The Voice Issue 30

of Tanglin Trust School Vol 30 / 2019

MCI (P) 066/07/2018

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Welcome This 30th edition of The Voice is a ten-year celebration of all things Tanglin. The representation of what takes place in this dynamic school has taken many published forms over the years. The Voice is the current incarnation of news about our school. Our thanks are extended to all those people that have contributed to reporting on current events, outlining what will take place in the future, telling a pictorial story while at the same time creating a rich trove of memories for our community.

In reflecting upon the past and considering today, it is important to look ahead. I am currently in strategy mode, working with the Governors to clarify the school’s future direction. Given Tanglin’s success, this is not a hardship. One must not be complacent however, and we are continually looking for ways to raise the bar and extend our programme. Our vision statement propels us toward being the best school in the world and there are areas that can always be improved. My role is to support very talented colleagues in working towards that lofty ambition. It is important to state that while this statement is school-centric, our approach is student centered and this magazine is a perfect example of this. We will shortly communicate this strategy which will be a very useful document in creating a shared understanding of our vision and mission.

This edition of the Voice is a cornucopia of treasures. It outlines many of the day to day activities of the school but also highlights some very Tanglin experiences. I was drawn to the spotlight on current Head of Nursery, Victoria Thomas, and current Head Girl, Meghan who are both in the same school 13 years later! In many ways this is a vignette of life at Tanglin. Though many families do move away because of work commitments, there are a vast number of families who stay in Singapore so children can remain at Tanglin, surely the greatest compliment to any school.

The other fact that secures my attention is the support given by the TTS Foundation to so many activities and events. From representative awards to bringing in inspirational visits, lifeskill development and exceptional experiences, the Foundation touches so many elements of life at school. Long may it continue.

Editor Mona Bowers Design Alex Ridley Photography The Marketing & Communications Team and other contributors Contributors The Marketing & Communications Team, Students, Staff and PTA ‘The Voice’ herein refers to ‘The Voice of Tanglin Trust School’ All students’ year groups referenced in this issue are accurate at time of print.

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Craig Considine Chief Executive Officer

Contents 18

28

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4 Tanglin Talk News from our Three Schools

6 Interview

Dick Moore: Feeling Good?

7 Sustainability Instilling Strong Environmental Ethics in the Junior School

8 French Homestay

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18 Junior School

All Aboard the Calypso Cruise

20 Senior School

The Lifeskills Programme

22 Sixth Form Leadership and Collaboration through WFUNA

24 Galleries

Students’ Reflections

9 Alumni

28 Sport

Keeping our Alumni Connected

SEASAC, Sports Leadership and Swimming

10 Spotlight

32 Wellbeing

Generations of Excellence

12 Our World Oscar Winning Teams Inspire Tanglin’s Next Generation

14 ParentWise

Why Being A Dad is a Big Deal

15 PTA A Fabulous Forty Years of the PTA

Wellbeing Award for Schools

33 Awards

Beyond the Classroom Awards

34 Creative Writing and Artwork 37 Book Reviews Infant, Junior and Senior Reviews

16 Infant School The Driving Force Behind Success

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Tanglin Talk

News from our Three Schools TTS Foundation Fundraising gets Musical!

During last term’s Tanglin Trust School Foundation (TTSF) Fundraising Campaign, the school was treated to a daily dose of ‘Music in the Morning’. Infant Djembe Drummers performed with rhythm and gusto, as their Infant friends arrived at school. Junior School children dazzled us with a fantastic rendition of Star Wars and the Senior Big Band showcased their musical talent at The Nixon Bus Bay. Money raised over the 3-week campaign will provide students with new experiences that go above and beyond the curriculum.

Tanglin’s Holiday Camps during the Easter holidays are open for sign up. Each themed, multi-activity camp inspires children to try sport, creativity and craft, storytelling, sciences, technology and cooking.

Camps will run from Monday, 1 April to Friday, 5 April and Monday, 8 April to Friday, 12 April. New for 2019, Infant parents can now select from either a full day camp (9.00am-3.00pm) or a half day camp (9.00am12.00pm). Head to the TTS Portal to book your child’s place!

14 June OPEN DAY Introduction to Tanglin Nursery 2019 4

IN Art Exhibition 2018

Zarghona (Y12)

Tanglin Holiday Camps: Easter Term Break

The Senior School’s thriving Arts programme was on show, as students took part in Tanglin’s eighth annual showcase of the IN Art Exhibition. Our talented young artists’ artwork was selected for its experimental vitality and technical skills, and formed part of the exhibition celebrating pieces created by over 150 young artists from international schools in Singapore.

The TTS Foundation was proud to support the event and give students the opportunity to develop their confidence beyond school.

Tanglin awarded for Sustainability Efforts

Five Years, Five Wins!

Tanglin was once again recognised for sustainability efforts across the curriculum, campus and within the community. The school was presented with the Vanda Miss Joaquim Award, the highest level of the School Green Awards, at the Singapore Environment Council Green Awards ‘Green Day’, along with the Best 3R Award for our efforts to Reduce, Re-Use and Recycle.

Our Under 19 Girls Football team completed a remarkable five successive SEASAC Division 1 titles! The Under 18 Boys Rugby team also won the Sithawalla SCC 7’s Cup for the fifth consecutive year and eighth time in 10 years! Both wins were truly exceptional achievements, of which the school is extremely proud.

PTA Christmas Fair Festivities Giant presents hanging from the ceiling, internationally decorated Christmas trees and the Berrick Performance Hall transformed into a Christmas wonderland, could only mean one thing – The PTA Christmas Fair! Two magical days of gift and book stalls, kids craft, festive baked goods, mulled wine and gourmet vendors. The Tanglin community continued their efforts to drive sustainability, by bringing their own reusable bottles, cups and bags. Thank you to everyone involved!

Tanglin hosts STEM Conference 2018

ParentWise

Tanglin was proud to host the International STEM Conference 2018. Over 100 delegates from across the world attended the conference, which provided a wider perspective on the provision of STEM subjects for students. Keynote Speaker, Felicity Milton (Business Model Strategist and Innovation Focus – Brand Strategy for Adidas Group), emphasised the need to equip, enable and inspire future generations to make a meaningful impact, by caring for our environment.

Last term’s ParentWise hit a new record of 42 workshops, with over 1600 parents and carers attending to learn more aboutthe school, the curriculum and health and safety. In a ParentWise first, two new workshops were also held specifically for the men and dads of the Tanglin community, in celebration of International Men’s Day! Find out more on page 14.

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Interview

Dick Moore: Feeling Good?

In October, we were privileged to have Dick Moore visit Tanglin. Dick, a father of four boys, was formerly an English teacher, rugby coach and headmaster, before immersing himself in adolescent emotional wellbeing after his son, Barney’s suicide in 2011.

He has spoken at schools, universities, businesses and conferences, both in the UK and overseas, given a TEDx talk in 2015 and a Head Talk interview in 2018, and appeared on BBC Breakfast and BBC Radio 4 to help raise awareness of mental health issues.

Appreciating the pressures on children to achieve, whether it be their own expectations, those of teachers and parents, or social media, Dick shared his advice on how we can all help young people to deal with their emotions and consequently, their behaviour.

In sessions for staff, parents and Junior and Senior students, Dick described a continuum of emotional wellbeing that we are all on. Many students can cope with the pressures they face, that little bit of anxiety and stress can be motivational. However, for others, there are times when these go from being positive to destructive. Dick’s message is that schools and parents need to be able to identify these children and to listen non-judgmentally to them: it is about empathy – if children feel understood, then that is good for their self-esteem, which in turn maximises their self-confidence.

“Parents should be aware that a proactive approach to discussing emotions from day one is essential, if children are to become conversant with, rather than frightened of the uncomfortable situations that they might meet. Building connection is vital. Often, this will take time and effort, and the

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ways in which we, as individuals, will build connection, will depend on our personality and our context. Amongst many strategies might be humour, positive body language, shared experience, common interests, showing interest and revealing something of oneself.”

But, how do we tell when someone’s low mood has become depression? Dick suggested warning signs can include feeling troubled, exhausted, numb, anxious, tearful, empty, isolated, worried, worthless, confused, angry, joyless, broken, trapped and endless.

“Of course, anxiety and stress can motivate us, prepare us, galvanise us. However, there might come a time when our helpful, motivational anxiety and stress becomes destructive, and judging when someone has reached the tipping point in which case, they need professional help, is both difficult and essential. ” We need to decipher how long they have felt like this, what level of distress they’re in, and how disabling these emotions have become to everyday life.

“Emotions never last forever, everyone has low times – join the club! However, when someone can’t live the life they want to live, they need to seek help.”

Dick also spoke to Senior students about the unsustainability of the ‘always on’ mentality:

“There needs to be time for self-balance. Being happy is much more than just getting top grades. You should work hard and play hard, eat well and sleep well, exercise, get some fresh air, accept your emotions, laugh and smile, and most of all talk, talk, talk.”

Dick set out his belief that life is in three parts: sometimes fun, sometimes normal and sometimes stormy. He emphasised the importance of resilience when encountering the storms – that it’s crucial to speak up and that it’s not weak to ask for help. His hope in speaking to students across the world is that one day, they can look up whilst engulfed by a dark hurricane and know that any storm is temporary, and that in time, the storm will pass. If they can lean on friends, family and staff, they know they will be okay. As he concluded:

“Life is not about waiting for the storms to pass, it is about learning to dance in the rain.”

Sustainability

Instilling Strong Environmental Ethics in the Junior School It has been a productive year for sustainable development at Tanglin. Extending beyond the boundaries of our classrooms, the children are building upon their responsibility towards our planet, by deepening their knowledge of environmental issues and using this to educate and inspire others.

The Junior School children are motivated by future-thinking ideas, an ideal platform to develop a long-term mindset which instils strong environmental ethics within all learners. Tanglin supports the United Nations Sustainable Development Goals (UN SDGs). In the Junior School we have a team committed to addressing the global challenges we face, including those related to climate and environmental degradation.

This is also reflected within our curriculum, campus and community. The curriculum is brought to life with trips, special events and guest speakers. Each year group has a dedicated topic to explore issues in greater depth: Year 3 – Plants; Year 4 – Island Paradise and Global Guardians; Year 5 – Pristine Planet; Year 6 – Sarawak.

Initiatives to raise environmental awareness are incorporated into routines. These include meatless meals (designed by the children), monitoring food wastage by using measuring bins, encouraging students to reduce their carbon footprint by cycling, walking, taking public transport or carpooling to school, and switching off our electricity when it is not in use.

Our Global Guardians encourage others to care for our environment, by leading projects aimed to address issues that they believe should be a priority. For example, upon identifying a need for greater biodiversity on campus, they designed a small garden keeping specific plants and animals at the forefront of their idea. Once the designs were complete, the children pitched their idea to the TTS Foundation, who agreed to support the project. The resources within the garden

were selected, based upon their impact on the environment. Eco-friendly materials and carbon footprint were amongst the considerations included. The Global Guardians have also been contributing ideas to the proposed green features within the new Gate C building, such as having display signs to explain sustainable features.

“The greatest threat to our planet is the belief that someone else will save it.” Robert Swan, OBE. The Junior School children are inspired by leaders, including Dr Ghazala Ahmed-Mear and Robert Swan, OBE. Robert was the first person in history to walk to the North and South Poles. After seeing the effects of climate change, Robert has dedicated himself to protecting Antarctica and educating people all over the world.

When Tanglin was presented with the Vanda Miss Joaquim Award, the highest level of the School Green Awards, at the Singapore Environment Council Green Awards ‘Green Day’, Guest-of-Honour, Minister for Education Mr Ong Ye Kung spoke to the Junior School Global Guardians, who enthusiastically presented Tanglin’s eco-projects.

Coming Up… Eco–Week is from Monday, 18 March to Friday, 22 March.

Get ready to join us on our continuing journey to a more sustainable way of living.

We would like to see a sustainable lifestyle become a belief, an inherent understanding which our children can take with them throughout their lives. We shall continue our efforts to instil a deeper meaning into our actions in the hope that within our ‘Generations of Excellence’, we include sustainably minded individuals who carry out behavioural patterns which make a difference.

By Scarlett Rae-Campbell, Year 4 Class Teacher

Top Tips to Being Sustainable 1. W aste Free Lunches – Do you need plastic wallets for your sandwiches?

2. S hare with Friends – Can you share things like books and games?

3. D onate – Have you got any household items or toys which you give to charity?

4. A void Single Use Products – Have you got a carrier at home which you can use for shopping?

5. M ake Your Own – When was the last time you were crafty and made something from waste?

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French Homestay Students’ Reflections

During the October Half Term break, a group of Year 11 students enjoyed an eight-day homestay in Montpellier, France. With the expectation of fully immersing themselves in the French culture, students attended classes taught in French and took part in various excursions and activities, including a day trip to Avignon, Nîmes, as well as cooking classes and pétanqu (a game similar to boules played chiefly in Provence).

All those involved had an unforgettable experience.

Eve, Year 11 The French Homestay was a chance to improve my French speaking skills, attend extra French lessons and explore Montpellier. With my GCSE’s coming up, I thought it would be a great opportunity to gain more confidence in the subject.

Before leaving, we were assigned to different host families and provided with background information, such as their names, ages and professions. I was assigned to Monsieur and Madame Akaal.

They were in their early seventies, both university professors and had a dog,

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much to my excitement! Armed with a list of useful vocabulary and a Whatsapp group set up by the French department, we set off for Montpellier. The ‘only talk in French’ rule was put into place before our first flight departed from Singapore, which somewhat prepared me for the next week. My host family were very friendly and patient and made sure we knew that they were happy to help us. As the week went on, I was surprised by how much I understood, by just listening to French radio stations, reading posters and signs and conversing with my host family. I found the French lessons to be extremely helpful and effective for learning trickier topics.

Our teacher at LSF Montpellier French Language School taught her entire class in French and expected us to contribute in French. My favourite part of the day, was going on excursions and doing activities as a group. Living with a host family allowed us to explore beyond the tourist trail and feel that we were at a ‘home away from home’.

The trip is an opportunity to learn and experience a new language and culture and to do everything possible to block out English for the duration of the trip. Small things like changing the language settings on my phone, speaking to my host family as much as I could in French, and translating signs and posters made me feel that I was getting the best out of the experience. If, like me, you return to Singapore thinking and attempting to start conversations with your family in French, then the purpose of the trip has been fulfilled.

Munique, Year 11 When I first heard about this trip, I was hesitant but eager. All my worries were dispelled when we set foot in the city, to be met with crisp autumn air and the most welcoming host family.

Catherine and Ahmed were so accommodating and friendly. We had kept in contact via email before the trip and it was great to be able to put a face to the name. Catherine had heard I was a big fan of dogs and took us to her daughter’s house to meet the cutest beagle and French bulldog!

We started with an hour and a half of French lessons at LSF quarters, followed by lunch and then more studies, before taking part in a different activity. We also had the opportunity to venture the streets of Montpellier. Although we were surrounded by charming little shops and markets, heading to the creperies was a firm favourite amongst our group!

The trip boosted my confidence in speaking French and we were immersed in rich French culture every minute we were there. I feel lucky to have attended this trip with such a brilliant group of people. Despite the age differences, and never having met some of them before, we all supported and relied on each other. If you have the opportunity to go on this trip, take it! Looking back, I only have fond memories which I will treasure forever.

Alumni

Keeping our Alumni Connected

Our community reaches beyond the school through our Alumni and Friends of Tanglin.

Keeping our Alumni connected to each other and to the school, maintains and strengthens Tanglin’s Generations of Excellence. We keep in touch through the community portal, social media and targeted email communications, however where possible we promote personal interaction. Our annual reunion events in Singapore and London, create opportunities for Alumni to catch up face to face, find out what’s happening at Tanglin and how they might support their school.

Events at Tanglin create opportunities for our Sixth Form students to meet with Alumni and receive insight and support on their transition after graduation. The annual Sixth Form and Alumni BBQ is an informal networking event at the start of Term 1. Students can find out more about the universities, courses and cities they are considering, and some follow-up with Alumni about their personal statements, interview preparations and specific insight into accommodation or course modules. Through the annual Internship Programme, funded by TTS Foundation, all students at Tanglin had an opportunity to work with and be inspired by our young Alumni during the first six weeks of Term 1.

Each faculty in the Senior School had one or more interns supporting lessons, preparing materials and facilitating small group activities. In 2018, for the first time, all our younger students interacted with interns, who were attached to specialist departments in the Infant and Junior Schools; supporting music, art, PE, Chinese and IT specialist lessons, events and activities. Alumni visitors are always warmly welcomed at Tanglin and they are encouraged to share their expertise, journey or passion with our students to enrich our curriculum.

In October 2018 Angelica Pursley (2005 cohort – 12 years at Tanglin) shared with our aspiring film makers, how she progressed from an English degree to a career as a CNN video content producer based in London:

“The Film and Media studies department is very impressive, both in terms of the resources and in the teaching approach. I am very happy to help students if they need advice in the future.

My visit brought back lots of fond memories. I really did love my time at Tanglin.”

Later in November, Dr James Jesudasan agreed to be a STEM series speaker. He shared his journey after Tanglin (1991-93 Junior School), from studying as a dentist to becoming a Maxillo-facial reconstructive surgeon for Médecins Sans Frontières in Nigeria and now running a private practice in Chennai India:

“I have been following Tanglin and am amazed and proud of how it has grown.”

In December 2018, we said fond farewells to Nellie Rogers, Alumni Manager of seven years and Tiggy Wiles, Alumni Co-ordinator who had been with the team for two years.

Shakila Samuel Alumni Manager Our new Alumni Manager is Shakila Samuel.

Shakila has worked with two international schools in Singapore in Business Development and Marketing, engaging with teachers, students and parents in promoting the schools. She has also worked with strategic external partners to establish a strong brand for their communities. She hopes her experience will help to continue the great work done by the Alumni in connecting with our past students, staff and parents, as well as our current Sixth Formers, as they transition to life post Tanglin. In a dynamic and ever-changing environment, the Alumni will focus on staying relevant, whilst harnessing on its long-standing history.

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Spotlight

Generations of Excellence At 93-years old, Tanglin has seen generations of families and staff flourish and grow. One thing has stayed constant throughout the years – our commitment to excellence. All of us are driven by a strong sense of purpose and are proud of our rich and varied community, and connection to the wider Singapore community.

Strong relationships are formed between staff, students and parents, resulting in a community which sets high expectations, whilst offering strong support. Here, The Voice speaks to Victoria Thomas, Head of Nursery and Meghan, Year 13 Head Girl, about their journey at Tanglin so far.

Victoria taught Meghan in Reception and has since enjoyed watching her progress through the three schools.

Meghan – We moved to Singapore in 2006 with my Dad’s job. I was five years old. As a family, we’d moved around a lot – having lived in Holland, the UK, Australia and Portugal, but we felt settled in Singapore and were keen to make the most of the wealth of opportunities it, and Tanglin, had to offer.

When did you join Tanglin?

Victoria – I particularly enjoyed the annual animal concert. Although Meghan’s Reception class were the elephants, we were tigers in the performance! The concert is still a hit with our children and parents now.

Victoria – I grew up in Hong Kong before moving back to the UK with my parents.

I was teaching in the UK and wanted to return to Asia again. In 2000, I moved to Singapore with a job at Tanglin. I taught in Reception, ‘The Elephant Class’ where Meghan was one of my students, and her mum was Class Representative. In 2007, I became Head of Nursery, and taught Meghan’s younger brother – so I know the family well.

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What memories do you have of your ‘early days’ at Tanglin?

Meghan – Friendships. I’ve kept in touch with lots of friends who are no longer in Singapore. Expat life is so transient, and people come and go all the time. However, there’s a few of us who have been fortunate to have journeyed through Tanglin together.

What changes have you seen over the years?

Both – Nursery has gone from being a 5-form to 8-form entry, meaning the student body and the number of staff members throughout the school has increased. There have also been many physical changes to the campus, with a new Sixth Form Centre, the Nixon Building, new Infant playground and the Playing Field. The surroundings of the school have gone from jungle, to being in the heart of Singapore’s one-north media and technology community. So, there’s been lots of change!

What opportunities has Tanglin provided you?

Meghan – Tanglin really does encourage everyone to be the best they can be. There is a lot of choice, for example leadership roles, volunteer in activities, co-curricular activities (CCAs) to name a

Meghan, why did you choose to continue your education at Tanglin’s Sixth Form?

Meghan – It was great to have the choice between A Level and IB Diploma, as it meant I could choose the subjects I am passionate about and the style of learning that most suits me, without having to move schools. I chose to study the IB – Higher Level Chemistry, Biology and Geography, and Standard Level Maths, English Literature / Language and Spanish.

Meghan, you’re now Head Girl. Did you always have this in mind?

“The community of Tanglin are hardworking, enthusiastic and most importantly, caring.“ few, and students are supported through their decision making. This leads to happy, confident students with a ‘have a go’ attitude.

Meghan, you’re part of many sports teams. What has been your proudest moment?

Victoria – Tanglin is a unique teaching and learning environment. From Nursery, we strive to create a love of learning, which forms a foundation for the rest of school life.

I’ve been fortunate to experience valuable and inspiring continued professional development (CPD), here in Singapore and beyond, most recently Alistair Bryce-Clegg, a leading early years consultant, came to Tanglin to work with staff.

Meghan – I’ve taken part in many sports at Tanglin, including basketball, netball and cross-country. I have also played in the volleyball team for a few years. We’ve always done okay, but this year we seem to have a great team spirit and came third in the SEASAC volleyball competition – I’m really pleased with our achievement. The TTS Foundation recently supported a visit by the England Beach Volleyball team. It was great to receive coaching from them!

What have you enjoyed most during your time at Tanglin so far?

Victoria, what’s been your proudest achievement?

Meghan – I love the PTA Christmas and Summer fairs - it’s great to see the community come together for these occasions. The trips at Tanglin have been amazing, building on outdoor skills from an early age. The new experiences you have on one trip really do build on your learning on previous trips. They strike a good balance between being in an inspirational location and offering a variety of unique experiences.

Victoria – I’m proud to have led Nursery through many changes over the years, including the change from a topic-based approach, to a more personalised and child-led one, making every day in Nursery an exciting place to work. It’s not stood still and we’re always forward thinking. Despite being awarded ‘Outstanding’ by the British Schools Overseas (BSO) inspectorate, and being the first school in Asia to be awarded the Early Years Quality Mark and the Primary (Infant) Quality Mark, we’re always looking at how we can improve. I always thought Meghan could become Head Girl.

I recall when she was in my Reception class and only five years old saying to her parents: “I will be Head Girl one day!” I’m so pleased she is!

Victoria – Seeing familiar faces around the campus is wonderful. Whether it’s staff, students or parents, people genuinely do care about each other and I’ve really enjoyed building relationships across all three schools.

Meghan – I’ve always loved responsibility and knew one day that I wanted to be part of something that allows interaction with everyone within Tanglin. In Junior School, I often volunteered to be class monitor or a member of the student council, not always getting the position! It wasn’t until around Year 11 that I thought I’d like to be part of the Head Team.

In three words, what is special about Tanglin?

Victoria – The community of Tanglin are hardworking, enthusiastic and most importantly, caring.

Meghan – Supportive, community, aspirational.

What are your hopes for the future?

Meghan – I’ve wanted to be a vet since the age of six and I will work hard to achieve it.

I want to go to the Royal Veterinary College in London or Edinburgh and eventually become a surgeon. Perhaps taking part in role plays and the animal concert in Reception inspired me!

Victoria – In the near future, I’m looking forward to the Year 13 Graduation ceremony. Seeing Meghan and the other students being congratulated for all their hard work, there may well be a tear in my eyes. For my own children who attend the school, I hope they make the most of all the experiences available to them and leave school as happy and fulfilled individuals.

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Our World

Oscar Winning Teams Inspire Tanglin’s Next Generation Established in 2012 and a registered charity, the Tanglin Trust School Foundation (TTSF) aims to provide the students of Tanglin, with life changing experiences over and above the curriculum. Sustainability initiatives, building cultural understanding, developing student leadership, inspirational visitors and a significantly enhanced sports and arts programme, has meant that over the last seven years, momentum has grown and now each student has benefited from an average of 12 projects per year.

How? Thanks to the incredibly generous donations from our community of parents, staff and governors. In the 2017/2018 academic year, over $150,000 was raised and this has helped to fund 98 projects across the school.

Last term and the beginning of 2019 was no exception, when the TTSF invited some very special guests to the school. Not only were the visits unique to Tanglin, but most importantly, the students were able to learn from the very best in their field and experience something truly special and inspiring.

White Noise Ltd

In November 2018, Sound Engineer, Dave Whitehead and Sound Designer, Michelle Child from White Noise Ltd, spent a week at Tanglin talking to students, staff and parents about their experience and passion for sound in film, television and music. Part of Oscar winning teams, Dave has worked with Peter Jackson and Steven Spielberg, as well as on film projects including Mortal Engines, Arrival, The Hobbit Trilogy, Bladerunner 2049, and District 9. Michelle began her career in sound design in virtual

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reality (VR) and computer games. Both Dave and Michelle also produce their own films, sound archives and music.

Initiated by Krista McGee, Arts Faculty and Technical Executive, the experience with Dave and Michelle is something she wants students to learn from, to help improve their own work:

“I value Dave and Michelle’s expertise. Student films can often be let down by their sound

design. It makes up about 50 per cent of film, so it is as important as cinematography. Since their visit, the students’ standard of film has already gone up – as a result, the career opportunities in areas such as sound production, become a viable option.’’

Krista’s own creative background in film has also taken a step forward in helping students:

“It was great to be with people like Dave and Michelle. I learnt so much from them, so what I pass on to make the students’ experience more practical and real, will benefit them for years to come.

Experiences like this enable us to all learn together, but we must always keep evolving. Never stand still! With the support of the TTSF we are generating these amazing opportunities, which ultimately improve the future opportunities available to our students.”

Aardman Animations

At the start of 2019, Year 5 and Year 10 students were given the opportunity to work with the extremely talented Jim Parkyn, a Senior Model Maker at Aardman Animations. Jim has worked with Aardman for nearly 20 years and has played a part in most of the studio’s productions including Wallace & Gromit, Chicken Run, Shaun the Sheep and Creature Comforts. Thanks to Peter O’Brien, Head of Year 5 and the TTSF, Jim was bought into the school, and the rest, as they say is history!

Taking three strips of studio clay, Jim showed the students how to stretch, roll, twist and mould them into wonderful versions of the loveable Claymation characters, Gromit the Dog or Morph!

Year 5 children used the experience to create their own clay work for their Sci-fi adventure project in Term 2. Wallace and Gromit’s Grand Day Out, which was aired to students and parents after school, also supported Year 5’s creative writing, which linked to their Space Topic.

The Film Studies Department used Jim’s visit to launch Year 10’s animation unit, where their coursework assignment was to create a ‘walk cycle’. The Voice asked Jim what he hoped Tanglin students would take away from his visit:

“You don’t need to be an expert at model making. I was good at art at school but had to practice sculpting over many years. Working with clay helps to develop fine motor skills and resilience. You can start over and over again without any consequences. These topics within the Tanglin curriculum provide a window of opportunity for students to try this different art medium and if they enjoy it, to have a go at making their own animations.

I also hope to give insight into the industry. There are so many different roles involved in creating a film. For example, one film can have over 300 people working on it, including cinematographers, producers, writing teams, carpenters, voice talents, sound engineers, editors, costume makers and more.”

By Cecilia Handel, Director of Development

What is a walk cycle?

In animation, a walk cycle is a series of frames or illustrations drawn in sequence that loop to create an animation of a walking character. The walk cycle is looped over and over, thus having to avoid animating each step again.

Source: Wikipedia

“It’s cool to meet someone who has experienced the industry. I didn’t know much about animation, but it’s been fascinating to hear about the role of animators.” Year 10 student “I’ve loved moulding Gromit’s feet and making all the individual body parts.” Year 5 student

Studying Film at Tanglin Tanglin believes that filmmaking is a collaborative process that promotes independent learning, a spirit of creative freedom and the development of the skills necessary to solve logistical problems. Film Studies is taught at GCSE, A Level and IB Diploma with many of the students choosing to study film at university. There are also numerous curriculum enrichment opportunities available to help students develop their practical production skills.

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ParentWise

Why Being A Dad is a Big Deal On 19 November 2018, International Men’s Day celebrated globally the value men bring to the world, their families and communities. The aim was to highlight positive role models and raise awareness of men’s wellbeing. International Men’s Day encourages men to teach the boys in their lives the values, character and responsibilities of being a man.

Simon Parkin, from Tanglin’s Counselling Team, facilitated a ParentWise Workshop titled ‘Why Being A Dad is a Big Deal: The Importance of Positive Male Role Models’.

The workshop explored themes and topics relating to parenting today, including:

What it Means

In an analysis of nearly 100 studies on parent-child relationships, a father’s love (measured by children’s view of paternal acceptance and rejection, affection and indifference) was as important as mother’s love in predicting the social, emotional and cognitive development and functioning of children and young adults.

Getting Involved and Making Positive Connections

Many times children will not remember the things you bought them, but they will remember things you have done with them, for example walking outdoors, horseplay, riding bikes and fishing.

Maximising Each Moment

Be emotionally available and vulnerable.

This allows children to feel that they are connected and can open up. Listen and empathise. Step into the perspective of another to imagine what they feel – this is a great trait to develop with your children.

Over 50 dads from the Tanglin community attended this thought-provoking workshop, with one attendee stating:

“I found it very useful purely from it kick starting my thoughts again.

If there are any other sessions, I am keen to attend as being a father of three boys I need all the moral support and inspiration I can get.”

For many modern dads, reflecting on the role of being a dad and feeling fully present and connected, can be a challenge.

Contemplating personal values, cultural

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norms and expectations, can leave some men struggling with the question “how can I be the best dad and a positive role model to my children?” Bringing together dads from the Tanglin community on International Men’s Day, was a wonderful opportunity to celebrate the positive impact that men and dads bring to their families, work and the community and encouraged the sharing of experiences around balancing family, work, and relationships.

As well as celebrating male role models every year, International Men’s Day helps raise awareness of issues that men face, including mental health challenges. The typical stereotype of a man as someone who is strong and self-reliant, has also created a negative stigma surrounding men’s emotional wellbeing. As a result, some men still perceive talking about their mental health and emotions, as a sign of weakness, deciding to man up instead of seeking professional help, as they would for a physical illness.

Dr William Pollack, author of Real Boys, says that boys are beginning to question the double standard of masculinity. That double standard pushes boys and men to choose between being the kind of tough, competitive, unfeeling, uncommunicative man, traditionally celebrated as masculine (the boy code) to being the kind of open, expressive, egalitarian man, now heralded as ideal by much of contemporary society. By challenging the often unhelpful stereotypes around masculinity and what the popular culture often defines as a ‘real man’, dads are in a great position as role models to make a positive impact on the development of the boys in their lives.

With a focus on wellbeing and a wide range of thought provoking, educational and parenting workshops, Tanglin passionately supports the bringing together of the parent community to celebrate important events like International Men’s Day. The fantastic turn out from our community of

dads for this event was a great reminder that we are not alone on our parenting journeys and highlighted the supportive power of connection and shared experiences.

In 2019, the Counselling Team have also led ParentWise workshops on Growth Mindset and Virtues Parenting.

By Amanda Merrick, ParentWise and Simon Parkin, School Counsellor

“We must become the change we seek.” It is only when we all, both men and women, lead by example that we will create a fair and safe society that allows everyone the opportunity to prosper.”

Mahatma Gandhi

PTA

Fabulous at 40! The Parent Teacher Association (PTA) at Tanglin

This year, Tanglin’s PTA is a fabulous 40 years old! Since 1979, the PTA has become an integral part of school life and very much the heart of our community. With everyone leading busy lives, it is easy to overlook opportunities to connect with and support one another. Over the last 40 years the PTA’s activities have enriched Tanglin life in many ways, from providing fun events to facilitating school projects. Here, we look back on the PTA’s outstanding work and community spirit.

Run by a team of dedicated parent volunteers, the PTA has contributed to some of the school’s most exciting Learning Resource projects, from student welfare and development to curriculum changes and improving facilities. The Christmas and Summer Fairs have helped to raise significant funds ($100k+ p.a.), enabling the school to green-light planned projects across the campus. Here is a selection of such projects that help our students to learn, grow and develop:

“I have always been a strong supporter of the PTA. It offers a tremendous network and source of support. For many, it is a new ‘home from home’ and a source of new friendships, that often lasts decades.” Deirdre Conradie, Former PTA President and Governor.

1. D esign and Technology Studio (Senior school) 2. I nfant and Junior School Climbing Walls 3. S hared performance equipment (whole School) 4. Infant School Playground Redevelopment 5. F uture Learning Classroom (Junior School) 6. Senior School Social Space 7. O utdoor Kitchen and Music Shed (Infant School) 8. M aster Chef Kitchen (Junior School) 9. F reedom from Chemical Dependency Programme (Senior school) 10. F urniture for Walkways (whole School) 11. G reen Screen for Filming (Infant School) 12. P LT Collaborative Space (Junior School) 13. R obotics Equipment (Senior and Junior School)

So how has the PTA has impacted our community?

“The opening of the D&T Studio was a huge highlight, as were the Future Learning Classroom and Infant Climbing Wall. Each of these projects was fabulous on many levels: firstly, the impact on learning opportunities for the children; secondly, they highlight the PTA’s cross-campus impact; and thirdly, a personal highlight was that they were opened by women leading their field: Mei Chee (Head of Product Marketing for Apple), Jo Flint (Google) and Dr Ghazala AhmadMear (mountaineer, surgeon and environmental activist) respectively. ” Kate Saynor, former PTA President.

“The PTA’s annual donation to the Visiting Author Fund has given my son the opportunity to hear from authors like Jan Latta and Will Mabbitt, who have shown him the characters and inspiration behind their stories.” Fiona, Infant School Parent Looking ahead in 2019 and beyond there is still so much more that can be achieved and fun to be had along the way! There will be new opportunities, new challenges and new stories to share. The PTA will continue to evolve and adapt, fresh events may replace old ones, but a few things will remain the same: community, commitment and co-operation.

For old and new parent volunteers, the PTA has provided an excellent network to make friends, launch careers, develop or transfer skills to help the school on day-to-day matters.

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Infant School

The Driving Force Behind Success “The quality of teaching and learning is outstanding and is the driving force behind pupils’ impressive and strong record of achievement.” British Schools Overseas (BSO) Inspection Team, February 2018.

Following our BSO Inspection, the Infant School, delighted to have received such positive praise, continued the journey to excellence. Fast forward to the 2018/2019 academic year, we have achieved this in a number of ways.

We have focused on ensuring our curriculum remains broad and balanced while delivering strong outcomes. We have also made sure that the pastoral curriculum remains a key feature through our approach to wellbeing and in November 2018 we were delighted to achieve the Wellbeing Award for Tanglin.

So how does the Infant School preserve the integrity of each subject while providing a cross-curricular approach?

Professional Development

Over the past year, we have been very fortunate to welcome key players in the educational world to work alongside our staff. Andrew Jefferies, ‘Mathemagician’ helped support Maths Day and impressed us all with his mathematical tricks and tips.

We were similarly mesmerised by Alistair Bryce-Clegg, an Early Years guru who spent a week with us, discussing key themes within the framework of ‘Early Excellence’ and enhanced continuous provision.

Curriculum leaders often have the opportunity to attend or host regional ‘Job Alike Workshops’, such as our library and humanities teams most recently. Internally, colleagues also train on the latest best practice such as ‘Tales Toolkit’, a speaking and listening approach aimed specifically for early years children.

The cross-curricular approach also extends to our parent body - ParentWise events are sometimes hosted by guest speakers, such as Dick Moore on wellbeing and Alistair Bryce-Clegg on quality play-based learning.

The school’s own internal experts have talked about the importance of sleep (led by our Educational Psychologist) as well as hands on workshops with curriculum

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leaders. The events are widely celebrated and very well attended. ParentWise has since extended these opportunities to helpers – promoting the importance of physical development and keeping safe online.

Our library is a wonderful platform of inspiration and this academic year we have welcomed a host of authors, such as Matthew Gollub, Evelyn Bookless, Pamela Butchart, Satoshi Kitamura and storyteller, Cassandra Wye.

“When you speak to the children, these are the memorable moments and learning experiences that they savour.”

Paula Craigie, Head of Infant School.

Other year group magical days have been transformed by performers from Centre Stage or visits to the theatre.

In collaboration with the Senior film department, Year 2 children spent time with White Noise Sound Engineer, Dave Whitehead and Sound Designer, Michelle Child (whose projects include Mortal Engines and The Hobbit Trilogy), and Year 2 eCadets had the opportunity to create sound effects. Unique and curriculum enhancing opportunities like this are often funded by the TTS Foundation (TTSF) and the Parent Teacher Association (PTA).

Travelling musicians enthrall our young audiences, while the introduction of the linguist-in-residence, enhances Chinese language learning; again, all courtesy of the TTSF.

High Quality Special Days and Inspirational Speakers

Across the Infant School we have celebrated Whole School Maths Day and World Book Day, but it is the partnerships we develop that have a lasting impact, such as cementing connections with Yong Siew Toh – Conservatory of Music. The music students have been teaching Year 2 children which is truly inspiring. We have also helped to organise and host the ‘Springtime Harmony’ concerts with Naomi Iwase, our TTS Foundation Artist-in-Residence, and Li-Wei, a worldrenowned cellist. As part of these musical initiatives, we have extended our lunchtime music programme and co-curricular activities.

“I thought the Year 2 Concert was amazing, especially the cool dance moves.” Kira (Y2)

High Quality Resources and a Learning Environment

Adapting, changing and improving is a constant priority. The influence of sustainability as you walk through the Infant School becomes very apparent. We promote the use of natural materials and resources wherever possible and this also ensures a calm and purposeful ‘feel’. This approach is evident in the playground,

Daily Learning

We plan daily learning to incorporate key skills through exciting activities and enhanced continuous provision, and we assess what has been learned, so that next steps in learning can be identified and planned for. This is the true bread and butter in securing strong outcomes and this underpins all that we do. Detailed daily planning is the key ingredient and we take the children’s interests, mixed with next steps, to tailor the curriculum to each child. This learning is captured through the Interactive Learning Diary in the Early Years Foundation Stage and Seesaw in Key Stage 1. Parents can access these apps and have a window into their child’s world at school.

Our Community

in our natural outdoor kitchen and the music shed. In the library, you will find the Creation Station, supported by the PTA, with an emphasis on upcycling, for example spaceships, robots and Christmas trees; another new addition is the ‘Space Place’ themed reading area.

Enhanced continuous provision is not just a feature of best early years practice, but is also evident in Key Stage 1, to extend independent learning and consolidate the understanding of new concepts.

The Mandolin Room was opened to connect Music and Chinese – this shared space has been a great learning and practice area for break out, and small groups during teaching sessions and co-curricular activites.

We have even designed a bespoke map of Singapore for the Infant School to use in different ways; with Tanglin Trust School as a landmark!

Nurturing our community is very important to us and we are always seeking new ways to enhance the wellbeing of our children and colleagues. This is through the pastoral curriculum and the teaching of lifeskills, including balance bikes for our youngest children, to cycle days for Year 2. All our children develop climbing skills on our Infant climbing wall.

Staying safe online is an important lesson to learn and our eCadets have been supporting our digital citizenship programme through leading assemblies and house day activities.

Similarly, the integration of Chromebooks throughout Key Stage 1, allows children to learn basic typing skills, access school subscribed digital learning resources and develop track pad and mouse skills. Lego Robotics is now taught to all Year 2 children, developing a physical understanding of computer coding. Travelling Teddies within Early Years Foundation Stage promote the 17 Global Goals and spend time in our school before they are ‘posted’ off to another school in the world.

friendships being made, not only for the children, but also for parents. Teachers focused on delivering specific PSHCE lessons to help children connect with each other and feel safe and comfortable in their new environment. We feel it was a positive initiative and classes within Year 1 are working well.

House Days continue to unite Key Stage 1 children and give all of them the opportunity to make new friends and try new activities. Our last two days have been successful with clear focus – Sports and Yoga in June and Wellbeing in September, which focused on healthy living.

In conclusion, although we have achieved so much, we still have lots to do and are looking forward to continuing to develop Science, Technology, Engineering, Art and Maths (STEAM) and Forest School wherever we can.

Ultimately our vision is to continue this journey so that we can nurture and inspire our Infant community so everyone can be the best they can be.

By Paula Craigie, Head of Infant School

A successful transition from Reception into Year 1, was a key feature for this past year, with classes being split and new

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Junior School

All Aboard the Calypso Cruise

“All Aboard the Calypso” was a familiar phrase in Term 1, as Year 6 students participated in their year group performance, which took their audience on a worldwide cruise!

The project was written especially for the children in collaboration with Louise Clark, an ISTA artist and writer, funded by the TTS Foundation. The brief was to create a performance which linked closely to their Grand Tour work, as part of the Year 6 curriculum, where children used their geographical skills to visit different hemispheres, while investigating the contrast between the places people have chosen to live.

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Countries were selected and researched, and the writing process began. Once complete, Theresa Chapman, Head of Junior Drama edited the script to ensure all 193 children had a speaking role.

In addition, Fiona Knight Lucas, Head of Junior Music, provided opportunities for dance, instrumental pieces and choral numbers.

In September 2018, the project was launched to the children in an assembly, which saw all the teachers dressed up and in role as competition winners, who all wanted to visit a different destination on the Cruise Ship. There was much excitement at the launch of the Calypso logo competition, where children were challenged to design a logo for the ship. The winning logo was selected and featured on magnificent ship funnels of the set and the crew uniforms.

Many drama rehearsals then ensued with roles selected, lines learnt, and drama skills put to the test. Music lessons were taken up with selecting instruments and learning new compositions for the performance, from Taiko drumming to Irish Jigs. There was no end to the variety. Dancers also attended additional rehearsals after school, practising their numbers, Anything Goes and wowing

with their Samba moves. In addition to this, a group of dedicated Year 6 children attended a weekly production co-curricular activity (CCA), in which they put together clothes rails, took measurements, collated costumes, labelled hangers and painted set pieces. The icing on the cake came in the form of a magnificent set, designed and constructed in collaboration with Thomas Edwards, Drama Technician. Details such as festoon lights, lifeboats and jackets all came together to create the final setting.

The result, an entertaining, engagingly witty cultural extravaganza!

“The Junior School are very proud of the fantastic arts provision which enables every child to have a moment to shine and to share their talents!” Theresa Chapman, Head of Junior Drama

“We loved the show this evening and it always amazes me how hard they, and the teachers, must have to work to reach these standards. We particularly enjoyed that so many different children had their own roles within it, and thought it was fabulous!”

Year 6 Parent

“I enjoyed every bit of the show and hope I have the opportunity to do something like this again.

I loved performing with my class and acting as Annie.”

Year 6 Student

Senior School Drama The fun, teamwork and enjoyment that comes from performing doesn’t stop in the Junior School! Drama in the Senior School is open to all students as a CCA. In Term 1, Year 10-Year 13 students performed a series of short plays to the Tanglin Community, inspired by playwright and novelist, Samuel Beckett. In Term 2, Year 9 students took to the stage with their own interpretation of Romeo and Juliet. The last term of 2018/19 will end with the spectacular, We Will Rock You. Look out for more information in In Touch and come and enjoy

the show! Senior School Drama is for everyone to enjoy and attend. Commitment and enthusiasm are the main ingredients for anyone considering this as an extra-curricular activity, you do not need an acting background to take part and training is provided. Students will learn soft skills such as teamwork, negotiation, focus, discipline and risk taking.

Senior School Drama CCAs take place every Monday from 3.00pm to 5.00pm with weekend rehearsals closer to the performance dates.

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Senior School The Lifeskills Programme

“The lessons are very relevant to our lives like touch typing, note taking, sewing and ironing.” Year 10 student

So what’s next for Lifeskills at Tanglin?

I joined Tanglin four and half years ago with my family.

In that time, I have noticed a change in the dynamic of the whole school. We are still an academically successful school, striving for excellence, but we are also focussed and committed to making sure our students and staff are genuinely happy and well-supported.

The thing I love about my job is that it is always changing, and we are always teaching new subjects and topics based on what is going on at school and within the wider community. This term, we are supporting our older year groups with exam preparation and so the emphasis will be on studying and revision. We are happy to be offering yoga to the Year 11-13 students in the run-up to their exams, and one of our emphases for those students over the next two terms, is to practice relaxation and switch-off skills, in the hope that our young people strike a balance between preparation for exams and finding peace and wellbeing. But also, after the exams, come the parties and celebrations, and so there will also be a focus on risky behaviour and relationships (for Year 11’s) and staying safe (for Year 9’s).

Lifeskills began in 2016 when we decided to develop a department with an emphasis, not just on the Personal, Social and Health aspects of education, but also on equipping our students with the necessary skills, to help them when they graduate from Tanglin and head into the wider world. We are proud to say that Years 10 and 11, over the last few years have brandished irons, frying pans, needles, oil dipsticks, puncture repair kits and first aid dummies in the pursuit of, not just academic excellence, but practical knowledge that hopefully they can tap into throughout their life.

This year we launched Lifeskills in Key Stage 3 (Years 7-9) and introduced a specialist team of enthusiastic Lifeskills teachers who I am very proud to be working with.

Kathryn “I started at Tanglin in August last year and had been teaching for 14 years in UK schools, until now. My husband and I came over with our twin boys and are loving it here! I believe it is really important to prepare our students for life after school and feel so lucky to be able to help them with this in our Lifeskills programme. When not in school, I love reading and am trying to get better at paddle boarding!”

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Tash “I am originally from New Zealand where I trained as a Physical Education (PE) teacher.

Since leaving New Zealand in 2001, I have lived in Hong Kong, India, Rwanda and Ethiopia. I have a four year old daughter who keeps me busy.

We love travelling, swimming and having new adventures wherever we go. I love being part of the Lifeskills team at Tanglin and working with students to help them deal with the pressures they face now and prepare them for the life beyond school. If I think about the last term and the five year groups who have had Lifeskills on their timetable, we have covered so many different areas.”

“I really loved learning CPR (cardiopulmonary resuscitation).”

Year 7 student talking about first aid

“Lifeskills is completely unique from other lessons in a good way.” Year 9 student

We are so pleased to be working with the Co-ordinated Wellbeing Service at school and National University of Singapore, on a research project around body image and body dysmorphia with Year 8’s in August 2019. We are always open to new ideas for activities and skills to deliver, and I can’t wait to see what emails I receive and what ideas students and staff talk to the department about in the coming months.

The Lifeskills curriculum revolves around a positive education premise where the emphasis is on encouraging all children to flourish, based on positive relationships, emotions, health, engagement, accomplishment and purpose.

By Clare Butler, Head of Lifeskills and Senior Library

Health and Wellbeing Character Strengths

Mindfulness

Growth Mindset

Drugs

First Aid

Addiction

Puberty

Alcohol

Memory

Smoking

Yoga

Vaping

Education & Careers Touch-typing

Presentation Skills

Note-taking

Planning

Study Skills

Dynamic Reading

Careers Platforms

Budgeting

Revision Timetable Interview Skills

Day to Day Skills Ikea Furniture Building

Budgeting

Cooking Basics

Gift-wrapping

Ironing Sewing on a Button Bike Care Food Planning

Culture Aspects of Indian Culture Sari Wearing Bollywood Dancing Indian Spices Salsa Dancing

E-Safety Digital Media Cyberbullying Sexting Online Scams

Outdoor Skills Tent Building Cooking on a Camping Stove

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Sixth Form

Leadership and Collaboration through WFUNA

‘The World Federation of United Nations Associations (WFUNA) is a global nonprofit organisation representing and coordinating a membership of over 100 national United Nations Associations (UNAs) and their thousands of constituents. Guided by our vision of a United Nations that is a powerful force in meeting common global challenges and opportunities, WFUNA works to strengthen and improve the United Nations. We achieve this through the engagement of people who share a global mindset and support international cooperation – global citizens.’ Source – www.wfuna.org/about-us In September 2018, Nexus International School, Singapore, hosted the Closing Ceremony of WFUNA’s Mission Possible Programme Cycle. Twenty-three Senior School students from Tanglin, as well as students from Hwa Chong International School and Nexus, presented their project work on some of the world’s biggest global challenges. The event was an opportunity for all three schools to share knowledge, ideas and experiences and to collaborate with one another towards a set of common goals.

We spoke to Dave Roberts, Head of Creativity, Activity and Service (CAS), and Year 13 students, Jayesh and Tia about WFUNA and the event.

Tell us more about the event?

Jayesh: We presented on some of the challenges we are tackling in our own community, explaining how we have been addressing them and the impact we have made. At the end of the presentations, we all discussed how each of the projects could be improved and what was being done to ensure their sustainability. Tanglin made a significant impression on the students from the other schools, however, we too were impressed by their projects!

Tia: For our WFUNA project, our group chose to focus on United Nations Sustainable Development Goal Number 14, Life Below Water. We were interested in this goal, as we felt that marine life is often overlooked when it comes to awareness and conservation. We were especially moved and motivated by videos of sea turtles ravaged by plastic waste. Over the past year, we have attempted to raise awareness for our cause by means of promoting alternatives to plastic use in Tanglin.

Although our project got off to a slow start, we ultimately made significant progress

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in changing the attitudes of our school towards single use plastics. We worked with Mr Forbes, Head of Senior School and Ms Bibbings, Food Services Manager for example, to identify solutions to reduce plastic in Tanglin’s canteens for the school year 2018/19. We achieved this through a combination of meetings, proposals and Eco-week presentations. The results of our work are all around the school now; there is a significantly reduced quantity of plastic cutlery available in the canteens and all plastic straws have been removed. But this is just the start! Looking forward, our group aims to continue promoting plastic sustainability and alternatives at Tanglin, as

we try to eliminate plastics once and for all, for the benefit of the marine environment surrounding our beautiful island.

What is the Creativity, Activity, Service Programme (CAS) at Tanglin and how does WFUNA fit into it – is this something that all Tanglin Sixth Formers need to do?

Mr Roberts: In the Sixth Form, CAS is compulsory for all A Level and IB students, and in Year 12 students commit to a longterm service project. There are six elements to the CAS programme which must be completed; two creative experiences,

two action experiences and two service experiences. On Wednesday afternoons, we are fortunate that CAS takes place in timetabled time. This has allowed us over the past few years, to develop a number of extremely worthwhile service opportunities in the local community. Students can choose from one of 20 electives and are also free to source their own service experiences. We aim to ensure that every student follows a CAS experience that interests them, and provides them with an excellent opportunity to develop skills that are not always easy to develop in a conventional classroom.

Jayesh: The Service activities are often a hands-on experience in the local community, but some students take up other options for Service that is related to advocacy. This involves students trying to educate others in their communities about issues that the world needs to address.

WFUNA provides a forum to do this.

What has been the learning experience for you as a result of your project work for WFUNA? Jayesh and Tia: This experience has made us more active as members of our community. We also apply what we have learnt from our projects into our studies.

Planning our projects and working in a team has improved our organisation and communication skills, which was essential to the project, but will also help us at university and in our future careers. We also learnt how we can turn from being passive members of the community to being more active, and how it is important to first understand the needs of others before working on a solution. Some students were able to use practical and technical knowledge, that they had acquired from their Science, Technology, Engineering, Maths (STEM) sessions, such as the ACE project group who looked at reducing Tanglin’s energy consumption and renewability. Most importantly it made us

more aware of the consequences of our actions, or at times inactions in the different communities we live in at a local and global level. As we tried to make more connections between our theoretical knowledge and how it is applied to a real life context, we also discovered that things are not always as black and white as they seem.

By Dave Roberts, Head of CAS, and students Jayesh and Tia (Year 13)

For further information on the UN Global Goals for Sustainable Development go to www.globalgoals.org

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Senior Ensembles

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Year 3 India Day

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Desford Colliery Band

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Year 2 Christmas Concert

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Sport

Tanglin hosts SEASAC Rugby and Touch Tournaments

On 25-27 January 2019, Tanglin proudly hosted the prestigious SEASAC Rugby (boys) and Touch (girls) Tournaments, with seven schools for Rugby and eight schools for Touch, and a total of 200 participants competing for honours in the top division of the respective tournaments. Tanglin was a hive of excitement as students, staff, parents and visitors gathered round to watch the event unfold.

The event was opened in traditional SEASAC style by Tanglin students Helena and David, who performed the Singapore National Anthem, and set the scene for the three-day celebration of sport. The tournaments did not disappoint, and the crowds were enthralled by skillful, energetic and at times, breathtaking Rugby and Touch action.

The SEASAC tournaments were also a great opportunity for our Year 8 and 9 students on the Tanglin Sports Leadership Course, to gain some practical experience, from result card collection and ball retrieving during matches, to assisting competitors and spectators, and setting up the pitch.

On Saturday evening the schools were hosted at a Gala Dinner. Tanglin students, Anjali, Dominique and Josie, gave superb performances, and the funky 70’s disco for the evening kept everyone entertained!

Well done to our Rugby and Touch teams on their fantastic performances, and to our

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newly trained Sports Leaders, who helped make the event run so smoothly. Although on this occasion the results didn’t go our way, coming second in both Rugby and Touch, the players put on a great show, demonstrating maximum participation, individual aspiration and excellent sportsmanship.

Congratulations to the winning schools and to all the teams who put in many hours of training, developing their skills and talents to take part in this competition. The whole event was a wonderful example of the whole school community coming together to support our students – the buzz and energy around the school was infectious.

Our focus now however is firmly on 2020!

Alana, Tanglin Touch Player said:

“Despite the competitive nature of the tournament, it’s great to see friends from schools across Asia.”

Fraser, Tanglin Rugby Player added:

“It’s been great to play in a tournament of this scale at our school. Thank you for all the support.”

A big thank you to everyone involved in helping to organise the event and we look forward to hosting another SEASAC tournament next year and winning both trophies!

By Richard Arlett, Activities & Sports Director

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Sport

FINA Swimming World Cup Singapore

On 21 November 2018, it was fantastic to see three of Tanglin’s students compete in the FINA Swimming World Cup, a series of competitions held around the world, with the last being in Singapore.

When the competition comes to a country, 200 ‘club’ swimmers from the local area can participate, if they meet the qualification criteria – 500 FINA points. These points are calculated based on the world record time and how far off it you are. Jeremy, Alistair and Katie in Years 10 and 11, all achieved the FINA points needed to compete in Singapore. They each raced 7 to 8 events over the three days. All of them achieved personal best times and broke school records in almost all their races!

The swimmers were racing other club swimmers from countries including the USA, Australia, Japan and Britain. Among these were Olympic medallists and world record holders. Jeremy said:

“I really enjoyed competing with athletes of such a high level, even though it was extremely daunting.

I enjoyed talking to them to gain a deeper understanding for the sport and what it feels like to be an elite professional sportsperson.”

Katie added:

“The FINA World Cup was an amazing experience as it allowed

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me to meet and compete against some of the top swimmers in the world. The atmosphere and excitement all throughout the competition made it an unforgettable experience. It was incredible to compete at such a high level and I hope to do so again next year.”

Alistair commented:

“Racing with the Singapore FINA World Cup banner behind us was truly amazing and made me feel like I was one of the best.”

Term 1 also saw a new targeted competition programme for all our Merlion swimmers. These new competitions were designed to allow appropriate age groups and abilities to attend different meets. We had our Junior focused internal time trials, UWC Dover short course and Merlion Sprint Festival (MSF). Our Senior swimmers opened the season with the Merlion Sprint Festival, a meet always hosted by Tanglin and the largest International School Open meet in Singapore. Held at the Singapore OCBC Aquatics Centre, the MSF 2018 saw over

530 swimmers race in a heat and finals format – a rare opportunity. 2018 also saw the trial of the Sprint League set up by Tanglin to encourage more team competition. These meets include more relays, a mix of all age groups and the chance to race within an afternoon.

MERLION SPRINT FESTIVAL Adrien, Y13 The Merlion Sprint Festival marked the beginning of an important and competitive period in the swimming season. The event took place at the Singapore OCBC Aquatics Centre. A myriad of local international schools attended the festival, making this meet highly engaging, and one that we look forward to every year. The team performed well, and everyone enjoyed themselves.

With the help of the coaches, this meet is a great time to set out team goals leading into some of the major overseas competitions; Feeding Frenzy and SEASAC. Early-season meets also lend themselves to projecting technique and time-based targets over the year. Each year the Merlion Sprint Festival attracts more and more swimmers in a competitive environment. I hope that all the Tanglin swimmers swam their best, whilst keeping at heart the fun spirit of this competition. A special thanks to all the Tanglin PE staff who helped with running the event.

The Next Generation of Sports Leaders This academic year has seen the launch of Tanglin’s Sports Leadership Programme. Using our established links with the sporting network in the UK, Tanglin is the first school in the region to deliver an accredited sports leadership course recognised by universities in the UK and abroad. Tanglin is also an Accreditation Assessment Centre and able to certify students that complete the award.

Our first cohort of sports leaders are Tamara (Year 9) and Aimee, Amelia, Ariel, Joshua and Vihaan (all in Year 8). Huge congratulations to these students as they completed the course in December, 2018.

FEEDING FRENZY Rachel, Y13 Upon arriving at the pool, the swimmers jumped straight in with enthusiasm. Our team this year consisted of swimmers aged 11 to 18, and we were all excited for the races to come. Some swimmers took the opportunity to swim the 400m freestyle for the first time; a tiring but rewarding challenge. On the second day, our high spirits were accompanied by showing support for each other and breaking personal bests (PB’s). The last day was especially exciting, as it consisted of 50 metre sprints and relays. Parents, swimmers and coaches were up on their feet cheering, anticipating the touch that would take home the medal. The fast races left the crowd buzzing with energy. It was an amazing weekend of racing; and the postmeet muscle aches gave the swimmers and coaches the satisfaction of knowing that all their hard work in the pool had paid off.

“I have been extremely proud of all the Merlions and the coaching team. The programme is growing in numbers and confidence and the team can only get stronger.”

Andy Hailey, Swimming Coach

During the seven week sports leadership course, the students learnt the values and attributes required to be a good leader and developed their leadership skills through a combination of theory and practical sessions. The course focused on developing interpersonal skills including communication, motivation and teamwork, plus: • How to plan, organise and lead a sports session • T he role of the sports official and general event management • T he concept of fair play in sport and the benefits of leading an active lifestyle.

After the course was completed, students were invited to watch a PE masterclass by the Junior PE team and were then given the opportunity to develop these skills, by leading three Junior co-curricular activity (CCA) sessions. Ariel, Amelia and Aimee led a Junior netball session.

Tamara led a Junior athletics session, and Joshua and Vihaan led Junior football. All sessions were supported

by PE staff.

Course tutors, Mr Ayompe and Mr Keng Lam, said:

“We were really impressed by the ability of the students and how they put into practice everything they had been taught. It was a pleasure to see their

confidence grow during the course, and we are very proud of how they have developed as sports leaders in such a short space of time.

They are superb role models that our younger students can look up to”.

In January, our newly trained sports leaders joined the event team for the SEASAC Rugby and Touch tournaments hosted at Tanglin – a prestigious 15 team international tournament involving 200 students from across Asia. Our sports leaders provided invaluable help by assisting Tanglin staff with event registration, results, crowd control and general event management.

With another two sports leadership courses before the end of the academic year, our newly trained leaders will have the opportunity to develop their skills further including at the South East Asia (SEA) Netball in March.

Currently we deliver the course for Years 8 and 9, but in the future we hope to run more courses for additional age groups. We also plan to provide our sports leaders with more opportunities to support sports activity and events at the school, and in addition, we hope they become more involved in volunteering within their local community.

By Richard Arlett, Activities & Sports Director

If you are interested in becoming a Year 8 or 9 Tanglin Sports Leader, please register via the CHQ CCA Programme.

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Wellbeing

Wellbeing Award for Schools

At Tanglin, we take pride in our holistic approach to education. We often talk about learners who are ready for whatever the next stage of life’s journey has in store for them; equipped with both the knowledge and the skills not only to survive, but to thrive.

In October 2017, as part of our work towards this vision, Tanglin committed to the Wellbeing Award for Schools (WAS), a framework developed by the National Children’s Bureau in the UK. A ‘WAS Change Team’ with representatives from across the school was formed to look at all aspects of wellbeing at Tanglin, with the overall aim of developing a school culture where the whole community is engaged in promoting and protecting wellbeing.

Following a stakeholder survey, our specific aims included being clearer on what we mean by ‘wellbeing’, making the school a safe place in which to talk about our own wellbeing, and feeling equipped with a range of strategies to effectively support others wellbeing (adults and young people).

Our WAS objectives sat under the following areas: commitment and vision, culture, staff and continuous professional development (CPD), responding, and community and partners. After a year, in November 2018 we were delighted to be awarded the WAS – with a glowing report. It is wonderful to have achieved this recognition for our commitment to the wellbeing of our

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students and staff, and for our provision of opportunities to engage with parents, for example through the growing ParentWise programme.

The verifier met several students from the Junior and Senior Schools and was very impressed with their confidence in talking about how they look after their own mental and physical health, a key objective of our PSHCE and Lifeskills programmes. As the report said: “The PSHCE and Lifeskills curriculum have been developed to support the vision of the school where wellbeing is the foundation upon which academic achievement is built.”

Other key strengths identified by the review include: • Tanglin is an educational establishment where the wellbeing of the staff, students and parents is paramount. Because of this, the whole school community feels highly valued.

• Tanglin is a very welcoming, nurturing and happy school with staff who are motivated, highly professional and want the very best for the students in their care.

• Effective professional development relating to wellbeing and supporting mental health has ensured the staff have the skills to help students when the need arises.

• Communication is a real strength and parents are well informed about all aspects of school developments.

• The students are very proud of their school and all have aspirations.

• There is evidence of a broad, balanced and enriched curriculum. Consequently, all pupils can experience success in a range of subjects which support the development of confident and motivated learners.

“The Wellbeing Award for Schools framework has been a very useful tool for Tanglin. This report is a wonderful testament to the hard work of many different individuals and teams across the school, who have contributed to improving our community’s awareness of and ability to tackle wellbeing issues.” John Ridley, Director of Learning “Wellbeing remains very high on our agenda and there is more work to do, but it is wonderful to have this validation of our efforts so far.” Craig Considine, CEO

Awards

Beyond the Classroom Awards 2018 At Tanglin, we give great emphasis to Learning Beyond the Classroom, providing a wide range of sports, arts, outdoor education experiences, service opportunities and links with local and international communities. It is always wonderful to celebrate our students’ examination achievements, yet we were equally thrilled to hold our annual Beyond the Classroom Awards Ceremony earlier in the year. The celebration congratulates our students on their industry, enthusiasm and commitment to their learning, achievements and experiences beyond the academics.

Students were awarded for their success in the Tanglin Learner Profile, National Youth Achievement Award (NYAA) and Creativity, Activity, Service (CAS). We also recognised achievements and commitment to the TTS House System, the Arts and Service programmes.

We are very proud of our students as they join our Generations of Excellence and we are confident they will remain lifelong learners both inside and outside the classroom.

“Tanglin students exhibit wonderful individual qualities; many show highly defined leadership attributes, whilst others show tolerance, patience, compassion and a deep understanding towards others.

I believe students who embrace Tanglin’s Core Values of Respect, Responsibility and Purpose possess a more rounded outlook

on life which will result in them making good decisions in life, and ensure that they are able to contribute positively to an ever changing and challenging world.”

Allan Forbes, Head of Senior School

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Creative Writing and Artwork ‘Once upon a time, the little lady made a little ginger breadman. It ran away.’

Alana (Reception)

Nathalie (Y12)

Alana (Y12)

It was a dark, stormy night as the wind whispered away. There were two bridges, each identical with loose pieces of thick brown wood and prickly ropes.

Bravely, I took my first step near the bridge. I glared into the darkness like there was nothing. Paralysed in petrification I took another breath - taking step.

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I stood there waiting for the right moment. I had determination in my eyes.

I couldn’t give up now! I charged across the bridge.

My hair slapped on my face as I charged to the end. My face was red by the time I reached it. I felt like I was going to blow up.

The rocky pathway started to crumple.

I took a few more steps and suddenly I heard a strange booming voice…

“Who goes there?”

I shouted back, “It’s me Prisha, the bravest person in the universe! Now show yourself and tell me who you are!”

Prisha (Y4)

Upon the cloud-drenched Tannhauser mountains, two figures tiptoed along. The unstable bridge was a thin minefield of trap-doors and spike pits, with an air of mystery as to how it was supporting their weight. The stone crumbled and ground against itself, as if it was as angry as its occupant.

Lord Vinyon Tannhauser went towards them, on the top of his floating castle. He looked down with a frown, not of hostility, but curiosity. His eyes concealed a million questions, piercing the thick cloud that was descending upon them. The only light that they could see was the hanging lamp, swinging side to side somehow in the still air.

“How will we get across?” one of them, a girl, questioned her brother. “Come on, it can’t be that hard!” he muttered in sarcastic disbelief.

The boy sprinted to the very edge of the stone platform that they were on and he leapt - flying through the cloud and flapping his arms in a sudden fear - landing on the next platform with an abrupt slam, whack and “Ooff!” The girl soon followed, slipping on her rump and sailing all the way onto the damp stone.

Horse Riding Rosette Poem A blue and billowing fragment of the past, sitting in the palm of my hand.

Reminding me of all those years ago - a memory frozen in my mind like an icicle hanging over land.

A cherished memoir that I will hold on to forever; an image holding me together.

As I gaze at it, my past pushes through, reminding me of who I used to be.

I will keep this close eternally, for it reminds myself of me.

Nivee (Y6)

“Alright, what now?” the girl asked sceptically folding her arms in a look of defiance. “Now we confront Tannhauser,” said the boy.

The boy set off toward the tower, strutting in conceited idiocy; he had not an inkling of what he was walking into.

Leuan (Y6)

Elin (Y12)

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The Lost Village The sky’s reflection glistened across the river of smiles.

People, animals, everything you needed all in one place.

The cloud’s rain had drizzled happiness across all their faces.

Trees, dancing to the people’s song.

Altogether they worked hard as a team but there was something missing .

They lost the war, but not a single person showed the grief.

They had lost family, friends but they knew the only way they could survive.

Was to be together and try to forget.

Struggling to live, the small village worked as a team to grow crops.

They rebuilt their huts and bridges.

From the first spring of nature, they brought life back into this village.

They showed the world that nothing could stop them from being who they are.

And all they said was: “Together we are a team and we do this for the ones we’ve lost.”

Mahnoor (Y8)

Mystery Island A floating village in the middle of the sea, rocking gently, mysteriously, leaving a forever lasting memory, where boats are lying, but almost empty.

Where there is no colour, and everything’s dark, where there is no humour, and no one leaves a mark.

Completely isolated, with only mountains in the distance, everyone stays disconnected, this is a town with quite a difference.

Nothing connected to happiness or laughter, there will never be a happier ever after, you can not name one source of joy, as the waves toss the village around like a toy.

No one has left and no one will leave. this unknown city, coated in mystery.

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Oliver (Y8)

Amrithavarshini (Y12)

Where the only sound is the waves crashing, there is no spark that lightens the setting, from which nothing is heard and nothing ever will, the village just stays, completely still.

Book Reviews Infant / Junior / Senior Top 5 Picture Books For Infants

Top 3 Books For Juniors

1. The

Big Umbrella

by Amy June Bates 2. Trouper

by Meg Kearney 3. B e a Friend

by Salina Yoon 4. I n a Small Kingdom

by Tomie de Paola 5. B ig Hid

by Roisin Swales

1. T he LEGO Book

by Daniel Lipkowitz 2. R ise of Earth Dragon

by Tracey West 3. P ercy Jackson and the Titan’s curse

by Rick Riordan 4. D awn and the Impossible Three

by Gale Galligan 5. H ermione Granger: Cinematic Guide

by Felicity Baker

Early Chapter Books In the Infant Library

Junior Fiction Books In the The Junior Infant Library Library

1. S tar Girl (Series)

by Louise Park 2. D esmond Cole Ghost Patrol (Series)

by Andres Miedoso 3. P ercy & Pam (Series)

by Ruth Wan-Lan

1. A nimal Rescue (Series)

by Tina Nolan 2. T he Bad Guys (Series)

by Aaron Blabey 3. Phoebe & Her Unicorn Adventure (Series)

by Dana Simpson

The Ice Monster

by David Walliams The Ice Monster is a fantastic book about an adventurous orphan called Elsie, who has got monkey feet and fireworks of curiosity. This book is more suitable for children around the age of 9, but if you want a good laugh and an absurd story, then this book is great! Elsie and Wooly have a special connection which sparks different emotions inside. Towards the end the story is quite emotional, but you can always count on David Walliams to throw in some hilarious jokes in between.

I love how he creates such funny, heroic and evil characters, bringing them to life in such an interesting way. This book is such a good influence for young girls to be role models, that they can do anything, as this is the moral of the story. It also gives you an large amount of history about Victorian times, as it is set in Queen Victoria’s time. It even has a fact page after the ending, telling you more about those harsh times. By India (Y6)

Goodnight Mister Tom

by Michelle Magorian Goodnight Mister Tom is a great book set during World War ll. It is about a young boy called William who is evacuated to the countryside of England. The genres of this book are: ‘Children’s literature’ and ‘Historical Fiction’. Although this story is quite tragic, it is intertwined with friendship and adventure.

William meets a wide range of people throughout the story including his best mate, Zach. He also befriends a young boy named George. This book has been written really well and the techniques used by the author are simple, yet very effective. I personally like this book because it is very descriptive and dramatic. The first part of this book is mainly set in the countryside of England but when you read further the settings keep changing as William goes on an adventure. This a great read and we totally recommend it!! By Zoe and Aavienda (Y6)

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Book Reviews Infant / Junior / Senior Top 5 Books For Seniors 1. T o All the Boys I’ve Loved Before

by Jenny Han 2. S alt to the Sea

by Ruta Sepetys 3. T hey Both Die at the End

by Adam Silvera 4. R eady Player One

by Ernest Cline 5. Scythe

by Neal Shusterman Nemesis

by Brendan Reichs This book is a great read about a girl called Min. Ever since she was eight, every two years on her birthday, she is murdered by the same mysterious man in black, but a few hours later she wakes up in the same clearing unharmed. All evidence of the crime is erased. Everyone thinks she’s crazy and what she tells people are “thoughts of a troubled mind” but she finds out she’s not the only one this is happening to. The planet has however bigger problems, such as the Anvil, a huge asteroid that is threatening all life on earth. On her sixteenth birthday, as she is hoping not to die for the fifth time, she vows to unravel the mystery of the her murders and discovers a sinister conspiracy of lies that might be darker than her own murders. What I liked about this book is that the different chapters show different characters’ perspectives. There are many awesome plot twists and it keeps the book engaging and the reader in suspense. If you liked The Hunger Games or Lord of the Flies I’d recommend this and the next book Genesis, because to me it was like a modern murder mystery version of The Hunger Games. This book is part of a trilogy of Nemesis, Genesis and Chrysalis. This is a purple dot book and I would recommend it to Year 7 and 8. By Sienna (Y8) Salt to the Sea

by Ruta Sepetys Salt to the Sea is a wonderfully captivating book following five people (a Polish girl, a Lithuanian nurse, a German runaway and a worker in the port) in their journey aboard The Wilhelm Gustloff, a boat that carried thousands of people across the Baltic Sea. I found this book incredibly shocking and memorable, as it was based on a real boat that carried many refugees in World War II. I would recommend this book to anyone who loves learning about World War II and what life was like. By Alice (Y8)

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I Was Here

by Gayle Forman This novel revolves around Cody and her feelings following the suicide of her best friend, Meg. Unlike other novels involving suicide, the only way we learn about Meg and her character is through Cody’s biased narrative. To Cody, Meg was this perfect best friend who had all the answers and was never afraid to be herself. It turns out that, like everyone, Meg was more complicated than that. “How can you believe someone to be beautiful and amazing and just about the most magical person you’ve ever known, when it turns out she was in such pain that she had to drink poison that robbed her cells of oxygen until her heart had no choice but to stop beating?” Cody tries to understand her best friend’s choice to end her life. The story does not completely focus on Meg’s suicide, but on Cody and Meg’s families, and it does contain some romantic aspects. I would not suggest this book to younger readers however I would recommend to Year 8 and above. By Saffron (Y9)

928 Miles from Home

by Kim Slater Calum Brooks, the main character, wants to write movies and mix with all the A-listers when he grows up. For now though, he is stuck in his boring town with his boring school. While his dad is away truck driving each week, he hangs out with his friends who bully foreign kids. His dad returns home one weekend and announces that he now has a Polish girlfriend.

She later moves into their home with her son, Sergei - one of the foreign kids at his school. Calum is knocked down in a hit-andrun, breaking both his legs. Throughout the rest of the story, despite Calum thinking Sergei is hiding something, they start to understand each other - later investigating some break-ins in their local community centre. By Ollie (Y9)

Pride and Prejudice

by Jane Austen Pride and Prejudice is set in 1813, and is about a family with five daughters. As they are not boys, the daughters need to be married off, preferably to rich men. The protagonist is the second eldest daughter, Elizabeth Bennet, a mischievous young lady.

Elizabeth’s older sister, Jane Bennet, has seemed to catch the eye of a rich young man, Charles Bingley. However, even though Charles and Jane are getting on well, Elizabeth struggles to get along with Mr Bingley’s friend, the proud Mr Darcy. The book follows Mr Darcy and Elizabeth as they get to know each other, sometimes with unexpected results. I enjoyed this book because Elizabeth Bennet is a kind and caring girl, but she still has time to subtly insult people, which I can relate to! By Georgina (Y9)

The Voice at Tanglin!

Celebrating 10 Years 2008–2018

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