The Voice Issue 6

The Voice of Tanglin Trust School Vol 08/2010 MICA (P) 018/07/2010

Introducing Peter Derby-Crook Feature: Alumni Spotlight on TLRC

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Welcome

Welcome to Term 1 and to the start of a new academic year! I am now into my fourth week in Singapore and am beginning to find my way around school.

I have already been made to feel very welcome and am looking forward to meeting many of you over the next days and weeks.

It gives me great pleasure to introduce this issue of the Voice, which was put together at the end of last term. In this

Contents

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Staff News Introducing Peter DerbyCrook

06 10

Feature

12

Infant School

Alumni

Corporate Social Responsibility CAS Update World Environment Week

Reading Rocks!

14 12 16 18 20

Junior School New Opportunities

Senior School Mentoring

Sixth Form Life as a Sixth Form Parent Head Team

Spotlight on...

Teaching and Learning Resource Centre (TLRC)

issue there is an update on the major strides that TTS is making to reconnect with former pupils and staff, particularly relevant at this time of year with our Y13 graduates embarking on the next stage of their educational journey. We very much hope they will stay in touch with the Tanglin community and keep us informed of their progress – thereby providing invaluable insight for those following them through the Sixth Form.

Speaking of Y13 graduates, unfortunately this issue had to go to press before the outcome of this year’s external examination results was announced. A level and GCSE results will have been communicated via the school website by the time you read this. I feel proud and privileged to be taking over the mantle at a school which is so successful; not only as reflected by exam results but also by the obvious community spirit which is very clearly present at Tanglin. If the photos are anything to go by, this was particularly evident at last term’s PTA Summer Fete. See for yourselves on page 29.

I am delighted to see editorial contributions from students in this magazine, a trend that I am told began over a year ago and which I would very much like to encourage going forward.

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around the campus during the first two weeks of term and you are welcome to take a copy home.

Please direct any feedback on The Voice - digital or printed - to communications@tts.edu.sg Here’s to a great year ahead.

Peter Derby-Crook, CEO

Finally, as is entirely appropriate, Steven Andrews has written the ‘Last Word’, reflecting on his time at Tanglin and in Singapore. Steven has achieved a great deal over the past four years and I am personally grateful to him for handing over such a healthy, thriving school. I am sure you will all join me in wishing him all the best in his new position.

Don’t forget that a digital edition of The Voice is available under ‘Quicklinks’ or ‘Useful Downloads’ on the school website. For those that prefer it, printed copies will, as usual, be placed on stands

Showcase Art • Drama • Music

Sport Firsts for Tanglin Junior FOBISSEA

PTA Your Questions Answered

Creative Writing

32 33 35

Student Services Feeling Left Out

Book Reviews

The Last Word

by Steven Andrews

Editor: Jacqui Edmiston Design & Layout: CleverBird + Jennie Anderson Contributors: Students, Staff, PTA and Y13 Parents.

Photography: Jennie Anderson, Phil Date, Richard Ticehurst and Mark Andrews Printer: Procolor Pte Ltd

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

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Thank you to Megan Roberts, Ben Chan, Stuart Hepburn, Natasha Dattani, Fenella Woodhouse and JJ Ponter, who in the midst of their end of year exams, managed to find the time to research their topics and present them in a clear and informative way. In addition, there is an article on our Teaching and Learning Resource Centre by Jackie Stevens, Tanglin’s Professional Development Manager, a new Student Services page (which will appear in each issue from now on) which tackles topics of concern to many parents and, last but by no means least, input from parents of Sixth Form graduates offering advice to those with sons or daughters entering Y12 this year.

A real team effort!

Staff News 04

Introducing Peter Derby-Crook

This year we welcome a new CEO to Tanglin. Peter DerbyCrook joins Tanglin from the British International School Jakarta where he has been Principal and CEO for the past seven years. The Voice caught up with him at the end of last term: Where did your career in education start?

Following my graduation from Strawberry Hill, Twickenham, I started teaching in 1976 in Bolton in the north west of England. I was 29 years old when I was appointed to my first Headship at St Andrew’s School.

In which schools have you worked previously?

Following St. Andrew’s, I was Head of Wix School, London. My next move took me to Rashid School, Dubai, followed by The British School Muscat, The British School, Tokyo and, most recently, the British International School, Jakarta.

What made you decide to come to Singapore/Tanglin?

Tanglin has a super reputation and having been a FOBISSEA Head for eleven years I have followed closely the growth and development of TTS. I simply couldn’t resist applying and was absolutely delighted to be appointed as CEO.

How have your family reacted to the move?

Trips to Singapore have always been a treat for my family, so coming to live here is very exciting.

Tell us a little bit about your family.

My wife Maggie is a teacher and has worked part-time in Jakarta. She specialises in PE, Individual Needs and Art. We have two children – Keating, our 10 year old boy, who loves sport and Spencer, our daughter, 8 years old, who is very creative and loves animals.

What are you first impressions of TTS? TTS reflects a very organised and professional school, with high standards and expectations. Having now spent some time in the school, I have also noted the communities that exist within the community, where caring teachers nurture vibrant and talented students.

What do you hope to achieve at TTS? I hope to build upon all that has been achieved by the community under the leadership of Steven Andrews and fully establish TTS as a world class school where children thrive and are happy.

JP Morgan Corporate Challenge

The Singapore race took place on 6 May with 11,753 participants, including 32 runners from Tanglin. All TTS teams achieved fantastic results, with the female runners finishing 1st, 10th, 27th and 62nd out of 125 teams and the male team 22nd out of 174 which was a remarkable achievement for all concerned. The four participants in the winning team included Natasha Buckley, Pippa Gresham, Ali Hunt and Moraig Bain who will be invited on an all expenses paid trip to participate in the end of series championship. We wish them luck when the day comes!

Nurse Jenny Jenny Hulton Smith – better known to many at Tanglin as ‘Nurse Jenny’ has been an integral part of the Tanglin community since 1981.

During that time, she has looked after our students, our staff and even (in the early days) the wider Tanglin community – including, in her early career as a midwife, delivering babies who have gone on to become TTS students…

In recent years, she has been Tanglin’s main ‘trip nurse’, travelling from Nepal to New Zealand and everywhere in between.

Jenny retired from Tanglin trips at the end of last term, but you will continue to see her around school and at local sporting events, as we hope she will stay on and help out with the School Health Centres.

Even though she is not leaving us, we wanted to acknowledge all that Jenny has done over the years and how much all of that is appreciated. She has touched the lives of so many of us – as the two examples below illustrate very well.

Thank you Jenny for everything!

‘If you wanted an example of Tanglin’s lasting continuity in the community, Jenny would surely be it. Her nononsense approach to health ensured that there was no slacking when she was presented with the occasional torn finger nail and, by contrast, her compassion was acute when someone was in real need. She’ll be sorely missed’.

Iago Elkin-Jones (former TTS teacher 1999-2003) ‘Dear Nurse Jenny, After 30 years you probably don’t remember everyone, but in 1999/2000 you came on a school trip to Sarawak and a bug went around a whole load of us. You looked after us like we were your own and we’ll never forget your kindness! You also looked after and supported me when I started Senior School on crutches! (And I know my mum was very encouraged by your support). Thanks for all the chats too!

A legend during our days at Tanglin thanks Nurse Jenny! Take care & God Bless’.

Eleanor Cooke (former TTS student 1997-2002)

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In late February, Moraig Bain and Laura Nash campaigned thoughout Tanglin to recruit runners for the seventh annual J.P Morgan Corporate Challenge.

The world-wide series of 5.6km road races are all about creating an environment where companies can come together, engage in healthy competition, and feel pride in their place of work and community.

Feature Alumni 06

by Taissa Matla, Alumni Manager and Jacqui Edmiston, Head of Communications As we embark on a new school year, we welcome some 500 new students and over 40 teachers to Tanglin.

But what about those who have moved on? The Y13 graduates who are setting out on the next stage of their lives at university, families who have moved on to a new adventure or returned ‘home’, teachers who have decided to take on a new challenge.

Whether an individual has been at Tanglin for 12 months or 12 years, they have all been part of the ‘Tanglin experience’.

With a history as long as Tanglin’s, there are many people whose lives have been touched by the school, whether as a former pupil, parent or member of staff.

Nowadays Tanglin alumni are scattered across the globe - only a very few remain in Singapore once they have left school - and it is always a pleasure to welcome them back to share their memories and experiences, many of which date back to a time when Tanglin was a very different school to the one we know today.

Alumni (former pupils and teachers) and Friends of Tanglin (everyone else!) are encouraged to visit and are extended a warm welcome when they do come.

Those who knew the school in its more humble past are stunned by the size and scale of the modern Tanglin Trust School.

For many, the biggest change is the addition (in 1996) of the senior school, offering students the opportunity to stay at Tanglin after the age of 11, rather than having to leave to join another school.

Who’s been visiting?

Recently, we have welcomed back to Tanglin a number of alumni and parents of former students. Here are some highlights: Doreen Johnstone visited us in May 2010 and spent several hours touring the campus, sharing stories and perusing the Tanglin 85th anniversary exhibition. Doreen was proud to point out that three generations of her family members have been closely associated with our school. She herself was a teacher at Tanglin in the early 1980’s, her sons attended at that time and now she now has two grandchildren in both the Infant and Junior schools.

Gil Meiri visited TTS in June 2010 as part of a nostalgic tour of Singapore. He attended Tanglin in 1987-1994 and graduated at the end of his primary education, before Tanglin’s senior school was opened. He commented that the only part of the school he recognised was the Banyan tree, albeit in a different location from its original spot at the back of the old Sixth Form Centre. Regarded by many as an icon of Tanglin’s history, the Banyan tree was replanted in 2008, to make way for the new Sixth Form Centre. It now sits, embodying Tanglin’s historic past, at the foot of the Centre’s entrance stairs – destined to be the main entrance to the school in the not too distant future.

In the below photo of Mr. Pyke’s P6 class from 1987, Gil Meiri is in the centre of the 5th row.

In the below photo of Mr. Marshall’s J2 class from 1989, Elizabeth Cotton is 3rd from left in the front row.

Just before this magazine went to press, we had two individual former students visit the school specifically to register their children.

They were Alex Fergusson, who attended Winchester in the early 1980s and Graeme Somerville-Ryan, who attended for 3-4 years in the late 1980s. It is great to see generations of the same family coming to Tanglin, a trend we hope will continue to grow!

In the below photo of Mrs. Dyer’s J3 class from 1983, Graeme Somerville-Ryan is 3rd from right on front row.

Not only do former students visit Tanglin, so do former teachers.

Jackie Cutler, a former Art teacher who taught at Tanglin for 6 years (1980-86), and her husband, spent the morning touring the school, catching up with various staff members and reminiscing about what she considers, “by far, the happiest days of (her) teaching career.”

Jackie is pictured below (left) with Afandi bin Shafie froom TLRC and Nurse Jenny.

Keeping in touch Over the past academic year, much work has been done to locate and connect with former members of the Tanglin community and at the start of 2010 a new tracking system was incorporated into the School website (http://alumni.tts.edu.sg), giving former pupils and faculty staff an easy way to register and stay connected with us.

Tanglin’s newly appointed Alumni Manager, Taissa Matla, is responsible for managing an international network of alumni and Friends of Tanglin which she estimates to be more than 6000 strong. Her objective is to develop and implement a comprehensive alumni relations program designed to increase alumni engagement and support.

Through a wide variety of proposed programmes, communications and special events, she hopes to build strong ties among Tanglin alumni and the school.

Archiving Whilst it is great to meet alumni and friends of Tanglin in person, obviously that is not always possible. Another way of building relationships is by encouraging those who have memories of the school that they are willing to share - including both Tanglin Trust School Ltd. and the former Tanglin schools: Weyhill, Raeburn and Tanglin Prep - to send in their contributions to us.

We hope to build a collection of articles and anecdotes for other alumni to read; visual or written memories, all are welcome and serve to bring Tanglin’s history alive. If you would like make a contribution to our alumni section, we would love to hear from you, just email us on the address below.

Finally, we are keen to facilitate Tanglin alumni get-togethers of any kind and can help to publicise news of private alumni reunions and gatherings via Facebook and/or the alumni pages on the School website. We are happy to post up photos taken during an event, answer any queries or listen to your comments.

Please address any enquires to: alumni@tts.edu.sg

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Also in June, we had the pleasure of welcoming the Cotton family to Tanglin. Elizabeth and Simon Cotton attended Tanglin in the 1980s.

They enjoyed looking through a selection of old year books and fondly remembered various teachers and other familiar faces.

was in February - sadly this was a little too far for her to travel. She asked her granddaughter, Joanne Evans, to attend in her place. Following the event, she wrote to CEO Steven Andrews:

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“Last night I sat by my fire just thinking of you all at the Tanglin Trust meeting and feeling very sad that I couldn’t be with you. I have just phoned my grand-daughter Joanne and she was so enthusiastic about it and was very happy and proud to be able to talk to you...She also met one or two others who were at my Tanglin school.”

Reunions and Gatherings Two alumni reunions have been held over the past academic year - one in Singapore and one in London, both great successes. The response to the invitation to Tanglin’s first ever overseas event, held in March this year in London, was particularly strong. This gathering was held in the beautiful Grade I listed building of The Royal Overseas League overlooking Green Park and just a stone’s throw from London’s West End. Some 160 alumni from the length and breadth of the UK, from France, Holland

and even one guest from Australia, who was on her way to Europe, were able to reminisce about their times at Tanglin.

Almost every decade was represented, making for fascinating conversations.

The event was attended by three former Heads of School, also from different decades - Veronica Goodban, Stewart Hilland and David Porritt - along with Tanglin’s oldest ‘old-girl’, Jane Massen, who gave us film footage of Tanglin Trust School in the 1940s, now transferred for digital use. You may have seen some of this footage in the last online issue of The Voice (Volume 5), it certainly makes fascinating viewing…Visit www.tts.edu.sg and go to ‘useful downloads’ to watch it!

Mrs Helen Scrimgeour, who helped Ms Anne Griffith-Jones set up Tanglin School in the 1940s after it had moved back from the Cameron Highlands (see below) would have loved to have been present.

Now a centenarian - her 100th birthday

Memories of Mrs Scrimgeour When we got back to Singapore, I received a phone call from Miss Griffith-Jones, the Headmistress of Tanglin Boarding School, Cameron Highlands, where many of the planters sent their children, I had met Griff several times and she knew I had trained as a teacher. She told me that the bandits were all over Cameron Highlands and it was no longer safe for the children to travel up there. She was setting up temporary schools in Kuala Lumpur, Ipoh, Malacca and Penang and would I be prepared to take on the Singapore children. I said I’d have to think about it. I hadn’t taught for years. But Arthur thought it was a good idea...so I rang Griff and agreed to it. Griff got permission for us to use the Government House Ballroom as a temporary classroom.

October/November 1949

Welcome to our new alumni!

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On June 30, our 78 Y13 students graduated from Tanglin and thus join the ranks of Tanglin alumni. The Graduation Ceremony was held in the School’s Berrick Hall and was followed by a Ball at the Shangri La. By all accounts a fabulous evening was had by all. We wish them all the very best of luck as they move forward to university life and hope they will stay in touch!

CSR CAS Update 10

by Ben Chan Y12.2 In the year since it was introduced at Tanglin, the Creativity, Action Service (CAS) programme has offered a multitude of opportunities, both for Sixth Form students and for the organisations that we work closely with in the service component of the CAS program.

When students engage in CAS, they embark on a journey of personal development. Not only do they learn more about themselves, but through the service element of CAS, students are able to gain an insight into the lives of others. CAS encourages students to develop relationships with people that live very different lives. Whether it be looking after the elderly or teaching children with learning difficulties, the CAS programme has developed the perception of our own students by encouraging them to work closely with people in the local and wider community.

Engaging in a service does not mean turning up once. CAS encourages hard work and commitment and from the very beginning, students recognise that sustaining a worthwhile relationship is at the heart of CAS. There are eight learning outcomes implicit in the CAS programme, which serve as clear guidelines for students. They are encouraged to evaluate themselves and their chosen activity according to the following criteria:

As Sixth Form students draw closer to adulthood, these learning outcomes reflect the fundamental life skills they will need in the future. The framework around the CAS programme allows students to reflect on their activities and to assess their own development.

1. Increasing an awareness of strengths and areas for growth 2. Undertaking new challenges 3. Planning and initiating activities 4. Working collaboratively with others 5. Showing perseverance and

commitment 6. Engaging with issues of global importance 7. Considering ethical implications 8. Developing new skills

A student perspective - St Joseph’s At St Joseph’s Home many of the elderly residents either do not have a family, or have one that is unable to support them. In other, more extreme, cases these individuals are neglected by their families because they are too much of a burden to look after. It is a challenge to communicate with some of the people who have disabilities. Working as a team, with much perseverance and commitment, has allowed us to communicate with the residents. We believe they have enjoyed talking to us and we have also benefited personally by moving out of our comfort zones. We have learnt a lot about how to deal with situations that initially seem unfamiliar and strange. We have also learnt how rewarding volunteering can be.

Ben Chan Y12.2 A student perspective - BSS Without doubt, Beyond Social Services is one of the most challenging and rewarding experiences anyone could have. Giving back to the local community in my opinion is vital to building lasting mutual understanding and friendships. Teaching young people will benefit all in the long run. Not everywhere has the teaching facilities of Tanglin, not everyone has the same level of teaching attention as we enjoy here, and it is very rewarding to teach others and pass on skills that sometimes we take for granted.

Working at Beyond Social Services, as part of the CAS programme, has taught me to develop new skills. For example it has taught me how to teach and be patient at the same time. I have had to show perseverance in order to communicate with others who are not only younger, but who speak a different first language.

Chris Cooper Y12.3

World Environment Week in Tanglin

From May 24 to 27, the Infant School celebrated ‘World Environment Week’. Much work was done to ensure that Infant students could learn about relevant environmental issues in a fun and interactive way. Lessons had an environmental twist to them, there were competitions, ‘trash-ion’ parades, songs and trash bands in assemblies, and to finish off the week, everyone wore green clothes and ate environmentally green fruit and vegetables.

On top of that, the WWF Panda and Michael Recycle came in to help launch the two eco-gardens that were named by the children.

Entries were judged by the infant Eco Monitors and the winning names were the ‘Garden of Discovery’ and ‘Exploring Nature Garden’.

Supporting WWF Following the students’ decision to support WWF with the funds raised in the last ‘Mufti Day’, another fund raising initiative took place at the end of term. After the Reception ‘Animal Concerts’, infant students auctioned off their fabulous papier mache animal sculptures. In doing so, they raised an impressive S$3,893 dollars. As the following extract from the WWF Singapore website illustrates, their efforts have not gone unnoticed:

“Another huge thank you to the children, parents and teachers of Tanglin Trust Infant School for all their support. You are fabulous fundraisers!

The money they raised will go to support a whole range of WWF projects across the region including the protection of the rainforest of the Heart of Borneo, creating a sustainable fishing industry in seas of the Coral Triangle and the WWF Save the Tiger Initiative.”

To find out more about the work that WWF do and to sign up as a member, visit www.wwf.sg

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At Tanglin, caring for our environment has long been an integral part of the School’s values. Through the CSR program, students learn about the important role they play when it comes to caring for the environment. Even our youngest students, in Nursery, are encouraged to be ‘eco-monitors’ who engage in activities such as monitoring the PAL initiative (turning off PCs, Air Con, Lights when not in use) and ensuring the recycling bins are being properly used.

Infant School Reading Rocks!

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by Stuart Hepburn Y12.2 It is universally acknowledged that reading is an important part of a child’s development through school. Tanglin has long recognised this and has worked hard to place a new and improved focus on the Infant Library, including how to integrate it better into the daily education of Infant School children.

The Infant Library was created by a team of hard-working, dedicated and visionary teachers, who realised that an interest in books and reading could be cultivated at an early age through the use of fun, interesting and engaging stories.

A team of supportive and enthusiastic staff, along with an impressive array of resources (which include DVDs and computer stations) combine to make the library a popular component of student experience here at Tanglin. It is also seen as an area for the Tanglin community

to enhance literary skills, build parentchild relationships and explore a variety of exciting and fascinating subjects. In addition to the reading and browsing area, children can use the library to watch a DVD, play games, work on the computer or finish homework.

The collection of books in the Infant Library has expanded significantly in recent years and now contains an abundance of literary gems, along with a growing DVD collection, which provides infant children with an alternative way of learning. The book collection covers a multitude of areas, with a balance of educational and appealing fiction books.

The collection of DVDs has also achieved the same balance and is viewed by the library team as a gateway into reading.

The use of DVDs in the library can encourage some children to read about new topics they might not otherwise have been interested in.

Who’s in charge?

The Infant Library is supported by a fabulous team of trained library administrators who are always ready and willing to assist children in finding a specific book or genre. The team is headed by teacher-librarian Ben Farr, who has set high standards and worked hard to create a positive and enjoyable atmosphere. Ben has been teaching for over eight years, completing his Masters degree in New Zealand, and has worked in both Australia and Singapore.

Immediately prior to joining Tanglin, he worked at the Australian International School, Singapore. He loves books and reading and has a particular passion for early literacy – especially when it comes to encouraging boys to read.

The Infant Library is also an integral part of the new Early Years Foundation Stage (EYFS) curriculum in the Infant School.

The library helps to support EYFS by fostering independent learning and promoting skills that will better prepare young children for their future education in

13 the Junior and Senior Schools. The EYFS encourages students to research deeper into areas they look at in class and the Infant Library is the perfect place to do so. The Library provides a wide range of resources in a safe, fun environment, where children can foster a love of reading.

Infant children are encouraged to be independent in their book choices and are responsible for the safe-keeping of resources. Children also have access to the library computers and a purposebuilt ‘kiva’ for reading, special events and small class activities. The resources and facilities available in the library are designed to help nurture a love of literature in Tanglin’s youngest students, whilst also encouraging them to be curious and to want to find out more.

child can allow a parent the opportunity to identify areas of interest through the books they enjoy and the genres they continually return to.

Parents are welcome to use the library before and after school, (7:308:00am, and 1:50-3:00pm) and can also borrow resources from any of the libraries at Tanglin Trust School.

Please remember that children should be supervised by an adult during these times, to ensure the safety of our students.

A Community Resource

Community is becoming more and more a feature of the library, as parents are invited to explore it with their children.

As Ben Farr explains, “After school in the library is a great time for shared reading, computer work or to share a nice, quiet time enjoying the variety of books.” There is also a small parenting collection and an array of resources which can be taken home for parent-child reading activities.

Parents are key participants in children’s language learning, and are encouraged to read to their children daily for at least 10 minutes. Shared reading with your

My Favourite Book by Ellie Nixon, Y1.6 “I love ‘Mia The Bridesmaid Fairy’ because at the end they get Mia’s magical thing back. Jack Frost told his mean goblin servants to go and get Mia’s magical thing”

Junior School New Opportunities 14

by Natasha Dattani Y12.4

From Left to Right: Rachael Cregg, David Ingram and Clair Wilcox

From Term 1 this academic year there will be a new leadership structure in place in the Junior School, with the creation of Deputy and Assistant Heads of School, both reporting to Junior Head, David Ingram.

Clair Wilcox, former Head of Y6 and a Tanglin teacher for ten years, takes on the role of Deputy Head and will be focusing on curriculum development. Her knowledge and understanding of the school stand her in good stead and she intends to work more

closely with the Senior School in order to better prepare Junior students for the transition to Senior School.

Rachael Cregg has been at Tanglin for nine years and for the past four years has been Head of Y5 and Head of PSHCE. In her new role as Assistant Head, she will assist in the ‘day to day’ operational running of the Junior School, with a strong focus on pastoral care. One of the aims within the Junior School is to encourage students to take ownership of certain initiatives

and to take responsibility for their actions, for example selecting a charity to support and deciding how to raise funds.

We believe this structure with each of the three heads focused on a clearly defined area - will provide tangible benefits to both children and parents. Ultimately, it is all about ensuring that students are happy, safe and achieving to the best of their ability.

ICT in the Junior School

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Last year we doubled the number of computers available for Y5 students.

This year we have followed suit for students in Y3, Y4 and Y6. This increase will not only enhance the teaching of explicit ICT skills, but will also enable students to use and apply these skills across the curriculum. This is particularly important as students make choices about using technology appropriately to enhance their study of each subject and decide how to communicate their learning with their peers and teachers.

In addition to this, we are developing a suite of Apple Macs to provide students with access to a wider range of computer software, particularly the creative side of Apple, such as Garageband and iMovie.

The aim is to enhance the options available in order to foster students’ sense of confidence, creativity and enthusiasm in applying ICT skills.

Sports afternoons Other exciting changes in the Junior School include the introduction of a two hour House Sports afternoon for all students. The House Sports initiative follows the model already in place in many UK independent schools and is being implemented to provide more competitive sporting opportunities for Junior School students. The sports afternoon programme will run in addition to the weekly Physical Education (PE) lesson that Junior students already have, which is taught in eight week units, two by PE specialists and two by class teachers. The PE lesson will consist of swimming and gymnastics, taught by PE specialists, whilst class teachers will teach striking and field games, dance and outdoor adventure activities.

Run in House groups, the sports afternoons will be taught by PE specialists and will involve the following activities: FUNdamentals (a fun programme designed to teach the basic skills required in all sports); Football; Basketball; Rugby; Touch Rugby; Netball and Athletics. Each activity will run over an eight week block, made up of six weeks training and building up skills and two weeks of competition, in the form of a House-based tournament. This will follow a similar format to the one that has proved so successful at Sports Day, with students grouped to compete at an appropriate level of challenge. The aim is to significantly increase opportunities for

competitive team sport within a positive and inclusive ethos. It looks like the trophy cabinet in the House Common Room may need some extra shelves!

This development will complement the increase of inter-school competitive sport that Tanglin is promoting in collaboration with other international schools in Singapore, in addition to the existing international competitions that the school is linked with.

Senior School Mentoring 16

by Megan Roberts Y12.3

Tanglin’s Mentoring System has been an important part of the school community since its introduction in 2008. It has grown from involving a small selection of pupils, to an important student initiated movement that forges stronger links between students and staff, bridges gaps between the year groups and gives younger members of the Tanglin community the opportunity to voice their difficulties to someone who has gone through the same experiences.

Mentoring teaches students that ‘to listen well is as powerful a means of communication and influence as to talk well’. So how did a mentoring system, which teaches such maturity and offers such security, come about? We interviewed Sally Gordon (Senior Head

of PSHCE) and Claire Holmes (School Counsellor) to find out.

Where did the idea of student mentoring first come from?

The idea of student mentoring was based on the concept of peer counselling.

It came from the notion of trying to provide support for youngsters through recognising the wealth of experience and understanding of senior students.

equipping themselves with a ‘tool box’ of resources that would be useful when interacting with their mentees.

What about the student mentees, how were they chosen?

Heads of Year are instrumental in supporting this programme and work side by side with counsellors in selecting students to join this programme. Our main focus has been on the Y7 students who have to make new adjustments How were student mentors selected? to life in the senior school – they The student mentors were selected from suddenly find themselves with a locker, the oldest students in the Sixth Form. not a classroom, a tutor rather than School counsellors were responsible a class teacher, more homework and for equipping the a completely ‘Mentoring is a brain to pick, different working student mentors with the skills they an ear to listen and a push in environment. Those would need to students that need the right direction’ help their younger help are allocated a mentees. Together, we trained 25 Sixth Form student to be their mentor. mentors in the first year and though at that point it was still experimental, there What was the expected relationship was an overwhelming response from between mentor and mentee? students. They displayed contagious The mentor is there not necessarily to degrees of enthusiasm, while throwing be a problem solver but more as an themselves into learning listening skills empathetic “big friend”. Mentor and and practising trust exercises, thereby mentee meet up once a week at a place

And the reality?

We have had some fantastic results from some relationships, with mentors helping students solve problems with friends or with work and organisation. Some even keep in contact with their mentees over the summer break. There was certainly an improvement in confidence and belonging in all the students mentored and the results have been truly remarkable. There were of course challenges encountered and lessons learned which have been addressed in this current year of mentoring.

What changes have been made this year?

The biggest change is that Mentoring has now been incorporated into Tanglin’s CAS (Creativity, Action, Service) Programme, newly introduced this year. This has made a huge difference in terms of the training we can offer to the student mentors, which has now become more cohesive and available over a longer period of time, due to the weekly CAS allocated time slot. To recognise the importance of, and the responsibility held by, a mentor, the selection progress has become much more rigorous; prospective student mentors now have to make a written application and are then interviewed and selected based on their suitability to the job. This has meant that mentors are now more dedicated and have their roles more clearly defined from the start of their training, which has in turn helped to boost the results seen from the programme this year. We were very excited about the prospect of using last years’ mentors as peer educators.

They have proved to be a vital resource in the training of new mentors and their commitment and contributions have been inspiring.

So what’s next for mentoring?

There is hope that once student mentors are trained cohesively, these mentors could then represent Tanglin in taking the mentoring programme through to other schools – both local and international – as part of the CAS and CSR programmes which are so important to the school.

Given the success of student mentoring this year, the idea that this programme could benefit a wider community could soon become a reality!

Student Perspective Sixth Form student about her Y7 mentee: Things started off great, my mentee is very bubbly and a pleasure to talk to. We have had a couple meetings so far and have now set a regular date for Thursday to meet up.

I often see her around school and she will wave and say hello! She (like any normal Y7 student) doesn’t like some subjects but she said that was mainly due to whoever was teaching her. We talked about that and what she could possibly do to overcome this. We have also spoken about certain issues like organisational skills and we have been improving slowly but surely! All in all I am very lucky to have such a dedicated mentee.

Student Perspective On the mentoring programme: The mentoring experience was unlike any programme I had done in school before. The official mentoring training that we went through was surprisingly useful as it taught us a lot about ourselves and has helped improve our communication skills not only with mentees but others as well. Being a mentor to a younger student is a strange role, because all of a sudden members of staff are coming to you for help and it really gives you an opportunity to give back and be of benefit to a younger student in areas where your advice might complement that of their teachers or parents.

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of their choosing to have a chat. Mentors also meet weekly with an allocated member of staff from the Student Services team. This serves as a means of providing support to the mentors as well.

Sixth Form Sixth Form Parenting 18

by Fenella Woodhouse Y12.7 & Jacqui Edmiston, with contributions from Y13 parents Students at Tanglin are very aware of what they need to do to get good A level or IB results, also of how competitive getting a university place is these days. Once in the Sixth Form, the emphasis is on keeping on top of the workload and planning ahead. We talked to parents of students who have just graduated from Y13 and asked them what advice they would pass on to those with sons or daughters entering the Sixth Form this year.

What has living with a sixth former for the past 2 years been like?!

Nerve wracking! As a parent you are responsible for the balance between school and social life. Keeping on top of the work commitments is very important but equally all students need some time away from studies. It’s a good idea to cut down on social activities pre exams, tricky with the number of 18th birthday parties

that happen in Y13! Get the cheque book ready- with all the celebrations and gifts, it’s an expensive year!!

Be prepared for the immense workload the students will have: academic work is only a part of what being a sixth former entails. Community work, sport, committees, drama, senior prefect roles, travel and adventure week, music, fundraising, part-time jobs, NYAA, MUN etc – it all adds up to a very active life.

Have the family had to make sacrifices?

Family holidays are a thing of the past!

The Easter and May half-term holidays were filled with GCSE preparation - and so it continues. The summer of Y12 is key to preparation for the personal statement - a key component in applications to UK universities - also an opportunity for a student to do work experience in Singapore or elsewhere.

This can affect the family’s summer plans and needs to be planned well in advance.

What ‘pressure points’ have you had to deal with and how have you done so?

The occasional meltdown and loss of self-belief, stress and pre-exam panic is all normal. It is useful to remember that, while your 16/17 year old is on the cusp of adulthood (and will often remind you of this) sometimes that little child you thought was gone returns, complete with an array of insecurities and fears. Allow them this; be positive, supportive and as non-confrontational as possible. They’re not too old for a hug!

Did your child go on the University trip?

If not how did they select the universities they have applied to?

TTS offers a university trip for all Y12 students, which takes place during the summer break and offers a whistle stop tour of the UK, taking in visits to around a dozen universities. Whether or not your child chooses this option, it is still vitally important that students go to visit the universities they think they are interested in. Fewer and fewer universities now call for interview, but are always open to visitors; we heard about one student

having their son’s offer reduced after a visit. At the end of the day however, whilst facilities, other students and lecturers help to form an opinion, course content is the most important factor when selecting a university and probably the biggest single reason why some students drop out. Make sure your child looks very carefully at the individual course options on offer and understands how they work.

How have you advised your child to deal with the stress and pressure of studying for A levels?

Every human being has an individual learning style and each needs to do what works best for them. Post GCSE and before Y12 is a great time to reflect on revision techniques and determine what works (and doesn’t) for them - also good preparation for the exam laden 22 months which lie ahead. During the exam period students need to be aware of the need for proper nutrition, sleep and exercise.

This year, a large group of Y13 boys have had a regular weekly football game which has given them the opportunity to socialise, let off steam and share exam experiences.

Tanglin offers an excellent mentoring system for students who need extra help to stay focused and manage their workloads. Support in the form of individual study programmes and regular communication, provided by a sixth form tutor, is readily available and is commented on by most parents as being invaluable.

Any other advice you would pass on to other parents?

Trust your child. However much you want them to go to university, the chances are they want it more. Discuss their hopes and wishes and ask them how they are going to achieve it. If you have any concerns contact teachers at an early stage. They are incredibly supportive and are there to help.

Introducing the new Head Team

Megan Roberts (Head Girl) I aim to demonstrate my dedication and commitment to Tanglin. When I graduate, I will be able to hold my head up high and say that ‘I am a student from Tanglin’; that feeling of pride and belonging is something that no one will ever be able to take away from me. I really want to help other students experience that same feeling - because there is truly no better feeling in the world!

Roarke Little (Head Boy) I’d say I hope to bring in some new initiatives, but mostly want to focus on what the students of Tanglin want, from the youngest right up to the oldest.

I believe individual initiatives are important, but do not override the needs of the students.

Dani Guy (Deputy Head Girl) I am aiming to act as a medium between the student body and the staff. As part of the Head Team, the most important thing is to listen to the needs of the students and act in their best interest, even if it means putting my own personal opinions aside.

I aim to be an approachable member of the Head Team; easing paths of communication within the Tanglin community.

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Having said goodbye and good luck to last year’s Head Team as they journey to their chosen universities, we welcome the new team, which this year includes the additional role of ‘Assistant Head’. I met the six members of the team and asked them what they hoped to bring to their roles:

Pictured left to right: Louis Davis, Dani Guy, Roarke Little, Megan Roberts and Chris Cooper. Absent: Aparnaa Balamurali.

Louis Davis (Deputy Head Boy) I want to make Tanglin an amazing school for the future by establishing a ‘Tanglin Tradition’! I want to improve consultation throughout the entire school and strengthen links in our community, so that as we become more influenced by international institutions and cultures, they simply add to our own unique cultural mix.

Lastly, I want to help Roarke and Megan do a great job and be a good Deputy!

Chris Cooper (Assistant Head Boy) As part of the new Head Team I feel it is my responsibility to represent the voice of the school as faithfully as possible. I have been at Tanglin for the shortest time out of the six of us, but have been so welcomed and provided with opportunities unimaginable elsewhere. These are the qualities I wish to reinforce as the school expands, making sure everyone in the school community is welcomed by all and given the best possible chance to flourish.

Aparnaa Balamurali (Assistant Head Girl) I hope to enhance the community spirit within the School and build on already promising opportunities that a stronger community would be able to offer. Tanglin has provided me with tremendous opportunities for the past nine years, and I now feel it is my turn to give back !

Spotlight on TLRC 20

by Jackie Stevens, Professional Development Centre Manager and Jacqui Makselon, Director of Tanglin’s Teaching and Learning Resource Centre (TLRC) Tanglin parents will already be familiar with the School libraries (Infant, Junior and Senior), which offer comprehensive learning resources for all our students from the age of 3 right through to 18. These are the more visible part of the Teaching and Learning Resource Centre (TLRC) – an umbrella title which also incorporates a further library – that of the Professional Development Centre (PDC), as well as Reprographics centres (which provide photocopying services) and Resources rooms which store, administer and stock all manner of non-library learning materials.

The Senior Library

From Left to Right: Susan Peart, Lee Mui Sin, Yap Sheue Mui, Suzanne Parfitt, Jacqui Makselon, Yati Mohd Nor, Azlinda Abdullah, Su Foo. (Absent - Siti Norlizan, Mary Morgan)

The Junior Library

From Left to Right: Barbara Philip, Shirin Mohamed Farook, Roziyati Abu Nawan, Susanne Remphrey

The Infant Library

From Left to Right: Mahes d/o Kassi, Ben Farr, Ernie Hassan

Reprographics

Have you ever wondered where all those Victorian butter pats, Thai dolls and Bunsen burners you see at open days in the Infant and Junior schools are stored? Each of those schools has a resource room which is overseen by the school libraries and operated by a resource assistant.

These rooms house science equipment, historical “artefacts”, maps, guided readers, big books, and all the miscellanea that are needed for specialist subjects. The resource rooms also administer the thousands of reading books issued to the students in the Infant and Junior Schools. Needless to say, our wonderful resource assistants are highly organised and methodical!

The Reprographics centres are pivotal in providing services which enhances quality teaching and learning. With one centre located in each of the schools, they are manned by a four-strong team who are dedicated and seemingly tireless!

The Reprographics team meet all the schools’ photocopying, binding, laminating and printing needs. In addition to these services they also cover every book that is in use by teachers and students, including all library books, reading books and textbooks and in so doing, ensure these expensive resources remain in good condition.

The TLRC employs a total of 24 enthusiastic and dedicated staff.

We are proud to be a department that offers opportunities to unskilled workers who have drive and aspirations, and through training and mentoring, can develop their ability to take on skilled tasks. Upskilling is also offered to existing departmental members who are encouraged and supported in further learning. Currently there are five members of the team studying first or master degrees, and many others hold professional qualifications. The TLRC strives to deliver added value in all areas of the School’s daily life and are an important part of life at Tanglin.

Resource Assistants

From Left to Right: Annie Lee, Josephine Chang

Reprographics Team

From Left to Right: Ong Bee Hua, Mary Chin, Mary Tay, Afandi bin Shafie

Professional Development Centre Library The Professional Development Centre Library is located on Level 3 of the old Sixth Form building. It is staffed by a qualified librarian and houses and manages all the school’s curriculum and departmental teaching resources, as well as a wide range of general educational texts for professional interest, development and research. It also provides a quiet haven for all staff - teaching and support - to study, work and meet.

A recent decision to widen the libraries’ scope has seen the development of a parenting collection for the wider community, and after only a few short months, there are now approximately 60 titles available for loan. For convenience, these resources are available in the school libraries, and are rotated every term so that all parents can have access to all titles. So far, the new collection covers areas such as nutrition, dealing with twins and multiples, gifted children, learning disabilities, bullying, raising children, as well as emotional issues such as separated parents, loss of a loved one, anger management etc. Please feel free to visit your individual school library to see the full collection.

Professional Development Centre Manager

Jackie Stevens

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Resource Rooms

Showcase: Art • Drama • Music

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Visual Arts

Summer Arts Festival

by Rob Le Grice, Head of Senior Art On June 18, the Senior Art Department unveiled its stunning Summer Art Exhibition to the public; parents, guests, teachers and pupils of all ages came to see the artwork created by graduating students from the GCSE and A level courses here at Tanglin. Not only was the artwork a feast of colour, creativity and expression, but the auditorium-style environment on levels 4 & 5 of the new Sixth Form Centre lent a professional edge and a sense of awe and wonder to the event.

Although every exhibiting student deserves congratulations, special mention should be made of two students in particular. Cassie Bowes (Y13) won the Guest Artist Prize for Outstanding Artistic Talent, presented by acclaimed Singaporean artist Justin Lee, who said that “her work would not look out of place in a professional gallery.” (Table installation above). Secondly, Amy Walter (Y11) won the Visitors Choice Award. With hundreds of votes counted, Amy came top by a considerable margin, evoking many admiring comments from those who voted. (Running tap image below)

“This is brilliant work, how do you do it? When I’m at this year, I want to be just like this!” (Pravesha, Y5)

Showcase: Art • Drama • Music

Drama

Drama at Tanglin provides opportunities for students to develop socially, intellectually and artistically. Students are taught Drama at all year levels and by subject specialists in the Junior and Senior Schools. The Drama Department is proud to announce a considerable increase in productions and CCAs on offer next year.

Some of the opportunities include: • Y5 class performances performed in the Senior Drama Studio in Term 3 • Y6 Drama/Musical Production in Term 2 • Junior School Drama CCAs • Senior School Production in Term 1 • Y10 Production in Term 2 • Y7-9 Production in Term 3 • Senior School CCAs (such as Backstage and Improvisation clubs) • Doubling the number of curriculum hours for juniors.

Senior Drama A-level Duologues and Y9 and Y10’s ‘Living with Lady Macbeth’ In Term 2, A Level Drama and Theatre Studies students performed a series of duologues. Jason Le and Jenni Ciupa performed an intense extract from Sarah Kane’s ‘4.48 Psychosis’ and this was followed by Zoe McParlin and Alex Saloyedoff’s brave work on Kane’s ‘Blasted’. The comic antidote to this was provided by Fenella Woodhouse and Eilidh Weir’s extract from Goldoni’s ‘A Servant to Two Masters’ and rounded off by Hannah Armstrong and Nick Lang’s scene from Thomas Otway’s ‘Venice Preserved’. The day’s work was brought to a final culmination with the whole ensemble performing an edited version of Caryl Churchill’s feminist play ‘Vinegar Tom’, set in 17th century England during the witchcraft trials. Contemporary music, voice, rhythm, dance and story combined to offer a rare glimpse of the horror and oppression of our past, while shedding light on attitudes which have carried through to today.

In Term 3, January France, Drama Specialist at Tanglin, directed the play ‘Living with Lady Macbeth’, which involved Y9 and 10 students, including an assistant director from Y10, Corinne Ackermann. This play was not realistic in terms of its setting and shape, but instead a contemporary take on a powerful Shakespearean character.

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by Jeffery Aitken, Head of Drama

Showcase: Art • Drama • Music

Music 24

by Benjamin Hur, Director of Music Term 3 saw an abundance of musical events and performances involving students from across the whole school.

Junior Ensembles Concert

The Junior Ensembles Concert was held in May at Fusionopolis’ Genexis Theatre.

The event proved to be a highlight of Term 3 for the Junior Music Department with a wonderful programme of vocal and instrumental selections. The audience was treated to a most entertaining repertoire by 150 students from ten different musical ensembles.

Summer Fete

This fun-filled day featured performances from a number of talented musicians from across the school. Highlights included the Junior Choir and Rock Band, the Gurkha Pipe Band and voice/instrumental duos by talented senior students - Stella Talpo with Tom Galea (voice/guitar) and Clarissa Dharmaseta with Michael Van der Mark (voice/piano).

(See p29 for a visual record of this popular event)

Bahrain School Visit

In July, Tanglin hosted 59 students plus five members of staff from St. Christopher’s School in Bahrain, whose wind band, orchestra and various chamber groups played during senior assembly and afterwards in the Berrick Building Performance Hall. Tanglin musicians also joined the performers in a concert at St. George’s Church.

Concerts

‘What a Wonderful World’ was the theme of this year’s colourful Y4 concert, which was beautifully performed and involved music and songs with an environmental theme. Staying with the environmental theme, children in Reception all took part in a lively concert at the end of last term. Entitled ‘Where’s My Mummy’, the concert was all about animals, and featuring singing and dancing.

Queen’s Birthday Party

Tanglin’s jazz band performed at the Queen’s Birthday Party held in June at Eden Hall, the residence of the British High Commissioner, which was also attended by Singapore’s Minister of State for Foreign Affairs. The highlight of the evening was the band’s version of the British National Anthem, played in a unique rumba style. Two choristers from the Junior School, unfazed by the 500-strong crowd of guests, performed a beautiful version of the Singapore National Anthem. Their performance was described by one of the guests as ‘the best rendition of her own national anthem that she had ever heard’!

Final Assembly

The Tanglin Orchestra, the Training Wind Band, Infant Strings, the Junior and Senior Chamber Choirs, the Boys Choir and soloists Caitlin Raymond and Kimtalie Ahuja - along with the whole school community - came together on the last day of term to sign off the end of the 2009/10 school year and to bid farewell to outgoing CEO, Steven Andrews.

Accompanied by the Y10 Rock band, the whole school gave a rousing rendition of Green Day’s ’Time of Your Life’. Good luck Mr Andrews, we will miss you!

Looking Ahead

The new school year will see all of the Arts at Tanglin - Music, Dance, Drama and Art - join forces to produce larger scale performances, including a musical

by Y6 in Term 2. We look forward to this exciting collaboration of artistry and expertise, which further strengthens and demonstrates Tanglin’s commitment to the Arts.

Sport Tanglin sport has seen many successes this year, as is evidenced by the many different accomplishments our students have made, combined with an overall rise in participation. With the dedication shown by the PE staff and the enthusiasm shown by Tanglin students, sport at TTS continues to go from strength to strength.

TANGLIN SPORTS AWARDS EVENING Tanglin’s senior sportsmen and women were recognised at a formal awards evening held in the Berrick Sports Hall on May 2. The event was hosted by Director of Sport, Emma Calcutt, together with last year’s Head Boy and Girl, Sebastian Hughes and Priyanka Venkataraman. In addition, the achievements of all teams representing Tanglin at SEASAC and other international tournaments, were celebrated. A special appearance was also made by the Singapore Slingers, who trained with our basketball teams in order to prepare them for their up-coming tournament.

Particular congratulations went to Fred Baark and Bella Grosvenor who were named overall Sportsman and Woman of the year respectively.

Male Basketballer of the Year

Fred Baark

Female Basketballer of the Year

Bella Grosvenor

Netballer of the Year

Bella Grosvenor

Rugby Player of the Year

Louis Paul

Touch Player of the Year

Heather Piening

Boys Tennis Award

Jack Ashfield

Girls Tennis Award

Katie Wood

Gymnast of the Year

Thomas Higginson

Male Athlete of the Year

Andrei Czolak

Female Athlete of the Year

Olivia Price

Male Swimmer of the Year

Thomas Blin

Female Swimmer of the Year

Kate Johnson

Male Footballer of the Year

Josh Donovan

Female Footballer of the Year

Jasmine Harley

Girls Volleyball Player of the Year

Marta Dezio

Cricketer of the Year

Sam Franks

Male Badminton Player of the Year

Adrian Wilder-Smith

Female Badminton Player of the Year

Maria Stapleton

Dancer of the Year

Jennifer Stacey

Outstanding Sportsmanship Award

Alec Brittain

Sportsman of the Year

Fred Baark

Sportswoman of the Year

Bella Grosvenor

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by Jourdana Ponter Y12.2

FIRSTS FOR TANGLIN Under 10/Under 12 Tennis

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For the first time ever, the U12s took part in a competitive tennis season and both the U10s and the U12s entered the ACSIS tennis tournaments for these age groups. Well done to all eight U10 boys who produced some superb results; a particular congratulations to Irvin Fung who was in the U10 top category. It was extremely unfortunate that the boys and girls U12 tournament was rained off but we are looking forward to competing in the rearranged tournament in September.

On Saturday June 27, we held the Tanglin Cup U10 and U12 tournament. There was some excellent play and some real talent demonstrated. Congratulations to Ben Ashfield and Joshua Hucksteppe, winner and runner up in the U10 boys event, Gabriel Utama and Matthew Gledhill in the U12 Boys, and Charlotte Arbuthnott and Claire Johnston Hume in the U12 Girls competition.

Under 14 Badminton

We have been cultivating badminton at Tanglin, with the U14 squads showing tremendous improvement this year.

Both boys and girls teams entered in the ACSIS league for the first time and performed superbly in a sport that is very new to Tanglin, competing against more experienced badminton teams. The boys had a tremendous 5-0 win against the

very skilled Canadian School. Looks like one to watch for the future!

Under10/Under12 Cricket

This season also saw Tanglin host the first ever U10 and U12 cricket leagues. Our U12 boys played regularly at Dempsey Fields in the School League, taking home the silver medal, whilst the U10 boys competed for the very first time and played some excellent indoor cricket games in the Berrick Sports Hall.

There is a lot of excitement around these new sporting endeavours and we look forward to more excellent results for next year’s teams.

INTERNATIONAL COMPETITION AT TANGLIN Success at Junior FOBISSEA Games!

Tanglin hosted a superb FOBISSEA games last term. Our Junior competitors were a real credit to the school and produced excellent results. Particular congratulations go to Tanglin’s swimmers and athletes who achieved many excellent individual performances. In the athletics events, Tanglin won a staggering 32 gold medals, 14 silver medals and 16 bronze medals and in swimming, we took home 7 gold, 8 silver and 3 bronze. Well done

to the Y6 girls T-ball team who won the bronze medal, the Y5 boys footballers, who received a silver medal, and to the Y6 boys footballers who were awarded a bronze medal.

This year, instead of giving a gift to our visitors as is the normal tradition, our main sponsor, Edgen Murray, made a donation to Cambodian-based charity, Tabitha Foundation, who have purchased eight water wells on behalf of each of the schools that participated in the FOBISSEA games.

Under 13 Invitational Tournament

This term also saw Tanglin host an U13 Invitational tournament, following the disappointment of the Bangkok FOBISSEA Games being cancelled.

It was a fantastic tournament with a number of guest teams taking part in the football and basketball. Garden International School made the trip down from Kuala Lumpur and provided exciting competition in the swimming and athletics events.

We are looking forward to hosting the U13 FOBISSEA Games at Tanglin next year, from March 31 - April 2.

LOOKING AHEAD Tanglin students can look forward to even more sport this year, with the introduction of an afternoon of sport for all Junior students in each year group and a one hour sports activity for students in Y1 and 2. These sessions will focus on our core sports and in the case of the Juniors, will allow students to compete through the House system. See the Junior pages in this issue for information on this programme.

With an ongoing commitment to greater sporting opportunities for all, we can look forward to many more celebrations and achievements by both the student body and the PE staff. Thanks and congratulations to everyone involved in sport at Tanglin.

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PTA 28

by Frances Beretta, PTA President

PTA President, Frances Beretta, answers some frequently asked questions: How do we find out how funds raised by the PTA are being spent?

Firstly, we communicate everything that we do in our ‘PTA Highlights’ which is sent via the ‘TTS in Touch’ newsletter to all parents every Friday. In addition, messages are often sent by email via TTS Communications and emails forwarded to parents by class representatives. It is really important that parents read these as it is how we tell you everything that is going on! This includes information on how funds have been spent. Broadly speaking, the process here involves us going through a ‘wish list’ of items that would not usually be covered by school budgets. Together with Tanglin’s leadership team, we vote on those items that are deemed most needed. Recent items purchased include the new Junior playground, the Infant Eco-Garden and the Weather Station in the Senior School.

Funds from the financial year that ended March 31 this year will be allocated at the Executive Committee Meeting, to be held early in Term 1.

What events did the PTA organise last school year?

In chronological order, we kicked off in Term 1 with the PTA Newcomers Coffee Morning, followed by the Quiz Night, an event popular with parents and staff alike; then towards the end of the term we held the Tanglin Christmas Fair, which incorporated the traditional Book Fair. Supper under the Stars was held in Term 2 and in Term 3, we had Pretty in Pink and the Summer Fete. All of these

events, along with smaller functions such as the Grandparents Tea and Junior Discos, share the same objective - to build community spirit. Raising funds is the ‘icing on the cake’. As the pictures opposite illustrate, the Summer Fete, in particular, embodies this objective, engaging all members of the TTS community, from students and parents, to teachers and support staff. Without their support these events simply could not happen.

What changes were voted in at the last AGM in June?

We will see some new faces - and old faces with new responsibilities - on the PTA Executive Committee this year.

Susan Peters-Berg steps down after five years on the PTA; she is going to be busy in her new role as President of Womens’ International Tennis Singapore (WITS). She is succeeded as Junior Vice-President by Suzy Grant, who joined the committee as an Ordinary Member last year. Ally Kiggell, our new Infant Vice-President, succeeds Reepa Patel, whose daughter has moved to the Junior School. Reepa takes over PTA Products from Jill Byles, who stepped down from the committee after a number of busy years arranging events, in addition to PTA products. We also bid a fond farewell to Maxine McMahon-Brown, who left Singapore this summer (and who was responsible for a lot of the wonderful posters and promotional material we produced last year) and Jean Wright, whose daughter graduated from Tanglin in July.

A warm welcome to two brand new committee members: Lorna Regan, who has a son in Junior School, and Sonia James, who has five (yes five!) children at Tanglin. Additionally, we welcome our new Teacher Representatives: Estelle Hood, Rachael Cregg, Tess McCabe, Angela Dawson, Julie Cooper, Sarah Davis and Suzanne Sutton. A very big thank you to the previous committee for all their time and effort and I am looking forward to working with the new committee on this year’s projects!

When is the PTA Office open?

We have, over the years, made various attempts at keeping the office open at regular times each day, but we have found that there is not really a need for this, except in the run-up to big events, when we do try to keep the office open more often. We also keep contact numbers posted on the door in the event that the office is unmanned.

Please remember that the PTA Executive Committee is 100% volunteer based and that we are simply not able to man an office all day. However, we are in and out at some stage every day, so if the lights are on, we are home and we welcome visitors!

And finally…

On behalf of the PTA Executive Committee, I would like to thank Steven Andrews for his continued support over the past few years. I have always felt that he appreciates and values the work that we do and I am grateful for that. We all wish him well in his new venture and are looking forward to working with his successor, Peter Derby-Crook.

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Creative Writing Helium

By Sophie Aston Y12.6

As I write, two hearts lay together Side by side they bind their destiny They have found the love they’d envied And grasped the one of steadfast eternity Before, her heart cried out to stars She had painted pictures with her tears She hid behind puppet strings Swallowed in her own fears She reached out towards his hand Clutched on tight to her only vision Slipping away in to safety To witness her own disruptive collision For the first time she feels faith The feeling that she cannot fight The compassion she sees within his eyes When both their worlds fall to unite The emotion she feels now has no explanation No words to describe the incredulity Her head releases a symphony of sins And opens the door leading to reality As the sun forgives the clouds And as the rain absolves the sky A smile smothers a young girl’s face And allows her to rest in peace tonight “I love you”- The three most sensitive words The words that rescued me from despair And so like balloons our hearts will dance Until we meet again in mid-air

Dedicated to someone special Artwork by Hannah Atkinson Y11.7

Freedom

Madeleine Bui Y10.5 The room remains eerily silent. My voice echoes down the never ending hallway. As I step into the inky depths of my room, my footsteps sound like drumbeats on the cold cement floor. The room is stuffy, yet there is a biting chill in the air.

This is where I feel most welcome. Free from prying eyes. Yet as I lay down to sleep each night, I feel a nagging sense of unease.

A small sliver of moonlight manages to dance its way past the bars on my windows causing shadows to flicker on the greying walls. It’s almost like someone is there. Watching me.

I lie on my lumpy bed, listening to chains rattle as each gust of cold winter wind blows by. How I long for summer again. To even be allowed into the warmth of the sunlight was considered a luxury.

The asylum hardly saw sunlight. Only the cheap, white florescent lights lighted the dark and grubby hallways.

I can’t wait for summer again, when I’ll finally be let out of here.

Then I’ll have something I always longed for. Freedom.

The Fence

Hilary Samuels Y11.2 The Fence stands tall There to protect us and separate us There to save us from danger There to make us feel at home There for our safety The Fence is strong The Fence is good But the fence can be broken But the fence confines us But the fence blocks out friends But the fence keeps us apart The Fence has weaknesses The Fence stands tall and is good It protects us but can be broken It saves us but confines us It makes us feel at home but blocks out friends It is there for our safety but keeps us apart The Fence is a barrier. It is strong.

It has weaknesses. It is ours. Our Fence.

Artwork by Emily McDonald Y11.1

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The four panels they call walls seem to creep closer to me each night. Enclosing me in this cell like a prisoner.

Ask Student Services 32

by Claire Holmes, Kendra Frazier, Sally Gordon, Sarah Whyte, Karen Ormerod, Sarah Le Grice and Isobel Barclay

Welcome to our new Student Services page. Each issue, the four areas that make up Student Services - Counselling, Nursing, Careers and PSHCE - will come together to offer advice on a question commonly posed by parents.

What do I do if my child feels left out?

This issue we tackle the topic of ‘being left out’. Most children at some point in their lives experience being excluded from a party or suddenly being ignored by friends. Being rejected or repeatedly ignored can be a painful experience for a child.

As a parent, what can you do to help your child deal with exclusion from a group or social event?

From Counselling:

It’s important to validate your child’s feelings. By listening carefully and empathically, you show you are there for your child, that ‘you get it’ and that their problem is important to you. When you withhold judgment, you give your child the ‘space’ he/she needs to express him or herself fully. Venting feelings without being judged or given answers can sometimes help a child to feel more able to cope with the problem at hand, even when there is no obvious “solution.”

Helping your child maintain his/her self-esteem at this time is important too. Find out from your child what strengths they recognise in themselves and remind them of what you and others close to them appreciate about them as an individual. You may want to spend a little extra time with your child right now, to give that extra bit of emotional support. Do some fun things together, although do be careful not to encourage over-reliance on your company. Maybe this experience can be seen by your child as an opportunity to get to know other classmates who seem interesting. It can also help children to read stories about how other children have handled rejection (for instance Tico and the Golden Wings,

by Leo Lionni, is excellent for younger children). Visit any of our librarians for age-appropriate suggestions.

From Nursing:

Children do not always display their reactions to events or situations that have upset them immediately. Reactions can emerge later and often manifest with physical symptoms. These can range from regression of behaviour such as thumb sucking, nail biting and sleep disturbances, to recurrent abdominal pain. The pain children suffer is very real and sometimes severe and it is therefore important to ensure there is no identifiable physical or organic cause. Once this has been established, the symptoms usually resolve with reassurance that this is normal, and with understanding and support.

From PSHCE:

You may like to let the class teacher/ tutor know this has happened so they can monitor things in the classroom.

Children should be encouraged to take an optimistic approach towards the situation, i.e. talking about the problem as a temporary, isolated incident that can be changed with some effort; this might involve making friends with others.

Children should also be encouraged to remember that they may not have had an influence on other people’s decisions, but they can choose how they react to it – learning how to develop an optimistic reaction to such events will help to build their resilience for future events.

From Careers:

Echoing the optimistic approach, encourage your child to look beyond the current problems and consider broadening their horizons. Talk about future plans and ambitions, perhaps consider taking a skills and aptitude test to help them to recognise their strengths and develop a sense of purpose. Help them to understand that they will meet new people by developing hobbies and interests outside school. This in turn may lead to empowering opportunities and less dependence on the environment in which they currently feel isolated.

Continue to monitor school and social life. While encouraging your child to solve this problem on their own, bear in mind that if the experience of being excluded continues, do not downplay the situation.

At that point, it’s time to let us know, either by speaking to your child’s teacher, tutor or Head of Year.

Student Services is located on Level 3 of the new Sixth Form Centre.

Senior School Library Book Reviews

Top 5 most popular books

The Hunger Games by Suzanne Collins Love, Aubrey by Suzanne LaFleur The Knife of Never Letting Go by Patrick Ness The Picture of Dorian Gray by Oscar Wilde Nineteen Eighty-Four by George Orwell Jeremy Clarkson ‘Driven to Distraction’

I recently read this, the latest Jeremy Clarkson book and thought it was pure genius. I have read quite a few of his books but for me, this one goes that extra mile. Of couse it helps that I am a car fan, since one does have to know about cars to be able to understand a lot of the humour in the book, especially when he criticises the BMW designer for making such ugly cars! In this book, Clarkson talks about cars that he has reviewed, and for ‘petrolhead’ car enthusiasts like myself, it is great to be party to his opinions (which happen to concur with mine on many topics). What I most enjoyed about the book though, is the way Jeremy weaves his personal life into his reviews; including his timely yet scathing political remarks, especially those targetted at the Labour government and Mr Gordon Brown. It is also the rebellious and defiant stand Clarkson takes against the politically correct culture that we endure today that for me, makes this book a brilliant read.

By Conor Knell Y9.2

Laurie Halse Anderson ‘Chains’

Chains is a wonderful, gripping story that just has to be read. Set in the past, at the time of the American War of Independence, the story follows the lives of 13 year old Isabel and her sister Rachel who are slaves. Although they had been promised their freedom, the two girls are sold to new owners and find themselves in New York having to adapt to a new way of life there. Isabel has one strong dream however, that of being free with her sister, and it is her courage and determination to achieve this which makes the plot complex and exciting. The topic of slavery is not often found in books and this unusual theme, combined with a plot that has moments of heartbreak as well as waves of happiness, makes this a very different yet creative story. I highly recommend this book and completely agree with its selection for the Carnegie Medal shortlist. In my opinion, it should definitely not be missed!

By Camille Hillion Y7.6

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Book Reviews

Junior School Library Book Reviews

Top 5 most popular books

Year 3: The Mummy with no name by Geronimo Stilton Year 4: The Tuckshop Kid by Pat Flynn Year 5: Ten by Shamini Flint Year 6: Secrets by Jacqueline Wilson Non Fiction: Guinness World Records 2009

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Extracts from Y3 letters to authors Dear Jacqueline Wilson, My name is India and I am 8 years old and live in Singapore. I LOVE your books and to be honest you are probably one of my favourite authors. Although your situations are really sad, you put them in a really funny way. I have to say my favourite character has to be Tracey Beaker. I just love the way she acts and responds to people like Cam and Elaine the Pain. I love her because I’m sort of naughty at home but good at school and I get good ideas from her, like I put slime in my mum and dads bed and I frightened my mum with a fake cockroach and lizard.

India Boyd Y3.4 Dear Mr Blake, My name is Grace and I am eight years old, I go to TTS. We have been studying you and your work as part of a study of authors. You have been the main author. I especially like Mrs Armitage as she is a very crazy character. I hope you do not mind me asking some questions, mostly about your books.

1.

How did you get the idea for Arabel’s Raven?

2.

Where do you usually write your books?

3.

Do you like always being an author and illustrator or do you like just one of them?

Grace Pedley Y3.1

Dear Mr. Horowitz, My name is Tom and I am 8 and I like your books because they are action packed, interesting and gripping. I’ve read six of your books and am reading Snakehead at the moment. I really like Alex Rider because he always gets out of trouble and has “the luck of the devil’. I like all the characters except Alan Blunkett who is boring and doesn’t appreciate Alex. I like how all the character’s names match their personality.

Tom Ings Chambers Y3.4

Infant School Library Book Reviews

Top 5 most popular books

The LEGO Book by Daniel Lipkowitz Standing Small: a celebration of 30 years of the LEGO mini-figure by Nevin Martell The Battle Begins (Star Wars: The Clone Wars) by Rob Valois Do not open this book! by Michaela Muntean and Pascal Lemaitre Luke Skywalker's amazing story (Star Wars) by Simon Beecroft My favourite book is Dinosaurs Before Dark (by Mary Pope Osbourne). I liked it when the T-Rex goes forwards to Jack when he’s behind the tree and his friend Pteranodon saves him by getting him and flies back to the treehouse where Annie, Jack’s sister is.

It is very interesting but some girls could be scared.

Matthew White Reception 4

The Last Word Reflections on a road well travelled 35

by Steven Andrews

“Life is a journey, not a destination” (Ralph Waldo Emerson)

As my time at Tanglin draws to a close, in what is Tanglin’s 85th year, and I reflect upon the experience of my last four years, I find Emerson’s simple and oft-quoted statement nonetheless appropriate and profound.

In the early 1960’s I journeyed, as a child, to Singapore. The world then was a much bigger place and I recall feeling that I really had travelled to the other side of the world and arrived a long, long way from home. As a teenager, I enjoyed every moment of my time in Singapore and when, too soon, the time for departure arrived, I really didn’t want to leave. I promised myself that one day I would return… a promise almost forgotten until, quite serendipitously, I received a call almost 40 years later from Tanglin!

Like all of the best journeys, my time at Tanglin has been full of interesting challenges, a few surprises and, I’d like to think, one or two achievements. When I arrived in 2006, Tanglin held around 1700 students. This year, by the start of Term 1, we will be over 2600 strong. We have grown physically, with about 50% more floor area than in 2006, including state of the art sports, performance and Sixth Form facilities. And most importantly, we have grown educationally, with the introduction of Chinese across all schools, a new Early Years and Foundation curriculum in the Infant School, a new Senior School science programme and at Post-16 level, the International Baccalaureate. There were, by the way, 45 students in the Sixth Form back in 2006. There will be, this August, close

to 250 students in Y12 and 13. And whilst all this has been happening, test and examination results have improved year-on-year.

In all of this, I would like to acknowledge the tremendous quality of Tanglin staff, whose skill and dedication make these achievements possible. I have not worked with better and want to thank them for all they have done and will continue to do. There is no doubt that the Tanglin employees go the ‘extra mile’ and it has been an honour to travel with them.

All good journeys are memorable and my really lasting memories arise from the daily contact and conversations with Tanglin students. A day has not gone by without taking time to speak with students, it’s what has kept me enthused and in touch.

Whether at the gates in the morning, over a coffee in Café Vive, in classrooms or simply walking around the school, I have found Tanglin students to be generous, confident, socially skilled and great fun. They are quite simply the best. I count myself fortunate to have had the opportunity to walk a few, humble paces

with them on their learning journeys.

All journeys must come to an end, if only to allow new ones to begin. Each and every one, therefore, has to be appreciated for what it can offer and make possible. For me, it has been a privilege to live again in Singapore. It has been a privilege to lead Tanglin through the last 4 exciting years. It has been a privilege to work with the professional goodwill, commitment and humour, from all sections of the Tanglin community that has been necessary to make Tanglin better and better. And it has been a privilege to work with students who give their all, all the time. I have often said that, in schools, to make gold you need to know what it looks like. As I end this journey and start another, I want you to know that I now know, even more than before, what gold looks like. For this alone, journeying half way around the world has been worth every mile.

I wish Tanglin and all who travel with her into the future the very best of success.

BON VOYAGE!

95 Portsdown Road, Singapore 139299 www.tts.edu.sg Tel: 6778 0771 Fax: 6777 5862 Email: communications@tts.edu.sg