The Voice 40

THE VOICE

of Tanglin Trust School Vol 40 / 2023

MEET TANGLIN’S 2023/24 HEAD TEAM Find out how they strive to be ‘perfect’ role models MCI (P) 005/05/2023

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Introducing Tanglin Centenary Music Scholarships Throughout its rich history, Tanglin Trust School has sought to enable all its students to fulfil their individual potential. As it approaches the centenary year, Tanglin will mark the occasion by offering its first ever scholarship programme. The Tanglin Centenary Music Scholarship will enable talented young musicians who demonstrate a passion for music, coupled with outstanding musical proficiency, the opportunity to reach new musical highs.

Music scholars will develop their talents through a diverse programme comprising workshops, masterclasses, and both solo and ensemble performances. It is our hope that these opportunities will enable each scholar to achieve their personal best, and in turn be an aspirational leader to all Tanglin students.

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

CPE Reg. No. 196100114C (7/6/2023 - 6/6/2029)

THE VOICE Editor Lilian Wu, Marketing & Communications

Design Lauren Khoury, Marketing & Communications

Photography • Marketing & Communications • Contributors from across the school

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

DNA Labs in Sixth Form Biology

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

CONTENTS Volume 40: Team Work Makes The Dream Work

REGULAR FEATURES

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A Lucky Call

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Life Changing Decisions

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Tanglin Talk

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Movie Magic

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People of Tanglin

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Student Art Showcase

Fashioning a Greener Way of Life

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Certified Michelin

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Sustainable Passion

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From the Archives

WHAT’S NEW AT TANGLIN 14

Perfect Role Models

INNOVATIVE EDUCATION 18

Unlocking Imagination: Griff’s Imaginarium

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Empowering Education Through Technology

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DNA Labs in Sixth Form Biology at Tanglin

ALUMNI SPOTLIGHT 24

Class of 2023: Life After Tanglin

TANGLIN LIFESTYLE 42

Unsung Heroes

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Racing to End Modern Slavery

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Tanglin Gone Global

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The Impact of Positive Relationships

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Starting Young with Sustainability

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Challenging Conversations

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Online Safety

Thank you to everyone who contributed to this issue.

95 Portsdown Road, Singapore 139299 Tel: 6778 0771 Email: communications@tts.edu.sg Website: tts.edu.sg

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Tanglin Trust School

ON THE COVER:

Head Team 2023-24; from left to right: Ryusei, Helen, Skylar, Harriet, Kavya, Cameron, Xiao, and Fearne

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Tanglin Gippsland

Foreword

by Craig Considine, CEO

T

erm 1 is an extraordinary feat of endurance. It spans August through December and though there is a fulsome break in October, the challenge of retaining one’s energy until Christmas is demanding. Meteorologically this period is often unsettled with Sumatra Squalls, monsoons, and the uncertainty of whether the lightning indicator will flash and wreak its havoc on post school day games. Despite this, our students and the broader school community have yet again thrived. This is represented time after time in this edition of

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We have also played our part by announcing that Tanglin has acquired a property in Australia to offer our students even richer educational opportunities.

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The Voice: stellar alumni achievements, thoughtful leadership from our Head Team, wonderful service from our operations and colleagues in broader Business teams, inspired learning, our approach to sustainability and coming to terms with societal and personal challenges.

2023/24 has seen its fair share of historical events and celebrations. 100 years since the birth of Lee Kuan Yew, the appointment of Mr Tharman Shanmugaratnam as President of Singapore, a visit from Prince William to launch The Earthshot Prize, the Grand Prix, Diwali, and a host of other events define a rich, contemporary, and successful island state. We have also played our part by announcing that Tanglin has acquired a property in Australia to offer our students even richer educational opportunities. The campus will be known as Tanglin Gippsland and marks a significant step toward enhancing our already wonderful Tanglin education. We will feature a full overview of this educational development in the next edition of The Voice.

Until then I would like to pass a heartfelt and enthusiastic thank you to our Editor, Lilian Wu, and Designer, Lauren Khoury, for their wonderful work in creating this amazing representation of Tanglin life. They are supported by many contributors who complement one another in balancing the rich tapestry that is Tanglin Trust School. Please enjoy reading the 40th volume of The Voice.

TANGLIN

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Keep your finger on the Tanglin pulse with these latest stories and events. Read on to find out more!

HONOURING TANGLIN GIVING

This year, at the annual Foundation Drinks, we unveiled the new Foundation Honour Board. Located at the base of the Centenary Building, this celebrates cumulative giving by members of the Tanglin community. There are many familiar names there (Thank you!).

There are also quite a few empty spaces on the Board, which we hope will fill up as a culture of philanthropy takes root at Tanglin.

The different categories on the Honour Board reflect the different levels of cumulative giving and, over time, some of those names will move into the higher giving categories as their journey at Tanglin continues.

The unveiling of the Board also allowed us to showcase the new Foundation logo. The Tanglin Palm at the heart of the new logo reiterates the Foundation’s alignment with the school and our Governors’ stewardship, while the Gold celebrates our donors and their contributions. The Foundation was established in 2012 to support Tanglin’s mission and facilitate exceptional educational opportunities that school fees can’t cover.

In the past 12 years, the Foundation has granted almost $2 million, derived from surpluses generated by our Placement Rights programme. This has benefitted thousands of lives and earned us a Charity Transparency Award from the Singapore Government.

As we look to the future, the Foundation’s focus will remain on enabling the exceptional and extraordinary, and going beyond what fees allow. We will continue to ensure high levels of governance, oversight, and reporting. We will remain true to our not-forprofit charitable status and we will continue to focus on nurturing generations of excellence.

Thank you to those who have already been a part of this journey and welcome to those who are just starting with us! »

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TANGLIN

TALK MAPPING INSPIRATION

Thanks to Tanglin Trust School Foundation’s generous support, the Infant School invited local artist and Tanglin parent Sarah Vaulkhard to be an artist-in-residence in June 2023. She led inspiring sessions with the Year 2 Art Club children, where she taught them how to create digital art using the Procreate app on iPads, and gathered inspirational ideas from the children during their assemblies so that she could create a bespoke mural map. Sarah completed some of the digital artwork for the map in school so that visiting groups of children could ask lots of questions as it developed. The collection of landmarks and elements on this map are seamlessly blended to create a distinctive work of art that beautifully encapsulates what Singapore means to the young minds at our Infant School. Isn’t it a beautiful piece of work? You can now admire it along the Infant walkway where it is displayed on the side of the Nixon Building.

ALUMNI OF THE YEAR 2023 It’s that time of the year again when we nominate worthy individuals for Tanglin’s Alumni of the Year Awards! If you know anyone who has achieved extraordinary feats in their respective fields and embody the essence of Professional Excellence,

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Excellence in Sport, Excellence in the Arts, and Excellence in Community Engagement, it’s not too late to drop their name into the hat by 30 November 2023! Scan the QR code to visit the Tanglin Alumni website for more information.

K NEW SPACES, NEW POSSIBILITIES You might already know this, but new spaces have sprung up during the summer break! At the Nixon Building, senior students are now fully utilising the Chandran Studio (formerly Chandran Hall), a drama studio, the white studio for immersive projections, dance studio with a sprung floor as well as the drama classroom equipped with tables and chairs. Over at Senior School, Year 10 and 11 students also have a place to call their own - ‘The Hive’.

The newly renovated space comprises of common areas, meeting

rooms and offices for the Head of Upper School, Heads of Year 10 and 11 as well as Assistant Heads of Year 10 and 11. Luke Hensman, Head of Upper School, said, “The space is designed to achieve multiple purposes. Aside from being a place for assemblies, presentations, and student performances, Year 10 and 11 students can come together to socialise, study, and collaborate on projects. This will help foster a great sense of the Upper School identity.”

ENHANCING RIGHTS OF THE CHILD AT TANGLIN

AMAZING TRANSFORMATION

Tanglin won two awards from ISC Research this year: Best Ethical Values Education and International School of the Year.

We are the first school outside the UK to get the Gold UNICEF Rights Respecting Schools Award (RRSA). This award is based on the 54 articles of the UN Convention on the Rights of the Child. It helps schools make sure they respect and include children's rights in their ethos and culture. If you want to know how Tanglin's Junior School started on its RRSA journey, scan the QR code below to read the story by Peter O'Brien, Deputy Head (Pastoral) at Junior School.

The Chinese Department at Infant School has undergone a remarkable transformation since its establishment in 2008. What began as a modest endeavour with just two dedicated staff members offering limited class time has now blossomed into a dynamic department. Today, our Chinese Department features a team of five passionate educators and is equipped with two visually appealing classrooms that facilitate engaging and comprehensive learning experiences for our young learners. In addition to these remarkable enhancements, we are proud to introduce a dedicated space for our Enrichment Programme, providing children with an even more enriching educational journey. We are excited about the growth and opportunities that the Chinese Department has brought to Tanglin. We look forward to continuing our mission of fostering cultural awareness and language proficiency among our students.

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PEOPLE of TANGLIN The People of Tanglin are role models in more ways than one. Curious to know who they are? Read their stories to find out more.

Conrad Garrow Year 8 student

What’s your Tanglin story?

I joined Tanglin as a Year 6 student in 2021 after transferring from the Australian International School in Singapore where I had been for six years. I’ve really enjoyed the Tanglin community, the kids and teachers are nice, plus events like the Movie Night held at the school are fun. I was born in Melbourne, but lived most of my life in Singapore where we are Permanent Residents. Several of my friends are also at Tanglin Trust School and like me, have had an excellent experience, both academically and with its community.

How did you get started in karting?

I had tried a few different sports, but nothing really interested me until my dad took me to the go-kart track one day and I’ve been hooked ever since. I guess it all started from my childhood when I had a plastic Mini Cooper that had an electric motor and an electric off-road buggy that I drove down the Green Corridor with my friends.

What competitions have you participated in so far?

I compete in many kart races around Asia and Europe such as the 2023 ROK Cup Singapore, 2023 ROK Cup Asia, 2023 ROK Cup Malaysia, 2023 IAME Malaysia and 2023 RMC Asia Trophy. I’m proud to say that I’m the reigning champion for 2023 ROK Cup Asia and

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2023 ROK Cup Singapore. In October 2022, I represented Asia at the IAME Super Final in Le Mans, France. I also completed five races in Italy during the same year.

This year, I represented Singapore and won the Asia Pacific Championship on 30 September in Malaysia. I also represented Asia in the ROK Cup Super Final (Lonato, Italy) and the IAME Super Final (Portimao, Portugal) in October 2023.

Overall Tanglin is very supportive of my sporting commitments and the Sporting Approved Absences help a lot in enabling me to achieve my personal goals outside school. The online study materials in One Note also allow me to catch up on classes when I have to travel for karting.

How do you prepare for your competitions?

I practise 1-2 times per week when I’m not travelling for races. I have a kart simulator at home which I use to practise various tracks around the world.

What are your future plans?

I want to be an F1 driver eventually. To get there, I must compete in regional series and Junior formula series like Formula 4, 3, and 2 before I can get my Super License, which is required to become an F1 driver.

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It is most heartwarming to see them grow in self-esteem and belief as they move along in the academic year.

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Ann Prior-Lim

Year 2 Learning Support Teacher What’s your Tanglin story?

I was born in Singapore. My dad’s forebears were from England, and they lived in different parts of Asia before making Singapore their home. The maternal side of my family was of Spanish and Asian heritage. The confluence of different cultures through birth and interaction allowed me to experience the diversity and cultural nuances of various ethnicities. I joined Tanglin’s Infant Learning Support Department in 2012. Prior to that, I was employed by an American multinational corporation to manage a small school teaching children of the expatriates working for the company in Indonesia. While in Indonesia, I was given the opportunity, after school, to teach English to adult learners in the company and to young children at a local orphanage. I have also taught in the Learning Support department of a British international school and in an international school following the Australian curriculum in Singapore. I began my teaching career in a local mainstream school, teaching a class of students who were behaviourally challenged. It was here, as a young teacher, where I became interested in supporting children who processed information in unique and individual ways, and needed a different approach to teaching.

What do you love best about your role?

Working in the Learning Support department of the Infant School, I have had the opportunity to make a difference in how a child learns. Totto Chan by Tetsuko Kuroyanagi (a book about the unconventional education the author had received) and Circle of Children by Mary MacCracken (a story of how a teacher’s dedication and love worked miracles with the children she taught) have been instrumental in shaping the person I am today. Each child is unique and with the right support, I challenge myself to look at different ways to help them discover their learning style.

What I love best about being at Tanglin is how everyone works as part of a team. Each day brings on something new to learn and

reflect on, whether it is over an engaging conversation with a colleague or when interacting with a child in our learning spaces.

What has been the most fulfilling part?

In my role as a Key Stage 1 Link Teacher, it is gratifying to work together with the class teachers, specialist staff, and parents to overcome and mitigate challenges of the children who need support.

Of all the roles you’ve been in at Tanglin, which is your favourite?

I always cherish working as a teacher in the Infant Learning Support department. I enjoy seeing the transformation of each child as they grow in confidence and ability taking small steps towards their learning targets. It is most heartwarming to see them grow in self-esteem and belief as they move along in the academic year. Over the last couple of years, I have supported the same cohort from Year 1 and moved up with them to Year 2. It is always a delight supporting them for two years and then finally seeing the progress they have made from their low starting points, ready for their transition to the Junior School. I have had the greatest joy seeing children who are now confident learners in the Senior School, come back to visit every year and they never fail to remind me of how I had taught them in Year 1, how to string phonemes together to sound out a word or the correct way to hold a pencil, and how I always reminded them that with practice, they could do it. I have also enjoyed the occasions I get to go into a classroom to cover a class teacher. It allows me to go back to my early teaching days when I taught a class of 24 but feeling even more competent now to ensure EVERY child is actively engaged in the learning, even if it means taking the extra time to rephrase an instruction given to the whole class or being mindful that some children may need to be shown and taken through the steps of how something is done. »

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Matthew Durant School Photographer & Parent

What’s your Tanglin story?

What do you love best about Tanglin?

I come from the United Kingdom and have been in Singapore for approximately 12 years. I’d worked in the UK as a graphic designer for a number of agencies for clients such as adidas, Parker Pen, Saab, Daler Rowney, Kookai and Episode. I then went freelance and sent up my own agency for a number of years in the UK before moving to Singapore. I was lucky that my UK clients continued to work with me as I established my contacts in Singapore. I’ve also worked with the school on various projects over the years including the House System and more recently the UN Sustainable Development Goals graphics, which replaced the Eco Vista mural. Since offering photography in addition to the graphic design, I’ve been lucky to be part of the school’s rota of photographers. I’ve covered just about everything for the school; portraits for the Junior school ‘wow’ days are a favourite and sport is another of note.

My main passion, I’ll admit, is the events, particularly music and drama. I’m still in awe when I attend a Year 2 Christmas concert, Senior classical recital, Battle of the Bands, or a huge dance/musical extravaganza like West Side Story. The passion and the talent I witness at these events amazes me every time.

A special mention has to go to the Tanglin teaching and support staff, who are not only extremely talented individuals themselves but often display such passion, professionalism and commitment that is humbling to witness. They are amazing people! My children have been here since Nursery and Reception respectively. My son has just completed his GCSEs, is now wearing a Sixth Form uniform and beginning his A Level studies. My daughter has moved up to Year 10 and about to embark on her own GCSE adventure. They have both thrived at Tanglin, benefiting from the endless CCA options, trips abroad, and more importantly the support and care given to both when they really needed it.

For that I am eternally grateful. Another aspect of Tanglin that stands out amongst all the others is the unique opportunity to see students as young as 3 years old interacting with students as old as 18. It’s something that I get to witness more of as a photographer, and as a parent, it still amazes me even after 12 years. The 6th Form Graduation Day is the perfect example. It makes Tanglin a very special place.

What’s the most fulfilling part of your job?

My family had an opportunity to move to Singapore when our children were 3 and 5. The chance to offer our children an international education particularly at Tanglin with its enviable reputation was an opportunity too good to miss.

For me, the highlight as photographer is getting a shot that embodies/captures a single moment. Whether that’s a swimmer in mid stroke, netball player leaping to complete a score, a violinist performing Mozart, a Joesph trying to find a bed for the night in a nativity play or the emotion of a hug between a Year 2 graduating student and parent. That’s the beauty of photography - every event and occasion have something different.

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What influenced you to send your children to Tanglin?

What’s one thing people don’t know about you?

I was once in a band that went on to perform in Later...with Jool Holland (a BBC music television show that introduces various live acts) years ago.

Ariana K and Tamani K Class of 2023 and Year 12 student Ariana (Class of 2023): When I was six in 2011, I started playing Touch rugby at Tanglin Rugby Club in Singapore. My Dad was my coach, and we joined the sport together with Tamani soon following. When the opportunity to play for Singapore came along, I didn’t hesitate to take it because it’d be my last chance to play for Singapore before leaving for university. Representing Singapore in an international competition was a wonderful opportunity to excel as a player. I was exposed to amazing national-level coaching and playing standards that I wouldn’t find otherwise. I am extremely grateful for everything this experience has taught me, not only about the sport but also myself. Playing on the same team as Tamani made the experience more enjoyable. Knowing I had my sister on the team to turn to when training became more demanding gave me a feeling of comfort.

Tamani (Year 12): When I saw my dad coaching my older sister on a Sunday, it pushed me to start as well so I joined Tanglin Rugby Club when I was six. From then on, my love for Touch has grown immensely. I decided to represent Singapore because it would be an amazing opportunity that I would be silly to pass up. It gave me access to new coaching styles, new ways to play, and overseas experiences that have been very crucial to my progression as a player. I learned so much from this experience and I am very grateful to have had the opportunity to play for Singapore. Playing with Ariana was

a bonus to an incredible trip. Knowing I had my sister playing next to me gave me more confidence as I felt supported during a new experience. I also want to help build Tanglin’s Touch community and my club (Tanglin Rugby Club) as a vice-captain. I hope to continue playing for Singapore in the upcoming Women’s Open State Cup in Australia in November. I also plan to help coach the younger Touch teams in school as part of my CAS. I want to secure my Level 1 Referee badge as well; this would provide me with an alternative view of Touch. Lastly, I would love to play for England in the future.

Daryl Lee External Badminton Coach What’s your Tanglin story?

I’m from Singapore and I joined Tanglin as a badminton coach some 15 to 16 years ago. Prior to that, I coached at local schools such as River Valley High and St Joseph Primary/Institution.

Why badminton?

Badminton is an interesting sport to partake in, it not only tests your physical abilities but also your mental capability!

I coach regularly at Tanglin, both in PE lessons, and as part of co-curricular activities. Some students come to me as beginners, some as seasoned athletes, but my favourite part of being a coach is being able to instil a love of the sport in them, as it once was in me. Witnessing the passion that the students develop as they train and compete is what makes my job so worthwhile.

What’s has been the most fulfilling part of teaching?

As a Tanglin coach, I teach students from Year 5 all the way up to Year 13, so I watch them grow and mature into talented young players. I’ve been fortunate enough to accompany the competitive teams overseas to represent the school, and it has been so rewarding to watch my students win games and tournaments. Attending SEASAC 2019 in Kuala Lumpur, with students I’ve taught for years, was incredibly special to me; the girls came second, and the boys came home with the trophy.

How is Tanglin of the past different from the Tanglin today?

Over the past years, Tanglin has upgraded and developed its sporting facilities massively. This allows us to work better with the students, as well as better accommodate them.

What’s something on your resume that people wouldn’t normally know about?

Not many people know that I actually have a medical background in nursing!

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STUDENT ART SHOWCASE The art scene at Tanglin remains vibrant, and our students’ creative endeavours are flourishing. Let’s take a look at what they’ve been working on the past few months.

INFANT

UNLOCKING THE WORLD OF SENSORY ART

By Emma Lambourne (Acting Head of Art & Design EYFS) and Libby Henderson (Head of Art & Design KS1)

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rt Week this year was a taste, touch and feeling sensation! The children explored Art using their senses, working on projects that include spice painting, musical expression, and blind drawing in class. They also created an enormous collaborative pipe cleaner sculpture, inspired by local artist Victor Tan’s wire sculpture hanging in The Centenary Building foyer.

Sensory art plays a pivotal role in early childhood development, fostering creativity, cognitive growth, and emotional expression.

Our young artists are still discovering the world around them, and their senses are their primary tools for exploration. Art at Tanglin engages the senses, providing rich and meaningful learning experiences.

Visual art, such as painting and drawing, allows young children to explore their sense of sight, discerning colours, shapes, and patterns. Finger painting, for instance, introduces them to different hues and enhances their tactile perception. This hands-on experience not only helps develop fine motor skills but also sparks their imagination as they watch their creations take form.

The sense of touch is further stimulated through activities like clay sculpting or moulding playdough. This tactile engagement strengthens sensory integration and promotes sensory awareness. Children learn to appreciate different textures, temperatures, and consistencies, which can aid in their overall sensory development.

Sensory art can also engage the auditory sense. Activities like making music with homemade instruments or incorporating sounds into art projects introduce children to the world of sound and rhythm. This can foster an appreciation for music and sound

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as well as refine their auditory discrimination skills.

In the early years, children are like sponges, absorbing information and experiences from their surroundings. Sensory art not only caters to their natural inclination to explore but also nurtures their holistic development. It fosters a love for creativity, enhances sensory awareness, refines motor skills, and promotes cognitive growth. By engaging all their senses, early childhood art offered at Tanglin sets the stage for a lifetime of » creative expression and learning.

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JUNIOR

CHROMATIC EXPLORATION

By Peter Hinckley (Head of Junior Art & Design)

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s an introduction to Junior specialist art this term, Year 3s are investigating the exciting art element of colour. To start them off, the children were given the opportunity to freely explore and investigate colours; they began by creating their own dynamically vibrant and colourful ammonites using oil pastels. After that, they used a colour wheel to focus on embedding their key skills and understanding of colour mixing and relationships. They studied the accuracy of mixing secondary colours from primary colours and learned how to mix a range of hues visually. This also provided a fun and practical opportunity to examine the exciting and vibrant artwork of American artist, Alma Thomas, whose primary focus was the dynamic harmony of colour choice in her abstract paintings.

The children created their own interpretations of her work and from this important groundwork in colour focus, the children were able to progress to creating the transition of a colour from one hue to another. Guided by the theme ‘Incredible India’, the children created beautiful sunset backgrounds and

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demonstrated their painting skills by carefully and gradually changing one hue to another to create a graduated effect.

As we reach half term, we moved away from the use of tempera paint and turned to the Year 3 class book Mr Penguin for inspiration and applied a cross curricular English focus.

The children explored the versatility and visual effect of colour through the medium of watercolour painting. Throughout this project, our primary focus has been to help children understand colour theory through hands-on activities. They learned how to mix colours, use paint successfully in the composition of their art as well as how different brush shapes (round, pointed and flat brushes), paint thickness, and paint brush techniques (wet in wet, wet on dry, and splatter technique) can affect their final artwork.

They also explored the changing opacity of colour by comparing the results from using tempera and watercolour paint. As they delved into the fasinating world of colour, the children acquired fundamental knowledge and skills to build a strong foundation for painting from Years 3 to 6, and beyond.

SENIOR

INSPIRED STARTING POINT

By Anthony McNair (Art & Design Specialist)

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n September, the entire Year 8 cohort visited the National Gallery of Singapore to kick off their research into Southeast Asian artists for their annual ‘Interpretations’ painting project.

Students analysed five very different pieces of art using ‘See, Think, Wonder’ routines to make their thinking visible within research booklets and created drawings directly from the artworks in the gallery. Over the following weeks, this base will be built upon within the classroom before our young artists start exploring paint and developing ideas for their own personal interpretations of the artworks. A selection of their final paintings will be shared within the National Gallery during a very special event later in the year. Tanglin Trust School has a long tradition of providing British-based learning with an international perspective. The creative process of making Art is at the heart of the Senior Art department’s ethos, and students are taught skills with a wide variety of materials and techniques whilst maintaining an openminded attitude to all forms of artistic expression. We can’t wait to see what this inspired starting point will lead to, bridging art history with individual perspectives through a painterly and creative lens.

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Perfect role models

Leadership isn’t just about the title, it’s also about the actions you display and our Head Team of 2023-24 has demonstrated this beautifully - just like the student leaders before them. Read on to find out more.

Harriet Strand (Lead Student) I joined Tanglin in Year 4 after moving to Singapore from Beijing, China.

Being at Tanglin for so many years has meant that I have seen the school change and grow so much. I have been able to take part in many of the activities that Tanglin offers and I’m also an active member of the Merlions swim team. I have been involved in previous leadership roles through my years at Tanglin and have been Lead Student four times. The thought of trying out for the Head Team had always been a goal of mine, I distinctly remember sitting in a whole school assembly and watching the Head Team at the time introduce themselves. I was completely inspired and in

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admiration of them. In my past leadership roles before the Head Team, I learned that by putting myself in this sort of role, I could learn a lot of valuable skills. I requested to be Lead Student, as I feel I can have the greatest impact in this position. I am delighted that I was selected to not only be on the Head Team but to lead it, and I will do my best to maximise the impact that we can have during our year in office. I strive to always listen to students and seek their input so we can ensure that the plans we make are in line with their needs. I will also support my team members as they work on the different pillars so that the plans we propose as a team are aligned with the school management and executed effectively.

What’s New at Tanglin

Xiao Leng (Lead Student) I’ve been at Tanglin since Year 3!

I didn’t have the opportunity to experience Infant school, but I can confidently say I know my way around since I’ve been here for nine years. During this time, I’ve pursued opportunities that have presented themselves to me, whether that’s in the form of leadership, society, or fun! I love both sports and music, have a great interest in my academic subjects, and find that the Tanglin community is supportive of a wide range of passions. Contrary to a great purpose, my primary motivation for wanting to join the Head Team was to prove something to myself and to put my full effort into trying to achieve something important. Over time, that motivation has moulded into a desire to drive change. It started with small things, jokes with friends about what we could do to improve the school, and then a serious desire to helm that change and make a positive impact on the community. I’ve always wanted to be a part of the Head team and specifically the Lead Student because I believed I had the capability to lead a team of amazing people, and that people would be willing to listen to what I had to say. My main responsibility is to oversee the other pillars and assist in whatever the representatives need. I plan on working closely with the Tanglin community and my Head Team members to assist and lead them as best as I can. To do that, I believe it’s important to be approachable because I want my peers and other students to feel like they could talk with me. I think it’s really important that I get to know other people who are part of Tanglin and not just the other Head Team members.

Skylar Eyles (Digital First) I joined Tanglin in Reception and have been an active member of our community since. I have represented the school to the highest level in many sports, such as netball and touch rugby. My long, yet enjoyable journey here has allowed me to engage in all the opportunities Tanglin provides like unique trips and academic enrichment activities. One of my most memorable was the recent Year 12 CAS trip to Rawa where I received my Padi qualification. As a younger student, I admired the Head Team as role models who inspired me to work hard. Since my first introduction to the Head Team during a whole school assembly, I strived to be on that stage one day and inspire future generations. I have always been full of ideas and passionate about advancing our school, and feel there is a lot I have to give back. In my final year, I want to leave a legacy, knowing I have made a positive impact on the school. With the voice I have been given as a Head Team member, this is entirely possible. From the very first application video I sent in, I made it clear that I wanted the role of Digital First. I have always had a passion for technology and this has allowed me to generate many ideas for the optimisation of our technology usage. Due to my interest in computer science, I am knowledgeable about how technology works in the school and am aware of the school’s technology team who work behind the scenes. One of the main ideas I will be working on is to create a website to consolidate all the school sites and revision resources, to make it easier for students. I also want to highlight the importance of a digital footprint, hopefully providing students with the knowledge to minimise the effects of a digital footprint so we can be better equipped to present ourselves online.

Ryusei Okada (Team Tanglin) I’ve been here longer than the Nixon Building and Centenary Building, I joined the Tanglin community 10 years ago in Year 3. This was when my English was still broken and ‘not fluent’ (Japanese being my mother tongue and English being my second language); however, the support from the staff and the friends I made throughout this journey has exposed me to various opportunities for me to develop character and slightly improve my English.

In Year 9 I had the privilege of being selected for SEASAC football, a U-19 tournament held across SEA. Everyone at the venue was huge and muscular and I was without a doubt overwhelmed and nervous. The person who comforted me then was the Head Boy from the Class of 2019, Ryan Beyer. The tournament was a final trip for him, yet he still offered to share a room with me. I was shaken by his act and the support he gave me. We discussed my

subject options, debating what dances should be in the Year 13 Christmas panto and he always reassured me that I will do just fine. At that point, I was certain that he was the type of person I should look up to. He was a perfect role model for me. From that moment, I decided I wanted to be part of the Head Team. As an individual who always aspires to be collaborative and show leadership, this Team Tanglin role was the only one I had in mind. My overall aim is to create a sense of community within our school.

Currently, I view Tanglin as four separate schools: Infants, Juniors, Seniors, and Sixth Form. 81.3% of Infant children I chatted with mentioned they have never spoken to a Sixth Former, and the remaining percentage had family friends or siblings in other year groups. I want to change this so there are more chances for interconnection and for younger children to learn from vibrant students from various year groups. »

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Fearne Wilkin (Environment & Sustainability) I joined Tanglin Trust School in Year 7 when I moved to Singapore from a small state school in England. When I first came to Tanglin, it was evident that many opportunities were being offered that I wouldn’t have received in the UK. I made sure to make the most of all opportunities thrown my way and that led me to join the Touch Rugby team which I have been part of since Year 8. I enjoy Touch and have learned a lot from it as well as making great friendships through the sport. Tanglin has also provided me with many amazing school trips such as Australia, Japan, India, and many more! I have always been a confident team leader who aspired to be a role model for others. Since joining Tanglin, I have always strived for leadership roles, whether it was as a student representative for the year group, house captain, or class representative. Although I was never successful in getting

Kavya Maheshwari (Student Welfare) I joined Tanglin in Year 5 looking for a way to replicate the life I had in my old school. I quickly joined the Merlion swim team and tried out for drama productions. I got involved in sports teams, musical and dramatic productions, academic societies, and many other enrichment and competitive programmes the school has to offer. Since the day I joined Tanglin, I would see the Head Team everywhere: in posters around the school, at assemblies, and through the small changes they made around campus. However, the thought of being on the Head Team always seemed too good to be true. I eventually realised that they weren’t just student leaders, they were also our dance captains, sport team members, and my friends. Once I started to view them as peers with similar interests but with the additional influence and voice to create positive change, it was easy for me to decide that was how I want to spend my Sixth Form. It was clear to me from the beginning that I wanted to represent student welfare. Working with the DEIJ (diversity, equity, inclusivity, and justice) and pushing forth ideas of celebrating identity was the most authentic to my values. As a student who is still figuring out the best approach to mental health and having experienced great support from the senior pastoral team, I wanted to use my role to stimulate conversations and make improvements. Last year, I organised initiatives like the international mental health week that included: open and informal conversations during pastoral time, a mental health-themed bake sale, and a dress-up day that raised $2,500 for the Singapore Mental Health Association. I hope to bring back the coveted international day, a truly grand celebration of all cultures and ethnicities, so look out for that in the future! I am also continuously working with the pastoral team to make small improvements such as eating habits and introducing new study spaces around campus.

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these roles, I made sure to keep trying as it was something I was passionate about. I enjoy making good relationships with my peers and teachers around the school and knew that this would benefit the Head Team. At first, I wasn’t completely sure what initiative I wanted to go for, so I applied for both Environment and Sustainability and Team Tanglin. However, as I got deeper into the election process, I realised that I was much more motivated to drive the initiative of environment and sustainability. Tanglin has many plans this year and some have already been achieved before summer. For example, plastic covers have been added to the aircon controls in the senior library to prevent students from altering the temperature. This is just one of many big plans this year; we also have many small plans such as getting rid of the plastic bags in the School Shop and labelling the bins around school better.

Cameron Smith (100 Years of Excellence) Growing up in Brunei, I only recently joined the Tanglin family in August 2022, so I’ve been at this school for around a year. My core passions are in performing arts and sports. I have always enjoyed singing and being on stage, which led me to audition for the school production of West Side Story and try out for the volleyball team. I joined the Head Team because I love the school and want to advocate for our students. I have many ideas that I would love to implement because they would benefit our students’ day-to-day life. I also met many people who shared amazing suggestions of what they would like to see in school and I want to help bring them into reality. This is what inspired me to join the team. 100 Years of Excellence was not the initiative I originally strived for. However, upon settling into this position, I realised how much more there is to the role than I initially thought. This role not only allowed me to implement useful initiatives but also come up with grandscale ideas for the Centenary Celebration. In my first month, I approached Mr Andy Goodliffe (Head of Sixth Form) and Mr Chris Seal (Head of Senior School) about having a standardised jumper for students. This jumper will be part of the school uniform and will be part of Tanglin for years to come. Mr Craig Considine has greenlit it so it’s now available in the School Shop. Another idea I have implemented is adding vending machines to Tanglin. This was in the works for a while, just running in the background. We met with Ms Anne Bibbings who managed the canteens and proposed the idea of vending machines. We discussed issues such as re-stocking the machines and when we would be able to get them on campus. Since then, I have been able to announce that vending machines would be coming into Tanglin by 2025.

So far, I feel I have had a very successful start to my time on the Head team. Another idea, which is in the works at the moment, is a drone light show that will be during the 2025 festival for the 100 Years Celebration.

What’s New at Tanglin

Helen Zhang (Academic Edge) I grew up in Beijing, China, moved to Singapore, and joined Tanglin in Year 9. I enjoy reading, writing, playing basketball, and trying out and being terrible at all sorts of water sports. Being a point guard was my first experience with leadership and it is still nerve-racking to this day. I joined in an attempt to force myself out of my comfort zone while looking for a way to repay the love and support I received from the Tanglin community in my four years here. Frankly, I didn’t have any major leadership roles in school until now. I ran for both year rep and house captain and didn’t get either. But this was one of the last opportunities I had to contribute positively to the community and move ‘leadership’ a few places up from the bottom of my character strength list, so I thought I’d give it a shot. I’ve always wanted to run for the Academic Edge role since the beginning of the election process. Academia

plays a huge part in my life and I enjoy the process of learning itself. I get this thing I call the learner’s high – you know, after runner’s high – it’s the kind of awe you experience when you learn an interesting new concept, grasp it completely, and find it quite magical that it exists.

I think that everyone is capable of or has experienced it in their life and I hope my role will allow more people to experience this incredible feeling. I have many plans as the Academic Edge representative. For example, I launched an early version of the student forum on Padlet during a Lifeskills lesson. My peers’ responses were ontopic and mostly helpful and I gathered feedback on how to improve the forum after they interacted with it. I’ve also approached various people about the possibility of Year 11s mentoring Year 10s since their curricula overlap, and utilising Tanglin’s parent and alumni network to help students secure internships.

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Innovative Education

UNLOCKING IMAGINATION:

Griff’s Imaginarium How does the transformative potential of Griff’s Imaginarium help foster design thinking and the characteristics of the Tanglin Learner Profile amongst our budding scholars in the Infant School? Veena Annies, Head of Integrated Technology (Infants), shares more with us.

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n a significant step towards enriching the educational experience of our youngest learners, Tanglin’s Infant School proudly unveils its latest addition: Griff’s Imaginarium. This cutting-edge STEAM room provides a sanctuary where curiosity, creativity, and critical thinking converge - providing children with unique opportunities to explore, experiment, and engage with Science, Technology, Engineering, Arts, and Mathematics (STEAM) concepts.

FACILITATING EXPLORATION

Upon entering Griff’s Imaginarium, children discover an environment designed to stimulate their curiosity. With its interactive displays, and hands-on materials, the room invites children to become active participants in their learning journey.

Through focused year group projects, specialist workshops and inspiring CCAs, children will be able to explore everyday problems and develop their own solutions. Our goal is to introduce STEAM concepts early, igniting a lifelong passion for inquiry and discovery.

RISKTAKERS: HANDS-ON LEARNING

Griff’s Imaginarium offers a variety of age-appropriate tools and resources to support hands-on learning experiences. Here, children can experiment with robots, build simple machines, conduct basic experiments, and collaborate on projects. These activities deepen their understanding of STEAM principles and foster essential problem-solving skills. The Year 1 and Year 2 STEM club CCA have already started to make great use of the space, finding solutions to ‘Teddy needs to get home’ and exploring how to use a pull force to create a tug of war champion robot.

CULTIVATING RESILIENT INQUIRERS: RESILIENCE AND GROWTH MINDSET

A primary objective of our STEAM room is to instil a growth mindset in our young learners, allowing them to take risks in a safely managed environment. Through experimentation and

exploration, children learn that setbacks are opportunities for growth. These experiences teach them the invaluable qualities of perseverance and resilience, shaping a positive attitude toward lifelong learning.

ENCOURAGING COLLABORATION: BECOMING GOOD COMMUNICATORS

Designed to promote collaborative learning, Griff’s Imaginarium also provides a space for group projects and cooperative activities. Through these experiences, children develop effective communication skills, learn to share ideas, and practise teamwork. These skills are valuable not only for their academic progress but also for their future success.

CREATIVE AND CARING THINKERS: NURTURING DESIGN THINKING

At the heart of Griff’s Imaginarium lies the cultivation of design thinking skills. This approach champions creativity, empathy, and practical problem-solving. Our young explorers engage in thrilling design challenges that task them with identifying problems, brainstorming innovative solutions, creating prototypes, and seeking feedback. It is a process that mirrors real-world problemsolving, preparing them for life’s challenges.

KNOWLEDGE-BUILDING: INTEGRATION OF TECHNOLOGY

Recognising the importance of technological fluency in today’s world, Griff’s Imaginarium incorporates age-appropriate technology tools such as iPads, coding kits, and an interactive console. Basic electronics kits provide the chance to develop their understanding of inputs and outputs whilst exploring ways to solve problems such as ‘when does a plant need water?’.

BALANCED: INVOLVING PARENTS AND THE COMMUNITY

Griff’s Imaginarium is not solely for children; it is a resource for our entire school community. We invite parents, helpers, and governors to actively participate by attending future STEAM room events, workshops, and open houses. By engaging the wider community, we hope to create a supportive network of inspiring individuals that underscores the significance of STEAM education and design thinking within the Tanglin community.

A PROMISING FUTURE

As our children step into Griff’s Imaginarium, they embark on a journey of exploration and discovery that will ensure they are future ready. This space reflects our commitment to providing exceptional education for our youngest learners, equipping them with skills to thrive in a changing world. Together, we are nurturing the next generation of thinkers, problem solvers, and critical minds.

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EMPOWERING EDUCATION THROUGH TECHNOLOGY Integrated technology does not just harness the advantages of modern devices and make information accessible, it also allows Junior children and their teachers to create dynamic learning environments in the classroom and online. Donavan Zegna, Head of Integrated Technology, shares more with us.

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n the Junior School, we empower our teachers to enhance their teaching practices using integrated technology. Here are some of the benefits:

PERSONALISED LEARNING

Education is being profoundly impacted by technology today.

Digital classrooms facilitate personalised learning through realtime assessments that cater to students’ needs. Students can set their own learning goals, track their progress, and demonstrate their achievements using online portfolios to showcase their work and reflect on their learning journey. Digital literacy is an

Innovative Education essential skill that empowers children to navigate, evaluate, and communicate information across subjects within the digital landscape. Assistive technologies such as voice dictation are an essential part of integration in the classroom, providing more support for students with a diverse range of learning requirements. As part of our ongoing endeavour to embrace future readiness through forward-thinking, we are currently conducting a trial of ‘Century Tech’, an AI platform equipped with the unique capability to evaluate and establish personalised learning pathways.

FOSTERING RESPONSIBILITY

Although the curriculum drives our school’s use of technology and not the other way around, it is still crucial to prepare students for the responsible use of today’s ubiquitous technology. At Junior School, we instil essential practices including self-regulation while using devices, knowing when to charge devices, when to power them off to improve concentration, and how to safely handle devices while at school. Equally vital is teaching students to navigate and critically assess online content, exhibit appropriate online behaviour, and safeguard their personal information when using technology. All these are integral to our integrated technology curriculum and encouraging the development of healthy digital habits is paramount at Tanglin.

PROBLEM-SOLVING

Digital collaboration plays a vital role at Tanglin because it equips students with the skills they need to excel in problemsolving scenarios. It also improves their ability to share diverse perspectives and collective knowledge, foster creativity as well as develop effective communication skills for collaborative teamwork. Teachers at the Junior School also leverage on the power of integrated technology to weave resilience into their lessons. Students often use reasoning and computational thinking to understand and solve problems. They employ logical processes and scientific methods to formulate hypotheses and test solutions by using spreadsheets to analyse data and plot graphs to visualise patterns and trends.

This often entails repetitive rounds of trial and error in order to achieve a specific result and that’s where resilience comes into play.

In the Junior School, we instil essential practices including self-regulation while using devices, knowing when to charge devices, when to power them off to improve concentration, and how to safely handle devices while at school.

EFFECTIVE COMMUNICATION

With a mindful approach to digital citizenship, we closely monitor and guide student collaborations and communication on various learning platforms such as Google Classroom, Padlet, and Seesaw. To ensure that Junior children utilise research in a proper manner, we have implemented an Academic Integrity Policy that is managed by Ms Janine Murphy, our Head of Junior Library.

Children learn the importance of safeguarding their privacy, respecting other people’s intellectual property and upholding ethical standards while online. They are also empowered to express their learning in creative and practical ways to reach authentic audiences. For example, they share their opinions and experiences through creating podcasts, recording interviews, and telling multimedia digital stories.

MINDFUL OF POTENTIAL RISKS

Integrated technology may offer numerous benefits, but it’s also important to remember that it comes with potential risks. To counter this, we place a strong emphasis on preparing, raising awareness, and fostering open discussions among our teachers, students and parents through digital literacy workshops and programmes. Tanglin’s Technology team also works proactively to maintain secure platforms and safeguard personal information.

For example, we recently took steps to ensure the digital wellbeing of our community by assuming ownership and management of Year 6 iPads in response to valuable feedback. Offline activities that utilise pen and paper continue to hold a significant place in our classrooms, emphasising our commitment to maintaining a well-rounded approach.

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Innovative Education

DNA LABS IN SIXTH FORM BIOLOGY AT TANGLIN The impact of COVID restrictions on learning has been multifaceted, notably with the closure of essential facilities crucial to our students’ education. With this in mind, the Sixth Form took the initiative to establish a dedicated DNA laboratory right here at Tanglin, ensuring that we can circumvent similar challenges in the future. Let’s hear more about it from Biology teacher, Pierre Dawson.

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iology students in the Sixth Form learn about genetic technology, how to clone organisms, how to genetically modify organisms and how to sequence genomes. The theory is complex, and the equipment required to learn key experimental techniques is niche.

Prior to the Covid-19 pandemic, Tanglin’s A level and IB Biology students used to visit the DNA lab at the Science Centre in Jurong to test whether they had the TAS2R38 gene. The “tasting allele” confers the ability to taste the bitter chemical PTC and is theorised to have given our ancestors a selective advantage in detecting poisonous plants. Approximately 70% of the world population are estimated to have the “tasting allele”.

Now that restrictions have been lifted, we are excited to return to the DNA lab at the Science Centre in November 2023 for the first time since 2019. In the meantime, we have been building our very own DNA lab here at Tanglin.

We wanted to provide the opportunity for our students to conduct highly technical DNA lab work despite the closure of other facilities. This has involved a significant investment in equipment such as micropipettes, centrifuges, electrophoresis systems, a PCR machine, and a UV visualiser. I am grateful to the Technician team who have helped the Biology Department to increase its capacity to offer DNA practical work at Tanglin.

Thus far, students have learned how to add a plasmid containing the GPF gene to E. coli so that it will glow as well as how to extract and amplify DNA from food to determine whether it contains Genetically Modified DNA or is Organic. Prior to the pandemic, PCR machines and their capabilities were relatively unfamiliar to many. Today, we are fortunate to have the resources to educate our students on the operation of PCR machines and the remarkable possibilities they offer.

Transformed E. coli that glows under UV light.

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The dedicated technician team, who helped the Biology department to set up the DNA lab.

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Alumni

CLASS of 2023 Life after Tanglin

What do some of our Cohort 2023 graduates plan to do after Tanglin? We got a sneak preview of their future plans, and we can’t help but feel excited for them!

Pursue my passion for economics in a meaningful and impactful way - Aarav Mishra

Perform in ensembles and work on animal conservation - Alicia Wells

Check skydiving off my bucket list - Hoe Hin Foong

Pursue Psychology and potentially specialise in Clinical Psychology - Samantha Anstey

I hope to pursue a career in Fintech - Luca Denton Richmond

I plan on getting a PHD and hopefully make lots of money!

- Ariel Xiaoya Yuan

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Engineering - Thomas Gangler

International Relations at University in the UK - Saffron Martin

Having fun.

- Michael Lai

Studying at Durham and hopefully become a lawyer - Anisha Austin

Engineering - Arthur Lawson

Study Computer Science at University - Camille Junique

Become a fireman - Jem Martell

Become an entrepreneur - Ishani Saran

Retire to a garage so I can make product design things.

- Owen Lee Scott

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Innovative Alumni Spotlight Education

CLASSof 2023 Life after Tanglin

Becoming a food scientist - Tryanna Vishinu Aildasani

Work at Platinumman Sachs - Martin Kim

Do a Doctorate in Veterinary Medicine - Hiya Somaya

After graduating from university, I would like to pursue a career in AI with its exciting and innovative advancements shaping our world - Jaimin Vachhani

Medicine - Keira Graville

London Marathon 2024 - Matthew Jones

Pursue a career in illustration - Dorothy Li

Aerospace Engineering at Politecnico di Milano - Mario Mancini

Study finance at University and set up a second business - Kay Cheng

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Innovative Education

Work in the entertainment industry as an actor and/or dancer - Johnathan Gibb

Study Sustainable Development at the London school of Economics - Isabel Dixon-Smith

Traveling/music production - Max Morement

Classics in University to become a teacher and point others towards the subject I love!

- Ava Lewis

After National Service, I hope to study Business in the UK. - Finley Hau

Studying Mechanical Engineering - Nicole Wismer

Complete National Service and study Product Design - Ethan Kan

Philosophy, Politics and Economics (PPE) in college, then hopefully pursue corporate law in the Philippines - Paloma Garcia

Gap year then hopefully flight school - Spencer Mercer

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Innovative Alumni Spotlight Education

A LUCKY CALL

Sometimes it takes a little bit of luck to land your dream career, despite the overwhelming odds. Callum McCullough (2012 Cohort) shares how an unexpected call put him back on the path to professional rugby.

What’s your Tanglin story?

My Tanglin story started in 1997 when my family moved from Hong Kong to Singapore. I was just three years old and went straight into Nursery school when there were only two buildings on campus at the time (Infant and Junior school). Little did I know Tanglin would be where I would spend the next 15 years of my school life before graduating Sixth Form in 2012. I have a younger brother, Andrew, and twin sisters Annie and Caitlin, who all started Nursery at Tanglin and stayed there for at least the next 10 years before we all moved back to Northern Ireland where they finished their schooling, and I went on to university.

How did your passion for rugby first begin?

I guess my inspiration growing up came from both my dad and cousin, Matt McCullough. Matt was a member of the Ulster rugby squad as well as an Ireland international player and someone I looked up to when I was younger. My Dad had always played

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rugby and was the one who took me to the Tanglin Rugby Club Minis on the current site of the Sixth Form Centre and Turf City.

I also have vivid memories of going to watch him play for SCC at the Padang.

Why did you decide to become a professional rugby player?

I was quite fortunate to find rugby as a career. I’d spent a bit of time with the Ulster U18/20s set up but whilst I was in university back in the UK, I had two pretty serious knee injuries and missed almost every match in my last two years. After finishing university in 2016, I moved to New Zealand with the intention to spend a couple years working and travelling but thankfully I also started to do rugby again. Whilst in New Zealand, I got a phone call from the coaching staff at the Hong Kong Rugby Union. They knew I was qualified through birth rights and invited me over for a trial in 2018. Since then, I have been fortunate enough

Shield winners Hong Kong 7s 2023

to represent Hong Kong in both the 15s and 7s version of the games with some notable occasions including the Asia Rugby 15s champions, 7s World Cup and a handful of HSBC 7s World Series events including the most recent Singapore leg of the series.

Callum, Andrew, Annie, Caitlin

What/who was most memorable during your time at Tanglin?

There are so many spanning the 15 years I spent at the school!

There were many opportunities to pursue your interests, whether it was academic, sports, arts etc. The school trips were always a highlight regardless of the destination, like Cambodia and India with my year group or SEASAC/FOBISEA sports trips to places like Kuala Lumpur, Bangkok, or Brunei. And obviously playing in the finals of the Schools 7s Competition at the Padang was a huge highlight!

In terms of memorable people, there were so many along the way. It’s great to see so many of my same teachers still teaching at Tanglin over 10 years later, which is such a great testament to the school and community itself. I (regrettably) still haven’t been back to visit the school but was fortunate enough to catch up with Mr Farr and Mrs Paterson at the Singapore 7s to hear about how much has changed!

What would be your advice for an aspiring student athlete?

I guess the way I looked at it and still look at it is that professional sports aren’t guaranteed. It’s the kind of career that isn’t going to last forever and can also be taken away at any point so always plan for the future or have some sort of backup plan. Obviously finding a university that allows you to pursue your chosen sport and get a degree at the same time is massive. The biggest bit of advice I would give to aspiring student athletes is consistency in whatever you do, whether it’s your training or studies. It’s a real cliché but do the work when no one is watching, and you’ll get your opportunities down the line.

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It’s great to see so many of my same teachers still teaching at Tanglin over 10 years later, which is such a great testament to the school and community itself.

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Innovative Alumni Spotlight Education

LIFE CHANGING DECISIONS As the Marketing Manager for Nikoi and Cempedak Islands (two resorts off the east coast of Bintan), Leanna Crowley (2013 Cohort) is no stranger to making scary life changing decisions. Read on as she shares her story with us.

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What’s your Tanglin story?

I moved to Tanglin in term two of Year 3 (at the start of 2003) and was there the whole way until I graduated Sixth Form in the summer of 2013, so 10 years in total.

Two of your biggest passions are storytelling through photos/videos and being outdoors, what got you started?

Before living in Singapore, I lived in Oman and Bahrain where we often went on weekend road trips down the coast, camping on beaches or in wadis. I spent all my childhood summers back in Ireland where I would surf, do lifesaving courses and explore the coast. In Singapore, I was lucky to grow up in a house amongst the rainforest, so the neighbourhood kids would gather after school for treehouse building, roller hockey on the streets and swimming in pools.

Throughout my childhood, my dad captured all these moments on his film camera and my favourite thing to do was look back through our family albums, so he was probably the inspiration behind the storytelling side of things. When I started getting into photography as a young teenager, I guess it was inevitable that I would turn the camera to the kind of stuff I enjoyed doing. The first video I edited was of my brother and I skateboarding (not very well) down our driveway, and the first photo I submitted to a competition was of a green tree snake on our front porch.

Who or what inspired you the most while you were at Tanglin?

This is a hard one. I think I was inspired by my peers and how much we were able to achieve, thanks to the resources and teaching staff we had. I remember being really impressed by just how well we did as a cohort academically. I was also part of many sports teams and year after year we seemed to only get better. I recall us beating the Singapore national netball team in the Berrick Hall. When I look back on that now, it’s pretty crazy to believe.

It’s seldom easy to make a life changing decision (like when you decided to do a last minute pivot from a master’s degree in marine biology to one in science communication), what do you think gave you the courage to take the leap?

I did do a lot of research before making the decision, but I think I knew in my gut that I was going to change my degree as soon as I heard about it. I think when you grow up in a

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I remember being really impressed by just how well we did as a cohort academically.

transient community like we did, big changes don’t faze you as much. Don’t get me wrong, I still get very emotional (lots of airport cries) whenever I embark on any kind of change in my life, but I’m never scared when I’m actually making the decision. I think after years of practice, you just get used to change being scary, but it’s worth it in the end.

How would you advise someone who isn’t sure what they want to do in life, even after choosing their academic pathway?

I would say don’t worry too much but keep yourself busy. A qualification under your belt is great and nowadays, most qualifications and work experience are transferable into other jobs and industries. With regards to trying to ‘figure it all out’, my brother once said to me: just keep doing the things you enjoy, and the rest will fall into place. I think he was right about that. Don’t let go of your hobbies, that’s where you meet likeminded people and if you’re lucky, your hobbies might one day become part of your job.

What are your future plans?

I have been back in Singapore since January 2023, and I have no plans on moving anytime soon. I work as the Marketing Manager for Nikoi and Cempedak Islands - two resorts off the east coast of Bintan - but spend most of my time here in the city. My office is actually, ironically, right beside Tanglin, so I have done the full loop. By prioritising conservation, culture, community and commerce in their operations, Nikoi and Cempedak are leading in responsible tourism in the area and there is no one else I would prefer to work with. So, for the moment, my plans are to settle in and use my experience in marketing and marine conservation to help them make even more of an impact.

What is something that people won’t know from your resume?

I have represented Europe five times at the World Flowboarding Championships (the fake surfing machines you often see on the back of cruise ships). My first ever European Championship was actually sponsored by the Tanglin Alumni Grant!

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Alumni Spotlight

MOVIE

MAGIC

Filmmaking can be fun, but what happens when a dynamic pair of siblings come together to make movie magic? We catch up with Tanglin alumni Justin (2012 Cohort) and Louise Villar (2016 Cohort) who collaborated with fellow filmmaker Hano Vivaldoran to make the short film Why Can’t We Have Nice Things?

Justin is a director and writer, known for his visual effects work on Shang-Chi and the Legend of the Ten Rings (2021), Elvis (2022), and Thor: Love and Thunder (2022) while his sister Louise is currently in Sydney doing Graduate Certificate in Cultural Studies with the generous support of Tanglin’s Career Development Grant. Let’s find out more about the siblings who may have gone on different paths in life, but came together to collaborate on a film project with fellow filmmaker Hano Vivaldoran.

What’s your Tanglin story?

Justin: I started Tanglin in 2002 as a Year 3 student. We were the first batch to start at the Junior School Building. I was there for 10 happy years, graduating with the Class of 2012.

Louise: I started nursery the same year as my older brother in 2002 and stayed until I graduated from Year 13 in 2016. I grew up entirely in Tanglin!

Justin, what was it like being in the same school as your sister?

Justin: It was funny growing up and the teachers picked up on our similarities. We have another sibling, Julius (the youngest).

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The teachers knew us all by the end of our Tanglin days, they said it was pretty easy to tell that we were all siblings. Haha!

What did you do after you left Tanglin?

Justin: I studied Marketing at The University of Melbourne in Australia, but I realised after graduating that the marketing industry wasn’t my cup of tea. So I spent my 20s trying different things and figuring out what I liked and what I was good at. I’ve had a bunch of different jobs over the years. I worked the night shift at a supermarket, and I was a police transcriptionist as well as a chess tutor. A formative job I had came when I was 24 when I cold emailed a creative agency. I ended up there for two and a half years where I was trained as a Producer and a video editor, working primarily on Google and YouTube projects. I directed and edited passion projects and collaborated with different creative communities such as musicians, comedians, stunt performers, and other filmmakers in Melbourne. When I left the agency, those connections I made from doing my own thing helped me land my first film industry role doing visual effects (VFX).

Louise: I stayed in Singapore and completed the Tanglin Internship by working in the Art Department. Then I moved

Why did you decide to collaborate on a film with your fellow filmmaker friend, Hano, and what is the film all about?

Justin: He had success in making TikTok content and there were producers in New York who wanted to see something more substantial from him - basically a proof-of-concept to show that he can work with a crew, camera, and budget rather than by himself in his apartment.

Louise had always been helping out on my film projects usually as hair and make-up, and sometimes acting in them. But during the last couple of years, she’s been the Assistant Director (AD) for my stuff and some other projects in the Melbourne scene. Her background as a project manager in the Art industry was a massive help. As an AD, they need to run the whole day and make sure we’re on schedule.

There’s a lot of logistics, planning, and relationship/crew management involved so there were a lot of transferable skills that she brought along from her Art background. It also made sense that she became a producer as well, and she ended up handling the financial aspects of Hano’s film.

Clockwise: Louise and Justin with Hano Vivaldoran and their Production Designer Mikki Abbey, Justin and his classmates in Junior School, Louise and her nursery class, Louise and Justin

to Melbourne in early 2017 to start my Bachelor of Arts at the University of Melbourne. I majored in Art History in Philosophy and graduated in 2022. After university, I gained experience working in the art industry both in Singapore and in Melbourne but also spent that time entertaining different passions like film, social advocacy, and creative producing. I’m currently living, working, and studying in Sydney doing a Graduate Certificate in Cultural Studies - another passion of mine (generously supported

by Tanglin’s Career Development Grant, I might add!)

Why film?

Justin: Honestly it never started out as a career path for me. I just made films at university because I thought it would be funny.

Then I just kept making them and meeting more people. I also continued to collaborate with different people because it helped me learn how to make movies.

Louise: My older brother Justin (the first film buff I knew) involved me in his projects after I moved to Melbourne. I was a creative person and willing to help out in whatever role I could fill, often doing the Hair and Makeup or SFX. It was he who introduced me to the local filmmaking community, and it was thanks to him that I got to nurture my interest in producing and enjoy the energy of working on set.

Louise: Hano first connected with Justin, acknowledging both his expertise in producing and their compatible energy. My brother tapped me to jump on as a producer, with the specific responsibility of managing the budget thanks to my background working in event management. More importantly, I had faith in their vision and knew that our collaborative energy was special - it’s such a crucial part of producing a film successfully.

Why Can’t We Have Nice Things is about two brothers, Konrad and Dino, who reunite in their family’s restaurant at midnight. We get to watch the path of destruction that follows Dino as well as the fraternal grievances that finally get to be aired out.

Any memorable moments/challenges?

Justin: Yeah, there was a really chaotic scene at an Italian restaurant where an angry taxi driver storms in with a baseball bat, smashes a table full of plates, and then gets punched in the face. Organising all the logistics of that and shooting it at 2am was all sorts of exciting.

Louise: The main challenge was managing the energy on set during really difficult filming hours - between 8pm and 5am for four nights straight. You’re asking a lot of your crew to be on the ball and active, especially when you’re nearing the end of that shooting day and it’s 3am! Luckily we had gathered an incredibly reliable and talented crew whom we had all worked with in previous sets, so there was good rapport. Good crew relations are not always a given, but they are always a godsend.

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Alumni Spotlight

FASHIONING A GREENER WAY OF LIFE If you are into sustainable fashion, then you’d be happy to know that one of our Tanglin alumni has launched a line of outdoor clothing that’s designed specifically for the environmentally conscious. Join us as we find out more from Fraser Laing (2020 Cohort).

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L

ike Justin and Louise Villar, who harnessed the power of kinship to work on a film project, Fraser Laing (Cohort 2020) is also working with his siblings on a sustainable clothing start-up called Lampbell. Here is his Tanglin story.

My younger brother, Alastair, and I joined Tanglin in August 2015 when we moved to Singapore from Hong Kong.

We’re Scottish (both born in Glasgow, as was our sister, Kirsty Laing) but moved to Hong Kong in 2009. Alastair is now in Year 11 at Tanglin and I graduated in 2020.

We’re both avid sportsmen and express a special interest in rugby. I competed in four SEASAC rugby tours and co-captained the Tanglin team in my final year, all of which were coached and driven by Mr Ian Farr – a big mentor of mine.

What did you do after graduation?

After graduating from Tanglin, I continued my studies at the University of Edinburgh doing business management.

I’m currently in my penultimate year (third year) at university.

Fraser and his fellow athletes at Tanglin

What inspired you and your brother to go into business and one that’s focused on sustainability at that?

There are many contributing factors that led us to start up Lampbell, our sustainable clothing business. Firstly, our mum has promoted sustainability in our lives and educated us on environmental issues since we were young. Having grown up moving back and forth between Scotland and Asia (Hong Kong and Singapore), it was easy for us to contrast and compare the different cultures toward sustainability and begin to understand the importance of looking to the future.

Additionally, during my time at university, my modules have been heavily orientated towards environmental issues and it’s through these modules that I came to understand the details, gravity, and urgency of the situation and the need for change. Secondly, we wanted to address the market gap - a lack of affordable sustainable clothing alternatives - and do our part in making a difference towards a more sustainable world. Finally, my brother and I are very close so the prospect

of working together on something was exciting. My sister, Kirsty, who graduated from Tanglin in 2022, is also helping us with marketing and design – and you can spot her on our website!

What does your company name, Lampbell, stand for?

Lampbell is a combination of my middle name and my last name - Laing and Campbell. Other than the obvious reasons for choosing this, it also pays tribute to my Scottish heritage; one which I am very proud of. My maternal grandfather is a Campbell and my maternal grandmother is a Cameron, both well-known Scottish clans. Laing is a lesser-known clan but a Scottish one nonetheless. A great uncle traced our family tree quite far back and we are surprisingly, but possibly a little uninterestedly, very Scottish!

What were some challenges you encountered while setting up your business?

Challenges have included funding, cash flow, sourcing sustainable material, and getting the brand out there; all of which we’re still working on.

Any plans to expand the business in the future?

Of course! We want to take Lampbell as far as it’ll go. Entrepreneurship is a tricky business and can be unforgiving at times but we’re confident in ourselves and in Lampbell.

What’s your advice for students who want to set up their own sustainable business in the future?

Starting a sustainable business is an excellent idea for students who care about creating something which has a positive impact on the world. When starting a sustainable business, you have to identify the causes you care about and what you want to work towards, as there are quite a few. Once you’ve got that straight, it is important just to start and not let time get away from you. All businesses have teething problems so try to have confidence in yourself, take the time to work through the issues as they arise, and not let them get you down or put you off your goal of building a successful business.

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Alumni Spotlight

CERTIFIED MICHELIN

Love food in all its delicious variety? Then you mustn’t miss out on Coarse, Durham’s newest restaurant in town and helmed by one of our Tanglin alumni – Craig Lappin-Smith (2013 Cohort) – and his business partners.

T

he restaurant is the city’s first tasting menu experience and since its opening, it has won rave reviews and a coveted spot on The Michelin Guide's Favourite New Restaurants. How did Craig arrive at this incredible milestone?

Let’s start from the beginning.

What’s your Tanglin story?

I moved to Tanglin in Year 3 (2003) for what was supposed to be a three-year secondment for Dad, but we ended up staying 10 years altogether. It was still during the SARS period when we were greeted with daily temperature checks and armed Ghurkhas at every gate. I loved Tanglin immediately, not because of the temperature checks and Ghurkhas, but because of its warm and supportive community. I stayed at Tanglin all the way till my GCSEs and IB, except for a brief stint in Sydney from Year 7 to 10. I returned to Tanglin halfway through Year 10.

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What are some of your fondest memories?

Some of my fondest memories were of school trips we went on all over the world, the Christmas Pantomime by the Class of 2013 as well as Mr Graves, my maths teacher and an absolute legend.

He treated us schoolkids like adults even though we didn’t always deserve it and he always said things as they were. We also created the Tony Cup — a multi-disciplined, annual sporting Olympiad for teams of Year 12 and 13 students — which I’m reportedly told (and proud to hear) continues to this day.

Who were the people who inspired you in school and why?

Aside from Mr Graves, other teachers whom I remember fondly to this day included my Year 4 teacher Mr Cater (if you are reading this, Mr Cater, the Writer's Workshop was a stroke of genius!) and Mr Coughlin, who was a hilarious, genuine, and no-nonsense type of guy.

What did you do after graduating from Tanglin?

I attended Durham University via the Clearing process and enrolled in the Business & Management programme. During my time there, I started UniBulkBuy – a business selling toilet rolls in bulk to student houses nationwide – and ran it for two years.

I also worked full-time at Bistro 21, a restaurant where I met two of my current business partners.

After I graduated from Durham, I sold UniBulkBuy for a nominal sum and got a wonderful job at GSK. It took me all over the world and I absolutely loved it. I later moved to BCG (Boston Consulting Group) to try out consulting but eventually decided that it wasn’t for me, so I moved into product management at Beacon Targeted Therapies. It was a smaller company, but I really enjoyed the role. I went on to work for a couple of startups after that and I eventually landed my current role as the Head of Growth at August, a real estate company. I also started Coarse on the side.

Tell us about Coarse, your taster restaurant.

How did it come about?

I met Ruari (head chef who became very good friends with me) and Gemma (restaurant manager) in 2014 when I was working at Bistro 21. I left Durham in 2016 but didn’t keep in touch with them for four years until the pandemic lockdown happened. I decided to reach out to them on a whim and asked if they wanted to start their own business. At that time, Bistro 21 had closed due to manpower issues and since then, I always thought that Durham lacked decent restaurants. One thing led to another, and I started looking for premises for our restaurant – which we planned to be Durham’s first tasting restaurant. It took me two years, but I finally found a suitable location at Silver Street. We also launched a crowdfunding campaign to raise £100,000 but we only managed to raise £50,000 and kept none of it because we didn't hit the target.

That didn’t deter us though, we looked around and found a cheaper location. Initially, we tried to get a loan from the Durham County Council but was rejected so we decided to self-fund our business on a shoestring budget and renovate the place

ourselves. Then finally after a long and challenging journey, we opened our restaurant at North Road in September 2022 along with Niall Watson as our sous chef.

How did your restaurant get listed on The Michelin Guide's Favourite New Restaurants?

It was honestly good timing really. Seven weeks after our restaurant opened, the Michelin inspectors came to town.

Our restaurant has been getting good reviews because of the affordable six-course menu we created. It changes every four to six weeks, and our diners can get to enjoy seasonal local produce for just £40 in a casual setting. The Michelin Guide added us to their list in January 2023 and the rest is history.

How would you advise someone who wants to set up their own restaurant?

If possible, try not to do it in when the cost of living is high AND in the middle of an energy crisis. You absolutely MUST start with and base everything around the chef - if you try and open a restaurant without a chef on board, you will fail. Start small - focus on the food first, the decor and everything else can come later. Build a following and create a concept that regular customers will want to return frequently to - they will be your biggest advocates. We have spent £0 on marketing; everything is by word of mouth.

What are your future plans – for the restaurant as well as yourself?

We might open a brunch spot in Durham or expand into an area above the restaurant to add private dining space.

We are also starting food and drink lines based around the restaurant, and we hope to scale some of these beyond Durham. We have made our own beers with a local brewery, worked with a local distillery to create our own Durham Gin and launched a cookbook with everyone’s favourite courses from our first year of menus. We are also starting a brand in the UK to make chicken salt – a popular Australian product – more well-known here.

As for me, I will continue working in my day job.

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Tanglin Alumni Lifestyle Spotlight

SUSTAINABLE PASSION It’s easy to be fenced in by the very university degree you worked hard to get, but Raushan Ali Firaq (2014 Cohort and PR & Marketing Manager of Intour Maldives) showed us that it’s important to focus on what you’re passionate about and apply that to every role you pursue.

What’s your Tanglin story?

I joined Tanglin in 2009, when my family first moved from the Maldives to Singapore. After graduating in 2014, I completed a dual degree, a Bachelor of Arts majoring in International Relations, and a Bachelor of International Hotel and Tourism Management at the University of Queensland in Australia.

Since moving back home to the Maldives in 2020, I have been working at Intour Maldives, a luxury travel company, as the PR and Marketing Manager. Recently, I have also taken on the role of Director at the newly founded Maldives Space Research Organisation (MSRO).

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You used to be a House Captain at Tanglin, how did that role come about?

I was a bit quiet as a teenager, and I wanted to push myself to apply for more leadership roles. I had encouragement from my teachers to go for it, and that exposure further helped me pursue more leadership positions at university.

This position and the confidence helped me run for positions in student-led councils and organisations during my time at university.

What was the most memorable part of your time at Tanglin?

Everything was overwhelming initially, going from a small school in an island city to a large school with a huge campus. The best part would be the library. I went to a school in the Maldives where we only had one library hour a week and a very limited collection of books. As an avid reader, I always had my nose in a book and was blown away by the fiction and nonfiction collection that I now had access to. I remember the librarians, especially Mrs Makselon, who was such a source of comfort and guidance when I was adjusting to a whole new environment.

I was also a big fan of the lunchtime presentations where you could learn a lot from visiting speakers and alumni.

I especially have fond memories of the school trips! It was eye-opening to be immersed in different experiences, and ways of life alongside your fellow students. I was incredibly grateful we had the opportunities to do this throughout our education. The Ladakh

trip is particularly one I remember as life changing. The 3,500m above sea level trek was post-IB, yet it was one of the most physically and mentally challenging but rewarding experiences I have had. I loved going to Tanglin alongside my siblings, Rauha and Rakin.

Being able to interact with them during their schooldays, even briefly, was so special. Especially as we belonged to the Infant, Junior, and Senior schools respectively, and rarely had overlapping schedules.

Raushan and Madin Maseeh from MSRO with the Minister of Tourism, Dr. Abdulla Mausoom

After graduating from university, you took on a few internships that are related to human rights. Why?

As cliché as this sounds, I’ve always wanted to make the world a better place.

Through my International Relations degree, I was inspired to be an active part of the United Nations Student Association. My internships at UNFPA Maldives and UNDP Maldives really helped cement my passion to work in this sector after the completion of my studies. This experience paid off, as after graduating, I began a full-time role at UNDP Maldives as a Programme Associate. I would always recommend reaching out and applying to shortterm internships during your holidays.

It gave me a realistic experience of what day-to-day life was like in the UN System, and I was proud to be a part of helping my country work towards global goals. I enjoyed being a part of UNDP’s pandemic recovery efforts across the Maldivian community, which was heavily hit by the Covid-19 crisis.

I will take the knowledge and lessons learned from these experiences with me everywhere I go.

What inspired you to join the family business in travel and tourism?

year seem to agree with me. I wanted to bring everything I’ve learned about sustainability and good practices to the luxury tourism industry, especially within a country so vulnerable to climate change such as the Maldives.

There must be a balance between economically benefiting from tourism and protecting the future of our delicate ecosystem - I want to be a part of figuring it out. I am thrilled to get support from the team as we launched our first Sustainability Plan in 2023, the first Maldivian Travel Agency to do so.

What do you do in your spare time?

I continue to be passionate about sustainability and projects that genuinely make an impact on communities and am thrilled to be working with the

newly founded Maldives Space Research Organisation (MSRO) in my spare time. The NGO aims to integrate space technology into climate resiliency tools, using methods such as Earth Observation to benefit the Maldives. It was a chance encounter with one of the co-founders, Madin, in Paris during a work trip that led to me becoming a part of this NGO. This has led to being the manager of the firstever Space for Island Nations Conference in 2023, which we are proud to be running again in 2024 with overwhelming support.

From running around islands with a team of experts and a hyperspectral drone, attending numerous meetings and submitting proposals with government bodies, to being invited to attend regional UN workshops, it has been an incredible experience alongside extremely passionate individuals.

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Panel Discussion on Policy Priorities for Island Nations at Space for Island Nations Conference 2023.

There are currently a lot of changes going on in tourism. People want more genuine local experiences, they want to create memories with their loved ones, and travellers consider the environmental impact of their journeys now more than ever. Maldives is positioning itself as a Sustainable Destination, abundantly blessed with natural resources. In all my travels, I have yet to see beaches, reefs, and islands as breathtaking as the ones here and I’m glad millions of tourists a

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FROM

THE

Alumni Spotlight

ARCHIVES

Tanglin expanded its staff in 1930 to accommodate demand.

Raeburn Park School was founded in 1954 and Mrs Muriel Mackay (middle) was appointed Headmistress.

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Teachers are the pillars of our school community, and our archives tell the same story.

Here are the generations of excellent teachers who had helped Tanglin grow in one way or another!

Tanglin Lifestyle

A lovely photo of Tanglin Infant teachers in 1985. Mrs Chandran (top left) retired in 2014 after 31 years!

Mrs Veronica Goodban retired after 27 years at Tanglin in 1994 as the Headmistress of Weyhill, Tanglin Infant and Tanglin Junior Schools.

Mr Ronald Stones, newly appointed headmaster, celebrating student successes at an awards ceremony in 1995.

Do you have photos or stories from Tanglin’s rich and long history you want to share with us?

Then drop us a note at alumni@tts.edu.sg. ■ 41

Tanglin Lifestyle

UNSUNG HEROES

Behind the scenes of a bustling campus like Tanglin, there is a team always working quietly and diligently under the radar to ensure the safety and security of students and staff. Who are they and what are some unique challenges they face at an international school like Tanglin? We catch up with Patrick Lim, Security Manager, to find out more.

M 42

artin Luther King Jr. once said, “Peace is not the absence of conflict, but the presence of justice” and this couldn’t be truer in our world today. It’s a reminder that peace is more than the absence of war, but the establishment and

preservation of a just and equitable society. At Tanglin, this important task is undertaken by our security team - a group of unsung heroes who do more than just keeping the campus safe from potential threats, they also maintain a secure environment so students and teachers can focus on learning without fear.

WHO ARE THEY?

The security core team consists of five members: • Security manager: Patrick Lim • Assistant Security manager: Chew Liang Thye • Security executive: Mohamed Raihan Bin Mohamed Ismail • Campus manager: Ganeshsan s/o Vellusamy • Campus executive: C Devarajan In addition to the team, the school also collaborates with external agencies to enhance our security measures and manage traffic control.

WHAT DO THEY DO AT TANGLIN?

Patrick explained, “We manage the human flow into the

Main image, from left to right: Chew Liang Thye, Ganeshsan s/o Vellusamy, Patrick Lim, C Devarajan, Mohamed Raihan Bin Mohamed Ismail and Koo Chin Guan (Reachfield Security – External Security Agency) This page, from left to right: The team trying to locate a kitten that has gotten stuck in a parent’s car; The kitten is adopted by the same parent and her family; Operation Kitten Rescue is a success!

school. This can be challenging because the campus has four entrances/exits that need to be monitored at all times. My team deploys the external security officers to certain spots to ensure that traffic is managed properly, guide parents and staff, as well as make sure that students are safe when they cross the road.

Our operations also depend on the type of events taking place that day; it can be anything from school events, parent-teacher conferences, or admissions visits.”

Naturally, these aren’t the only responsibilities for Patrick’s team. The long list also includes the following: • Ensure visitors are authorised for entry, show them where to park and let their hosts know they’ve arrived.

• Make sure visitors know which restrooms to use and the rules for taking photos on campus.

• Set up access cards for specific areas, including temporary and staff/parent ID badges.

• Ensure that staff, parents and visitors wear their ID badges with the correct colour-coded lanyards.

• Keep an eye on live CCTV feeds for any unusual activity.

• Conduct lockdown drills to prepare the community for the possibility of an emergency situation.

•

Coordinate and work together with the local property management organisation to foster positive community connections and support event planning as needed.

That’s not everything because these are just some of the team’s regular daily duties. Occasionally, they go above and beyond, like rescuing stray animals, for instance.

Patrick shared a story with us, “sometimes the security team assists parents stuck on campus with car troubles by jumpstarting their car engine or changing their flat tyre. There have even been times when we had to remove wild creatures or rescue stray animals. I remember one incident when a parent drove to Tanglin from her home with a kitten hidden in her car.

She didn’t know it was there until she heard faint mewing, so she quickly asked for our help to locate it. My team searched all over the car and finally found the kitten inside the car engine.

Luckily it wasn’t hurt, so the parent took it back home with her.

The last I heard, she had adopted the kitten, so everything turned out well in the end.” » What a heartwarming story!

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Tanglin Lifestyle Patrick receiving an award from the Singapore Police Force

“

We decided to implement a colour-coded lanyard system and required everyone to wear these lanyards while on campus, primarily for safeguarding purposes.

ENHANCING TANGLIN SECURITY & SAFETY

Maintaining security on a sprawling campus like Tanglin requires more than the mere presence of security officers and that’s where Patrick’s 24 years of experience as a former police officer comes in handy. Since he started his role in 2019, Tanglin has made huge improvements in security measures. This included increasing the number of CCTVs on campus, upgrading analogue CCTVs to optical ones, implementing the colour coded lanyards, and installing turnstiles at Stars Ave. These enhancements didn’t take place overnight because they required time and resources to implement.

Patrick quoted the colour-coded lanyard as an example, “before my time, differentiating between visitors, parents and staff could be challenging. That’s why we decided to introduce a colour-coded lanyard system and required everyone to wear these lanyards while on campus, primarily for safeguarding purposes. We do receive occasional inquiries about the need to wear it at all times,

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”

but we consistently emphasise that it’s for the safety of the community.”

PROTECTING THE COMMUNITY

Patrick’s experience also proves to be invaluable when it comes to protecting the Tanglin community. Being an international school means that there may be occasions when staff and parents are not familiar with local laws and regulations. In such cases, Patrick offers valuable advice on crime prevention and safety. He has also extended his assistance when our community faced criminal incidents outside school - like the time when two of our community members encountered an outrage of modesty. Thanks to Patrick’s deduction skills, the perpetrator was quickly arrested, highlighting the invaluable role he and his team play in ensuring the safety and wellbeing of our school community.

It is incredible how much the security team does to keep Tanglin safe. The next time you see a security officer or a member of our security team, don’t forget to give them a hifive or just say hi!

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F R I E N D S O F TA N G L I N F R I E N D S O F TA N G L I N

Christmas Fair 1 December 8:30am - 5pm 2 December 10am-4pm The Moot @ Nixon Building, Level 5

•

• Vendor Stalls • Live Performances Santa’s Grotto • Festive Food • $10 Shoppe • Tea Shop • Craft Activities • Games

• Purchase a gift from our vendor stalls and enjoy the chance of winning a lucky draw prize!

• Extra features on Saturday only - Santa’s Grotto hosted by Lightfoot Travel, $10 Shoppe, fun games and craft activities for the children.

• $10 Shoppe tickets will be sold at The Moot, on the Saturday, on a first-come-first-served basis (maximum of 2 tickets per child).

All Tanglin families are welcome!

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Tanglin Lifestyle

Racing to end

MODERN SLAVERY

How does an individual fight systemic inequalities in the world? By taking one small step at a time, like a group of Year 13s who organised the 24 Hour Race project last academic year at Tanglin.

Read their story to find out more.

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T

he 24 Hour Race is a global initiative that aims to end modern slavery. In a nutshell, it is “a movement of young people around the world on a mission to put an end to slavery”. Modern slavery is present everywhere and refers to the exploitative practices that abuse and coerce individuals for labour or commercial purposes e.g. forced labour, human trafficking, child marriages, and sexual exploitation. In response to this wordwide problem, student teams come together annually to compete in “an entirely student-led, endurance relay race over the course of 24 hours to raise awareness and funds to fight against human trafficking”.

The race has been run by CAS groups in previous years here at Tanglin, and this year a group of Year 13s also wanted to do their part in eliminating such systemic inequalities.

They were: Fearne W, Kat C, Aysha M, Parker M, Sam R, Jan A, Krish M, Benja H, Jack E, Amelia N, Ariel M, Sammi B, Lucas B, Hugo M, Liam H, Abhievir K, Xiao L, Ganesh G, Amelia H, Hana C, Charlie P, Zach C, Giacomo C, Krishnav G, Matthias G, Aditya RK It was not only a fulfilling initiative for all those involved but also an inspiring project to enable others to feel connected to the cause.

THE BEGINNING

It all began with a conference on modern-day slavery, which was organised by the Blue Dragon organisation from Vietnam. After gaining valuable insights into modern-day slavery, the student organisers were inspired to consider the 24 Hour Race as a possible platform to raise awareness of this global issue. After officially launching the project in January 2023, the students got in touch with past race participants and researched the NGOs that 24 Hour Race is affiliated with, so they could better understand the different groups of people the organisation supports.

At this point, their aim was to surpass the minimum fundraising requirement for Tanglin teams to participate in the race. After further discussion, the students realised that they also wanted to educate the Tanglin community about the important issues that drive the 24 Hour Race as part of their service-learning project.

The term “modern slavery” itself can also be quite misleading so the students thought it was important to conduct assemblies about the 24 Hour Race to younger students.

24 MINUTE RUN

Now with a firm goal in mind, the student organisers brainstormed ideas for fundraising. Their first fundraising initiative was a bake sale where they sold not only baked goods but also anti modernslavery merchandise such as sweatbands and socks (with the 24HR logo!).

Following that, the student organisers introduced a new initiative that was different from previous years. The 24-Minute Race was introduced with the specific intent of engaging younger students. It took a while to plan the event because they had to consider safety regulations for a younger audience. They managed to overcome

the challenges and successfully kicked off a fun and informative event that took place at Tanglin and the Green Corridor.

SONGS OF FREEDOM

The student organisers also met up with the Tanglin music team and obtained the go-ahead to promote their cause during a school concert featuring various school bands in one of the concert halls. However, an opportunity to host it at Blackbird - a local bar known for its live music - popped up. The students then decided to organise a concert there since music was a passion that resonated with them. Working closely with Hiro from the bar as well as Zakk and Ms Helen Owain from the music team to figure out logistics, they created posters, got bands to sign up, and raised awareness throughout the school.

The students’ marketing campaign paid off and the event, Songs of Freedom, saw a fantastic turnout that was beyond all their expectations. More than eight bands comprising of Sixth Form and senior students as well as teachers performed. The concert also raised over $2000 from the attendees, which contributed substantially to the 24 Hour Race cause.

LESSONS LEARNED

As the day of the 24 Hour Race approached, the students began preparing themselves in earnest for the overnight camp by learning how to pitch tents and planning food arrangements. All in all, the student organisers are amazed by the remarkable growth and success of their 24 Hour Race initiative. It taught them how to be risk-takers and gave them the opportunity to gain public speaking skills because they often gave speeches to tutor groups and during assemblies. Above all, they fostered robust teamwork and forged strong bonds among themselves - which proved to be useful when they encountered obstacles during the fundraising process.

David Roberts, Head of CAS, said, “It is stressed at the beginning that this event is entirely student-led and it requires students to be committed and resilient. The physical endurance of the race itself is incredibly demanding, but I was equally impressed with the efforts made by the students to make sure that younger students learned about modern-day slavery too. It was a fantastic effort!”

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Tanglin Lifestyle

TANGLIN GONE Our students don’t just do us proud in school sport, they are also making waves on the international stage. Here are some students who expanded their comfort zones to excel in their sport of choice.

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rom karting and squash to making the national teams in touch and swimming, Tanglin students have truly gone global. Who are they and what are their Tanglin stories?

Global From left to right: Ryan, Nooris and Conrad

KARTING

Nooris G and Ryan K If you are a karting fan, you might have heard of our students’ achievements at the ROK Cup Singapore earlier this year.

Conrad (Year 8) won first place while his fellow Tanglin students Ryan (Year 12) and Nooris (Class of 2023) won second and third place respectively. Conrad’s win meant that he could race in the ROK Cup Superfinal in Lonato, Italy, in October. He also won the Asia Pacific Championship on 30 September in Malaysia, so big congratulations are in order! You can read more about him on page 6.

In the meantime, let’s hear from Nooris and Ryan to find out what inspired them to pick up karting on the competitive circuit.

Nooris: I started karting when I was eight years old, when my dad was karting as a hobby for his company. At this time, I was still exploring different sports such as football, badminton and dance. But once I got into a racing seat, I fell in love with the sport. So many people inspired me to continue racing, but the one person who was always there to support me was my mum. COVID really impacted my racing career, especially since I was not being able to travel for races. Although many do not look at karting as a sport, it holds a certain value for me. It involves physical exertion and skill, which many people are unaware of till they get into a race kart themselves. So far, I’ve participated in races around the world in countries like Indonesia, Thailand, Malaysia, Macau, England, Belgium, and my home country, Singapore. I am in the Senior Category where I drive three different engine classes reaching speeds up to 120 km/h (IAME, ROK, ROTAX).

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Ryan: I got started in karting in 2018 when I was 11, because I share my dad’s passion for cars. So far, I’ve participated in the national championship for three years and amassed multiple podiums and strong championship finishes. I’ve also represented Singapore during the Rotax Max Challenge Asia Festival, which was a massive regional event that even European talents showed up for.

Through my years of karting, I’ve faced multiple challenges – many of which weren’t within my control. But despite

such challenges, I always believe that determination and grit will always deliver results. I hope to eventually make the step up from karting to cars because this would accelerate my dream of becoming a full-time racing driver.

Nooris and Ryan may be young, but their experiences have certainly motivated us to step out of our comfort zones! Now let’s dive into the stories of Tanglin students who have shone just as brightly in other sports arenas.

SWIMMING U18 Amanda N, Year 12 I joined Tanglin in Year 5, during the second term.

It was quite a change, but I was welcomed warmly and quickly found my place here. My initial plunge into swimming was more about safety than sport.

My mum thought it would be a good idea for me to learn how to swim, and I found myself really enjoying the water. By the age of 5, I was already competing and I've never looked back since. When I qualified to represent Singapore, it felt like an opportunity too good to pass up. It's an immense honour to represent my country, and I couldn't resist the chance to do so.

The journey of any athlete is not without its hurdles.

The pressure of competition, the intensity of training, and the sting of narrowly missing out on a medal definitely took a toll on my mental health. I grappled with anxiety and self-doubt, feelings that are all too common among competitive athletes. But I learned to focus on the things I could control, to be patient with my progress, and to forgive myself for my mistakes. I plan to continue balancing my academic pursuits with my swimming career as my vision extends beyond the pool. I aim to use this platform to raise awareness about mental health challenges in sports and advocate for sustainability in the industry. I believe in the necessity of providing resources to help athletes navigate the challenges of competitive sports. I also hope to inspire change and lead to a more sustainable and responsible sports industry. As for coaching, it's a possibility. I would love to give back to the sport that has given me so much.

SQUASH

Shiv K, Year 9 I joined Tanglin in nursery. My father got me started in squash as he himself is an avid player, I started to play squash at six years old. The challenges are having to keep up with the fitness requirements, as it is widely known you don’t play squash to get fit; you need to be fit to play squash! It requires lots of running and endurance training, but I would still recommend it. I am inspired to play squash because I love to play it! So far, I’ve participated and finished in local and international championships such as the National Junior Championships 2023, 2023 ONCOCARE SGSquash Junior Circuit, MARIGOLD 2023 SGSquash Graded Open, Tanglin Junior Squash Tournament 2023, PBA 19th Penang Junior Open 2023, 7th Borneo Junior Open 2023, and Indian Junior Open. I was also busy training during summer and represented Singapore in the Boys U15 category for: • Penang Junior Open 2023 (ASF Platinum event) – I finished 30th in a draw of 128.

• Borneo Junior Open July 2023 (ASF Gold event) – I finished 21st in a draw of 64.

• The inaugural SEA Junior Individual Championships in Thailand – This was my first country representation for Team Singapore in August, and I won bronze.

My most recent tournament was the Indian Junior Open where I finished 9-16. I hope to have more opportunities to go for large tournaments and to do well in them. »

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Tanglin Lifestyle TOUCH U18

Pheobe O, Year 13 I joined Tanglin in Year 1 in 2011. I've always enjoyed competitive sports. I was introduced to rugby by a friend, and I loved the atmosphere, the social aspect and the competitive nature of the game. I decided to represent Singapore on its national team as I consider it an honour to represent the country I have lived in my whole life. I also thought it would give me a chance to play at a higher level with a broader range of experienced international players. I found the intensity of the training sessions and the impact they had on my body to be quite challenging. In order to overcome this, I made sure I allowed my body to get enough rest and recovery in between sessions. I was also sensible with my diet to ensure I got the right nutrition to enable me to train and recover effectively. I am on the same team as Ariana and Tamani (People of Tanglin, p6). I have been teammates with them for several years and I love the bond that has formed between us through rugby. It was very nice to play with peers from school as I’ve known them all for several years and the connection we have benefit us on the pitch. I plan to continue playing Touch Rugby when I start university. I would definitely love to play for Singapore again in the future if the opportunity arises. If my peers want to play Touch competitively and represent their country, I would definitely advise them to go for it! It will allow you to travel to different countries and meet amazing athletes with a wide range of skills and abilities. It will also help you to become a lot more professional in your approach to training. Finally, representing your country instils a certain pride and honour which is very special.

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TOUCH U18

Nina D, Year 13 I started Tanglin in nursery and will be graduating Year 13 this year! Joining Touch was very much out of my comfort zone because I had previously done around eight years of highly competitive gymnastics. Between quitting gymnastics and joining Touch, I tried many sports until my friends (who were already playing Touch) encouraged me to join the Tanglin Rugby Club (TRC) and give it a shot! I really liked how I could use my speed, agility, and strength I had gained from the many years of gymnastics, but most of all I liked that it was a team sport, rather than individual. I’ve joined many teams over the years, including Tanglin, TRC, Bucks and the U18 SG team, allowing me to carry on my passion for the sport.

As a young Touch player, representing the country in the U18 national team is

the highest level one can reach, with the opportunity to be coached by incredible coaches and play against the best players.

I wanted to learn more about the sport’s technical and tactical aspects and play to a more competitive standard. Representing the country was quite daunting at times because the level we played was at a much higher standard, especially against some of the best players in the world within our age group. As of now, I am training within the wider squad of Singapore Women’s Open Team for the State Cup in NSW, Australia, this year. It has been an incredible experience so far to play with the best players in the country and learn so much from the coaches, so hopefully I can carry on this journey! Once I graduate next year, I plan to carry on playing Touch at university in the UK and perhaps at the next youth Touch cup.

Amelia G, Year 13

TOUCH U18

I joined Tanglin in 2017 in Year 7 and have now been here longer than anywhere else in my life. I joined Touch rugby when I first came to Tanglin in Year 7 with no idea what it was. I wanted to try a new sport so that I had an opportunity to make new friends with a new experience. I made the choice to represent Singapore because I thought it would be an amazing experience and great opportunity for me to gain exposure to the top levels of touch rugby in the world.

This experience would help my continuous development in the sport with a unique perspective after the amazing opportunity I had.

I was offered to join the trials through my club team a few months in advance. At first, I was nervous and was not sure if I should.

However, after some convincing from both my school coach and club coach, I thought I would give it a go! I went through two weekends of trials with a lot of players and coaches and made it onto the training squad. After a few months of training, they picked the top 15 players for the competition squad, and I was picked to play in the AYPTC for Singapore. Training for the national team is more intense and rigorous with more and longer training sessions every week.

These sessions even included a larger variety of techniques such as video sessions and training camps to get the team used to the high level of the tournament. I plan on continuing school and club touch until I leave for university at the end of Year 13. Then I hope to move forward to play university Touch so I can continue playing and enjoying the sport for years to come.

CRICKET Riaan N, Year 10 I moved to Singapore from India in 2012. I originally started in Eton House - CIS, then moved to Tanglin in Year 4 and am currently loving it! Since I was young, I have always had passion for the sport. My idol has always been Virat Kohli - who is arguably one of the best cricketers in the modern era. Virat’s athleticism and commitment to the sport is what influenced me be mentally and physically strong. At first, I played for the Tanglin Year 5 school team before I moved on to join the Singapore Cricket Club. I was later invited to the U14 trials for Singapore where they selected 60 people and hosted a tournament internally. Then they selected 21 people out of those 60 in the U16 Probables for ACC Singapore U16. We played matches, trained hard and 14 people eventually got selected for the Singapore men’s U16 team. It would be lovely If I get the opportunity to go to India and play cricket at a high level there after Sixth Form. That’s my goal as of now!

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THE IMPACT OF RELATIONSHIPS

Positive

Caring for Cambodia (CFC) has had a long history of educating children. Infant School’s Katie Sansom (Head of EYFS Maths), Jon Pavey (Deputy Head) and Caroline Rushworth (Head of Lifeskills) tell us how it has transformed lives in the past, present, and future.

Tanglin teachers training Cambodian teachers in Siem Reap

The Past In 2003 Jamie Amelio met a young girl, Srelin, on a temple visit to Angkor Wat. The connection that day led to the beginning of a remarkable story about the importance of educating teachers, children, and communities. The power of these positive relationships over 20 years has changed the lives of thousands.

In the early days of Caring for Cambodia, Jamie realised that making a difference was not about helping individuals but supporting communities and the best way to do this was through education. Under the Khmer Rouge between 1975 and 1979, around 25% of the Cambodian people were killed and this number is believed to be between 1.5 and 2 million people.

Sadly, many of the fatalities were the educated Cambodians who were targeted in the genocide – which left a society depleted of teachers and made the rebuilding of the education systems in Cambodia very challenging.

First step forward In October 2006, Katie Sansom and Liz Bicknell (a former Tanglin teacher) went down to Siem Reap to make initial observations of

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the schools and help develop a strategic plan for support on the ground there. The feedback on this trip identified that training teachers was the most important focus for the coming years.

After the first training in April 2007, it became clear that setting up Early Years education was going to be fundamental to the success of CFC.

Training the teachers CFC quickly grew to support 21 government schools and over 7000 students. Teacher training became the focus. Annual teacher training trips from both Tanglin and Singapore American School provided a robust and effective programme that saw CFC schools become the beacon schools in the Siem Reap Province over the last 20 years. The training coordinated with CFC, Tanglin and other partner schools was often attended by government ministers and other Cambodian educators.

Tanglin contributions To complement the teacher training programme that has

Tanglin Lifestyle always been the main focus of CFC, philanthropic project work was undertaken by other members of the Tanglin Community.

Notable contributions include children from our Year 6 JASS programme and Year 12 CAS students who organise annual service trips. Children from across all three schools annually bring in hygiene packs too. Many families have fundraised and dedicated time to visit and support the schools together, along with groups of volunteers from around the world.

The education within the schools has gone from strength to strength and the improvements to the school campuses have made them almost unrecognisable through a huge number of projects. These include Food for Thought, Bike to School, Gender Equity education, English Speaking programmes, sports provision, technology training, hygiene and health initiatives, library enhancements and projects to improve school facilities.

Positive impact One of the most impactful changes to the CFC schools has been establishing Pre-school education within the village settings.

The Pre-schools have enabled CFC to support the parents and grandparents in their own journeys following the genocide. They have learned the value of education for their children and how to become learners themselves. The communities around the 21 schools have excellent academic results and many students move on to fulfilling careers, with many choosing to come back to their schools and become teachers themselves. These CFC Schools are now gold standard across Cambodia.

The Present In February 2023, Caring for Cambodia celebrated their 20th year of operations having achieved everything they set out to do and more - empowering the teachers, students and the communities connected to each school to learn and then implement change themselves. It is time to celebrate both the schools and all those people who have supported CFC along this extraordinary journey as educators, fundraisers, and project workers. The impact we can make as a collective is important since each of us are using our own strengths to make a difference.

In February, the Year 6 JASS team went down to undertake project work at Aranh School led by Constance Freeland (Year 3 teacher). They discovered that the schools had made an amazing bounce back from closures during COVID. The Year 12 CAS trip arrived at the end of June and took on projects to make connections with Cambodian students, improve facilities with money they had raised themselves through sponsorship and they delivered the hygiene packs collected by the Infant and Junior School on Orange Day.

year programme planned. The future expanded role of CFC has begun.

The Future In June this year, Katie Sansom, Caroline Rushworth and Jon Pavey went to the newly opened CFC Teacher Training Centre in Siem Reap and ran sessions on Training the Trainer and Early Child Development with the CFC Trainers. At the beginning of the training, the Tanglin trainers alongside the CFC trainers visited one of the cluster schools, Preah Theat Primary School, for the morning. It was like stepping back 20 years ago into the first CFC school. However, the CFC trainers are now armed with the knowledge the strategies that will work best to make the most impactful changes. As always, the welcome was warm with lots of cautious smiling faces, but the need for hygiene and dental education was evident. Classrooms were basic and neglected, teachers with almost no resources and only their own school experience to draw on were trying to teach 40 to 50 children at a time. The future was there in front of us. In this next stage of support, it will be Cambodian teachers doing the training, now empowered and ready to move their own education system forward. This cluster of schools starts a new 3 year programme and then the vision is that they will in turn pay it forward to other clusters across the province and eventually to the rest of Cambodia.

A huge thank you to everyone in the Tanglin community who has helped to support CFC communities over the past 20 years.

Please ‘Stay Bothered’ as CFC starts on the next part of their journey. The model of Child to Child, Parent to Parent, Teacher to Teacher, School to School resonates perfectly to continue these positive relationships into the future. As educators, it has been a privilege to be part of this journey.

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A shared purpose

Katie Sansom along with Kaye Bach and Erin Hopper (from the Singapore American School) delivered the very first Early Years Teacher Training in Cambodia in 2007.

The cycle of support begins again with a mutual respectful partnership, a shared responsibility to make a difference with a shared purpose to continue to change thousands of lives through education. Jamie Amelio coined the phrase ‘Staying Bothered’ and as the schools became increasingly independent and self-sustaining, thoughts began to look to the future. Ung Savy who has been the Country Director for Caring for Cambodia since its inception has always worked closely with the Provincial Department of Education and has been key in setting up a new ‘Train the Trainer’ programme in response to a request by the department to support more schools across the region.

A cluster of eight schools over an hour away from Siem Reap with 3000 students, led by 17 trained State Teachers and 88 young untrained Contract Teachers were identified and a three-

March 2020: A successful Teacher Training trip focusing on physical and health education

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Tanglin Lifestyle

STARTING YOUNG WITH SUSTAINABILITY Everyone on this planet is responsible for protecting and preserving the environment, so when is the best time to instill eco-friendly values and behaviours? As early as possible, of course! Much like what Damini, Tanglin parent, is advocating in Infant School. Read on to find out more.

What’s your Tanglin story?

We are an Australian family with Indian roots and have lived in Singapore for over 12 years. After moving here, I was a fulltime dentist for many years but switched to part-time work after I gave birth. We have two beautiful children - Noora in Year 1 and Niyaa in Nursery. Choosing to send our daughters to Tanglin was a deliberate decision I made even before we had children. Our dental practice used to be very closely involved with the PTA for many years before it became Friends of Tanglin. I was often the person representing the clinic when interacting with people from Tanglin. I always had an overwhelming sense of comfort, belonging, and community every time I interacted with the staff, parents, and students.

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I’m currently the class rep for both Noora (now in my third year) and Niyaa’s classes. The children are so young that it’s often hard for them to verbalise it, but they love knowing that mummy is often around the school. I decided to join as a class rep because school isn’t where we send our kids just to get them out of the house, it is where their future is built, and we want to be a big part of that.

Tell us about the sculpture that was displayed at the Art Science Museum.

It all started when Coastal Natives - a community of ocean advocates - supported a class of Reception children (now

From left to right: Damini’s daughter posing with the art sculpture; Uncovering treasures in the sand; Big smiles after a beach well-cleaned!

in Year 1) to carry out a beach clean-up in May 2023. They collected over 100kg of rubbish and dug up (with lots of help from their parents) an abandoned kayak. Coastal Natives then worked with an artist, Hamish Betts, who used the kayak and other recycled materials to produce a whale - an incredible piece of art that was put on display at the Art Science Museum during the Waves of Change Festival in August. It was then moved to Inspired Arts at 11 Sam Leong Road, Level 2 TRIO.

Were there other eco-friendly initiatives like this?

The children did another beach clean up the year before.

This was followed by an art auction (of artworks produced by the children), with all money raised going to Conservation International. We also did a tree planting last school term and as part of that, the parents in the class contributed a nominal amount to buy shovels, watering cans and 100kg of manure to be used on the school grounds and for future projects. We also hope to do another beach clean-up this year with Year 1 and Nursery classes.

Why so much focus on such environmental projects in the Infant School?

I’ve always felt that giving your time and labour when you can is really important. Social and environmental awareness and projects aren’t just about parents forking out large donations. That doesn’t touch your child in any way, but when they get their hands dirty and get physically involved with their parents, it’s the starting point for some very thought-provoking conversations and actionable changes we can make.

Have you always been interested in sustainability?

My focus has always been on trying to help in whatever way we can, and for young kids this is something tangible they are exposed to.

I was actually the Social Services prefect way back when I was in High school at Methodist Ladies College in Perth. My role involved liaising with the school administration, planning and executing whole school outreach and donation drives. Back then, it used to be a gold coin donation for every free dress day, and we would donate the money to a charity. It always rattled me a little because I felt very strongly about that not being enough. Many children just gave the gold coin donation with no recognition of the cause they were contributing to. As a 17-year-old, I advocated for the school to introduce whole school assemblies on free dress days, so we could do a presentation on the organisations benefiting from these donations. I pushed very hard for the school to start doing more hands-on projects, and they did.

Thank you for sharing your story, Damini! And she’s right, there really is no better way to instil the right values than with a good old fashion parental example or supporting children as a parent rep. Jenny Aylen from Friends of Tanglin (FOT) couldn’t have agreed more.

She said, “Parent Reps are the glue in our community! We are so lucky and grateful to have an amazing network of Reps who act as liaisons between parents and their class teachers. They support class activities such as cooking, reading rotas, and ESB practices (particularly in Infant and Junior School) as well as many other school and FOT initiatives. Their contribution to school life is invaluable; because they support both their children’s teachers and class parents!”

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Tanglin Lifestyle

CHALLENGING How do you navigate a challenging conversation? Tanglin’s Lead Coaches, Flora Xu and Sarah Aldous, share some tips with us.

CONVERSATIONS “I’m a parent and I want to talk

“My child doesn’t want

with my child’s teachers about a

to go to school, and I feel

problem my child is experiencing

like I have to force them.”

in school. I want them to come up with some solutions for my child’s learning and wellbeing.”

“I want to tell the parents of a child I work with that there are

“I want to tell my

underlying barriers to their child’s

line manager that

learning that they aren’t yet seeing.

I won’t take on the

I want them to accept there may

additional tasks

be something more to explore.”

they want me to do because I’m already overwhelmed.”

T

hese are tricky scenarios! We all face challenging conversations related to our students, children, colleagues, and the community. As Lead Coaches, we have recently conducted two workshops on navigating difficult conversations—one for school staff and another for parents. We want to have challenging conversations because there is something important that needs to be discussed. When thinking about challenging conversations, it’s useful to consider our self-awareness. What is motivating you to have this conversation? Having a strong sense of your emotions and why you want to engage in this conversation helps with choosing the priority for the relationship and the most important message you want to get across. It might be helpful to reflect on the following questions:

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• • • • • •

What are you feeling about this situation?

What else do you feel?

What do these emotions tell you about your needs?

What do these needs tell you about your values?

What is your priority in this situation?

What is it that you must communicate in this situation?

Preparing the logistics and some language in advance can help make the meeting successful. Finding a neutral time and venue can help; so do crafting neutral, nonjudgemental language for your priority message. Language that is blame-free can make a real difference: try stating what you have noticed and what you think its impact might be. Then validate the other person’s need and express your own need. For example: “My daughter was upset last Thursday when she came

home from school. She told me she felt afraid when you questioned her with a raised voice about her homework not being handed in. I think a potential impact of this is an erosion of trust between you and her. I understand your frustration with my daughter and your need as her teacher that she handed in her homework on time and in full. Would it be okay if I share my needs in this situation? My main need is ensuring that my child feels secure and at ease in the classroom.”

When thinking about how to execute a challenging conversation successfully, a key skill needed is listening.

Thorough and attentive listening builds trust. When we listen to really understand the other person (rather than only waiting for our turn to speak), we can uncover and diffuse the emotion of the situation, thus helping both parties stay calm enough to keep talking productively.

After a challenging conversation, some reflection and follow-up are usually needed. And many challenging scenarios are not solved with one conversation. Having the first conversation can lead to better and easier conversations in the future.

Here’s what some parent and staff workshop participants had to say: • “My main takeaway was to release emotions before talking and ask for permission before sharing my needs.”

• “[I learned that] managing the language is really useful to not inflame and build trust.”

• “This was a great framework on how to plan and have challenging conversations.”

• “It was great to have a structure to follow, and to recognise the importance of self-listening and selfcompassion.”

• “[It was useful to] think about framing the conversation at least partly on shared values.”

The next workshop we will be leading for parents is Cross-Cultural Communication on Tuesday, 5 December, 4.30pm to 6pm. Scan the QR code to sign up. We will be offering more workshops after this – look out for the details in In Touch. Feel free to contact us (sarah.aldous@tts.edu.sg or flora.xu@tts.edu.sg) with ideas or comments.

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2024

SCHOOL CALENDAR

TANGLIN 2024 SCHOOL CALENDAR IS OUT NOW! Get it from The Shop for $10.

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Tanglin Lifestyle

Online Safety Online communication has become the norm in today’s digital age, which facilitates seamless connectivity and information exchange. However, amidst this convenience, it’s imperative that we remain vigilant about our children’s online safety. Clare Lancaster, Educational Psychologist and Whole School Safeguarding Lead, shares more with us.

D

evice use and internet access is necessary, useful, and difficult to manage. As our lives become increasingly digital, we recognise the value of devices to support children’s learning, and the need to educate them on safe online behaviour. Children use the internet for far more functions than parents or teachers did when they were children – it’s a space for learning, gaming, socialising, and advice-seeking.

It’s challenging to stay ahead of online trends, especially when children are often much more tech-savvy than adults. There are lots of ways parents can help increase their children’s online safety, most of which don’t require a great deal of knowledge about technology itself.

COMMUNICATE. Open and non-judgemental conversations allow children to share their experiences with us, without fear of reprisal. By

fostering communication about online behaviour driven by curiosity rather than control, we keep the door open for our children to let us know if they encounter anything confusing or concerning. Think about “what do you like so much about this game?” or “what makes it so hard to come off the iPad at the end of your screentime?” rather than “you shouldn’t be on that game all the time” or “No iPad tomorrow unless you get off it right now”.

LEARN. Educate yourself, so when you talk to your child about online dangers, it comes from a place of knowledge. There are many parent resources available, covering all aspects of online safety including privacy, cyberbullying, online predators, and scammers. Check out: • UK Safer Internet Centre: saferinternet.org.uk/guide-andresource • Commonsense Media: commonsensemedia.org • eSafety.gov.au: esafety.gov.au • Better Internet for Kids: betterinternetforkids.eu »

“

Educate yourself, so when you talk to your child about online dangers, it comes from a place of knowledge.

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Tanglin Lifestyle

“

Work with your child to set age-appropriate boundaries and review these as your child grows.

BOUNDARIES.

Work with your child to set age-appropriate boundaries and review these as your child grows. A family tech agreement (there are lots of examples online) is a great place to start, so everyone understands the rules and why they are in place.

Different age groups require different levels of internet access and supervision. For younger children, consider using parental control software to limit access to only sites/apps you have explicitly approved. As children grow older, gradually give more independence, and consider blocking only specific sites or apps. Keep an eye on screentime and encourage offscreen activities as well.

”

photos that may give this information away (e.g. them in their uniform).

EXAMPLE.

AWARENESS.

Lead by example. Make your profiles private and take down anything that could give away personal details. Ask for permission before you post photos of your child and avoid posting anything your child may find upsetting or embarrassing. By helping your child have control over their own image and allowing them to say “no” to it being shared, you help instil the knowledge and the confidence that they have the right to say “no” and this makes it easier for them to say “no” if someone online asks for an image later.

Be aware of online friends and teach your child to be sceptical and wary of sharing any information with people they have met online. Photo manipulation and deep-fake videos make it easy for people to pretend to be someone else: even a video call is not enough to be sure someone is who they say they are. Remind your child never to share personal information such as their address or school, and to avoid sending any

If your child seems to be struggling with screen use to the extent it is interfering with their sleep, daily function, or academic progress, reach out to their tutor or Head of Year for support. Keep an eye on the parent portal for upcoming Parentwise events to support you with Online Safety.

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Let’s celebrate!

Tanglin goes all out to commemorate the Festival of Lights.

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Watch out, Tanglin! These Infant children are on their way to become Taiko masters.

95 Portsdown Road, Singapore 139299 www.tts.edu.sg Tel: 6778 0771 Email: communications@tts.edu.sg CPE Registration No.: 196100114C CPE Registration Period: 7 June 2023 to 6 June 2029