The Voice 43

Editor

Lilian Wu, Marketing & Communications

Design

Lauren Khoury, Marketing & Communications

Photography

• Marketing & Communications

• Contributors from across the school

“The Voice” herein refers to “The Voice of Tanglin Trust School”

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

Thank you to everyone who contributed to this issue.

95 Portsdown Road, Singapore 139299

Tel: 6778 0771

Email: communications@tts.edu.sg

Website: tts.edu.sg

Smiles everywhere as Tanglin turns 100!

Foreword

by Craig Considine, CEO

As we unveil the 43rd issue of The Voice, we celebrate a milestone that few educational institutions achieve – Tanglin Trust School’s Centenary. For 100 years, our school has been nurturing minds, building character, and creating a community that spans generations and continents.

This special birthday edition captures the essence of what makes Tanglin extraordinary. From our regular features like “Tanglin Talk” and “People of Tanglin” to the vibrant creativity displayed in the “Student Art Showcase,” you’ll find the pulse of our dynamic community beating throughout these pages.

The Centenary celebrations shine brightly in our “What’s New” section. 100 Tanglin Tales weaves together a tapestry of memories and moments that define our school’s rich history.

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of what makes Tanglin extraordinary.

The “Tanglin Gala” and birthday celebrations showcase how we’ve marked this significant milestone with both elegance and joy. Meanwhile, our alumni gatherings in London demonstrate that the Tanglin spirit transcends geographical boundaries, bringing together former students who carry our values across the globe.

Our commitment to innovation forms the backbone of Tanglin’s educational philosophy. The features on outdoor education and co-curricular activities highlight how we continue to evolve our approach while maintaining the excellence that has defined us for a century. These programmes embody our belief that education extends far beyond classroom walls.

The “Alumni Spotlight” section reminds us that Tanglin’s legacy lives on through the achievements of our graduates. From fascinating archive discoveries to inspiring alumni stories, we see how Tanglin has shaped lives and careers across generations. The “Phantoms of Tanglin” offers a nostalgic glimpse into our past, connecting today’s students with those who came before.

Even Tanglin Ted joins our Centenary adventure, bringing a touch of whimsy to our celebrations!

As the cover collage of joyful faces celebrating Tanglin’s 100th birthday suggests, even at 100 years young, Tanglin continues to balance tradition with playfulness, wisdom with wonder, and heritage with innovation.

Here’s to the next century of excellence, community, and the enduring voice of Tanglin Trust School.

The spectacular Tanglin Gala.

TALK TANGLIN

It’s been an incredible Centenary year at Tanglin, and the celebrations aren’t over yet! Here’s a look at the memorable moments and achievements that marked this special milestone.

A BIRTHDAY CARD FOR TANGLIN

Tanglin students were invited to take part in the Birthday Card Design Competition to celebrate Tanglin’s 100th birthday and they certainly did not disappoint. Congratulations to our winners from the Infant and Junior School—well done! The winning designs were printed and distributed for students to colour during the school’s Birthday Party on 21 March, and the response was overwhelmingly enthusiastic! Here are the winning designs.

Aurelia, Year 1

Gioia, Year 1

Tabitha, Year 5

William, Year 2

Sophia, Year 4

Siddhant, Year 6

THE IRRIGATORS ATTEND NXPLORER WORKSHOP

Our new Year 12 NXplorer team, The Irrigators, recently attended a workshop at Nanyang Polytechnic, where they explored computer programming using Micro:bit and automation processes. This hands-on experience provided valuable insights for their project, which focuses on leveraging technology—such as drones—for water testing and management in Singapore and Southeast Asia. The team, which consisted of Jahnavi, Aahana, Aradhana, and Kate, said, “Shell’s NXplorers workshop gave us a hands-on introduction to coding and integrating sensors with Micro:bits. Seeing its potential firsthand inspired us to explore creative solutions for challenges in our community—especially applying this technology to drones for real-world impact!”

YEAR 7’S COCO Y SCORES THIRD PLACE IN PRESTIGIOUS GLOBAL ART CONTEST

Congratulations to Year 7 student Coco Y for winning third place in the prestigious World Children’s Picture Contest—an esteemed international competition that has been running for decades. With over 11,000 entries from 68 countries this year, it remains one of the most competitive global art contests for young artists. Coco was one of only two participants from Singapore to receive this honour, making her achievement even more remarkable. Her parents couldn’t be prouder! Learn more about the results here: www.ienohikarikoubo.com/zugacon/english/result/.

TANGLIN BROTHERS SHINE AT NATIONAL CHESS TOURNAMENT

Year 1’s Mudit competed in the 76th National Schools Individual Chess Championships (Under-8), scoring 5.5 out of 9 games. He placed 5th among international school players (26 children) and 41st overall (170 competitors). Considering Mudit has only been learning chess for about a year and competing for the last six months, his performance is impressive! His brother Kanav was also in the same tournament, but in the Under-12 category. Although he was eligible for the Under-10 category, Kanav chose to challenge himself at a higher level. He won 6.5 games out of 9, and finished 4th out of 53 international school players and 37th out of 511 competitors. With over two years of tournament experience and international competitions under his belt, Kanav aspires to become a Chess Grandmaster one day!

ANNE Y WINS RUNNER-UP IN INTERNATIONAL MUSIC CONTEST

Yet another achievement worth celebrating is Year 11’s Anne Y who won a runner-up prize in the COBIS Music Festival Composition Competition (Free composition category). This is a significant achievement as the competition had entries from 23 schools from 20 different countries, so kudos to Anne! She told us, “I am astounded by the results of this competition as my composition, which was a part of my music coursework, was my first official attempt at composing a piece of music. This experience has shown me the complexity of judging and understanding compositions as they are very subjective and of many different styles and will benefit my compositions in the future. I am very grateful for Tanglin for giving me this opportunity to compete globally.” ■

PEOPLE

TANGLIN of

As Tanglin celebrates its 100th year, its legacy is defined by the people who have shaped its journey. Here are some of their stories.

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‘‘ Tanglin holds a special place in our family history because my grandad, Charles Wilson, was one of the first students at Tanglin when it was founded at the Tanglin Club in 1925.

Katy Martin

PE Specialist

I grew up in Devon, in Southwest England. My first international post was in Australia followed by the last 14 years in Singapore. Prior to joining Tanglin, I was Head of Physical and Health Education at another international school. I was drawn to Tanglin because of its values and emphasis on providing a wellrounded education, which closely aligns with my own teaching philosophy and experiences. Additionally, I was excited about the opportunity to be part of our family’s heritage at Tanglin. It holds a special place in our family history because my grandad, Charles Wilson, was one of the first students at Tanglin when it was founded at the Tanglin Club in 1925. This combination of professional alignment and personal connection made the decision to join the school a meaningful and fulfilling choice. In fact, Tanglin has become a family affair for us! My husband (Ross in Senior PE) and two sons are also part of the community, so it’s like having a family gathering whenever we cross paths on campus. When I think of “Generations of Excellence”, I see it as a reflection of Tanglin’s deep-rooted tradition of educational excellence and its lasting impact on students and the wider community. It signifies a commitment to maintain and advance this tradition, ensuring that excellence remains at the heart of the school’s mission as it continues to grow. As a Junior School PE teacher, I have a front-row seat to the best show on earth. Every day is filled with laughter, excitement, and the joy of helping children discover the fun in learning, being active, and becoming great movers. I love seeing the progress that children make and watching them overcome their fears or challenges. We live in a colonialstyle, black-and-white house that’s around 100 years old, but we can see modern skyscrapers in the distance. This blend of historic charm with contemporary cityscapes perfectly captures the essence of “old meets new.”

Rosy He

Head of Infant Chinese

I am from Shanghai, China, and I joined Tanglin in 2008. Prior to that, I held the role of Head of the Chinese Department at a British school in Shanghai, where I developed expertise in leading language education programmes and promoting crosscultural understanding.

As the Head of Chinese in the Infant School, I design and implement the Chinese curriculum for Milestone One and the Milestone Two framework. I also coordinate Lunar New Year celebrations, oversee cultural and educational programmes, and lead the Chinese team. What I love most about my role is inspiring a love for the Chinese language and culture, and seeing the excitement and passion our children bring to learning Chinese. It’s wonderful to watch them enjoy the subject and use phrases they have learned in their everyday lives. Getting heartfelt cards and warm hugs from Infant children, showing their love for learning Chinese, is a sweet reminder of the difference my teaching makes. One of my challenges is teaching nearly 400 children each week and trying to remember all their names! Even so, I truly enjoy getting to know each child and building meaningful connections with them.

Language progress in Infant children is assessed through formative assessments conducted alongside each lesson. Additionally, the STLA (Specialist Teaching and Learning Assistant) assists by taking weekly observation notes, which provide key information about each child’s developmental progress. To strengthen the Chinese programme for Infants, my team has been actively promoting the language through a variety of engaging CCAs. These include initiatives such as the Chinese Cooking Club, where children explore culinary

traditions, an exploration of “Journey to the West” with a focus on the Monkey King, and a Chinese Exploration Adventure, in which children immerse themselves in cultural and linguistic experiences.

In my spare time, I enjoy studying Chinese cooking and experimenting with different recipes. I also love visiting art galleries as they offer a chance to appreciate creativity and culture.

Mark Scoular Head of Year 8

I joined Tanglin as a teacher in 2006 and before that, I was teaching in the UK. I lived in Singapore between 1986 and 1992, and some of my best childhood memories are from this time. Representing Singa House in the House Cup and winning the Golden Boot for being the top scorer was a highlight of my year of schooling at Tanglin. My parents still have the golden boot in their loft! I have always enjoyed sports — football and rugby when I was younger and cycling and windsurfing as I got older. The joy I’ve gained from this, combined with my interest for learning in Sports Science, has inspired me to support others in discovering a passion for being active. As a Head of Year, I am aware of the importance of fostering a sense of community in the cohort, much like my roles as a PE teacher and sports coach, which focus on team building and creating a sense of belonging.

I have always valued the inclusivity that PE offers. By keeping lessons enjoyable and incorporating a subtle level of competition, everyone can participate and experience a feeling of success. I often notice that students who may find the academic curriculum challenging thrive in PE and sports as these areas offer unique demands and opportunities beyond the classroom. My focus as a teacher is to develop a kind and supportive environment where everyone feels a sense of belonging.

Richard Pyatt

Head of Year 1

I arrived in Singapore from England in 2018 after teaching Year 3 and Reception for seven years at a small school nestled neatly at the bottom of the Wirral, with one class per year group. The moment I walked through the door, I was certain Tanglin was the place I wanted to work. The learning spaces, facilities, and resources along with a purposeful, friendly atmosphere won me right away. I joined as a Nursery Teacher and to be honest, when I first heard Tanglin wanted me in that role, I almost asked the pilot to turn the plane around! Despite my initial hesitation, those six years quickly became my most rewarding years in Education.

I admit teaching Nursery isn’t for everybody. But building that connection with parents, welcoming them and their child into their first experience of ‘big school,’ settling each child, and providing them with a magical and memorable first year at Tanglin is a very special job and one which I am proud to have had the pleasure of doing. I am still relatively new to Year 1, having moved departments in the summer. Teaching at this key developmental milestone is a fresh challenge and I’m excited to build upon the great teaching already happening in Year 1 and find ways to make it even better! Being appointed Head of Year – a role that I’ve aspired to since joining the teaching profession – perfectly combines my passions for teaching and leadership.

Most of my time is spent with the children - the part of the job I love the most! Teaching inspiring, engaging, and exciting lessons that challenge, and push children’s learning forward will always be the thing I look forward to the most. But supporting my team, helping them excel, solving challenges, driving positive change, and leading a group of passionate educators comes a close second. Many people don’t know I was once a Roman Soldier! I went to university in the Roman city of Chester and was lucky enough to land a job with the local museum. Days were spent dressed in full (and heavy!) Roman armour as I gave tours around the city, educating groups about the Roman way of life.

Before joining Tanglin in 1981, I worked as a secretary at a major manufacturing firm based in Jurong. It was my first full-time job after completing my secretarial course and I worked there for two years. I wasn’t looking for a job, but a friend encouraged me to apply for the role of secretary to Mike Gorrie, the then Director of Administration and company secretary. That opportunity led me to Tanglin and it turned out to be a blessing in disguise, as my previous company later began retrenching staff due to poor business.

When I first started, Tanglin was much smaller than it is today. The Infant School had two blocks of two-storey white building while the Junior School was newly built. My role was to assist Mike Gorrie, who managed the company’s secretarial function, administration, human resources, finance, and admissions. Admissions consisted of just one person and there was no operations department–Mike oversaw it all. I was responsible for administrative duties across the entire school, including taking shorthand notes, managing correspondence, preparing teaching contracts, employment passes, etc, and covering for my admissions colleague when she was on leave. At times, I even found myself troubleshooting faulty phones and overseeing building repairs.

I was also tasked to ensure that Tanglin met the Ministry of Education’s new statutory requirements and obtained certification from the Committee for Private Education (CPE) in 2011. I am proud to say that Tanglin was one of the few international schools to achieve this certification for the maximum period of six years–the longest possible! This was a significant achievement at that time, as it provided greater confidence for students and parents compared to the minimum two-year or four-year certification.

Over the years, my role has evolved from a full-time corporate secretariat role to a part-time administrative position in my retirement years. However, my time at Tanglin has remained incredibly interesting. The education landscape is constantly changing, keeping me on my toes and giving me opportunities to learn new things. ■

Annie Yeo Admin Executive

SHOWCASE ART STUDENT

Tanglin’s Centenary year has been filled with excitement—and the school’s art scene is no exception! Here’s a glimpse of what our talented students have been creating.

THE ROLE OF ART COMPETITIONS IN CELEBRATING CREATIVITY AND PROMOTING AWARENESS.

By Libby Henderson, Head of Infant Art & Design INFANT

Art is an essential aspect of a child’s development, offering not only a means of self-expression but also a powerful channel for enhancing creativity, critical thinking, and emotional intelligence. In a world often focused on academic achievement and standardised testing, art competitions provide a unique space for children to showcase their talents, gain confidence, and celebrate their individual voices. More importantly, they raise awareness about the role of art in education, emphasising its value in both personal growth and societal progress. A perfect example of such an initiative was the Earth Canvas: Young Artists for a Greener Tomorrow competition, which integrated creativity with environmental awareness, giving young artists an opportunity to contribute to a more sustainable world.

FOBISIA Visual Art Competition

Art competitions like Earth Canvas: Young Artists for a Greener Tomorrow provide children with a unique opportunity to explore and celebrate their creativity in a

William in artistic action

nurturing and supportive environment. These events inspire children to think beyond conventional boundaries, enhancing their artistic skills and encouraging innovative self-expression. For example, the Fobisia Visual Art Competition invited participants to imagine a healthier, more sustainable Earth through their artwork. This theme sparked children’s natural sense of wonder and curiosity, while also empowering them to engage with significant global issues through their artistic voices.

Unlike many traditional art competitions that focus primarily on technique, Earth Canvas stood out by blending creativity with a powerful message of environmental awareness. By prompting children to create art that reflected their vision for a greener tomorrow, the competition fostered an understanding of sustainability, climate change, and ecological responsibility. It demonstrated how art can not only inspire change but also spark important conversations about the challenges facing our planet.

Left: William’s artwork; Below: Ann’s artwork

Furthermore, competitions like Earth Canvas raise awareness among parents, teachers, and the wider community about the importance of nurturing children’s artistic talents. Art plays a pivotal role in a child’s education, but its benefits extend far beyond technique. Through art, children develop empathy, problemsolving abilities, and critical thinking skills—qualities that are essential not only for aspiring artists but for active, informed citizens who will shape a better future for the world.

Tanglin’s High Achievers

Out of more than 600 entries, only one winner and two highly commended pieces were selected in each category. Tanglin Trust School was incredibly proud to learn that William Q from EYFS and Ann W from Key Stage 1 were both highly commended for their outstanding creativity and dedication. The judges were particularly impressed not only by William and Ann’s imaginative interpretations of the brief but also by the powerful messages conveyed through their artwork. Their pieces truly stood out among the many submissions, a testament to both their creativity and thoughtfulness.

Conclusion

Art competitions play a crucial role in celebrating children’s creativity and fostering a greater appreciation for the arts. These events provide children with a platform to express themselves while also encouraging them to engage with important issues, such as sustainability. By supporting and encouraging their children’s participation, parents help nurture a love for the arts, develop critical thinking skills, and inspire a generation that is both creative and environmentally conscious. Through art, we can nurture not only talented individuals but also future change-makers who will help shape a more sustainable world.

Scan the QR code to watch the winner announcement video!

JUNIOR

CONCEPT TO CREATION: THE CAPTIVATING JOURNEY OF ART AND DESIGN

By Peter Hinckley, Head of Junior Art and Design

This term, Year 6 students were presented with an exciting design challenge: to complete a creative journey from an initial design concept and independent research to the practical exploration of different art media and problemsolving. This led to a final design proposal and the creation of a completed piece of art.

As part of their cross-curricular exploration of South America, the students were tasked with designing and creating a colourful and unique carnival mask design that encapsulated a specific elemental theme such as fire or water.

The key learning within this project was for the students to recognise that the design process is crucial as a keystone in the creativity journey, following a sequence of creating initial ideas, design development, problem-solving, exploration, experimentation and the final development of impactful artwork.

Key Aspects of the Design Stage

The design stage is a crucial part of the artistic process, offering students the opportunity to be inspired and explore ideas. The children began by researching the significance of carnival masks and costumes in South American festivals, with a key focus on Brazilian carnivals, including investigating the use of colour, texture, patterns and themes. They recorded their research findings in their artbooks as a reference for their design development. This would serve as a source of inspiration for creating design elements and ideas. Additionally, it encouraged students to confidently explore interesting and innovative ideas without the pressure of finding a single ‘correct’ answer.

Brazilian Carnival - A Springboard for Ideas Development

The project kicked off with a carnival. Year 6 students researched the use of masks and costumes with a key focus on the design elements of Brazilian carnival masks. Through video excerpts, illustrations and photographs, they examined how colour, themes, and distinctive features make costumes and masks stand out. Using thinking frames - a metacognitive graphic tool organiser currently implemented across the curriculum - the children gathered insights and identified the key characteristics of carnivals. To further develop their ideas, they created a visual mood board with detailed annotations to inspire their designs.

Experimentation & Exploration

An integral part of this stage in the design process is the exploration of multiple ideas. This allows students to experiment with different concepts rather than committing to a single idea. The children were encouraged to be experimental in the early stage of the design process, trying new ideas and possibilities without feeling rushed. To further enhance their creative exploration, the children also considered ways to integrate thematic elements into their designs.

Integrating the Use of Influential Artists

To inspire the children in their creative process, they were introduced to the imaginative and exciting work of renowned hat designer Philip Treacy. Best known for his unique sculptural hats that blend artistry with functionality, Treacy’s work provided a rich source of inspiration. The students were encouraged to

examine his designs and use a compare-and-contrast thinking framework to visually express their observations. This helped them design their own Philip Treacy-inspired hat designs.

Themes, Moods and Colour

The final stage of the design process introduced a thematic element to the mask designs. The students selected a theme and created a mood board to help them explore how colours, patterns, textures, and lines could be used to represent it. This helped them develop a deeper understanding of design relationships and create a series of exciting mask designs.

Design Becomes Reality

From exploring design ideas to bringing them to life, the final stage of this innovative project focused on transforming a concept into a fully realised piece of artwork. As with the design process, the children were encouraged to explore techniques and test out processes including paper folding, curling, cutting, wire work, and painting effects before creating their carnival mask. This process allowed them to build confidence in trying ideas out and solving problems before committing to a final piece of work.

Benefits of the Design Process

Generating different ideas and exploring several design possibilities foster student confidence in their creativity as it reinforces the idea that there is no single “right” answer. The design process enhances problem-solving skills by focusing positively on overcoming challenges and finding innovative solutions. Following through a sequential process promotes consistency, encourages peer collaboration and improves communication. The use of metacognitive thinking frames with its use of visual information also aligns smoothly with the design process.

Evaluation and Problem-Solving

As the creative journey reaches its conclusion, it is important that the students have time to evaluate, reflect, and self-assess - both in terms of successes as well as evaluating key solutions and possible areas for improvement in future projects. The design process in art is a dynamic journey filled with inspiration and the excitement of creative discovery. It encourages curiosity, exploration, discussion, problem-solving and innovation. It builds self-confidence, refines technical skills and it is also fun! These elements are the fundamental core of Art and Design.

“A thinking frame is a representation intended to guide the process of thought, supporting, organising and catalysing that process.”

- D. N. Perkins, Educational Leadership -

The Junior students’ design process to the finished designs.

FIVE DAYS OF ART WITH IAN MURPHY

By Anthony McNair, Art & Design Specialist

In January 2025, British contemporary artist Ian Murphy visited Tanglin Trust School for a week’s residency to engage students in workshops in surface building, drawing and painting. Murphy is famous for the subtle textural surfaces that he creates, before layering in atmospheric tonal drawing and painting with meticulous detail. The starting point for his impressive large-scale artwork tends to be urban or natural landscape scenes inspired by his cultural travels worldwide. Rather than using photography, drawing is his main tool of recording, working directly and confidently in ink within his wonderfully rich sketchbooks.

Having worked with the Senior Art department for the past seven years, his style has become truly embedded into our normal art-making process within GCSE, A-level and IB courses. This year, to celebrate Tanglin Trust School’s 100th birthday, we extended his residency with us to include teaching within a broader section of our community - bridging together Infants, Juniors and Senior students in a series of creative workshops undertaken over five days and culminating in an exhibition curated with the work produced.

The project kicked off with an intensive first day with the first half of Year 10 GCSE Art groups engaging in Ian’s workshop. Students were privileged to be able to browse through his beautiful travel books and were given an insight into his personal creative approach before engaging in surface building to create textural

Above: This year, in celebration of Tanglin’s 100th birthday, Ian Murphy’s residency was extended to engage students across all the school over five days of creative workshops, which culminated in an exhibition.

artworks. Crumpled tissue paper and torn newspaper were glued on cartridge paper, which was dried out and aggressively sanded flat, so that the surface could be drawn upon. Lightly massaging graphite powder on top created an almost magical effect as the surface became alive with a uniformed textural base on which to develop artwork. Students then developed drawn studies based on their personal projects, using Ian’s technique under his wise guidance. Bravery was encouraged in the afternoon, dripping colourful inks down surfaces and then cutting back with bleach, before again building up drawings onto the surface. In the evening, we welcomed a group of inquisitive parents, which proved to be a wonderful success, taking adults on a creative journey to get a flavour for what our art students had experienced. The only issue that arose was that the parents just didn’t want to leave! Tuesday was an early start with the same programme planned for the other half of the GCSE group, each additional day ending with adding yet more work to our temporary ‘flash exhibition’ within the Sixth Form art studio.

The following day was all about collaboration, with art teachers and students from each of our schools visiting the Senior Art studios. Candles were the observational focus for our young Year 2 students, to echo the birthday theme. Students used custommade jigs (forming devices) to create sets of wire and paper candle sculptures as well as preparing textural surfaces on which they produced drawings in ink – the results were truly wonderful. This is followed by a mixture of Year 5 and 6 students who engaged equally well, and produced cupcakes and candle studies that were also added to the exhibition space. The afternoon was spent planning for a commemorative collaborative artwork that

would be focused on an original Ian Murphy artwork around which 100 of the candles created will be assembled. We are excited to reveal this artwork later in the year.

The next day was spent working with our IB and A-level students who were introduced to advanced colour theory before engaging in large-scale drawings and paintings related to individual coursework themes. It was so inspiring to see our Sixth Form students working directly with the artist within the actual exhibition space, surrounded by all the work generated by students and parents. They worked hard to develop their artworks to new and exciting levels with the fresh techniques learned and advice from a master.

The final day started with a taster experience for a selection of Year 9 students interested in an Art or Graphics GCSE. The quality of the output was extraordinary, partly as they were clearly inspired by viewing the exhibition beforehand, which gave them a clear impression of what they were trying to achieve. The afternoon was spent fleshing out the collaborative project with Ian producing the central circular drawing, based on an image of an early building residence of Tanglin Trust School, selected very appropriately from the 100 Tanglin Tales book, incorporating our palm crest and the commemorative dates, in the style taught in the workshop. With a little time left at the end of the day to stand back and relish the work produced, Ian Murphy reflected that it was “a very fitting celebration of a week’s residency to mark the Centenary year of Tanglin Trust School”.

A huge thank you to the Tanglin Trust School Foundation for funding this amazing project. ■

SCHOLARS OF MUSIC

You’ve seen them shine on stage—now discover their Tanglin story and what drives their passion!

BETTY Z, (YEAR 12)

Specialty: Piano, Cello

What inspired you to apply for the Music Scholarship?

I wanted more opportunities to perform, especially in ensembles.

What helped you win the scholarship?

I believe my success was due to a combination of my existing proficiency on the instruments I play and the significant contributions I had already made to the music department before I became a Music scholar. I was also the only Year 11 student to audition. My auditions took place during my demanding GCSE exams but despite this, I still managed to perform another five additional concerts during my study leave in between exams. This seemed to have left a good impression on Mr Hall, who came to see me as a dependable and accomplished performer. At the time of my audition, I was already a finalist in the Musician of the Year competition for piano and had recently completed my ATCL piano diploma just two months earlier. Initially, I didn’t plan on playing cello for the audition at first, but with Mr Hall’s encouragement, I took on the challenge of learning a new Grade 7 piece to showcase a broader range of skills. During the aural segment of the audition, I believe my perfect pitch helped a lot on getting a good score. Lastly, I was part of several ensembles prior of my audition and participated in the piano group, chamber orchestra, and symphony orchestra, and also played the piano in the pit orchestra for Tanglin’s production of Chicago .

How has it helped you develop as a musician?

It motivated me to take playing the cello much more seriously and set a goal to complete my Grade 8 in cello and LTCL diploma in piano by next year.

Any challenges so far?

Any memorable moments?

I especially enjoyed the recital at the Chijmes church. It was one of the first times I played in such a beautiful setting, and the acoustics were amazing too. I also really appreciate being assigned the piano part in Guys and Dolls as well as the Toledo Piano Trio, as I never had so many ensemble opportunities as a pianist before being part of the Music Scholars.

AHAAN N, YEAR 9

Specialty: Piano, Saxophone

What inspired you to apply for the Music Scholarship?

The Music Scholars programme deeply resonated with me because it offers a treasure trove of unique experiences that elevate my musical journey, such as collaborating with my talented peers and participating in masterclasses led by experienced artists.

What helped you win the scholarship?

Since a young age, I have put a tremendous amount of effort and time into developing my musical skills, and I have taken every musical opportunity that has come my way.

How has it helped you develop as a musician?

The Music Scholars programme has supported me in many ways, most notably by providing me with a wealth of opportunities and access to invaluable resources I now have.

Any

challenges so far?

As a Music Scholar, I haven’t encountered any challenges so far but I’m sure they will come in time. I use my weekends to focus on my studies and practice sessions, while incorporating short breaks throughout the week to stay refreshed. However, if I face an important deadline, I will prioritise the tasks that need to be completed first.

Any memorable moments as a Music Scholar?

I have had many memorable moments as a Music Scholar, but my most memorable moment was the Spain trip when I performed in front of an entirely different audience in a different country with my friends.

It’s been difficult to maximise practice time with all the studying needed for my IB subjects. I definitely don’t get to practise as much as I used to do before. However, this doesn’t stop me from committing and practising more on weekends, as well spending my lunchtimes in the music rooms. No matter how hard it gets to balance the two, I will find time to improve my skills and contribute to the music department at Tanglin in addition to keeping up with grades. »

What’s New at Tanglin

CHARLOTTE T, (YEAR 10)

Specialty: Cello

What inspired you to apply for the Music Scholarship?

I was motivated to apply when I realised it gave me another opportunity to surround myself with more people who love music as much as I do.

What are your musical aspirations and goals for the future?

I’d love to hold on to music forever. Whether I pursue music as my career, or as a side hobby, cello means so much to me that I would never be me without it. I currently play with the Singapore National Youth Orchestra (SNYO), and we have worked with wonderful conductors such as Hans Graf and Peter Stark. In the end, it’s always the orchestra experience that makes me enjoy music the most. Whether it’s just the rehearsing, the beautiful concert halls, the people, or the actual concert opportunities, I can definitely say joining the SNYO has been my most enjoyable and meaningful achievement.

If your life was a movie, what theme song would it have and why?

For me, the song “A Sky Full of Stars” by Coldplay mirrors the concept of music, as both are endless in their own ways. The countless genres, styles, and theories of music are reflected in our infinite sky. The number of possibilities that people are able to create with music highlights that there’s always something new to discover. This means the path of musicians will forever continue to evolve, which I find exceptional.

AUSTEN

Z, (YEAR 7)

Specialty: Piano

What inspired you to apply for the Music Scholarship?

I joined Tanglin this year, and during my school tour, I was so impressed by the music department’s facilities and professionalism that I couldn’t wait to be part of it! As soon as I learned about the Music Scholarship, I immediately applied for it.

What helped you win the scholarship?

My enthusiasm and knowledge on music (not only playing the piece but also talking about the background and other factors).

How has it helped you develop as a musician?

I have more chances to work with and learn from other talented Tanglin musicians. I’m learning a new instrument too: the French horn. This will definitely help to broaden my understanding of music.

Any challenges so far?

I have faced various challenges with varying difficulties, but I have managed to overcome them all so far. Recently, I started to participate in more chamber music ensembles, which is a new experience for me as they are quite different

from my solo pieces. Nowadays, I practise around seven to nine music pieces weekly, each spanning five to eight pages. Though it’s demanding, I am getting used to all of it. I stick to my daily practice routine and dedicate weekends to my academic and sport activities. I believe in working hard and relaxing just as hard!

Any memorable moments?

There were not many music activities in my previous school. There would be only one or two concerts per year and that’s all. Yet within the first week after I joined Tanglin, I performed three times as a Music Scholar! Shortly after that, I got the chance to perform at CHIJMES. I have to say these stage moments are the most memorable ones for me and I enjoyed them so much.

ISABELLA E, (YEAR 11)

Specialty: Violin, Piano

What inspired you to apply for the Music Scholarship?

Music has always been a huge part of my life since I was very young, so the opportunity to be part of a programme that nurtures musicians really excited me. I knew that this scholarship would enable me to challenge myself through countless performance opportunities, and to collaborate with likeminded musicians.

What helped you win the scholarship?

A combination of dedication, consistent practice, and a passion for music played a huge role. I made sure to not only refine my technique and musicality but also focused on conveying emotion and storytelling in my performances. Additionally, my ability to play both the piano and the violin helped me stand out from other candidates, as it demonstrated versatility and skill. I also think that my commitment to ensembles such as the Chamber Orchestra, Symphony Orchestra and Toledo Piano Trio contributed to my success.

How has it helped you develop as a musician?

The scholarship has given me access to amazing opportunities, including masterclasses and performances, which have allowed me to refine my technique and improve my stage presence. For example, the music scholars’ concert at CHIJMES where I performed a Debussy piece on the piano.

Any challenges so far?

Balancing academics with my musical commitments can be demanding, especially during exam periods or before major performances. I’ve learned to manage my time effectively by maintaining a clear schedule and staying disciplined.

Any memorable moments?

One of the most unforgettable experiences was the music tour in Spain, where I had the opportunity to perform to huge crowds at beautiful concert venues. I was part of the Chamber and Symphony Orchestra as well as the Toledo Piano Trio. It was incredible to share music with audiences who didn’t speak the same language yet still connect with them on an emotional level. Overall, this trip really reinforced how music transcends language barriers and brings people together in a unique and powerful way. ■

The Tanglin Centenary Music Scholarship

Throughout its long history, Tanglin Trust School has sought to enable all its students to fulfil their individual potential. The Tanglin Centenary Music Scholarship gives talented young musicians who demonstrate a passion for music, coupled with outstanding musical proficiency, the opportunity to reach new musical highs.

The comprehensive scholarship programme comprises workshops, masterclasses, and both solo and ensemble performances. We hope that these opportunities will enable each scholar to achieve their personal best, and in turn, be an aspirational leader to all Tanglin students.

Find out more about the Centenary Music Scholarship and how you can apply at www.tts.edu.sg

Reaching 100 years in Singapore is no small achievement, and Tanglin is marking this incredible milestone with a monumental book featuring 100 stories from cherished members of its community — both past and present. The celebration culminated in a special book launch at the Tanglin Club on 22 November 2024. What do people think about it? Let’s find out!

100 TANGLIN TALES

JOHN RIDLEY, DIRECTOR OF LEARNING

“Despite my usual procrastinating, I really enjoyed writing my two ‘Tales’. Tanglin is such a busy and dynamic place that we rarely take the time to look back. The final bound book is a real treasure and so much more than the sum of its parts! It is entirely fitting that the book has a unique style, combining a formal historical narrative with the informal Tales from the people of Tanglin. The different voices of the authors capture some of the diversity of Tanglin. The Tales themselves underline just what a special place Tanglin is!”

JENNY AYLEN, FRIENDS OF TANGLIN

SENIOR EXECUTIVE

“100 Tanglin Tales is a remarkable book and testament to Tanglin’s spirit and rich heritage. In the stories I wrote, I really wanted to honour the unsung heroes who have contributed so tirelessly to create our special community across generations. It’s going to take some time but I’m looking forward to reading all the diverse stories that form part of Tanglin’s legacy.”

PAULA CRAIGIE, HEAD OF INFANT SCHOOL

“I loved contributing to 100 Tanglin Tales, and I felt honoured to do so. I particularly loved sitting down with Suzanna (Children’s Party Dress Shop) and Cyndi (KAL) and reminiscing about their Tanglin journey as they were instrumental in helping me with these tales – it reminded me of how invested people are in our School and how special Tanglin is to so many people. I also have very regular chats with Geraldine (former Head of our Infant School) and she is always quick to share a Tanglin Tale or two!”

POOJA KHETAN, HEAD OF ADMISSIONS

“What an incredible and interesting tale of Tanglin, and its community intertwined with Singapore and the region’s development. Leafing through the tales, there were many memories I lived, legends I’d heard of but was never sure of and anecdotes which I never knew about. It all felt like a mix of nostalgia & revelation at the same time.”

TOM EVANS, DIRECTOR OF MARCOMMS, ADMISSIONS & COMMUNITY RELATIONS

“I was overjoyed when the book arrived! It looked gorgeous. Our hard work paid off. We had created a lasting written legacy of Tanglin. I loved watching people flip through the book and see their expressions as they recalled events, places and people from their time at school. It was a very special project and one that I am proud to have been part of.”

LILIAN WU, PUBLICATIONS EDITOR

“It’s an incredible honour for me to be part of the 100 Tanglin Tales project. Exploring Tanglin’s rich history and significant milestones has been a truly eye-opening and memorable experience.” ■

TANGLIN! BIRTHDAY,

The entire school came together on 21 March to celebrate Tanglin’s 100th birthday. The festivities kicked off with a spectacular Nixon Bus Bay Party, where Tanglin staff and students were treated to a dazzling array of live music, stilt walkers, magic shows, balloon modelling, student-led carnival games, classic British treats sold by Chartwells, and a vibrant Birthday Card colouring activity! The celebration continued with delicious birthday cake and a wave of red, white, and blue excitement spreading across the campus. Here are some photos from this incredible celebration. ■

A GLAMOROUS NIGHT AT THE TANGLIN GALA

Whether you spent a year or 15 at Tanglin, everyone was invited to celebrate Tanglin’s 100th anniversary at The Clifford Pier, Fullerton Bay Hotel, on 22 March. It was a magnificent evening of rekindled friendships, rich history, and a shared legacy, as attendees, dressed in dazzling 1920s glamour raised a glass of Tanglin 1925 Gin cocktails to toast the future. Enjoy the photos from this unforgettable night!

TANGLIN ALUMNI Centenary Celebrations

In November 2024, Tanglin hosted almost 700 Alumni in London over two days of special events to celebrate Tanglin’s Centenary. Head of Community Relations, Shakila Samuel, tells us more.

In planning the 2024 London Alumni events, we were mindful to offer something that would be special and bring together Alumni from across the years, including former staff and parents whose children attended Tanglin. To give recent graduates the opportunity to enjoy their annual reunion, we hosted the last four cohorts at the popular Fable Bar & Restaurant at Farringdon on 15 November last year. Alumni from the Classes of 2021 to 2024 came together for a wonderful evening, reconnecting and celebrating their shared legacy.

Alongside delicious food and drinks, we showcased old photos from the 1920s to more recent memories, as well as the special Centenary video. As a parting gift, Alumni received exclusive Tanglin Centenary chocolates that were specially created for the London celebrations.

The next day on 16 November, we hosted our second event that was open to all Alumni, Staff Alumni and former parents of Tanglin. We had looked for a special venue to organise this event and were glad that we found it in the beautiful and iconic St Pancras Renaissance Hotel. Guests were welcomed with glasses of sparkling wine as they entered Hansom Hall, elegantly bathed in red and blue lighting – a homage to Tanglin’s signature colours.

During the evening, Alumni enjoyed a bespoke menu that included Asian cuisines such as Chicken satay, Thai green curry,

and Singapore noodles. This was enjoyed with an excellent selection of drinks from the bar, including our very own Tanglin 1925 Centenary Gin that was bottled especially for this Centenary year. Crafted by a team back in Singapore, the Gin featured a subtle depth of black tea, tamarind, bold citrus notes, and refreshing lemongrass – paying homage to our Asian roots. This was a special tribute to Miss Griff our founder, who established the Cameron Highlands Boarding School in Malaysia where it was surrounded by lush tea plantations. Miss Griff loved the land so much that she eventually retired there.

It was a fantastic evening with cohorts through the years, including a guest who had attended Cameron Highlands Boarding School in the 1940s! The event was made even more special by the presence of teachers from our early years, such as our longest-serving teacher, Mrs Geraldine Chandran. Our Alumni had the chance to reconnect with their former teachers, while parents enjoyed reuniting with friends, many of whom they had not seen in years. Many had travelled from outside the UK as well to attend this event, and it was wonderful to see the interactions between young and old.

We were entertained with live music by Alumni Stella Talpo (2011 cohort) and Tom Perry (2008 cohort). It has been a long time since we heard our Alumni play. A lovely feature of the evening was the special Centenary book 100 Tanglin Tales, copies of which were available for guests to browse. The 100 different stories were written by Alumni, staff, and the current Tanglin community – celebrating the unique traditions and memories that made Tanglin so special over the years. Members of the school management team, our CEO, Craig Considine, and Chair of the Board of Governors, Dominic Nixon, attended both events. What wonderful celebrations with our Alumni community in our Centenary year! ■

A LASTING LEGACY: THANK YOU FOR MAKING YOUR MARK

How does the Centenary Plaque celebrate Tanglin’s 100 years and contribute to a lasting legacy? Read on as Abhra Bhattacharjee, Director of Development and Head of Foundation, and Nasha Pestonji, Philanthropy Manager, share their insights.

What an incredible journey it has been! Thanks to you—our wonderful Tanglin community—’Make Your Mark’ became one of the most memorable initiatives in Tanglin’s history. Over 700 families came together to secure a Centenary Plaque, each carrying a personal message that will forever be part of our school’s story.

As you walk up the Centenary Risers, you’ll see a sea of blue plaques, each one a symbol of generosity, community, and the belief in a bright future. Some plaques carry words of wisdom, some celebrate family traditions, and others mark friendships that have stood the test of time. Every single one represents the incredible spirit of our Tanglin community.

More Than Just a Plaque

The donation amount of $168 was chosen with intention—168 is a symbol of prosperity and good fortune. But beyond its meaning, your contribution has done something truly special: it has helped pave the way for the next 100 years at Tanglin.

We are especially proud to see so many first-time donors join in—our current parents making their first gift, our Tanglin staff coming together to leave their mark, and our alumni returning to give back. We are also grateful to the families who made a significant contribution of $1,680 for each larger white plaque, marking their remarkable commitment. The response from our community has been nothing short of extraordinary.

We’ve heard so many inspiring stories: parents dedicating plaques to their graduating children, alumni groups celebrating lifelong friendships, and staff members sharing how special it is to have their names permanently etched into Tanglin’s history. One plaque even held a heartwarming birthday surprise for a former staff member by her daughter who is a current staff. Her plaque recognised over 40 years of service to our school.

A Day to Remember

To celebrate this milestone, we gathered on 13 February 2025 for the official unveiling of the Centenary Risers. More than 500 of you—parents, children, grandparents, and friends—came together for a joyous afternoon of festivities. The Centenary Building car park was buzzing with laughter, conversations, and even a well-deserved ice cream treat to cool off in the heat!

A particularly proud moment came when our Student Head Team stepped up as hosts and guides for this momentous day. A special thanks to Annalise Christensen, a member of the Student Head Team, who represented the student body during the ribbon-cutting ceremony alongside our CEO, Craig Considine. Annalise spoke about the incredible opportunities made possible by the Foundation—opportunities that many students in Infant, Junior and Senior School have benefitted from.

Looking Ahead

Your generosity has not only helped celebrate Tanglin’s centenary but also set the stage for what’s to come. The Foundation will continue to build on this incredible momentum, ensuring that philanthropy remains a strong and lasting part of our school’s future.

To all our donor families: thank you. Your support has created a lasting legacy that generations of students will walk past, read, and be inspired by. And to our Foundation Advocates—our dedicated parent volunteers—you have been the heart and soul behind all of Foundation’s efforts, and we are so grateful for your passion and commitment.

So next time you visit the Centenary Building, take a moment to find your plaque, be inspired by those who made their mark, and know that you are part of something truly special.

Here’s to the next 100 years of Tanglin! ■

A Hub of Artistic Endeavours

As Tanglin celebrates a historic milestone in 2025, the Junior School is marking its own exciting achievement—the launch of the brand-new Junior Arts Centre.

What’s the story behind this transformative redevelopment?

Last year, work began on a redevelopment project of the building formerly known as Junior School Tower Block, transforming it into a modern five-storey specialist Junior Arts Centre. This exciting project will elevate creative learning and offer students exceptional opportunities in the arts and literature. But what was the initial spark that inspired this transformation? Clair HarringtonWilcox, Head of Junior School, explained, “Back in 2000, the Senior School didn’t have enough space to house its students so part of the building in Junior School was repurposed to accommodate them. Once this space became available again, we wanted to redesign it into an exciting and dynamic hub for our Junior children – a place where they could be inspired to express themselves through the Arts. Our visit to SOTA (School of the Arts, Singapore) further sparked our desire to develop the best performing arts hub for Junior children.”

The Building Concept

With that in mind, how did OWAA Architects (Singapore) approach the building design? The team behind this project explained, “The original vision for the design of the Junior Arts Centre is ‘Forest Symphony’, where the teachers and students can experience a musical art journey through nature. To evoke

the feeling of nature, the selected colour palette consisted of greens and wood-like tones, with organic curves and rounded geometry. Open spaces that encourage interaction, with established sightlines across the spaces, help build a sense of connectedness, collaborative spirit, and a collective identity. Certain classrooms are designed to be combined to allow for flexible and multi-functional use of the space, to promote a stimulating educational environment. The project also uses sustainable materials such as vinyl planks, polyester acoustics panels that are awarded with Singapore Green Building Product (3 to 4 ticks).

In a school environment, safe use of the space by the students is one of the primary practical requirements for us to consider. For example, the design encouraged rounded or chamfered edges at corners, to prevent unintentional injuries when students run around. As such, we have integrated curve geometries into the design of the spaces at various parts of the Junior Arts Centre like the soft reading gallery in the library, the J:Hub at the central forum space, etc.”

World-class Facilities

Now that we know the reason behind the transformation, how will the various areas of the building cater to the diverse needs

of Junior students? Well, for starters, the Junior Arts Centre will be equipped with state-of-the-art facilities, from a newly fitted Indoor Fitness Area and Central Performance Forum (named by the children as J:Hub) to Dance and Drama Studios, a Black Box Theatre and green room, Music and Practice Rooms, and Art & Design Rooms. The building entrance will also undergo a beautiful makeover. Let’s hear from the following Heads as they share their vision for these exciting new spaces.

ART • Peter Hinckley, Head of Junior Art & Design

The newly designed art rooms will offer an inspiring environment fostering creativity and innovation. The two dedicated specialist art studios provide natural light, space, and integrated technology (including a ceiling camera for demonstration work and screen projectors), where students can confidently explore a wide range of mediums, techniques and practical opportunities to spark creativity and nurture the exploration of art. In addition, having the flexibility of two stand-alone art studios that can smoothly transition into one large art studio provides an exciting scope for a wide range of art media including ceramic, printing, painting, and large-scale art projects. Overall, this significantly enriches the educational experience in art as spaces can be adapted to various activities and needs, making the art studio more versatile and functional. For example, the movable central partition and modular furniture allow the space to be reconfigured for different types of art projects, including adaptability for individual and collaborative group art activities and scope for workshops, or exhibitions. The art room environment is designed for both practicality and aesthetically to enhance creativity, with a calming and dynamic use of natural and neutral colour schemes, a learning space with increased natural light, flexible display areas, art studio-specific sink areas, enclosed storage facilities, custom designed art worktables, and increased space that will provide new opportunities to extend textile work, ceramics, printing, and display opportunities.

The new art studios will enrich stimulating and exciting art opportunities both in the Art and wider curriculum including co-curricular activities, enrichment, workshops, and presentations.

MUSIC • Fiona Knight Lucas, Head of Junior Music

The newly designed Junior Music Department will offer an inspiring environment for our young musicians to learn, create, and perform. Equipped with three fully resourced music rooms, one of which features a retractable door to accommodate larger ensembles or year group chorals, the department will provide an inviting setting for students to develop their skills. There are also break-out spaces for small group work and individual practice, ensuring a variety of learning environments to suit different needs. A central performance space, aptly named the J:Hub, complete with advanced sound and lighting, will serve as a gathering point where students can enjoy open mic sessions, lunchtime recitals, and casual performances in a relaxed, supportive setting. With a focus on creativity, collaboration, and performance, the Junior Music Department will be a dynamic hub where the children can come together, create, and share their love for music.

DRAMA • TJ Taylor, Head of Junior Drama

The new spaces for drama are truly state-of-the-art and will provide our students with facilities that will set their creativity and imagination free. The dedicated Junior Black Box Theatre will become the new go-to venue in Singapore to watch our amazing Junior students shine in their class productions, and co-curricular productions. It will also offer opportunities for our whole school community to watch visiting artists and performances. Alongside performances, we will have two dedicated teaching spaces: a fully equipped drama room featuring professional lights and sound systems to inspire children and expand their theatrical horizons as well as our first Junior Dance studio. This studio will support the integration of an exciting new dance curriculum into the drama lessons while also providing our students with more opportunities to participate in a variety of dance co-curricular activities. We cannot wait to welcome audiences to our performances in these new spaces, but most importantly, we look forward to watching how these spaces will inspire the children’s imaginations and creativity.

Design intent: Dance studio

Work in progress: Music studio

Design intent: Art studio

LIBRARY • Janine Murphy, Head of Junior Library

Our Junior Library, a beloved and frequently used space, has been at the heart of our reading culture for the past 25 years. With an eye on the future, we set out to redesign the library to meet our children’s reading, research, and information needs for the next 25 years. The top two floors of the Junior Arts Centre have now been transformed into a larger, lightfilled library. To ensure the space reflects the needs of our students, we began the project by consulting each child in the Junior School about their ideas. Their feedback included requests for more seating, a treehouse, and cosy nooks for both quiet and shared reading. In response, we’ve created these spaces and more, such as a Story House for readaloud sessions and a Reading Gallery showcasing the latest, future-focused information books. The library will feature 10,000 new books added to the collection, alongside many treasured classics. The Junior Library has been transformed into a beautiful space that inspires both reading and learning. We look forward to welcoming all members of our Junior School community.

PE • Dean Scott, Head of Junior PE, and Ewen Smith, Head of Junior Sport

The new space for sport and physical education in the Junior Hub is truly state-of-the-art and will provide our students with facilities designed to help them move, play, and grow to their full potential. The Junior Athletic Development suite will be a dedicated area that will transform the way our students build the key physical skills needed to thrive in sport and life. Tanglin is ahead of the curve in recognising just how important athletic development is for Junior-aged children in developing their physical literacy. By embedding it into our PE curriculum and as part of our co-curricular offering, we are ensuring that every child builds a strong foundation of movement skills from an early age.

“Movement is the first step to confidence - athletic development helps children feel capable in their own bodies.”

- Tanglin’s Junior Athletic Development Curriculum & Co-curriculum

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As stated above, Athletic Development is not just about becoming faster or stronger; it’s about giving children the tools to move with confidence, coordination, and control. Developing these skills during the primary years supports lifelong physical activity, reduces the risk of injury, and helps children feel capable and ready to take on any sporting challenge that comes their way.

Our new Athletic Development Suite will be fitted with specialist equipment designed to help our students improve key physical attributes such as strength, agility, coordination, and speed - all delivered in a fun, supportive, and engaging environment. Sessions will focus on playful, age-appropriate challenges that encourage children to move well, try their best, and enjoy the journey of improving their own physical abilities. We’re incredibly excited about the opportunities the new space will provide to our students and look forward to embedding this further in our curriculum and co-curricular programme.

Opening Celebrations

To celebrate the opening of the new building, we’ve planned a series of exciting events, from a ribbon-cutting at the soft launch to dedicated showcases for each specialist subject over several weeks. Each floor will host inspiring visitors to spark curiosity and excitement among our students.

And there you have it—a dynamic space where creativity, literature, and physical development come together to inspire and nurture Junior students. J:Hub will open its doors officially in the 2025-26 academic year, so be sure to keep your eyes peeled! ■

Work in progress: The Story House

Design intent: Athletic Development gym

Design intent: Reading gallery

TANGLIN’S ECO GARDEN: A Commitment to Nature and Wellbeing

The inspiration for the Eco Garden was simple yet profound: a personal love of all things nature, along with a desire to create more green spaces for children in Tanglin. Previously an unused concrete area at the back of the Infant building, the Eco Garden site is in the ideal location and easily accessible for members of our community. Melanie Read, Head of Infant Lifeskills (EYFS) tells us more.

Being surrounded by nature has long been known to have a calming effect on our nervous systems and I believe that this is especially necessary for children growing up in busy cities. Many of them may not have so much direct experience with nature, so it is essential to provide them with opportunities to connect with the natural environment whenever possible. As ‘planet protectors’ of the future as well as the present, our children need to understand and appreciate the natural world in order to protect it. To love something, we must first know it - this ethos is at the heart of the Eco Garden project, to offer a space where children can interact with plants and wildlife, whilst developing a long-term love of nature.

Bringing the Vision to Life

The Eco Garden’s design was based on creating a space that required minimal maintenance whilst still providing a rich sensory experience. One component was to focus on the aspects of colour, smell and texture. Flowers such as the bread flower were incorporated to create beautiful scents and plants with different textures, including the sandpaper vine, were chosen for tactile experiences. Another element was to attract wildlife, which in turn would increase biodiversity.

The first steps involved transforming the back fence into a green and vibrant living wall; wicking beds were strategically placed along the fence, with fast-growing vines designed to cover the unattractive view of the building behind. The next stage involved expanding the garden with more wicking beds, then adding a natural shelter by trimming and shaping the peacock flower tree. The shaded area next to the tree became home to additional beds, then log seating and bamboo arches were introduced to create a cozy, inviting atmosphere. Cocochip flooring and a carefully chosen composting system further enhanced the design.

Left: Diagram of wicking bed, all beds are equipped with a large water reservoir below, allowing the plant roots to take what they need as water “wicks” upwards through the soil. The water reservoir also allows for rainwater storage after heavy storms. Any openings are covered with either a lid or netting to prevent mosquito breeding.

In terms of wildlife, first to arrive were butterflies, then bees and other insects. The Eco Garden now also enjoys visits from beetles, grasshoppers, dragonflies and a range of birds, including sunbirds, a tailor bird and even a green parakeet! The recent presence of frogs and a changeable lizard is further enriching the ecosystem.

Valuable Teaching Tool

Regarding its role in the school, the Eco Garden is becoming a valuable educational tool. Initially, children began with simple tasks such as watering plants. They checked on the wicking beds’ water reservoirs and filled them up during hot dry spells. This interest organically progressed to other engaging activities, such as touching, smelling, and naming herbs, flowers and plants. Composting* has become an exciting daily learning experience, where children feed fruit and vegetable scraps from their snacks to the worms and observe the composting process over time.

As the children interacted with the garden, they became curious about and learned to identify wildlife, eagerly absorbing interesting facts about them. These hands-on experiences are helping children to begin to understand the roles of various species in the ecosystem, as well as provide opportunities for simple lessons on sustainability and conservation.

I am delighted to see that the space is being increasingly utilised by more classes and incorporating additional subjects; these have included Maths measurement lessons and Art classes focusing on observational drawing.

The Eco Garden is now having an impact on both children and colleagues. For children, it is helping to cultivate a natural curiosity and care for the environment. They are becoming risk takers, handling insects and small creatures, whilst learning to treat them with respect. Colleagues are also embracing the Eco Garden, using it as a quiet retreat in which to spend their break times, or even to hold meetings. The calming atmosphere of the garden fosters focus and relaxation, making it an ideal space for both reflection and rejuvenation.

The Eco Garden has also contributed to the wellbeing of both children and staff in more subtle ways. The simple act of

sitting on a log bench and watching birds, butterflies and bees go about their daily activities can provide a sense of calm and mindfulness. This connection to nature helps reduce stress, enhances creativity, and provides a quick and simple break from the hustle and bustle of daily school life. Additionally, staff members have enjoyed using the herbs for cooking; there are plans to expand this by offering a greater variety of herbs, as well as more opportunities for everyone to grow their own plants.

Future Plans

Looking to the future, there are exciting plans to further enhance the Eco Garden by installing garden benches, as well as to potentially develop other green spaces around Tanglin. Other possible ideas include transforming the front garden outside the Nursery 1 classroom by introducing a fiberglass movable pond for terrapins there. Further options might be to expand the use of wicking beds in other places around school, including the Forest School wet weather space, where we might also investigate ways to use bamboo piping for rainwater collection. In the front garden, a potting shed might potentially provide a space for children to grow their own seeds and an orchid wall or living mural might further enhance the visual appeal.

The goal would be for green spaces to be made available for everyone in our Tanglin community to access. Parents can currently bring their children to enjoy the Eco Garden before or after school and students from Juniors and Seniors are welcome to visit throughout the day. The Eco Garden invites everyone to embrace nature, by taking part in its enriching experience!

Ultimately, the Eco Garden is about much more than just growing plants. It is fostering a deeper connection to nature, cultivating sustainability, and creating a space where we can come together to relax, learn and grow. ■

If you would like to contribute to Tanglin’s green spaces or learn more about how to get involved, please reach out to me on melanie.read@tts.edu.sg, or you might also like to contact the Foundation. Together, we can continue to cultivate a greener, more sustainable future!

THE TRANSFORMATIVE POWER OF

Outdoor Education

How does Tanglin’s Outdoor Education programme support students in navigating the challenges of growing up? Jennifer Martin (Head of Outdoor Education) shares her insights, with contributions from Vanessa Mccormack (Head of Forest School), Oliver Griffin (Assistant Head of Co-Curriculum, Junior School), Claire Russell (Deputy Head Academic, Senior School), and Ali Lott (Duke of Edinburgh Coordinator).

Outdoor Education is an immersive, dynamic experience that shapes young minds in profound ways. At Tanglin, we believe that learning in nature fosters confident, compassionate, and curious individuals ready to embrace life’s challenges and opportunities.

Through purposeful and planned experiences, students have the opportunity of discovering their own strengths, building resilience, and forging meaningful connections with others. The benefits of spending time outside go far beyond the obvious, touching on academic growth, emotional intelligence, and social development.

Imagine a student who once dreaded physical challenge, now leading their peers on a multiday hike, navigating the trails with newfound confidence. Or a student who struggled to form friendships moving to a new school, only to find their community and a sense of belonging around a crackling campfire during their year group residential. These kinds of transformations happen every day in outdoor education. Nature has a unique way of bringing out the best in people, helping them see their potential, and unlocking strengths they didn’t even know they had.

GROUNDED IN THEORY

Outdoor Education is deeply rooted in various theoretical frameworks that emphasise experiential learning, personal challenges, and journey-based approaches. Experiential education theories highlight the significance of learning through direct experience, fostering critical thinking and problemsolving skills. Adventure education models underscore the role of challenging activities in promoting personal growth, self-confidence, and leadership abilities. Additionally, journeybased approaches, such as those advocated by Kurt Hahn, focus on the transformative power of progressive challenges and shared group experiences in natural settings. These theoretical foundations collectively inform our outdoor education practices, demonstrating their efficacy in enhancing student engagement, social development, and academic achievement. Our programme is carefully designed to progressively challenge and inspire students at every stage of their development.

At Tanglin, we’ve seen firsthand how outdoor education shapes students into more confident and well-rounded individuals.

Duke of Edinburgh Bronze Award

Year 7s doing campcraft skills in preparation for Gippsland

Learning through hands-on experience at the Forest School

“There is more to us than we know. If we can be made to see it, perhaps for the rest of our lives we will be unwilling to settle for less. There exists within everyone a grand passion, an outlandish thirst for adventure, a desire to live boldly and vividly.”

- Kurt Hahn -

A JOURNEY THROUGH NATURE’S CLASSROOM - INFANTS

We begin our outdoor education journey with our youngest children, introducing them to the wonders of nature through our Forest School programme. In this immersive environment, young learners explore, play, and learn through hands-on experiences. Vanessa, the lead educator of our Forest School, shares, “Forest School helps children develop cognitively, emotionally, socially, and physically. It’s incredible to witness how these young children blossom in the outdoors—there’s a special magic in it”.

Running, climbing, jumping, and playing in natural settings help develop essential gross and fine motor skills while building strength and coordination. The outdoor environment offers a variety of surfaces and obstacles that challenge children physically. For example, climbing over logs or walking on uneven ground enhances their ability to navigate different terrains and boosts their spatial awareness. Such foundational skills are crucial not only for daily tasks but also for academic success. Exposure to outdoor environments also helps children build confidence in their physical abilities. As they fall, they learn to pick themselves up again, becoming resilient and willing to take risks – whether it’s climbing slopes and trees or touching things they may initially fear, like worms, frogs, and snails. When given the opportunity, children are often eager to take on challenges. Sometimes they need a little encouragement and that’s when we must step in to support and motivate them.

Spending time outdoors has been shown to reduce stress and anxiety levels. Nature has a calming effect, allowing children to unwind and recharge. It gives them space to think, observe, and be creative. Playing outdoors fosters emotional resilience and self-regulation, which helps children learn how to cope with their feelings healthily. They develop an appreciation for nature by learning about ecosystems, biodiversity, and environmental stewardship. In fact, we have composting bins and wormeries where children can learn how to look after our planet and make a direct correlation between themselves and the role of every living creature. This fosters a sense of belonging to something greater than themselves.

Infant children learning how to use tools

Outdoor environments offer plenty of opportunities for social interaction. Activities like making potions in a mud kitchen, building a den together, or working together on group tasks help children develop key social skills such as teamwork, negotiation, and conflict resolution. These experiences build friendships and teach them about social dynamics. In our Forest School programme, for example, children learn how to take risks while keeping themselves and others safe, helping them develop independence and responsibility.

Nature sparks curiosity and creativity by immersing children in a rich environment filled with textures, sounds, and sights. This inspires them to explore and discover as well as enhances their observational skills, critical thinking, and problem-solving abilities. Exploring the science curriculum outdoors now becomes a hands-on experience where children investigate plants, leaves, tree bark, life cycles, and biodiversity in the Forest School. They then take that curiosity back into the classroom, deepening their understanding through further exploration. The possibilities for learning are endless.

SKILLS AND EXPERIENCES – JUNIOR SCHOOL

As students grow older, we introduce more complex and structured outdoor experiences. Our Junior School programme is designed to gradually increase students’ time spent away from home, building their independence and confidence along the way. Oliver Griffin, Assistant Head of Co-Curriculum in Junior School, explained, “Our co-curricular programme is key to this progression of holistic education in Junior School. Through these trips and projects, students not only build essential skills but also experience different environments, learn how to move through them, and make a positive impact on the world around them.”

The Junior School residential journey is designed to challenge and inspire at every stage. In Year 3, excitement and nerves give way to wonder as students fall asleep beside manatees at the Singapore Zoo. Year 4 focuses on sustainability and survival skills at Wildlings, laying the foundation for future outdoor education challenges. In Year 5, high ropes, kayaking, and cultural immersion in Malacca strengthen teamwork and perseverance. The Year 6 flagship trip to Sarawak is a true test of independence, resilience, and adventure, marking a milestone in each student’s journey.

Beyond the residential programmes, the Junior School offers a range of enriching experiences that provide students with unique opportunities for personal growth and global engagement. One of the highlights of this journey is the Junior Award Scheme, where students work on environmental and cultural service projects. This includes the Year 6 trip to Cambodia which allows children to contribute meaningfully to local communities while gaining a broader perspective on the world.

Next year, we’re thrilled to introduce an adventurous component to the programme, culminating in an exciting, epic journey that will challenge students in new ways and prepare them for the experiences and opportunities as they move further up the school. We continue to reflect on and refine our residential programme, we are excited about the future and the opportunities ahead. We are actively exploring ways to further embed Outdoor education and sustainability into our residential experiences that keeps our programme evolving with our community.

PREPARING FOR LIFE’S ADVENTURES: YEAR 7-9

As our students move into Years 7 and 8, they participate in a weekly outdoor education rotation, where they tackle six core

units over two years. This structured approach ensures that they build the skills and knowledge required for even more challenging experiences, from first aid to navigation, the course is designed as the building blocks to excel in their experience when they arrive in Year 9.

A key feature of the Outdoor Education programme in the Senior School is the Highlands Programme – a transformative five-week experience that takes Year 9 students beyond the classroom, with our first group of Year 9s embarking on their inaugural trip in April 2025. It’s designed to push students beyond their comfort zones, fostering teamwork, resilience, and self-reflection as they navigate obstacles and embrace personal growth.

Students will engage in physical challenges, multi-day hikes in the Australian bush, and manage developing group dynamics as they journey through their 5-week residential experience, culminating in a week-long expedition to mark a significant rite of passage. We hope students come away from this experience having built unbreakable bonds with their peers, with a newfound sense of self, an understanding of the value of community, and a deepened sense of adventure and inspiration.

Claire Russell (Deputy Head Academic, Senior School) speaks of the many reasons why Tanglin is introducing an extended five-week residential in Gippsland, Australia, and the benefits this has on students’ wellbeing. In today’s technology-driven world, the rise in teenage anxiety is well-documented and often attributed to the impact of smartphones and social media, most famously in Jonathan Haidt’s The Anxious Generation. As parents and educators, it is natural to draw a similar conclusion and feel compelled to protect young people by simply limiting their access to these devices. However, the issue is more complex than it appears, and there may be other things we can do to better support our young people as they navigate the challenges of growing up. In fact, Haidt also highlights the importance of unstructured, unsupervised play and real-world connections between people and nature, and it is these sorts of experiences

Year 4 students learning how to use tools safely

that we believe can have a transformative impact on young people’s mental health.

As in Singapore, there will be very limited access to phones on the Gippsland campus and for some students, this digital detox may pose a challenge. The focus will be on outdoor activities, with fieldwork and outdoor learning taking priority over classroombased learning. Having said that, we are not removing technology altogether. Students will still utilise online platforms for resource sharing and academic lessons. The aim is to find balance and to help students manage their technology use better, even when they return to a tech-driven lifestyle. At the same time, we will seize every opportunity to foster their independence, agency, teamwork, and willingness to embrace challenges.

BEYOND THE HIGHLANDS: CONTINUING THE OUTDOOR JOURNEY

For those who want to continue their journey after the Highlands Experience, our students have the opportunity to pursue the prestigious Duke of Edinburgh (DofE) International Award. This internationally recognised programme challenges young people to set personal goals, develop new skills, and make a positive impact on their communities. Students can work towards Bronze, Silver, and Gold awards, with each level providing increasing levels of challenge and independence, ensuring their personal growth remains on an upward trajectory. While the Award comprises three other sections (Physical Recreation, Skills, and Voluntary Service), it is the Adventurous Journey that offers the biggest challenge. The transformative power of planning and executing an Adventurous Journey lies in its ability to challenge individuals both mentally and physically, fostering personal growth and resilience. Through careful planning, participants develop critical skills such as problem-solving, teamwork, and leadership, all while navigating the complexities of the outdoors. The journey demands perseverance and adaptability, pushing individuals beyond their comfort zones as they face unpredictable elements

and new environments. By successfully completing the journey, participants gain a sense of accomplishment, increased selfconfidence, and a deepened appreciation for nature and the value of collaboration. The process not only strengthens personal character but also leaves a lasting impact on the individual’s perspective of challenges, fostering a mindset of determination and adaptability in all areas of life.

There are many inspiring stories of resilience and achievement but Ali Lott, DofE Coordinator, shared a particularly transformative one about how a group of students overcame significant obstacles during their expedition, “Bad weather and physical exhaustion meant they were at risk of not completing their journey, but they refused to give up. They worked together, communicated effectively, and supported each other through difficult terrain and adverse conditions. That trip became a bonding experience that significantly boosted their selfconfidence and sense of teamwork.”

LIFELONG BENEFITS: A HOLISTIC EDUCATION

The benefits of outdoor education extend far beyond the classroom. It’s an investment in a student’s overall development. The skills learned outdoors—such as leadership, perseverance, and adaptability—serve students well throughout their lives. Outdoor education cultivates a lifelong love for the natural world and instils a deep appreciation for the environment. More importantly, it fosters the kind of resilience and empathy that will make students successful in their future careers, relationships, and communities.

Ultimately outdoor education at Tanglin is about nurturing wellrounded, confident, and compassionate individuals. By investing in these experiences, we’re ensuring that our students are not only prepared for the academic challenges ahead but for the challenges life will throw their way socially and personally. Through outdoor education, we help them develop the skills, character, and love of learning that will guide them for years to come. ■

Exploration Society

FRIENDSHIPS AND BULLYING BEHAVIOURS:

Supporting Our Students Together

Friendships can be a source of joy and support, but they may also lead to conflicts or bullying behaviours. How does Tanglin’s pastoral team help navigate these challenges?

Friendships are a vital part of a child’s school experience, shaping their social development, emotional wellbeing, and sense of belonging. At Tanglin, we recognise that while friendships bring great joy and support, they can also present challenges. As children grow, they navigate complex social dynamics, which sometimes lead to conflicts or, in more serious cases, bullying behaviour.

Tanglin Trust School is committed to fostering a safe, respectful, and supportive community across our Infant, Junior, and Senior Schools. Our pastoral teams work closely with students and families to ensure that every child feels valued, included, and equipped to build positive relationships.

Understanding Friendship Challenges and Bullying Children’s friendships evolve as they mature, and it is natural

for them to experience both rewarding and difficult social interactions. Young children in the Infant School are still developing their social and emotional skills, learning how to share, take turns, and express their feelings.

In the Junior School, friendships become more fluid, and children may encounter peer pressure, group dynamics, and feelings of exclusion. In the Senior School, social relationships are further influenced by personal identity, digital interactions, and a greater desire for independence.

Disagreements and fallouts are a normal part of growing up and it is important that as a community we can distinguish the difference between bullying behaviours and bullying. The difference between them lies mainly in the pattern and intent behind the actions. Bullying behaviours are individual acts that may be unkind, aggressive, or inappropriate, but they do not

necessarily meet the full criteria of bullying. Bullying, on the other hand, involves a repeated and intentional misuse of power aimed at causing physical, emotional, or psychological harm to another person over time. While a single incident of meanness or conflict can involve bullying behaviours, it is only when these actions are persistent, targeted, and involve an imbalance of power that they become bullying. Understanding this distinction helps staff respond appropriately and avoid over-labelling students while still addressing harmful behaviour.

How Tanglin Trust School Supports Students and Families

At Tanglin, we take bullying behaviours and bullying seriously. Each of our three school sections has age-appropriate strategies to help students navigate friendships and address any concerns related to bullying:

• Infant School: We focus on early social-emotional development, teaching children about kindness, empathy, and conflict resolution through structured discussions, storytelling, and role-play. Teachers provide guidance on navigating disagreements and encourage the use of positive language when expressing emotions. The Learner Profile characteristics, introduced in Nursery and explored further in Reception, Year 1 and Year 2, provide children consistent and accessible messaging for the key focus areas.

• Junior School: Our pastoral team supports students in developing greater independence in their friendships. We introduce peer mediation, structured reflection, and group discussions to help children learn from social conflicts. When issues arise, we provide pastoral support to ensure all students feel heard and valued.

• Senior School: With increasing social pressures, students are supported through dedicated pastoral care, tutor guidance, and counselling services. We actively educate students on managing digital interactions and navigating social challenges responsibly. Our approach ensures that students have trusted adults to turn to when needed.

When friendship issues or bullying behaviours arise, our approach includes both consequences and restorative practices. We believe in holding students accountable for their actions while also providing opportunities for reflection, learning, and reconciliation. Consequences vary based on the severity of the behaviour and may include restorative conversations, mediation, or more formal disciplinary actions where necessary.

How Parents Can Support Their Children

For Infant School Parents:

• Encourage open conversations about friendships and help your child name their feelings.

• Model positive conflict resolution by discussing emotions at home. The children are familiar with Griff’s Great Choices as a conflict resolution tool. This can be found on the portal or discussed further with class teachers.

• Reinforce the importance of kindness, inclusion, and turn-taking.

For Junior School Parents:

• Guide your child in understanding that friendships change and that it is okay to have different friends.

• Encourage problem-solving by discussing strategies for handling disagreements calmly.

• Support the school’s restorative approach by helping your child reflect on their actions and responses to conflict.

For Senior School Parents:

• Stay engaged with your child’s social world, including their online interactions.

• Reinforce respect, accountability, and the impact of words and actions on others.

• Encourage your child to speak with a trusted adult at school if they encounter persistent friendship challenges or bullying.

What to Expect from the School

If a concern arises regarding a friendship issue or bullying behaviour, we encourage parents and students to communicate with the school promptly. Our pastoral teams are here to listen, support, and guide families through the process. Depending on the situation, we may:

• Facilitate restorative conversations between students to rebuild trust.

• Implement strategies to strengthen peer relationships and prevent further issues.

• Apply appropriate consequences if bullying behaviour is identified.

• Provide additional emotional support through pastoral care and counselling.

At Tanglin Trust School, we believe that fostering a culture of respect, responsibility, and purpose requires a strong partnership between students, parents, and school staff. By working together, we can ensure that every child feels safe, valued, and empowered to build positive relationships.

If you have any concerns or need guidance, please do not hesitate to reach out to the pastoral team in your child’s school. ■

Achieving Your Personal Best Through Co-Curricular Activities

Exploration is a key part of a successful and holistic education, not a luxury. How does this philosophy shape Tanglin’s Co-curricular programme?

Once seen as “extracurricular activities” or an optional add-on to the academic curriculum, Cocurricular activities have come a long way. Today, the terminological shift to “co-curricular activities” reflects a broader educational philosophy that values a more holistic education, where students are encouraged to explore various interests before discovering and nurturing their passions.

At Tanglin, this philosophy is evident in its ever-expanding CoCurriculum programme. In 2024, the school offered over 400 clubs, societies, teams, and ensembles, with over 95% of students participating–many in two or more activities. This fosters a supportive school environment where students are encouraged to participate in as many different activities as possible and develop a true love for learning new skills.

TRYING NEW THINGS

Why is it important for students to be exposed to a wide variety of Co-curricular activities? Well, for one, it allows students to broaden their horizons and discover new interests they may not have considered otherwise. Whether it’s sport, arts, leadership, outdoor activities, or STEM, students are motivated to step outside of their comfort zone and gain valuable experiences that contribute to their personal growth, build confidence, and also foster resilience and adaptability.

The act of exploring new things allows students to uncover hidden talents and passions that can shape their future academic and career aspirations as well. Ali Lott, Duke of Edinburgh (DofE) Coordinator, shared a success story about a student who joined the programme quite reluctantly

because she was unsure about the physical challenge and lacked experience with outdoor activities. She said, “Through the training and expeditions, the student not only developed resilience and leadership skills, but she also discovered a love for hiking and outdoor exploration. By the end of her Gold Award journey, she had become one of the most enthusiastic members of the group, encouraging others to push past their limits.”

FINDING WHAT RESONATES

Once students discover a genuine interest in a particular activity, they are more likely to stay committed to it. After all, what can be more rewarding than learning something new or honing a skill in an area that brings them joy and fulfilment? When students find an activity that truly resonates with them, they tend to deepen their involvement by taking on leadership roles, mentoring others, setting more ambitious personal goals, or dedicating themselves to pursuing the activity outside school. This progression is often marked by a sense of accomplishment and a deeper connection to the community around the activity–leading to a long-term commitment.

Take Charlotte A (Year 12) for instance. After taking a break from gymnastics during the COVID-19 lockdown, this determined student returned to the sport as soon as the Gymnastics Centre opened in the Centenary Building. She told us, “With the arrival of this new space, I realised I really missed the sport and knew that I would be disappointed if I didn’t give it one last shot. I had been wanting for years to start again but was so filled with self-doubt that I never followed through. I decided one day to just take the leap and sign up for a trial. Though starting from

Through regular, focused practices, training, and mentorship, students deepen their knowledge and hone their abilities over time.

scratch, the gymnastics team was so accommodating to all my other activities and lack of experience. It took some time, but the amazing coaches were able to help me gain skills that I never thought I would do. A highlight for me was leading the Junior’s dance during the end-of-year showcase as I have always wanted to be the person to lead the younger children and due to my dance experience, I was the perfect person for the role. This experience let me make connections with lots of children in the gym and made me feel part of the community. I love it when kids come up to me to have a conversation. I have also made many friends during my training sessions as despite being the oldest in my group, the girls made me feel included and provided a fun outlet during my hectic days of studying for my GCSEs.”

GROWTH & MASTERY

The final milestone in the journey of co-curricular activities is often one of growth and mastery. Through regular, focused practices, training, and mentorship, students deepen their knowledge and hone their abilities over time. A great example of this is Eddie H (Year 13) and his experiences. Dave Radcliffe, Director of Sport, explained why, “Eddie didn’t start playing volleyball until Year 10. He developed rapidly as a player and went on to become the team captain. His team won SEASAC Division 1 this year, which is an extraordinary achievement, given volleyball is still a developing sport for boys at Tanglin.”

How did Eddie go from a novice to a confident leader in just two years? He shared his story with us, “I started to play volleyball during break and lunch times at the volleyball area outside the school’s health centre. It quickly became one of my favourite

activities due to its fast pace and the fun of playing with friends. I decided to join the after-school co-curricular activity. As I played more and improved, my passion for volleyball continued to grow. I was eventually selected for the competitive team, which meant two additional morning training sessions a week. The high level of play, combined with a competitive yet supportive environment, pushed me to become a better player and deepened my love for the game.

“I have always been a very keen athlete and used to play lots of rugby. However, after suffering from a couple of bad injuries, I had to stop. During my time in rugby, I was team captain for a few years, and that helped develop my skills in communication, leadership, and decision-making–all of which are easily transferred to other sports. While the game and teammates changed, my passion, commitment, and goals remained the same. Coaching younger students also refined my skills, as teaching others helped me identify and correct my own mistakes. This ultimately helped me to become a more well-rounded player.”

THE RIGHT FIT

Co-curricular activities play a vital role in a student’s overall development, and Tanglin encourages students to explore a wide range of options. But with so many choices available, how can one decide which activity is the right fit? For starters, the student can first try out a range of activities to discover what interests them. Attending introductory sessions or speaking with current

Co-curricular activities play a vital role in a student’s overall development, and Tanglin encourages students to explore a wide range of options.

members can give them an idea of what to expect. Another way is to reflect on one’s interests outside of school, which will help steer the student towards activities that align with their talents and interests. Students can also think about their long-term goals and what they hope to gain from the activity–whether it’s developing a new skill, making new friends, gaining leadership experience, building confidence, or exploring potential career choices.

Laura V. D. (Year 12), for instance, told us that she chose drama to improve her communication skills. She shared, “I had speech

difficulties growing up, which made me feel less confident. Drama helped me express myself better and become more selfassured in what I say. I still feel uncertain about myself at times, but it’s comforting to know I’m not alone.”

Another standout example is Tanglin alumnus Charles Heth (Cohort 2023), whose time on the Tanglin football team helped him earn a football scholarship to Springfield College in the USA. He is currently majoring in Physiotherapy, combining his love for football with his passion for helping athletes perform at their best. He told us, “My decision was largely influenced by my passion for sports and my own experiences with injuries over the years. I realised how crucial physiotherapy is in helping people recover and I wanted to be part of that process. While coaching or playing football professionally were viable options, I felt that physiotherapy would allow me to stay closely connected to sports while also making a direct impact on athletes’ wellbeing.”

How does the school encourage students to try multiple activities and are there any restrictions/selection criteria for joining? Louise Fairhall, Co-Curriculum Manager, explained, “In the 2023/24 academic year, the Infant and Senior schools introduced opportunities for co-curricular activities to take place during the school day. This meant that there was the opportunity to try a new activity without needing to take time out of children’s schedules before or after school, and it also provided the chance to mix with their cohort in a different setting than the classroom. Sign-up is a termly process, and for those always-popular activities, we prioritise students who have not yet had the chance

to try out the activity. Oversubscribed activities are allocated by a random ballot to ensure fairness.

“Our most popular co-curricular activities across the school remain to be Football in the Infant School, Masterchef in the Juniors, and MUN in the Senior School for several years running! While some activities require a year-long commitment and require a trial or audition to join (such as music ensembles or competitive sporting teams), we also ensure that there is a balance of activities that can be accessed by all, whether they want to try out something new or take part just for fun. The Co-Curricular team works to ensure that there is an interesting and exciting variety of activities on offer, and brainstorm new ideas that can be included in the programme while ensuring that progression and development are encouraged by offering beginner to advanced level activities.”

FUTURE GOALS

Given the many inspiring examples of how co-curricular activities benefit our students, is there still potential for the programme to grow and evolve further? Michael Holiday, Director of CoCurriculum, said, “alongside certain pillars of the programme which will be there no matter what, there is also a natural and organic feel to what is offered, where there are constant developments and improvements; these tend to flow either from student voice or the ongoing professional development of our staff. Across the board we strive to always improve and never rest on our laurels.” ■

ALUMNI COME HOME

It’s always heartwarming to welcome former students, staff, and members of the Tanglin community back to Tanglin. Jaaziel Job, Alumni Executive, shares their stories.

CHRISTINE WIENER

It was a heartwarming homecoming at Tanglin as Christine Wiener, a former teacher, returned to campus with her children, Ryan Wiener (Cohort 2004) and Nicole Wiener (Cohort 2002) —both Tanglin Alumni! This visit was even more special as Christine’s mother, Betty Bell, is also a staff alumna, having taught at Raeburn Park School, our predecessor school. Christine’s father also attended Tanglin at the Tanglin Club. After more than 20 years, their visit brought back so many fond memories of the Tanglin community that continues to thrive today. The family was warmly welcomed by our longtime staff member, Afandi, who has been with us for over 40 years, and Christine’s former pupil, Pooja, who is the current Head of Admissions, parent, and alumna herself.

LOLA BARBER (COHORT 2017)

Last November, we were delighted to welcome back alumna Lola Barber while she was in Singapore touring with SIX, the musical! Lola, along with other members of the cast, delivered an interactive session with our students. She shared insights about life on tour and even performed with some of our students. What an incredible opportunity for them.

DAVID GRIFFITH-JONES

We were honoured to welcome David Griffith-Jones, the grandnephew of our beloved founder, Anne Griffith-Jones, to Tanglin! David is visiting Singapore to retrace his father’s journey and connection to Singapore during his time as a prisoner of war. His visit is a meaningful reminder of our deep historical roots in Singapore. It was a privilege to share with David how Tanglin has grown in the last century while staying true to Anne Griffith-Jones’ vision of providing the best British education for children in Singapore.

SEAN HUDSPETH (COHORT 2012)

We also welcomed back alumnus Sean Hudspeth, a professional motor racing driver and instructor with over 15 years of competitive experience. Sean shared his journey since leaving Tanglin, including the hardships that have shaped his successful career as Singapore’s only professional racing driver. Our students had the chance to ask him all their probing questions and hear firsthand anecdotes about the thrilling and demanding life of racing.

These reunions remind us that Tanglin is more than a school; it’s a growing community where bonds last a lifetime. In fact, these unique experiences provide our students with a platform to feel inspired and hopeful for the future ahead. ■

TANGLIN TALES

COMMEMORATING THE CENTENARY OF TANGLIN TRUST SCHOOL

100 Tanglin Tales, written by staff, Alumni, students, and parents is a beautiful, limited edition coffee table book that celebrates the vibrant history of Tanglin Trust School.

100 Tanglin Tales is available to buy from the School Shop. The book retails at $50 and makes the perfect gift for anyone in the Tanglin community.

THE

ARCHIVES FROM

As Tanglin celebrates its centenary, the school community has come together to donate their cherished items that reflect its rich history and enduring legacy. What are some of these items and what stories do they hold? We chat with the Tanglin Alumni who donated them to find out.

JANET KIPLING - Weyhill Uniform

“I remember going to a tailor to get our uniforms made. Two or three blue checked dresses, and a pale blue sports tunic. What every Weyhill girl would remember is the matching big elasticated knickers! I think these cotton dresses were the perfect cool comfortable uniform at the time. We also all carried a little hard fabric-covered mini suitcase, with our schoolbooks, lunch, and a frozen squash drink in a plastic bottle with a cup on the top, wrapped in a towel.

There was no dining hall or food to buy at Weyhill. My little case was red which I didn’t like as everyone else’s was tartan. Also inside we would have a hard plastic box pencil case with the padded flip top which closed with a magnet. That was another source of competition for who had what cartoon character or picture on the front. I remember mainly filling mine with my eraser collection, my favourite of which was the perfumed ‘smelly’ ones.

Left: Uniforms through the ages in the Centenary Exhibition at the Centenary Building; Top: Janet Kipling in her

Mum was very sentimental and kept many things from our years in Singapore including this dress and a pair of gym knickers! After my parents died, I kept it in my loft for years. I couldn’t bear to throw it out but of course, had no idea really what to do with it. I suddenly got the idea to contact Tanglin Trust about it and was delighted when they said they had no other Weyhill dresses and would be happy to take it.”

Weyhill uniform.

“We can thank my mother for saving these small tokens from my time at Tanglin. The bus card is from 1988/89 when I was in Nursery at Winchester, and the report is from my first term in Reception (‘Infant 1’). I was at Tanglin for only two years - Nursery and Reception - before my family was repatriated to Sydney, Australia, in 1990 when I was five. In Nursery, I do remember racing to get on the bus and hoping to get the very front seat so I could sit next to the Bus Aunty and share her sweeties. My Mum and Dad followed the bus to school in their car every day during my first week.

We also put on an ‘under the sea’ performance in Nursery that year in which I was one of three or four - very cute albeit sweaty mermaids. Reception is less memorable, weirdly. I was surprised to read Ms Upsall’s account of me being an ‘avid reader’ at only 4 years and 9 months old...different times, I suppose. My Mum always lamented us moving to Australia and me promptly forgetting all of the spelling I had learned in Singapore. I apparently came home from one of my first days in Kindergarten in Sydney and announced, “It doesn’t matter how I spell anything here!” A vote of confidence for the standard of early learning at Tanglin! I also played Babushka in the Tanglin Christmas performance that year.

It’s so lovely (and wild) that I am back here with my daughter, Peri, who went through Nursery last year and is enjoying Reception this year. The comments from her teacher, Miss Stevens, are very similar to what you see in my report from 35 years ago.”

“ I do remember racing to get on the bus and hoping to get the very front seat so I could sit next to the Bus Aunty and share her sweeties.

”

“It was such a long time ago! I remember that we used the hymn book regularly, using the prayers at the back and singing the song ‘Lord of the Dance’.”

AMELIA BARRETT - Bus card and Report card

STEPHANIE CHEAH - Hymn Book

That’s not all! We also received precious gifts from the following Tanglin Alumni:

Dorothy Webber donated early school reports and letters that she wrote home from the Cameron Highlands. She is now 90 years old and lives in Australia.

Now that you know the stories behind these historic items, be sure to visit the Centenary Exhibition at the Centenary Building to see them up close. ■

Ben Stevens (Cohort 2004) kindly sent us four sports t-shirts from the late 1990s. Now based in the UK, he works for Crystal Palace football club. Pictured here, Tanglin students Daniel, Rory, Gaspard, and Jasper proudly model the vintage t-shirts.

BEN STEVENS - Tanglin Sports T-shirts

Martha Sayer, who attended Tanglin Prep in the late 1970s to early 1980s, visited us and left her yellow House t-shirt and badge. Tanglin student Alby is modelling the t-shirt in the photo.

DOROTHY WEBBERLetters from Cameron Highlands

MARTHA SAYER - House T-shirt & Badge

ALUMNI WHO INSPIRE

Tanglin has marked many milestones over its long and rich history, including the establishment of the Alumni of the Year award to honour outstanding alumni who have excelled in their fields. This year, we proudly recognise not one, not two, but three exceptional Tanglin Alumni who have made remarkable achievements.

GRACE ROBERTS (COHORT 2014) - For Excellence in the Arts

Who is she?

Grace, who attended Tanglin with her sister, trained at the Royal Academy of Music and is currently starring in the World Tour of The Phantom of The Opera as Christine. Be sure to check out our special feature on her in this issue on page 52 and watch her performance at Marina Bay Sands in May 2025! She has appeared in a concert version of Les Misérables, alongside Ramin Karimloo, directed by Paul Morrissey, and she played The Young Wife in Hello Again at The Union Theatre. She was also the recipient of the Emerging Talent Award from the Kurt Weill Foundation for Music in 2018’s Lotte Lenya Competition. Her theatre credits whilst training include Dolores Dante/Terry Mason in Working; Cosette in This is the Hour concert; Is there Life After High School?; Letters From Home; as well as Hard Times, a workshop directed by John Caird. Her impressive resume also includes Charity Hope Valentine in Sweet Charity and Mabel in The Pirates of Penzance at UCLU; The Sound of Music (International Tour); Audrey in Little Shop of Horrors (Tanglin Trust School); Broadway Meets Opera concert (Intune Music); and The Real Thing (The Stage Club).

Why did she win?

Grace was nominated by many staff members at Tanglin and is highly respected for all the work she has done in the arts field since leaving Tanglin. Grace has faced many rejections to get to where she is today, as the lead of a world-renowned production. She embodies hard work and resilience and is a true inspiration to our community.

What are her thoughts about winning?

“During my time there, Tanglin always fostered my love for the arts with its immense support and excellent facilities. Winning this award feels like the culmination of years of hard work in the industry - after all, it took me a long time to get here and it’s certainly not an easy business. Although success is its own reward when it comes to this career, I feel so touched to have been recognised by the place where it all began. I’m so incredibly grateful to my wonderful teachers and ever-supportive family for making me believe that I could do it.”

Left: Grace’s parents, Dave and Sian Roberts representing Grace at the awards. Top: Grace Roberts visiting Tanglin

Who is he?

Tim Hartnoll and his sisters attended Tanglin whilst his mother and wife spent many years teaching at Tanglin. Today, his granddaughter continues the family legacy as a fourth-generation Tanglin student in Nursery. Singapore remains home for Tim and his family. Tim has built the largest common feeder carrier in the world and the 13th largest container ship operator in the world, employing over 500 people globally and operating over 100 vessels. With its roots in Singapore and Southeast Asia, the company connects many smaller regional economies to major transhipment hubs such as Singapore and Colombo. Through these operations, Tim’s company has played a vital role in driving globalisation and contributing to economic growth, which has lifted millions out of poverty. Before Covid, Tim made a bold commitment to invest in the company’s first net carbon neutral vessels. The first batch of these eight vessels was delivered in 2024 and are now leading the way in low carbon and potentially net carbon neutral trades in North Europe by burning green methanol in their engines.

Why did he win?

Tim’s career has been marked by numerous professional accolades and a profound impact on the shipping industry. With decades of experience, Tim is a great example of an inspirational leader. He is also part of the Hartnoll family, that has been in Singapore and with Tanglin for at least four generations. This makes him a standout candidate.

For Professional Excellence

What are his thoughts about winning?

“I am truly honoured to be receiving the Tanglin Alumni award. Reflecting on my journey, I realise how instrumental Tanglin Trust School (Raeburn Park to be exact) was in shaping my path. The strong educational foundation I received there, coupled with the lifelong friendships formed within the expatriate community, has been invaluable. These friendships and the support network built during those early years have greatly helped me during the times when I had to be schooled thousands of miles away at boarding school after Tanglin, something which my children did not need to do. When I went to school, ideas like climate change and personal and corporate social responsibility were non-existent. As a business owner and industry leader, I believe we have a collective responsibility to reduce our impact on the environment. Our company has initiated several programmes aimed at meeting climate change targets by reducing greenhouse gas emissions. Additionally, we prioritise navigational decisions on our ships to protect whales and minimise the risk of collisions. Beyond our environmental focus, we are committed to supporting charities that work towards alleviating poverty and providing education to women and children from disadvantaged backgrounds. Thank you once again for this prestigious recognition. It serves as a reminder of the values instilled in me during my time at Tanglin Trust School and the continued importance of contributing positively to our world.”

TIMOTHY HARTNOLL (COHORT 1973) –

Who is he?

Dr Zubin J. Daruwalla is a doctorpreneur, surgeon, futurist, thought leader, advisor, mentor, and patient and HealthTech advocate. He is also a PwC Singapore Health Industries Leader and a member of PwC’s Global Health Leadership Team. Dr Zubin has delivered over 100 talks, including keynotes in 12+ countries across five continents and he is the co-founder of HiruX together with the world’s two leading surgeons. Dr Zubin holds Honours Degrees from the Royal College of Surgeons in Ireland (RCSI) and trained in Orthopaedic Surgery before transitioning into the corporate world. His surgical career spans the public and private sectors in Dublin, Oxford, Singapore and beyond, offering a global perspective on solving complex challenges for clients. Dr Zubin has expertise in Digital Health, Medical Education, HealthTech, and MedTech, and advises startups and individuals locally and internationally. He is a faculty member of Harvard Medical School, an External Advisory Board Member of the RCSI, a Project Evaluation Panel Member for Singapore’s National Health Innovation Centre’s Innovation to Commercialisation (I2C) Programme, and an Executive Committee Member of the Dyslexia Association of Singapore.

Why did he win?

Dr Zubin was chosen for Alumni of the Year due to his exceptional impact on healthcare and technology in Singapore. It is important to also show how alumni have impacted communities locally. Dr Zubin has returned to speak at school,

and we believe that he is an inspiration to our students and a good example of how outstanding alumni have emerged from all eras of Tanglin.

What are his thoughts about winning?

“Returning to Tanglin in 2024 after being asked to be the first of a series of speakers to address the community on the future of health as part of the Centenary celebrations was incredibly meaningful and an absolute privilege. It brought back a flood of truly positive memories. To then be recognised with an award, especially in such a significant year for the school, makes things even more special. It’s a full-circle moment, and I’m deeply grateful to Tanglin Trust for this recognition. Receiving the Tanglin Alumni of the Year 2024 Award is a truly humbling honour. My time at Tanglin holds a treasure chest of cherished memories, a foundation upon which my personal and professional journeys have been built. It was here, within these walls, that I first discovered the joy of learning, the power of collaboration, and the importance of community. The values instilled in me during those formative years – resilience, compassion, empathy, importance of giving back, and a commitment to excellence – have guided me every step of the way. To be recognised by the very institution that nurtured my early growth is incredibly special, and I am deeply grateful for this prestigious award. It serves as both a reminder of the strong roots I have at Tanglin and an inspiration to continue striving to make as positive an impact I can make on the world. Thank you.” ■

DR ZUBIN DARUWALLA (COHORT 1996) – For Professional Excellence

PHANTOMS OF TANGLIN

Have you gotten your tickets for the world tour of Phantom of the Opera in Singapore in May? We are excited to watch it because not one but TWO of our Tanglin alumni will be performing in it! What’s their Tanglin story? We caught up with them to find out more.

GRACE ROBERTS, COHORT 2014

WHAT IS YOUR TANGLIN STORY? WHEN DID YOU STUDY AT TANGLIN AND HOW LONG WERE YOU THERE BEFORE LEAVING?

I suppose my story is relatively unique as I started at Tanglin because my parents worked there, and I was able to secure a spot as a “teacher’s kid”. I started in Year 3 in the Junior School and stayed at Tanglin until I was 18 in 2014 when I graduated from Sixth Form. I was always very academic and won several awards while there, but I was also highly involved in the arts.

Keep going. I know it sounds cliche, but if you truly believe you have the strength and the skill to do something, SOMEONE will see it in you eventually.

”Whether it was the Six of One Chamber Chorus, choirs, or school productions - I was there!

WHAT DID YOU DO AFTER LEAVING TANGLIN?

I went to do a history degree at UCL as I decided to follow an artistic career more indirectly. So, I did an academic degree to secure a “back-up” plan in case following Musical Theatre didn’t work out. I did a 3-year BA course that finished in 2017. I then auditioned for the Royal Academy of Music’s Musical Theatre Master’s Course and got a place. This course ran from 2017 to 2018. When I graduated, I worked on the compliance team for Michael Page International (a recruitment company) and stayed here for quite a while as I was auditioning and trying to land work. I picked up smaller jobs in shows like Hello Again at the Union Theatre, Les Misérables in Concert in Guernsey, and a workshop production of a new show Chasing Rainbows based on the life of Judy Garland.

WHAT INSPIRED YOU TO GO INTO THEATRE? ANY MEMORABLE MOMENTS OR CHALLENGES ALONG THE WAY?

I always wanted to go into theatre since I was very young. I won’t lie, the process of trying to “make it” in theatre is extremely difficult. There are thousands of graduates every year, and you can be rejected from something for quite literally any reason. Whether you’re too short, don’t match a co-star, or they simply don’t “get you”; you’ll get far more “no’s” than “yes’s”.

The main challenges you face in general are all to do with rejection. You will think you gave an excellent audition, but you won’t even get past the first round. Or you can do something you are not proud of and make it all the way through. You simply will never know what is going on behind that casting table.

CAN YOU SHARE MORE ABOUT YOUR EXPERIENCE WITH THE PHANTOM OF THE OPERA? HOW DID YOU SECURE THE ROLE, AND WHAT UNIQUE PREPARATIONS WERE REQUIRED FOR THE PERFORMANCE?

I’ve auditioned for Phantom six times across three different productions since 2018. I have never had much luck with the London production, but I’ve been auditioning for the World Tour since 2019. I got extremely close in 2019 when I was auditioning for the Christine Alternate track. Unfortunately, I didn’t get it then. But I landed the leading position in 2024 - so, it’s all about waiting until the right time! I had to perform two of Christine’s solos and work through some of the text in all of my auditions. But the second time around when I secured the role, the team already knew me and it was far speedier. I take really great care of myself to be able to do this role six times a week. There is warming up, sleeping well, and making sure I am respecting both myself and the show. So, not much going out for me!

WHAT ADVICE DO YOU HAVE FOR YOUNGER STUDENTS WHO ASPIRE TO PERFORM ON STAGE IN A BIG PRODUCTION LIKE THE PHANTOM OF THE OPERA?

Keep going. I know it sounds cliche, but if you truly believe you have the strength and the skill to do something, SOMEONE will see it in you eventually. Also, make sure you have excellent training - these shows require incredible stamina, and you will want to be as prepared as possible.

WHAT ARE YOUR PLANS AFTER THE WORLD TOUR?

Who knows! I can’t say for certain. With the industry, you never know what is around the corner. It could be the West End production, it could be a Fringe show, or it could be new work. It may well be that I don’t do anything for a while as that’s how the industry works. But whatever it is, I am looking forward to it!

WHAT IS YOUR TANGLIN STORY?

I joined Year 5 at Tanglin in 2007 and left at the end of Year 9 in 2012. I had the best time at Tanglin because I made friends who remain with me today. Performing with Grace Roberts, a fellow Tanglin alum, on the Phantom of the Opera world tour is a true full circle moment.

WHAT DID YOU DO AFTER LEAVING TANGLIN?

After completing my GCSEs at Bangkok Patana School, I returned to the UK to further develop my performance skills at Tring

Park School for the Performing Arts, a prestigious institution specialising in musical theatre. Upon graduation, I pursued a three-year undergraduate degree in Musical Theatre at The Royal Conservatoire of Scotland. After completing my degree, I had the privilege of joining the cast of Wicked in London’s West End, where I played the father of Elphaba and Nessarose as well as covered Dr Dillamond and the Wizard. Now I’m currently covering the Phantom and Raoul on the World Tour of the Phantom of the Opera coming to Singapore in May 2025!

“ The biggest piece of advice I can give to the younger generation of performers is perseverance. It requires a lot of belief in yourself and your abilities.

”

HARRY MILLS, COHORT 2016

WHAT INSPIRED YOU TO GO INTO THEATRE? ANY MEMORABLE MOMENTS OR CHALLENGES ALONG THE WAY?

My passion for theatre was sparked by being immersed in the Arts from a young age. I was lucky enough to watch a few West End shows growing up, and watching the actors perform and the magic of live theatre really inspired me to dream of being up there myself. There have been many challenges along the way. Being an actor is an extremely tough profession because I had to endure many rejections before an offer is on the table. Before I was offered Wicked, I encountered numerous callbacks, rejections, notes, and feedback before getting anywhere near the stage. So, perseverance is key in this industry!

HOW DID YOU SECURE YOUR ROLES ON THE PHANTOM OF THE OPERA, AND WHAT UNIQUE PREPARATIONS WERE REQUIRED FOR THE PERFORMANCE?

I had been auditioning for The Phantom of the Opera multiple times over the last five years, progressing through various rounds, including the final round for the UK tour in 2019 but was never successful. Auditions for the world tour began in early 2024, just as I was finishing my contract at Wicked, so I decided to give it another shot. I was very lucky to secure both cover roles for Phantom and Raoul.

WHAT ADVICE DO YOU HAVE FOR YOUNGER STUDENTS WHO ASPIRE TO PERFORM ON STAGE IN A BIG PRODUCTION LIKE THE PHANTOM OF THE OPERA?

The biggest piece of advice I can give to the younger generation of performers is perseverance. It requires a lot of belief in

yourself and your abilities. The amount of training and time it takes to succeed is massive, so always believe you can do it, and you can get there. Art and performance are also subjective so never let other opinions or rejections get to you.

WHAT ARE YOUR PLANS AFTER THE WORLD TOUR?

The tour has been brilliant so far and performing in one of my dream shows has been an absolute highlight. I’m hoping to stay with the tour, opening in amazing countries, for as long as possible. That said, another dream show I’m eager to pursue is Les Misérables! ■

Left: Phantom’s Shining Stars – Grace & Harry; Top right: Harry was an avid performer as a Tanglin student; Bottom right: Harry’s Year 7 class photo

TANGLIN TED’S CENTENARY ADVENTURE

Have you read the 100 Tanglin Tales: Commemorating the Centenary of Tanglin Trust School? If you enjoyed the stories, then you’d be delighted to know that Infant School’s Deputy Head (Academic), Jo Osman, has penned a special version titled Tanglin Ted’s Centenary Adventure just for younger children! Read on as Jo shares how it all came together.

THE FIRST SPARK

When I was invited to help proofread 100 Tanglin Tales, I was totally charmed by Tanglin Trust School’s fascinating history. As enticing as it was for adults and older students, I couldn’t help but wonder how our Infant children would connect with events from 100 years ago when they sometimes struggle to remember what happened an hour ago.

I really wanted to bring the school’s history to life for our youngest children, and that idea soon grew into a story. While I have never written a children’s book before, I enjoy writing poetry in my spare time. Having been the Deputy Head of Infants for 11 years, this book felt like a passion project–a way for me to give back to the school community and express my gratitude for the amazing experiences I have had.

THE CREATIVE PROCESS

Once I had completed the rhyming story, I shared it with the Head of Infants, Paula Craigie, who was just as excited about the project. She then spoke with Tom Evans, Director of Marcomms, Admissions & Community Relations, who, along with his Marcomms team, eagerly offered to help bring it to life.

Before becoming a teacher two decades ago, I was an illustrator. That was a very long time ago, well before digital art was a thing! Although I still tinker at home with art, I haven’t published any illustrations for many years. However, I couldn’t imagine anyone else producing

“ Each of the 36 pages took between three to 12 hours to illustrate, depending upon the level of detail, and some of the reference photos were very old and grainy, making it additionally challenging!

the pictures I had in my head when I was creating the story, so I decided to illustrate the book myself.

A STEEP LEARNING CURVE

In order to complete the book in time for Tanglin’s 100th Birthday Celebration in March, I knew that I would need to draw whenever I had a spare moment–whether at work or while travelling. This meant that it made more sense to create the illustrations digitally. I enrolled in an online course on how to use Procreate on my iPad and faced a steep learning curve getting used to a very different way of drawing and painting. Each of the 36 pages took between three to 12 hours to illustrate, depending upon the level of detail, and some of the reference photos were very old and grainy, making it additionally challenging!

TANGLIN TED

On top of detailing key events in the Infant School’s long history, I wanted the book to include characters, spaces, and events that would be familiar to the children who have passed through Tanglin. The star of this time-travel adventure is Tanglin Ted, our Infant mascot, who is first introduced to Infant children when they join Nursery and keeps them company in the Infant Office while they wait to be collected by their parents.

Many of our most memorable annual events are featured and some wellknown characters appear, too, within

”

some familiar settings. To make the book more interactive, the children can search for Ted in the pictures where he is hiding and also hunt for their House badges within the pages!

A GIFT OF LEGACY

Every Infant family was given a copy of this special hardback storybook during Tanglin’s birthday celebrations. This was made possible through the generous support of the Tanglin Trust School

Foundation, which funded the printing and binding of the book.

When I first had the story idea, I didn’t know that this would be my final year at Tanglin. As I prepare to leave in July for the Head of Primary role at the British School of Jakarta, this book becomes my legacy. I hope that as families continue to enjoy this story, whether in the Infant Library or at home, they feel the same sense of connection and belonging to Tanglin’s “Generations of Excellence” as I do. ■

Written and illustrated by Jo Osman

He is bored you see, and longs for adventures, Like he hears in the stories read here by the teachers. He has an idea and jumps down from the shelf, Trots off along the corridor to amuse himself.

THE RITE OF PASSAGE: A Journey of Transformation in Namadgi National Park

Like the Highlands Programme, the Year 10 residential trip to Australia was a cherished rite of passage. Join Ali Lott, DoE Coordinator, as she reflects on the transformative experiences students once embarked on.

Nestled deep in the rugged wilderness of Namadgi National Park, a group of Year 10 students embarked on a life-changing journey known as the ‘Rite of Passage.’ Over ten days, they retraced the footsteps of the traditional Ngunnawal boys who would be sent on their journeys as boys but return as adults. This expedition tested their physical endurance, mental resilience, and emotional strength, leaving each of them profoundly transformed.

The Beginning: A Leap into the Unknown

The journey began with a symbolic act—each student leapt into the freezing cold waters of a Namadgi river. The shock of the icy depths was both a baptism and a declaration, a moment where they left behind the comfort of everyday life and embraced

the unknown challenges ahead. As they emerged shivering and breathless, they were no longer just students; they were adventurers setting out on a path that would challenge them in ways they could not yet fathom.

Learning the Tools for Survival

The first four days were dedicated to training, where the students learned vital skills to prepare them for their expedition. Navigation through the dense bushland, mastering the art of campcraft, cooking over open fires, and setting up secure shelters became their daily routine. Rope skills were also an essential part of their training, as they would later have to set up intricate systems to descend into valleys with their heavy packs. Every lesson was a building block, teaching them self-reliance

” “

At first, some students struggled with boredom or fear, but as the hours stretched on, they began to reflect deeply on themselves, their past, and their futures.

and the importance of teamwork.

The students quickly learned that survival in the wilderness was not just about physical capability but about perseverance, adaptability, and trust. Some struggled with the unfamiliarity of cooking on an open flame or deciphering a map without modern technology, but through trial, error, and mutual support, they gained confidence in their abilities.

The Expedition: Five Days of Self-Sufficiency

With their training complete, the students set off on a five-day expedition, carrying everything they needed on their backs. They traversed rugged terrain, navigated dense bushland, and endured cold, sleepless nights beneath the vast southern sky. With no external support, they were forced to depend entirely on their newfound skills and each other.

Their journey took them to the summit of Mount Morgan, a formidable challenge that tested their endurance and determination. But before they reached the peak, they would experience the most transformative part of their journey—24 hours alone in the wilderness.

The Solo Experience: Confronting the Self

Each student was given a notebook, a pen, minimal food, and a simple shelter. They were then left alone for 24 hours, isolated from their peers, their mentors, and any distractions. For many, this solitude was the most daunting part of the journey. Used to the constant buzz of modern life, the silence was both unsettling and powerful.

At first, some students struggled with boredom or fear, but as the hours stretched on, they began to reflect deeply on themselves, their past, and their futures. The notebook became a space to pour out their thoughts, to wrestle with their doubts and dreams. All would write letters to their future selves (which would be collected and then sent to them more than a year after their return), then mainly sat in stillness, listening to the sounds of nature and their own heartbeat.

When they rejoined the group the next day, many found themselves changed. They spoke of newfound clarity, of a deeper appreciation for the simple things, and of realisations about who they wanted to become. It was a silent yet profound shift—a moment where childhood fears gave way to newfound confidence.

The Summit of Mount Morgan: Letting Go of the Past

Reaching the base of Mount Morgan, the students prepared for the final and most symbolic part of their journey. Each student selected a rock, carefully choosing one that represented an aspect of themselves as a child that they wished to leave behind. As they climbed the steep ascent, their rocks became heavier, a physical manifestation of their inner burdens.

At the summit, the students gathered in a solemn circle, holding their rocks in their hands. One by one, they stepped forward, voiced what their rock symbolised, and placed it on the mountain peak. Some spoke of self-doubt, of fears that had

held them back, of anger or insecurities they wished to let go of. For many, this moment was deeply emotional—tears were shed, hugs were exchanged, and the weight of the past was finally released.

With lighter hearts and unburdened spirits, they stood together, no longer children, but young adults who had faced themselves and emerged stronger.

The Return: Forever Changed

Descending from Mount Morgan, the students knew they were not the same people who had started this journey. The return to basecamp was not just a physical end to their expedition, but a symbolic return as new individuals. They had endured freezing nights, navigated difficult terrain, and faced their fears head-on. They had learned resilience, teamwork, and self-sufficiency.

The Rite of Passage was more than an adventure—it was a transformation. Each student carried home a newfound sense of self, a deeper connection to the land, and a belief in their own strength. Their journey had been one of trial and triumph, of letting go and stepping forward.

As they left Namadgi National Park, they carried nothing but their memories, their lessons, and an unshakable confidence that they could face whatever challenges lay ahead. For they had climbed not just a mountain, but the barriers within themselves, and stood at the peak as something greater than they had been before. ■

BRUNO GALLERY

Timeless, Sophisticated, and Perpetually Contemporary.

Anyone who has visited the Banyan café or the Institute at Tanglin during the past year would have noticed the contemporary art on the walls. These colourful additions to Tanglin are all thanks to Bruno Gallery, who embarked on an artistic collaboration with the school in honour of Tanglin’s Centenary. Since then, the exhibition has been refreshed with another 15 pieces – more fan favourites by Uri Dushy as well as works by Singaporean artist KY Huang.

Dushy’s “Lips” were an appropriate addition to the Banyan Café, and many in the community were touched by the addition of two “Hearts” in the Institute, just in time for International Women’s Day. The first exhibition was titled “From James Bond to the Beatles: Icons of British Pop Culture.” Curated by the director of the gallery, Katarina Blanchard, this exhibition consisted of over 20 British themed artworks, like the iconic “Union Jack” made with metal butterflies by Marcus Botbol. Students enjoyed searching for and discovering famous landmarks in Charles Fazzino’s 3D decoupage paper works. Uri Dushy’s colourful, mixed media pop art was great fun at every viewing. There is more art to come. To commemorate SG60, which also coincides with Tanglin’s 100th anniversary, world renowned artist Charles Fazzino will be creating limited edition artworks of Singapore.

“Marilyn Monroe’

By Andy Warhol

Silkscreen 91 x 91 cm

“Singapore Island”

By Uri Dushy

Mixed

Media

100 x 100 cm

These will update and take inspiration from his sold out SG50 series called “The Enchanted Island of Singapore.” He will even be placing Tanglin Trust School in the artwork! One of these pieces will be displayed at school for all at Tanglin to see. For those who would like to own one of these limited editions, Bruno Gallery is accepting advance orders through the QR code.

Of course, what we see at school is just a small amount of the artwork that Bruno Gallery has available for purchase. Their gallery, located at 91 Tanglin Road, typically displays 100 pieces from even more artists, including Andy Warhol, Pablo Picasso, Joan Miro and others. The gallery is open daily from 10am-6pm and welcomes visits from those in the Tanglin Community and all art admirers.

To celebrate Singapore’s 60th birthday, the world renowned artist is creating “Singapore, refreshed! 2025" (pre-order open)

Step into a colourful world of art at Bruno Gallery. Open Daily from 10am - 6pm.

A dazzling and elegant evening at the Tanglin Gala.