crossroads january 2014, volume 17

A WALK IN THE PAST

HOUR OF CODE

IASAS MODEL UNITED NATIONS

02 EDITOR’S NOTE/CONTENTS

I am the worst kind of traveler. Don’t get me wrong, I love, love, love travel. The closer I feel that I am to being part of some Indiana Jones or National Geographic-like setting, the more satisfaction I get out of any trip. It’s just that I get antsy at the end. Ready to jump back into real life and face my next chapter, whatever it may bring. This winter break was no different for me. I anticipatied the start of the second semester for weeks, looking forward to welcoming the new year, new projects, and new families to our school (we welcomed ninety new students and their families this month!). So many inspiring projects, activities, events, and learning took place last semester. We feature just a few of the highlights here in this issue of Crossroads. Classes in the primary division had a visit from Garrett Popcorn as part of their persuasive writing unit, the intermediate division took part in the Hour of Code, the middle school’s Egyptian Museum project was wildly successful, and high school…well, where do we start? The drama production of the Crucible, Model United Nations, and service club work for the visually impaired are a few stories that are covered here. Judging by an incredible filled-to-the-brim first semester, we all have a lot to look forward to in the months to come. If you want to experience even more student highlights, events, and photos, be sure to stay connected with the day-to-day happenings at SAS through our Facebook page (www.facebook.com/singaporeamericanschool). Whether you are still in holiday mode or are raring to go on the Little Red Dot, welcome to 2014 and to the Year of the Horse! It is going to be a great one at Singapore American School!

LOOKING FORWARDVANESSA SPIERDIRECTOR OF COMMUNICATIONS

02 04

05 08

09 12

16 20

23 34

44 46

EDITOR’S NOTE/CONTENTS

Our mission

From the superintendent

Five Minutes with Amanda wood

The learning environment

PRIMARY SCHOOL

Intermediate school

MIDDLE SCHOOL

HIGH SCHOOL

BOOSTER club & PTA

Community

CAMPUS SCENE

ENHANCING THE LEARNING EXPERIENCE THROUGH RESEARCH AND DEVELOPMENT

VISION &MISSION

DR. CHIP KIMBALLSUPERINTENDENT OF SCHOOLS

04 OUR MISSION

VISIONmIsSION

INSTITUTIONAL COMMITMENTS

DR. CHIP KIMBALLSUPERINTENDENT OF SCHOOLS

05 From the Superintendent

Welcome to 2014! I hope you had a restful break surrounded by loved ones either somewhere around the world or right here in Singapore. I love returning to campus after a break where students and faculty look forward to reuniting with friends, and seeing everyone energized to jump into the next chapter of the school year.

I am fortunate to be an educator where I witness first-hand students obtaining a great education and growing into competent, thriving citizens of the world. To be a part of an institution like Singapore American School, where the opportunities to learn are better than nearly any other school in the world is exhilarating.

Part of what makes SAS exceptional is our commitment to continuous improvement in our programs and teaching methods. Any improvements or changes we make are all part of the same goal: to fulfill our school vision – A world leader in education cultivating

exceptional thinkers prepared for the future. It is our students’ future that drives us to work hard, innovate, and continuously improve.

Our Desired Student Learning OutcomesLike many leading private schools today, SAS continues to examine the skills that students will need for the unknown future that they face. The desired student learning outcomes (DSLOs) are those skills that we deem most important, and are most likely to be transferable to the future. We know that core knowledge is the centerpiece of college preparation and the world of work. But as important is how we use that knowledge to solve challenging problems, and to innovate in a quickly changing environment. For SAS, in addition to core knowledge, we are building a school that will develop student proficiency in critical thinking, communication, creativity, collaboration, character, and cultural competence. These desired student learning outcomes serve as the foundation for our academic programs.

DESIRED STUDENT LEARNING OUTCOMES


The SAS Institutional CommitmentsSAS has six “institutional commitments” that every staff member makes a commitment to supporting when they agree to work at our school. These commitments ensure quality today, and will ensure quality in the future. These commitments are:

• Great teaching for every student, every day• Use of a common, guaranteed, viable curriculum • Technology integration• Evidence of learning through assessments and

the use of data • Participation in professional learning

communities• Contribution to a healthy organizational culture

These commitments are the operational imperatives that guide our efforts in achieving excellence as a world-class leader in education.

Bridging the Gap to Reach our VisionTo reach our vision for students and as a school requires a deliberate effort to look at what the best practices, best programs, and best thinking are around the globe. It also requires us to take an honest look at what we are doing well, and what we need to change. At SAS we are both looking outside of SAS for great ideas and insight, and are looking inward, challenging our assumptions and practices. This is at the heart of our R&D work and our WASC accreditation process. And through these processes we are developing the SAS roadmap for the future.

Research and DevelopmentThroughout the first half of the year, we made great progress in our research and development work. Our high school is in its second year of work and the development team has started putting structure to recommendations for the future. The middle school and elementary school are visiting schools globally and will make recommendations next year.

Last year the high school team visited 30+ schools, interviewed over 100 college admissions officials, and did a year of research from highly regarded thinkers and reformers. From this we found eight themes that consistently emerged. We found that great schools…

1. Build relationships with students through systematic advisory programs

2. Create opportunities for students to pursue individual passions and interests

3. Teach students to solve problems and produce, rather than consume information through interdisciplinary studies and project/problem-based learning

4. Create global citizens authentically connected to local and global communities

5. Clearly define and measure purposeful school-wide learning outcomes (our desired student learning outcomes)

6. Use technology to maximize student learning7. Build purpose-built innovative spaces to facilitate

21st century learning8. Actively and unapologetically develop and

pursue strong school culture

The faculty development team analyzed their findings and concluded that the first four themes must be developed and that relationships and personalized learning will ultimately be the foundation from which all the other themes can be developed. These two pillars will be the early focus of the development work and will drive programs and practices in all of the others.

Why Now?We believe that this process will positively impact all of our programs, and SAS as an institution. But why the urgency? Isn’t SAS doing just fine the way it is?

As compared to other similar schools, SAS is doing great things today. Students are achieving, students are admitted to great universities, and our students are very successful. But every successful organization is looking forward to what the needs are for tomorrow, not just today. The requirements of universities, and ultimately the workforce, are changing. At SAS we understand this and therefore are planning for the future needs of students, ensuring that they will have what they need to be successful.

How Will This Impact College Admission?While our students continue to be admitted into the top universities both in the United States and internationally, those universities have told

us that they are now looking for more than just a strong academic foundation. Hundreds of college admissions officers have told us that they seek students that have also demonstrated passion, have pursued deep studies in areas of interest, are well-rounded, and who are distinctive.

Like SAS, universities are beginning to rethink what learning looks like as students face a future where globalization, technology, adaptability, and thinking will rule the day. It is this future that we are paying most attention to. The College Board, who manages the Advanced Placement (AP) program worldwide, is investing millions in research, and they are finding results similar to ours. They are committed to desired student learning outcomes that look very similar to ours and this validates much of our work. SAS is on track to prepare students for college, even as universities rethink what students need for the future.

Innovation Happening NowOur work is not just about what is ahead, we are making changes now. Already we see changes in teaching practice. More integrated projects are being assigned, assessments are being used across grade levels and subject areas, and new classes are being developed that align with what we are learning. We are conducting a learning support review to determine the best support structures for students who need additional challenge or who are struggling, and will be making changes accordingly.

In the elementary divisions, we have witnessed monumental advances in student learning through our world language program. School-wide technology integration allows our students to collaborate and apply creativity and critical thinking like never before. The middle school library’s new green screen and music recording room allow students to explore their interests in meaningful ways.

In the high school, several new innovative programs are providing authentic and relevant learning experiences for our students. In the Film and Acting Ensemble class, students work collaboratively to create an original film product to compete in film festivals and international film festivals. In Yearbook, students have taken complete responsibility for the products and processes and

are using a virtual teacher in San Francisco for guidance and support. In Engineering/Science, this interdisciplinary class is using Design Thinking as its primary approach to working with complex problems. And the senior Capstone experience, in its second year, allows students to create an individualized project based on their passions and interests.

We have been selected as one of thirty schools worldwide (out of 10,000) to pilot the newly developed AP diploma program, and last month, we initiated the "Center of Innovation" at the high school, which will serve as a learning hub for student integration and projects and a coordination point for many of the important parts of the high school program including Advanced Placement, Capstone, project-based learning, Interim, summer programs, media services, and more.

WASC Accreditation Every six years the Western Association of Schools and Colleges (WASC) accredits our school. This year is our accreditation review year and as a result we are deeply engaged in that work. For our review we are focusing exclusively on our desired student learning outcomes that provide the base for our future plans. The WASC leadership team includes faculty, staff, administrators, parents, and Board representatives. This team analyzes information from divisional focus groups to determine where we are doing well and what needs to be improved. After a WASC site visit in the spring, a report will be produced that describes our school along with school-wide commendations and recommendations.

The R&D work alongside our WASC review is exciting and has us pointed in the right direction as a school. I could not be more proud. As important is the great work that is happening right now, every day, in classrooms and in the system that supports those classrooms. And at our very core is heart. We have a heart for children and families in our community expressed through extraordinary care and a commitment to the welfare of each child.

Here is to a great 2014 and a prosperous Year of the Horse!


How do you drink your coffee?A double shot latte, extra foam

What's the best gift you gave someone for Christmas?I flew my parents to Singapore so they could see firsthand what a great place this is...they liked it so much they want to retire here! For now, they settle on coming out here every two or three years.

What is your best SAS memory?After fourteen years there are so many...one of my favorites is cheering on Mrs. St. James (a former middle school teacher) when she jumped off the high dive platform during the Classroom Without Walls trip to Telunas.

What drew you to SAS?The day I applied to SAS it was -45 degrees Celsius in Calgary, Alberta so I was looking for someplace warm! Seriously though, I wanted to be part of a school that made teaching and learning a priority while always looking to improve, and SAS was at the top of the list.

What is your favorite restaurant in Singapore?It's a tie between Blu Kozina on Bukit Timah and Din Tai Fung.

What is your ideal weekend?It would probably involve a beach in Thailand, but my ideal "in Singapore" weekend includes

breakfast near the river at Robertson Quay, hanging out with friends, and hopefully taking a new puppy for walks around Fort Canning.

What is your biggest fear or worry?Snakes. They terrify me.

What are you most looking forward to next year as the elementary deputy principal? I am excited about working with all the fantastic teachers, students, and families that come to SAS every day.

If you went back to school, what would you study?Learning new things is a huge part of what I do, so I am always looking for new topics to study. Lately I've been trying to learn a bit about coding, but if I were going to go back to school to learn something totally new, it would have to be photography.

What does courage look like in our students?Trying something challenging for the first time, whether it is a new reading genre, using a new math strategy, joining a club, or being part of a performance. Doing something for the first time can be difficult and I admire any student who is willing to try take on a new challenge.

What was your New Year's resolution?To eat more vegetables!

MINUTESELEMENTARY DIVISION DEPUTY PRINCIPAL

Amanda currently serves as a resource specialist in the primary school where she supports the reading, writing, and math needs of students in kindergarten and second grade. Read more about Amanda in Leadership and Program Appointments on the following pages.

08 Five minutes

WITH AMANDA WOOD

Last October 30, SAS became the very first educational institution to receive the prestigious Solar Pioneer Award from the Economic Development Board (EDB).

The Singapore government recognized the school’s new 1-MW photovoltaic energy system in an award ceremony at Marina Bay Sands, where EDB executive director for clean technology Goh Chee Kiong and National Environment Agency chief executive officer Ronnie Tay presented the honor to Superintendent Dr. Chip Kimball.

Speaking in front of hundreds of guests from the local and international solar energy industries, Mr. Goh confirmed that SAS indeed holds the title of largest existing system in Singapore, having edged out Keppel Seghers Ulu Pandan NEWater Plant by .007 MW (7 kW). The SAS system will produce at least one million kilowatt-hours annually—a tenth of the school’s existing electricity consumption.

Installed over the summer and operational since August, the solar project is the culmination of nearly two years of collaboration between the Facilities and Services office, solar leasing firm Sunseap, and the Solar Research Institute of Singapore (SERIS).

Just days prior, U.S. Ambassador to Singapore Kirk Wagar and Member of Parliament for Sembawang GRC (Woodgrove) Ong Teng Koon joined Dr. Kimball and Mr. Goh for the student-led official launch of the solar energy system prior to visiting the iconic PTA Food Fest. For more information on solar power at SAS, the solar launch, and the Solar Pioneer Awards, check out the extended article in the latest issue of Journeys - http://issuu.com/sasnf/docs/journey_volume_14_fall_2013

SINGAPORE AMERICAN SCHOOLA SOLAR PIONEERENERGY CONSERVATION ENGINEERJAMIE ROSE ALARCON SIMBULAN

09 The learning environment

LEADERSHIPANDPROGRAMAPPOINTMENTS

HIGH SCHOOL DEPUTY PRINCIPAL LAUREN MEHRBACH

HIGH SCHOOL CENTER OF INNOVATION COORDINATOR DENNIS STEIGERWALD


Lauren will be re-joining SAS as the high school deputy principal. Lauren is currently the principal in Tunisia and is very excited about returning to SAS. Lauren was a teacher and then deputy principal at SAS, leaving for Tunis in 2011 after more than ten years here. She will be returning with her husband Paul and two children.

Dennis will be taking on a new role at SAS as coordinator of the new Center for Innovation. The role is still evolving, but initially it is designed to be a learning hub for student integration and projects, and a coordination point for many of the important parts of the high school program including Advanced Placement, Capstone, project-based learning, Interim Semester, summer programs, media services, and more. Dennis has been with SAS for fifteen years and currently serves as AP coordinator, science department chair, is a member of the high school R&D team and development team, and has participated in a broad range of professional development and leadership activities at SAS.

ELEMENTARY DIVISION DEPUTY PRINCIPALAMANDA WOODAmanda has been with SAS thirteen years in a variety of roles, most recently as a second grade resource teacher. She served in the middle school as an eighth grade resource teacher, grade level team lead, and CWW redesign team. School-wide, she participated in the UBD trainer of trainers, the SAS Educational Leadership certificate, is the WASC self-study coordinator, and is an SAS Strengths Communicator. She completed her administrative certification through Michigan State University.

EARLY CHILDHOOD CENTER COORDINATOR JO MCILROYJo is currently serving as an elementary counselor and next year will lead the ECC. Jo has been at SAS for twelve years and has served as a primary and intermediate school teacher, in addition to her role as counselor. She has two Masters degrees as well as a certificate in Educational Leadership. She is an SAS Strengths Communicator, serves on the elementary R&D team, is the team lead for the primary counselors, and has taken advantage is many professional development opportunities at SAS.

PRINCIPAL ON SPECIAL ASSIGNMENTDR. TIM STUART

HIGH SCHOOL PRINCIPALDR. DARIN FAHRNEY

Tim will serve as a principal on special assignment next year to support development in the lower divisions and to implement the faculty recommendations in the high school. Tim will also design and implement SAS summer programs and develop partnerships for SAS as part of this three-year role. Before landing in Singapore in 2010, Tim's professional teaching and administrative experiences brought him from eastern Turkey to Switzerland, from Washington State to the Navajo Reservation in New Mexico, and then for three years as high school principal at Jakarta International School in Indonesia. Dr. Stuart is the co-author of two books about parenting, teaching and mentoring.

Darin, a current SAS high school deputy principal and the support services coordinator, will step into the high school principal position on a permanent basis starting in July. Prior to becoming a deputy principal at SAS, Darin was the high school principal of a large suburban high school outside of Milwaukee, Wisconsin. Darin also served as an assistant principal and before that as a high school science teacher.


TECH 101 AND SPEED GEEKINGMAUREEN MURRAYCOORDINATOR, SPEAKERSERIES@SAS

In December, more than sixty SAS parents gathered for a rare opportunity to step inside their children’s technology world—their educational one—and try out some of the apps, programs, and instruments for themselves.

The morning began with a panel discussion led by Jason Cone, SAS’s executive director of IT. Ed tech coordinators from each SAS division took turns describing how their programs enrich students’ educational experience in developmentally relevant, challenging and creative ways. Then they entertained questions from parents who ranged from enthusiasts to skeptics of the importance of technology in education.

“We offer programs like Tech 101 to open up the dialogue between parents and educators,” Jason Cone said. “It’s a great way to have a lively discussion where we can inform parents about our exciting programs and plans, and also hear about their concerns, experiences at home—and most often, their great enthusiasm.”

The event then took a lively turn as parents learned how to “speed geek.” Speed geeking is “a participation process used to quickly view a number of presentations within a fixed period of time.” Teachers, students, and staff, stationed around the Middle School Library, offered a range of high tech demos. Each presentation lasted seven minutes before parents had to switch to the next. Topics included: Mandarin, math, digital books, video production, blogging, art, assessments and more. The third grade students were a big hit with their animations and freshmen impressed with their “technology day in the life of a high school student” presentation. Newly equipped in the library, the Audio Design Studio drew a crowd as parents tried out a variety of “virtual” instruments.

Jason Cone mentioned that his department, in conjunction with the parent organization TechTalks@SAS, is considering making Tech 101 (with speed geeking) an annual event. So if you missed this one, stay tuned for next fall!

SpeakerSeries@SAS, formerly known as Community Library, hosts experts who address important and timely topics on parenting, child development and family life. Funded by the SAS Foundation, SpeakerSeries@SAS is a volunteer, parent-run organization. This year, the coordinators introduced TechTalks@SAS specifically to tackle issues regarding the rapidly changing role in students’ lives. For more information, contact [email protected].

Do you like popcorn? The students in Mrs. Quick’s, Mrs. Derksen’s, Mr. Ferguson’s, Mrs. Tan’s, and Miss Kumar’s first grade classes sure do!

In writing workshop, first grade students have been learning how to write reviews. We have learned that good reviews begin with a catchy introduction that states our opinion. This is followed by giving several convincing reasons for our opinion. A good review ends by repeating our opinion and telling the reader to do something.

What better way to practice this fun new writing genre than to become Official Garrett Popcorn Tasters? Garrett Popcorn generously donated popcorn for students to taste and determine which of their signature flavors: CaramelCrisp, Buttery Popcorn, Chicago Mix, or CheeseCorn was the best liked by first grade students.

Representatives from Garrett Popcorn provided a brief overview of Garrett Popcorn and the different types of popcorn students would be tasting. Students then sampled each flavor and had to decide which flavor they liked the best. After students were finished tasting the popcorn, they had to apply what they had learned in writing workshop and write a review on which flavor popcorn they liked and why.

Here are a few reasons students selected their favorite flavored popcorn:

“CaramelCrisp is the best flavor because it uses natural ingredients and tastes sweet.”

“Buttery popcorn is air popped and it is a good snack.”

“CheeseCorn in the best flavor because it makes your fingers colorful from all the cheddar cheese on it!”

“Chicago Mix is the best because it is irresistible and you get to eat both CaramelCrisp and CheeseCorn.”

Primary School Literacy Coach Louise Donaghey stated, “This was a great authentic writing experience for students. Students were fully engaged and excited about writing their review from the moment they heard the word popcorn!”

Which flavor was best liked by first grade students? To everyone’s surprise it was very evenly divided, and Chicago Mix won by a very narrow margin.

12 PRIMARY SCHOOL

IN OUR OPINION MRS. QUICKFIRST GRADE TEACHER

LISA HOGAN AND SUE BARBERSECOND GRADE TEACHERS

13 PRIMARY SCHOOL

Courtney CampbellStudents from ECC to fifth grade had a ball during Courtney Campbell's singing/storytelling sessions. An American singer/songwriter, master storyteller, writer, and musician, Ms. Campbell travels the world performing for children, giving concerts and workshops. Students truly enjoyed her highly interactive sessions.

Our academic visitors-in-residence program is made available by a generous PTA, which has partnered with SAS to ensure that thousands of students experience the work of professional artists and authors, and learn more about what it means to be a writer or artist.

A “BLISSFUL” EXPERIENCE WITH THE ELEMENTARY PTA-SPONSORED ILLUSTRATOR-IN-RESIDENCE - Harry BlissThe SAS libraries have long been the grateful beneficiaries of the PTA financial sponsorship for author and illustrator visits. There’s clearly been educational value added with these opportunities for our students to see visiting professional writers, illustrators, and artists. Having said this, the new elementary illustrator/author-in-residence model is a shift to a greater learning outcome approach.

The previous goal of an author/illustrator introducing students to an author and his/her work was good, but our new approach is not just better, it’s outstanding! The old venue for a visiting author was to deliver a presentation in the theater. This often involved additional scheduling. There is a limited learning benefit to a theater-style one-time presentation. Being a passive audience member is not the same as being an actively engaged learner. On the other hand, a ‘residency’ program means that the authors/illustrators work directly with teachers and students the whole time. In fact, we start by looking at our desired student learning outcomes (DSLOs) and make certain that our authors/illustrators-in-residence provide students with beneficial, achievable, and measurable learning.

In October, illustrator-in-residence Harry Bliss magically transformed the landscape of the art classrooms into a studio where student artists explored different illustration techniques.

Second grade students and families wonderfully supported the service learning Toys for Treats campaign. Over the fall break, Food From the Heart (FFTH) collected our donations, a truck full – thirteen huge bags full of toys! The toys went to support the Food From the Heart annual toy drive, which also took place over fall break. All thirteen classes participated and together our 286 students donated hundreds of toys, proving that we can make a difference.

Our very own SAS High School Food From the Heart Service Club came downto the second grade and wrapped most of our donations. They also participatedin the Food From the Heart Toy Carnival. In the months ahead, we areplanning to have a few of these students speak about the experience to ourstudents. To see more about the great work that Food from the Heart doesright here in Singapore, please visit their website: http://www.foodheart.org.

VISITING AUTHORS AND ARTISTS INSPIRE SAS STUDENTS

TOYS FOR TREATS

KATHY BRUNDAGELIBRARY MEDIA SPECIALIST

14 PRIMARY SCHOOL

Kang Atung (Tatang Sofyan) was a guest instructor from Indonesia who worked with Ms. Pepple and the students in Mrs. Procida's second grade class. At the end of the unit, the students put on a concert for their parents, playing six pieces and singing three more. Amazing job!

He spent twelve full days working in the art classrooms and met with every student from kindergarten through fifth grade. Elementary School Art Department Team Leader Kelly McFadzen utilized professional learning community session time with the other art teachers to collaboratively work on the units of instruction. They talked with Harry in advance and he assisted in crafting the final lesson plans. Each day, he taught mini-lessons during regular art class periods. Mr. Bliss was a wonderfully effective instructor. He was very reflective regarding his lessons and even modified teaching techniques when needed. His classroom schedule was posted on the PS/IS Library website so parents could attend any session if they desired to do so. In addition to teaching these classes, he was gracious enough to do four extra classroom sessions with our high school English Satire and American Studies students. He also conducted a workshop with Barbara Harvey’s art students who brought their art portfolios in for him to offer constructive artistic suggestions. Finally, he did an after school presentation for our staff and interested parents across all school divisions.

Our students can easily articulate the strategies he modeled in class. There is no doubt that the personal contact that they experienced has had a significant, far-reaching impact on their artwork. It’s important to provide our students with authentic opportunities to learn directly from experts. Harry exuded the perfect combination of passion about art, kids, and learning. However, we also had a positive impact on Harry Bliss. He saw SAS as a community of learners focused on all types of literacy. Harry was so impressed with our students that he dedicated his new book to them! The kids are beaming from ear-to-ear.

GAMELANGAMELAN

15 PRIMARY SCHOOL

This year two second grade classes, Mr. Gach’s and Ms. Kwiecen's, were privileged to be asked to participate in an interdivisional Caring for Cambodia (CFC) project with Ms. Harvey’s exceptional high school art students. The project required each class to make two books, one based on Rainbow Fish and the other on the children’s classic The Hungry Caterpillar. The students made the long trek down to the high school twice, once for an introduction and to get started, and then another time for creating and finishing their books.

Their first meeting was a special experience. Ms. Harvey paired the second graders with their high school "buddies” and had them all sit down for a slide show. Ms. Harvey showed the students pictures of Cambodian children and the school they attend. She explained the contrast of how SAS students have such a beautifully resourced library, and how students in Cambodia often have very few books from which to choose. She said that their goal was to create a book to send to Cambodian students to put in their own library.

The students got right to work. The laughter and the connections that were made that day were truly something to behold. The artistic work that the second graders were able to produce with help from their talented buddies was truly astonishing.

The second meeting was all about getting down to business to really finish their books! A particularly meaningful part was when the SAS students were encouraged to adapt The Hungry Caterpillar especially for Cambodian students. Instead of the more traditional fruits we know from the story, our hungry “Cambodian” caterpillar ate fruits like rambutan, persimmons, and papayas! The stories were also both written bilingually in English and in Khmer. The students were able to create some really great paintings (The Hungry Caterpillar illustrations) and Papier Mâché collages (Rainbow Fish illustrations). SAS continues to impress upon students a strong moral core about the need to help those less fortunate. Through this project, the students did some true service learning while also making a new friend. It is an experience that these students will carry with them through their educational and adult lives.

CARING FOR CAMBODIA BOOK PROJECT, ERIC CARLE-STYLE!DANIEL GACH AND KRISTEN KWIECIENSECOND GRADE TEACHERS

HOUR OF CODEROBYN LYNCHINTERMEDIATE TECHNOLOGY COORDINATOR

As part of Computer Science Education Week in December, an annual program dedicated to inspiring K-12 students to take interest in computer science, students across SAS took part in the Hour of Code. Teachers and students were encouraged to participate for at least one hour during their lunch or after school, and many students went beyond that. The intermediate division saw more than 800 students participate in the Hour of Code. Ms. Kim's fifth grade students also had a Google Hangout with a computer programmer in Korea after their Hour of Code experience. He is a computer programmer at Celebrity Magazine, so the students enjoyed learning about his job, the different coding languages, and what makes coding so fun.

Third and fifth grade students spent their Hour of Code learning the basic concepts of computer science with drag and drop programming. They participated in game-like, self-directed tutorials of Angry Birds and Plants vs. Zombies. Throughout the tutorials, they gained deeper understanding about coding via video lectures by

Bill Gates, Mark Zuckerberg, and others. They learned commands such as repeat-loops, conditionals, and basic algorithms. More importantly, students learned that coding is fun, it helps develop deeper-level thinking, and anyone (even their teachers) can learn to code!

Math Enrichment and GATE classes also took part in the Hour of Code. GATE students honed their javascript programming skills by using the visual programming language Scratch to create interactive holiday cards. The fifth grade GATE students were also involved in some direct javascript programming. Math Enrichment students completed a project centred on binary numbers and created interactive holiday cards using Scratch.

Some fourth grade students worked through a tutorial to start programming in the visual programming language Scratch. Other fourth grade students used the same self-directed tutorials as the third and fifth grade students.

It was wonderful to watch particular students shine at coding. These students independently completed

other activities from the Hour of Code website and excitedly shared their achievements with their teachers and tech coaches.

In a single week, students at schools across the U.S. wrote 500,000,000 lines of code as part of Computer Science Education Week, organizers said. By contrast, it took Google almost seven years to recruit student developers to write just 50 million lines for its Summer of Code program. Microsoft Windows runs on an estimated 50 million lines of code.

Organizers note that this is just the beginning, and for the momentum to continue, coding needs to be built into school curriculum at every level. In addition to integrating technology use into core classes, SAS offers AP Computer Science and Mobile Apps Development in the high school, along with the Computer Science Club and Geek Girls Club. In the middle school, students can learn programming skills in the Webmasters Computer Programming Club, and students in the elementary grades can learn coding through new EASA classes.

16 Intermediate school


A TRIP TO ADVENTIST REHAB CENTER WITH MS. SCHWARZ’S CLASS

A VISIT TO INNOVA PRIMARY SCHOOL

DR. ROOPA DEWANK-8 SERVICE LEARNING COORDINATOR

The little six-year-olds are being briefed by their teacher, Ms. Robyn Schwarz, on the purpose of their visit to the Adventist Rehab Center (ARC). Every Friday, classes befriend stroke victims at Block 6 of Marsiling Drive, most of whom are elderly. Four volunteer mothers and a teacher’s aide join us as we board a bus to the neighborhood HDB (Housing Development Board). This rehab center was opened in a public housing estate where stroke victims and elderly exercise and socialize. The students are excited. When we arrive we are greeted by the administrative staff. We observe a few of the patients sitting, some getting rehab, several being wheeled in.

Our students are prepared. The kindergarteners sing a good morning song with gusto. They take play dough and coax movement from the residents. The elderly patients slowly warm up and begin responding. As the kids attempt to craft animals out of the play dough, the patients start

rolling, patting, and shaping the clay to form cats, snakes, snails, flowers. A garden of friendship blooms.

Thirty minutes later, it is time to leave. Smiles and hugs are exchanged, we sing a good bye song and board the buses. Two observations occur - the change in the resident’s demeanor from dejected to happy, and the student’s excitement and engagement. This communication with the elderly as well as the disabled becomes more significant because most expat kids do not have the privilege of having grandparents nearby.

Our kindergarteners were able to both teach and learn. While the students provided the stimulus for movement for the patients, understanding, and friendship, the elderly responded by trying to shape and teach the kids to make different objects.

Our students have the added opportunity of performing for an audience. We build socialization skills, compassion, and empathy. We work on skills of sharing with strangers, and of befriending people of differing abilities.

Students prepared for this visit by reading Tomie De Paolo’s First One Foot, Then Another, an endearing story about a grandfather teaching his grandson to take his first step. When the grandfather has a stoke, his grandson teaches him to walk all over again.

We have ten kindergarten classes that visit ARC each week by rotation, and children are able to practice caring and empathy, to experience emotions and feelings they may never have voiced. As Grade Leader for Service Learning Robyn Schwarz acknowledges, our core values of compassion, responsibility, and respect are learned and demonstrated.

A group of excited Innova Primary 2 children eagerly await the arrival of their young teachers - third graders from SAS, who visit Innova Primary school every Friday. The two buddies, one from each school, pair off with efficiency, as the Innova kids have their mentor’s names on their ID cards. Each buddy team walks to the library, chooses their own comfortable place to sit or lie down, and begins their “buddy reading session.” SAS students prove themselves to be natural teachers. The Innova Primary 2 children are

urged to read independently and then to read along. If they can't read, they are read to by our SAS third grade students.

Every week is different. This week, Nancy Von Wahide's class has brought non-fiction texts that they have been studying in their RLA class, to teach and mentor their Innova friends. The SAS third graders modulate the pace, they encourage and pause, explain vocabulary, and prompt their “pupils” to explore, write, and draw.

Today, the SAS third graders ask their Innova buddies to learn and identify the features of a non-fiction text: the table of contents, headings, captions, indexes, maps, diagrams, charts, tables, the photos, the facts, the boxes. All SAS students bring their own individual informational texts to share their passions and their knowledge - one reads about countries, another about animals, a third about space.

The Innova Primary School partnership started with teaching


My partner is good at reading and understanding words like peninsula. We used the glossary and she understood right away.

I liked teaching non-fiction text features to my buddy.

I liked how she didn’t talk a lot but she did great drawings. I made her smile!

We went slow and steady and she got everything!

My buddy at the start couldn’t spell but she knew the alphabet so we practiced them then wrote.

My partner was good at reading, writing, and drawing.

My partner learned how to make a space when writing by putting her finger between words.

My partner learned what a text box was.

She learned what a glossary was for and how to find out the meaning of new words.

I told my buddy what the words meant and she could find the bold words in the text.

REFLECTIONS FROM OUR FIRST VISIT TO INNOVA:

REFLECTIONS

JANE DODGE’S CLASS GRADE 3

the “Kids Read” program, to encourage reading for lower-income and lower ability children. The program’s success in its first year in 2010 led to its expansion into all classes of Innova’s Primary 2.

Our service lies in going to the closest equivalent of an inner city group, to mentor them, to befriend them, and to build community and neighborly relations with a local school. The learning is monumental for our students as

they gain confidence and courage to become teachers, they are thrust into a leadership role, they hone their presentation skills, and above all, they learn their own academic material in order to teach it.

Our teachers can walk about and observe, doing authentic assessment. Kids from both schools love it. The Innova teachers have found it particularly beneficial. The expansion of the progam from one class and two SAS teachers to

eight Innova classes and nine of our teachers is testimony to its success and usefulness. This year Innova has requested that fourth grade students begin mentoring their P3 students.

The annual intermediate school Marathon Club was a great success with over 300 participants. Our Marathon Clubbers persisted with running a mile per day throughout the month of September in order to achieve their twenty-six miles overall -- that’s a total of forty-two kilometers, the distance of an actual marathon.

Most Marathon Club members met before school to join the elementary PE teachers, and ran from Gym D, around the high school track twice, and back to Gym D. Some students took on the challenge at home with enthusiastic family members. Many parents enjoyed the experience of running with their children so much that they plan to continue running together…great to hear!

Students took on the responsibility of recording their miles on a calendar, and parents monitored their progress by signing off on the miles at the end of each week. Keeping track of their own miles was a great way for the participants to stay motivated to achieve their goal.

Two hundred seventy-three students completed the challenge. We congratulate them and are proud of their enthusiasm and determination! Our Marathon Club finishers wore their specially designed T-shirts proudly as they ran a lap of victory and received certificates at the award celebration on October 25.

There are now many more enthusiastic runners out there who wish to keep running every day and will be rewarded with healthier bodies! Well done, Marathon Clubbers! You promote both individual and family fitness. Keep it up!

The intermediate school’s annual Basketball Shoot-Out competition offered spectators and participants a great thrill again this year. The Basketball Shoot-Out is open to all third through fifth grade students. The basketball courts are marked off in areas worth three points, two points, and one point. The eighteen students that made it into the finals had one minute to make as many points as possible.

This year the eagle mascot and lots of students, teachers, parents, and friends came to cheer on the finalists to do their best. Administrators Marc L'Heureux and Marian Graham, along with Superintendent Dr. Chip Kimball and Deputy Superintendent Robert Landau, were part of the supportive group of spectators. Imagine, all this support for our wonderful students before the 8:00 a.m. morning bell! The event was led by the energetic elementary PE team. Our amazing PE instructional assistants feverishly counted points and awarded the finalists their certificates, and water bottle prizes were delivered at a later time. We were proud to see the skills and sportsmanship displayed by all contestants! Great job, finalists!

The PE department was delighted with the overall exuberance and cross-division support throughout our large school. It is further proof of an even larger commitment to the spirit of the school-wide community. A big thanks to everyone involved.

Last but not least, stay tuned for the next intermediate division PE event Awesome Ape held during the week of March 3 to 7! Hope to see you all there!

The finalists were:Boys: Grade 31st -Keith Burroughs 2nd-William Helser3rd-Victor Moore Boys: Grade 41st-Neel Dutta Gupta2nd-Yi-Ren Tay Weaks3rd-Carson DaynesBoys: Grade 51st-Adam Burroughs2nd-Justin Horawitz3rd-CJ Dalby

Girls: Grade 31st-Samantha Want2nd-Elke Anderson3rd-Pheobe SchultzGirls: Grade 41st-Vidya Sundaram 2nd-Aina Trivedi 3rd- Adya ChatterjeeGirls: Grade 51st-Allyson Chen2nd-Beatrice Bouchard3rd-Kavya Nivarthy

CONGRATULATIONS MARATHON CLUB FINISHERS!

INTERMEDIATE BASKETBALL SHOOT-OUT 2013

JASPER LAWRENCEK-5 PHYSICAL EDUCATION TEACHER

ANNE WENSTROM AND ANNIKA FERRELLPRIMARY SCHOOL PE


My partner is good at reading and understanding words like peninsula. We used the glossary and she understood right away.

I liked teaching non-fiction text features to my buddy.

I liked how she didn’t talk a lot but she did great drawings. I made her smile!

We went slow and steady and she got everything!

My buddy at the start couldn’t spell but she knew the alphabet so we practiced them then wrote.

My partner was good at reading, writing, and drawing.

My partner learned how to make a space when writing by putting her finger between words.

My partner learned what a text box was.

She learned what a glossary was for and how to find out the meaning of new words.

I told my buddy what the words meant and she could find the bold words in the text.

Sixth grade social studies curriculum focuses on ancient civilizations. The Ancient Egypt unit is a wonderful example of authentic learning; it is project-based and a great representation of 21st century learning. In some aspects it is also a historical simulation allowing sixth graders to experience history first-hand. Students are divided into small groups and are assigned titles based on the social class of the ancient Egyptians.

If you don’t consider simulating ancient nomes (city states) during the study of ancient Egyptian civilization first-hand, then is mummifying a chicken first-hand enough? While admittedly a little gross, that’s exactly what we did. In our science class we replicated the ancient Egyptians' process of mummifying the chicken as closely as possible. It even included amulets for the linen wrapping, a sarcophagus, and a short epitaph of the “pharaoh” and his life.

Through the lens of an Egyptian, we dove into the history of ancient Egypt, making connections to the six strands of a civilization. The strands of a civilization include: arts and expressions, trade/transport/technology, material adaptations, physical environment, beliefs and values, and social/political aspects. The project ended successfully, with an additional tinkle of art to enhance the project.

However, neither the nome simulation, the six strands categorization, nor the chicken mummifying was the largest part of the project. After all, how can you have a museum without artifacts? Each student was to pick an artifact from ancient Egyptian history to research and construct. There were a variety of choices, from widely known relics, like statues of the gods or the Rosetta Stone, to the less popular (yet just as intriguing) ones such as the harp or the gold flies.

“I look around the room and see multiple students who don't yet have a clear vision of their process or the final product they are working towards,” noted high school humanities teacher Joshua Blocks.” Much like the quote, the project started out in a confusing frenzy; but methodically, we scoured the internet for adequate resources and things seemed to come together. One of the most important rules to remember when researching is to make sure your site is a credible source. It is amazing how many sites on the internet are not!

In the meantime, it was our task to construct our artifacts. Artifacts were made of various materials. For example, Anubis was made from clay, the Isis mirror from cardboard and foil, and we even had a few Minecraft 3-D models. Hearts beat quicker as the presentation dates came upon us. It was amazing to compare the first day of work, brows anxiously knit, to the day when we stepped in front of the class and shared the impressive results of our research and artifact.

Finally, two days before the long-awaited break, it was time for the Egypt Museum. Nothing like any of us imagined; the Egypt Museum was as entertaining as it was educational. Our creative and original designs captured the attention of many, while educating them at the same time. There was everything from majestic canopic jars (ancient jars used to store organs after mummification) to musical bone clappers. Some students had small ‘classes’ gathered in front of them, leaning forward in curiosity. By the anxious smiles and the frank nods, it was obvious that above all of the chatter and presentation, the guests and students were enjoying themselves, but at the same time absorbing great amounts of unique knowledge.

20 MIDDLE school

A WALK IN THE PASTEVELYN ZHANG AND NAYA JORGENSENGRADE 6

21 MIDDLE school

22 MIDDLE school

MIDDLE SCHOOL DANCE PROGRAMCRYSTAL MADSENMIDDLE SCHOOL PHYSICAL, DANCE, AND HEALTH EDUCATION

Did you know that the Middle School Dance Club (MSDC) is one of the largest after school programs that the middle school offers? From September to December, 140 middle school dancers participated in the program. The program offers all types of dance from hip-hop, jazz, lyrical, contemporary, ballet, and even tap. The MSDC program involves mentorship from high school dancers to our middle school dancers. Ms. Van der Linden, the high school dance teacher, organizes thirty to forty high school choreographers who teach dance technique, stage presence, and choreography to middle school dancers each week. At the end of every MSDC season the dancers perform their pieces on stage.

Our second semester of MSDC is coming up! There are a lot of people who work behind the scenes of our MSDC program including three SAS teachers, three high school assistants, and ten middle schoold dance captains. The MSDC program will usually have 200 middle school dancers in the second show. The upcoming show will be choreographed by forty high school choreographers, a hired guest artist or two, a few SAS teacher pieces, small group pieces choreographed by middle school

students, and even an eighth grade choreographer piece.

The second semester aims to improve dancers’ technical performance skills for success in dance. Our second semester show titled "When I Grow Up" will be a fully-costumed show in the auditorium on May 8 and 9.

If you would like more information about the MSDC program or when second semester starts up, please check out our blog.

http://sasmsdanceclub.blogspot.sg/

23 HGH school

IASAS CULTURAL CONVENTION: IN THE HOLETHOMAS SCHULZHIGH SCHOOL THEATRE

Auditions and callbacks for the IASAS Cultural Convention drama performance were grueling, and students worked hard for the coveted spots. More than sixty students auditioned for ten places, showing the strength of and interest in the program here at SAS.

IASAS, or Interscholastic Association of Southeast Asian Schools, has held the Cultural Convention since the 1970s. There are three parts to this event: music; debate and forensics; and art, dance, and drama, each of which is held at a different IASAS School. The art, dance, and drama convention features a forty-five-minute play, a twenty-minute dance, and a twenty-five-piece representation of visual arts.

Being part of a Cultural Convention group is essentially the cultural equivalent of making a varsity sports team. All students who are involved have completed some form of intensive selection process. Although the convention itself is not competitive, the dedication and commitment that students demonstrate reflects not only our students’ passion, but also a natural good-spirited rivalry between the schools.

We commissioned our play with funds from the PTA Visiting Artist program, and Cultural Convention will be its premiere. The playwright, Barry Crooks, will be here for the final two weeks of rehearsal and then travel to Jakarta (JIS) with us. Barry lives and works in New York City. We first started doing theatre together as undergraduates at Pomona College in the late 1970s. We've since worked on shows together in New York City and San Francisco, and worked as stagehands together for several months in Dornach, Switzerland. In 2005, we staged a play of Barry's for IASAS while I was working at JIS. He came to help with final rehearsals and then traveled to Manila for Cultural Convention. So it's been a long theatrical and personal relationship.

This year will be my first time to travel to Jakarta International School (this year’s convention host) as an SAS Eagle since leaving there three years ago. I’m incredibly proud of the group of students representing SAS and am thrilled to be part of our team.

Our play, titled “In the Hole,” is about a group of lost souls that has been gathered in a shelter, known as ‘The Hole’, after an apocalyptic

war. As they attempt to come to terms with the devastation of the catastrophe, their efforts are being streamed as a live, interactive reality show. The show keeps breaking down and losing focus, and it becomes increasingly apparent that what is ‘real’ in the reality show may not be real at all. Each of the characters searches for the truth within themselves and how to carry on after crisis and trauma. The tone of the play is dark, comic, and irreverent.

Cast (In order of Appearance): Gaffer - Sohrob MeslehiCarmen - Fiona GaleyMartin - Jimmy ShinQuill - Sid Iyer-SequieraGabby - Gabby YoungBabs - Zelda KimbleBilly - Michal TolkLars - Justin Smith Alternates:

Amelia RasekhyBrian Ford

‘THE CRUCIBLE’PROCESS AND PRODUCTIONANNA ROBISONGRADE 12 (ASSISTANT DIRECTOR & LEAD SPECTRE)

CLEMENCE MORINGRADE 11 (ABIGAIL)

24 High school

The level of performance we reached as a cast and crew in this production didn’t come easily. We were involved in rehearsals for eight weeks, developing, discovering, and fine-tuning each section of the show.

For an actor, it’s very important to get to know your character very well. What is their personality? What are their objectives? What is their backstory? What do they want from the situation? These are

all questions we focused on during the rehearsal process, but the show didn’t really ‘take off’ until people got their noses out of their scripts.

Only after they had fully memorized their lines were they able to become completely engaged during each scene, and with their newfound understanding and energy, scene-work exploded. Actors were finally able to understand how they could portray their character, and how certain

lines should be said. It was during this process that the cast really developed their skills as actors.

Comparing their level of performance at the beginning of the process to the end, the growth is truly mind-blowing. The cast and crew put so much time and energy into their work, and it’s that dedication that the audience saw.

There’s a certain mix of feelings that every actor has the opening night of a show: nervousness, excitement, and anticipation. They are all part of the rush right before you first get on stage.

In those final seconds before we said our first lines, we realized how truly ready we were. We were proud to share our work with full houses of students, parents, and teachers. Everything from makeup, costumes, warm ups, set changes, the backstage friendships, and

the long weeks of rehearsal; these are all part of the experience of putting a show up.

The intimacy of the material and small size of the cast really allowed us to get to know one another, and to feel that we had all contributed to this wonderful production. It was amazing! So when those moments came to an end it was pretty emotional for a lot of the cast members. This is the closest I have ever felt to a group of people.

We all truly enjoyed our three performances, and although we were sad to see it come to an end, it has been a sensational experience.

PROCESS

PRODUCTION

IASAS MODEL UNITED NATIONS 2013 IAN COPPELLHIGH SCHOOL SOCIAL STUDIES TEACHER

25 HGH school

With over 190 delegates, IASAS Model United Nations, unlike other IASAS events, extended its welcoming arms to fourteen non-IASAS schools. It was held at the Renaissance Hotel in Kuala Lumpur, and once again the Singapore American School delegates made many positive contributions when debating the serious, and in a couple of cases, not so serious, resolutions regarding issues that affect our global community.

SAS delegates represented Russia, Spain, Cambodia, Pakistan, Argentina, and the International Atomic Energy Agency (IAEA). The school also provided two chairs, Sarah Anderson and Bharath Srivatsan, who confidently and authoritatively guided their committees through tense, complex, and heated debates, especially when the air-conditioning failed in several of the committee rooms.

The SAS Russian delegation attracted a lot of attention with their confident, loud, and theatric posturing and insightfully provocative speeches. The Model United Nations (MUN) blog was particularly excited when David Dee, the Russian delegate in Security Council, spoke passionately about the virtues of Vladimir Putin…the ‘ideal man.’ Zach Fairclough, the Russian delegate to the Disarmament Committee, then called for the Soviet Union to be recreated in order to guide the planet down the road to world peace and stability.

General Assembly, on the final day, dealt with some spicy issues, such as the question of the power given to the International Court of Justice in deciding the legality of drone strikes. Pranav Bhat, on behalf of Pakistan, gave an enticingly simple speech against drone strikes in the morning, then followed it up with more fierce rhetoric later, stating that the USA was pulling

the strings behind the Israeli attack on Iran’s nuclear facilities…the topic of the Emergency Debate. The IASAS blog also, rather tongue-in-cheek, queried the whereabouts of a Russian delegate who went ‘missing’ after one member of the delegation had maintained that most Russians are spies.

Bharath Srivatsan, in General Assembly, after relinquishing his committee chair, was warned for being overly sarcastic when he gave a speech for a resolution which wouldn’t require Ban Ki-Moon’s intervention in order to interpret it as being obviously against the resolution.

In an event that does not have medals, it was nonetheless gratifying to see our delegates recognized with some awards that were shared at the closing ceremony. There were only eighteen awards for twenty schools and one hundred ninety delegates, but we managed to secure eight of them and one honorable mention.

Best Delegate awards went to Sirine Benjaafar, Zach Fairclough, and David Dee. Best Speaker Awards went to Pranav Bhat, Arjun Malik, Andrew Gong, and Isabel Perucho. Most Diplomatic Award went to Ryka Sehgal. And Sae Hun Jang received an Honorable Mention.

These awards were the icing on the cake of a truly a memorable weekend, and I was constantly humbled by the work ethic, intelligence, and diplomacy of the SAS delegates.

They were a joy to work with, and their nurturing of our younger MUN program members ensures their legacy will continue.

HS DEBATEDEVIN KAYHIGH SCHOOL SOCIAL STUDIES TEACHER

VARUN BINDRAGRADE 11

26 High school

In late November, the SAS high school debate team hosted members of the Chinese national debate team. These students from China were in Singapore to train against some of the best debate programs in Singapore, and this is the second year in a row that they have requested to debate our SAS students. Members of this training team will be selected to represent China in the World Schools Debate

Championships in 2014.

November’s semi-impromptu motion, which gave debaters thirty minutes to prepare for the round, called on students to debate offering dictators immunity in exchange for stepping down from power. World views and international perspectives clashed in this debate when Team China questioned the assumption that all

dictators need to be removed from power and that they only cause harm to a nation.

Overall, this experience helped SAS debaters hone their own debate skills and gave them interesting insight into the thoughts of some of their peers in China.

The SAS debate program differs from most other competitive activities at SAS in that IASAS, while a major part of debate, is not the sole focus. IASAS is big for the six participants, but Singapore-based tournaments are the main highlight for the rest of the more than fifty debate club members (IASAS members also participate in these tournaments, of course).

This year, SAS is attending the following Singapore-based tournaments:

• NUS British Parliamentary tournament (August)

• Red Cross IHL Debate Tournament (August)

• NTU British Parliamentary tournament (October)

• Youth Debate Open (December)

• Speak! Ventures Debate Championships (January)

• Temasek Junior College U-16 Championships (January)

• Jean-Marie Beurel Debate Open (January)

• Singapore Secondary School Debate Championships (February-March)

• ASAS Cultural Convention Debate (March)

• Dunman High School Debate Tournament (April)

• ACJC-MOE Intercollegiate Championships (June)

Additionally, SAS has hosted teams from Singapore Girls School, Raffles Institution, and members of the Chinese national debate team, and has travelled to NUS High School for a friendly debate as well.

Debate club is blessed in that we have an active, talented community to spar against here in Singapore, and we make good use of it. In fact, the competition in the local tournaments is often higher than that of IASAS. Singaporean high school-aged students have placed top five (out of fifty competing nations) in the World Schools Debate Championships in each of the past five years; these are the same students that we SAS

students are able to compete with in local tournaments.

This year, as an eleventh grader trying out for IASAS debate, I have participated in the NUS BP tournament, the Red Cross Humanitarian Debates, and an NTU BP tournament. I will also participate in the Jean-Marie Beurel Debate Open in January. In ninth and tenth grade, I participated in the SSDC tournament and others such as the Youth Debate Open. Doing so has helped me improve my debate skills but also see a side of Singaporean students that I would otherwise not see in the SAS expat bubble. From laughing about quirky judges to comparing music and videogame tastes to talking about study and debate practices (note: some Singaporean students, such as those at ACJC and Raffles, practice over twenty, yes twenty, hours per week for debate), debate has helped me connect with other Singaporeans my age in a meaningful way.

NADIA KOOLINAGRADE 10

27 HGH school

The high school visual arts department's first semester art show was an attraction to all divisions of Singapore American School. Young children could be seen gazing up at boards of paintings, drawings, and tables of unique pottery and creatively rendered photographs with wide eyes attempting to absorb every detail. Teachers and older students, in turn, could be seen gazing in a similar interest downwards. Because the definitions of art between each and every artist differed, the art show held a certain dynamic quality as a whole. Not only did the colors, concepts, and concentrations of the art show compose a source of curiosity for the passerby, but provided high school art students with the opportunity to expound their passions beyond the classroom.

ACADEMIC QUIZ TOURNAMENT

MICHAEL HARVEY HIGH SCHOOL SOCIAL STUDIES TEACHER

28 High school

In late November, Shanghai American-Puxi and more than 30 students from the SAS Academic Quiz Club had a total of eight teams playing quiz from 8:40 a.m. until 4:30 p.m.

SAS-2 and Shanghai Puxi-2 battled for third and fourth place. SAS-2 easily took the trophy for third. The championship match was epic. In a rematch of last month’s tournament in Concordia, SAS-1 faced off against Puxi-1. Midway through the round, SAS-1 was 200 points ahead and well on their way to revenge for their loss in the finals at Concordia. Then Puxi came back, and with a vengeance. In the last seconds of the match, SAS-1 held a razor thin five-point lead. Clay, reading the championship round, was a few words into what was the last question (questions are worth 10 points) when the buzzer sounded ending the match. As Clay finished the question, Puxi buzzed in with a correct answer and won the match and tournament, completing a 200-point comeback. What an exciting, but for SAS-1, a heart breaking match. A big thank you goes out to Deputy Superintendent Robert Landau, who gave an inspiring speech and presented the trophies. Thanks also go to the colleagues who gave of their

Saturday to read questions for the matches, Fred Crawford, Martha White, Dianna Pratt, Andrew Hallam, John Johnson, Rachel Tang-Freeman, Parul Kalbag, and Clay Burell. Clay was picked by the teams to read the last two playoffs matches. Thanks to the teachers who allowed us to use their rooms for the matches, Ellie Lee, Lance Murgatroyd, and Darlene Poluan. Thanks also to Erik Torjesen, who came and watched many of the matches. Members of the trophy winning teams:

SAS-1 Seniors Edith Enright (team Captain) & Bharath Srivatsan along with sophomores Nicolas Gruenwald and Jennifer Osborne.

SAS-2 seniors Granite Unger (team Captain), Winston Yoo, and Dongi Min along with sophomore Margaret Perry. The ninth grade members played very well. They are coached by Lauren Murphy and were represented by Sunita Srivatson (team Captain), Mariam Sheik, Michael Notarngelo, and Yuki Yoshika. In the most recent listing of the top Academic Quiz teams in North America and now the world, our

own SAS Academic Quiz Club is ranked in the top one hundred at number ninety-two! http://hsqbrank.com/2013/12/13/top-150-quiz-bowl-teams-internationally-12132013/#more-443 This is a great achievement for the members of the club. Most of the ranked teams have been in the quiz circuit for many years, play dozens of tournaments each year, and their top players are all upperclassman. Our club is only three semesters old, we have played just two tournaments, taking second and third place in both, and we have two sophomores playing in the top "A" team. Overall the club has approximately forty members, who are divided into the V Club and the JV Club, who both meet twice a week for play and study. The future looks bright for the Academic Quiz Club! Thanks to the many members of the faculty who give of their time to play Friday matches against the club’s best members to help the players improve.

We are always looking for new members so if you know a student whom you think is Academic Quiz Club material, encourage them to give the quiz club a try!

29 HGH school

VILLAGE HOPE:A JOURNEY INTO CAMBODIA ANDREW DUCHARMEGRADE 11

A new high school service club called Village HOPE (Health, Opportunity, Prevention, and Education) was created this year in order to assist bringing quality health care to the children and villagers of Cambodia by supporting the organization Village Health Community Development, a non-profit NGO, registered Society in Singapore, and a local charity in Cambodia. By reaching beyond the walls of SAS, Village HOPE seeks to raise awareness of the need for health and educational resources in Cambodia, with a focus on disease prevention, health promotion, and environmental safety.

On September 19, Village HOPE embarked on a journey to rural villages in Kampong Thom, Cambodia to educate farmers about the controversial issue of pesticides. While traveling in rural Cambodia, SAS students quickly realized just what educating a third world village entails, and the challenges of implementing new ideas in order to sustain behavioral changes related to the villagers health and well-being.

The dedicated members of Village HOPE conducted individual and group research on various topics relating to the dangers of pesticide use. Five PowerPoint presentations were created, designed, and translated into Khmer as flip charts, with numerous additional pictures to serve as visual aids for many of the farmers that were illiterate. Topics covered were: identifying and understanding pesticides as poisons, common methods

of exposure to pesticides while farming and in the home, signs and symptoms of pesticide poisoning, the proper use of protective equipment, and treatment methods for acute pesticide poisoning.

Village HOPE’s outreach focused not only on health promotion education, but on integration of specific health measures in order to alter unsafe practices with pesticides. Seeking sustainable changes in behaviors, students wanted to make sure that all the farmers learned how to protect themselves and their families from the harmful health effects of pesticides. Interactive teaching methods were implemented in order to have the farmers actively involved and participate in identification of personal exposures to pesticides and how to problem solve and prevent future exposures. A body mapping exercise was utilized in which a volunteer farmer’s body was traced onto large pieces of paper. From there, all the farmers were encouraged to place an “x” on an area of the body where they or a family member had been affected by pesticides. Next, the farmers were instructed to describe which type of equipment would be best suited for preventing the health problems on that body part. The farmers were extremely enthusiastic and engaged with this activity. Through the support of wonderful Cambodian translators, the teaching modules and interactive sessions were smoothly conducted, and the communication process efficiently

facilitated meeting the group’s objectives of the service trip.

Supplementing the service activities, the trip also provided SAS students with the opportunity to learn more about the war history and the devastating humanitarian events during the brutal reign of the Khmer Rouge. The group toured the Tuol Sleng Genocide Museum in Phnom Penh and learned about the atrocities that the Cambodian people experienced not so long ago. Through this educational tour, students were better able to understand the relevance and importance of their mission in Cambodia, thereby furthering their motivation to offer assistance to these impoverished people.

In addition, SAS students were also directly involved in teaching English to the Cambodian high school students at the vocational school in Kampong Thom where SAS students were residing. There was much enthusiasm, laughter, and sharing in games as students shared their stories of school, home, activities, and life goals. Many wonderful friendships were fostered!

Village HOPE hopes to plan further trips to Cambodia next year in order to continue to create sustainable change through health promotion and environmental education. If you are interested in supporting this incredible and unique service club, please contact Andrew DuCharme at: [email protected]

NIKITA MEHTAGRADE 11

30 High school

THE LIGHT AT THE END OF THE TUNNEL

Visionary Club is a high school service club at Singapore American School that aims to enrich the lives of hearing and visually impaired individuals through the arts, in collaboration with the Lighthouse School and the Singapore Association of the Visually Handicapped. Visionary Club also raises money to aid the families of visually and hearing impaired children who attend the Lighthouse School; overwhelming medical costs can put an additional stress on families, and Visionary Club aims to help these families.

Even today, visual impairment restricts the opportunities available to many visually handicapped people. In Singapore, there is only one primary school, the Lighthouse School, that specializes in teaching visually impaired, hearing impaired, and autistic children. The Lighthouse School’s mission is to provide its pupils with a holistic curriculum that helps them acquire the skills and values necessary to achieve the highest possible level of success in adulthood.

However, even with this wonderful school, the job opportunities of many of the students are severely limited. Singapore does not have any laws on workplace discrimination, which means that a visually impaired person with high qualifications could potentially be treated unfairly or receive lower wages because of their disability. Visionary Club aims to help the students at the Lighthouse School feel capable, intelligent, and talented, so when they go on to pursue careers, the students will realize the contribution that they can make to society, and never give up on their dreams.

During Visionary Club’s recent trips to the Lighthouse School, our volunteers painted, read stories, danced, made origami, played games, and sang with the students. Every time our volunteers visit the Lighthouse School, they are always amazed at how optimistic the students are. The amazing kids never complain about their disabilities or the limitations that have been thrown upon them. They greet us with wide smiles on their faces, and participate wholeheartedly in every activity. Taking time out of our busy lives to spend time with those who do not have fully functioning bodies helps us appreciate our own fortunate lives.

If you would like to contact us, please email Nikita Mehta at [email protected], or send a message to us on our Facebook page (SAS Visionary Club).

It’s noon in the SAS Media Lab and I am leading my Yearbook Journalism students through a mini lesson on headlines. As they apply the learning to their stories-in-progress, I review layouts with the editors and coach individual students. Then it’s time for a “birthday break.”

“Have a brownie, Mrs. Sheridan!” a student teases, holding up a treat that I cannot eat…because I am actually 13,600 kilometers away in San Francisco. It’s 9:00 p.m. for me, and I’ve been engaging with the students “live” via the Internet.

An authentic project – such as a 475-page yearbook viewed by the entire school community – intensifies student learning. The distance-education element to the course additionally promotes college-ready skills such as independence and time management.

Because the students meet together in the classroom, they also learn to collaborate – a skill essential to the 21st century workplace. The result: a “blended” style, student-centered class that is very much in line with the SAS vision of “cultivating exceptional thinkers prepared for the future.”

“The absence of a physical teacher has increased class cohesiveness,” said Maya Bhat, Managing Editor. “The alternative communication methods have opened up new avenues for problem-solving and teamwork.”

Student Life Editor Emily Rassi lists events at the whiteboard. Sports Editor Zara Bahl reviews a story with a fellow classmate, and Editor-in-Chief Taylor Haas shows InDesign neophytes how to import photos at the Power Macs. In my class of mixed grades and experience levels, the “returnee” student editors help train their “newbie” classmates (and often vice versa), thus adding

leadership development, responsibility, and peer-to-peer learning to the mix.

Though not physically in the classroom (apart from six weeks of on-site visits), I am constantly connected to my students via the Internet and mobile phone. I synchronously meet with the class or individual students using Google+ Hangouts. I give direct feedback on their writing via Google Drive. Between classes I text with editors regarding planning and event coverage.

“Can you check my Student Life layout?” asks Haas, changing our Hangout from face-to-face conferencing to computer screen view to show me her latest layout. As she implements the feedback, I pop onto our Google+ Community site to read story ideas, and post the next in-class mini-lesson.

There are, of course, challenges to the distance: the time zone disconnect, tech glitches that render me mute or deaf to my class, the frustration of not being able to jump through the screen to demonstrate something directly. But overcoming such challenges is part of the learning in this class, and excellent practice for the “real world.”

VIRTUAL TEACHER, ACTUAL LEARNINGADDING A DISTANCE-LEARNING ELEMENT TO A PROJECT-BASED COURSE PROMOTES COLLABORATION, LEADERSHIP – AND SOMETIMES TECH GLITCHES

VIRGINIA SHERIDANHIGH SCHOOL YEARBOOK JOURNALISM TEACHER

31 HGH school

A class assignment posted in video form using the application Mixbit gained the attention of Silicon Valley company and a

spot on their homepage.

“The way in which you are using technology to span

oceans and engage with your students in Singapore is nothing

short of spectacular,” wrote the management. “This is,

hands down, one of the most awesome uses of MixBit we've seen so far and we are ecstatic to have the chance to share it

with others.”

2013 SAS GIRLS’ VARSITY SOCCER ACSIS AND IASAS CHAMPIONS

SERVICE LEARNING IN THE LOCAL COMMUNITY

GEOFFREY RODOCKEREARLY CHILDHOOL CENTER LMC/ PERCEPTUAL MOTOR AND GIRLS VARSITY SOCCER COACH

LINDA SUNGRADE 11

This year’s girls’ varsity soccer team had an extremely successful season, winning double gold. The team posted an overall record of 16-2-0, 7-1-0 in ACSIS League play and 6-0-0 at the IASAS Soccer Tournament. Fourteen of those sixteen wins this season came as shutouts. The team had twelve different players score goals that contributed to an overall total of forty-seven goals scored, while only conceding seven goals.

SAS players put in a lot of hard work throughout the season, all culminating at the IASAS Soccer Tournament where the girls accomplished something that no other team in IASAS Soccer Tournament history achieved: the team won four games by a score of 1-0 and two games by the score of 2-0, including the final against the host team, Taipei American School. This was the first time in IASAS Soccer Tournament history that a team went through the entire tournament without conceding a goal.

While all of these stats and the team’s overall success this season are impressive and are going to be hard to match again in the future, what is even more important is how the girls bonded, supported each other, and represented themselves both on and off the field of competition. They carried themselves with an inner pride and respect that showed in how they played the game and respected their opponents, the officials, their teammates, and their coaches.

Junior Abbo Nathan summed this up when she stated, “Winning IASAS this year was even more satisfying because we played the game the right way.”

This was a special group of athletes that came together for this period of time in their lives and were able to achieve great things. This team will be missed.

In November the SAS high school service club Youth Community Outreach (YCO) successfully led a house-painting event for a local Singaporean family. The members of YCO, with the help of sponsor Michael Kingan and two local government service organizations, planned the event and bought the supplies for it.

At times, it seemed like a challenge – how many rollers should we buy? Where can we get paint thinner? Where is the cheapest paint shop in Singapore? But overall, it was a success – the family was delighted and the YCO members improved our knowledge of the Singaporean community.

It was one of the greatest learning experiences that have been offered to us. Never have we entered an HDB flat of a family we did not know, detail every corner of it, prepare all the supplies we thought would be needed, and lead the whole event. Most of us have never even painted a house before!

In addition to the leadership learning, we also interacted with the family members and increased our knowledge of the Singaporean community. We also talked with Leo, a government service leader, and learned about activities between his organization and the Singaporean community that we may want to contribute to in the future.

Sophomore Amna Ahmed commented, “It was a great opportunity to interact with the Singaporean community and help those around us. I hope we will continue such events.”

32 High school

THE JOURNEY OR THE DESTINATION KEVIN COZINE AND CONNER COZINEGRADE 10 AND GRADE 6

My brother Conner and I initially had no idea what we were getting into. The uniforms looked cool, all our friends were signing up, and the instructor seemed super friendly. So, six years ago, while living in San Francisco, we signed up for the martial art of Taekwondo as an after-school activity.

I was in fourth grade and Conner was in Kindergarten. We couldn’t have known then that this was the beginning of a journey that would eventually take us to a 2nd Dan (also called Poom) black belt level, to competing in the 2012 International Tournament, bringing home the silver medal, competing in Singapore’s Annual Taekwondo Championships, winning multiple gold, silver, and bronze medals for the last several years, or giving me the opportunity to be a part-time instructor for JH Kim Taekwondo on weekends.

We were both selected to be part of the J.H. Kim Taekwondo competition team, where the training was non-stop and vigorous. We spent three, four, and sometimes five days a week training, learning new Poomsae (set patterns of movements using various strikes, stances, blocks, and kicks), and also Kyorugi (actual sparring and fighting). A day never passed where we didn’t have sore muscles or bruises. This was all in preparation for the annual Singapore Taekwondo Championship competition held at the end of each summer. The training paid off as I won the silver in 2011 and the gold in 2012 and 2013, while Conner won the bronze this year and gold in previous years.

As we look back on our black belt journey, we realized it was never about reaching the black belt level or winning medals in the competitions, it was always about simply getting that next colored belt that always seemed within easy reach or mastering that 360 degree turning back kick that seemed impossible a month earlier. We never looked beyond that next belt or that next lesson. Six years, thirteen belt levels, and eight championship medals later, we received our 2nd Dan black belts and realized two very important life lessons: 1. With discipline, commitment, perseverance, and taking small, guided steps forward, any goal or destination is obtainable; and 2. What you learn along the journey and the experiences you’ve encountered sometimes has much more value then the goal or destination itself.

Our journey in Taekwondo is really just beginning, as we are working towards our 3rd Dan and still have seven more levels before reaching the final 10th Dan. It will take a lifetime of learning to get there. But we know, as in all seemingly impossible goals, taking small, directed steps, one at a time, with discipline, dedication, and perseverance, any goal is achievable and that the journey itself is the real reward.

Wax on…Wax off…the Cozine Brothers

33 HGH school

34 BOOSTER club

It is hard to believe the first semester has already come and gone. As anticipated, the first half of the school year was a busy one for Boosters as we welcomed new volunteers at our welcome coffee, evaluated and awarded Interim Semester scholarships, organized bake sales, barbequed hamburgers and hotdogs during pep rally, promoted our school spirit design items, and hosted our Third Annual Trivia Night.

Special thanks to our Social Fundraiser Committee Chairs—Annastasia High, Mahima Blair, and Patsy Fitzpatrick—for their enthusiasm and hard work on Trivia Night. Months of planning, organizing, and coordinating went into making this a successful event for Boosters. A special thank you to our very own teacher and quizmaster, Mr. Michael Harvey, for his energetic participation and for providing us with challenging and intriguing questions. And a warm thank you to everyone in the community who came out to support this fundraiser to benefit programs for our high school students.

If you have been to fairs at the Hilton and American Club, many of you may have noticed the presence of Boosters at these outside events. Taking the Booth on the road, our committed team members Kay Schot and Doreen Chou made it convenient for the community to purchase SAS school spirit items outside of the school.

Among many, SAS is blessed with an abundance of talented artists and musicians. During the months of November and December many of these talents were showcased during drama performances, art shows, Yulefest, band, choir, and string concerts. To add to the enjoyment of these programs, our Visual and Performing Arts Chair, Jonna Robison, coordinated to provide receptions for the parents and students following the performances. It is a delightful way to end the special event.

LAN FISHERBOOSTER CLUB PRESIDENT

As you can see, many of the events planned by our committees would not be possible without the endless support of volunteers. Thank you to all our wonderful parents who generously give their time and resources! We are always in need of volunteers and welcome you to attend our monthly board meetings to learn more about the role of Boosters in high school. Please join us at our next meeting on January 22. The Booster Club Board wishes you and your family a Happy New Year!

35 BOOSTER club

The second bake sale of the year was in December and featured yummy Japanese food

and Western desserts. Students and faculty appreciated the special treats. Then on the

last day of semester exams review, a team of dedicated volunteers, led by Anne Wilhoit and

Sheri Thomas, provided complimentary popcorn to our high school students to boost their spirits as they prepared for their final exams. Working

in shifts, Booster members and parent volunteers popped and scooped all day, a sure way to put

smiles on our students’ stressed and weary faces.

Several days in December, Design Events Chair Adeline Norton and her team of volunteers set

up tables in front of middle school cafeteria selling low-priced SAS items to students looking

for Christmas gifts for parents and family members. Having limited access to the Booth

during school hours, lower grade students look forward to this novel shopping opportunity. In

the intermediate school foyer, a table was set up on the last day in December for parents looking

to buy last minute Christmas gifts.

In effort to recognize students for their academic achievements, Booster Club is proud to sponsor a themed lunch on January 23 for students who achieved Honor Roll status in the first semester

of this school year. Students who achieved Honor Roll in the second semester of last school year will also be invited to the celebration lunch. If you would like to be a part of this special day, please contact our Chair, Tammy Charter, at

[email protected].

The much-awaited Pep Rally BBQ will be held on February 4. In helping to boost school spirit

and wishing our IASAS teams good luck, our zany Booster BBQ team, led by Jack Brick, Henrietta

Hurst, and Claire Hewitt, will be grilling our famous hamburgers and hotdogs from first break

until they are sold out.

BAKE SALES AND POPCORN DAY

HOLIDAY SALES IN INTERMEDIATE

& MIDDLE SCHOOLS

HONOR RECOGNITION LUNCH SECOND SEASON SPORTS PEP RALLY BBQ

LOOKING AHEAD, MARK YOUR CALENDARS FOR THESE UPCOMING BOOSTER EVENTS:

With thanks and appreciation,The Booster Club

SPIRIT ITEMS 2014

Start the new year in style with great booster spirit items!And as an added shopping convenience, you can order online and have the items delivered to your doorstep! Shop now at:

sasboosterstore.myshopify.com

All profits go to support high school extracurricular activities, scholarships, athletics and visual and performing arts departments, student clubs, honor roll/senior lunches, and more! Thank you for your continued

support of Booster Club! Happy New Year!!!

Sweatshirts in navy or white $35

Booster Bucks gift

certificates $5 or $10

Car decal $2

Drawstring bags in blue,

red, and black $12

Fleece blanket $30

Mugs $10 (not available online)

Cotton thows in red, navy,

light blue, and black $49

Trolley coin key ring in

red, blue, and black $4T-shirtsin red and

navy $20

V-neck t-shirts $20 XS, S, M,L

Decorative pillow cover $20

Pennants: $9 for small; $12 for large

BOOSTER BOOTH

36 BOOSTER club

The 3rd Annual Booster Trivia Night, held in November, was a smashing success. Thank you all who came and supported SAS Boosters. The tasty Mexican buffet and the entertaining yet challenging quiz master, Michael Harvey, with his energetic presence, made the evening one to remember. Great music, movie clips, and photos made the questions come to life. A big thank you to the sponsors and volunteers for their generosity and support: Yankee Candles, Lee's Antiques, House of Beer, Beautiful Wines, The American Association of Singapore, Booster Booth, and Mr. Hoe's Catering. Looking forward to the 2014 games!

BOOSTER TRIVIA NIGHT

Lee’s Antiques & Interiors

The Booster Club would like to thank our sponsors for their

generous donations.

37 BOOSTER club

38 PTA

MONIQUE HIRSCHSAS PTA SECRETARY

December is my favorite time of year, and this year was no different. Everywhere you look seems to glitter with lights, festive and bright, and looking forward to spending time with our family and friends makes the joy of the holiday season contagious. And, like many others, I am always on a quest for the perfect holiday gifts (I’m so dedicated to this task that I start my shopping in July!) During the excitement of the season, sometimes it is easy to forget that the best gifts aren’t something we buy in stores or the ones most beautifully wrapped.

The greatest gifts we can give are random acts of kindness. Your random acts of kindness—to volunteer and share your talents—have strengthened the SAS community. Thank you for helping to raise funds to support valuable school programs such as visiting authors and Interim Semester scholarships, and creating such successful events for our school.

October was a very busy month for the PTA as many volunteers donated countless hours of their time. PTA members hosted a fabulous International Food Fest and Pumpkin Patch for the enjoyment of the SAS community; the events were held together on October 26. With thirteen country booths and forty-one high school service clubs participating, Food Fest offered dishes from around

the world. A huge thanks goes to Jodie Stone for organizing Food Fest this year. Her leadership and terrific team of volunteers made for a fabulous event.

The PTA would also like to thank Heather Hoffman and Carrie Gammons, the high school PTA representatives. They were instrumental in coordinating 1,500 pumpkin sales, organizing the high school’s service clubs, and creating a fun haunted house during Food Fest. We greatly appreciate the efforts of Heather and Carrie’s stellar team.

A special thank you from the PTA to Tracy Faulkner and her awesome team for making an exciting Pumpkin Patch for the primary school students. Tracy created a wonderful Halloween atmosphere in the Kindergarten Group Room. During the event, volunteers read Halloween stories to the students, who were given small pumpkins to take home.

Volunteers continued demonstrating acts of kindness during the month of November when their timeless efforts created a successful Book Fair. The PTA warmly thanks Naureen Ali, a new member of the SAS community, for volunteering to lead the Book Fair. “Books are Magical “ was held in a new venue, the Elementary Library, from November 25 to 27. With the new location and 10,000

books for sale, the Book Fair was a huge hit. Naureen and her team of dedicated volunteers’ countless hours of hard work are greatly appreciated.

Beginning in October, the dynamic duo of Lisa Rassi and Lauren Krepsik organized Scholastic book orders. All year, these volunteers work hard to manage our school’s Scholastic book order. Thank you, Lisa and Lauren, for managing this big undertaking.

Looking ahead, our next school-wide event, County Fair will take place on Saturday, March 1. County Fair is a fun carnival that involves everyone in our SAS community from students, parents, and faculty. The event offers games, rides, and food to create this day of fun. There is also an amazing used book sale with more than 15,000 books available. Please mark you calendars for County Fair. If you are able to volunteer, email Mina Ohuchi Bregman at [email protected].

Whether you traveled or stayed in Singapore over the holiday season, I hope everyone experienced random gifts of kindness. A little bit of kindness with the sparkle of the holiday season can mean a great deal! Happy New Year!

YEARFAVORITE TIME OF THE

See you at County Fair 2014!

Saturday, March 1st, 2014, 10:45AM to 4:00PMCome with family and friends to enjoy a

day full of fun, food, games and more

39 PTA

MANY THANKS, VOLUNTEERS !Food Fest was a fantastic day this year because of the hard work and effort of many people. Country booth coordinators asked fellow parents to prepare for thousands, and coordinate the decoration and operation of the beautiful country booths. High school students spent their free time operating booths, helping run audio visual equipment, taking pictures, and managing many other tasks essential to the success of Food Fest. Committee members organized teams of volunteers to sell coupons, buy food and supplies, obtain sponsors, create theme baskets, organize vendors, coordinate entertainment, put together copy and graphic design for publicity, and much, much

more! Many thanks to these people and their committees.

Regards, Jodie Stone, Food Fest Chair 2013

THE SAS PTA WARMLY THANKS OUR GENEROUS SPONSORS:• American Club • Cold Stone Creamery • Swiss Butchery • Bergs Gourmet

Burgers • Jerry’s BBQ • Yeap Transport (SAS School Bus Co.) • Asian Tigers Mobility • DKSH Singapore Pte Ltd • Dunkin’ Donuts • Espresso Essential • Mc Donald’s • MVO Marketing • Partyworkz

• Baja Fresh• Churrosity • SAS Eagles Booster Club • Share Tea • Subway • Zac’s Middle Eastern & Mediterranean Cuisines COUNTRY BOOTH

COUNTRY BOOTH COORDINATORSBangladesh - Shaila Ahmed; Canada - Marlene Han & Nicki Aleong; China - Tianhua Xiong, Scarlett Shen, Phong Yang; EU - Tess Wallace; India - Tejal Pandya, Vaishali Shah; Indonesia - Elina Ciptadi, Nancy Menayang, Cynthia Risjad; Japan - Michiko Kanoma-ta, Tomoko Welker; Korea - Heejin Chung Rhee, Wonjung Shim; Pakistan - Reema Hafeez; Palestine - Dina Fuller; Egypt - Sahar Kandil; Jordan - Rana Karadsheh; Philippines - Ging Goh, Janet Tan; Thailand - Sommart Maloney, Ruethaichanok Scott; USA - Jennifer Long,

Cindy Kamphaus

Food Fest CommitteeGeetha Balachandran, Dione Koh, Heather Hoffmann, Carrie Gammons, Suzanne

Plambeck, Melissa Gonzales, and Jodie Stone

40 PTA

41 PTA

42 PTA

PTA BOOKFAIR

43 PTA

44 Community

SACAC Counselling offers a wide variety of resources including: counselling and psychological support for individuals, children, adolescents and adults; couples

and families; workshops; adoption services - adoption home studies and adoption support group; psycho-educational assessment; career assistance & guidance; a

comprehensive mental health library and community liaison groups.

SACAC Counselling’s main focus is to help people gain a better perspective on life’s problems and identify alternative solutions. SACAC Counsellors have a wide range of academic and professional backgrounds. Our team includes Clinical Psychologists, Social Workers, Counsellors, and Marriage and Family Therapists. SACAC Counselling’s high standard of professionalism has been a trusted resource in Singapore for nearly 40 years.

Areas in which counselling is offered include: Low Mood/Depression Cultural Adjustment Anxiety Reduction Children/Adolescents Issues Relationship/Marital Concerns Divorce/Separation Parent/Child Relationships Grief/Loss School/Academic Problems Substance Issues Stress Management Trauma Anger Management Eating Disorders Adoption/Home Studies Conflict Resolution

For Appointments please call 6733-9249

10 Claymore Hill, Singapore 229573

Tel +65 6733 9249 Fax +65 6733 9321 Email [email protected] Web www.sacac.sg

The above criteria provide the greatest opportunity for the best match between our classroom needs and our substitute teachers in order to be able to deliver an exemplary educational program for all students. If you find that your qualifications and experience do not match well with the above requirements but you still have an interest in being a part of an SAS classroom, we encourage you to consider applying as a substitute for our instructional assistant positions (please see main "Working at SAS" web page for this position.) Visit our website www.sas.edu.sg/careers to learn more. SINGAPORE AMERICAN SCHOOL

• Teaching credential and several years professional teaching experience in a Western educational environment (Preschool through Grade 12)

• No teaching credential but teacher certification courses with several years professional teaching experience in a Western educational environment (Preschool through Grade 12)

• No teaching credential but several years professional teaching experience in a Western educational environment (Preschool through Grade 12)

• The opportunity to live and work in Singapore, a thriving, cosmopolitan city that offers a harmonious blend of culture, arts, cuisine and architecture.

SAS welcomes your application for substitute teaching positions.

SUBSTITUTE TEACHERS

45 Community

BE AN ACE AND JOIN US FOR A SMASHIN’ TIME WITH SACAC TENNIS!

FRIENDSHIP, TEAMWORK, AND TENNIS

MARY KUOPRESIDENT OF THE SACAC TENNIS COUNCIL

JORDAN FEASTGRADE 8

SACAC Tennis is on a roll! We hit the ground running with an Awesome August Child/Parent Social, with kids simply enjoying a nice morning with Mom and Dad. Kids went home happy with lucky draw prizes, too!

The joy when you win a match is unforgettable. When you have a team that supports you, however, it doesn’t matter if you win or lose.

Last year, our KLM team made it to the semi-finals. We were up three to two, and the last match being played would determine whether or not we would go to the finals. We were all on the edge of our seats watching the last match unfold. We were up, we were down, the match was going back and forth between the players. Finally it was over, and we had lost. Even though we had lost, we still celebrated as a team.

Even though I loved my team from last year, it changed anyways. People moved over the summer and the homework load got heavier. This year I have a different team with only half the people who played on the team last year. But, with this, came opportunities to meet new people and train with them. I might have never talked to some of the kids that we have on our team if they were not on the team. Even though some of us have never met before, we still became a team very quickly and can cheer each other on through the toughest matches.

SACAC tennis is something that brings you together with your friends, classmates, and people you have never even met, to grow and improve your game.

Loads of Tournaments! Our kids played in our first British Club vs. SACAC Friendly Tournament in October this year at SAS, and the British Club hosted a friendly tournament at the British Club in November. We also look forward to playing against the Tanglin Club in January!

More Match Play! Kids will be playing in our first ever Round Robin Singles’ Challenge. Over 25 kids, ages nine to fifteen, will be arranging their own matches from now through February to make new friends, improve their tennis skills, and learn about good sportsmanship.

More Trophies! On the back of a very successful spring last year, where three out of our four teams came home with trophies from the Junior Team Tennis League, we are looking at a great fall season as well, with two out of our five teams entering the semi-finals this year! Check out eighth grader Jordan Feast’s article!

46 CAMPUS SCENE46 CAMPUS SCENE

47 CAMPUS SCENE

CPE Registration Number: 196400340R Registration Period: 22 June 2011 to 21 June 2017 Accredited by the Western Association of Schools and Colleges (WASC)

40 WOODLANDS STREET 41 SINGAPORE 738547 PHONE: (65) 6363 3403 WEB: WWW.SAS.EDU.SGQUESTIONS? EMAIL US AT [email protected]

SINGAPORE AMERICAN SCHOOL

GIANMARCO F.5TH GRADE

MARGARET D.PRE-KINDERGARTEN

Anything I say would come true.

I would be invisible.

MATTHEW M.2ND GRADE

WOOHO K.11TH GRADE

I would be able to jump really high.

I would have telekinesis.

SAS VOICEIf you could have any magical superpower,

what would it be?

MARIAM S.9TH GRADE

I would be a computer whiz.

NATHAN J.7TH GRADE

I would be invisible around girls. Oh, I

already am.

crossroads january 2014, volume 17

Documents

school year

singapore american school

school vision

new students

new year

new projects

new families

learning experience