The Voice Vol 35 by Tanglin Trust School

THE VOICE of Tanglin Trust School Vol 35 / 2021

The Family Issue Welcome Home! The New House System

Lasting Legacies

Gate C Preview ‘Our Fourth Generation Tanglin Family’ MCI (P) 082/06/2020

VOLUME 35 The Family Issue

Contents

Editor

On the Cover: author and

Georgina James, Marketing & Communications

Design Alex Ridley, Marketing & Communications

Tanglin parent Pippa Chorley,

and family. See page 42 for more on Pippa’s latest project.

Photography

- Marketing & Communications - Contributors from across the school

Regular Features

04 Tanglin Talk

“The Voice” herein refers to “The Voice

06 People of Tanglin

44 Student Art Showcase

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

What’s New at Tanglin

Thank you to everyone who has

10 Our Revamped House System

contributed to this issue.

16 Gate C’s Olympic-Length Swimming Pool

18 Inside the New Music School

20 Remaking Infant School Lunchtimes

tts.edu.sg

22 Alumni of the Year 2020

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

24 Class Notes Special: The Class of 2011

Innovative Education 26 Forest School Arrives in the Nursery

28 Precision Teaching in the Junior School

30 Design & Technology at Years 7-13

Spotlight on Families 32 Damaris and Family: Three Generations at Tanglin

34 Tanya and Family: Seven Decades of School History

38 Scouting Returns to Tanglin

40 One Student’s Search for His Ancestors

tanglintrustschool

#tanglintrust

Tanglin Trust School

@tanglintrust

Tanglin Lifestyle

48 The Quest to Save Tanglin’s Rubber Tree

50 Alumnus Daniel’s Brave Channel Swim

52 Giving with Tanglin Parent Hayley

54 Into the Future with Tanglin’s Head Team

Foreword by Craig Considine, CEO

Above: the new 50-metre swimming pool is one of several features examined in this issue. Left: A special feature on the House system explores the school’s rich heritage.

Though the challenges of the pandemic are not behind us, a positive narrative continues to emanate from each of the schools at Tanglin. The rear-view mirror might be a little cracked, but hindsight is helpful. In this edition of The Voice, there is a strong emphasis on Tanglin’s rich history. A school where current students are the third generation within a family to attend, speaks to an institution’s longevity and community in the transformational opportunities. The Manser and Bird families featured on pages 32-37 connect the present to Tanglin and Singapore’s past, and are a tangible expression of our Team Tanglin philosophy. Linking across time also resonates strongly within the outline of the new House system, honouring both Tanglin’s journey and our place in Singapore. In addition, we continue

to connect our Alumni back to Tanglin, and it is pleasing to see the “Where are they now?” stories here. We will build on these connections in future editions. Having looked in the rear-view mirror, we are also outlining what lies ahead. The Gate C development provides the school with a wonderful focus in terms of the opportunities it will allow for students to achieve their personal best. In this edition of The Voice, we begin to identify some of the key facilities in Gate C and how they will benefit our students. Andrew Hailey and Richard Shuttleworth outline the value of the new swimming pool; Michael Holiday sheds light on the new Music School; the Infant School dining facility is presented by Paula Craigie. Learning is at the heart of everything we do at Tanglin. It is pleasing to read about the Forest School initiative in the Nursery; Precision Teaching in the Junior School;

and developments in Design & Technology in the Senior School. These projects tie very strongly to the current review of the 3-14 curriculum. In a world where academic outcomes are becoming less defined by terminal examinations, it is good to know we continually monitor our offering to ensure our learners are inspired and successful. This year has been challenging for everyone. Tempers fray and emotions bubble over; we are all human, and frustrated with the state of the world. I for one, though, am happy to be in Singapore, to be part of a caring community and to see the possibilities that exist. We want to ensure our children feel safe, cared for and ready to flourish – and we hope our parents will soon be able to return to being real on-campus partners. Thank you for your ongoing support at this difficult time. I hope this edition of The Voice reinforces our values and beliefs, and our commitment to every child’s education.

Tanglin Talk Call for entries An exciting opportunity for students aged 5–19 to exhibit their artwork online and at the Royal Academy of Arts

Open for submissions 11 January – 26 April 2021 Find out more and enter roy.ac/youngartists #rayoungartists

Last Call for Young Artists

London’s Royal Academy of Arts is currently preparing its annual Young Artists’ Summer Show and, happily, there is still time for budding creatives from across Tanglin to be involved. The show is open to all artists aged 5-19 studying in the UK or at British international schools, with the selected artworks displayed online and on site at the Royal Academy. Each artist can submit up to three works of art in any medium, to be judged by a panel of artists and art professionals – with prizes awarded for two artworks at each Key Stage. “We’re already seeing some wonderful submissions coming in,” says Teacher of Art & Design (Senior) Ella Magee. “I think we stand a great chance of students doing well in this prestigious competition. We are keen for as many children as possible to enter; as Michael Craig-Martin, a Senior Royal Academician and artist says, ‘The art world, of all worlds, has room for everyone.’” Submitting an artwork is straightforward; in fact, children in the Infant School have already practiced the process with Head of Art & Design (Infant) Libby Henderson. But interested young artists will need to get their smocks on – the closing date for submissions is April 26. To find out more about the Young Artists’ Summer Show, visit roy.ac/young artists

Tanglin teachers support colleagues in Cambodia For almost 15 years, a group of teachers from across Tanglin has travelled to Siem Riep, Cambodia, during the Lunar New Year break to deliver teacher training to 21 schools in an initiative supported by Caring for Cambodia. Across the country – but especially in rural areas – insufficient teacher training and community attitudes have historically been barriers to children’s learning, with the Coronavirus pandemic exacerbating these: the 2020/21 academic year started two months late, in January, and levels of enrolment have reduced. Unable to travel, the team worked hard to facilitate a remote Teacher Training Programme (TTP) instead. The Voice approached Head of PSCHE (Junior) Caroline Rushworth and Head of Maths for the Early Years Foundation Stage (Infant) Katie Sansom to find out more about the project. Here’s what they had to say:

The group on a visit to Cambodia in February 2020.

“Despite the challenges of the pandemic, it was vital for us to continue our long-standing relationship with Caring for Cambodia. And, while initially daunting, we have embraced working in a different way. Our focus for the primary years has been Positive Education, Maths and PE, while at secondary level, Senior School teachers have tackled Assessment for Learning, Technology for Learning and basic counselling skills. With the support of the TTS Foundation, we have also been able to share Tanglin resources, and have supported the teachers with ideas for remote learning.”

“The importance of education continues to be pivotal in the rebuilding of Cambodia. We are all excited to continue offering support to a charity that focuses on the education of young people.”

Year 10 student reaches Harvard essay-writing competition finals We were delighted to hear the news that Year 10 student Julia was recently shortlisted as one of 10 finalists in the Harvard International Economics Essay Contest (HIEEC). This prestigious annual competition gives young people the opportunity to demonstrate their understanding of economic theory to potential future employers, through a 1500-word response to one of four given prompts. This year, the finalists’ essays were judged by 2016 Economics Nobel Prize Winner, Professor Oliver Hart.

The Voice spoke to Julia to congratulate her on her inclusion in the finalists’ list. Her remarkable achievement was particularly notable considering, at 15, she was one of the competition’s youngest entrants. How did your involvement with the HIEEC come about? I stumbled across it while researching an article for The Jewel Review, a newspaper I founded with other international school students in Singapore. The article was about Behavioural Economics and its application. After further exploration, I took the leap and wrote an essay, never dreaming I would get this far!

What is it about Behavioural Economics that interests you? It showcases the most important characteristics of humanity. It’s a field that depicts our flaws as assets and emphasises our human nuances. I was most intrigued by the fact that economists abandon the paradigm of rationality and delve deeper into the irrational side of human beings. How does it feel to be an HIECC finalist? It was definitely a pleasant surprise. However, in my eyes, I’ve already won – what’s important for me is the learning experience I’ve had. The contest has allowed me to grow through understanding people’s mentality, behaviour, and how their choices impact their everyday decisions. To find out more about the HIEEC, go to economicsreview.org

World Scholar’s Cup CCA members succeed at Asian Championships Open to all students in Years 8-13, the World Scholar’s Cup is led by its Year 12 members and provides opportunities for debating, research and writing, plus teacher and student lectures on subjects of interest. Members of the CCA have recently achieved both team and individual successes in the National American Quiz Tournament: at the Asian Championships last month, its top team successfully qualified for the Global Championships, with Year 9 student Krishiv placed first out of 59 students across Asia. Year 12 leader Finn had this to say about the CCA: “This year, we have attended virtual talks from several fascinating individuals, such as Freya Lewis – a survivor of the 2017 Manchester Arena Bombing and an advocate for body positivity – and Ben Garrod, an evolutionary biologist who has spent several years working across South East Asia, Africa and the Caribbean with various primates. The CCA takes part in rigorous academic debates, quizzes, and both team and individual writing competitions. Debate tournaments involve three members putting their argumentative and critical thinking skills to the test in order to win a spot in the debate showcases; these events recognise and celebrate debate at Tanglin. The students who attend World Scholars Cup are those who are seeking to feed their curiosity and expand on their existing knowledge. It is an amazing CCA.” To find out more about the World Scholar’s Cup CCA, please contact Ms Butler.

Natural Wonder Receiving a handwritten letter always feels special, but particularly so when the sender is none other than acclaimed British natural historian Sir David Attenborough! Anika in Year 2 was the lucky recipient of this note from Sir David, who was responding to Anika’s own letter promising to support the environment by recycling and helping to keep Singapore’s beaches clean. An outspoken champion of Mother Nature, Sir David (94) has presented and narrated natural history documentaries for more than 60 years and his latest earth science series, A Perfect Planet, highlights the way human behaviour impacts the environment. He wrote, “I am so glad you enjoy my programmes. It was very kind of you to tell me so.”

5 5

People of Tanglin Members of our school community come from all different backgrounds and parts of the world, and each has a story that captivates and inspires. Meet just a few of them here... Lucie Scott Head of Precision Teaching (Junior School) What would your friends tell us about you? How fiercely loyal I am! I am now in my 16th teaching year at Tanglin, so it seems my commitment crosses the personal/professional boundary! When did you join Tanglin? Singapore became my home in 2004 for what I had anticipated would be two years... It didn’t take long for me to realise I had become part of something unique; there is something special about the staff and students who breathe life into our school. I was, and still am, inspired by the inexhaustible excellence I encounter every day. Tell us about your passions... As an English specialist, it is no surprise that stories are my great passion. They have been told since ancient times and continue to educate, entertain and inspire us today. Through stories, we shape our understanding of the world; they promote emotional intelligence and empathy, and invite us to think deeply about life and what it means to be human. I strive to recognise the story in everyone. What’s been the most fulfilling part of your career at Tanglin? I consider it a real privilege to teach English across the Junior School, from those tentative steps of Year 3 to the emboldened leaps of Year 6. Witnessing the year-on-year growth of our students and contributing to a small part of so many young people’s Tanglin story, is a humbling experience. For more information about Lucie’s work on Precision Teaching, turn to page 28.

Richard Seah Lead Operations Technician After more than 25 years’ service to Tanglin, Richard will be retiring at the end of the academic year. What would your friends tell us about you? My friends would say that I am calm and friendly, and that I don’t like to smile in photos! I have been at Tanglin for 25 years and before that I worked at a local hotel as a maintenance officer for 24 years, so they might say I am loyal, too. What’s been the most fulfilling part of your career at Tanglin? It has been wondeful to see Tanglin grow over the years, while my family has grown too; I now have two grandchildren! Since I have been here, there have been many developments to the campus: new buildings for the Infant School, Junior School, Senior School, the Berrick Building, Sixth Form College, West Wings, Nixon Building, and soon, the new Gate C Building. I take pride in ensuring that the facilities are maintained and secure for the children. What are your hopes for the future? I will be retiring at the end of Term 3, so I wish Tanglin a fantastic future, as the best international school in the world.

Lee Lee Chua Teaching and Learning Assistant (Infant School) When did you join Tanglin? What did you do before that? I joined Tanglin in 2006, having made the switch to early childhood education when my child was four so I could learn more about how to teach him. In my spare time I like to volunteer; over the course of the pandemic, this has focused on supporting the President’s Challenge 2020. What does a typical day look like for you? In the Nursery, our day starts at 7.30am when we prepare the classroom to “wow” the children when they come in. Even after the children have gone home, there is a flurry of activity; we might change the classroom set-up, prepare resources, or upload the children’s work on Seesaw. Lots goes on behind the scenes! What’s been the most fulfilling part of your career at Tanglin? Imparting skills to the children, and watching them blossom into confident and independent learners. I believe in always thinking of different ways of doing things, and this has kept my passion for education alive over the past 15 years. What are your hopes for the future? That we continue to nurture inclusivity and wellbeing at Tanglin, and that I am able to contribute for many more years to come.

Oliver Griffin Class Teacher and Philanthropy Leader (Junior School) What does a typical day look like for you? I arrive at school at 6.45am, then grab a coffee and get started on the day’s tasks. I usually leave a little before 6pm to do some exercise. I play football twice a week and go running with Mr and Mrs Davidson – who definitely put me through my paces! What’s the best thing about working at Tanglin? The calibre of everyone around you. I’ve worked in several very good schools, but have never been surrounded by so many talented people. It is a major factor in what motivates me. Tell us about your passions... At school, it’s pastoral provision. I feel strongly that children should get to know the science of how their brains work; in my experience, it empowers them to realise they often have a choice about the thoughts they focus on. This facilitates them being a little kinder to themselves, not comparing themselves to others, and creating a mindset of appreciation. What are your hopes for the future? Probably a little less grand than last year; to see friends and family again. Due to local restrictions, my fiancée Nicki and I have had to postpone our wedding in the UK twice, and we will now have a small ceremony here in Singapore. We would love to host our families out here one day.

Gillian Sams Head of Learning Support (Senior School) Tell us about yourself… My perfect day would be a morning hike (Southern Ridges is a favourite), an afternoon at home cooking with the radio on, and an evening with friends at the prata shop. Before the outbreak of the Coronavirus pandemic, I also loved to travel with my husband. When did you join Tanglin? In August 2000, as a Learning Support specialist. After an exciting and insightful year as a Year 5 Class Teacher, I transferred to a full-time Learning Support role. I worked in the Junior School until 2007 and was Head of Elang House until that time. I was delighted to see a new side of Tanglin on joining the Senior School. My experience means I’ve worked with some students as eight year olds, and then again as 18 year olds! What’s been the most fulfilling part of your career at Tanglin? I love my role because it is student centred. In Learning Support, we don’t follow a set curriculum but instead respond to the needs of the students. It is incredibly rewarding to be able to get alongside students and help them achieve. I’m passionate about helping students believe in themselves.

Angela Dawson Deputy Head – Pastoral (Infant School) Angela is leaving Tanglin after more than 20 years of service to the school. What did you do before joining Tanglin? I joined Tanglin in August 1998 at a time of immense growth; the school was beginning to open its doors to Senior-aged students. Before arriving in Singapore, I had been teaching in the UK and held the position of Early Years Manager in one of the largest primary schools in South-West Essex, an education authority then known as pioneers in teaching children under five. Tell us about your passions... With a background in Art and Design, I embrace any opportunity to be creative – to see, do and think differently! What does a typical day look like for you? No day is typical and that is what I love about my role! My favourite part of the day is experiencing the excitement of children arriving at school; this is when it comes to life. What’s been the most fulfilling part of your career at Tanglin? Being a member of Team Tanglin for almost 23 years has been an exceptionally rewarding experience. I feel incredibly fortunate to have encountered numerous opportunities to grow and flourish, both professionally and personally, and I’ve learned so much from the many talented colleagues I have had the pleasure and privilege to have worked alongside. In my role as Deputy Head, I have been most fulfilled and proud to have been entrusted with enhancing the school’s provision for pastoral care, collaborating with individuals who – with their wealth of knowledge and expertise – have ensured our focus on children’s physical and emotional wellbeing has remained one of the many outstanding features of the Infant School. And last, but by no means least, it has been my absolute joy to lead on Our World events, special occasions and whole-school assemblies where I have always endeavoured to create memories that will be treasured, with a focus on community, friendship and fun! What are your hopes for the future? As I leave Tanglin to return to the UK, with many fond memories and life-long friendships, my greatest hope is to have the opportunity to harness my professional skills and personal strengths, and continue to channel my enthusiasm for Positive Education and sustainable development.

Stephen Butler Head of Examinations (Senior School) When and why did you join Tanglin? My family and I moved to Tanglin in 2014, when my wife Clare was appointed at the Senior School; she is Head of Lifeskills. I am also a teacher and started here by helping with cover and exams, before becoming Head of Examinations in 2017. Our two children are in Years 9 and 10, and we all love the wildlife and culture of Singapore. What does a typical day look like for you? I spend a lot of time planning. We use a variety of exam boards at different levels, each with their own set of rules and timing restrictions, and we can have up to 500 students involved in an exam season. Making it work, while minimising disruption to the rest of the school, takes a great deal of head scratching. During exam season, I work long hours to make sure exams run smoothly and the students have the fairest and least stressful experience possible. What’s the best thing about working in a school? It’s knowing you are doing something useful and working with others who feel the same way. Spending time with young people, helping them to understand the world and how they are going to fit into it, is an honour. It is also great fun, not least because of the unusual conversations you can have; not long ago, I chatted with a student about a tub of fake blood he had made for a film project and we discussed his recipe. Where else would a conversation like that happen unexpectedly?!

What’s New at Tanglin

Introduction by Michael Holiday, Director of Co-Curriculum You will notice that the Co-Curriculum is at the core of What’s New at Tanglin in this issue of The Voice. This is emblematic of a renewed focus on this important aspect of student development and opportunity at Tanglin. Since, while the Co-Curriculum has always been a vital part of school life, the new Gate C building has brought it to the forefront of our collective conscience. Our aim is to broaden the Co-Curriculum so it is a central part of every child’s journey through school, not only in supporting them in their academic learning and pastoral wellbeing, but also in equipping them with passions and interests that will provide them with deep joy. The Co-Curriculum is a means through which we can open more doors to a child; offering them opportunities that allow a variety of skills, pursuits, and pleasures to remain parts of their lives beyond school. The team skills and physical confidence that can be learned in Sport; the ability to express oneself and the discipline that can be arrived at in Music; the creativity that can be explored in Art; the ability to absorb different perspectives and recast them that can be acquired in debating; the sense of community that can be developed through the House system; the curiosity that new knowledge fostered through societies can inspire – employers sometimes call these soft skills, but ultimately, they are life skills. And beyond these benefits, there is the inherent pleasure of immersing oneself in a range of pursuits; there is a value in simply doing and enjoying. At Tanglin, we oversee children from ages 3-18, but those children will go on to live many years beyond that. As well as providing students with the best possible start to their future careers, we can also nurture them to feel happy and fulfilled as individuals long beyond their time at school; that is the “success” the Co-Curriculum supports.

Houses for the Future

For 40 years, the Tanglin House system has been an integral part of life on campus. Now, this beloved tradition is being reinvented for 2021 As a school community we are all fundamentally Team Tanglin, but for many staff and students, the team they often feel most closely connected to is their House team. House Days at Tanglin are synonymous with fun, friendship and a feeling of belonging, forming memories that often linger long after Graduation Day. The House system itself has been a staple of British schooling for centuries, originating from the existence of physical houses in which student boarders lived during term time, and becoming a byword for grouping students into teams that represent a cross-section of the community.

Beruang (sun bear) and Singa (lion). In 2001, the House system was rolled out across a growing Senior School, with the four new Senior houses – Alexandra, Cameron, Raeburn and Wessex – named to honour schools that had all, at some point, been incorporated into the larger Tanglin family.

Throughout this time, there has always been the idea that a House is a home in itself: populated by a small, close-knit “family” that values collaboration, prizes diversity, and celebrates both individual and collective achievements. There is a certain magic to a House; you need only to look at the enduring appeal of Harry Potter’s Sorting Hat, after all, to know many young people crave the kinship fostered through this kind of affiliation.

Later, in 2014, the House system also became a key part of life in the Infant School, with its own groupings inspired by Rudyard Kipling’s The Jungle Book: Sher (from the Hindi for lion), Baloo (meaning sloth bear), Rann (from cheel, meaning kite) and Bagheera (tiger).

Tanglin’s own House system dates back to 1981, when Tanglin Preparatory School, Raeburn Park School and Weyhill Preparatory School merged to form Tanglin Infant and Junior schools on Portsdown Road. Since then, every child who enrolled in the Junior School has been placed into one of four houses, each named after Malay animals: Elang (also known as the brahminy kite), Harimau (Malayan tiger),

Currently, students on the Tanglin campus are divided into four Houses that differ from school to school. In order to unify the Houses, and Tanglin as a whole, students will now be assigned membership to Houses that are consistent across the Infant, Junior and Senior schools. And for the first time, the new House system will also be inclusive of our youngest, Nursery, children. So, once a child has joined the school, they will remain in the same House

2021 and Beyond

throughout their Tanglin journey. Given the expanded numbers of students in this unified House system, the number of Houses will rise from four to eight, ensuring that each House keeps its small community feel. As in the previous system, the eight Houses will be led by Year 12 House Captains and each will represent the range of nationalities, cultures, beliefs, backgrounds, interests, talents and abilities that typifies life at Tanglin. In addition, the new House system will also allow younger brothers or sisters who subsequently join the school to become members of the same House their older sibling belongs to, meaning Tanglin families with multiple children on roll can all be part of the same “team”. These exciting changes will not only create a greater sense of togetherness, but also allow the school to develop a more expansive House Calendar. Driven by students and staff alike, it will include a wider range of activities and competitions, from sporting events to musical performances, debating competitions and charity drives, as well as the much-beloved House Days.

The Eight New Houses Like their Senior School predecessors, each of the House names – Claymore, Cameron, Raeburn, Alexandra, Weyhill, Wessex, Winchester and Portsdown – nods to a significant location in the school’s rich history. Here, The Voice explores the heritage of each name while, over the page, we examine how this heritage has been woven into each of the new House logo designs.

Raeburn

Claymore

The name Claymore harks back to Tanglin’s early days when, in 1925, a school was established in the grounds of the Tanglin Club. Situated in Singapore’s Claymore district, the school – and its founder, Miss Anne Griffith-Jones – aimed to provide a quality British education to the children of expatriate families (thus avoiding the need for those children to be sent away to boarding schools in the UK). Beginning with just five students, the school of course went from strength to strength to become the Tanglin we know today. The name Claymore, therefore, is a reminder of the school’s humble beginnings more than 95 years ago, its ambition and, of course, its extraordinary accomplishments in the decades since.

Cameron

This name is representative of the Cameron Highlands Boarding School, opened by “Miss Griff” in 1934 in what was then referred to as Malaya. A boarding offshoot of the school in Singapore, it was intended to extend the children’s education until the age of 12, and benefited from the cooler air of the scenic hill station it was named for. Staff and students encountered much adversity there. In 1942, during World War II, the school was forced to close temporarily due to Japanese occupation of the vicinity, and Miss Griff and several of her colleagues were later held in Changi Prison. Then, in 1948, the Malayan Emergency – a guerrilla war fought in the the Federation of Malaya until its end was declared in 1960 – created a significant security issue for the community; students were given armed escorts at the start and end of each school term until the school’s closure in 1950. The Cameron name is synonymous with courage and perseverance.

Raeburn Park School was established in 1954 by a group of Singapore Harbour Board officials who were concerned about the educational provision for non-service expatriate families at the time. Situated inside an imposing property overlooking the Singapore harbour, its early popularity helped it achieve full capacity within 18 months of opening. But after Singapore achieved independence in 1965, the Harbour Board was replaced by the Port of Singapore Authority and Raeburn Park’s lease was not renewed. In 1972, the school moved to Alexandra Park (see below), and later fell under the management of Tanglin Trust Ltd. While the Raeburn name became less significant over time, its motive – ensuring that all expatriate children had the opportunity to learn – is one that speaks in a small way to the ideals of inclusivity and acceptance that Tanglin continues to build upon today.

Alexandra

In 1972, what was then known as Raeburn Park School decamped to an empty army base and an adjacent cell block in the beautiful environs of Alexandra Park. Despite its splendour, Alexandra Park has a turbulent history. During World War II, it was at one point the scene of bitter fighting between Japanese forces and the British regiment that was housed there at the time; before staff and students from Raeburn Park could move in, bars had to be removed from the cell windows. After it was vacated by Raeburn Park in 1974, Alexandra Park became the home of Winchester Nursery until it also relocated, in 1996. Despite its past, the leafy grounds of Alexandra Park proved to be a somewhat of an idyll for both communities and in particular for its youngest members.

Weyhill

The name Weyhill signifies Weyhill Preparatory School, opened in 1971 by Tanglin Trust Ltd in response to a rapidly growing waiting list at Tanglin Preparatory School. Housed in a two-storey building featuring only 10 rooms and a communal hall, Weyhill was known locally for its annual shows and blue and white uniforms, though for a time it had only enough outside space for a single netball pitch. When Raeburn Park School moved onto a neighbouring site in 1976, the two schools joined forces to develop the area between them, with Weyhill using the now shared playing field on a rotational basis. This collaboration was fully realised in 1981 when, together with Tanglin Preparatory School, the schools were amalgamated to form Tanglin Infant and Tanglin Junior schools.

Winchester

This House name refers to Winchester School Nursery, opened in 1976 and managed by Tanglin Trust Ltd. For 20 years until its closure, Winchester – situated in the modern idyll of Alexandra Park – gave all its children a wonderful introduction to the concept of school. On arriving at Winchester’s magnificent doorstep each morning, each child, according to the school’s prospectus, was shown a “bridge between home and the bigger school, providing a setting for first explorations [...] outside the family circle”. A dedicated Nursery unit was later opened on Portsdown Road alongside Tanglin Infant and Tanglin Junior schools; with all students now on the same site, the school was renamed Tanglin Trust School. While the Winchester name is less significant today, its aims – to nurture curiosity and a lifelong love of learning – are cornerstones of a Tanglin education today.

Portsdown Wessex

The significance of the Wessex name originates from 1971, when Weyhill was established on the site of a previous army school called Wessex Infant School. The name continues to have relevance in 2021: the Wessex Estate area is where Tanglin Trust School is now located on Portsdown Road. The site is surrounded by lush greenery and clusters of black and white houses that hark back to colonial times, in addition to blocks of walk-up apartments previously used by British army officers and soldiers, many of them named after British military feats. Today, in addition to being Tanglin’s “home”, the estate is growing in renown as an artists’ enclave and has retained much of its sense of peace and calm.

In 1976, Portsdown Road was still a picturesque and somewhat rustic road winding through the Wessex Estate when it became home to Raeburn Park School. Later, in 1981, Weyhill and Tanglin Preparatory schools moved in, later amalgamating to form Tanglin Infant and Tanglin Junior schools. While the road has retained much of its historic charm, the Tanglin site has transformed. Over the years, new buildings have risen up to accommodate our growing student population and, in 2022, the new Gate C building is set to significantly boost space for teaching and learning. The neighbouring One-North area has also seen its own metamorphosis to become Singapore’s biomedical, media and technology hub. Portsdown, then, is a significant location that makes a physical connection between the republic’s heritage and its future.

What’s New at Tanglin

True Colours

While the names of the Houses are inspired by Tanglin’s past, the House system itself reflects the school’s present and future. Matt Durant, Creative Director of local design agency Glyphh, worked in tandem with Tanglin and, most notably, Head of Senior Houses Chris Dech, to develop the eight dynamic new logos. He explains his process here. “For each logo, a new identity and colour palette would need to be created, based on historical or identifiable links unique to the school and Singapore. While considering that each House logo would require its own provenance and origins, I also had to be mindful that the eight designs would also be part of the same ‘family’, and need to represent aspects of the school ethos as a whole. As you can see, the construction of each logo consists of the following: the shield, the recognisable ‘Tanglin palm’, and the House icon and name. The shield is derived from the logos of Raeburn Park and Tanglin Preparatory schools – both forerunners of the Tanglin we know today – while the House icon reflects a unique aspect of either the school campus or its local environment.”

Below and right: House Day events, pictured before the pandemic.

“Designing one logo is difficult enough; designing eight is a challenge!” – Matt Durant

The New House Logos The vibrant colours of each new emblem ensures they look as energetic as the children they represent. From the “lush” green of Cameron House to the “strength” implied in Claymore Orange, Matt explains the symbolism of each shade.

“As a crossed pair of Scottish Claymore broadswords, the Claymore House icon references the area of Singapore in which ‘Miss Griff’ first founded Tanglin in 1925. The ‘Claymore Orange’ you can see on the icon originates from the Junior School’s Harimau shirt – a nod to the former Houses. Orange itself represents enthusiasm, fascination and determination; in heraldry, orange is symbolic of strength and endurance.”

“Symbolically depicted as a Spartan helmet, the Wessex House icon symbolises the members of the British Army who were once garrisoned in the nearby Wessex Estate. Its colour, the ‘Wessex Maroon’, references the modern Sixth Form shirts that themselves have a historical link – to the Hampshire Regiment once stationed there. It’s a somewhat more sophisticated and serious hue than a true red, symbolising the ambition, power and refinement of this House.”

“Depicted as a mountain landscape, the Cameron House icon traces its origins to the lush, mountainous terrain of the Cameron Highlands, Malaysia. Its colour, ‘Cameron Green’, references these Alpine surroundings, with green commonly associated with life, renewal, nature, and energy.”

“The lightning flash of Raeburn House references one of Singapore’s enduring features, its tropical climate; specifically, its lightning storms. A symbol of power, strength and energy, the lightning bolt embodies the many positive attributes of Tanglin students. The ‘Raeburn Blue’ is inspired by the prowess of a storm and can be associated with depth, stability, trust, power, confidence and intelligence.”

“Featuring the characteristic architectural qualities of the ‘black and white’ Winchester Nursery building, the Winchester House icon is symbolic of the unification of the Winchester and Weyhill schools into one campus in 1976. ‘Winchester Purple’ combines the calm stability of blue and the fierce energy of red. This colour also represents wisdom, devotion, pride and independence.”

“The flaming sun of Alexandra House is inspired by one of equatorial Singapore’s most obvious natural resources. The Alexandra Estate was once the site of the Winchester Nursery, historically a precursor to Tanglin and one that provided children with their first encounter with school-based learning. The ‘Alexandra Yellow’ originates from the warmth of the sun, and symbolises optimism, enthusiasm, confidence, originality, wisdom, creativity and fun.”

“Once surrounded by trees and dense bush, the Tanglin campus is now encircled by the One-North development. But its origins are still evident in the banyan tree that grows on the current school site and was the inspiration for the Portsdown House icon. The ‘Portsdown Green’ colour can be found in the hue of the banyan leaves; it symbolises growth, and harmony with the environment.”

“The flaming torch of the Weyhill House icon takes its reference from the historic unification of the Weyhill and Raeburn schools in 1976. A symbol of hope, unity and energy, it symbolises the enduring nature of the school since its inception in 1925. The ‘Weyhill Blue’ imbues calming properties; it is a rejuvenating colour that also represents open communication and clarity of thought.”

What’s New at Tanglin

Cool One highlight of the Gate C project is an Olympic-length swimming pool that will allow Infant, Junior and Senior school students unprecedented access to aquatics. The Voice spoke to the staff behind this exciting addition to find out what we can expect. 16

Tanglin’s new aquatic facilities are a rare example of adding one and one together, and making three. For the new 50-metre pool, in addition to the 25-metre facility currently on campus, will allow each school to have its own designated area. Director of Aquatics Andrew Hailey explains. “The new pool has what’s known as a ‘bulkhead’; it’s a platform that can move up and down over the water and essentially can split the facility in two,” he says. “It means Junior and Senior school students can use the pool at the same time, leaving the existing pool for sole use of Infant School children. Essentially, we’re getting a lot of bang for our buck.” Greater access to the water will mean greater opportunities for students of all ages and abilities, from those dipping

their toes in for the very first time, to those competing at the highest level. The two-metre deep, Olympic-length pool will feature seven 2.2 metre-wide lanes, and diving blocks – a first for Tanglin. It will be a world-class teaching facility that, as Andrew says, “is a more representative environment for competition training.” Unlike most other 50-metre-long pools in Singapore, it will also be covered; only inaccessible during periods of unhealthy levels of haze. “It will separate us from other facilities on the island by a long way,” he notes. While additional features are still being finalised, the bulkhead – together with cameras and split-screen scoreboards – mean Tanglin will potentially be able to host its own swim meets. Says Andrew, “When it comes to running events such as ACSIS or SEASAC – or even House competitions – we can have boys competing in one half and girls in the other; or U14s in one half and U18s in the other, as a short course. The scoreboards mean parents will be able

Water Above: an artist’s impression of the swimming pool. to watch meets close in from a viewing gallery, and there is also the option of additional bleacher seating.” In addition to competitive opportunities, the hope is that the new facility will provide more options in the water for all students. As an example, Andrew explains the current pool is too shallow to be used practically for sports such as water polo, whereas the Gate C facilities will “allow us to branch into other areas – there’s space for us to do that.” Director of Sport and Methodology Richard Shuttleworth agrees. “We are shifting from the idea of ‘swimming’ to one of ‘aquatics’. Swimming is only one of many sports; there are several ways of being active in the water – aerobics, underwater hockey, water canoe polo... These activities are inclusive of all abilities and promote social inclusion, too.” This mindful approach will also impact Tanglin’s younger children, many of whom start school unable to swim or are fearful

of the water. The new facility will release pressure on the existing pool, allowing time there to be allocated to Learn to Swim and water confidence classes that encourage safe but fun play. “Currently, we would describe 80% of children at Tanglin as water confident; it’s our goal that, by 2023, 95-100% of children will be water confident and every child will be able to swim 25 metres by the age of eight,” says Richard. “The Infant School pool will be a safe space for very young children, free of competitive swimmers that can be intimidating to little ones. These classes, led by a specialist, will allow all children to explore the water in an enjoyable way.” Ultimately, teaching children to be confident in the water is a life skill and one that’s crucial to their safety; perhaps even more so at Tanglin, a community on a small island with ready access to the sea. “An important driver for us is closing the gap between perceived water competency and actual competency,” explains Richard. “If a child believes they are more

competent than they are then, in a real world situation such as open-water swimming, that can be very dangerous. Equally, if a child believes they are not as competent as they are, it can prevent them from taking part. Greater access to a pool will help to narrow that gap so all children can swim safely and confidently.” Both Andrew and Richard are keen to stress that while the new pool will be an exceptional facility that’s sure to “wow”, the benefit to students is what staff are most excited by. Explains Richard, “What we really want to foster is lifelong learning for the benefit of the individual, and we believe creating greater opportunities within the school will lead to greater opportunities beyond it,” says Richard. “Our philosophy in Sport at Tanglin is ‘More; Better; Longer’. In the case of the new facilities, a wider sport offering means greater inclusion of children; more access means children can make greater improvements; and these foundations will lead to a lifelong love of sport. That’s what it’s all about.”

What’s New at Tanglin

“Where words fail, music speaks” – Hans Christian Andersen

The New Tanglin Sound 18

The Music School is an ambitious, beautiful space that will raise aspirations and provide unprecedented opportunities for our students when it opens in 2022. The Voice spoke to Director of Co-Curriculum Michael Holiday to find out more.

Opposite: an artist’s impression of the orchestral rehearsal space; a Fazioli piano. Above: plans for the recital room.

Even when digested as a list, the contents of the highly anticipated Music School make for impressive reading. Situated on Levels 8 and 9 of the new Gate C building, the facility will feature a recital room, an orchestral rehearsal space, a chamber ensemble room, a recording studio, 22 practice and teaching rooms, three classrooms, and a music technology room. And of course, there will also be numerous new furnishings and instruments, such as 18 additional pianos – including three grand pianos from famed Italian company Fazioli. “It’s a well-stocked space, and a significant enhancement on our current offering”, says Director of Co-Curriculum Michael Holiday. “Perhaps most importantly, it means even more children can access music lessons; it’s a commitment by Tanglin to music making and to ensuring all students can take advantage of the opportunities that presents.” The largest areas – the recital room, and orchestral rehearsal space – are a focal point of the Music School and are expected to tangibly impact performance, both through their acoustics and what Michael calls their “specialness”. The school’s current recital spaces, though functional, were originally meant for multipurpose use and as such, actively deaden sound. In contrast, the two new rooms have been specifically designed

with performance in mind. “They will have their own acoustic personalities,” tells Michael. “Everything inside has been given careful thought, from the ‘fabric’ of the spaces – the use of wood and other natural materials – to the colour palette and deployment of lighting. It’s a tactile approach that will hugely improve the sound we can achieve and, in terms of the aesthetic, create an aspirational environment that will invite our students to achieve more.” In addition to the music-friendly surrounds, and with the support of the TTS Foundation, the spaces will also be furnished with three Fazioli pianos: two chamber grand pianos – one in the recital room another in the orchestral rehearsal space – and a third, smaller instrument in the chamber ensemble room. The three instruments, to be purchased from within Singapore, will be beautiful yet functional. Each handmade, they will deliver a rich sound and responsive touch that is ideal for performance, while being robust enough to be practiced on. “Fazioli pianos are functionally elite; bespoke, without being unnecessarily showy,” explains Michael. “They have a good action, give good responsiveness, and allow students to explore the full colour and tone range of the instrument.” “The pianos, together with the rooms they are housed in, will enhance the music making of the students. They will provide

inspiration and offer the greatest possible opportunity for all our children to achieve their own personal best.” Other spaces in the Music School are more modest, but no less important. Michael gives the example of the new recording studio. “We already have a good facility in the Senior School, but we’re building on what works there by having the new studio connect to a greater number of rooms.” “Currently, recording a concert or large ensemble piece means performing outside and moving all our equipment outside with us. The new studio will feed into the recital room and the orchestral rehearsal space, meaning all our recordings will be of a higher quality.” There are also the knock-on effects of the new facility on existing spaces; the acquisition of new pianos, to name just one, will allow superior instruments from current stock to be distributed across the school site for even wider benefit. In short, the opening of the Music School will impact young musicians of all ages and abilities, and allow music itself to be at the very core of school life. Adds Michael, “It will ensure the fabric of the building matches our artistic intent and will be a solid foundation for developing music within the school.” “By coming to Tanglin, students will be able to access something they would not have been able to access anywhere else.”

What’s New at Tanglin

Let’s Do Lunch!

One space set to transform the Infant School day is the inclusion of an airy new dining area. Head of Infant School Paula Craigie explains For a young child, lunch isn’t just lunch: it’s a vital opportunity to practise healthy eating habits, develop social mores, and exercise fine motor skills. So, the introduction of a dining area that’s exclusively for Infant School children is a significant step, and one Head of Infant School Paula Craigie is thrilled about. “It will be absolutely lovely,” she says. “As a school, we’ve looked carefully at colour, acoustics, and of course function, during the design process. I imagine we might be described by some as ‘fussy’; we know what we want! The size and scope of what we’re trying to achieve is very important to us.” The exciting plans will give Year 1 and 2 children the ability to enjoy mealtimes away from the classroom tables they are currently eating their lunch at. “While that system works well, it’s not best practice,” explains Paula. “At the moment, children – and their teachers and Teaching & Learning Assistants (TLAs) – have to pack all their equipment away at lunchtimes and get it all back out again in the afternoon. Obviously, that’s not an ideal use of time; a separate space will mean classrooms can remain set up throughout the day.” And while lunchtimes will remain staggered across year groups to ensure each session is small and manageable, lunches themselves are changing. With the children eating together in a shared space, it will make it possible for Tanglin to offer families a range of school-made lunches. “We started with a pilot programme for Year 2 children to enable them to have a packed lunch delivered to their classrooms and have since expanded that to a snack in the morning. In Term 2, we also rolled out the pilot across Year 1. While lunch options are currently limited, having the dining area means we will be able to expand them,” says Paula. Perhaps most significantly, the introduction of a dining area means, for the first time, all Year 1 and 2 children (and their

parents) will be able opt for a hot meal during the day, something Paula believes will be of significant support to families. “One of the reasons behind the move is to give children the opportunity to practise using cutlery at lunchtime; it’s a really important social skill and one that we will be able to encourage at school,” says Paula. “It also means parents don’t have to send their children to school with absolutely everything in their bags, which can make them very heavy. Providing more food options will help alleviate that need.” Much thought is being given to this new scheme. At the time of writing, the school had been trialling two hot options per week

as part of its provision, with Wellbeing Warriors providing feedback on the taste and quality of the lunches. As with all trials, though, Paula notes that responding to the children’s suggestions isn’t always straightforward. “Sometimes they might say, ‘We don’t want any more grass in our food.’ And we have to point out that, well, it’s not grass – it’s lettuce!” she laughs. “We do of course take all their thoughts on board, but we have to make sure the lunches we provide are nutritious, too!” The same care and attention has gone to making sure the new space is just as appealing as the food: “We’ve visited several furniture suppliers and looked at so many different options for the children’s tables and stools – making sure they are suitable for Infant School-aged children, can be used flexibly, and are light enough for staff to move around easily,” says Paula. “Everything has been thought about, from hand-washing stations, to cubby holes where the children can put their lunchboxes. And of course, staffing. The design of the space as a whole means there will be a definite flow, from when it’s time to come in and eat, to when it’s time to go out and play.”

“As a school, we’ve particularly focused in on the acoustics; the idea of the ‘echoey dining hall’ many of us remember from our own childhoods is something we want to particularly avoid. The Infant School space will have acoustic walls, and warm, ambient lighting.” Ultimately, says Paula, the dining area will be a homely environment for the children, giving them the space to eat in a conscious and mindful way that’s free of classroom distractions, and reaffirming the importance of forming healthy eating habits for life. Put simply, “It will be a very welcoming, calming place to be – the children are going to really enjoy it!”

PLAY ON While the dining area is a significant boost for the Infant School, it is not the only area set to transform teaching and learning, as Paula explains. “On Level 3 of the Gate C building will be two multi-purpose halls that are also adjoining, and we have a third, mezzanine area we can use. A highlight for us is that it will connect to the Year 1 unit, meaning there won’t be any lost learning time as children travel around the site.” “Also, we are looking forward to new Infant School music facilities that will be quite separate to the Music School on Level 8 [see previous page]. This area will be small and intimate, but flexible. While having some definite classroom spaces, there will also be room for impromptu performances – it’s a space that is more conducive to presenting and listening. Everything is being designed on a small scale so it feels cosy and intimate, with the option of making it bigger if we so choose.” “Really, we love our current set up, so what we’re doing is taking our favourite parts of that over to the new build. It’s a big project, but so exciting!”

What’s New at Tanglin

Celebrating Recently, Tanglin was proud to announce its winners for Alumni of the Year 2020. The Voice spoke to two of the award recipients to find out what the recognition means to them ALUMNI OF THE YEAR 2020

Award for Professional Excellence: Sophia McCall (2016 Cohort) Sophia, a Security Consultant at information assurance firm NCC Group, was recognised for her achievements in the cyber security industry. The 22-year old graduated from Bournemouth University last year with an MSc in Cyber Security Management; her current role involves undertaking “penetration testing” of clients’ infrastructure and websites to see what can be hacked or broken, and recommending solutions that will protect them in future. Besides this, Sophie has also led Team UK in the European Cyber Security Challenge, appeared as a cyber “Hunter” on UK TV series Hunted, acted as a mentor for CyberFirst, a schools program set up by the National Cyber Security Centre, and co-founded an industry blog with her friends, Security Queens. In addition to her Alumni of the Year 2020 award, Sophia has received numerous industry accolades, most recently taking the gong for Cybersecurity Student of the Year at the SC Magazine Awards.

Congratulations, Sophie!

Thank you. It’s absolutely amazing to have my efforts recognised by the school; I feel very humbled. I have many memories of Tanglin. My favourites are probably ICT lessons with Mr Mack! He inspired me from a young age to consider a career in technology. Tanglin played a huge part in my childhood and education; it provided the foundation that allowed me to specialise in cyber security.

Alumna Sophie gives a presentation at the 2017 European Cyber Security Challenge.

Tell us more about your involvement with the European Cyber Security Challenge...

The competition is hosted by ENISA: the European Union Agency for Cyber Security. Around 20 countries compete head-to-head in a series of different security and hacking challenges. I represented the UK twice in 2017 and 2018, and was promoted to Team Captain at the team qualifiers in 2019. Some of my favourite tasks were bypassing keyboards using hardware hacking techniques, and digital forensic challenges that involved recovering hidden information from files and hard drives.

What prompted you to set up the Security Queens blog?

Myself and two friends were “newbies” to cyber security and we wanted to create a space where we could document our personal journeys, while also promoting inclusion and diversity within the industry. Women represent only 20% of the global cyber security workforce. We hope Security Queens will encourage other women to pursue careers in this industry without fear of isolation.

As an expert in the cyber security industry, what advice can you give to our community? It goes without saying that the internet can sometimes be a dangerous place for children. The best advice I could give to staff, parents and children alike is to be wary of the information you put online and your privacy settings. Adults should use a password manager and a two-factor authentication to protect their accounts; that way, even if a hacker gets hold of your password, they won’t be able to able to access it!

Excellence Sean finished last year on a high, clinching the 2020 Italian GT Endurance ProAm Championship as part of Ferrari Team EasyRace. The racer renewed his contract with Ferrari for 2021 and is now in pre-season training. Right: with teammate Antonio Fuoco in 2019. racing season, which usually starts in April, was postponed several times before finally starting in July. I was so grateful just to be able to race; to come away with another championship title was the icing on the cake.

Award for Excellence in Sport: Sean Hudspeth (2012 Cohort) Sean, 27, is a professional racing driver who took up karting at a young age and has been competing professionally for more than 10 years.

You have worn several “hats” in your career so far; is there one you find particularly rewarding?

It has to be professional racing – it’s been a lifelong passion of mine. However, I also love working as a driver/coach and official instructor for Ferrari; it’s given me the opportunity to travel and meet new people, not to mention drive some of the world’s most incredible cars! I must say, there is a lot of hard work and sacrifice that goes on behind the scenes – it’s not all glitz and glamour – but the skills I’ve learned in the industry are priceless.

What are your next steps? His Alumni of the Year award can be added to an already bursting trophy cabinet; last year, he took the 2020 Italian GT Endurance ProAm Championship as part of Ferrari Team EasyRace. His last-round win at Monza means he has now won back-to-back championships in the National series.

I have recently renewed my contract with Ferrari and AF Corse for 2021, so I have been training hard here in Singapore in preparation for the season – I have another big year ahead of me. Fitness, simulator work and karting are a few of the things I have been doing to prepare my body and mind.

Alongside his racing career, Sean – a certified Ferrari instructor – travels the world to support the brand at events, launches and roadshows. He also owns his own business, Sean Hudspeth Motorsports, that specialises in bespoke driving experiences in road cards and racing cars.

How does it feel to be an Alumni of the Year award winner?

Tell us more about your 2020 championship win…

This one felt even more special than 2019 because of all the uncertainty surrounding the championship due to COVID-19: the

It’s a huge honour and, if I’m honest, it took me by surprise. Tanglin has always been a special place for me as I was there from Nursery to Year 13. I loved my time at the school and was always grateful for the support given to those that wanted to pursue a riskier, less “conventional” career path. Tanglin has its own special charm that is unmatched in Singapore. To be recognised by the school for my achievements years later is quite emotional for me!

What’s New at Tanglin

Class Notes Connections are so important in our post-pandemic world. This year, we were pleased to hear from members of the Class of 2011, who offered to share their experiences of the decade since their graduating year at Tanglin.

Tanglin Alumni is always pleased to hear from former staff and students, so if you have any news you’d like to share with our community, please drop us a line at alumni@tts.edu.sg

Class of 2011 Many of the 2011 cohort experienced a shift in their professional or personal lives in 2020 due to the Coronavirus pandemic. Eilidh Weir reports that she has been working as an actress for the past five years, but “changed tack” and is now pursuing an MSc in Psychology at the University of Edinburgh. “I’m still in touch with a group of girlfriends from Tanglin and will be visiting them in London as soon as I am able to,” she says. Less than 50 miles away, in Glasgow, is George Reid, a hospital doctor. George got married in 2019. He writes that he usually sees former Tanglin friends on an annual trip to Singapore, “but sadly this has been put on hold due to local travel restrictions,” a sentiment shared by many of the cohort. Roisin Shields (Daly) is also in Scotland, working as a Year 6 Class Teacher after four years in Nursing. In 2017, fellow classmates Emma Banus-Ashall and Madison Ogg were bridesmaids at her wedding. She now has a son, Caelen, born in 2019. Says Roisin, “I can’t wait to see what the next year brings!” Emma is also in the UK, working as a Health and Safety manager in Cheshire. She was due to walk down the aisle herself last June but, due to the pandemic, the ceremony was postponed to December. She says the celebration was small and intimate, but “extremely special.” Emma is expecting a baby girl, due in July.

Above left: Emma Banus-Ashall got married in December, having postponed her wedding due to the pandemic. Above right: Oliver Allbless and wife Maria are looking forward to one day resuming their travels with daughter Mia in tow. In London, Megan Roberts is working as Global Tax Coordinator for multinational Ernst & Young, having graduated from the University of Warwick in 2014 with an LLB in Law. “I live just a couple of minutes away from Tower Bridge, which has been a lifeline for lockdown walks!” she tells. Sam Dally is in London, too, having spent the past 10 years in Sydney. “I’m currently training to be a paramedic, and have a year still to go,” says Sam. “I’m still very much in contact with friends from Tanglin.” Having a network of fellow Alumni has been a blessing for Kendal Drake, also in London and working at advertising agency adam&eveDDB. She writes, “It’s nice to have a base of fellow Singaporeans; we get together for the Lunar New Year each year.” Kendal plays for grassroots women’s football team the New London Lionesses. “A couple of years back, we surprised many clubs by reaching the second round of the FA Cup, before losing to Crystal Palace 3-0!” she tells. Maxy Lotherington is currently living in

her home town of Melbourne. She explains, “I’m working at edutech company A Cloud Guru as a Senior Product Designer.” Ming Bridges is closer to campus; she is the founder and operator of sustainable local fashion company Rentadella. “I was a bridesmaid for Min Tse Hong’s wedding in 2019,” she tells. “I try to stay in touch with friends in the UK and here in Singapore as much as possible!” Finally, Oliver Allbless’ missive encapsulates the wanderlust felt by many of us in the last year. After some years spent at Microsoft in Dublin, he set up a hedge fund in London and is now a freelancer and project manager in the field of algorithmic trading. He and wife Maria recently welcomed a daughter, Mia. “As we move towards a time of freer movement, [Maria and I] anticipate continuing on from where we left off in 2019 – exploring the world, as is a natural endeavour for many Tanglin families. Interweaving our passion for travel with our desire to make significant contributions to society, is a dream.”

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Innovative Education

Into the Woods

An exciting development for Nursery children in 2021 is the introduction of Forest School. We take a look at the global trend for outdoor-based learning and find out why, at Tanglin, it’s proving to be a breath of fresh air 26

Think of the words that have largely defined the past year: “lockdown”, “isolation” and “quarantine” might count among them. Since the escalation of the Coronavirus pandemic in early 2020, these words have become part of our daily vernacular, speaking to a need need, or perhaps obligation, to withdraw from the world; to be safely inside – indoors. But, while easy to blame for our current confinements, COVID-19 has merely exacerbated what has been a long-term trend for increasingly sedentary and cloistered lifestyles, particularly for the young; one that has seen children in general spending more time at home and, as a consequence, less time in the natural environment. Enter Forest School, an approach currently being adopted by Tanglin Infant School that will see Nursery children experiencing the curriculum en plein air

from August, in the nearby Wessex Estate. Says Head of Infant School Paula Craigie, “The idea of integrating Forest School into our curriculum has been a discussion point for almost three years now. While it is an approach that is becoming increasingly ‘fashionable’, it is also one we really believe in.” “After the Circuit Breaker period in 2020, we accelerated our planning to introduce Forest School to the Nursery. Being outdoors is so critical for your wellbeing, and during that time we became acutely aware that many of our children live in apartments with little access to ‘uncultivated’ play spaces. There was an urgency there to help provide those opportunities during the school day.” The origins of Forest School can be traced back to 1993, when staff from a UK nursery visited Denmark to investigate its preschool system. There, they observed the benefits of the region’s friluftsliv, or “open-air culture” to the learning and development of young children. Inspired, the Nursery nurses went on to develop a BTech in Forest School, a qualification that quickly gained renown in the UK. Currently, there

STRONG ROOTS Two members of the Tanglin community explain why they chose to enrol in the Level 3 Forest School course, and how their experience will impact learning in the Infant School.

“For a number of years now, I have been concerned about children’s lack of access to nature. When I think back to my own childhood, my most vivid memories are of exploring the local environment – woods, river banks and fields – with friends.

Peter Ayompe, Outdoor Education Specialist

The Forest School approach is one that fits with my own beliefs about what children increasingly need in our modern, urban lifestyles.

“I decided to enrol in the Level 3 Forest School training when I discovered how beneficial the programme would be to our children. The course not only aims to build their confidence – a result of the time, space and freedom they are given – but also allows them to demonstrate independence.

To be among nature can improve both emotional and physical wellbeing; it is known to reduce blood pressure, heart rate and muscle tension, and the production of stress hormones. A happy child is a child who will learn.

Forest School is a programme that is suitable for all ages and abilities. Through the completion of achievable tasks and genuine praise from course leaders, children find learning accessible, fun and enjoyable. Their positive experiences impact their learning back in the classroom: after the completion of a Forest School programme, children are often found to be more motivated to learn and are better able to concentrate.” Above: A Forest School pilot in 2019. are around 2,000 UK schools registered with professional body The Forest School Association. While 50% of the Early Years Foundation Stage (EYFS) at Tanglin is already taught outside, the inclusion of Forest School will formalise its importance and significantly extend children’s experiences outdoors. “It’s important to note that Forest School is not a ‘bolt on’; it’s a curriculum in itself,” explains Paula. “It’s a developmental programme that builds skills week on week, while offering children a completely different experience from the classroom that will enliven their senses.” One of the requirements of Forest School is that it is run by qualified Level 3 practitioners; the Level 3 qualification is equivalent to an A Level. “It’s crucial that, while learning is fun and enjoyable for the children, the course is safely managed and risk-taking is age-appropriate. Obviously, training colleagues to Level 3 takes a significant amount of time and for those staff, completing the course marks a considerable achievement,” tells Paula.

Charlotte Churcher, Class Teacher – Nursery

As a school located within the Wessex Estate, Tanglin has access to a variety of natural spaces, and extensive flora and fauna, right on our doorstep. Each week, children can develop knowledge, independence and confidence as they explore the environment in a self-directed way, while being taught practical and conceptual skills and, of course, all-important collaboration. Completing the Level 3 Forest School course has equipped me with further skills to deliver what I know to be the best possible holistic experience for young children. The ethos of Forest School is one, in fact, that all children and adults in our community could – and will – benefit from.”

Left: Charlotte and Peter pictured during a Forest School training session. While the programme is still in development, its ethos is already proving hugely popular with staff. There has been a growing appreciation of the local environment generally among children and staff alike, she says. “I think the Circuit Breaker period has made us all thankful for what can be found close to home. We’re so lucky on campus to be in such close proximity to outdoor spaces such as the Wessex Estate.” Continues Paula: “There is a feeling of freedom in being outside. It’s why team-building exercises often happen outdoors; the strengthening of our relationships and our ability to collaborate somehow comes easier. We’ve known children to make a big ‘whooping’ sound when they are in that space. That’s why Forest School will be a success.”

Innovative Education

Precision Aim

A unique aspect of the Junior School approach is Precision Teaching, an intervention that supports all children to achieve their personal best, regardless of their ability. The Voice sat down with Deputy Headteacher Rebecca Morse and Head of Precision Teaching Lucie Scott to find out more. At Tanglin, assessments are seen as an opportunity to drive progress, and this is no truer than the approach of the Junior School. Here, data from assessments is used to establish how children are progressing, with the school’s Personalised Learning Team (PLT) offering immediate and adapted interventions in order to maximise learning gains. One of these interventions is Precision Teaching – but what exactly is it? Precision Teaching is one of the PLT’s well-established offerings, sitting alongside Enrichment and Learning Support programmes. It is progress centred, supporting children at all levels of attainment to extend their reading and writing skills in small withdrawal groups, over a focused period of time. Through a curriculum designed by an English specialist, small groups of children gain in confidence, independence and mastery of skills their teachers have identified as areas for development. And, since each session is customised to reflect what children learning in the classroom, they are highly relevant. Together with Enrichment and Learning Support, the intervention forms what Head of Precision Teaching Lucie Scott calls a “three-pronged approach”, ensuring children can access support whatever their individual needs might be.

Deputy Headteacher Rebecca Morse explains: “In terms of interventions, it’s what makes us unique as a school. Our Enrichment programme focuses on students who are high achieving in a particular subject, while Learning Support focuses on students who have a specific, identified learning need. But, Precision Teaching encompasses all students, regardless of their prior attainment.” A dynamic framework, Precision Teaching allows children to move in and out of groups as their needs change, and the interventions themselves adapt to what is required in the moment.

Says Lucie, “We changed the length of the Precision Teaching programme in response to the Circuit Breaker period. Now, it is shorter and even more focused – we are looking at one specific skill and have been able to support around 400 students already so far this year. We find they make excellent progress.” The approach is part of a wider shift away from what Rebecca calls “big picture data” and towards a more “forensic” look at the learning profile of each individual child. While standardised tests are still used as checkpoints for student progress, teachers

Above and opposite: a Precision Teaching group explore vocabulary using Roberto Innocenti’s Rose Blanche as a starting point. are being empowered to act, first and foremost, on their own professional knowledge of each child when considering an intervention. “We take a holistic view of our children and we work closely together to ensure every child has the necessary support. There are children in the school who are in Enrichment, Learning Support and Precision Teaching groups, for example. We don’t label our children,” says Rebecca. “Having the range of interventions that we do means we can help all our children overcome the barriers they may face in their learning in the ways that suit them best.” Both Rebecca and Lucie see the benefits of this “micro”, rather than “macro”, approach. They are in agreement that while data is crucial, it is most impactful when it is used to generate questions and professional dialogue. This is when a teacher’s innate understanding and knowledge of every student in their class comes to the forefront. “And that’s the real driver of our

assessment,” adds Rebecca. “It’s not about making assumptions of where children are in their learning based on numbers on a sheet, but really knowing it. The PLT talks at great length about individual children, both on the curriculum side and the pastorally, and those professional dialogues are so crucial for a child and their progress.”

“We have been able to support around 400 students already this year. We find they make excellent progress” With the removal of arbitrary labels such as the now outmoded “Gifted and Talented”, students of all abilities work towards the same objectives as part of a “mastery curriculum”. Since all students in a class are focusing on

the same skill, students are given the opportunity to deepen, or “master” their understanding of these, rather than racing onto the “next” one. This approach helps identify which students would benefit from an intervention, while simultaneously ensuring that each one is an extension of in-class learning, rather than a separate entity. “An Enrichment group, for example, will address a skill that’s already being focused on in the classroom, but we might use a more challenging text in the application of that skill,” explains Lucie. “It’s not about moving forwards but digging down.” “We are strengthening our approach towards ‘responsive’ teaching, so that any intervention is only an additional layer on top of what is quality classroom practice,” she says. “Acting on the knowledge of our children is the responsibility all teachers.” “As educators, we continually reflect upon what we are doing for our students and how it can secure the best possible outcomes for each of them. Ultimately, that is what Precision Teaching does.”

Innovative Education

Designed for Life

As a department that nurtures innovation, Design & Technology is naturally at the forefront of technology at Tanglin. But, as The Voice discovers, it’s also at the vanguard of creative teaching. The Design & Technology suite at Tanglin has a unique feature: a rectangular glass entryway that, once you step inside, gives you the feeling of looking out from inside a large aquarium tank. Like everything else in this area, the “box” – doubling both as safety and soundproofing feature – has been designed with learning in mind. As a bonus, it provides an uninterrupted, panoramic view for visitors. “It’s the best workshop I’ve ever worked in, without a doubt,” says James Bleach, Head of Design & Technology. James designed and helped transform the space from what was formerly a dining area. He says its notable, open-plan layout was a deliberate choice designed to facilitate a shift in the curriculum towards more of a prototyping and product design approach. “Traditionally, the subject was mainly driven by the material. Now, the focus is more about empathy, anthropology, and problem spotting and solving. The solution defines the material. There is more freedom; in a Year 9 class, you might have 24 very different projects going on at the same time. An open-plan approach means students can play to their strengths – and practically, of course, it allows teachers to safely manage those.” As you would expect, the suite is kitted out with the latest in technology: “We have a laser cutter, vinyl cutter, 3D printers, a couple of sewing machines; there is the traditional machinery for timbers, polymers and textiles; and then we have a CNC [computer numerical control] milling

machine and a CNC router,” says James. While he admits 3D printing can be a particular “draw” for students, he is keen to stress that so-called “traditional” skills are very much still popular. “For many students, it’s the first time they’ve been in a workshop, so they want to be hands-on and try out the more traditional tools, machines and processes”, he tells. “For us, it’s not just the product that demonstrates the learning, but the process.” “With students who are using 3D printers, for example, we discuss the pre- and post-printing work more than the print itself. We teach them how to correct issues at the design stage; how to manipulate designs with scaffolds or slicing. Younger students often have fun testing their design to destruction! It helps them understand why a product might fail under certain circumstances, and how those flaws can

be eliminated. This is very much a subject that nurtures a curious mindset.” The idea of allowing students more freedom to explore – and thereby giving them more opportunities for trial and error – is mirrored by the department’s teaching approach. “For us, taking ownership of your learning is really important,” says James. For this reason, the suite features a series of what he calls “panel posters”; large infographics that sit alongside each of the machines to help support students in their own learning. “Each one features an AR-Code that can be scanned on a device and will pull up three or four options that relate to that machine, such as a video demonstration,” he explains. “Obviously, as a class teacher I will demonstrate each of the machines in the first instance, but some students will

This year, the Year 10 MedTech unit was boosted by a visit from the CEO of ProsFit; students examined examples of prosthetics made by the company before prototyping and presenting their own versions. The combination of traditional sketching (left) and computer-led design is typical of the department’s approach.

find it hugely beneficial to watch that a second or even a third time, at their own pace. It’s about building up as many ways as possible of encouraging independence.” Much like the evolution of technology, this learning environment and team fails to stand still either. “Our subject content, processes and technologies will continue to evolve at a rapid pace and as teachers, we need to evolve too: to be willing to learn new skills and take risks.” tells James. “That applies to our learning environment too. We have developed an interactive product design library, featuring products and furniture from a range of designers and companies that are featured on the course specifications; physical products the students can learn from.” Design & Technology is currently only offered to Year 9 students upwards; the Year 9 cohort completes the first stage of the GCSE curriculum and can choose to opt in or out at the end of the academic year. In Years 7 and 8, Design & Technology is operated as a Co-Curricular Activity (CCA); students complete design sprints related to BBC2’s Big Life Fix and the Design Museum’s Design Ventura competition. As part of the CCA, students have also created around 400 face shields for Nursery children and are helping to build a STEM garden from repurposed wood and metal furnishings sourced from the recently refurbished EYFS playground. James is keen that awareness of and interest in the subject starts as early as possible. “There is this idea of, ‘We don’t know what jobs we are preparing them for’ – we have to think about what they

are interested in and what we could be encouraging in terms of a career, or an element of a career, that might be ahead of them,” he tells. “Design & Technology teaches a range of transferrable skills, whether students are working independently or as part of a team. For us, it’s about resilience and empathy, trial and error, iterative design and manufacturing, and not giving up. “Most importantly, we teach our hobby and we want the children to enjoy it too; that’s what will ignite their passion.” A current, successful project with a focus on teamwork, collaboration and innovation is the Year 10 MedTech unit: a bespoke GCSE project in which students research, design, prototype and present ideas in the field of medical technology. Networking on LinkedIn has boosted the project, enabling a visit from the CEO of ProsFit, an organisation that seeks to improve the lives of amputees. Says James, “He explained to students how companies are now digitising their designs so that an amputee on one continent is able to have a prosthetics part designed by someone on another, and have it printed locally. The power of that is incredible and I see several design opportunities in that field in the next decade.” As the job market changes, so too must the school’s provision; James is currently investigating how a space freed up by the new Gate C building might be retrofitted for use by Design & Technology, but also to support the practical application of knowledge gained from other subjects The idea of ownership has found its way

here too: James explains Year 12 students have been involved in helping to map out the best use of the space on the department’s 3D design software. While the square footage would be welcomed, ultimately, he says, it’s not about adding more “stuff”, but allocating time and resources to crucial skill sets. “It’s innovation that is important to us. Yes, we use CAD software and CNC machinery, but equally – as was the case for students during the Circuit Breaker period – it might be your recycling bin contents! Any imaginative, rough or refined way of communicating ideas and decision making is encouraged.” “Design & Technology is a multidisciplinary subject and it’s exciting – it evolves. As teachers, we will continue to evolve our teaching and evolve our environment so that excitement is felt by the students.”

The Family Issue

It’s All Relative

Senior School teacher Damaris Manser will soon be working alongside her daughter and two grandchildren. She tells all to The Voice At Tanglin, the idea of “Generations of Excellence” is one all staff identify with, but none more closely than Senior School teacher Damaris Manser. Damaris has worked alongside her own children for more than a decade and, from April, will also welcome her grandchildren to the school. Damaris, a Teacher of English, has worked at Tanglin for more than 15 years, although her involvement with the school began in 1992 when her eldest child, Lydia, joined what was then known as Winchester Nursery. Damaris has since seen all four of her children go all the way through the school. Lydia, Calder and Estella are all currently in the UK, with youngest daughter Cecily due to graduate this summer. With the return of Lydia to Singapore and Lydia’s children, five-year-old Teddy and Arlo (3), enrolling in the Infant School in Term 3, Damaris will soon have her two grandsons with her at Tanglin, too. “It’s so exciting,” she tells. “With Lydia living overseas, friends had been asking me, ‘Don’t you want to go and spend some time with your grandchildren?’ And now, of course, they are coming here!” Damaris’ eldest three children are all enjoying success in the UK. Lydia, who up until recently worked in advertising and marketing, is a successful interior blogger and property influencer who has featured in the Wall Street Journal; Calder works in London’s financial district; Estella is part way through a degree in Medicine at the

Above: Damaris and Cecily. Opposite: Damaris’ daughter Lydia, and Lydia’s sons Teddy and Arlo, who will soon be enrolling in the Infant School.

University of Southampton. And although the ongoing Coronavirus pandemic has made travelling difficult, Damaris says all of them still feel a strong pull back to Tanglin.“What’s been amazing about Lydia and Calder’s experiences of the school – and it will likely be the case for Estella and Cecily, too – is the fact they formed such close friendships that remain today. When Lydia got married in the UK a few years ago, she had six bridesmaids who were friends from her Tanglin days.” “The eldest three have such fond memories of the school. Calder used to visit every year, but obviously that’s not been possible recently. And Lydia is so excited to come back.” Lydia, who at the time of writing was preparing to leave the UK for Singapore, agrees. “It’s kind of a dream come true,” she says. “Having my boys go to Tanglin will be surreal, but I’m so happy for them to have the same amazing schooling and cultural experiences that I did. I made some real friends for life at Tanglin, and I hope my boys will be able to say the same. And obviously, I am very much looking forward to being reunited with my family.” It’s clear by speaking in person to Damaris, together with her daughter Cecily, that the clan has remained close knit despite the enforced separation. There is a tangible affection when they speak of Cecily’s siblings in the UK, and some gentle teasing between the pair. Like many families separated by geography, they maintain their connections through frequent phone calls and the somewhat dreaded Zoom chat. “We’ve had group calls at Christmas and for birthdays,” says Damaris, “but the trouble with Zoom is that it feels really exhausting…” “And you call them every day!” interjects Cecily. “I do call them a lot,” Damaris admits. “Last weekend, I spoke with Calder, then Lydia, and I thought, ‘I can’t cope with any more! I’m going out!’” Damaris has her own fond memories of Tanglin, which she joined in 2005. She was initially recruited to the school’s Learning Support Faculty after spells teaching English at the British Council, ISS, and Singapore Polytechnic. She later moved into the Sixth Form Library before formally completing her PGCE and joining the English Faculty. Many of her experiences have been coloured by having her own children at the school;

“I made some real friends for life at Tanglin and I hope my boys will be able to say the same” – Lydia Elder she explains wryly that while some of them enjoyed having a parent close by, others were “less thrilled”. “When I transferred to the Library, Lydia was appalled, because it meant I was always there during her study periods. She wasn’t very keen on study periods at all after that! But, Calder and Cecily have liked having me here. I suspect Calder enjoyed it because I was a free source of food!” During her time with the school, Damaris has seen a certain amount of change. She acknowledges that the movement of her children back to the UK was once very typical for Tanglin graduates. “Now, of course, Tanglin is a more multicultural place and there are so many more options for parents and students alike,” she says. Traditions such as the Graduation Ceremony have evolved over the years, too. “When Lydia graduated from Tanglin, the ceremony was held at the British High Commissioner’s Residence. Calder’s graduation two years later took place in the Berrick Hall, but without a

cap and gown. I have a very clear image in my head of a time when students would arrive at graduation dressed for prom. Estella was part of the last graduating class to have the ceremony in person, in 2019, before COVID-19 affected plans. We are all hoping Cecily will be able to have her ‘day’.” Cecily, who plans to read Biochemistry at university in the UK, is also thrilled to have her sister and nephews return to the Little Red Dot, despite knowing it will only be a few short months before they are separated once again. “It is a little sad; also because Singapore and Tanglin are all I’ve ever known. It feels like my childhood is over, in a way. But I’m also looking forward to going to university, and getting started on the next stage of my life.” For Damaris, these family comings and goings are more familiar, but no less exciting; she is rapt to have her grandchildren coming to the school. “It will be great just to have them here,” she says, “but I do hope that, once restrictions ease, I would potentially be able to pop down to visit them in the Infant School. “How wonderful would that be?”

The Family Issue

Family Ties As a school founded in 1925, Tanglin has generations of history behind it. Even so, it’s surprising to talk with Tanya Bird, a parent whose family connections with Tanglin go back more than 70 years Tanya’s daughters Tia and Olivia – who is due to graduate this summer – are the fourth generation of women in Tanya’s family to be connected to Tanglin. Tanya’s grandmother Valerie was a secretary to headmistress Muriel Mackay at the then Tanglin School, her mother Angela Bird, neé Fenwick, attended Tanglin School, and Tanya and her sister attended the Tanglin Trust-owned Raeburn Park School. When Tanya returned to Singapore 10 years ago, Tanglin was the obvious choice for her girls’ education, too. “I just have so many fond memories of those times,” she explains. “Sports Days, plays, taking the overnight train and long boats to Taman Negara, Malaysia, for a wilderness experience… Back then, there was no Senior School, so only my primary years were completed at Tanglin. But, they were very formative.” The family’s relationship with the school dates back to 1948, when Tanya’s mother Angela, who currently resides in Australia, first joined Tanglin at age three. Tanya’s grandfather worked for the Straits Steamship Company, while her grandmother Valerie was a cane furniture designer with her own business, Adrian’s Cane Furniture, located in a shophouse on the site of what is now the St Regis Hotel. Once Angela had enrolled at Tanglin, Valerie juggled this work alongside a part-time role as secretary to the school’s headmistress. Angela stayed in Singapore once her schooling was complete; Tanya was later born in Malaysia and went on to attend Raeburn Park School alongside her sister Lara. The family eventually left Singapore

Sydney-born Olivia is Tanya’s youngest daughter; she will graduate from Tanglin this summer and head to Australia to begin her university degree. for the UK in the early 1980s, later emigrating to Australia when Tanya was 18. It seemed to the teen as though her time in Singapore had ended, but a conversation with her husband Tim years later would change that. “We were working crazy hours at the time, and juggling work and children, and our vision was to travel the world so the girls would have a sense of being a global citizen. Ultimately, we wanted them to have new experiences and adventures, and to make friends from different countries and cultures. So, we went where the wind blew us! We had recently returned to Australia from the UAE when Tim was offered a position here in Singapore and I began to think, ‘What if...?’”

Tanya had talked to her daughters many times about her time in Singapore, and that of her mother and grandmother – in fact, she is still in touch with several of her classmates from Nursery – so for Olivia and her sister Tia, the prospect of a move to Singapore was an exciting one. Says Olivia, “For me, Singapore was a bit of an abstract ‘idea’, but I’d heard Mum’s stories and knew how special a place it was to her.” Returning to Singapore proved almost painfully nostalgic for Tanya. “I found it quite overwhelming, actually,” she recalls. “At one point, Tia was invited for a playdate and when I dropped her at the house, I realised it was the same one that had once belonged to my own best friend.”

Above: Tanya (bottom row, fourth from left) during her time at Raeburn Park. Tanya is still in touch with several friends who also appear in the photo, one of whom sent her this photo. “To have friendships that stretch back more than 40 years is very special,” she says. “To bring the girls to Tanglin was a very poignant moment for me. I had so many wonderful memories of the school and, most of all, a family connection to it; it occupied a very special place in my heart.” In the years since, Tanya has noted common threads running through their experiences of Tanglin. The school has historically marked occasions involving the Royal Family – and each family member has been an eyewitness to this. When the Queen’s coronation was celebrated locally in June 1953, for example, Tanya’s mother Angela was tasked with waving the Union Jack at a large parade on Holland Road. “The entire school walked to watch it,” says Tanya. “As a child, Mum believed the Queen herself would be there – it was a pretty special moment for her.” The week of lavish celebrations, featuring a 120 metre-long sea dragon and 21-gun salute, was one of the last colonial events to take place in Singapore. Tanya’s time at Raeburn Park was equally influenced by the royals; the Queen and Prince Philip visited the republic in 1972

Above: Tanya’s mother Angela returned from Australia to Singapore in 2015 for the T90 celebrations, commemorating 90 years of Tanglin. Right: Angela aged three or four, pictured shortly after joining Tanglin. and Tanya recalls being taken by her mother to stand on a roadside near the Singapore Cricket Club to wave to the couple as their motorade passed. “Family Ties” continues overleaf

Other occasions were more sombre. “The Gurkha Contingent would protect the school at certain periods,” Tanya tells. “One occasion my sister Lara remembers was after the assassination of [the Queen’s cousin] Lord Mountbatten, in 1979. There were fun times, too: the Gurkha band would play at Sports Day, for instance, and we often also had members of the New Zealand and Australian armies visit the school.” “A big treat in the last year of primary school was to take part in a traditional New Zealand Māori hāngi [earth oven]; the soldiers would dig it in the school grounds very early in the morning and we’d stay out in the evening to eat what was cooked. It was absolutely magical.” Olivia also has a story to tell. As a Year 5 student in the Junior School, she was selected to be part of a small group that welcomed the Duke and Duchess of Cambridge to Gardens by the Bay during the pair’s 2012 visit to Singapore. “I remember keeping my fingers crossed that I would be picked to meet them,” she says. “It was a real honour at the time.” But alongside the common experiences, the family has also seen huge change at Tanglin. Says Tanya, “I was talking to my mum over the phone a few years ago and explaining that Olivia would need a tablet computer for school. Mum said, “Well, I was given a piece of chalk and a slate – that was my tablet!” “Tanglin does still ‘feel’ the same, although it’s a larger and more diverse place now – and that’s great,” Tanya tells. “There have been some real benefits to the school’s growth; sport has expanded hugely and Olivia has found her love of touch rugby because of that.” “When I was at Tanglin, sports shoes were regular shoes dyed white or chalked up for Sports Day! There are so many more opportunities now. For Tia, football was definitely something the school brought to her,” she says, turning to Olivia, “and it was touch rugby for you.” “Definitely,” agrees Olivia. “I’ve been on several touch rugby trips with Tanglin, such as to Brisbane, and those gave me the opportunity to play alongside so many different people. I used to play a lot of football myself when I was younger and I was so proud to be selected for the Phuket tour. It was a huge deal for me to be given that experience and be able to enjoy it with a great group of friends.” With Olivia looking ahead to her graduation

Top: Olivia discovered a talent for touch rugby during her time at Tanglin and was selected for the Brisbane Touch Tournament. Above: Tanya’s daughter Tia (centre) graduated from the school in 2019.

“When I’ve visited the school in the past, I have felt a deep connection to my family” – Tanya Bird this summer and an eventual move to Australia for university, Tanya confesses to experiencing a touch of “sadness”. She’s aware it’s not only her youngest daughter she’ll be bidding farewell to, but Tanglin itself – for now, at least. “For me, Olivia leaving marks a real full stop on our time at Tanglin. But, perhaps the next generation might also attend one day; you just never know!”

“There will always be a link, though, between our family and the school. When I was growing up, knowing my mum also attended Tanglin didn’t mean that much to me, but now it means a great deal. When I’ve visited the school in the past, I have felt a deep connection to my family. “When you are a family who travels a lot, you naturally become very close. It’s a very special relationship because you rely on each other so much.” “It’s been just the four of us for many years now and for us, Singapore and Tanglin are a part of what will always tie us together.” To find out more about Tanglin’s history, go to tts.edu.sg/about/ history-of-the-school

Enriching teaching, learning, and the student experience through collaboration and support

What is FOBISIA?

FOBISIA started as a small group of headteachers working in SEA over 30 years ago. We are now a diverse and inclusive community of 79 Member Schools and growing. We connect teachers to share best practice and access leading educational thinkers. We bring students together for enrichment activities across a range of learning areas. We represent an important educational link between Asia and the United Kingdom. Our reach extends from Mongolia to Indonesia, and Kazakhstan to Japan.

UPCOMING Student Events Virtual Swimming Championships Online Short Story & Art Competitions Online Strategic Plan Cover Design Competition Primary Maths Challenge Race4Good, Race 1 2021

Student Event HIGHLIGHTS Virtual Dance Competition Drama Monologue Challenge Online Design & Technology Competition Virtual Film & Animation Festival Online English and Languages Competitions

Surviving the Pandemic Schools are experiencing many challenges, such as mobility restrictions, isolation, financial hardship, and exam cancellations. FOBISIA Member Schools have all: Demonstrated remarkable compassion and resilience in the face of a global pandemic; Successfully transitioned from classrooms to online learning within weeks; Collaborated on their responses to ensure the safety and wellbeing of students; and Maintained teacher motivation and wellfare by sharing their experiences during the pandemic.

DID YOU KNOW?

Online Design & Technology Competition

Virtual Dance Competition

FOBISIA just held it’s first ever virtual conference over 2 days, with a line up of 11 expert speakers, 48 live sessions, 69+ schools, enriching 500+ Sport & PE teachers!

www.fobisia.org Drama Monlogue Challenge

In-country Gymnastics Invitational

The Family Issue

Scout’s Honour

Becca Taylor is Group Scout Leader of Scouting at Tanglin, the most recent in the group’s 30-year history. She tells us how the group has been faring during the pandemic and why she’s determined for it to succeed In 2013, Becca Taylor requested a place for her six-year-old son at the local Beavers group. She liked its emphasis on participation and being active, and connected with its ethos: “to do [one’s] best to be kind and helpful, and to love our world”. There was just one problem: for the group to offer him a spot, another adult leader would need to be found. “Another parent and I put our hands up and decided we’d do it together,” she tells. “Seven years later I found myself group Scout Leader – I guess it snowballed!” American-born Becca heads up 1st Singapore, one of three scouting groups in the Garden City. Part of the Rest of the World (RoW) district within British Scouting Overseas (BSO), it is among 16 groups that span the globe, from the Falkland Islands, to Kenya, Russia and China. The BSO provides UK scouting to 3,000 young people and is facilitated by around 600 adult volunteers like Becca. Most children start in the organisation as Beavers (between six to eight years old), before moving on to Cubs (eight-and-a-half to 10 years old), then Scouts (ten-and-a-half to 14 years of age). At Tanglin, there are currently three Beavers groups, a Cubs group and a Scouts group, with both boy and girl members. “It’s such a rewarding activity to be involved with as a parent,” Becca tells.

While the group supports personal development, it’s also “just fun!” says Becca. “Often – and particularly when they are young – you are spending time with your own children and their friends. You share experiences that you probably wouldn’t otherwise. I’ve found myself at a camp on Bintan Island, jumping off a rope into the sea; dragon boating; designing and building kites... it’s just fun!” The Scouts group is led by five core values: Care, Respect, Integrity, Cooperation and Belief. Becca notes there is a natural overlap with Tanglin’s own core values and says that, while group meetings and outings are fun and enjoyable, they also serve a long-term purpose. “Our famous motto is ‘Be prepared’; and that’s what Scouting does: it prepares you for life. We are supporting young people in their personal development and helping them to make an active contribution to society.”

One of the ways that children have been encouraged to contribute is through charitable work. Before the escalation of the Coronavirus pandemic, the Scouts supported local community organisation Happy People Helping People through both donations and active service. “We went to a nearby hawker centre to help serve food to elderly people and give out NTUC FairPrice vouchers,” Becca says. “It was a very rewarding experience for all of us.” The group also helped clean and polish shoes collected by the Beavers to be sent out by the Ten Feet Tall Shoe Bank to people across South East Asia. And the work of the Scouts, though an SRC, is also very intertwined with the Tanglin calendar. “We are usually involved in the Christmas Fair and the Summer Fête, alongside the Girl Guides,” Becca explains. “We fundraise at events like those for the

Before the pandemic, Scouts groups enjoyed nights under the stars at Camp Sarimbun (above) and a key role at the Remembrance Day service at Kranji War Memorial (far left). Gurkha Contingent.” The very nature of the groups means their activities were hit hard by COVID-19. But Becca, alongside Beavers, Cubs and Scouts leaders, was determined to keep the momentum going. In January, after almost a year of remote participation, Beavers and Cubs meetings were able to resume at Tanglin, with Scouts – which had linked up with another school-based group, 3rd Singapore – meeting together off site. “Before the start of Phase 3, Scouts had several video calls with specialists, such as a plastics campaigner who explained how they can be more resourceful in reducing plastics usage. Now they can meet up, they have completed some fairly challenging local hikes; that’s something that was very missed. We are so happy to have Beavers and Cubs return to Tanglin. Although parents can’t ‘see’ it, the energy is back.” With the groups now mostly operating as normal and a local vaccine rollout underway, there is a hope that the usual calendar of events will be able to resume one day. “There are events for which we work together with the other two Singapore Scouts groups. At Camp Sarimbun, for instance, we celebrate [the British observance] Guy Fawkes Night

in November with a bonfire and camp, and around 250 people come together for that. Those types of occasions are really integral to what we do.” As ever, Becca is keen to find volunteers among the Tanglin community who will be able to support Scouts. “We have welcomed Year 12 CAS students to Scouts in the past and this year we have two Duke of Edinburgh Bronze Award participants who have been helping us; the role is known as ‘Young Leader’,” she explains. “Scouts is a great option for volunteer service – the students tend to bond very well with the younger children because they are closer in age, so it’s something that benefits everybody.” “The more people that volunteer, the more smoothly groups run. We’re hoping that parents or teachers will want to join in, too.” Mainly, she is proud that all the groups have continued to thrive, and make positive contributions to the lives of Tanglin

children. “It’s a great chance for young people to be with their friends at school in a space that’s outside the curriculum,” says Becca. “If a child is having a tough day, they know they have their Beavers, Cubs or Scouts friends to hang out with and just have fun. It’s a family in itself.” Scouting is just one of several volunteer groups currently running at Tanglin. To find out more about British Scouting Overseas, go to britishscoutingoverseas.org.uk To find out more about Girl Guiding Overseas, go to british-girlguiding-overseas.co.uk

The Family Issue

Journey In Time What does it mean to be a Third Culture Kid? Tanglin student Rohan looks to his own ancestors for the answer and discovers an important truth about family For this special issue, The Voice invited Year 9 student Rohan, who is a contributor to Tanglin’s The Last Word magazine, to write a piece on his own family. The Last Word is an independent online newspaper written by Senior School students; its corresponding CCA provides a platform for different interests and opinions, while also supporting the development of writing skills. “All of us have a family history of sorts, whether it is known inside out by family members or only vaguely remembered. For those of us who are part of an expatriate community, these stories carry particular significance and personal value; it can become incredibly easy for our family history to become lost, either in translation, through missing records, or because relatives died young or split up. While these events are hard to prevent, we as expats can do our best to stay in touch with our heritage. The easiest way for us to maintain this connection with our roots is to keep the stories of our family alive, and that’s why I’m about to tell you the story of my great-grandfather, Harold, who left Kielce, Poland, in 1913 to find a better life in Canada. The story of my great-grandfather starts

Above: Harold (left) and his younger brother Joe. Below: the passenger manifest from Harold’s journey on the Montezuma in 1913.

that year in the Pale of Settlement, where many Jews were living along the border of the Russian Empire. For many years prior to this, prejudice against the Jewish people was prevalent and Jewish businesses struggled to stay afloat. My great-grandfather was seven years old at the time. He had a younger brother, Joe, and two older sisters: Lena and Golda. Due to the ongoing prejudice (and the rising tensions among European nations), Harold’s parents decided it was in the family’s best interest to move to Canada. The family left Poland on the Montezuma ship sailing to Canada. It was a brutally long journey between Antwerp, Belgium, and Quebec City (their destination ended up being closer to modern day Montreal), and the cold on the ship must have been unbearable. There are many stories of their journey that have been passed down through the generations. One is that Harold recalled hearing a shrieking woman in the corner of the ship and found out it was his mother, pulling her hair out and heavily sobbing. She was in dismay as the family had lost all their savings in the process of the journey and were heading to a foreign land with nothing but the shirts on their back. But, still, the family persevered. On August 18, 1913, they all arrived in Montreal. However, as they disembarked the ship, an administrative error was made and the immigration officers mixed up their surnames. While the family name was Wroncberg upon leaving Poland, it had somehow been changed to Rosberg and it has remained so to this day. At that point in time, Canada was inundated with immigrants as part of the mass migration movement. It meant Montreal couldn’t issue visas and staff had to send the family to Niagara Falls, near the American border. The Rosbergs had to get back on the Montezuma and, while it was for a shorter journey, it must have still been difficult for them to return. They were facing seemingly insurmountable challenges, but arrived in Niagara Falls – their new home – and quickly established themselves. Astonishingly, by 1919, they were already able to open a family-run department store. They were in many ways living exactly how they had hoped to. This lifestyle would have been next to impossible to achieve in Poland, considering the tariffs on Jewish goods. It must have been incredibly difficult for the Rosbergs to settle somewhere completely strange to them. While very different

Above: Year 9 writer Rohan was born in London and moved to Singapore with his family aged seven. He has relatives in the USA, Canada and Italy.

“To forget one’s ancestors is to be a brook without a source, a tree without a root” – Chinese Proverb experiences, it was in some ways similar to what my own family has done here in Singapore. It wasn’t easy for any of us to move away from home to go to an unfamiliar country, but we did it because we knew it was the best thing for our family. Harold didn’t let his wish to be back with his relatives in Poland stop him pursuing a new life as an adult. He married his wife, Florence (who was also a Jewish immigrant from Eastern Europe), in 1935, and never looked back. He did not return to Kielce in his lifetime and lost touch completely with his family there. Harold had three children: Barbara (who collected all this information), Suzy, and Gerry. His

grandchildren and great-grandchildren now live all over the world – from the USA and Canada, to Italy and Singapore. I was born in London as a British-American citizen and moved to Singapore at the age of seven. My move to South East Asia is a distant memory, although I recall feeling excited and afraid – and I didn’t have much to lose. Our journey was a 13-hour plane ride, and I had an apartment to move into and a school to go to. It must have been much more surreal for Harold – he didn’t even know the language! That mixed bag of emotions he was lugging on the Montezuma must have been far too much for a seven-year-old to bear. While Harold’s descendants have very different experiences, we all still stay connected. We’ve been staying in touch – bonding over previous visits, dogs on Instagram, and old records of Harold’s journey. Therefore, even as my family is somewhat stuck in Singapore, we are keeping our family history close. And no matter where we are, it will remain that way.” For more information on The Last Word CCA, go to the-last-word.org

The Family Issue

The Stories We Tell

Pippa Chorley is an award-winning children’s author and a Tanglin mum of three. The Voice caught up with Pippa to find out about her latest work – and discovers a love of stories runs in the family Listening to Pippa Chorley, a children’s author and Tanglin parent, speak and it’s difficult not to feel inspired. Alongside a career incorporating work in PR, advertising and teaching, British-born Pippa has so far successfully navigated life in three countries and is currently raising three children, one in each of Tanglin’s Infant, Junior and Senior schools. And throughout all of this, she has continued to write children’s literature, recently publishing a third book inspired by

her life here: Eye Spy Singapore. “Growing up, I was obsessed by Usborne’s 1001 Things to Spot series and two years ago I hit on the idea of creating a similar book that, rather than being about sea creatures or dinosaurs, was focused on a country,” she says. “I love living in Singapore; I thought, ‘Why not here?’” Pippa put pencil to paper, mocking up some rough sketches and asking a friend, David Liew, whether he would be willing to apply his artistic talents to her work. “It was very important to me to have

a Singaporean illustrator on board,” Pippa tells. “While I have lived in the republic for 16 years, it was crucial to have the representation of someone with a deeply rooted history here. David was amazing to work with; he was a stickler for getting things ‘right’. One page, for example, is an illustration of the area surrounding Arab Street, and David was insistent we should give that its proper name, ‘Kampong Gelam’. He brought so much depth and understanding to the table.”

Eye Spy Singapore is the third children’s book Pippa has released with local

publishers Marshall Cavendish; her first, Counting Sheep, won the Best Picture Book Award at the Singapore Book Awards 2020, while her second, Stuffed!, launched last year at the Asian Festival of Children’s Content. The main character of both books, a little girl named Sam, will also feature in another adventure, Out of the Box, due to be published later in the year. With so many tales to tell, where does Pippa find her inspiration? The answer is simple. “I think you can snatch it from anywhere if you have an open mind,” she says. “For me, it could be a book I have read myself, on a walk with the dog, a nature programme... Obviously, the children are a huge one.” The premise of the award-winning Counting Sheep was inspired by Pippa’s father, who would tell his daughter to count sheep whenever she was struggling to drift off at night. One morning, heading to work after a particularly sleepless night, Pippa found herself thinking of his words. “I was on a bus going down Orchard Road and it was a time before tap-and-go cards, so I was sat holding a paper ticket when suddenly, the first four lines of the book popped into my head, fully formed. I found a pen and scribbled them straight down on the ticket,” she recalls. “I still have it at home!” Pippa says her passion for writing picture books started at age 12, not long after her younger sibling was born. “I would read constantly to my baby brother and think I absorbed the style and language of those books simply from exposure,” she tells. At 17, she wrote and illustrated her first work, The Tale of Fluke the Dolphin as part of her coursework for an A Level in English Language. But although Pippa went on to write throughout adulthood, it wasn’t until her third child, Caitlin, was enrolled in Tanglin’s Nursery that Pippa felt able to commit seriously to her craft. She joined the Singapore chapter of SCBWI – the Society of Children’s Book Writers and Illustrators – and there met author Leila Boukarim, who suggested she take the concept of Counting Sheep to Marshall Cavendish. Pippa’s second book, Stuffed! and its protagonist, Sam – a spirited little girl with a lively imagination – was directly inspired by her daughter. “Sam is who I imagined my daughter turning into, I suppose. Caitlin loves pink, and she loves dolls, but she also likes playing with her two older brothers, and the

Above: Pippa with (l-r) husband James, son Lochie, daughter Caitlin, and son James. Left: On a recent visit to the Infant School. “It was so special – I felt quite honoured!” she tells. rough and tumble that involves.”

wonder if he will write himself one day.”

“Stuffed! is inspired by a phase Caitlin went through of throwing her toys out of the cot at night. I’d walk into her bedroom in the morning and there would be stuffed animals all over the floor, and she would invent these stories about what they had been up to; they were always very creative!” Pippa later reworked Counting Sheep so as to also include Sam as its main character.

With Caitlin in the Infant School, Calum in the Junior School and eldest son Lochie recently joining the Senior School, life is busy, but Pippa says she appreciates seeing the different stages of their learning. “Lochie is enjoying everything about Year 7, and Tanglin handled that transition so well,” she says. “Calum loves language and is getting into fantasy literature, so we’ve recently been connecting over Lord of the Rings. And Caitlin, of course, is just starting to read. It’s such a lovely age – they begin to put sentences together and suddenly, their world explodes!”

The author, who recently visited Tanglin to share her stories with children in the Infant School, says she is now starting to explore different genres of writing. Her second son, nine-year-old Calum, is a voracious reader and has been helping her to hone the manuscript of a chapter book she recently completed. “He’s very good at telling me if something’s not quite right,” she tells. “Often he will note down very thought-provoking questions for me; I do

“Books are invaluable in terms of escapism – and especially now, during a time when we are relatively immobile. They are a wonderful way to relax and certainly are integral to my life. I hope I will be able to pass that onto my children.”

SHOWCASE

Roll With It by Libby Henderson, Head of Art & Design (Infant) “All Infant School children have had the opportunity this academic year to work with Stephanie Wijaya, STLA in Art & Design. This term, it was the turn of the Nursery children. Their focus was on printmaking; techniques such as mono printing and stencilling were explored using a range of tools such as rollers, acrylic and foam boards. Through this activity, the children explored colour, observing what happened when they were mixed together, and creating patterns, textures and shapes of insects to represent each class. The result was wonderful, collective art that inspired and provoked the imagination.”

All That Glitters by Peter Hinckley, Head of Art & Design (Junior) “Using Gustav Klimt’s famous painting, Portrait of Adele Bloch-Bauer I, as an inspiration, Year 4 children enjoyed creating their own Klimt-style mixed media collage art.

Izumi 4.2

The project began with discussion and close observation of Klimt’s skilful use of shapes, patterns, symbols and shimmering colours, after which the children made preliminary sketches of their own ideas for a collage composition. The objective was to be inspired by Kilmt’s artwork, while creating their own individual interpretation of his style. Having evaluated their design sketches, the children worked progressively on creating their own original piece of art that showcased a range of different textures, colours, lines and shapes through use of card, paper, fine liners, and acrylic gemstones.”

Sebby 4.4

Naisha 4.5

Ella Sia 4.6

Valentin 4.8

SHOWCASE

“Cubed”, Haochen, Year 13

“ປະເທດລາວ (Laos)”, Maria, Year 13

“Canopy”, Lilly, Year 13

“Draped Ink,” Mia, Year 13

IN the Frame In 2020, the annual IN Art Exhibition was due to celebrate its 10th year at the Australian High Commission, when local restrictions forced its cancellation. A collaboration between 16 international schools in Singapore, IN has been a significant showcase for student art for a decade, and one IN co-founder, and Head of Art & Design, Rob Le Grice was determined should still take place this year. As with many other aspects of our lives in a pandemic, the exhibition moved online; the look of the specially created website was elevated significantly by the creative talents of Eva Stanistreet, Technical Executive in the Senior School’s Arts Faculty, while the content was curated by teachers across the 16 participating schools. The process of assembling students’ artwork would usually have taken place in the gallery itself, with staff collaborating to create relationships between each piece. Done virtually, the exhibition could not be constructed in the same way but, as Rob explains, there was still very much a collective vision for it. “After 10 years, it’s got to the point where staff know each other very well; we are a tight team,” he tells. “What’s interesting is that each of the schools has its own strengths, and we are able to put together a show with enormous variety if we simply bring along work that exemplifies what we are good at.” “At Tanglin we have a reputation – and we are very proud of it – for using unusual materials, and using a wider variety of materials. Some might call it a textural, experimental approach. We like the notion of blending traditional and contemporary materials and techniques.”

overseas to see their work exhibited. “It was a way of doing justice to their talents,” Rob tells. “We had to make sure the look of the website could match the quality of the artwork – and we are lucky enough to have Eva, who was able to take it to the next level, both visually and technically. We were very aware that, being in an online gallery, the exhibition would be shared more widely than ever before.” Despite its success, however, Rob believes IN works best as an exhibition in the traditional sense; he hopes it will once again open at the Australian High Commission in the autumn. “Previous exhibitions have allowed families to look at works by a Tanglin student, and students from other schools together, and that is where connections and relationships have formed,” he says. “When students meet at our celebration party, they often exchange numbers and contact each other about their work, and we find many students remain in touch long after the exhibition closes.” “While the website will remain next time, we are hoping we will also be able to open a physical gallery again. There really is nothing quite like it.” “It amazes us how emotionally mature 17- and 18-year-olds’ art can be. I [have been] interested to see how the Coronavirus pandemic has affected the art... I was thinking that the time at which a lot of the students would have been conceiving of their artworks may have been around the time of the Circuit Breaker. What was the presiding emotion of that time? It was fear, it was grief; it was loneliness, in some cases. Now we have the news that vaccines are on the way, what happens with art? How does that hope affect it?” – Rachel Dunstone, Acting Deputy High Commissioner, Australian High Commission (as told to Rob Le Grice at the opening of the IN Art Exhibition)

Having a platform to share this unique style was one of the catalysts for starting IN, in 2010. Prior to that, Rob recalls Tanglin hosting art teachers from local schools for their professional development and noting several visitors were surprised by the range of student artwork on display. “I fielded more than a few questions along the lines of, ‘How do you do that?’ When I explained our approach, I could see there was an interest but ultimately, just describing it wasn’t enough. I thought, ‘These discussions aren’t getting us far; let’s have an exhibition and get the message out there, physically.’ While IN isn’t about Tanglin – it’s about a number of different schools – there was certainly a spark here to initiate that curiosity about the ways in which you can ‘teach’ creativity.” As in previous years, the artwork Tanglin contributed to IN 2020 was drawn from a longlist of GCSE, A Level and IB exhibitions from the previous summer. “We tend to make large, flourishing displays that are either a mixture of sculpture and photography, culturally authentic materials, or very contemporary craft,” says Rob. He acknowledges that Tanglin’s relatively small class sizes give staff and students alike more scope for experimentation. “There can be a rather quirky range of materials on display and to a certain extent, the community recognises that,” he says. One positive in creating a website for IN was that it was possible for the first time ever, for students’ families and friends

“Preservation”, Jia, Year 12

Tanglin Lifestyle

Rubber Soul

On the land outside Gate C stands a historic Pará rubber, one of only two in Singapore to qualify as a Heritage Tree. Head of Outdoor Education Martin Foakes explains why its recent endorsement is cause for celebration 48

Stand under the expansive branches of the beautiful Hevea brasiliensis, or Pará rubber, just off Portsdown Road and you will hear two distinct sounds: the collective buzzing and clicking of cicadas, and the revving engines of nearby trucks.

significance. The Portsdown Pará meets both and is only one of two rubber trees in the Garden City to qualify at all; the other is located in Woodlands.

The contrast is mirrored by the surrounds; the magnificent tree is positioned somewhat precariously between Portsdown Road and the new development at Gate C, on the edge of a small, swamp-like area that’s encircled by construction work. Thankfully, despite the encroaching machinery, the Pará rubber is protected: recently, it was officially endorsed as a Heritage Tree by Singapore’s NParks.

Pará rubbers are not native to Singapore, but to South America. Martin believes the tree is a descendant of the 22 Pará rubber seedlings that were brought from Kew, UK, in 1877, 11 of which were planted in the Singapore Botanic Gardens.

There are two criteria for a Heritage Tree: it must have a trunk circumference of at least five metres, and/or have botanical, social, historical, cultural or aesthetic

“It’s very special,” explains Head of Outdoor Education Martin Foakes, standing in its shadow. “If not the oldest, it is one of the oldest rubber trees in Singapore. It’s big, and it’s also historic.”

While these plants were not intended for industrial use, the Gardens’ first director, Henry Nicholas Ridley, later used them to research new ways of tapping that might allow this. His “herring-bone method” – among other discoveries – was instrumental in persuading local coffee growers, whose crops had been impacted by disease, to grow rubber commercially.

Above: A local rubber plantation pictured in the 1900s. Credit: Lim Kheng Chye Collection, courtesy of National Archives of Singapore. evidence of unchecked growth, as is an offshoot of the tree growing in shade. And of course, there is the impinging construction work. Concerned about the condition of the tree and its uncertain future, Martin approached Dr Nigel Taylor, then director of the Singapore Botanic Gardens, with a few photos. Explains Martin, “Dr Taylor has a particular interest in rubber trees; he has completed expeditions to the Brazilian Amazon to look at wild rubber. He was very drawn by ‘our’ tree.”

The method involved removing only small sections of bark without damaging the tree or meaning it had to be replanted. At the time, the demand for rubber was growing due to the expansion of the automotive industry and thanks in part to “Rubber Ridley” – who was known to carry rubber tree seeds in his pocket as a marketing tool – Malaya, as it was then known, was producing half the world’s supply by 1920. Unlike its ancestors, the Portsdown Pará is uncultivated and is showing signs of wear and tear. Martin points out twisting and scarring on its surface that is most likely the result of a wayward lawnmower; fallen branches on the surrounding grass are

The conversation prompted Martin to apply for Heritage Tree status; happily, it was approved last year. “Being able to protect the tree was, of course, important,” he tells, “but it’s not just about the tree.” He gestures towards the swamp-like area at the foot of the Pará rubber, pointing out a palm oil palm, Terminalia catappa (sea almond) and Barringtonia asiatica (fish poison) – all native trees. “What tends to happen with these sorts of habitats is that they are cleared for grass, or construction – and actually, little pockets of like this help wildlife to thrive. By protecting the tree, maybe we will protect this, too.” Just across the road from Gate C is an example of how these “pockets” can be managed for the benefit of both local flora and fauna, and the human population. The One-North Park runs through the length of this area and comprises 16 hectares in total, although stepping inside the park from the One-North Crescent, it feels like

more a small hideaway. Several of the trees inside were planted by Tanglin staff as saplings. “This was a plain, grassy area and now it’s more like a wood,” says Martin. “As you walk in, the buildings disappear. It goes to show you don’t need a lot of space to create a wildlife habitat.” With Singapore entering Phase Three of its reopening in December, the school was fortunately able to resume some of its Outdoor Education opportunities in the local area; Martin says this “pocket park” has proved a useful learning base. “We often get a surprised reaction from younger children when we come in here because it is so quiet and hidden from the road,” he says, pointing out an Albizia whose upper branches have been stripped out by parrots. “One of the students’ favourite parts on a nature walk like this is smelling the plants that grow in here – pandan, tamarind leaves, wild pepper... A small area can be surprisingly rich. It’s very exciting to be bringing them out again.” It’s Martin’s hope that the Pará’s Heritage Tree status will protect it in the same way and that, like other Heritage Trees in the area – mainly rain trees – it will soon receive its own plaque: part commemoration, part warning sign. “I am concerned about its future, because most people don’t like swampy areas, but biodiversity does. This tree and its surrounding area are a potted history of human interaction with nature in Singapore. It’s vital we hold on to that.”

Tanglin Lifestyle

Deep Blue Sea Last year, Daniel Shailer (2018 cohort) swam the 33 miles across the English Channel, raising more than $24,000 for the Marine Conservation Society in the process. Here, he takes us through the blood, sweat and stings of crossing the world’s busiest shipping lane

“Every year, a handful of pilot boats escort Channel swimmers off a beach near Dover ready for the long voyage to France. If the swimmer is well prepared and (more importantly) lucky, the pilot boat will reach French inshore waters and push on towards the coast until, in the last few hundred metres, the sea floor becomes too shallow for the boat to travel any further. At this point, most boats stop to put out a smaller dinghy that will be rowed into shore alongside the exhausted swimmer. But though they may be exhausted, they are also euphoric: by this point they have reached rarefied water. Only one in five of the swimmers who walk off a beach in England will swim until they reach land in France. After 14 hours in the water, I remember dotting the ‘i’s and crossing the ‘t’s on a mental list of excuses to give up. The list itself came easily; I had been drafting it in my head since 1am that morning. I had begun swimming in the darkness just before midnight and it was now around 2pm, though (forgivably, I think) I had long since lost track. The case for chucking in my challenge was, by this point, beginning to gain serious momentum and my list of reasons felt fool proof. Suddenly, breathing to the right, I saw one of the two pilots, Harry, untying the dinghy from our boat, Masterpiece. I could have cried. If you ask my mum, I did. In one moment, the letter of resignation I had been writing myself was forgotten and I felt a surging rush of relief – it was over. A little more than an hour later and it really was all over; I found myself walking up a beach just west of Calais. I was very lucky to have been able to take on this swim at all, let alone in a tumultuous and unpredictable 2020. When I’d started planning my adventure back in April 2019, I could not have anticipated that pools would be closed for more than half of my training period, due to a UK-wide lockdown.

There were some positives to be found in the situation. Being sequestered on England’s Dorset coast meant I was able to start swimming in the sea earlier than I’d anticipated, and I gradually built up my tolerance to cold water with glacial showers and incrementally longer swims. And as human activity on the coast dwindled for a time, I noticed a brief resurgence of local marine life. I have visited the same beach looking into Poole Harbour many times since childhood, but had never before seen seals bobbing off the shore until mid-lockdown. I swam with seals over weaving forests of kelp; I saw carbuncled spider crabs; there was a catalogue of jellyfish species; even, once, a solitary seahorse. In the spring of 2020, seahorses had been cropping up all along the coast in areas they hadn’t been recorded in for years. While I had already begun fundraising for the Marine Conservation Society (MCS) by this stage, the experience reinforced to me just how high the stakes for protecting our ‘blue spaces’ are – and how much we stand to lose. MCS is the UK’s largest environmental society focused on conservation of coastal environments and I was proud to raise more than £13,000 [$24,000] with my swim to support their work. I’m hugely grateful to everyone who donated. The support I had on the day of the swim, both over social media and on the boat, was also crucial. Without it, mine would have been a very different and altogether shorter story. My lasting memories of the day itself are of emotional extremes: from intense fear when I jumped into inky black water in the small hours of the morning, to the feeling of satisfaction and relief the other end; frustration at broken goggles and jellyfish stings, to the warmth

and comfort of eating a burger in the bath when I arrived home. I remember hours of swimming in darkness before the sun rose just as well as I remember hugging my family on the boat once it was all over. After the swim, I was very flattered to be picked by MCS as their Fundraiser of the Year and was awarded the Channel Swimming Association’s trophy for the most difficult conditions of the season. I’m equally thrilled that a friend from Dover combed through the records to find I was the 2105th person to swim the Channel – and the 10th Daniel. Perhaps most importantly, he discovered I was three minutes faster than the average Daniel! I am currently in my third and final year of a degree in English Literature at Pembroke College, Cambridge. This year, I’ll be captaining the Cambridge Open Water team as we take on Oxford in our Varsity relay race across the Channel. Despite further disruption to my degree due to the pandemic, I am looking forward to the opportunity to share wild swimming with the university community in the summer. I also have a couple of solo swims in the pipeline, including a swim across the Bristol Channel. While that might seem a little anticlimactic, it’s a challenge that (I hope) will fit more comfortably alongside my studies for finals!” If you would like to find out more about Daniel’s open water pursuits, his blog, Dan Swims the Channel, can be found at danswims.wixsite.com/

Tanglin Lifestyle

Open Minds A recent initiative by Year 9 students raised more than $2,000 for local charity Boys’ Town. Parent organiser Hayley Sharratt tells The Voice how they did it – and why she’s a passionate advocate for charities across Singapore

During the Christmas break, while many other families were enjoying lazy mornings, Tanglin parent Hayley Sharratt found herself coaxing her son Henry out of the house for his daily five-kilometre run. “He’d set himself the goal of running 100 kilometres over the holidays, and had decided to break that down into little blocks,” she tells. “But, getting it done wasn’t always straightforward!” The ambitious goal was part of a fundraiser for Singapore charity Boys’ Town that saw six students from Class 9.3 pledge to run, walk, cycle and swim in return for donations. Boys’ Town is a specialised children and youth in-need social service agency that caters to both boys and girls, from infants to young adults. Each year, it works with around 2,000 children and youths, providing services such as fostering, youth outreach, adventure therapy and counselling, reyling on public donations to continue its work. Says Hayley, “The children really related to the work that Boys’ Town do; it’s a charity that supports teenagers just like them. Ideally, we would have visited one of their centres and supported the children there in a way that’s more hands-on, but obviously that wasn’t possible given local restrictions. Giving money still has an impact – charities like Boys’ Town can’t operate without it.” Hayley has a great deal of knowledge in this area. While she is currently enjoying

with her young family, she has used her experience to help support charities both outside the school and through it, as a Class Rep. In addition to being Class Rep for Henry’s Year 9 tutor group, Hayley is Class Rep for her eldest son’s Year 11 tutor group and her youngest son’s Nursery class. She also has another son in Year 1.

“I think Tanglin is very good at talking about mental health issues. My eldest son in particular is very interested in my work” a career break, she previously worked as an accountant at Deutsche Bank for eight years and, during that time, was an active member of its employee-led Corporate Social Responsibility (CSR) committee. “The committee worked to connect individuals at the bank with a specific cause,” she explains. “At one point, we were working with 42 charities and I personally met representatives from many of them. While I’ve always had an interest in charitable work, that was what really pulled me in.” Since leaving the bank to spend more time

The Year 9 Boys’ Town fundraiser was a huge success; the Giving.sg page the charity helped the students set up quickly reached its target, prompting them to open a second (to date, the two pages have helped raise $2,375). A representative of Boys’ Town, Yen Ting, emailed the Year 9s a special message of thanks: “What [you] have each done is more than a challenge, it is an amazing achievement. For such a young age, [to be] determined to do good ... is something extraordinary.” Hayley hopes the practice of fundraising will continue to gather momentum in the class. “Next time, we’ll aim to complete a challenge that’s less... sport-focused,” she says with a smile. “One of the boys, for instance, cycled 120km – for many young people, that would be daunting to commit to! Ideally, we can devise a task that plays to everybody’s strengths.” Outside Tanglin, Hayley is an advocate for a number of charities in the field of mental health; currently, she sits on the board of two: the Singapore Mental Health Film Festival (SMHFF), and Resilience Collective, and is a committee member for two others. She says it wasn’t a conscious choice to focus on this area, but rather something that grew naturally from an encounter years ago with a Singapore charity that supports people caring for loved ones struggling with mental health conditions. “I remember listening to a woman who

the charity had helped via a support group; her adult daughter had suffered from depression for years and was virtually housebound, and she explained that the group had transformed her life, and the life of her daughter. I thought, ‘If you can change two people’s lives through something so simple, then what else can be done?’ From there, it ‘grew arms and legs’; once I was involved [in the field of mental health advocacy], I wanted to do whatever I could to help.” The work proved transformative for Hayley, too. “I really saw that mental health issues are something everyone is affected by. It’s rare to find someone whose life they haven’t touched,” she says. “And, while there is progress being made here in Singapore in terms of the discussion around mental health, the stigma still exists. Many people are still afraid to declare on employment forms that they have a history of mental health issues,

Opposite: Tanglin parent and Class Rep Hayley helped organise the fundraiser (right and above) that saw Year 9 students raise $2,375 for local youth charity Boys’ Town. for example. They don’t want to ‘lose face’.” “A large part of what these charities do is help to erode that stigma,” Hayley tells. “Often, people don’t mean to be dismissive about these issues; they just don’t have the awareness of how someone with a mental health condition feels or thinks.” SMHFF, for instance, uses the medium of film to break down barriers, while the Resilience Collective project, Photostory: From Darkness to Light, celebrates the journey of recovery through visual imagery.

Hayley is pleased to note that, generally, young people seem more open to conversations around the subject. “I think Tanglin is very good at talking about mental health issues,” she says. “My eldest son in particular is very interested in my work. He is a firm believer that we should be more accepting of people’s differences and avoid labelling them. That he is so open to the discussion makes me feel hopeful. ” To find out more about the Boys’ Town fundraiser, go to giving.sg/ campaigns/christmas_challenge

Heading to the Future

In our previous issue, we spoke to Tanglin’s Head Team about their ambitious plans for the year. With the team’s tenure now coming to a close, The Voice caught up with them to find out what progress they’ve made – and what the experience has taught them Head Boy Alex

“This year, I’ve personally been focusing on projects surrounding Male Mental Health Week and Movember. Having designated weeks in the school calendar for men and women alike is an initiative the team set up and one we hope future Head Teams will carry on. It’s my belief that Male Mental Health Week has encouraged the conversation around this topic to be less stigmatised and, of course, mental health as a broader subject is relevant to every member of the Tanglin community. I’ve enjoyed every moment as a member of the Head Team. The ability to represent the student body, and carry out initiatives that benefit them and their interests, has been a humbling experience – though not without its difficulties. Working within the local restrictions has been challenging, particularly around meetings. However, if one person at Tanglin has been able to better understand their mental health or help someone else to understand theirs because of our initiatives, then I will consider my time as Head Boy a success.”

Head Girl Munique

“Of all the great initiatives we’ve worked to push forward, the Christmas card project has significance for me [Milly explains more about this initiative opposite]. The project brought the whole school together in a joint pursuit, and reinforced the importance of appreciating those who do so much for us. To be stood with my teammates in a room flooded with Christmas cards and small gifts collated by every single tutor group in Tanglin for our staff, blew me away. It felt like, despite our separation from each other, we were all one team. I feel really lucky to have been a member of the Head Team. An obvious challenge has been thinking beyond the norm in terms of adapting our approach to school-wide projects. This year, we chose to focus on community inclusivity. That might not seem the most logical commitment, given it has been so difficult to all be together, but perhaps that’s what made it so impactful. The experience has added insight and lots of laughs to some of my most formative years at Tanglin.”

Navyansh

“My main focus this year was on redefining what social spaces mean at Tanglin. Considering this is how and where students spend the majority of their time outside lessons, this is sure to benefit each and every student for many years to come. My initiatives have included the new Sixth Form Common Room and the new GCSE Common Room, as well as smaller but no less impactful projects: revamping the kitchen and installing urinal walls in the boys’ bathrooms. Given the slight delay of the building work due to COVID-19, the plans for the new common rooms have not yet come to fruition, but I feel confident the next Head Team will see this through successfully. Being a member of this year’s team helped me to build upon the skills I developed during my time as Year 11 Lead Boy. Having to adapt to the changing restrictions and being flexible in my approach, while also working under strict deadlines, was a meaningful learning experience.”

Llinos

“One of our last projects as Head Team was to plan activities for Women’s Week, that was organised around International Women’s Day (IWD) on March 8. The theme of IWD this year was #ChooseToChallenge; the organisers wanted people to celebrate the day by challenging gender stereotypes and gender bias. As a team, we organised presentations that would inform the students of what these two terms mean, how to identify them and how to challenge them, and we spotlighted women who have done just that throughout history. As as part of the #ChooseToChallenge initiative, we asked students either to set their own personal goals, or to join in with school-based challenges we created. Our ‘Challenge Wall’ outside the Well Bean Café, showcased individual successes from the week. We’re very proud of the scope and breadth of what we achieved. Being part of the Head Team this year has been an interesting experience. While it’s not always been easy – particularly given the limitations imposed on us by the pandemic – it has been immensely rewarding.”

Taha

“This year, the male members of the team initiated Movember across the school; this is a moustache growing event that takes place each November and aims to raise awareness and funds for men’s mental health. As a sub-group, we had our own “mo” growing competition. In a small way, it helped bring us all together – it was a fun, positive thing to do. Alex organised a second series of safeTALK sessions for both Year 12 and Year 13 students, with a focus on male mental health. This was an afternoon run by trained safeTALK trainers in which students learned why male mental health is an important issue for discussion, and how we can better support each other. Alex and I also created videos that dealt with the idea of toxic masculinity. All students in Years 10-13 were given five sets of resources and activities that we delivered to them virtually, and that were well received by students and staff alike.

Despite the obvious challenges of the year, I feel we have put some sound initiatives in place that can be further developed by the next Head Team.”

Kaysha

“When I first became a member of the Head Team, an initiative I was very passionate about was celebrating cultural diversity at Tanglin. As part of this, members of the Head Team, alongside other Year 13 students, recently participated in a discussion around unconscious bias and anti-racism action. The conversation was insightful and invaluable; it aided my understanding of students’ viewpoints and experiences surrounding race and diversity at Tanglin. In recent weeks, myself and Sean have set the groundwork for an anonymous reporting platform for issues around race and unconscious bias. We hope this will enable greater transparency regarding these issues and thus provide us, and future Head Teams, with an opportunity to tackle them.

“The project brought the whole school together in a joint pursuit... It felt like, despite our separation from each other, we were all one team” – Head Girl Munique Current restrictions have meant we have been unable to organise events that support and celebrate diversity, such as International Day. Nevertheless, we have formulated detailed plans for this event that will hopefully be executed by the next Head Team. In spite of the limitations of the past year, I believe the team has been active in addressing fundamental issues from within the school, namely gender appreciation, mental health, and racism; and the process has been impactful and enriching for all.”

Sean

“Our tenure as Head Team coincided with the growing global movements against racism and it was clear that, despite Tanglin’s success as a highly diverse and tolerant international school, progress can always be made. It was agreed that some changes would be beneficial and, in fact, were already in progress. For example, the Year 9 ‘Protest’ unit has been slightly altered to include direct references to the BLM movement, and the wider Key Stage 3 curriculum was changed slightly to facilitate discussions relating to systemic racism. The school’s receptiveness to change was great to see. Being part of the Head Team has been challenging, particularly during this final year. Time management has been essential and Teams calls have been very helpful, logistically speaking. It has, however, been very rewarding and we trust that we have represented all of Tanglin to the best of our ability!”

Milly

“One of our aims this year was to continue to boost morale in light of the restrictions, and work on strengthening the community. We spearheaded a Christmas card initiative that assigned a member of the Operations Team and other support staff to each tutor group across Tanglin, and invited those students to create a card for that individual. We made sure they would be someone known to the students and who they might interact with on a regular basis. It was fantastic to see how much effort the children put in and the reactions of the recipients were just wonderful. The biggest challenge for me personally was not being able to visit the Infant and Junior schools, or host events. However, the widespread use of technology across the school has meant that younger children have been able to take ownership of the initiatives they are running and report back to us via calls and emails. Recently, we asked tutor groups to submit a presentation about what each of them have been doing; we want to show that student leadership at Tanglin isn’t only something that takes place within the Head Team.”

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The Voice Vol 35

Articles inside

The Quest to Save Tanglin’s Rubber Tree

Into the Future with Tanglin’s Head Team

Alumnus Daniel’s Brave Channel Swim

Giving with Tanglin Parent Hayley

Student Art Showcase

Tanya and Family: Seven Decades of School History

Damaris and Family: Three Generations at Tanglin

Scouting Returns to Tanglin

One Student’s Search for His Ancestors

Gate C’s Olympic-Length Swimming Pool

Our Revamped House System

Inside the New Music School

Tanglin Talk