Feature: Scottish Opera Collaboration Spotlight: Introducing the TTS Foundation The Last Word: Outstanding Professional Learning15

of Tanglin Trust School Vol 15 09/2013MCI (P) 039/07/2013

The Voice

WelcomeThis edition of The Voice provides a range of articles from across the school community during Term 3 of our last school year (2012–13). I hope that the samples of activities chosen will give you a flavour of our school. It is very difficult to translate a 4D experience into a 2D magazine and, indeed, it is impossible to capture the energy and excitement that was evident at the live events. Perhaps the expressions on faces will convey more of what is happening than the text that accompanies them! The culmination of our school year celebrates what has been achieved by every student over the course of the year. For some, great improvement might be represented by outstanding examination results. But, most of our children don’t take examinations at the end of the year. What of the amazing growth and development of our Nursery and Infant children? Progress and learning at this end of our spectrum can be more dramatic than at any other stage. I am filled with admiration for our Infant School teachers as they wave goodbye to their classes at the end of a school year as totally different young people from those who arrived the previous August. They then prepare to receive a new class who are right back at the beginning, sometimes with even the basic routines to learn. All members of our Infant School

Contents

04 Staff NewsGoing Above For Beyond!Notes From The UndergroundUnsung Hero

06 FeatureCollaboration with Scottish Opera

09 AlumniLove is All Around

10 SpotlightIntroducing the TTSFoundation

12 Our WorldThe Green Wave

14 Infant SchoolDiamonds, Tiaras and Ties

16 Junior SchoolMoving On

18 Senior SchoolSupporting Positive Decision MakingWorld Scholar’s Cup

Who said that there is no romance left in the world? There is certainly romance in the air of the Tanglin community. One of our articles in this edition talks of couples whose romance started at Tanglin! Another talks of our Alumni and the growing connections being made across the world between Friends of Tanglin. It’s not easy to measure romance, but I do discern a growing affection for Tanglin both from the existing community and from our recent and established Alumni. As we start to plan for our 90th birthday in 2015, we will be looking to harness this affection to make our celebrations quite special. Please enjoy this walk through our daily lives here in school.

Peter Derby-Crook Chief Executive Officer

staff have incredible understanding, skills and patience. To see our Infant Strings Group or ukulele players, or to witness the confidence of Infant readers in assembly, or to see the level of focus and concentration applied to a challenging task is impressive to say the least. This edition bears witness to celebrations held for 30 years of service to Tanglin by the lady who is, and has been for many years, behind everything that the Infant School team do – Geraldine Chandran, Head of the Infant School. The heartfelt fondness from the whole school for this outstanding Head was palpable as we spoke about her and presented her with a specially designed cake! The visit to our school by Scottish Opera opened our eyes to the relevance and beauty of this wonderful art form. There are few opportunities for many of us to witness opera and far less opportunity to work with opera singers and directors culminating in a performance. This was a very special project that drew together students and parents from across all sections of the school. All who took part in, and those who watched, the two performances cannot help but to have been left with a great impression of how opera reflects life and how it can, through music, drama, dance and song, create a vibrant illustration of it. We are planning to repeat this collaboration every two years.

Editors: K

atherine Massey &

Ali Fairhurst

Design &

Layout: Matthew

Durant

Contributors: S

tudents, Staff and P

TA

Photography: The C

omm

unications Team & other contributors

Printer: O

z Print S

ervices

Tanglin Mission Statement

Tanglin Trust School Singapore has a long tradition of providing British-based learning with an international perspective. At

Tanglin we strive to make every individual feel valued, happy

and successful. Responsibility, enthusiasm and participation are actively encouraged and integrity is prized. Working

together in a safe, caring yet stimulating environment, we set high expectations whilst offering

strong support, resulting in a community of lifelong learners

who can contribute with confidence to our world.

12 Our WorldThe Green Wave

14 Infant SchoolDiamonds, Tiaras and Ties

16 Junior SchoolMoving On

18 Senior SchoolSupporting Positive Decision MakingWorld Scholar’s Cup

20 Sixth FormLife in the Sixth FormCommunity Links, Ladakh 2013

23 ShowcaseArt • Drama • Music

26 PTALooking Back on a PTA Year

27 Sport & ActivitiesFaster, Higher, Stronger

30 Student ServicesSenior Library

32 Creative WritingA Selection of Infant, Junior & Senior Writing

35 Book ReviewsInfant, Junior, Senior & Parent Reviews

38 Roving Reporters & The Last Word

‘The Voice’ herein refers to ‘The Voice of Tanglin Trust S

chool’A

ll students’ year groups referenced in this issue are accurate at tim

e of print.

Our 389km cycle did its job of raising the profile of Beyond Social Services and inspiring the children, but even more impressive was the collective total of nearly 1,000km covered in shuttle runs by the children on House Day. Every child ran and knew why they were running – their commitment was amazing. Through their sponsorship, we collected more than $40,000, an amount that really will change lives for the better.

This project was testament to the spirit and determination of the children and staff at Tanglin. Thank you to everyone who supported us!

Going Above for Beyond by Andy Martin, Head of Houses, Junior School (2011–13)

‘Great minds think alike’ or ‘fools seldom differ’. I am not sure which of these phrases applied more aptly as me and Mr Hastwell texted each other, “we should do this,” whilst watching David Walliams and his team of celebrities cycle the length of Britain for Sport Relief. Whichever it was, the idea had been firmly planted and, shortly afterwards, planning had begun. The children chose the local charity Beyond Social Services, which works with children and families in crisis across Singapore, as the focus for our efforts. The 2013 Tanglin Junior House Challenge: Kuala Lumpur to Singapore in 24 hours!

As teachers, we encourage charity work to aid the development of a social conscience and open-mindedness. Throughout this project we wanted the students to be engaged and have ownership, understanding that their individual decisions and actions have an impact on the larger social structures and

Staff News

communities in which they live. We wanted them to realise that they have the power to change things for the better, if they are willing to work for it… and work they did!

The ride itself was so much fun. We were lucky with the weather and had no technical issues so, despite fighting blistering heat and pitch black roads, we managed to complete the challenge in 17hrs 28mins. This was a result of the combined efforts of the cyclists (myself, Mr Hastwell, Miss Munro, Mr Andrews and Dr Hope) along with our invaluable support team (Mr Rawlings and Mr Dunstan).

04

Unsung Hero by Ali Fairhurst, Communications ExecutiveGiam Joanese, or Joe, as he is known, started working at Tanglin in 2008 in the cleaning department. Joe’s helpful manner and his keen interest in sport soon became known to colleagues. Susan Totton, Shared Services Manager, says, “Joe was always offering to help out in the PE department and I encouraged him to apply to be a Facilities Assistant.” Joe’s attitude was so positive that he was encouraged to develop his skills further with support from the school’s Continuing Professional Development

outlying islands and the New Territories. In 1994 my first trip to Chiang Mai introduced me to an exciting new world of tropical cave exploration. I joined forces with an American expedition from National Geographic and, using technical vertical ropes and rigging, we were able to abseil and explore a number of huge cave shafts that had not been visited by humans before.

In 1999, together with my brother and a Swedish cave photographer, we surveyed and photographed a series of caves in the Philippine island province of Palawan. It was there that the so-called ‘Horror Cave’ lived up to its name when we were trapped in our underground camp for three days by torrential typhoon rains!

Earlier this year, I accompanied a Thai/American expedition to Doi Angkang, close to the Burmese border. It took three days for our team to place the bolts and rig secure ropes on each vertical cave shaft, but after abseiling more than 200 metres into the cave, the pain of hanging in our harnesses was quickly forgotten, and we were thrilled to hear the sound of rushing water ahead. A tell-tale breeze drew us further in to the cave, and we were soon running along several kilometres of previously uncharted river passage.

This sense of discovery and achievement is exhilarating and I still can’t think of anything more exciting than following a river passage right through the mountain. However, it’s usually the spiritual and almost supernatural beauty of the surroundings that makes these experiences so special. Caves are very rich in history and we have found ancient teak coffins, prehistoric cave paintings and the fossilised remains of an elephant on past expeditions!

Notes From The Underground by Martin Foakes, Head of Outdoor Education

As a child I used to spend much of my spare time climbing trees, scrambling over rocks and generally exploring the countryside near my home. I was lucky enough to have an inspirational and enthusiastic science teacher who took us rock climbing all over Britain. I spent all my pocket money on weekend trips to the Lake District and during the summer holidays I worked at a local factory to save up for expensive climbing equipment.

I chose Leeds University because of its reputation for good climbing in the Yorkshire Dales, and during my three years there I would spend every available moment scaling the local crags or training at the climbing wall. I started to venture further afield in the holidays and soon I was ticking off some of the easier mountaineering routes in the French Alps.In 1993 I moved to Hong Kong, where I quickly joined the local climbing community and began exploring the

05

Caving and climbing have given me so much fulfilment and I feel incredibly privileged to have visited so many beautiful and exciting places during my 20 years in Southeast Asia. I have learned that our time in the great outdoors shapes our character and forces positive personal growth. I also believe that physical challenge becomes far more meaningful when the cultural and natural significance of our environment is respected. So I am thoroughly looking forward to sharing more adventures with the students and staff of Tanglin in my new role as Head of Outdoor Education.

fund. Over the years he has completed a lifesavers course; football coaching courses, working his way up to being a fully qualified coach; and his instructor’s course in rock climbing. He is very involved in the Junior CCAs, and is often at the pool. When Joe, who lives in Johor Bahru, is not with his family, he is a volunteer coach for five local football teams made up of children who were not selected for school teams. Joe says, “The children had passion and spirit and I wanted to help them play and to keep their morale high.” Susan comments, “This is typical of Joe, he always wants to help others. His contribution to Tanglin has been so valuable, he really is very special.”

06

FeatureCollaboration with Scottish Operaby Katherine Massey, Head of Communications

Last term, Tanglin was fortunate to host Scottish Opera for a 10 day residency. The Scottish Opera team worked with students, staff and parents on multi art-form workshops throughout the 10 days which culminated in the staging of two operas, Hansel & Gretel and Way Out West.

Scottish Opera’s Education Department has a long, established history of working with schools and their wider communities, both in the UK and internationally. The Company’s team of professional artists, including stage directors, opera singers, composers and film–makers, works with students and staff in residency–style workshops to stage interpretation–based operas using music, drama, dance, art, textiles and media.

Building on the success of a similar collaboration at the ESF (English Schools Foundation) in Hong Kong, Malcolm Godsman (Tanglin’s Head of Music 2011–2013) decided to bring Scottish Opera

to Singapore, seeing the opportunity for cross cultural exchange and arts enrich-ment within the whole Tanglin community.

Scottish Opera’s General Director, Alex Reedijk commented ahead of the visit, “We are really looking forward to working with students and staff on this exciting project at Tanglin Trust School. Scottish Opera’s Education Department is the longest-standing of any opera company in Europe, so this is a great chance for our team to pass on the benefits of their

experience to the Tanglin community. I also know that we will learn a lot from working here in Singapore, and I look forward to taking those lessons back to Scotland with us as we continue our education work at home and around the world.”

Tanglin was delighted to welcome Scottish Opera for this exciting initiative which extended across the Infant, Junior and Senior Schools, across faculties, as well as to parents. Students were involved in intensive rehearsals as the chorus and as small character groups in the two operas, singing alongside the Scottish Opera soloists. School Orchestras played excerpts from the full Hansel & Gretel score whilst the school’s Senior Band played the Way Out West score. Student composers also had an opportunity to work with Scottish Opera composers to write and perform a specially commissioned piece.

Also extending across the arts, Senior students and Infant students, with their parents, worked on a costume customising workshop for Hansel & Gretel; art students helped out with

07

“This was an amazing opportunity for members of the Tanglin community to work with Scottish Opera’s creative team. Students had a chance to sing, act, dance, compose their own music, decorate their own costumes and even create visual and film footage to be used as scenic backdrops for the performances. We were delighted to welcome the Scottish Opera team to our school for what I hope is just the start of an ongoing partnership.” Peter Derby-Crook, Chief Executive Officer

“As a parent it was a privilege to be involved and to see the school perform at such a high level. It was inspirational for me and my wife. Many thanks to the team for such an awesome experience.” Parent

make-up for the actual performances; and a group of students made sweets, treats and ghoulish props for the production. Drama students supported the technical and stage management aspects during rehearsals and the live shows, whilst media students went off-site around Singapore to take photographs and video footage which was used as live digital backdrops in the shows. On-site, they worked with various software packages to create the film footage.

Jane Davidson, Scottish Opera’s Education Director, and one of the team members at Tanglin, commented during her visit, “We are delighted to be here at Tanglin working with pupils across the Infant, Junior and Senior Schools. The children are creating a double bill of performances that we think shows their

capacity for music, film-making, costume design and storytelling that has been nurtured to such a high standard by the staff here at Tanglin. We are also very pleased to welcome parents of some of the youngest pupils into the project to perform alongside their children – rein-forcing a key aspect of the school’s mission statement to set high expectations and offer strong support.”

Despite the haze at the end of the term, which threatened to put a close to school activities, the Scottish Opera team and the 267 students involved, remained steadfast and engaged to the last. Their commitment and efforts were reflected in two stunning performances of Way Out West and Hansel & Gretel, one for their fellow students and a second showing for their proud parents and members of the community. The productions were thoroughly enjoyed by both audiences and the overwhelming feedback was that students performed at an impressively high standard alongside the Scottish Opera

“It was wonderful to see my daughter throw herself into something with so much enthusiasm. The end productions were absolutely first-class and I couldn’t believe how much they had achieved in such a relatively short amount of time. What a wonderful opportunity for the children to learn about all the aspects of an opera production and an amazing experience for them to work along-side dedicated and passionate professional singers. Thank you Tanglin!” Parent

singers, as well as amazement at how much had been achieved in just ten days.

A huge thank you goes to our sponsors Jones Lang LaSalle with the Berkeley Group, as well as the Tanglin Parent Teacher Association (PTA) and TTS Foundation, whose generous contribu-tions made this wonderful initiative and collaboration between Scottish Opera and Tanglin possible.

Although exact dates are yet to be confirmed, Tanglin hopes Scottish Opera will be back with us in 2015 to work with yet more of our students, staff and parents on similar style workshops and operas. The intention is to extend this wonderful opportunity to as many members of our community as possible. The Scottish Opera visit in 2015, and resulting performances, will be particularly

significant as they will form part of the celebrations to mark Tanglin’s 90th year. More information on these and other celebrations will follow over the course of this year so watch this space!

08

“I thought it was a really great experience and I’d love to do it again. It was really nice to be able to work with people who came from abroad especially to show us what they do and I really enjoyed the way we got to do everything from making our costumes right through to learning new songs and performing.” Amena Boyd, Year 7.5, Junior Chamber Choir, Hansel & Gretel

One of the primary objectives of Tanglin’s Alumni community is to connect current and former students, faculty, staff, parents and families. From time to time, these connections blossom into romance. Recently, some Alumni lovebirds returned to Tanglin to share their stories.

The Wenham Family

Patrick and Anita met as Tanglin teachers at a bus stop early in the morning shortly after Patrick arrived in Singapore in 1988. Patrick remembers feeling very jet lagged and uncommunicative and Anita being very chatty and animated! Their relationship developed following a performance in a staff band at the Tanglin Junior School annual show in 1988 and a tennis match at the British Club. Patrick proposed to Anita at the top of the Westin Stamford, now the Swiss Hotel Stamford, which was then the tallest hotel in the world. Their marriage took place on 4 August 1990, with Tanglin teachers present. Rather than sailing off into the sunset, they flew off in a hot air balloon after the wedding reception!

After a stint in the UK, Patrick and Anita returned to teach at Tanglin in 1996 with their two young children, Hannah (then five years old) and Sam (then two years old). Patrick taught in the Junior School and Anita in the Infant School for the next five years, thoroughly enjoying their time at Tanglin and in Singapore.

The Wenhams called in at Tanglin in April 2013 on their way back from staying with Sarah Dunn and Alan Newton, former Tanglin teachers, who now live in Brisbane, Australia. Patrick and Anita were honoured to be invited to Geraldine Chandran’s 30th anniversary celebration which provided a wonderful opportunity to catch up with former colleagues.

Currently, Patrick is Head of Haslemere Prep School where Anita is Head of the Junior Department. Patrick will be taking up a new headship in 2014 at Bickley Park School in Kent.

Honeymooning AlumniDuncan Fellows and Felicity MacDougal (both Class of 1997, pictured here) attended Tanglin Junior School in the late 1980s. Over the years, their families kept in touch and close friendship developed into romantic love. In April this year, Duncan and Felicity visited Tanglin whilst on their honeymoon!

Hayley Hendy (Class of 2004, Tanglin Infant School 1989–90) and her husband Stephen Woods also took a trip down memory lane on a honeymoon visit to Tanglin in May.

09

AlumniLove is All Aroundby Nellie Rogers, Alumni Manager

Register with the Alumni community at http://alumni.tts.edu.sg to access class photos (1978–2012), Yearbooks (1975–2012), school publications and other memorabilia.

The Our World Fund, now managed by the Tanglin Trust School Foundation Ltd (a registered charity) continues to support enrichment activities and projects outside the regular curriculum. Since the fund was launched in 2010, a diverse range of initiatives have been supported. To qualify for funding, all initiatives must have a strong link to Tanglin’s mission statement – particularly the vision for Tanglin to be ‘a community of lifelong learners, who contribute with confidence to Our World’ – and fulfil one or more of the Creativity, Action and Service (CAS) learning objectives below.

CAS Learning Objectives

To increase awareness of personal strengths and areas for growth

To undertake new challenges

To plan and initiate activities

To work collaboratively with others

To show perseverance and commitment in activities

To engage with issues of global importance

To consider the ethical implications of actions

To develop new skills

Making An ImpactMany of the initiatives supported by the Our World Fund have a direct impact on a large number of students in school. For example, last year, the Our World Fund subsidised the cost of specialist instrumental music tutors to introduce all children in Year 5 to a wind or a brass instrument; and the Tanglin Goes Greener (TaGG) environmental group received funding to buy giant recycling bins to be placed around the campus as part of an ongoing campaign to raise awareness about recycling.

Increasingly however, individuals and small groups are being encouraged to apply for funding, in the form of various awards, to help carry out projects where, although the initial direct impact may be for a relatively small number of people, the indirect benefit to the wider community will be significant as these individuals and groups report back on their experiences. In doing so, they will not only raise awareness of something that is important to them but will also inspire the next generation of Tanglin students to consider and meet CAS goals.

New Grants and AwardsAn exciting development in 2012–13 was the establishment of Alumni Grants for graduating Year 13 students who apply and meet the funding criteria. This matching grant, where students must raise at least 50% of the funds required, is designed to support students undertaking a worthwhile endeavour in between leaving Tanglin and starting a higher education course. The first recipients of these awards were busy this summer with various adventures including coaching rugby in Sri Lanka, travelling in Europe and carrying out environmental studies in Indonesia. We are very much looking forward to welcoming these recent Alumni back to Tanglin and hearing their reports.

10

SpotlightIntroducing the TTS Foundationby John Ridley, Director of Learning

“Operation Wallacea in Sulawesi was an incredible experience. Although it was challenging this made it all the more rewarding as we learned more about ourselves, our capabilities and extended our knowledge of both human and physical aspects of conservation and geography.” Medha Basin (Class of 2013, Alumni)

11

Tanglin has recently introduced the Deirdre Lew Service Award which will be available to Year 10, 11, 12 and 13 students. Deirdre Lew is a former Tanglin parent, former PTA president, former governor and charity organiser. In recognition of her services to Tanglin this award has been created in her name. The Award aims to encourage students to make a positive contribution to the world they live in through service learning outside school hours and during holidays.

In addition, two new categories of award have been introduced at the start of this school year. The first develops the brass and wind music tuition for Year 5 mentioned earlier. Students who have shown particular promise during the classroom based programme will be recognised with a Music Award and will be eligible for subsidised music lessons should they choose to continue their learning in that instrument. It is hoped that the Music Awards will benefit the whole Tanglin community as we see the recipients joining our school orchestras in the years to come.

The second new award is to support two students from the Lamdon School in Ladakh, Northern India, to study at Tanglin’s Sixth Form as Community Link Students. The Sixth Form has a long standing relationship with Lamdon School, with groups from Tanglin visiting each year (read more about this year’s visit on

page 21). Tanglin was instrumental in providing funds and support for this community following devastating floods in 2010. Subsequently through visits, homestays and medical interventions, the partnership between the schools has widened and deepened in every respect. We are very excited about the opportunity for the Lamdon student

ambassadors to interact with larger numbers of our student body and we wish them every success in their studies here. Building sustainable relationships is a key element of our community links and service learning, and we hope that this initiative will be of mutual benefit for both communities.

Quantifying the effect of Our World initiatives is challenging and requires much thought about exactly how our students become ‘lifelong learners who can contribute with confidence to Our World’. There must always be a demonstrable impact for a project to receive funding but, sometimes, it is the many intangible benefits of involvement in these projects and experiences that touch individuals, and the wider Tanglin community, in the most powerful ways.

“Thank you for implementing the Green Wave campaign in your school. I look forward to your continuing support to inculcate in the young a deeper sense of ownership for greenery, nature and our beautiful City in a Garden.” Ng Cheow Kheng, Director, Horticulture and Community Gardening, National Parks Board

Our WorldThe Green Waveby Charlotte Ford, Year 9.8

12

Imagine a wave that spreads round the world, starting in the Far East and travelling west where, at 10.00am local time, people plant trees as part of an eco-campaign. It’s called the Green Wave and, on 22 May 2013, Tanglin took part in this global initiative. Members of the Infant, Junior and Senior eco groups pitched in to plant a nutmeg tree, chosen as it is a locally important tree in Singapore.

The Green Wave is a global campaign to educate children about nature and biodiversity. Each year, the Green Wave will contribute to worldwide celebrations of the International Day for Biological Diversity. It also supports other national, international and global tree planting initiatives such as the UNEP (United Nations Environment Programme) led Billion Tree Campaign. This year, the event took on a special meaning as 2013 marks 50 years of ‘greening’ Singapore, with children from 237 schools in Singapore planting and caring for more than 630 Green Wave trees.

Tanglin’s new tree is on one side of the staircase leading up to the Sixth Form. On the other side, you can see a huge banyan tree. This banyan tree used to stand where the Berrick Building is now. People felt so strongly that this magnificent tree should be preserved that it was dug up and moved by a crane to its current location.

The nutmeg tree and the banyan tree will form part of Tanglin’s Tree Trail, (see facing page for more infomation on this) created and documented by the Senior eco group, Tanglin Goes Greener (TaGG).

13

Follow some of the trees on Tanglin’s Tree Trail! The trail joins ten of TaGG’s favourite trees around the school grounds. One of our aims in documenting a trail is to help share knowledge about how green Tanglin is, hence our name – Tanglin Goes Greener!

NutmegLatin name: Myristica fragansLocal name: Pokok palaLocation: At the bottom of the Senior Library stepsFacts: Donated to Tanglin by Green Wave 2013. It produces two different spices – mace (from the seed coat) and nutmeg (from the seed kernel). It used to be used for snuff instead of tobacco but has hallucinogenic effects in large quantities!

BananaLatin name: Musa sapientum fixaLocal name: PisangLocation: Behind the Senior MPA and science classroomsFacts: Some Asian societies believe that ghosts are linked with banana trees. Banana trees are not actually trees but a perennial herb.

Sealing Wax PalmLatin name: Cyrtostachys rendaLocal name: Pinang rajahLocation: By the chess board alongside the Junior covered walkwayFacts: Has slow germinating seeds and takes around one year to fully germinate. The red stems of the palm can be boiled down and the wax extracted from them is used for imprinting the seal on documents and letters.

FrangipaniLatin name: PlumeriaLocal name: KembojaLocation: Memorial trees between the Astro and Green DeckFacts: The closer to the Equator it is, the more colourful the flowers are. They won’t burn except in extreme heat (>500 Celsius!). In Mexican myths, the Gods were born from frangipani flowers. In India, they are a symbol for immortality.

Strangler Fig/Chinese Banyan TreeLatin name: Ficus benjaminaLocal name: WaringinLocation: At the bottom of the Senior library stepsFacts: Strangler figs kill the tree they wrap around by depriving it of nutrients and sunlight so only a hollow interior is left. As it grows, it wraps itself around the host tree and they fuse together.

Look out for the Tree Trail signs which will be in

place soon!

1953 was already becoming a year to remember as the world recognised the extraordinary achievement of the New Zealander Edmund Hillary, and the Nepalese Sherpa Tenzing Norgay, on becoming the first to reach the summit of Mount Everest on the Nepal-Tibet border. Then on 2 June, the people of the United Kingdom rejoiced at the coronation of her majesty Queen Elizabeth II. But it was not until Wednesday, 24 June 1953 that a family in Leeds could truly celebrate as they welcomed into their family a new baby girl – one Geraldine Mary Gibney aka Mrs Chandran!

14

Infant SchoolDiamonds, Tiaras and Tiesby Angela Dawson, Assistant Headteacher, Infant School

Last term we had not one but two wonderful occasions to celebrate Geraldine Chandran, Head of Infant School. In April, we applauded Geraldine’s incredible 30 years at Tanglin. The Infant School would not be the great school it is today without the long term dedication and leadership of our Head of School. In June, Geraldine turned 60 years old.

1953: the year of the Water Snake. Those born under this sign are thought to be the most intuitive and understanding of all of the snakes. They are influential, motivated, insightful, highly intellectual and work well as part of a team. They are elegant, calm and determined, possessing a strong charismatic presence which cannot be ignored. Being creative and great thinkers they are also very adept at solving problems, essential qualities for a Head of School.

With the gift of compassion and an interest in human welfare, Geraldine could have done well in politics, law, medicine or therapy. Similarly, by embracing her intellectual interests, careers in science,

engineering or social science could also have been fitting. On the other hand, those born under the Water Snake sign have been known to be successful entertainers. With so much choice at her fingertips we are pleased that she

was inspired to go into teaching by the passion for education displayed by her very first teacher, the auburn haired Miss Rogers at St. Theresa’s Primary School in Leeds.

15

On Monday, 24 June the children arrived in school to find that a mystery envelope had been delivered to their classroom within which they found an unexpected invitation…

In celebration of Mrs Chandran’s 60th birthday all the children were invited to her ‘Big Birthday Party’ for an hour of community, friendship and fun!

All the adult guests were asked to wear pink, purple and silver in honour of Geraldine’s diamond birthday.

As a special treat class parents organised for batches of cakes and biscuits to be baked for the children and the grown ups to enjoy at the party.

Geraldine was suitably surprised by the arrival of her family, especially her daughter Alex who had flown in from London for the occasion.

A sincere thank you to everyone for their support in making it a very special day, not only for Geraldine but for the children who mean so much to her.

Meet the Teacher The children enjoy their final trip to the Juniors before joining a fun session with their new teacher in their new classroom, which has a warmth and vibrancy that compliments the setting in the Infant School. The class play games, ask questions and leave safe in the knowledge that their new teacher is perfectly normal, kind and not at all scary!

16

Junior SchoolMoving On by Rachel Day, Assistant Headteacher, Junior School

We experience many transitions in life – especially in expatriate life. These, whilst often exciting, may also be rather daunting, particularly for children. Our aim at Tanglin is to discuss transition openly, honestly and with an emphasis on embracing change as an important life skill. We regularly ask parents and children about their views and experiences and try to meet potential concerns with positive, logical and supportive solutions.

The whole school places great importance on pastoral support and we have strong tracking systems. Each child has a detailed record of their achievements, attitude, concerns, personal beliefs and interactions with friends and peers. The children themselves play a vital role – their thoughts, reflections and questions are always responded to and considered.

As the children move through their school life, we strive to find a balance of promoting independence whilst retaining the valuable support both in school and at home. Parents remain integral through a variety of trips and events. Key roles such as class parent and ‘hands on’ workshop opportunities also open the door to the curriculum and learning methods.

Year 2 to Year 3 Transition

By the time the children reach Year 3, several exciting opportunities have already occurred, many alongside the current Junior children. We have found that the key to a successful transition is a variety of opportunities, spaced across the term, enabling every child to take part and for a visit to the Juniors to become the norm. Some of the transition activities that take place are:

An Assembly with Mr Ingram He tells the children about his own childhood growing up in the Caribbean, reads a story and answers some of their burning questions.

Play in the Adventure Playground and a Visit to the Junior Library With a Year 3 buddy, the Year 2 children experience the calm and nurturing space of the library which opens their eyes to the wealth of wonderful resources on offer as well as experiencing a place in which they can rest and relax.

Cooked Lunch in the Junior Canteen A Year 3 buddy shows Year 2 the ropes, from where to sit, choices they can make and how to tidy up after eating. The Year 2 children tell us this makes them feel “very grown up.”

A ‘Quiz Tour’ Around the Junior School The children tell us that one of their biggest worries about a new school is getting lost. To counter this, Year 2 and Year 3 children work in small groups on finding key areas of the Junior School, learning about each area as they go.

PSHCE (Personal, Social, Health and Citizenship Education) Lessons The topic of change is a key one in the PSHCE curriculum, especially in Term 3. In the safety of their own class, the Year 2 children discuss the normality of change and its importance in our lives. They reflect upon changes they have already experienced and are encouraged to view next steps as positive, exciting and natural.

17

Year 6 to Year 7 Transition

For the Year 6 children, transition means leaving the Junior School building which has, for many of them, become like a second home. Spending the day in the Senior School is key to a successful transition but, as with the Infant to Junior transition, we believe in offering several experiences to demystify the Senior School as much as possible.

English, ICT, Maths, Art and Science Taster Lessons In art, students experience our purpose built rooms and have an introduction to still life drawing. During science, Year 6 took part in three lessons, allowing them to earn stamps on their ‘Science Passport’ which outlines key skills, knowledge and practical techniques needed in Senior School science. The Bunsen burners were definitely a highlight!

Visits to the Senior Library By Year 6, the children often feel ready to move on and the mature, calm and purposeful atmosphere of the Senior Library is a perfect place to establish themselves as more independent learners. Seeing the Sixth Form students studying often gives the children an inspirational real life vision of where they might be in a few years.

Visits from the Seniors Throughout the year, Senior students return to Year 6. They share projects, answer questions and reassure the younger students of the positive experience of ‘moving up.’ Some questions are more comfortably asked peer to peer and it is important to create an atmosphere where concerns are addressed in a sensitive and honest way. For many children who do not have an older sibling or a senior link, these opportunities are invaluable.

Assemblies and PSHCE Sessions To compliment our SRE (Sex and Relationships Education) programme which focuses on change, PSHCE lessons enable the children to identify their own feelings about moving on in the safety and security of structured sessions. The idea of change being natural and positive is reinforced.

Transition Day Finally, for one day towards the end of Term 3, Year 6 become Seniors for the day, taking part in lessons, experiencing different teaching styles and learning and, of course, the much anticipated lunch time arrangements and food!

By the end of the transition programme, the Year 6 children, many of whom we remember nervously joining our school years previously, are walking with a new sense of confidence and maturity. They are ready and eager to be Senior School students and can’t wait to replace the white shirt for a subtle shade of blue. Junior School staff look forward to seeing them begin an exciting new journey and understand that a shy smile as we pass in the corridor may overtake the once exuberant conversations from previous years.

18

Senior SchoolSupporting Positive Decision Makingby Caroline Masterson, Head of Personal, Social, Health, Citizenship Education (PSHCE), Senior School

Last term saw the return of representatives from Freedom from Chemical Dependency Educational Services (FCD) to the Senior School after their last visit in 2008. FCD is the leading non-profit provider of school-based substance abuse prevention services around the world. It bases its education programme on the belief that children are most likely to make responsible choices regarding the use of tobacco, alcohol and other drugs if they are:• provided with accurate information • respected and listened to • given exposure to positive role models • afforded the opportunity to reflect on the impact of certain choices and poor

decision making

A hugely effective strand of the FCD education programme is asking students to question the perceived ‘social norms’ within their community. What is evident is that poor decision making amongst teenagers often comes from a belief that, “everyone is doing ‘it’. I should do ‘it’ too.” Asking students to challenge this idea, and having them arrive at the realisation that a few might be doing ‘it’ but the vast majority are not, is often very liberating for students. The hope is that through this process students consider more deeply the type of person they wish to be and develop the strength to listen to their own internal voice when making life choices.

Throughout FCD’s week long visit, a prevention specialist gave presentations to year groups and ran focused workshops with Year 9 classes, also providing a well-received evening session for Senior School parents. The dynamism, charisma and unflinching honesty about the story and experience of a recovering addict captivated students and highlighted the dangers of drug and alcohol use, especially at a young age. The effusive reaction from students, staff and parents was overwhelming and we hope to invite FCD back to the Senior School this academic year to continue to promote positive decision making, healthy choices and better understanding of social norms.

If you are interested in finding out more about the school’s approach to substance education and its drug policy, please see the TTS Family Handbook Quicklinks on the TTS Portal.

“Kari was inspirational, especially the way she turned her life right back around, from what she described as pretty much rock bottom. It was really interesting and quite hard hitting hearing about drug dealers from someone who actually had things to do with them. She had seen the real thing, and was not just someone saying “drugs are bad and so is alcohol, don’t do it.” Talking to Kari felt really relaxed, laid back and just plain easy – she was open to pretty much any questions about her addictions. It was an awesome thing to have done and I feel really happy I met her!” Jaz Heber Percy, Year 10.8

“Thank you for organising such an interesting and helpful talk this evening. Although we all hope that we will never have to face dealing with such issues with our children, one never knows, and it is far more helpful to be given guidance on prevention as opposed to having to deal with the issue.” Parent

19

World Scholar’s Cupby Shriya Vishwanathan, Year 8.8

During the last school year, students from Years 7 to 10 took part in the World Scholar’s Cup, an international academic competition with students participating from over 30 countries. The World Scholar’s Cup unites students from different schools to debate, write, learn and, most importantly, make new friends.

There are four parts to the World Scholar’s Cup:• The Scholar’s Challenge, an exam paper where test scores are combined;• The Scholar’s Bowl, rather like a quiz show, complete with team clickers;• Collaborative Writing where team members collaborate to plan before each

writing an essay; and• Team Debating where the participants work together to debate propositions,

like ‘Resolved: that science will always lead to better things.’

At the regional rounds of the World Scholar’s Cup in Singapore, the Tanglin team won a host of awards against stiff competition from Singapore’s top schools. The best teams were selected to compete in the global round in Dubai. The events were extremely intense. In addition to the usual competition tasks, there was a scavenger hunt in which teams of students from different schools had tasks to accomplish and things to find in the Mall of Dubai. Once again, Tanglin won a number of awards at the overall competition.

The competition finished off with a fancy dress Scholar’s Ball and the Night Desert Safari, an exciting jeep ride over dunes to an oasis with banquet dinner, seating on carpets, camel rides, henna tattoos and lots of sand under a near full moon. An evening social at Al Boom Tourist Village along the Dubai Creek allowed the students from different countries to consolidate new friendships. Finally, there was a flag march as part of the closing ceremony, in which Tanglin’s Sophie Tottman carried the Singapore flag!

This may only be Tanglin’s second year with World Scholar’s Cup, but hopefully, it will also become a permanent competitive event. Anyone interested in competing should contact Mr Sylvander at careers@tts.edu.sg.

“It was incredible to experience different cultures from all around the world, it also allowed me to recognise certain aspects of my own. I have gained friends from opposite sides of the world with whom I have a surprising number of things in common, despite our different upbringings. All in all, World Scholar’s Cup has challenged and developed my intellectual capabilities and interests.” Joe Rollason, Year 11.3

20

Sixth FormLife in the Sixth Formby Julie Barlow, Assistant Headteacher, Senior School, Head of Pastoral Care Guidance and Support (Upper School)

Sixth Form at Tanglin is about much more than just academic study. These two years give students a chance to grow and embrace a whole range of new opportunities before they head off to further study, a gap year or National Service. Those opportunities may be in service learning; an in-depth study of a chosen academic field through the independent research task of the Extended Project or the Extended Essay; or leadership through sport, the House system or by being a pastoral, duty or faculty prefect, or even a member of the Head Team.

Students with initiative have the chance to be proactive and spearhead individual or group projects such as the Debating

A Good Year in Politics by Harry Scoffin, AlumniAs one of the politics prefects for 2012–2013, it has been wonderful to have played a part in raising awareness of key political issues on campus. The year began with a trip to Singapore’s Supreme Court which provided a riveting insight into local politics. It was a landmark case concerning the Prime Minister’s ‘unfettered discretion’ in calling by-elections, staged by a cleaner and attended by Opposition Leader, Kenneth Jeyaretnam.The next event was a reception with UK Cabinet Minister Francis Maude, a man instrumental to the Tory modernisation project and the formation of the ruling Con-Dem coalition government. He talked candidly about the pragmatism

of David Cameron, the pitfalls of coalition, rebalancing the economy, the great Margaret Thatcher and his party’s electoral prospects for the 2015 election.

In March, politics students from Year 13 were pleased to host a debate on ‘Globalisation and the Singapore Way’ with young political scientists from Denmark, who were writing dissertations on the subject. We contrasted Denmark with Singapore with a focus on the political environment, tax, education, civil liberties, immigration, health and welfare.

Nathan Phillips, Y13.5 and Michael Wilson, Y13.7 recently set up a debating society for all those interested in discussing political issues of the day. The first session was held in April and the obvious

focus was the late Margaret Thatcher and her enduring legacy: “Margaret Thatcher healed the Sick Man of Europe. Discuss.” The group naturally split into two equal factions and the debate was vigorous. Mr Gulston, Assistant Head of Faculty, History, was the judge and declared the Thatcherites the winners. Unfortunately, time was limited but we reconvened and staged debates on David Cameron’s prime ministerial dominance and whether or not Britain should leave the European Union. It is encouraging to see the level of interest this has attracted and I am sure it will become a staple for students and teachers alike in this new academic year. For those whose political fire has been ignited, please see the official Edmodo group: su6b6w.

Society set up by Nathan Phillips, Y13.5 and Michael Wilson, Y13.7 (see below). The Alumni Grant supports alumni who wish to undertake projects that will enrich their understanding of the world and their place in it. This year, we have been impressed by the quality of applications and range of activities proposed from competing in the European Flowboarding Championships to conservation projects in Australia and Indonesia.

To underpin this ethos, the Graduation Ceremony for the Class of 2013 saw the introduction of our new Headmaster’s Awards for Community, Curiosity and Humility, plus an additional award to recognise exceptional commitment. We were delighted to acknowledge the achievements of award winners: the Head Team for Community, Oliver Katzinski for Curiosity, Hannah Gledhill for Humility and Alex Bennett-Leat for Commitment. We hope that students such as these will continue to inspire the same qualities in others.

21

Community Links, Ladakh 2013by Craig Davis, Assistant Headteacher, Senior School, Director of International Baccalaureate

In June this year, 18 Tanglin IB students from Year 13 joined forces with two optometrists from Global Clinic, a Croatian orthodontist, a member of the United Nations military, a surgeon from Kathmandu, a Ladakhi GP, four Lamdon School students, six dentists from Dundee, 600 Tibetan monks, a man called Bill Kite and a dog called Snowy.

Why? To fulfil a year long service learning project. As part of the project, students received training from Global Clinic, a team of medics based in Singapore, in how to carry out basic diagnostic eye screening. This training enabled them to take part in medical camps across the Ladakh region of Northern India. Against a spectacular backdrop of the Himalayan mountains around the provincial capital, Leh, this wonderfully diverse crew of people set up three camps attached to several Tibetan Buddhist monasteries and successfully screened nearly 1,000 monks, nuns, villagers and local students.

The aim of this substantial endeavour was to ‘professionalise’ the service contribution of our students to medical camps established in Ladakh by Bill Kite, who has worked with the community in Ladakh for several years. The training was followed by a spectacular contribution by the Tanglin parent community, led by parent Deirdre Lew and a team of volunteers, to raise money during a charity auction evening to help provide the dental and vision clinic at Lamdon School with much needed specialist equipment, tools and supplies.

Within two days of their arrival in Leh, the students, teachers and medics were screening Tibetan monks and putting their training into action in some unusual settings, including the innermost prayer room of an ancient Ladakhi monastery. Students will never forget one of the earliest elderly patients who arrived with a particularly nasty mouth abscess. The Ladakhi translator told us the lady could not recall her age, full name or even when her last remaining tooth had actually fallen out! Also, despite the tremendous pain she must have been in, she tried to tell the dentist not to waste time or resources

on her as she could get along eating soft food and “anyway I am going to die soon so what’s the point!” This first example of the moving humility of the Ladakhi people was replicated over and over again during the camps and made a lasting impression on those who had the privilege of working with this community.

Following the first medical service day, the Tanglin students headed towards Stok Kangri mountain peak and the start of a six day Himalayan trek. Accompanied by a fantastic team of Nepalese sherpas, Tibetan horsemen - and Snowy the dog - the group began the journey towards the goal of reaching the Stok Kangri basecamp and Matho La pass at 5,000 metres.

22The trek took the group through spectacular landscapes featuring gigantic sedimentary buckled rock layers left over from the cataclysmic plate tectonics that created the Himalayas.

The colour contrasts of ochre rock and mountain peaks set against brilliant blue skies were striking. Students were awed by majestic golden eagles sailing across canyon skies whilst weaving between Tibetan stone temples decorated with sheep skulls and Buddhist prayer flags.

There were three highlights of the trek: the first, the ascent to 5,000 metres to the peak of Stok Kangri Mountain. This was a challenge and many of the team struggled and had to push themselves but all were successful. The second was the subsequent trek over the Matho La pass as the clouds dropped over the group and bathed everyone in a fine, chilly mist accompanied by large, icy hailstones. The sense of achievement at the top was immense and the clouds broke to reveal a stunning view - an opportunity to fully absorb the mystical landscape and sense of occasion.

The third peak moment was joining forces with the sherpas to unfurl the long Tibetan prayer flags over the length of the pass. Students spent the previous evening in quiet contemplation in a tent writing personal and moving messages on each of the flags. According to Tibetan lore, these prayers, memories, thanks or wishes flutter in the Himalayan wind and disperse across the four corners of the earth to spread compassion and diminish suffering for all of humanity. It was a moving

ceremony and one which the students will never forget. I suspect it will return to their minds for many years to come.

Once the group returned they faced three more medical camps in the remaining monasteries, this time working with not only the optometrists but a team of dentists. Each patient was given a full cardiovascular, optical and dental screening and the work involved was intense but incredibly rewarding.

Helping the young novice monks in their claret robes and the Lamdon Primary School children proved to be the biggest talking point amongst the group. Needless to say, the spontaneous football match that broke out at the end of the day between 15 local students and the Tanglin students proved challenging. Adaptation to

altitude proved the deciding factor in the result… 4-3 to Lamdon School.

The group returned to Singapore exhausted but feeling very positive and with a real sense of humility at having made a very tangible difference to the Ladakhi community.

23

Showcase: Art • Dance • Drama • Music

ArtSummer Art Exhibition by Debbie Coulson, Head of Senior Art

The Summer Art Exhibition was again a huge success. As always, it was a pleasure to see the culmination of so much hard work. Starting with a private view for the students involved and their families, there was a chance to reflect on achievements and explain ideas and outcomes. The evening was richer for a performance by some Senior School dancers accompanied by some very able musicians. The exhibition remained open for a few weeks and it was great to see students from all three schools enjoying it as well as other members of the community.

Yet again, the work spanned a wide range of approaches from drawing and painting to sculpture and ceramic pieces. Animated outcomes sat next to work rooted in traditional practice. The change in scale between works was another key feature of this year’s exhibition; we had students producing bold, ambitious paintings that covered sheets of 6ft x 4ft board and also exquisitely crafted, beautiful smaller pieces of work which embraced pattern, repetition and rhythm. Personal starting points and areas of interest were apparent with, for example, references to dance and music. Perhaps this is one of the greatest pleasures – to see the individual journeys students undertake and how far they move over the duration of the course.

24

Showcase: Art • Dance • Drama • Music

DramaLet’s Play!by Dileep Nota, Year 6.1 and Sydney Wright, Year 6.3

In May this year, Tanglin hosted the first ever Primary Schools ISTA (International Schools Theatre Association) Festival in Asia and everyone had an amazing time. The focus of the three day festival was ‘Play’ inspired by the Plato quote, “You can learn more about a person in an hour of play than a year of conversation.”Four international schools in Singapore came to Tanglin. We learned new things, took risks and made new friendships. Drama games helped us to get to know each other and work as a team. We also went to the Singapore Science Centre and learned about physics by making paper aeroplanes which we then used in our performance.

In workshops we learned how to turn ordinary props into something else – we turned a fan into a boat engine and a bird cage into a fancy hat! In physical theatre, we made secret doors with our bodies and created the atmosphere of a haunted house. It was loads of fun but we still had to work hard, negotiate to solve problems and listen to everyone’s ideas. Some of us worked on Hamlet – we played with masks and tried using Shakespearean language which was a real achievement! We were also taught sign language by a composer whose choir performed in the Olympics. This was fun but challenging and we are pleased that we can now sign the alphabet.

Not only was this the first ever Primary Schools ISTA Festival in Asia, but we are proud to be the first ever Tanglin children to complete our Arts Award Explore Certificate. We’ve had fun sharing our experiences of the arts, learning new skills and finding out more about all kinds of different art forms.

Medeaby Hilary Jenner, Head of Drama (2012–2013)

Last term was very busy with GCSE and A Level practical exams. For the first time, AS students were able to perform their production of ‘Medea’ in Studio 3. This meant that the audience’s experience of the production was much better as the students were visible at all times. The directorial interpretation of Euripedes’ classic tale of passion and fury was modernised and set in the hot house that was the colonial world of Singapore before the war, with the emphasis being on Medea’s otherness. This created an interesting dynamic between the characters and was something that the student body were able to understand with relative ease.

Showcase: Art • Dance • Drama • Music

Music

25

One Voiceby Ali Fairhurst, Communications Executive

Students, staff and parents from all three sections of the school put on a truly amazing performance of music, drama, dance and art for an audience of over 800 at last term’s One Voice Concert at the University Cultural Centre Hall, NUS.

After much excitement backstage in the dressing rooms, the concert opened with some energetic moves from the Year 2 dance group who showed remarkable poise and an infectious sense of enjoyment as they boogied to Grace Roberts’, Y13.9 and the Senior Jazz Band’s lively rendition of ‘You Can’t Stop the Beat’.

The entertainment continued with a mix of contemporary classics including a touching delivery of ‘Castle on a Cloud’ from the talented Junior Chamber Choir; a superb piece by the Senior Ceilidh Band, which got everyone’s toes tapping; and some very accomplished singing from individual students and whole school choirs.

Junior and Senior School musicals were also showcased. The excerpt from the Year 6 musical, ‘Alice In Wonderland,’ left the audience with a genuine sense of admiration for the students’ considerable musical talent, acting expertise and comic timing not to mention the vivid costumes which perfectly captured the topsy-turvy spirit of ‘Alice’.

Choreographed by students, performances from Senior dance group, Rhythm Addiction, and the Year 3 and 4 Groovy Movers provided vehicles for student talent at every level. Students were joined by the consistently excellent Wessex Singers, and Six of One, featuring students and staff, impressed with an a capella version of ‘Feeling Good’.

All performers were supported by the capable direction of the music staff, other teachers within the school and members of the Senior Orchestra, who all showed great composure in such a formal setting. To close the concert, individual singers led the

entire company in a performance of ‘One Voice’. It was a fitting end to an evening where collective and individual talent shone through to give the audience an evening of great entertainment and a true feel for the arts at Tanglin.

“I thought it was really fun because everyone enjoyed it and was very good at what they did. I enjoyed my dance the best because I loved the song and all the practising.” Alice Lever, Year 3.6

“That was the best thing I have seen the school do, against an already very high standard. It was great to see the students thoroughly enjoying themselves – and it must have been an amazing experience for them. Congratulations to the students and staff for pulling this off. You raised the bar!” Parent

26

PTALooking Back On A PTA Year!As the start of a new school year begins, we reflect on the previous year, a fabulous time full of fun activities.

The PTA Committee organised a number of events from Newcomers Coffee Mornings and Junior Discos to a Quiz Night, a Grandparents Tea and, of course, our annual Christmas Fair. The year culminated in the Summer Fete which was held this year on Saturday, 18 May. Once again, the weather was kind to us, allowing stalls and attractions to run uninterrupted for the entire day.

Both the Christmas Fair and the Summer Fete are family events where the whole community can come together – one of the main reasons the PTA exists within the school.

These events, however, would not be possible without the support of the Tanglin community which never fails to amaze us with its enthusiasm and willingness to help. Thank you to our Summer Fete sponsors for their continued support of this event. There was some wonderful entertainment throughout the day and our thanks must go to The Gurkha Pipes and Drums Band, our talented Senior and Junior students, teacher band Wrong Direction, the Wessex Singers and Centre Stage for joining us.

We were delighted to host an afternoon tea in Term 3 to mark Operations Appreciation Day. These teams play a vital role in our day-to-day lives at school and the tea was our way of thanking these teams, on behalf of the community, for their hard work throughout the year. With the start of every new school year come new beginnings. At the end of Term 3 we said a sad goodbye to PTA volunteers Mairisa Andrew, Frances Beretta (Senior VP), Philippa Forrest, Suzy Grant (Junior VP), Matt Halferty, Sonia James and Nicole Osborn (Hon. Secretary). Thank you to each of these members for their valued commitment and support over the past few years.

As PTA President, I too have reached the end of my two-year tenure. I would like to thank the community for its

support during my time as President and previously as Hon. Secretary.

I save my biggest thanks for the PTA Committee. I have thoroughly enjoyed being part of such a wonderful team and would like to thank every member for their constant support and encouragement. I feel very lucky to be leaving the PTA in the capable hands of Caroline Bittar who has been on the Committee for two years. Caroline will do a wonderful job at taking the Committee (new committee pictured above) forward and I anticipate some exciting events in the new academic year.

Tracy BetteridgePTA President (2011–2013)

27

Sport & ActivitiesFaster, Higher, Stronger by Colin Morris, Director of Sport & Activities

Unless you are the sporty type, you may have some really bad memories of Sports Days – maybe it was the embarrassment of coming last in the 100 metres or the total lack of dignity as your Fosbury Flop was indeed a flop and left you flat out on the mat as the pole stayed firmly in place.

Like so many other aspects of physical education, the approach to Sports Days has changed so that Sports Days are looked forward to rather than dreaded.In line with our ethos of sport for all, Tanglin’s Sports Days give every student in the school, from Nursery to Year 13, the opportunity to participate. We aim to balance recognising sporting excellence with giving everyone a chance, fun events with traditional races and informality with a sense of occasion.

The emphasis for Sports Days in the Infant School is on fun and participation, although an element of low–key competition is introduced. Events are organised on a round robin basis and include sprints, relays, target throwing, mini-javelin, long jump, mini-hockey and egg and spoon. Infant School Sports

Days are a great occasion for parents to witness the developing physical skills of their children and to cheer them on as they get used to participating in larger scale events.

In the lead up to Sports Days in the Junior School, students practise the events during PE lessons. Times are collated to give an overall indication of performance. This information is used to place students in one of three groups: Citius, Altius, Fortius (Faster, Higher, Stronger). Dividing the year groups into three levels means that everyone gets a realistic chance to win and that medals are not divided between an elite and often small group. Senior students choose the sports in which they wish to compete. On Sports

Day itself, the first half of the day focuses on athletics, with other sports being played in the afternoon: water polo, basketball, touch and volleyball. At Junior and Senior level, Sports Days provide a chance for our more able sporting students to compete against peers at a high level and to break or set school records. For those whose talents lie off the sports field, Sports Days are good fun and a chance to experience some healthy competition in a safe and supportive atmosphere.

Our Sports Days would not be possible without the superb support of many members of staff – many thanks to PE staff, class teachers, the Heads of Houses and our brilliant facilities staff who, on Sports Days, are in school at 5.00am to organise equipment and make sure everything runs smoothly. Even with the unforeseen disruptions this year due to the haze, we still managed to give students a great experience which everyone really enjoyed.

28

Senior Sports Awards by Colin Morris, Director of Sport & Activities

This year’s Senior Sports Awards ceremonies were a tremendous success, with over 160 awards being presented to students to recognise team and individual sporting achievement. Our young athletes put a huge amount of time, effort and dedication into their training and matches and, whilst the awards publically recognise our elite sportsmen and women, this was also a time to acknowledge all students that have represented the school.

The evenings were led by students; Head Boy Tom Blin (Alumni) and Head Girl Varnika Kaushik (Alumni) hosted the Year 10-13 Awards; Stefan Kubal (Y10.7 and Jaz Heber Percy (Y10.5) hosted the Year 7-9 Awards. All presented with the confidence and maturity that have become trademarks of our student leaders. Bringing to the occasions their unique mixture of gravity and gusto were Neil Turrell, Head of Senior School and Chris Allen, Deputy Headteacher of Senior School.

Special awards acknowledged those who have competed at the top level in more than one sport. This year, the awards went to:

• Simone Pang, Y12.7, Sportswomen of the Year (Upper School) for netball, basketball, cross country, athletics and football.

• Josh Smith, Y11.5, Sportsman of the Year (Upper School) for football and rugby.

• Abbie Parfitt, Y10.7, Sportswomen of the Year (Main School) for netball, basketball, athletics, FOBISSEA football and football.

• Marcus Chung, Y10.5, Sportsman of the Year (Main School) for swimming, athletics, football, FOBISSEA and basketball.

Overall Team Results

Athletics – Silver

Swimming – 4th

Year Group Team Results

T-Ball (Girls and Boys)

Year 4 – Silver

Year 5 – 4th

Year 6 – Silver

Football

Year 4 Boys – Silver

Year 4 Girls – Bronze

Year 5 Boys – 4th

Year 5 Girls – 4th

Year 6 Boys – Gold

Year 6 Girls – Gold

Special Individual Awards

Highest scoring athlete overall for Year 5 Boys: William Meadows

Highest scoring athlete overall for Year 4 Girls: Freya Illingworth

3rd highest scoring athlete overall for Year 6 Boys: Marcus Hinge

FOBISSEA Primary Games 2013 by Dean Scott, Assistant Head of Primary PECongratulations to the Junior FOBISSEA team on a fantastic competition in Bangkok last term. As always, the team was a credit to the school showing not only an outstanding level of performance but a wonderful team spirit and commitment to one another. Apart from the numerous sporting highlights, the children will also hold many fond memories that will stay with them forever.

“Finally, we beat Patana on their home turf. I achieved what I wanted the most – gold in girls football!” Emma Hall, Year 7.1

“My fondest moment from FOBISSEA was in the hotel at dinner sitting with the Year 6 girls, laughing and chatting about our day. The sport was amazing too!” Freya Illingworth, Year 5.5

29

From MasterChef to Music Maestro by Julie Clark, Sport & Activities Manager

Signing up for CCAs (Co-Curricular Activities) often feels like a rite of passage, for students and parents alike, which signifies that the start of the school year is well and truly underway. At the beginning of this school year students signed up for almost 5,000 sports and activities!

As Year 3 students move towards increased choices in the Junior School, their enthusiasm for trying out new activities, from rock climbing to Super Science Club, is fantastic to see. More seasoned Senior students are often more focused about their interests, although still have many opportunities to try something new or devote some time to, for example, a music ensemble outside their increasing academic commitments.

This year, we have a fantastic new teaching kitchen, funded by the PTA, on the ground floor next to the Junior Health Centre, where we are offering a Tanglin MasterChef CCA for Juniors and where our Seniors can complete a World Gourmet Cooking course. We are also excited about our new offsite activities – sailing and windsurfing – and have seen increased interest in our excellent golf CCA. Our Tanglin golf pro, Richard Harries, has breathed new life into the programme and students from Year 3 to 13 now have a clear pathway to competitive golf.

These photographs give a snapshot of some of our CCAs, however, look out for student updates on their personal favourites in future editions of The Voice.

30

Student ServicesSenior Library by The Senior Library Team

Student Services is made up of the Careers, Nursing, Counselling, PSHCE (Personal, Social, Health, Citizenship Education) teams and the Library, a group of staff who work hard to support students (and sometimes parents too) in so many areas of school life. In this issue, we focus on the Senior Library.

The Senior Library’s new website was launched on the first day of this school year. It provides students with a 24/7 library experience where they can find their next good read and access useful resources to support the topics they are studying.

The physical Senior Library is divided into the Interactive Zone and the Study Zone and our new website has similar sections, providing students with a virtual Reading Zone and Learning Zone. Additionally, the website also includes ‘About the Library’ and ‘How to’ sections.

Learning ZoneThe Learning Zone provides easy access to TTS Libguides where students can find resources to support all areas of the curriculum.

Explore the large collection of libguides, created by the Senior Library in collaboration with subject teachers, to find useful resources directly relating to topics taught within school. Find useful videos, interactive tutorials and links to relevant websites, books and a wide range of other resources.

Reading ZoneStudents can find their next good read by exploring award winners, series, themes and topics. It is proven that reading for pleasure improves literacy and academic achievement and this section will help students to find the books they enjoy.

Award WinnersFind out about books that have won awards around the world; from the Blue Peter Book Awards and Waterstones Children’s Book Awards to the Nobel Prize for Literature and the Man Booker Prize.

Series Browse the carousels to discover new series or to find the next book in a series.Or, choose a series that has already been enjoyed to find suggestions of similar series.

Themes and TopicsExplore the Themes and Topics section to find books in the Senior Library on numerous subjects from discrimination and isolation to time-travel and spies.

E-Books @ Tanglin!

Tanglin’s Senior Library now subscribes to Overdrive® for e-books so students can read using devices and technology they are familiar with. Over 100 titles are available in our collection (with more coming soon) which can be easily accessed using an iPad, android device or a PC browser.

Up to two e-books can be borrowed for a period of 14 days. The books are automatically ‘returned’ so there will be no overdue notices and no damaged or lost books!

Students will be given a user ID and password to access the collection during library lessons and will then be able to search, browse, read sample chapters or borrow e-books to read at home.

Here are some of the titles in our e-book collection:31

Great BeginningsFind a selection of books with great beginnings! These short extracts will have students so gripped they will want to read the whole book…

How toScroll through this collection of guides to find out how to do all sorts of things, including accessing online magazines and databases, referencing and scheduling an interview with a librarian.

You are welcome to explore…The Senior Library website at http://seniorlibrary.tts.edu.sg/web/ is openly available on the internet for all of the Tanglin Community to enjoy.

A sleeping giantExploding with hot powerOf anger and fear.by Martha-Jack Fraser (Y3.2) and Phoebe Oruche (Y3.2)

A ginormous giantSneezed a humungous burpMolten rock spewing.by Jack Cook (Y3.3) and Ben Holmes (Y3.6)

A sleepy giantSneezing out magma and rocksBurning inferno.by Bella Bodin (Alumni) and James Dinnis (Y3.6)

A pumping monsterAsh cloud rising viciouslyVomiting hot rocks.by Charlie Cruden (Y3.5) and Ava Larkin (Y3.6)

Creative Writing

俳句32

Haiku PoemsA Japanese form of poetry having three unrhymed lines of five, seven and five syllables.

俳句 33

Can I Write An Adventure… Keep Out

One gloomy afternoon, at the end of the road, there stood a substantial mansion which always had a thundery sky behind it. The blurry wind made it hard to see what was inside from the window. Whilst they were coming home from school, the two children talked nervously about the mansion. However, one day, Johnny bravely said, “Why don’t we have a look inside, you always say that we need to go on more adventures!” Ella tried to explain that it was too dangerous for them but Johnny had already gone to explore the serious looking house. Unsurprisingly, the garden was filthy; it included gigantic spider webs and fake ghosts which looked as scary as a dinosaur’s mouth. Once they reached the welcome mat, Ella wondered, “I wonder what’s gonna happen to us now. I’m sure it’s going to be something evil.” She was right; they were going to be trapped.

Hadar Weinstein, Year 4.5

Can I Write A Historical Diary…Today was a terrible day. My armour was digging into my skin and my leather helmet was reluctant as I pulled it onto my head. I turned my head to my crossbow lying against the wall, rusted. I leaned down slightly (as my body armour was restricting me from any movement) and grabbed my crossbow. As I stepped outside I took one last look at the Zhao flag and, with a clenched fist, marched out to the other unit. The humidity was already ferocious even though it was so early in the morning. I could barely see my hands. As I marched, I felt weary at the sight of the city coming into sight, the cavalry stopped and I knew I was to stop. I knelt down and loaded my bow as lining archers took their positions on the wall. I fired as soon as the commander gave the order. I watched as my target fell over the wall and landed on the floor. The battle started as the lining soldiers fired a storm of arrows at us. I was almost taken as an arrow soared past me, ripping off a tiny bit of skin. That infantry rushed forward as I sent yet another arrow, the tip flooded with fire. I looked carefully and I saw an arrow bolted through one of our archer’s exposed arms. Blood jumped out of the wound and soaked the leather on his crossbow.

Benjamin Richards, Year 5.5

34

“If you could please take a seat sir, apologies for the delay – it seems that housekeeping’s still preparing your room. Take a seat and we’ll serve refreshments.” The receptionist gestured vaguely in the direction of a leather sofa. Max wearily turned from the desk. He walked slowly, hands in pockets, and silently watched a turbulent sea of people outside on the street thunder past with vapid eyes…the eyes of one whose zest for life had been wrung out of him. Wave after wave of rowdy New Yorkers swept past in every direction and spilled onto every adjoining street, and Max envied their uncontrolled exuberance.

The receptionist hadn’t even looked up at him. Why should she? He was not a presence worthy of acknowledgement, but merely another clog in a machine characterised by greed and an insatiable hunger for status. The machine needed all its clogs to work, yet some clogs rolled in million-dollar bonuses whilst others simply kept wheeling on to no avail; an endless eternity of spinning, moving but never progressing. Max ran his fingers through his hair; a bitter laugh escaped. How had he become this way? He recalled a shell of his former self, fresh out of university: bright–eyed, light–hearted and ambitious. Thirty merciless years of paperwork, late office hours and dealing with corporate fat cats had clawed at him since then. Max glanced down at his watch. Now he was here in the bustling city of New York on yet another tedious business trip, silently awaiting the preparation of yet another hotel room and a drink that would never come.

Forty minutes later and housekeeping had finally deemed Room 307 suitable for occupation. Max’s suitcase crawled along the carpeted floor behind him at a glacial pace, eventually coming to a halt as he neared his room. A large mirror gleamed above a sleek wooden table set with a vase of lilies beside the door, and Max quailed at the sight of the haggard man he saw in it: a man of shadow made even more gaunt and grey in contrast to those striking lilies, vaguely reminiscent of a cluster of bright pink stars. Max stared at the lilies and envied their soft, youthful lustre. They could still grow, they were still beautiful.

He faltered, suddenly rendered incapable of locating the room key in his pocket while the image of his own, drawn face, carved with lines of age, still tormented him. Leaning against the door, Max sighed deeply – as though the last pocket of vitality keeping him afloat had been punctured – and sank slowly into a dysphoric stupor. He slid down to the floor and sat glumly by the entrance to Room 307, an elbow resting on a propped up knee. His life, he decided, had become work. In fact, he was not experiencing life, but a monotonous existence. Despite having known this to be true for a long time the confrontation of it still pained him, and he closed his eyes. Suddenly, an interesting thought expressed itself to him. Since he already considered the excitement of his life to be equivalent to that of another document heaped upon his desk, what then, if he were to go through it with a highlighter, would he want to draw attention to? Max sat up a little straighter.

The RoomChristmas when he was a child, definitely: the sweet smell of gingerbread and mince pies wafting about the house, glittering red and green tinsel wound around the banisters, the golden glow the fire cast upon his mother’s face as she leaned forward to pour him more hot chocolate. Max smiled faintly and imagined he could feel his tongue tingling with the warm, rich taste of it. And what of the tree that stood in all its splendour at the centre of the house, its boughs adorned in baubles and twinkling lights? Or the thrill of waking up on Christmas morning to a snow coated world to find his mammoth stocking overflowing with presents? Max flicked forward a few pages of his life, mental highlighter in hand. In his mind’s eye he saw again clouds wrapped around towering mountains and the snow-capped peaks that rose above them, beyond their reach, scintillating like crystal spires in a startlingly clear azure sky. He felt the elation and triumph that surged amongst him and his friends upon conquering their first summit, almost immediately followed by their stunned silence and awe as nature reminded them of her indomitable glory with a sunrise that set the world ablaze. Such distinctive memories continued to pour forth until it seemed to Max that he were ensconced in them, that a spark had been rekindled in some deep, unchartered territory of his soul. Max stood on his feet once more, and it seemed easier to do for he was lighter of heart. He entered Room 307.

Sophie Tottman, Year 11.5

Senior School Library Book ReviewsTop 5 Most Popular Books 35

Book Reviews

• Skulduggery Pleasant by Derek Landy• Love Aubrey by Suzanne LaFleur• Girl Missing by Sophie McKenzie• The Hunger Games by Suzanne Collins• The Killing by Robert Muchamore

The Kingdom of The Wicked by Derek Landy

Magic is spreading like wildfire, mortals all over the world are gaining incredible powers. Some get confused and scared of these powers but others harness them and use them to make people do their bidding. Among them are Kitana and her friends but they soon become corrupted and evil because of their awe inspiring powers. Only two people stand between them and the destruction of the city, Skulduggery Pleasant and Valkyrie Cain. However, these two ‘heroes’ are going through problems of their own, and what is Valkyrie’s mirror image doing behind her back? Will good prevail or will darkness consume all? It all comes to a head in the penultimate book of this series.

This book keeps you on edge all the way. From the moment you pick it up to the moment you put it down it keeps you guessing. What I love about this book is that the heroes aren’t really the stereotypical heroes you find in other books, they have a darkness of their own. My favourite character is Skulduggery Pleasant – his dark humour is hilarious and he is a really interesting character. I would recommend this book for whoever is a big fan of the horror/mystery/fantasy genres. All in all, this is a really fantastic book and a great read.

Grace Betteridge Year 8.4

I am Number Four by Pittacus Lore

John Smith is not your average teenager – he’s not even human. He, along with eight others escaped his own planet to avoid complete extermination. But, the assassins have followed them to earth. Number One was killed in Malaysia. Number Two was murdered in England. Number Three was hunted down in Kenya. John is Number Four and he knows he is next…

John has been running for his whole life, from small town to small town, changing his identity. And for good reason, for those who hunt him would kill him without a second thought. But, there is only so long he can hide, now it’s harder to stay hidden from real friends and love.

I was engulfed by this book because it so daringly accepts that the human race is completely oblivious to the fact that there is alien life on our planet, and that there are many things in this world that we might never know about.

Yvonne Gerrits, Year 8.7

Infant School Library Book ReviewsTop 5 Most Popular Books

Junior School Library Book ReviewsTop 5 Most Popular Books

• One Dog and His Boy by Eva Ibbotson• Goblins by Philip Reeve• The Boy in the Striped Pyjamas by John Boyne• The Hoppameleon by Paul Geraghty• Soldier Dog by Sam Angus

• The Cat in the Hat by Dr Seuss• Art Attack by Neil Buchanan• Star Wars: What is a Wookiee? by Laura Buller• Monkey Puzzle by Julia Donaldson• The Gruffalo by Julia Donaldson

My favourite books are ones about sharks because there are all sorts of sharks. My favourite shark book to borrow from the library is the one about lion sharks. I love these types of sharks because they have sharp teeth and are very dangerous.Kayden Akwaboah, Year 1.1

‘Giraffe’s Can’t Dance’ by Giles Andreae is my favourite book because it’s a bit silly and I love silly books. This book always makes me laugh which makes me happy.Jake Harle, Year 3.1

My favourite books are ones about art and craft because I love making things and my house always looks very arty. I enjoy borrowing these types of books from the library.Karina Soetama, Alumni

The Hunter by Paul Geraghty

The Hunter is about a little girl called Jasmina who gets lost whilst playing hunters in the bush. She hears a crying sound and decides to follow it! What could it be? Will it help her find her way home? A baby elephant is desperately trying to wake his mother who has been shot by hunters. When Jasmina comes closer the baby gets frightened. “It’s ok,” says Jasmina, “I’m not a hunter.” When the baby realised this, he and Jasmina nervously strode deeper into the African bush. They travelled for days and nights. One day, Jasmina wished for her family and closed her eyes. When she opened her eyes she saw...? Read it if you want to know what happened next! I’m sure you’ll find The Hunter very interesting. I would recommend this book to people of any age. Paul Geraghty is an amazing writer. Phoebe Cook, Year 4.3

I personally think that the book is just so amazing that anyone could read it and be inspired. I recommend this book to everyone – absolutely too wonderful for words, heart-warming and beautiful. I love the illustrations in Paul’s book as they are so warm and bright. His watercolour images will light up your life using their magically colourful powers. Poppy Price, Year 4.2

Paul Geraghty builds up the tension mind-blowingly well. It has a message: don’t hunt animals as it makes a huge impact on the animals. They have a right to live a peaceful and joyful life. I would recommend this book to people of 8 or 9 and above. Joe Betteridge, Year 4.2

Author Paul Geraghty recently visited Tanglin to talk to students about his books and the writing process. Paul is a dynamic presenter and the children loved his funny anecdotes, his quirky manner and his sudden variations in tone when speaking which simultaneously startled and delighted them. Many of Paul’s stories are inspired by his observations of acts of kindness in animals, where animals had helped other animals. The children were enchanted by this idea that animals are capable of showing kindness to other animals in distress.36

37

Parent Book ReviewsTop 5 Most Popular Books

• How To Talk So Kids Will Listen & Listen So Kids Will Talk by Adele Faber and Elaine Mazlisch• Third Culture Kids: Growing Up Among Worlds by David C Pollock and Ruth E Van Reken• Raising Boys: Why Boys Are Different – And How To Help Them Become Happy And Well-Balanced Men by Steve

Biddulph• A Parent’s Survival Guide To Maths Homework: Make Sense Of Your Kid’s Maths by Andrew Brodie• Kids’ Healthy Lunchbox: Over 50 Delicious And Nutritious Lunchbox Ideas For Children Of All Ages by Cara Hobday

The Element: How Finding Your Passion Changes Everything by Ken Robinson

Sir Ken Robinson is an internationally acclaimed leader in creativity, innovation and human capacity. He has worked throughout the world with education systems, non-profit groups, cultural organisations, thought leaders and governments, including in the UK and Singapore.

In his book, Robinson challenges us, with real passion, easy humour and great authority, to find our own true best self by discovering what he calls our ‘Element’ – that point at which natural aptitude meets passion. At the same time, Robinson argues his case that our education systems are failing our children and our societies by constraining, not enhancing, their ability to link to their Element. Sir Ken’s TED talk on the need to remake our education systems has been downloaded over 17 million times in 200 countries and is, to date, the most watched TED talk.

Through the stories of household names and luminaries from all fields of life, Robinson shows how each of us must find who we really are by discovering our own true strengths and connecting to the activities that truly resonate with us. He encourages us to discard narrow, fixed definitions of intelligence and ability and instead recognise that they are diverse, dynamic and different. He also shows us the importance of interacting with a ‘tribe’, meaning a community of people who see the world as we do and allow us to be at our most natural.

Robinson believes that when we are in our Element what we do gives us more energy, rather than takes it away, and we use our own personal type of intelligence in an optimal way. At that point, we achieve a deep connection to something fundamental – to a sense of identity, purpose and well being. Finding your Element, he maintains, is not about making you richer, or famous or more popular but it will bring better balance and new emotional and spiritual fulfilment. This is an accessible, entertaining, provocative and compelling read; and many of Robinson’s arguments put substance behind intuitive sense.

Paul Fairhurst, Parent

The Parenting Collection of books is split between all school libraries and is rotated each term to offer variety to library visitors. If you are interested in borrowing these or any of our other parenting resources, or becoming a Tanglin Library member, please contact any of the library staff.

If you would like to write a book review for the next edition of The Voice, please email communications@tts.edu.sg

You may have noticed that the field outside Gate C has been transformed into a busy construction site. The Roving Reporters think it is important that you know who is doing the work, why and what involvement the school will have.Singapore Power and Obayashi Corporation are building a vital utility entrance to underground cable transmission tunnels. These tunnels provide access to the electricity, telephone and transmission cables and allow workers to easily maintain and repair the cables which are located 60 metres underground. The project is expected to be completed in 2017.

Although the project does not directly affect the school, the approach to Gate C is definitely less attractive than the usual green vista we have been used to. Towards the end of last term, Tanglin was approached by Singapore Power and Obayashi who wanted to find out if the school would be interested in collaborating on a project to beautify the rather unattractive hoardings around the site.

Head of Faculty for the Arts, Rob Le Grice said, “This was a substantial project so we had to consider very carefully whether it could be accommodated within our very busy curriculum. In the end we decided that the project would

give our students a unique creative opportunity, which is of significance to the community, and a hugely valuable glimpse of applied, professional practice.” Mr Le Grice explained that

the project is in three phases:

1. Artistic production where students actually create the artwork;

2. Development which involves transforming the artworks into a large, high quality digital outcome; and

3. Technical where final adjustments are made to be able to print and install murals on the hoardings.

Teams of students from the Junior and Senior Schools experimented with tape, vinyl, photography and Photoshop, exploring how something as plastic and plain as a cable could be given energy and life! All of the creative ideas were brought together at the end of the Summer term; that’s when Mr Le Grice and Matthew Durant (Graphic Designer) started to find common themes that helped develop some basic designs (a taste of which is on this page). Matthew is currently in the process of translating the students’ ideas into something that fits onto the hoardings – one of the largest ‘blank canvases’ you can imagine – including making some precise measurements and double-checking technical details. When the student teams meet again they will be looking at some more ideas

about colour, energy and, possibly, the use of text. The aim is to create something just as beautiful as the display that can be seen in the Senior

Humanities Department.

The collaboration may well extend beyond art and may last for the duration of the project. There are plans for representatives from either Singapore Power or Obayashi

to give a lunchtime lecture to Senior students about the project. In addition, when the project has progressed further, students from all three sections of the school may be able to

visit the site and enter into the utility building and tunnel for a close up look at this complicated engineering feat. In the meantime, keep an eye out for a much improved drive to Gate C!

38

Roving ReportersUnder and Over, The Cable Projectby Ben Hanmer, Year 11.4

The Last WordOutstanding Professional Learning at Tanglinby Lisa Cannell, Director of Continuous Professional Development

members of staff from across all sections of the school and analysed extensive documentary evidence. His summative report found CPD practice at Tanglin to be ‘outstanding’ and, in particular, highlighted the professionalism of all staff and their commitment to life-long learning. The report’s summary was as follows:

“CPD practice at the school is outstanding. It is strategically well led and exceptionally well managed to ensure that it is in line with the school’s mission and development priorities. Professional learning is innovative, bespoke to meet individual staff training requirements and inclusive of all employees at the school. It is evaluated for impact and meets all of the criteria for the CPD Mark accreditation.”

This opinion was also echoed in the recent Junior School British Schools Overseas (BSO) Inspection report in February 2013, where the inspectors commented on the important role CPD has played in ensuring teachers keep up to date with developing methodology. The resulting impact this has had on student learning was identified as a key strength. The BSO report also went on to identify “high quality training and career development opportunities” as a major factor in not only attracting, but also retaining, the very best staff.

Although we are very proud of our CPD Mark achievement, the task of improving and developing learning in our community is continuous. This is due, in part, to the evolving nature of the Tanglin community as every year we welcome new students, parents and staff, all of whom require effective and dynamic support with their learning. However, our drive for improvement is largely because we consider life-long learning paramount in maintaining excellence.

“It is important for schools to provide teachers and other staff with continuing professional development. This not only benefits the staff, but also the children and young people who experience improved teaching.” Christine Gilbert (Her Majesty’s Chief Inspector 2006–2011)

39

The best learning institutions in the world understand that an important measure of their success relates directly to the quality of professional learning their staff engages in. For the last two years, we have been working hard to develop and enhance learning opportunities at Tanglin through bespoke continuous professional development (CPD) opportunities.

This has involved our entire community of students, staff and parents as well as partnerships with other schools across Singapore and the region. In keeping with good leadership practice we are always striving to improve. To accomplish this we asked ourselves three key questions about the quality of professional development at Tanglin:

• To what extent does professional development support school improvement?

• How is the expertise of staff used to share effective practice?

• How is professional learning monitored and evaluated for impact?

We have always had a clear picture of the quality of professional learning in our community through our own self-evaluation, however we felt that it was important to gain an independent expert opinion. In March we therefore invited CPD Mark Ltd to conduct a rigorous formal assessment of the school’s practice, which we hoped would lead to the accreditation of the acclaimed CPD Mark award – a UK national quality mark designed to acknowledge excellence in CPD standards throughout the education sector.

Over three days, the CPD Mark International Assessor interviewed 44

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