for his enormous contribution to the School and the way he I genuinely wanted to do something to has encouraged the people we need to give help contribute to children’s education up their time to serve on the Board. and bringing my particular expertise to the Board allowed me to do that.

The school has a Management Team and How has Tanglin changed since you Leadership Team in place for dealing with joined as a parent? all of the day-to-day operational issues at school.

Why did you become a Governor?

10 years ago I was approached to join the

There have been many physical changes at school. 20 years ago we were a small school in the middle of, what seemed like, a jungle and we have become a big

school in the middle of a city. That has had a profound effects on who we are and our position in Singapore. We have learnt that we have to be part of our community and we have to contribute to it. We are no longer an island, we are becoming integral into the community in which we sit. I personally want to see us build more and more links with the local community and broaden our relationships with Singapore in as many ways as we can.

Singapore is one of the most exciting cities in the world and our children should be able to experience living in this great city in their day to day lives.

Our community has changed too – we have become a more multicultural school. We have moved from being a school which primarily focused on children of short-term expats to a broader community of people who are now making Singapore their home. We have a much broader cultural base and we need to make sure that our children benefit from understanding and experiencing a wide range of cultures.

How would you describe Tanglin? What are the unique qualities of our school?

People used to describe Tanglin as a ‘British School’ and indeed it is but people

need to understand what we mean by the term ‘British School’.

You’ve been in Singapore for 20 years.

What do you love about this city-state?

I don’t want us to be seen as being monoculturally British. We choose, it is our choice to make, to be guided by the English curriculum. But we are able to adapt this and tailor it to fit what is right for our school and our community.

Singapore is the best city in the world to bring up a family. It is safe, it’s clean, everything works and our children are not exposed to the dangers that they might be in other countries. Children have freedom a lot earlier in their lives than they would elsewhere – and that can only be a benefit.

We are living in a fast paced world and it is a challenge to know what education will be like in 10 or 20 years time. When everything is rapidly changing around us, like technology which is moving at an incredible rate, it is important that we are grounded in a set of values that are immutable. Those values are fundamentally British educational values such as respect, developing the whole child, providing a rounded education and a commitment to pastoral support. We have to very sure of those values and it is my job as Chair to ensure that these values are consistently communicated and clearly understood.

If our values are solid, we can adapt our curriculum to recognise that we live in a wide and changing world. We need to prepare our children for this broader world, so they can become as global citizens grounded on shared values.

What is your vision for the future of Tanglin?

We all want Tanglin to be one of the greatest schools in the world. Whilst that will take collective effort and vigilance against complacency, I feel that we have that we can realise that opportunity. I see Tanglin continuing to provide our students with a first class academic education.

In addition, we are developing young people who have a range of qualities that are right for the world they are going to live in. Picking two out of a long list of qualities s self- confidence (confidence in their learning, ability and values) and to be ambitious. I would like our children to leave this school feeling that they can accomplish anything, that they have been embedded with qualities which allow them to go into the world and achieve whatever they want.

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Our World

Inspirational Visitors to Tanglin

by Cecilia Handel, Director of Development

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

There are four different project areas that TTS Foundation supports; Engagement with Global Issues and the Wider Community; Inspirational Visitors; Participation in Creative Arts and Sports and Development of Life Skills. In the wake of the Rio Olympics it is the second of these that we report on here. Tanglin students have been fortunate to have met and worked with a double Olympic Silver medallist, Jazz Carlin as well as train with the Fujian Rugby Team that went on to win Gold at the Rio Olympics. Our Director of Aquatics, David Hailey, and Head of Senior Sport and PE, Dave Radcliffe, report on the impact of these visitors on our students.

World-Champion Swimmers by David Hailey, Director of Aquatics The school has been extremely fortunate over the past three years to have fostered a fantastic relationship with Jazz Carlin and Lewis Coleman, following their story which climaxed recently with Jazz’s extraordinary performances at the Rio Olympics. The relationship began with Lewis’s amazing world record relay back in February 2014 which saw 100 current and ex-Great

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Britain team members, including myself and Jazz take the 100x100 freestyle relay world record from the Australians. This fantastic event raised just under £30,000 for Lymphoma and Leukaemia research UK, a charity close to Lewis with his mother suffering from the disease. This ultimately led to him being appointed the UK ambassador for the charity (now called Bloodwise). Prior to the event, Jazz had been denied a place at the London Olympics due to illness and injury which has been the focus of many assembly talks she has given the students at Tanglin, a true story of determination and persistence which has inspired so many.

Over the past two visits funded by the TTS Foundation the students, in particular the swimmers, have benefited immeasurably from both swimmers’ motivational lectures and coaching expertise at the pool. In the background to these visits, Jazz has gone from strength to strength winning Gold in the 800m freestyle at the 2014 Commonwealth Games (in a new commonwealth record), two Golds in the

800m and 400m freestyle at the 2014 European Championships, a Bronze in the 800m freestyle at the Kazan World Championships in 2015 and now two Silver medals in the 400m and 800m freestyle at the Rio Olympics. A fantastic story of hard work and overcoming adversity that Tanglin students have been able to be a small part of. We look forward to Jazz and Lewis returning to Tanglin in just under a month’s time.

Olympic Heroes by Dave Radcliffe, Head of Senior Sport and PE In April of 2016, the IRB Rugby Sevens tournament visited Singapore for the first time and this presented Tanglin with a wonderful opportunity to invite rugby legend, Waisale Serevi, to school to spend an afternoon working with our Senior School Rugby and Touch players. TTS Foundation funded coaching sessions with Waisale for six of the TTS Rugby squads (U10 – U19). The Fijian team also chose to train at Tanglin in preparation for the Sevens tournament.

After playing for Fiji in both the 15 aside and Sevens format for over twenty five years, Serevi went on to coach the Sevens team where he won the World Sevens Series in 2005-6, the first time any nation other than New Zealand had won the tournament. The physical fitness and skills which underpinned this incredible display of longevity at the very top of world rugby was clear for all to see as he led our students through a variety of drills before joining them in friendly Touch matches.

Seeing him in action was a joy for all those involved, not least the parents who had managed to come down and watch. His words of advice and his enthusiasm for the game was nothing short of inspirational.

On the back of Serevi’s visit, Tanglin students were once again overwhelmed by the sight of the Fijian Sevens team training on the school playing field. Their visit was during the build up to their IRB tournament and despite only finishing runners up this time, they then went on to win Gold in the Olympics as Rugby Sevens made its bow on the Olympic stage for the first time.

With many keen rugby and touch players amongst the audience it was clear for all present that sheer athleticism, which was there in abundance, must be matched by skill and finesse at the very top of the game.

I am sure there were many of our students with mixed feelings watching the Fijians play the English in Rio after seeing and meeting their heroes up close and the fun they have with their rugby. It was interesting to hear the Fijian National team coach talking in Fiji following their Olympic win explaining how he was stood alone on the pitch observing the English team warming up before the final in Rio with a large entourage of support, including a coaching team, physios, analysts, and nutritionists. When he left the pitch and returned to the Fijian dressing room he could here the music from down the corridor and when he entered all his players were dancing and laughing together... and at that point he said, ‘I knew we would win’.

TTS Foundation is funded principally by a donation from the school using funds from the Placement Rights Programme. This is supplemented by donations received during an annual six week fundraising campaign. The 2016/17 fundraising campaign will take place from 3 October to 11 November 2016.

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Infant School

Working Collaboratively

by Paula Craigie, Head of Infant School

In the Infant School we are very lucky to have two ‘big schools’ on campus with lots of older students who are incredibly inspiring, intelligent and willing to share their skills and ideas with our children. These enrichment opportunities offer tangible benefits – the younger children are visibly in awe of their older role models and take great pleasure in listening to them and learning from them.

Likewise, the older students from the Junior and Senior Schools feel a real sense of achievement and reward when they help their younger peers.

improve is genuinely a cause for pride and well worth the challenge!” It has been a lovely experience to be involved in and one of the great opportunities available to our students as a 3-18 school.

Matthew Troth – Visiting Pilot!

There are opportunities for collaboration across year groups and within different subjects. Read on for a selection of highlights.

Year 12 Supporting Year 2 in Maths

By Sophie Adams, Head of Infant Maths As part of their CAS (Creativity, Activity, Service) commitment, a group of Year 12 students volunteered to support students in Year 2 to help them develop their skills in Mathematics. The sessions were planned and delivered by Sixth Form students and

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they prepared a range of activities. The Infant children were inspired by working with older students and looked forward to the sessions each week. It was wonderful to observe how their skills improved and they took a great sense of pride when they impressed their Year 12 buddy! Equally, the Year 12 students were blown away with the ability of the students and thought on their feet when some activities were completed quickly! One Year 12 student reflected on their experience writing: “I have really enjoyed helping out the Year 2 students! It has taken me back to my days in infant school and I tried to employ methods that had worked for me. I found that I was challenged in the way that I had to adapt quickly based on the response of each child. However watching each student

One of our favourite visitors was Matthew Troth from Year 13 who had just received his pilot’s licence. He came to speak to children in the Zebra Class about flying a plane. The children were very excited and asked some interesting questions such as ‘Can you fly a plane on your own?’ ‘Do you have to wear any special clothes?’ and ‘How fast do planes fly?’ Many of them were inspired to become a pilot and treated Matthew like a celebrity when they spotted him around the school!

Year 9 Supporting Year 1 in Phonics

“We play really fun games with the Playtime Pals, they teach us tag and all sorts of games.

I love it because they let us choose but they help us.” Karolina Szabo (Y2.8)

By Fiona Westwell, Head of Year 1 Year 1 children have been very lucky to have had support from Year 9 students in their Friday Phonics sessions. The students have helped the children with phonic activities and games which has had a big impact on the younger children’s learning.

The Senior students have been very caring towards the younger children and helped them to overcome challenges when getting to grips with the many sounds in the English language. When playing games they have also helped children to play fairly and take turns which is an essential social skill.

The children have enjoyed working with the Seniors and it has been lovely to see them having fun together.

2 children await the neon pink hats of their Playtime Pals, Year 6 students who have volunteered their own recreation time to come and organise games, talk and have fun with those who have now become younger friends. Not only do these activities foster responsibility for our older students, it allows the two school sites to interlink and our children learn that within a community, diversity of interests and age should be celebrated and enjoyed.

Infant and Junior Buddies

By Dr Harry Hope, Head of Infant PSHCE Within my role as Head of PSHCE (Personal, Social, Health and Citizenship Education) I have worked closely with a number of year groups to foster close collaborative links between the schools. Children in Infants and Juniors enjoy close buddy classes, where children are matched through the year and enjoy a number of learning activities to foster team work and communication. This also allows our older children to model citizenship and become role models to the youngest in our community. Every lunchtime the Year

Visiting Yuhua is a wonderful experience and recently I got to witness the fantastic relationship that we have built up with the school over the years. It was a morning filled with laughter, fun and traditional games. The children and staff at Yuhua were so welcoming and it was clear to see how happy they were to have us.

Visits to local schools such as Yuhua are a vital part of developing our children’s role in the Singaporean community and learning to respect the cultural diversity around them. It encourages them to care for others around them and become open minded about the different communities that live in Singapore. Providing the children with a range of these experiences adds excitement and enjoyment to their learning and personal development.

“They help me and they are really nice.” Edward (Y1) “It was a fun and educational experience giving us a chance to take a leadership role in the school.” Bethany Turley (Y9.5)

By Reena Solanki, incoming Head of Infant PSHCE

Singaporean Buddies At Tanglin, collaboration and community does not stop at the perimeter fence.

As part of our pivotal role in modern Singapore it is important that the school community includes our surroundings.

Recently Year 2 attended their annual visit to Yu-Hua primary school and throughout the year close links are made with Chen Su Lan and Jamiyah. From House Charity events supporting Caring for Cambodia to teachers sharing Professional Development training with our colleagues at local schools, over the last few years we have made every effort to allow Singapore to become part of a thriving Singaporean community that values links that celebrates diversity and difference.

“I love Nursery Helpers because I love playing with the little kids. Also I love inspiring and teaching them.” Albert Conlan (Y6.4) “I enjoy Playtime Pals because I like the children in Year 2! They are creative, smart and funny, I have an amazing time working with them.” Oliver Fitzgerald (Y6.4) As you can tell, the impact is hugely powerful and just one of the magical aspects about being part of such a successful and established 3-18 school.

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Junior School

Impact Hour

by Caroline Rushworth, Head of PSHCE, Junior School

“We are given responsibility and independence to see the world around us in our own personal ways.”

Jemima Quie (Y6.5)

Passion underpins the development of the new bespoke PSHCE (Personal, Social, Health and Citizenship Education) curriculum called ‘Impact Hour’, a feature of the Junior School that is beyond outstanding. Spiritual, moral, social and cultural education (SMSC) is interwoven into the fabric of school life and is evidenced in pupils who demonstrate exemplary attitudes towards learning.

To ensure that all staff members who interact with the children can share key information, a bespoke programme has been developed called iSAMS Stars and Wishes. The impact of this new monitoring system has individualised the pastoral care of each child and contributes to the exceptionally high standards of behaviour.

Pupils flourish, feel safe and enjoy being at school. They are extremely well prepared to continue their journey as developing global citizens.

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Across the school the emphasis on RESPECT (responsibility, environment, safety, principles, empathy, courtesy and trust) has complemented the already well embedded Learner Profile attributes. This has contributed particularly well to the pupils’ moral and social development and can be applied to all aspects of school life.

“It’s great to understand how we can make a positive contribution towards people’s lives.”

Tanya Kendix (Y6.5)

PSHCE is taught in all UK schools as part of the British curriculum to encourage students to ‘develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work.’ (www.pshe-association. org.uk) In the Junior School we use the guidelines from the PSHE Association to ensure we cover the key objectives from the British curriculum and then build on this content to tailor ‘Impact Hour’ for our children.

‘Impact Hour’ covers five interlinking strands, which are part of a school-wide set of ideals.

Connect Positive social connections allow children to flourish both within school and in the wider community. In addition to this, with the use of technology, Junior School children are encouraged to make responsible choices as they connect with the world around them. Digital citizenship prepares students for a society with embedded technology and teaches them how to benefit from this.

thoughtful donations have a bigger impact.

Through Enterprise Week and supporting Lend with Care, Seeing is Believing and a broad range of year group charities, children put these concepts into practice.

Children have been empowered to make decisions regarding donations of both time and service and have reflected on their involvement.

Health Not only do our children learn how to be healthy, they understand why it is important to be healthy. Being informed empowers students to make the right decisions about their own health. Where appropriate, topics are linked to other subjects and to life in the UK. For example, the recent introduction of a sugar tax in the UK and understanding how sugar affects the body.

“Enterprise gave us a chance to learn skills and do things that we had never done before.” Olivia Morement (Y4.5)

Reflect Reflection and mindfulness are important practices which are encouraged across the school and enable children to find balance in their busy and exciting lives. To be mindful is to be aware of something, to take notice of the world around you and to acknowledge your own feelings and the feeling of others. Encouraging mindfulness in our children not only helps to improve their mental and physical health (particularly their concentration), it also prepares them with tools to manage stress in later life.

In addition to Impact Hour and an initiative that has proven to be very valuable pastorally has been the introduction of weekly ‘Green Time’. These sessions allow each class to solve problems, reflect or learn new ideas. Class teachers have the opportunity to respond immediately to the needs of the individual children in their class or the class group as a whole. These ‘Green Time’ sessions can be based on situations that have been flagged through the iSAMS wishes system, for example, children who feel isolated at play times, or who want to ensure that playground games are fair, or to reflect on changes to children’s circumstances. Teachers then design bespoke activities according to these requirements, ensuring the needs of all the children within each class are met.

Learn Covering key objectives from the British PSHCE curriculum and current events in the UK, previous topics include the UK election, the Queen’s birthday and tolerance and democracy. Pupils develop their general knowledge and understanding of tolerance, democracy, respect for freedom of expression and other human rights that underpin the social fabric of life in modern Britain and compare them to life in the wider world. For example, elections are used to select class and year group representatives and unit representatives are involved in the shortlisting of teachers for employment in the school.

Children are encouraged to keep learning.

Try new things. Take opportunities to learn new skills and take on new responsibilities.

They set themselves challenges that they will enjoy achieving.

Give Learning what it means to be philanthropic has given our children many opportunities to understand that responsible giving is not just about donating money and that

“Impact Hour opened all of our eyes and helped us to realise how lucky we are.” Keira Hunt (Y6.5) Looking forward to the next academic year the PSHCE team will continue to refine the activities in Impact Hour and Green Time to ensure that the sessions are stimulating and challenge the thinking of our students to ensure they leave the Junior School as well rounded confident individuals.

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Senior School

Mother Tongue in the Senior School

by David Sheppard, Assistant Head of Languages

Maintaining and improving mother tongue proficiency has many benefits. There are practical reasons, such as when children in international schools return to their ‘home’ country to continue education there. Maintaining one’s mother tongue language can also help third culture children to connect with family members and to overcome language barriers and having a second language is an invaluable CV booster. But there is also research which purports to show the cognitive benefits of being bilingual: better focus, a larger memory, enhanced decision making skills and a better ability to multitask (click on the QR Code to find out more). Even if just half of these turn out to be true, combined with the practical benefits of communication and cultural knowledge, it is worth educators sitting up and taking note.

Mother-Tongue at Tanglin The International Baccalaureate (IB) provides for a School-Supported SelfTaught (SSST) programme at Key Stage 5 (Years 12 and 13). This is a fantastic programme designed specifically to facilitate students who want to study their mother tongue at an advanced level.

Packed full of literature, students have the opportunity to get to grips with the seminal texts of their home culture and they also get plenty of extensive writing and speaking practice in the language. Students are paired up with a tutor with whom they have regular literature lessons, either face-toface or via Skype, and are guided through

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Click to view infographic

the course by a Tanglin teacher who also helps with the study of Texts in Translation.

Lilith van der Hulst, who obtained the prestigious IB Bilingual Diploma in 2014 and who was awarded an excellent Level ‘6’ in her Dutch SSST course described the programme as “a great opportunity to move my Dutch beyond just familiar conversational usage whilst reading and studying some fantastic books.”

With the IB’s vision for languages in mind, we surveyed our pupils and discovered that between 20-30% speak a language (other than English) with family members or because of previous schooling.

Is my child a ‘native’ speaker?

This is a question that is asked a lot by parents and the answer I inevitably give is: don’t worry too much about terminology! However much exposure to another language in early childhood or schooling in another language they have had, your child has precious knowledge that should be built on and not left to waste. The important thing for you, as a family, is to have a plan. Do you want your child to simply be able to talk to other family members? Or, would you like them to be able to use it in a working environment? Perhaps you envisage them studying at university in this language? Whatever you choose, once you have formulated a plan you will be in a much better position to build realistic, short-term goals in terms of exposure, reading, writing and time spent in countries or communities that speak that language. Please feel free to email me at david.sheppard@ tts.edu.sg to discuss your plan if you are unsure, especially with regard to public examinations.

The next logical step was to look at how we could support these families by providing space, resources (where possible), exam board expertise and, crucially, time. After a successful pilot in 2013/14 with a small native French class and a one-to-one Mandarin class, we launched the Mother Tongue Programme.

We currently have: • 15 tutors teaching French/Mandarin/ Spanish (in lesson time) and clubs in Greek/German/Dutch/Hindi/ Japanese/Danish • 91 students studying mother tongue in school with a tutor at Key Stage 3 (Years 7, 8 and 9) and Key Stage 4 (Years 10 and 11) • Nine Year 9 students who have replaced Classics with self-study (with proof that they are following tuition externally) • Students currently studying for the IB Diploma in their mother tongue and former students who have completed this programme and achieved the prestigious Bilingual Diploma • A developing programme in the Infant and Junior Schools.

Native speakers of French/Spanish/ Mandarin are allowed curriculum time

to pursue a bespoke, first language curriculum with a teacher. Commonly, this is based on the respective national curriculums. For speakers of other languages, we have created lunchtime and afterschool clubs with tutors as well as allowing for a small amount of curriculum time in Year 9. Tutors and parents work together to identify the most appropriate path for a student to follow.

Celebration of languages and language communities Besides tailored lessons, the school is celebrating mother tongue languages in many other ways. In May the Senior School hosted its first ‘Mother Tongue Day’ to celebrate the various languages and

cultures within our community. Parents volunteered their time to set up stalls at school offering food and information about their home countries. Over 14 countries were represented and staff and students from across Tanglin took part in the celebration. We are looking forward to making this a regular event.

We are building a network of parentvolunteers who are keen to represent their language culture within the TTS community.

We currently have twelve Language Community Representatives to help new families settle in and co-ordinate existing families for special cultural events.

The library’s mother-tongue collection is growing. If you have a booklist to suggest, can help with the online libguides or even have books to donate, please get in touch with Jacqui Makselon in the Senior Library Jacqui.Makselon@tts.edu.sg.

“I chose to do the programme because I want to keep my mother tongue language, which I can use for my later life. I love my teacher who is always positive and gives you work which is right for your level. It is really amazing and I enjoy being able to continue to learn my mother tongue language whilst studying at an English speaking school!”

Antonella Kleemann (Y9.2) 19

Sixth Form

Congratulations to our Class of 2016

by Julie Barlow, Assistant Head of Senior School

A Level Results

120

students with 100% pass rate

42%

of grades were at A* or A, while 100% were in the A* to C range

IB Diploma Results

100%

pass rate for all our students who completed a regulation IB Diploma

2

students achieved maximum 45 points (joining an exclusive club of just 146 students from more than 149,000 global entries)

8

students (20%) scored 42 points or more

Over a third

of our students scored an outstanding 40 points or more

98%

of our students scored 30 points or more An outstanding average in the May 2016 session of 38 points per student (the global average was 30.1)

1

student achieved the prestigious bilingual diploma (Dutch)

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Despite the inevitable tension that IB and A Level results days bring for students, parents, teachers and the University Guidance and pastoral teams, we have been absolutely delighted with the number of students from the class of 2016 who secured their top university choices this year. In some ways, on the day itself, the actual grades seem less important than the all important university placement and it was a joy for us as a team to watch the conditional offers turn to unconditional on the UCAS Track website for the huge majority of our students. Particular mention should be made of the good insurance choices for those students who missed their first choice: we are pleased that students have worked with the university guidance counsellors to select these all important courses and responded well to advice.

The handful of students in clearing impressed us with their mature and calm approach to what can be quite a stressful few days.

There was a huge variety of university destinations this year with students not only searching out new and interesting courses, including Cyber Security, but also becoming our pioneers at US universities such as Brown University, Berklee College of Music, Stanford University and Pomona College as well as Leiden University in the Netherlands.

To add to this success was a plethora of fantastic merit scholarships including, but not limited to, a Trustee Scholarship at Boston University, International Merit Scholarship at St Andrews and an Athletic Scholarship at Lafayette. This reflects the high esteem our

students are held in internationally and how competitive they are at admissions. We are also proud of our 6 Oxbridge and 12 medical/dentistry/physiotherapy students who secured offers following the rigorous interview and testing process that these applications entail. We really do wish all our students well as they begin their university careers, wherever they may be in the world.

A new academic year means of course that the cycle begins again; many of our Year 13 students have been visiting universities over the summer break and, inspired by the phenomenal success of the class of 2016 and the presence of our two Oxford interns, Aude and Liam, the whole year group is now excited to get going.

The application process for the class of 2017 is, therefore, well underway. The first UCAS session for parents has been held, with a breakout session for our 27 Oxbridge applicants; a US session is scheduled for 15 September and the Dutch university fair takes place on 26 September; 7 universities have been in to talk to students: Exeter, Bath, Pomona, Swarthmore, Williams, UBC and Wesleyan, universities which have all welcomed TTS alumni in the past or are anticipating strong applications from prospective TTS students this year; personal statements are being written and finessed and the reference writing process is in full swing.

To build on Alumni relationships, we were delighted to welcome over 100 Alumni to our Sixth Form BBQ to mark the end of our first week at school, allowing Year 13s to talk to Tanglin Alumni about their undergraduate/postgraduate experiences. We also welcomed six Alumni to act as TTS Foundation Interns in Science, Music, French, Spanish and Psychology. Our National Service (NS) boys also benefit from workshops run by Tanglin Alumni currently completing NS, the first one taking place on 9 September.

As you can see, it is a busy time for our students who have to balance critical university applications with their A Level and IB studies and we look forward to celebrating their successes this time next year.

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Animal Concert Reception, June 2016

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Junior Young Musicians June 2016

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Global Guardian Concert May 2016

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Senior Young Musicians May 2016

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Senior Ensembles June 2016

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Showcase:

ART/ DANCE/ DRAMA/ MUSIC

Year 13 Graduation #Classof2016

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Sports & Activities

Sporting Round Up

by Junior and Senior Staff and Students

Recognising our Sports Stars

ACSIS Season 3 Results

The annual Senior Sports Awards evening was held in April and once again both students and parents were present to take a look back at the year and celebrate the achievements of our many sports teams. In addition to Player of the Year awards for each of the 92 teams, major awards were given for Key Stage 3 Sportsman and Woman of the Year, TTS Sportsmanship Awards and perhaps the biggest of them all, TTS Sportsman and Woman of the Year. A list of all the winners can be found by clicking on the QR Code below.

The Athletics Conference of Singapore International Schools (ACSIS) is a Singapore based sporting conference from 8&U to 19&U age ranges, allowing Tanglin students to compete from Year 3 to Year 13. Information about specific sports can be found by logging onto the TTS Portal and clicking on Activities and Sports/ Competitive Sport/ Competitive Tournaments.

A Sports Boy and Girl Player of the Year award was given to 20 children over the 10 competitive sports played in the Junior School. The winning Year 6 students were given their awards for sporting excellence; commitment to their sport and for demonstrating fair play, respect for their opponents. A list of all of the Junior winners can be found by clicking on the QR code.

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Team 10U Rugby 11U Rugby 11U Netball A 11U Netball B 11U Touch 11U Cricket A 11U Cricket B 12U Football Boys 12U Football Boys 12U Football Girls 12U Football Girls 14U Basketball Boys 14U Basketball Boys 14U Basketball Boys 14U Basketball Girls 14U Basketball Girls 14U Basketball Girls 19U Badminton Boys 19U Badminton Boys B 16U Badminton Boys C 19U Badminton Girls 19U Softball Boys 19U Softball Boys 19U Softball Girls 19U Softball Girls 19U Netball A 19U Netball B 19U Netball C 19U Netball D 19U Netball E

Division

1 2 1 2 1 3 1 3 1 3 4 1 2 3 2 3 (East) 3 (West) 3 1 2 1 2 1 1 2 2 3

Final Standings 3rd 3rd 7th 9th 5th Champions 4th 2nd Champions 3rd 3rd 7th in group Quarter Finalist 6th in group 5th in group 9th in group Quarter Finalist 2nd 5th 7th Champions 4th 3rd 4th 4th 2nd 5th Champions 7th 3rd

SEASAC Gymnastics

by Dean Scott, Head of Junior Sport The TTS Level 3 & 4 Gymnastics team travelled to Hong Kong in May for part two of the annual SEASAC Gymnastics competition.

The team, comprising of students from Year 3 to Year 8, performed at an outstanding level and proved to the rest of South East Asia that the Tanglin Titans really are a force to be reckoned with. I am constantly blown away the dedication that our gymnasts show and once again it was a pleasure to watch the students demonstrate how hard they have worked not only for this competition, but for the whole year.

Junior FOBISIA Games

by Dean Scott, Head of Junior Sport The TTS Junior FOBISIA team had a hugely successful games in Thailand, hosted by Bangkok Patana School. Throughout the three days of long and tough competition, our students got to showcase their talent and skills, at the highest level, against teams from five international schools in Asia (Bangkok, Patana; Shrewsbury, Bangkok; Alice Smith, Kuala Lumpur; Garden International, Kulau Lumpur and Dulwich College, Shanghai).

Level 3 Junior: SEASAC TEAM CHAMPIONS! Naomi Smith Zoe Panayiotou Bella Stephenson Carina Hirt Chiara Cavalli Kate Hickman Level 3 Senior Beatrice Handel

Charlotte Reynolds

Level 4 Junior: SEASAC TEAM SILVER! Tamani Khanbabi Maia Smith Emma Browne Phoebe Oruche Imogen Menzies Level 4 Senior: TEAM CHAMPIONS! Laura Troth Lottie Willson Millie Newby Kirsty Laing Honourable Mentions Zoe Panayiotou Level 3 Junior Individual Overall SEASAC Champion Carina Hirt Level 3 Individual Junior Overall SEASAC Bronze Medallist Charlotte Reynolds Level 3 Senior Individual Overall SEASAC Champion Beatrice Handel Level 3 Senior Individual Overall SEASAC Silver Medallist Laura Troth Level 4 Senior Individual Overall SEASAC Champion Millie Newby Level 4 Senior Individual Overall SEASAC Bronze Medallist

It was clear that the hard work put in during training paid off.

The Tanglin students pushed themselves to new heights winning many medals and achieving personal bests in the individual events of Swimming and Athletics and in Football and Tee Ball, and displayed outstanding teamwork and support in some nail-biting and tense matches.

Aside from the actual sporting performances the children were a credit to the school displaying outstanding sportsmanship qualities of energy, determination and resolve whilst making many new friends along the way. Well done to each and every child for their efforts throughout. Finally, a huge well done to the teachers for their energy and patience and to the parents for their continued support over three hot, long days.

Highlights include Tee ball: Championship team – Silver medal Plate team – Gold medal Bowl team – Bronze medal Football: Championship Boys - Gold medal Championship Girls – Silver medal Cup Girls – Gold medal

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Spotlight on Sports and Recreation Clubs

by Sarah Purchase, Administrative Executive, Sport and Recreational Clubs

Sport and Recreation Clubs (SRC’s) are an opportunity for your child to access additional activities outside of the school day. They are activities delivered by TTS approved providers to give your child an opportunity to try something new or further develop in an area they are interested in. SRC’s are on offer in the following areas; Sports, Performing Arts, Linguistics, Dance and Social activities that can be enjoyed by students in the Infants, Junior and Senior Schools.

Activities usually follow on from the school day, however there are also activities available over the weekend.

Variety of Activities There are many opportunities for students to get involved in activities outside of school. The club coaches and tutors often support the school with competitive and non-competitive sporting Co-Curricular Activities (CCAs) as well as other activities.

Keep reading to find out how much our students enjoy the different SRCs available at TTS. “Harry has been playing Cricket with Rex Martens Academy for the past few terms and has improved his skills so much. The coaches are great and we’ve been very impressed at how his bowling has come along. My husband is thrilled Harry is nearly as good as him!” Kate Burton, mother of Harry Ashman “I really enjoy going to Guides because I like making friends in different classes and different years, and we all have a great

time. We do a variety of activities including camping, badges, games and it is always fun! Join in if you’d like to try new things with new people!” Gemma Selvarajah, British Guides In Foreign Countries (BGIFC) Guiding “Sophie loves Rainbows! It’s one of the highlights of the week for her. She does a number of other extra activities, in and out of school, but by far Rainbows is a firm favourite. Sophie enjoys the activities very much and by mixing with girls from other classes and ages she’s developing her own confidence in making new friendships.

Having seen first hand how much effort and dedication the Rainbow leaders put into each session, it’s no wonder that the girls come out smiling and happy. I can’t recommend Rainbows enough!” Matthew Durant, father of Sophie Durant “From kata performances to sparring matches, fun games to stretching and physical exercise, from conditioning to meditation, karate demands your

complete mental and physical involvement.

The lessons I have learnt whilst practicing karate have helped me not just in the sports side of my life, but the academic side too. I have learnt to apply the self-discipline and restraint in karate to my studies, recognising my limitations in different subjects whilst trying my utmost to resolve them. I’ve learnt to push myself and pursue success whatever the odds; this mentality fostered in me by karate has helped me obtain a place at University College London to study Medicine!

“Karate has also allowed me to magnify my strengths, interacting and strengthening relationships with people from different walks of life every time I walk into the dojo in Bishan on a Saturday afternoon. The camaraderie and team spirit you learn with a group like this I believe is invaluable. I would highly recommend karate to anyone who even has an inkling to try it; you learn so much more about yourself once you start practising this sport. One must

“Me and my brother both enjoy our Japanese lessons because we like watching the videos at the beginning of the lesson to help us understand what we will learn about. I also like presenting my homework to my classmates and looking at what they have done as well.” Alexander Younge, Japanese Linguistics 30

“Beavers is an excellent activity for kids. The leaders take time to plan each and every activity to make them unique and fun. The boys have the chance to experience camping, back-stage visits to the para-Olympics, trekking and lots more. Caleb Lim, Beavers community. The leaders are understanding and they’re like second teachers.

The first time I went on a proper camp was with Brownies, and a quite few since then.

You have to pack your own gear, do your chores, organise yourself for the sleepover and have fun at the same time.

Also, Brownies is extremely fun because there are many different badges you can achieve. I like the sense of achievement after earning a badge (although not always so good at sewing them on my uniform).

“I am in my third year of Scouting at TTS and it’s one of my favourite SRCs. Cubs is once a week at school. There are so many enjoyable activities to do at Cubs, such as working for Activity and Challenge badges, camping, hiking and learning to Be Prepared for life!

This year we are celebrating 100 years of Cubs, so we had a special camp at Eden Hall in March. In June we are going camping in Indonesia!” Benjie Sullivan, Britishing Scouting Overseas – Cubs

remember though that karate isn’t just about obtaining a black belt, neither is it about doing a Co-Curricular Activity (CCA) just to put it on your CV, and it certainly isn’t about acquiring the capabilities to take down strangers; rather, it’s about learning an art, developing your best inner qualities and spurring on your self-development.

Karate isn’t just a sport…it’s a way of life!”

Niccolo Doe, Goju Ryu Karate “I love my French classes at school as each class is always a bit different, always fun and we manage to learn lots of cool words and phrases. End of term is the best with French ‘Pain Au Chocolats’! I even managed to use some phrases whilst skiing this year!

All the lessons are filled with games and exciting words and phrases to learn and every week we do fun stuff to remember what we have learned so far. I can’t believe the number of things I now know - colours, sports, telling time, clothes and school things. I hope I get to use them all this summer on my French holiday. Thank you!”

Alana Brown, French Linguistics

“I started Brownies in Year 3, and am now getting ready to join Girl Guides. Over the last two years I’ve done lots of cool stuff. This might sound very cliché, but Brownies really does help you to know lots of different people around the school

“I love my Saturday dance class as it is great fun! We learn to dance and Miss Kimberley is super kind and lets us sing and have fun. As well as learn to dance, I love learning routines and shows are so much fun! I also get to see my friends from different classes. I really enjoy my lessons!” Phoebe Oruche, Tutus@Tanglin

As I’ve got older (I’m now ten years old) I’ve been a team leader (a ‘sixer’), which has meant I’ve had to organise my group, set out instructions and keep the group on time to get their activities done.

This weekend I will attend my last Brownie camp – my sleeping roll is organised and I have my packing list ready. I will be in charge of a group but also get to be with my best friend.

I would definitely encourage Brownies for any young girl with a sense of adventure, who wants to meet people from outside of their class and try new things!” Martha-Jack Fraser, BGIFC Brownies “I really like how we are able to participate in badminton at school. The coaches are very dedicated. I hope that we will able to have more training sessions.” Elizabeth Tan, Alpha Academy Badminton

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“I really like how we are able to participate in badminton at school. The coaches are very dedicated. I hope that we will able to have more training sessions.”

Elizabeth Tan, Alpha Academy Badminton

Weekend Providers Contact name

Email address

Tutus @ Tanglin

Kimberly Martin

kimberleymartin82@hotmail.com

British Guides In Foreign Countries

Julie Clark

juliec01@singnet.com.sg

British Scouting Overseas

Becca Taylor

scoutingattanglin@gmail.com

Gym with Me

Rosanna Trigg

rosannatrigg@gymwithme.com

JSSL Arsenal

Harvey Davis

jssl.singapore@gmail.com

GOJU RYU Karate

David Low

gkfckarate@gmail.com

Rex Martens Cricket

Rex Martens

rex@rmcacricket.net

Linguistics - French Educenter

French Educenter

french.educenter@yahoo.fr

Linguistics - Japanese

Midori Isozaki

midori_isozaki@hotmail.com

Linguistics - Hindi

Amita Menon

menonamita@gmail.com

Linguistics - Mandarin

Little Mandarins

jaime.koh@little-mandarins.com

Linguistics - Spanish

Las Lilas Spanish School

trodriguez@laslilasschool.com

Weekend Providers (on-site) Weekend Providers are clubs or groups that hire TTS venues at the weekend. The club coaches and tutors often support the school with competitive and non-competitive sporting Co-Curricular Activities (CCA’s) as well as other activities.

Weekend Providers

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Contact name

Email address

Alpha Badminton

Michael Tan

michael@alphaacad.com

ANZA Netball

Georgina Yeoh

georginayeoh@hotmail.com

APSM Basketball and Volleyball

John McAuliffe

johnmc.apsm@gmail.com

Sport4Kids

Will Murray

will@sport4kids.sg

Student Services

Finding New Life for Old Books

by Jackie Makselon, Head of Senior Library

Since 2013 the libraries at Tanglin have been donating used library books and text books to a charity called Book Reach. Although the school libraries support other charities, Book Reach is particularly close to our hearts as it was started by a former teacher, Doreen Johnstone. Not only was Doreen a teacher at Tanglin Trust School, but her children and grandchildren have also attended the school. When Doreen approached me to ask for Tanglin’s help in supporting the charity, I had no hesitation in offering our support to such a worthwhile cause.

Book Reach is a registered charity that aims to develop libraries and promote literacy mainly in Kathmandu and the districts of Makwanpur and Gorkha in Nepal. Secondhand books are donated to Book Reach by many schools in Singapore and Malaysia, shipped to Nepal and then transported by jeep, bus and porter to teachers in the government’s English language programme.

Tanglin was the first donor school to contribute used library books to Book Reach with an original donation of 9 boxes and we continue to donate mainly reading books and simple non-fiction books. The most recent consignment of 26 boxes left Tanglin in August and included carefully chosen books from the Infant and Junior libraries.

Resources are likely to go to a cluster of schools in or near the town of Hetauda.

As library books are sorted throughout the year, library staff pack into boxes those books which no longer suit our

requirements but which we know will be useful to schools in Nepal. We send around two shipments a year and Doreen funds the shipping herself through fundraising activities.

Doreen was previously an education advisor to the Nepal Government and it was there that she built up a network of Nepali education officials and teachers who now support her work. Doreen’s personal links with schools in rural Nepal have allowed her to build close links with Head Teachers who are committed to a programme of literacy development through books. It is these schools who receive donated books.

Book Reach was set up by Doreen in 2013 and relies entirely on private donations. In 2014 over 700kg of books were donated to eleven schools. To find out more about Doreen and her work with Book Reach, log onto www.bookreach.org.

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PTA

Where Your Money Goes…

by Michelle Young, outgoing PTA President

At this year’s Annual General Meeting in June we announced the development projects that the PTA will be green lighting for 2016/7, by providing critical funding across the three schools.

Some years we support a large project in a particular school because it will have a tremendous impact on that student body’s academic experience, but over the years all of the schools have benefited.

Junior School - $21,000

Here’s a breakdown of what will be supported as a result of this year’s PTA fundraising:

• A 21st century Collaborative Classroom which will offer precision teaching and will be accessible across all year groups. It will also be a bookable space Infant School - $5,560 for alternate uses, and will re-purpose the space currently used by the • Two infant climbing frames to bring the School Shop. outside in! Great for rainy days and hazy ones too, these frames aim to strengthen • A replica Enigma Machine for the apex of the Junior gross motor skills in younger children School to enhance and will be placed in either the Infant learning in their exciting School or the new Gateway Building.

World War 2 unit!

Senior School - $80,000 • A Design and Technology classroom will offer a tremendous opportunity to introduce an entirely new GCSE subject to the school’s curriculum, ultimately offering a new career opportunity to students! The Senior School Halal Canteen will be transformed over the summer and the new classroom will open to Year 8 and 9 students from August.

Whole School – Visiting Authors Programme - $10,000 • The sponsoring of authors and artists to engage with students and inspire a love of literature. Parents are also invited to attend sessions to be part of their children’s experience.

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Whole School – Speaker System - $23,625 • A new system in support of events ranging from theatre and music performances to sports days, discos and our very own Summer Fete, these speakers will ease pressure on current equipment and offer flexibility to school events planned on both internal and external locations.

Your support as a parent and teacher body has been integral to being able to deliver on these projects – we thank you sincerely for your support and hope to give you a successful 2016/2017.

Creative Writing The Tunnel Slime dripped from the cave. Edging towards the putrid smell, Scarlet had to follow him.

Creeping slowly, Scarlet bent over in the huge tunnel. With gravel crunching under her feet she knelt down pushing her way through. Soon she found herself in a world of darkness. Ghostly screams filled the air forcing her to tremble. Continuously touching the soft damp moss, she suddenly

Writing as Vincent Van Gogh The moon shone down on my weathered face, while the

stood up peering at the desolate place that

hammering rain beat on my

stood before her.

umbrella. Mossy heather below my feet sank down into the mud.

Scarlet brushed all the silky cobwebs

Waiting patiently, the town sat

that hung like a diamond on a necklace.

through the hours hoping for

Beaming at the animal - like trees, standing

day to come soon. Mesmerized,

in an awkward manner, “Ahh!” she

mystified, I watch in awe as the

screamed in a frightening way. The sinister

lemon sky changed. I took out my

tree suddenly let out a menacing howl. To Scarlet, fear was like a shadow emerging closer to her. Then a wolf leapt out of the uncomfortable position he was standing in.

Running as fast as light, Scarlet let out a high pitched scream. Suddenly she saw her brother locked in a rickety wooden cage, she drew out a rusty ancient key that her grandma recently gave and set her brother free. “You are probably the best sister ever!”

pallet and got to work…

I dipped my brush into a pot of water, took some paint and carefully started to swish my brush in dashes, dots and every possible technique of painting.

Ten days later I had finished. It’s a shame only a few appreciate my

her brother giggled. Scarlet smiled, “That

work.

was the best adventure ever!”

Jamie Adams (Y3.3)

Laura Chia (Y3.3)

35

Writing in the style of JK Rowling Eyes wide in shock and confusion, they all looked at one another.

Ron’s hand crept towards the window tentatively. Ice was closing in onto the glass pane. Their breath came out in clouds. Shuddering Ron removed his hand - wincing from the icy pane. Then him, Harry and Hermione peered outside at the swirling winds.

Swathed in mists, the immobile train clung to the bridge Hardly distinguishable, dark silhouettes hung in the air about it.

Overwhelmingly, a sense of smallness and fear wrapped around Harry.

The train jolted. They shook in their seats, and in that moment all realised the same thing; an intruder was stealing aboard the train.

Looking about nervously, Harry clutched at his wand, fingernails biting into the wood.

The train lurched again. But this time, it was more violent, more desperate. Hermione was flung into a kneeling position on the compartment floor.

Harry looked up. He heard a faint fluttering, like a cloak in the wind.

A dark shadow loomed over the whole compartment. A sucking sound- like a rattling, choking, dying breath came from a shadowy mouth that could not be seen. Tendrils of torn and ripped cloth waved silkily in the still, moist air. The shape of a hand issued from the folds of the black cloth and topped on the glass. Hastily, Ron and Hermione crouched in their seat, teeth clenched. Harry sat transfixed, eyes following the shade, the hand that was gripping the outside of the door; he was almost in a trance. Yowling Crookshanks threw his already crushed face against the compartment window. And the dreadful hand pulled the door.

It was decaying, bulbous and twisted - the flesh of a dead man with an iron grip. Gasping for air, Harry tried to take a deep breath. But there seemed to be no more air. A faint hiss escaped the lips of the shadow. It sucked in the air, pulling it into a cavernous mouth.

Prowling, Harry desperately tried to think of a spell or a jinx that might turn this creature away, but he seemed to have forgotten everything. Limply his wand hung in his hand. Now he thought desperately… just do something...anything... just make it go away… away. Every joyful thought, every memory of a laugh, every feeling of happiness was drained from him. Towering over him, the terrible shadow bent down, a snake about to strike. Harry was drowning in the air. Powerless, he lifted his hand… No...no… go away… Harry implored, but no voice came from his parched throat... Leave me alone... please... leave me alone. Slipping off his seat, he slumped on his seat, eyes fuzzy, fixed on the cloaked figure bending over him.

Hissing, the grey, maggot - cavern face hung over his...

Flashing, a white light flew over his head. Shrilly, the cloaked figure gave a cry like a hungry child, then flew from the room.

Alexander Isman (Y6.7)

Slow writing – Jurassic Park “Timmy, what is it?”

“It’s a Velociraptor!”

Their whispers cut through the gloom. Darkness lurked in the kitchen devouring the last bits of light. The sound of gnashing teeth came from the doorway.

As the Raptor stepped through into the kitchen, it caused dark shadows to creep up the walls. Bella’s breath stabbed at her chest. “It’s in here.”

The dinosaur whipped his head around at the noise; it knew where they were.

It threw its head back and made a screeching, cawing sound. A silence settled over the kitchen. Soon, another dark sitlhouette appeared beside the Raptor. They made a gurgling noise at each other and then split. The Raptors slowly advanced until the first Raptor came to the edge of the island where Bella and Timmy were hiding.

“Come in!” The whisper was barely audible. Bella planted her hands on the cold floor and waited for a split- second before scrambling across the empty space between island one and two.

Timmy looked uncertainly at the gap but sliced towards his sister.

They crawled down the island towards the door. They stopped for a second time as a Raptor came down the isle on the other side island. Its claws made a clucking sound as it walked. Click, clack, click, and clack. Bella motioned for Timmy to copy her and they pressed themselves against the islands side.

They were toast.

The Raptor stuck his deadly head over the top of where Bella and Timmy were sitting…

Olivia Henderson (Y6.3)

Background artworks by Hyeonji Kim (GCSE), Rauha Firaq (GCSE), Qian Wen Kuah (GCSE) and Bethany Machin (Y13)

36

Book Reviews

INFANT/ JUNIOR/ SENIOR

TOP

5

Books For Infants

1. Shhh! Don’t Wake the Royal Baby by Martha Mumford 2. When R2-D2 Saved the Secret Plans by Samone Bos 3. We are Extremely Very Good Recyclers by Lauren Child 4. In My Heart: A Book of Feelings

by Jo Witek 5. The Singing Mermaid

by Julia Donaldson

TOP

5

Books For Juniors

1. Tom Gates : Everything’s Amazing (Sort Of) by Liz Pichon 2. Diary Of A Wimpy Kid: Cabin Fever by Jeff Kinney 3. Tom Gates : Genius Ideas (mostly) by Liz Pichon 4. Captain Underpants and the Invasion of the Incredibly Naughty Cafeteria Ladies from Outer Space by Dav Pilkey 5. The 39-Storey Treehouse

by Andy Griffiths

Hubble Bubble series

by Tracey Corderoy & Joe Berger There are 3 stories in this book about a little girl called Pandora and the exciting adventures she goes on with her grandma.

In the first story, Pandora’s grandma casts a spell and turns Pandora’s Noah’s Ark school play into a pirate adventure. In the second story, grandma is in charge of Pandora while her parents are out. Grandma casts a spell which turns Pandora’s room into a castle! In the last story, grandma tries to save the day with her magic tricks at the family wedding. Unfortunately, she causes a lot of trouble along the way. I really enjoyed reading the stories and give the book 5 stars out of 5. It is suitable and a good fun to read for children of ages 5 to 7. - Ruby Reinbott (Y3.8)

to avoid doing anything he doesn’t like such as writing thank-you letters and doing chores. These of course get him into a lot of trouble. There was one time when he even tries to get rich by selling his little brother, Perfect Peter! This book is really fun to read and I recommend this to anyone who enjoys a good laugh. - Isobel Kelly (Y3.6) Transport Around the World: Planes

by Chris Oxlade

There are so many types of planes and I like to read all about them. Different planes I really love the Horrid Henry series because are used in different ways. Some carry the stories are so funny. Horrid Henry’s passengers, some carry goods, and there Wicked Ways is my favourite. There are are also planes used to rescue people.

10 stories and a fact file about Horrid Some planes land on the ground and some Henry and his family. The stories are very on water. It must be really exciting to be a entertaining and they are about the tricks pilot and to fly the different type of planes. that Horrid Henry gets up to when he wants - Arlo Roberts (Y3.7) Horrid Henry series by Francesca Simon

Diary of a Wimpy Kid: Old School

by Jeff Kinney As Greg finds himself in trouble with his dad, he decides to escape punishment by going on a class camping trip. However, he later finds out summer camp is even worse than he had thought. From a terrible canteen and the worst bathroom to a chilling rumour about a crazed farmer in the woods – will Greg make it out from camp alive? A humorous series that will definitely tickle your funny bone!

- Avan Nazir (Y5.2) 100 facts on Horses and Ponies

by Steve Parker Learn 100 wonderful facts about horses and ponies in this short and wonderfully illustrated book. This book has it all - from horse related projects to quizzes to fun

facts and entertaining cartoons. I go horseriding at the Singapore Polo Club and find this book both helpful and educational. I recommend this book to horse and pony lovers like myself! - Aanya Hathi (Y4.1) The 13-Storey Treehouse

by Andy Griffiths This is a mind blowing book about two authors, Andy and Terry who live together in a 13-storey treehouse. You can find anything you could possibly want there – from a lemonade mountain to a bowling alley to a man-eating shark tank! Follow their zany adventures as they get into mischief and mayhem. Will they ever get to finish writing their book by the deadline given? If you enjoy Diary of a Wimpy Kid series you are bound to like this book too!

- Will Robinson (Y4.2)

37

Book Reviews

INFANT/ JUNIOR/ SENIOR

TOP

5

Books For Seniors

Key Stage 3 (Years 7 to 9) 1. Freak

by Rodman Philbrick 2. Stop the Train

by Geraldine McCaugherean 3. Erased

by Nick Gifford 4. The Edge of Me

by Jane Britton 5. One

by Sarah Crossan

Key Stages 4 & 5 (Years 10 to 13) 1. The Night Country

by Stewart O’Nan 2. Chenxi and the Foreigner

by Sally Rippin 3. Persuasion

by Jane Austin 4. Heart of Darkness

by Joseph Conrad 5. The Grapes of Wrath

by John Steinbeck

The Curious Incident of the Dog in the Night Time

by Mark Haddon

The Curious Incident of the Dog in the Night Time is a fantastic novel written by Mark Haddon. It is about the life of an autistic fifteen year old, Christopher, and his single father. The two have a difficult relationship and this is indicated because of the absence of Christopher’s mother.

Throughout the book the boy goes through several new and scary experiences and he finds out secrets that have been kept from him for too long.

This is one of the best books I’ve read because of the unique writing style, and not only is the book adventurous, it is very interesting to read a book narrated by someone who is autistic. Christopher is extra ordinarily intelligent but he doesn’t connect the same way socially, however the determination and the ‘curiosity’ gets the better of him. A powerful and incredible book, this is one of a kind and I would recommend it to anyone and everyone. - Ciarán Murray (Y9.5)

Wild Boy

by Rob Lloyed Jones This fascinating story is about a boy born in the 1900s, covered in hair, raised in a traveling freak show as a Monster! But nobody knew that he was born with exceptional powers of observation and detective skills!

One day he was accused of the murder of a great scientist and from that day onwards he was on the run seeking for the truth along side his newly made friend ‘Clarissa’. Will he find the secrets to the murder he’s been framed for? Will he prove himself not guilty, or will his time come to an end? That is for you to find out!

I love this book and would definitely recommend this to any lover of mystery and adventure.

This book perfectly depicts images of mystery, friendship, adventure and tragedy. It really involves you as a reader and eventually making you feel part of the story. ‘Wild Boy’ had me guessing who was the murderer until the very end when everything I thought was flipped upside down! This is definitely a classic. A must-read! - Rechardt Conradie (Y8.2)

38

The Last Word

‘Don’t Worry, Spratly!’

Helen Sampson, Head of Infant Art and Design, talks to The Voice about her new book, ‘Don’t Worry, Spratly!’

Where did the idea for the book come from?

Three years ago, when I taught a Year 2 class for a maternity cover, Ben Farr, Infant Librarian, and I looked for a book that would help children deal with the transition of moving schools. We couldn’t find anything relevant and so my idea was born.

All three of my daughters have attended Tanglin and all felt apprehensive in different ways for different reasons about their move to the Juniors despite being reassured in class. I have come to realise that we think that children can easily overcome their fears but actually they need to be taught strategies in order to do this.

Talk us through the process and your journey?

I jotted down the worries that I thought the main character, Spratly, would have as he thought about his move. I made a more thorough plan and then developed the story around the themes. I always had in mind the illustrations for each page and wanted the illustrations to tell the story too.

I love reading rhyming books to my children and to classes (one of my favourites is ‘A Rumble in the Jungle’ by Giles Andreae) and so I sought to write a rhyming text.

After I had finished writing the story I worked on the illustrations using multi media. I made Spratly out of polymer clay, painted a canvas full of texture for the background, made the cave and school out of collage and photographed some objects.

I then worked with a friend and photographer Kate Drewer, of Pure Purples, on various graphic design packages, building up the pictures in layers and adding movement to the illustrations.

Even the choice of text font took longer than I expected.

During this time I also joined a writing group called the Society of Children’s Book Writers and Illustrators.

The group gave so much support and helped me through the maze of developing an idea and then finding a publisher, ISBN number (the unique code for cataloguing books), and so on.

What did you learn a long the way?

Don’t write a rhyming text book! I have edited and re-edited my story so many times I can’t remember… It is difficult to say when enough is enough.

I have learnt about setting up and registering a company in Singapore, writing rhyming texts and how counting syllables is important to keep the rhythm, I have found out more about graphic design packages, how to apply for ISBN numbers, how many pages should be in a picture book and what exactly publishers need in order to make a picture book and the whole printing process. I am still learning!

Will you write another book?

This book has taken three years to finish… but on a recent school trip with other Tanglin teachers to Caring For Cambodia schools, I wrote a very simple story to be translated into Khmer for the Cambodian teachers to use to teach their classes.

Perhaps once I have marketed Spratly I could develop this idea further? Never say never!

Any advice to our budding writers at school?

Yes, keep a notebook to jot down ideas for a story. Don’t rush an idea and keep going back to your writing to add to it. Ask lots of people to read your story and ask how it

makes them feel, what pictures it paints in their head.

I think in our age of portable technology, books are still so important; both adults and children still love a good picture book.

Be creative, take a risk and even though you might feel uncomfortable, go for it!

I love this quote by Henri Matisse: ‘Creativity takes courage’ because it really is apt for the writing process and for creating art.

Where can parents buy the book?

‘Don’t Worry, Spratly!’ is perfect for any child who is moving school, whether it is up to the Juniors from Year 2 or from Tanglin to another school anywhere in the world.

‘Don’t Worry, Spratly!’ is available from the School Shop.

Sales are also available through my website. You can get in touch via info@ helensampson.com.

For anyone interested in joining the Society of Children’s Book Writers and Illustrators, log on to http://singapore.scbwi.org.

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