2020 Reflections - Digital asset management for teams
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Reflections
2020
1
2
Contents
4 CEO’s Foreword
6 Remote Learning
8 TTS Foundation Summer Programme
10 Inspirational Speakers and Events
12 Infant School
14 Junior School
16 Senior School
20 Exam Results
24 University Destinations
26 The Arts
30 Sport
34 Outdoor Education
36 Governance
38 Management
3
Chief Executive Officer
Craig Considine
The previous academic year will be remembered
for many things, but chiefly of course the Coronavirus
pandemic. COVID-19 is reminiscent of the SARS
and Influenza A (H1N1) viruses, but its capacity
to inflict harm has been significantly greater. The
sadness and upset that has beset the world cannot
be compared to any other moment in peace time.
The gloom of 2020 has also been compounded (and confounded)
by man-made and natural disasters. These included wildfires
in Australia and North America; floods in India, China and across
Asia; earthquakes, volcanic eruptions, cyclones, and locust swarms;
the explosions in Lebanon, and of course the Black Lives Matter
movement, sparked in the USA by the death of George Floyd on
May 25. Through all of this has been a beacon of hope: education.
Term 1 of 2019/20 was a different stanza altogether, packed
with committed learning, creativity and collaboration. A number
of highlights are mentioned within this report. Children and
young people continued to engage positively in the classroom,
on the sports field and on stage. Who could have imagined or
foreseen how the year would grind to such a resounding halt?
The school moved to remote learning on March 19 due to
uncertainty created in the Tanglin community by several factors. Teachers’ salaries remained stable through the year, and there
The movement of people travelling across borders and poorly were savings associated with utility costs and other consumables,
co-ordinated controls made it impossible to ensure the safety as well as additional income from the Government to support local
of staff and students, and their families. We also feared a workers. A number of our Malaysian staff were unable to travel
Government-imposed closure, should a case of COVID-19 into Singapore but were supported through their non-work period.
be diagnosed among us. It is worth noting that after moving There have also been additional costs associated with the Gate C
to remote learning, there were subsequent positive tests construction project, and additional expenses around supply
in the broader Tanglin community. teachers, cleaning and sanitation supplies. The pandemic impacted
several school suppliers. KAL – our bus transport supplier for the last
It was reassuring that the Chair of Governors (virtually) attended 20 years – was negatively impacted by the move to remote learning
nearly all of the COVID-19 Crisis Committee meetings held. and Tanglin made a co-contribution to the bus fee refund to parents.
This ensured all Governors were kept informed of the processes
that were being implemented within the school. I would like A key strategic decision in the latter part of Term 3 was the
to say a particular thank you to Mr Nixon for his energy continuation of the Gate C project in its current form. The building
and wisdom throughout the escalation of the pandemic. meets the expectations of the Singapore Government, who required
an increase in the plot ratio of the site as part of the 2015 lease
The rapid removal of school-based learning created pressures negotiation. This needs to be completed by 2023. Governors
for parents and children, for which we were sorry. Thank you, did, however, undertake a review considering a range of possible
parents, for your understanding, and your acceptance of the variations. After due consideration these were dismissed, as they
limited notice you were given regarding the closure. still left the plot ratio requirement unfulfilled and did not lead
to significant cost savings. The scarcity of construction workers
COVID-19 has created challenges for all businesses. A one-off and supply chain materials has delayed the TOP date of the
rebate equivalent to 10% of Term 3 fees (for Infant School children), building and the current completion date is most likely January
or 5% (for students attending the Junior and Senior schools) 2022. The opportunities the building will afford our students
was credited to parents’ accounts as recognition of the hardship once completed will be immense.
parents were facing. The school felt it important to target those
that required additional assistance, and so the Tanglin COVID-19 Examinations are designed to assess various skills and forms
Support Fund was instituted. This fund was publicised to all families of knowledge at terminal points in a young person’s education.
and key criteria were established. By the end of the 2019/20 Alas, examinations for IB Diploma, A Levels and (I)GCSE subjects
academic year, $260,000 had been disbursed to support families were cancelled for 2020, and Centre Assessed Grades (CAGs)
in need. The uncertainty surrounding examinations also led became the currency for progression to university, work
to the school accepting the burden of examination entry fees and other future possibilities. This has been a significant
for IB Diploma, A Level and (I)GCSE students. disappointment to our students, who were readying themselves
for the cut and thrust of testing their intellectual mettle in the
4
fire of public examination. Universities have found selection
challenging and this will also have ramifications for 2021.
I have only seen two Year 13 graduation ceremonies during
my time at Tanglin – they were both superb. This year’s
Graduation Ceremony took place virtually, and carried a powerful
message centred on parent and family aspirations. The inclusion
of parent messages in the online event would not have happened
had a “normal” graduation taken place. This was emotional
and heart-warming – something for the annals of time – and
no doubt something to work into future occasions. Let’s see
what Mr Goodliffe and his team come up with in 2021.
Our cultural boundaries were challenged in 2020 as the world
reeled in the face of the Black Lives Matter movement. Tanglin
is an anti-racist school and responded to an open letter from
Alumni challenging our position on this, and questioning elements
of diversity and inclusion in the school. Our response identified
our position but indicated we will need to consider the different
facets of these issues in more detail as 2020/21 progresses.
The challenge of teaching as a profession is enduring. As time
passes, the students face change, assessment systems are
modified, and there are differing societal and cultural expectations.
However, this year has been one unlike any other, and I must
thank the optimistic, effervescent, and positive colleagues positive academic results achieved by students and an outline
I have the pleasure to work with. It is the people who make of their future university destinations, starting on page 20.
each and every day count who make a great school. The Tanglin
community is fortunate to have such a professional and caring In conclusion, this year has been one of the most challenging
group of teachers and support staff. that schools across Singapore and the world at large have ever
had. We have missed the day-to-day interactions with the students
Several colleagues have provided summaries of key areas of and young people whose lives we share. The richness of a true
school life in this report. They paint a picture of an almost normal education is only ever realised within a community, where we
year at Tanglin Trust School. The learning, the physical development, can explore and reflect on our abilities and shortcomings. Doing,
and the social and emotional growth of our young people thinking, and reflecting make us who we are. We look forward
continued in many ways. You will also find a synopsis of the very to more of it in 2020/21.
5
Remote
Learning
by John Ridley, Director of Learning
“On moving to remote learning
in March, Tanglin Trust School
worked hard to ensure students
were motivated and engaged in
learning, and that they and their
families felt well supported by its
staff. A parent survey on remote
learning was overwhelmingly
positive, with 79% of Tanglin
parents agreeing the structure
was right for their child and more
than three-quarters ranking teachers’
instructions as good or excellent.
The structure of remote learning was
tailored to the age and stage of each child,
and therefore varied between the Infant,
Junior and Senior schools.
To help families with children in the Infant
and Junior Schools plan their days, a
suggested daily timetable with recommended PARENT SURVEY
activities was sent out to parents the previous
afternoon. Students used the school’s online
RESULTS IN NUMBERS
platform to submit work and see feedback
from their teachers. Virtual circle time and
lessons in small groups helped students 85%
feel connected to their teachers and their
classmates, and ease feelings of isolation.
846 of Senior School students
responses engaged for 4 hours per
Senior School students, meanwhile, day or more
registered with their teachers each morning
and had a daily timetable of either five
or six lessons to follow. Students were
given the work in advance, with teachers 75% 69%
on hand during the lesson to support of Infant School students of Junior School students
and stretch where necessary.
engaged for 2 hours per engaged for 4 hours per
The pastoral system remains a strong day or more day or more
feature of Tanglin education, and the school
continued to ensure each child was fully
supported during this challenging period
and beyond by contacting families who
may have been particularly affected.”
“I just wanted to write to say ‘thank you’ to the Infant School staff. During this time of uncertainty,
Tanglin has been a bedrock of support and help. I get the sense that all the staff are working so
incredibly hard as they are so quick in their communication, which hits just the right tone of helpful
detailed instruction without being overwhelming or alarming. The morning and afternoon videos are
especially helpful to me and my three-year-old as they are a source of enjoyment for [my daughter]
and also have practical ideas that keep us both occupied during the day. I just wanted you to know
that the experience that we have had of [remote] learning couldn’t have been better, and we really
appreciate all the efforts and hard work of Tanglin Infant School.”– Infant School Parent
6
“Our family are really
benefitting from the online
learning in Years 7, 8 and 10.
We are finding it wonderful
to have some structure to
the day, and the introduction
of registration and the
expectation to attend lessons
at the right time means that
my children are continuing
with their work as best as
they can in the circumstances.
The Microsoft Teams meetings
are allowing them to feel like
they are back in the classroom
to some degree, and it is also
encouraging them to stay
in touch with their friends
and the others in their class.
The Senior School’s balance
of expectation for work to
be done, combined with
understanding that this is not
always possible, has been just
right. [Our family’s] experience
has very much been a positive
one and we are grateful for the
dedication of all the teachers
and support staff who are
trying to make this work.”
– Senior School Parent
“I have a son in the Senior School, a daughter in the Junior School and a daughter
in the Infant School, so I am well positioned to observe the various approaches.
First, each of the schools seemed extremely well prepared to move to remote learning,
evidenced by the packs of information that came home with the children [before the
Easter break]. Second, I have been hugely impressed with the amount and quality
of educational resources available online that Tanglin has directed students to,
as well as the children’s ability to easily communicate with their teachers. Third,
I have been surprised by my children’s determination to stick to a timetable every
day, which I imagine has been impressed on them by the school. Well done.”
–Tanglin Parent
“I wanted to write in to compliment you
and the team – and especially [my son’s
form tutor] for doing such an amazing
job with home-based learning. It’s
brought normalcy to our children’s lives
in these uncertain and trying times,
and has helped to keep the children
focussed and their learning curve ac-
tive. The Zoom calls have really helped
to give them direction and have added
a personal touch. The comments and
voice messages on the assignments
submitted are detailed and helpful,
and we are really thankful to all of
you for your hard work and dedication.
I do hope that we continue with this
level of remote-based learning until
the children are able to resume school.
Thank you so much. We are truly
appreciative of your dedication
and focus.”– Junior School Parent 7
TTS Foundation
Summer Programme
by Cecilia Handel, Director
of Development INFANT SCHOOL
“The 2019/20 academic year was 557 students
an unprecedented time that required 61 teachers and TLAs
all facets of the school to pivot their JUNIOR SCHOOL
thinking and come up with creative
solutions to complex problems –
581 students
and the work of the TTS Foundation 61 teachers and TLAs
can be included in this. SENIOR SCHOOL 99% of students said
Due to the closure of the Tanglin campus 681 students they enjoyed their first
and other restrictions related to COVID-19,
69 teachers and TLAs week of the programme
several projects that the TTS Foundation
supports were unable to take place, and
thus surplus funds could be allocated to
365 hours of teaching for
the school in the latter half of the year. A Level and IB students
At the same time, many parents were
experiencing, and continue to experience,
financial pressures due to the pandemic,
as well as the stress of balancing work
TTS FOUNDATION class bases, and the Year 8s were involved
SUMMER PROGRAMME in every stage of the process: cutting and
and family life under the same roof. laminating the designs, using a laser-cut
Equally – and despite the success of remote Monday, 13th July – Thursday, template to form the shield, and attaching
learning – children of all ages yearned 30th July 2020 repurposed foam head strips and elastic. The
to be face-to-face with their peers and challenge was an astonishing success, as 320
teachers for a sustained period of time. The Infant School transformed into a magical face shields were produced by the students,
environment during the first two weeks of equating to two shields per Nursery student.
The values of the TTS Foundation, and their programme with a “Marvellous Magic”
Tanglin as a whole, have always involved theme. Highlights in Key Stage 1 included In the final week of the programme, a new
supporting the community, and so the a visit from Magic Evan via Zoom, and lots theme for the Infant School, “Incredible
idea was conceived of a programme that of science activities such as potion making Inventors”, saw Nursery and Reception
would alleviate some of these stressors and invisible writing. Reception children children making their own The Cat in the
and allow children from across the school were in awe during their magical milk Hat-inspired headgear and inventing a
the opportunity to learn and have fun investigation, while Nursery children loved product that would help at home. Year 1
on the Tanglin campus. making their witches’ hats! children designed and created their own
marble runs and pasta towers, while Year
The TTS Foundation Sumer Programme Meanwhile, in the Junior School, students 2 were busy devising their own “Curious
hosted across the Infant, Junior and Senior worked collaboratively on cross-curricular COVID-19 Contraption” and building them
schools, ensuring families were supported group projects on two themes: “Change using LEGO Robotics tools.
for the month of July. Makers” in Week 1 and “Record Breakers” in
Week 2. Public figures such as environmental The Junior School was also a hive of industry,
The TTS Foundation is funded activist Greta Thunberg inspired the children with “Innovators” week challenging the
philanthropically and I would like to thank to design sustainable, seafaring crafts, children to create their own restaurant –
our donors for their ongoing generosity and to invent their own socially-distanced complete with its own logo, menu and
which made this opportunity so widely games, while aviation pioneer Amelia Earhart layout – as well as Andy Warhol-inspired art.
available. I encourage all Tanglin families was the inspiration for both artwork and
to show their appreciation and support potentially record-breaking PE challenges! In the Senior School, bespoke activities were
by making an annual donation in doing planned for each year group and included
so we can continue to enable exceptional In the Senior School, the Design and investigations into keyhole surgery, a test
educational opportunities.” Technology department had set Year 8 of wits against the clock in an escape room,
a challenge for the first fortnight: to assist and an oil slick research project in which
in the design and manufacture of at least students learnt how best to contain and clear
one face shield per child for the new up a spill through hands-on experiments. The
Nursery cohort. The designs were themed varied curriculum included enterprise and
to the different animals of the eight Nursery philosophy lessons, and saw students getting
8
Donate at tts.edu.sg/giving
creative in our drama studios and world-class
film facilities.
All in all, the three-week Summer Programme
was a wonderful success; after the disruption
caused to the school year to COVID-19, it
was fantastic to see the students engaged
in learning and collaborating with their peers.
Below are just some of their, and their
parents’, thoughts about the experience.
“I made a witches hat that
“My favourite part of had stars and words on it.
Marvellous Magic week was It has ‘pop’, ‘bang’ and fizz
when we saw all of our friends on it!” – Ethan, Reception
in class doing magic tricks.
I also liked making potions.
I put cotton, string, glitter and
“We were disappointed not
baking soda and it exploded!”
to be able to travel overseas this
– Eira, Year 2
year, but were very glad to be
able to send all three children
to the [Summer Programme]
during the first three weeks
of the holiday. We thought
it was exceptionally well run,
not least because each of our
children clearly enjoyed and
looked forward to attending
every day. We were pleased that
the Senior [programme] was “[My son] brought home some
more academic, especially as all fantastic ‘graffiti’ artwork
the children had recently missed yesterday that he was really proud
a significant amount of physical of, and I was so impressed by it”
school.” – Tanglin Parent – Junior School Parent
“The Summer
Programme was a great
alternative to a travel-free
summer!” – Saanvi, Year 10
“My favourite part was “I made a cool
building with clay and poem and an
pasta. We were trying to extreme backing
make the tallest building track” – Kai, Year 3
that could survive an
earthquake. Mine was
the tallest, but then I “I definitely found the origami hard but instead of
tried to make it even giving up, I brought some home with me and I am going
taller and it collapsed!” to practice at home with my mum. I am going to teach
– Magnus, Year 4 her the mini fox I made today” – Sophia, Year 6
Inspirational Speakers
and Visitors
While the school’s events calendar was significantly
impacted in the latter half of the year due to the
Coronavirus pandemic, students still benefitted from
a rich programme of educational opportunities and
experiences. The following pages highlight just
some of the high-profile speakers who worked with
members of the school community, as well as major
events hosted and organised by Tanglin – many
of them supported by the TTS Foundation.
LEGO Robotics Challenge
Supported by the TTS Foundation
This Saturday event in the Moot saw 60 Year 2 and 3 students
working together to build and programme a robot that could
move 10 LEGO blocks a distance of three metres. At the end
of the event, teams were rewarded for their efforts and
achievements with awards such as “Best Team”, “Best Robot”
and “Most Creative Design”. The event also offered the children
the chance to experiment with LEGO MINDSTORMS EV3 robots –
technology that is usually used by Senior School students – as well Andy Mulligan
as Dash and Bee-Bot mazes. Students who excelled at the challenge Best known for his young adult fiction, British writer Andy is a prolific
were offered places on Tanglin’s LEGO League Robotics Team. author whose perennially popular 2010 novel Trash was shortlisted
for the CILIP Carnegie Medal. He has also won The Guardian
Children’s Fiction prize. Following on from the publishing of his
Hack to the Future Hackathon first adult novel, Train Man, last July, Andy visited Year 6, 7, 8 and 9
Supported by the TTS Foundation students in November 2019 to talk about his work and sign books
Led by Year 13 and Year 12 students, this exciting event required for his fans. He also took part in a lively lunchtime Q&A session
Junior and Senior school students to work collaboratively in with Junior School Library student reps.
addressing two themes of the UN Sustainability goals – Life on the
Land and Life below Water – through the creation of an IT product.
The students were assisted in their projects by Henry Simpson, Mark Grist
Engineering Lead at metal and mining corporation Rio Tinto. This British performance poet and former secondary school teacher
There were also speeches by Mr Dinesh Sharma, Head of APAC FX is the winner of two Lovie awards that celebrate online excellence,
and CPM Technology at Bank of America Merrill Lynch – who led a and regularly competes in international rap battles. The wordsmith
student workshop on cryptography – and Ms Aishwarya Prasad, brought his flair for rhythm and rhyme to Tanglin Junior School this
Manager of Studio Technology at Lucasfilm. All students left with year, presenting some of his back catalogue to Year 5 and 6 students,
a product to be proud of and a desire to fix “big” problems. and helping them to perfect their own performance poetry skills.
US Embassy Visit Mark Hill
Tanglin works closely with the US and Canadian embassies in Mark is a physical theatre artist and educator who has worked
Singapore to offer students workshops and fairs when universities with a range of drama students at Tanglin over a number of years
are visiting the region. In Term 1, we hosted our annual talk for and we were pleased to welcome him back once again to work with
parents and students, Applying to the US, and were delighted this Senior School Drama students. Mark has worked with innovative
year to welcome in staff from the US Embassy to join in discussions international theatre companies such as Zen Zen Zo (Australia),
on applying for a visa and work opportunities in the US, post studies. SU-EN Butoh Company (Sweden), and Dairakudakan (Japan) and
Speakers included Michelle Segal, Vice Consul of the US Embassy is a visiting educator at international schools around the world.
in Singapore, and Zehra Ratani, Director of EducationUSA.
Charles Tighe
Supported by the TTS Foundation
Charles Tighe is an Orff-Schulwerk practitioner from the US with
a wealth of experience and expertise. Orff Schulwerk, or simply the
Orff Approach, is a developmental approach used in music education
that combines music, movement, drama and speech in an experience
that mimics the way children play. In October, Mr Tighe led a bespoke
programme in the Infant and Junior schools, guiding workshops for
Year 2, 3 and 4 that incorporated music, poetry, movement and the
visual arts. The children involved had a fantastic experience, actively
participating in developing their own musicality across the curriculum
and gaining the insight that music not a standalone subject.
10Chris Riddell X-Periment! @ One-North Festival
Chris Riddell, OBE is an illustrator, an acclaimed political cartoonist Back in September 2019, Tanglin Senior School students shared
for the Guardian and the Observer, and an occasional children’s their STEM projects and research at this annual festival organised
book author. He was the UK Children’s Laureate between 2015-17 by the Agency for Science, Technology and Research (A*STAR) and
and has won three CILIP Kate Greenaway medals. In November, Chris the Singapore Science Centre that gives the public an opportunity
visited the Junior School to lead a workshop of 16 Art Ambassadors, to test and try the latest innovations in AI across a multitude of fields.
before signing books on the Mezzanine and later presenting some
of his work to some 200 Year 4 students in the Berrick Hall. 2019 Inspired: Singapore International Schools
Art Exhibition
TEDx Tanglin Trust School This exhibition was started in 2011 by a small group of art teachers
In the spirit of “ideas worth spreading”, TEDx is a program of to help inspire students and the Australian High Commission offers
local, self-organised events that bring people together to share the use of their gallery space each year for this purpose. Tanglin
a TED-like experience. In November, members of the Tanglin Trust School is at the heart of the huge exhibition and indeed was
community gathered in the Berrick Hall for Tanglin’s third TEDx one of four schools that initiated the project. The Senior School’s
event; a fun and engaging evening that aimed to spread ideas, Head of Art and Design Robert Le Grice now leads a team of 15
and encourage debate and discussion on pressing issues. We teachers from a variety of schools, as the showcase grows from
were privileged to hear from six of Singapore’s “thinkers and strength to strength. Each school selects outstanding artwork
doers”, including financial analyst and pioneer in the energy from its older, usually (I)GCSE, IB Diploma and A Level, students
industry Christine Amour Levar, and Yuxhuan Chua, Creative that exemplifies their creative energy and skills. A selection of 10
Manager of Singapore’s largest humour network, SGAG. Tanglin students’ artwork was selected this year to be displayed
in this prestigious art show. We are well-known for the ambitious
and diverse range of experimental techniques evident in our work.
EPIC Arts
This year, around 500 students, parents, teachers and guests
Supported by the TTS Foundation
attended the celebration evening.
The Junior Drama department welcomed back EPIC Arts from
Cambodia this year; EPIC Arts is an inspirational organisation
which promote diversity and accessibility to the arts for people ParentWise Programme
with disabilities. All students in the Junior school participated in a Tanglin’s ParentWise programme was established to enable our
workshop and performance during House Day, and a smaller group community to connect with the school, and provide a toolkit for
also participated in a weekend festival with the company. See the Tanglin parents and carers to gain knowledge, increase confidence
Arts section for more information on this exciting occasion. and seek assurance. Courses, information sessions and workshops
cover four main themes: Educational and Curriculum Support,
Parent and Student Wellbeing; Hot Button Topics and Inspirational
Zoe Griffiths Speakers. While the ParentWise calendar was impacted this year
Supported by the TTS Foundation by the Coronavirus pandemic – and, more specifically, the necessary
As she has done in previous years, Zoe visited Tanglin to give restrictions on visitors to campus – a varied programme took place
presentations to and lead workshops of Years 5, 6, 7, 8 and 9 students in the early part of the academic year. Talks included All About
during maths lessons. Featuring ideas, puzzles and concepts, these Sleep: The Impact of Sleep on Mental, Emotional and Physical
sessions aimed to build enthusiasm for mathematical thinking, and Performance, with Educational Psychologist Clare Lancaster.
stretch students to think about maths in new ways. A “real world” Practical workshops included Helpful Helpers - Sharing Stories –
approach helped demonstrate just how and why maths is relevant, a popular session offering strategies for helpers to use at home
and Zoe’s enthusiasm for the subject made a tangible impact. when sharing stories with children and supporting them with home
readers – and an Early Years Foundation Stage Maths workshop,
Clive Leach both led by Heads of Faculty in the Infant School.
Supported by the TTS Foundation
Clive, an organisational coach who works widely across the
education, government and corporate sectors, spoke to both
students and parents on the first day of Term 1. He talked to
Senior School students about their character strengths and “mental
toughness”, introducing the idea that this is an attribute that can
be learnt, developed and strengthened. This message was reflected
in parent talks on developing resilience and resourcefulness in
young people, and helping them to flourish. Both talks were part
of a larger program that aims to provide all students with the skills
and mindset to flourish both while at school and as Alumni.
11Infant
School
classes of children sitting at tables placed and the staggered return to school, we have
by Paula Craigie
one metre apart or, in the case of the achieved other “firsts” this year which we
Early Years Foundations Stage children, are incredibly proud of. We were honoured
What a year it has been for on carefully spaced-out chairs. to be featured in the Curiosity Approach
the whole world – and likewise book, From Ordinary to Extraordinary,
Of course, there were also many firsts by Lyndsey Hellyn and Stephanie Bennett.
Tanglin Trust School. So, my for the children. Not seeing their friends
Reflections focus for the Infant for extended periods was a huge change, For the first time, we entered the
School this year will be on our and the ways in which they learned altered International Schools Award and were
significantly, too. Uploading their learning shortlisted for the Initiative to Support
approach to so many “firsts”. via Seesaw, seeing their teachers and Students as Future-Thinking Innovators.
I will also highlight how we have TLAs publish videos and online stories, Three colleagues attended the exciting and
coped and continued to flourish and taking part in interactive sessions inspiring black-tie event in Covent Garden,
instead of face-to-face lessons were learning London. They were able to share their Early
despite all that has come our experiences in themselves. On returning Years approach to learning; an approach
way during the 2019/20 journey. to school, wearing masks or face shields, that encourages creative, independent,
and walking through thermal scanners, sustainable thinkers and learners.
I think one of our key strengths has always became the “new normal”, as did standing
been to demonstrate the qualities we aim on blue dots to ensure social distancing. We have continued to adapt and have
to instil in our youngest children; namely maintained strong numbers on roll for
to learn new ways of doing things and We have learned to create whole-school August 2020. We are changing the way we
being flexible in the way we do them. assembly videos and to keep colleagues do things because we have to. Nursery tasters
informed of changes and developments have changed from conducting on-site visits
Firsts for teachers and teaching and learning through Staff Briefing videos; we have to creating bespoke storybooks that capture
assistants (TLAs) have included devising also managed mass car pick-ups, utilising a day in the Nursery at Tanglin. There are also
and setting up Zoom-based learning, taking precise systems, an outstanding security welcome packs which those children will
individual swab tests, and preparing for and team and, of course, a microphone to call receive in the post. When a few children asked
teaching lessons to whole classes of children children to the front of the line! whether they would need to catch a bus to
from their homes. On returning to school, the Junior School, we realised the transition
there were further firsts: teaching to smaller Despite the challenges of remote learning preparations needed a boost. So, the Head
12of Year 3 prepared an “all-action” GoPro video
to re-enact the journey from the Infant to the
Junior School – with key landmarks such as
the library, canteen and Eco Vista featuring
along the way – accompanied by a catchy tune!
Since there was no travelling for any of our
families or colleagues this summer, we were
delighted to be able to offer placements in the
popular TTS Foundation Summer Programme.
This was the perfect way to give back to the
community as best we were able. The chosen
themes of “Marvellous Magic” and “Innovative
Inventors” seemed apt as our teachers and
TLAs continued to bring learning to life –
and keep our children active and learning –
for an extra week during the summer break.
Underpinning this journey have been the Five
Ways to Wellbeing – Connect, Take Notice,
Keep Learning, Be Active and Give. This set
of five actions applied as part of everyday
routines and activities, can improve our
wellbeing. Good mental and physical health
help us all enjoy a healthier and happier life,
and ensure we are resilient. So, even during
the period of remote learning, our Key Stage
1 student leaders were connected. They
maintained their positive relationships,
whether they were a Song Leader, a Book
Buddy or even a Games Captain, in ways that
were both purposeful and meaningful. The
Wellbeing Warriors found out about each
other’s strengths, interests and personal
passions. They shared stories and photographs
to demonstrate how they were practicing
being kind to themselves as well as to others,
by dancing, painting, reading, playing chess or
helping around the home with everyday jobs.
Above all, this year has shown that we can
flourish despite the challenges we face if we
work together and support each other. These
are key skills that will help our children as they
grow up and mature; concepts that Tanglin Trust
School has always adopted and that underpin
all we do – we are, after all, Team Tanglin!
13pleasing comments was: “The school’s vision to ‘make every
individual feel valued, happy and successful’ is evident across
all year groups. Pupils’ attitudes to learning are exemplary;
Junior they are confident, self-assured learners.”
However, in true Tanglin style, we are never complacent and always
aim for every child to achieve their “personal best”. This was the
School theme of our Speak Up Competition, and the Year 6 Graduation
that was live-streamed to families. Our young people demonstrated
in their speeches that they are confident public speakers who are
By Clair Harrington-Wilcox confident to express their own views and who I know will go on
to achieve great things in their Secondary education.
The 2019/20 academic year proved to be one While we continue to drive our school improvement strategic
of the most challenging I have experienced in headlines, there have also been many successes to share.
my 20 years at Tanglin Trust School. However,
through the many and oft-changing challenges Flourishing Individuals
of COVID-19, it can be said that the whole We are absolutely delighted to have been awarded the Gold level
school community – staff, children and families – of the UNICEF Rights Respecting Schools Award; we are the first
pulled together. While many of us lamented school outside of the UK to have done so. The spirit of the award
is reflected across our school – in our curriculum, our pastoral care,
the loss of normal school life, there were many and the way in which all members of our school communicate and
positive outcomes from the disruption. interact with each other. Our Rights Respecting Schools leader and
the Library team have also curated an incredible collection of books
During the Circuit Breaker period, our children demonstrated relating to the different rights, and have developed a dedicated
great resilience, developing a stronger growth mindset and an space in the mezzanine for children to access them.
even keener sense of independence in their approach to their
learning. Upon their return to school in Phase Two, staff were This year, we also introduced wrap-around care to support working
impressed by the technological skills the students had mastered families, including a breakfast offering that was beneficial to those
with confidence, and the personal journeys they shared. Their involved in early morning sports training and music performance
sense of philanthropy in supporting others less fortunate, and preparation, and was extended to the rest of the community.
appreciating the contributions of frontline workers, is something We look forward to resuming this in 2020/21 once we are able
to be admired. This historic challenge also demonstrated quite to. In addition, we were able to expand the 5pm bus service for
clearly that Tanglin has a very special community that is able Years 5 and 6 students in response to parental feedback.
to face adversity head on, remains undeterred in their desire
to work together, and continues to strive for excellence. Inspired Learners
In 2019, we achieved outstanding in every aspect of our British Quality learning spaces are at the heart of our development plans.
Schools Overseas (BSO) inspection report, which read: “Since the We began with the classroom redesign project inspired by a student
last BSO inspection in 2016, the school has gone from strength visit to Google and our next phase will be to develop the
to strength with standards higher than ever.” One of the most collaborative unit areas; a goal we hope to achieve in 2020/21.
14The refurbishment of the science laboratory this year resulted provide a breadth of experience so that children can develop
in a brighter, more accessible learning environment for all. In their own passions. The introduction of the viola to the Year 4
addition, the Future Learning Room was converted to the Virtual Strings Programme will further enhance Tanglin’s orchestras and
Reality Portal, with the intention of developing and using ensembles. We are delighted to offer the Harp Ensemble to help
Virtual Reality (VR) and Augmented Reality (AR) technologies cater for the growing number of students learning this beautiful
to expand learning within the Junior School. instrument. Charles Tighe, an Orff-Schulwerk practitioner from the
US, led outstanding workshops for students from across the Junior
As the importance of technology increases exponetially across School, further developing this music pedagogy in the classroom.
the globe, and therefore at Tanglin – whether to support remote Masterclasses were held for students in preparation for recitals,
learning needs, or learning within and beyond the classroom – and solo concerts were given by visiting professional musicians.
so too must the children’s skills continue to develop. Experiences
such as writing code on an iPad; piloting and controlling drone The Arts continue to grow in strength, and a visit earlier in the year
flight; learning the fundamentals of programming and sequences; by EPIC Arts involved workshops that set up performances on House
and developing student authored e-books with embedded videos Day that involved all Junior School students. The development
and photos; demonstrates their high skill level and expertise. of an EPIC Arts weekend event provided an opportunity for the
children to work with the company, and our Senior students were
This year, the Junior School once again achieved the Historical on hand to guide and support their younger peers. In the future,
Association Silver Award – we are the only school in South East we aim to design exciting new Arts spaces that support innovation
Asia to have done so. We look forward to going for Gold next; and assist in the development of a world-class Arts programme.
we currently hold the Gold award for Geography.
Team Tanglin
Helping students to enhance their critical thinking skills and
recognise the intersection of art, science, technology, engineering, Ensuring we are an outward-facing school that forms strong bonds
and maths are the STEAM principles brought into Junior School with other local and international schools, and the independent
science curriculum. Science Week had a STEAM theme, and Junior sector, remains even more important during a global crisis. We
School science continues to hold the Gold award, demonstrating are proud to be members of the Independent Association of Prep
the consistent delivery of a quality curriculum. Schools (IAPS), a membership that has required us to demonstrate
an outstanding education. Within Asia, we are also members of
We were delighted to have been able to set the English Speaking the Federation of British International Schools in Asia (FOBISIA);
Board exams for Years 3-5 before COVID-19 affected in-school this affords us a variety of sporting, performing and academic
learning, and the results are absolutely outstanding. The examiners competitions across Asia.
were impressed with how articulate and confident the children
were in their presentations, and we look forward to incorporating Enhancing local community links through our enrichment
the essential life skill of public speaking once more into our programme were demonstrated when students from Year 5 hosted
curriculum when visitors are permitted to visit the Tanglin campus. a group of returning visitors from Raffles Girls School, Singapore.
The visit coincided with a celebration of Tolerance Day, a particularly
The importance of learning a language is evident throughout relevant occasion given the recent challenges in our modern
our Chinese programme, and the introduction of a third-morning world. Teaching the importance of mutual respect – regardless
enrichment session to cater for the growing number of nearly-native of differences in culture, faith, language, religion and gender –
Chinese students from the Infant School, and those continuing with remains a priority. Our young people rightly respect and
Mother Tongue in the Secondary school, demonstrated its success. appreciate the diversity within our own community and beyond.
We are continuing to review our age 3-18 curriculum to ensure
our academic pathways from school to school remain as strong The collaboration with Sydney Grammar School began with
as possible, and that learning opportunities are maximised. workshops and ended with a stunning concert performance
involving our Year 5 and 6 singers and instrumentalists. Once
One thing that’s certain about education in the current climate again this year, the TTS Foundation funded a visit from Aspire
is that it needs to prepare our young people for anything. Today, More Able - Thinkers in Education to enrich scientific learning
children need to be equipped with the ability to adapt, be flexible and challenge students’ perceptions. A collaboration with the
in their thinking, have the willingness to tackle problems and find Infant School that saw 60 students undertake the LEGO Robotics
new solutions, and above all to develop inner resilience. These Challenge was a wonderful example of inter-school teamwork,
life skills must be woven through the fabric of our curriculum while the wonderful Illustrator Chris Riddell visited to work
if we are really to prepare them to succeed in later life. with our Art ambassadors.
Personal Best Other People
Our vision is for every child to strive for their own “personal best”. I could not be more proud of the Junior School staff for creating
With this in mind, we have been restructuring our Physical a bespoke summer programme that catered for the vast numbers
Education and sporting pathways, and creating additional of students enrolled. Willingness to give up their summer leave
Arts performance opportunities. This will remain a priority and working tirelessly to support the community during Phase Two
for the coming year. are certainly special qualities to be found in Tanglin staff.
Some of the sporting changes have included a House rugby I look forward to welcoming new staff and families in 2020/21.
tournament featuring contact and touch matches for Years 5 My hope is that we will enter Phase Three sooner rather than
and 6. Contact rugby was also offered to Years 5 and 6 girls, later, and emerge stronger together as “one Tanglin”: a bright
along with new orienteering technology in lessons. With new and positive community that has an even brighter future.
Heads of Sport in place to help develop an Age 3-18 Pathway,
we are thrilled that we have been able to increase after-school
sporting opportunities. We look forward to enabling greater student
participation and offering additional chances to represent Tanglin.
Music is at the heart of the Tanglin experience and we seek to
1516
This year we were faced with many challenges regarding students
university decisions and destinations with students considering
Senior
taking or cancelling Gap Years late into August. With the UK
government’s decision to U-turn on the use of exam board grades
and honour our Centre Assessed Grades (CAGs), a large proportion
of our students headed to the UK were able to secure their
School first-choice university. As those students navigate international
flights and quarantines, we are seeing some opting to study
from home for the first semester of their degrees.
by Allan Forbes
Overall, we have 142 students planning to start degrees this year
across nine different countries. Twelve students will be enlisting
I was once again delighted with the academic for their National Service this autumn, while 16 have opted to
results achieved in the 2020 examination take a Gap year, with six students making applications this autumn
session at (I)GCSE, A level and IB, despite the to Australia and Austria. We are expecting increased competition
for places at universities in 2021 and more international fee status
unprecedented set of circumstances leading decisions as the terms of Brexit come into effect across the
up to them. The headlines included: European Union.
• 78% of all (I)GCSE grades were A*, A, Notable successes over the past 12 months have included the
completion of an excellent five-year IB Diploma evaluation process,
or equivalent (7, 8, or 9) the revamping of the Languages and Classics Department on
• 98% of all A Level grades were in the range A*-C Level 2, and the opening of a KS3 Pastoral Hub. There was also
• Our IB average stands at a record 39.0 the introduction of 10 new colleagues last August, including
several new additions to the Heads of Faculty team:
(compared to a global average of 29.9).
Mrs Josephine Allen Head of English and PPRS
These exceptional outcomes should be taken in the context that Dr Richard Forster Head of Science
Tanglin is a non-selective school and we remain focused on Mr Richie Baxter Head of Arts
supporting our students pastorally, and developing their learning Mr Joseph Loader IBDP Coordinator
and skills with experiences beyond the classroom through Sport,
the Arts, academic enrichment, House events, service projects, Please turn over for the reviewed and revised commitments of the
Outdoor Education opportunities, and links with our local Senior School Development plan, in line with the Strategic Plan.
community and further afield. The central aim of the Senior
School is to “Prepare students for life beyond Tanglin”, and the
Tanglin educational journey reaches destinations way beyond
the single-minded desire, drive and achievement of these amazing
academic outcomes.
17Pastoral CPD
• The completion of an all-year-group Student Wellbeing • Evidence-based Education programmes; Assessment Essentials
Survey to benchmark where we are as school, and to (to be offered to all colleagues) and Assessment Lead
identify key strengths and areas for development • Opportunities for Middle Leaders to maintain their professional
development via secondment to academic team meetings
• Positive Education with a focus on positive relationships, and whole-school leadership projects.
and including:
- Focus in tutor time on character strengths Following extensive feedback from key stakeholders in Term 3
- Student coaching of 2018/19, we launched the new Year 10 and 11 Assessment
- Student leadership timeline in September 2019. The initial feedback from our Year 10
- Student Voice students was positive as they understood the need for Summative
- Nurturing CPD for form tutors. Assessment windows, but also appreciated the added importance
Leading to the development of character strengths, placed upon regular and valuable formative feedback from their
to explore ways for students to know their strengths teachers. Our drive to create and take advantage of opportunities
and areas for development, and to flourish and develop continues as there has also been a focus on developing colleagues
more resilience and “bounce-back-ability” through numerous CPD channels, for example Assessment
Essentials and CPD carousels.
• Completion of the Life Skills curriculum audit
• Writing and developing Safeguarding policies Of course, the Coronavirus pandemic had an impact on many
• Displaying and integrating the UN Convention of our priorities. While the situation provided a multitude of
on the Rights of the Child into curriculum challenges, it also created opportunities. One such “silver lining”
• Building a greater understanding and awareness was the way in which my colleagues and Senior School students
of “digital citizenship” adapted to a new way of working. Remote learning became
• Reviewing our rewards and awards procedures the norm for all of us during an eight-week period straddling
• Developing more social spaces for students Terms 2 and 3. The flexibility of our community to move away
• Introducing a common language in the Student from traditional teaching and learning methods, and adapt
Code of Conduct. quickly to a new way of operating was simply outstanding.
The extended school lockdown period provided many challenges The utilisation of Microsoft Teams to interact in a purposeful
for the Pastoral Support team, but we were impressed by how and meaningful way, and to ensure good progress was made,
the student body responded to the challenges of adapting to the was beyond impressive. New terms entered a teacher’s vernacular.
restrictions, staying on top of their remote learning, and not seeing A mix of synchronous (live) and asynchronous (offline) methods
their friends.Some students did struggle, but the efforts of Heads were employed to ensure the blend of pedagogical approaches
and Assistant Heads of Year, tutors, and counsellors alongside class used were appropriate to both context and content. Student,
teachers provided excellent support to these students and their staff and parental surveys were conducted, the results of which
families. Having line of sight into our most vulnerable students supported our approach and strategy as we strived to ensure
was not easy but, on reflection, the systems and processes that continuity in our teaching and learning.
we introduced were very effective.
Some of our pastoral initiatives that we had planned for last year
Learning Beyond the Curriculum Through our
have been delayed, so we are looking forward to getting back on Co-Curricular Activities Programme
track as things return to normality next year. The Wellbeing Survey
has provided a useful benchmark for us, and the second survey We are considering models to restructure the Senior School
in September 2020 will provide us with an excellent opportunity timetable to enable greater participation in CCAs with more
to evaluate the 2019/20 academic year. efficient use of facilities to include:
- Enhanced opportunities in Sport
Academic Learning and Teaching - Enhanced opportunities in the Arts
• Improve the consistency of faculty monitoring and our quality - Enhanced opportunities in Academic Enrichment
assurance processes including the use of Student Voice to - Enhanced opportunities for Houses
inform Learning and Teaching
• Develop an integrated study skills programme which Leading to a broader and bolstered range of CCA opportunities
emphasises the importance of Active Reading; Handwriting, on offer in the Senior School.
Note taking; Memorisation and Recall
Outdoor Education and the Duke of Edinburgh Award
Assessment and Reporting
• Develop Homework and Assessment opportunities that • Mr Richard Tuck to be appointed a Duke of Edinburgh
balance students’ independent learning and wellbeing needs Award Coordinator
appropriately, and are supported by our study skill initiative • Introduce and build numbers for the Duke of Edinburgh Award,
and focus for 2019/20 with a focus on high completion rates in Years 10 and 11
• Develop the use of Formative Assessment to support and in the Sixth Form, for the Bronze, Silver and Gold Awards
learning and the progress of our students • The Outdoor Education team, with additional member of staff
• Review what and how we report in the Senior School. Mr Peter Ayompe, to support the development of the award
• Encourage form tutors to develop their knowledge of
the award.
Curriculum
• Review the A level Languages uptake
• Examine the curriculum articulation of Languages
from KS2 to KS3.
18To Review home following their respective Remote Learning programmes.
All Outdoor Education experiences, to ensure they are fit for However, the Senior School has continued to strive, with an
purpose, relevant, develop skills and show clear progression, uncompromising resolve, not to be seen as complacent and
and to make certain these are balanced with curriculum time not to allow initiatives and projects to stall. We have pushed
and with an awareness of parental expense, to avoid creating on in every way and sense possible, under trying and
a financial burden and taking time out of lessons. unprecedented circumstances, and I have been delighted
with the progress made over these past 12 months.
To Support
• The Friends of Tanglin, with a focus on supporting key Tanglin Senior School remains an impressive and outstanding
aspects of the school and a shift towards “friends-raising” school when one considers the ways in which it builds trust
rather than “fundraising” with its stakeholders, maintains balance and order, and shows
• The set up of a working party across the school that genuine affection and appreciation for the incredible energy,
works towards making a conclusive decision on the House enthusiasm and enduring commitment of the staff, students
System and whether Houses have a key role to play in the and parent body; it also benefits greatly from the guidance
Senior School and support of its Governors. I remain very fortunate and
• Our school leavers’ transition to university by supporting proud to be the Head of Tanglin Senior School, and to lead
the development of Alumni Chapters at key universities such inspiring learners and dedicated teachers each in pursuit
that feature a large Tanglin Alumni population of their own “personal best”.
• The improvement of the sustainability messaging around
the school, with a clear focus on responsible consumption,
energy-saving actions and food recycling.
I would like to highlight the progress of the Duke of Edinburgh
Award at Tanglin, with significant numbers embarking on both
the Bronze Award in Years 10-11 and the Gold Award in Years
12-13. I noted during the Circuit Breaker period that students
who were pursuing an award kept the motivation to continue
with their Physical Activity, Skill and Service wherever possible.
The Adventurous Journey opportunities will return, but remain
a challenge at the current time.
It is easy to underestimate the impact of COVID-19 pandemic
in recent months with such a large part of the school year taking
place outside the Tanglin campus, with staff and students at
19Examination
Results
CHANGES TO EXAMS AND UNIVERSITY APPLICATIONS IN 2020
Tanglin Trust School is part of a global community of schools that was impacted greatly by the Coronavirus pandemic, resulting
to major changes to this year’s exam season. In March, the UK’s Secretary of State for Education announced the Summer 2020
GCSE and A Level and IB Diploma exam series would be cancelled to help prevent the spread of COVID-19. Instead, students
due to sit these exams would be awarded grades based on teachers’ predicted grades, with the results from each centre
subjected to various statistical tests and procedures.
Moderated A Level results were published as planned in August, however following on from a U-turn by the UK government, all exam boards
then reverted to Centre Assessment Grades (CAGs). This created much confusion and frustration for students, but also resulted in outcomes
that better reflect their efforts and achievements; an exceptional 38% of all results were graded A*.
Centre Assessed Grades were also upheld for our (I)GCSE students and, in a number of Pearson subjects, even surpassed for some
individuals. All of the Year 11 cohort – 49% of whom received A*, A or equivalent for all of their subjects – can now focus on the next stage
of their education.
You can read more about Tanglin’s 2020 exam results over the next few pages.
University Applications 2020
by Zoe Williams, Head of Careers and University Guidance
Four students have been admitted to Oxbridge; two students will
As the COVID-19 crisis unfolded in the latter half of 2019/20, the read Natural Sciences at Cambridge, and two are headed to Oxford –
Careers and University Guidance team was kept immensely busy, to read Biological Science and History respectfully. One student
monitoring changes to university testing policies, requirements will enrol at Stanford, USA in 2021, while another will attend the
and their social distancing protocols. Often, this required my team University of Chicago this autumn. Three students have been accepted
to work late into the night or in the early hours of the morning in to UC Berkeley, while three students will attend UBC in Canada.
order to retain personal relationships with universities across different Here in Singapore, one student will attend Yale-NUS and another.
time zones, in online discussions, conferences and webinars. has been accepted to La Salle College of the Arts. A full list of
university destinations for the Class of 2020 can be found on page 24.
In late May, we held a virtual coffee morning with parents of Year
13 students to communicate the most up-to-date information from
universities, as well as to answer any specific questions from the Looking ahead to 2020/21
community. At this time, most universities were already offering
a hybrid style of tuition, with seminars and tutoring taking place as We are anticipating an extremely competitive year for our current
usual but large lectures held remotely. Understandably, many parents Year 13s as they will be applying to courses where places have already
and students were concerned that educational provision would not been filled with this graduating cohort. It will also be the first year EU
be sufficient in their current forms and that the university experience students are being asked to pay International fees.
would not feature its usual rites-of-passage, such as Freshers Week,
and clubs and societies. Despite the uncertainty, our advice at Tanglin We are launching a weekly bulletin to be shared via InTouch to keep
has always been that students should start their courses as planned. students and their families up to date with university-related events.
Universities have been unable – or unwilling – to guarantee deferred There are a wide variety of virtual visits, talks and enrichment
entries, while mass delaying could create a “bottleneck” of graduates lectures on offer so students must be strategic in their choices.
in search of university placements in 2021 and – in the case of Due to COVID-19, the Lion City Fair has moved online, and will take
European students applying to UK universities – complications place over three weeks with more than 100 universities taking part.
due to Brexit and the incoming EU Settlement plan. Students will be able to attend general information sessions as
well as more targeted sessions. They will also be able to make
Despite the uncertainty, this has been a fantastic year for Tanglin, appointments to chat with university representatives one on one.
with 86% of students achieving their first choice this year.
20You can also read
