The Tiger, September 29th, 2023
Head of School Message
Just how flexible can learning environments be…
This week resulted in a feeling of nostalgia for many of our teachers and students. When it became clear that schools would need to close campuses on Tuesday, 26th September, due to potential unrest in the city, everybody began to recall the days of covid, campus closures, never-ending Zoom calls, and an explosion in the number of email and WhatsApp messages flying around the community.
During the pandemic, there was a lot of talk about how education would never be the same again, how it was possible to deliver instruction and learning experiences in a virtual environment, and how the role of the teacher would be considerably changed with the available technology and forced flexibility in how the learning was delivered. There was a great deal of both excitement and fear in the air, as teachers tried to adapt to a new reality.
Thankfully, enforced online learning proved to be a temporary (albeit 18 months didn’t seem so ‘temporary’ at the time) change in the way we run schools, and once campuses were reopened, students flocked back to ‘physical’ schools to recreate the social experiences that are so important to learning and motivation.
It had become clear to everybody after a few months of school closures that online learning doesn’t treat everybody equally. Some subjects, particularly with older children, are slightly easier to deliver online or in a hybrid learning environment. Subjects that still depend on the acquisition of huge amounts of content, and are primarily focused on reading and writing, are able to be delivered fairly comfortably without students in a physical building. More practical subjects like arts, design, and PE are more problematic, and working with younger students, who are often involved in a lot of hands-on activities in classrooms, is particularly challenging online. Collaboration, however much you try to recreate it online, is not the same when people are not together.
Whole School News
Stonehill Commits to Empowering Underprivileged Students Pursuing Higher Education
Stonehill has committed to sponsoring two underprivileged students through the Parikrma Humanity Foundation, a renowned NGO founded by Ms. Shukla Bose. The sponsorship provides these young individuals with the opportunity to pursue a Bachelor of Vocation (BVOC) Programme at Srishti Manipal Institute of Art, Design, and Technology in Bangalore.
PTA Pinktober Campaign - October 6th
The PTA's Pinktober annual fundraising event dedicated to raising awareness and funds for breast cancer will feature merchandise sales and a diverse range of sessions for students, parents, and teachers.
Please join us in showing your support for this important cause.
Date: 6th October '23
Time: 8 am - 1 pm
Parent Session: 12:30 pm - 1:30 pm
Congratulations, Ruvan!
Ruvan (M2) participated in a Bayern Munich (U16) scouting match held in Goa a few weeks ago and displayed remarkable skills on the field, impressing everyone with his performance against 16-year-old opponents. He has been invited to an exclusive on-campus training session with Bayern Munich in July 2024. We extend our heartiest congratulations to Ruvan and wish him all the success as he embarks on this exciting journey. We are certain that he will make our school proud!
Congratulations, Avinash!
Avinash Kumar, PYP Physical and Health Education teacher took part in the men's singles (45+) at The Senior World Badminton Championship held in Jeonju, South Korea, between the 11th and 17th of September 2023. International players included those from India, Japan, Korea, Malaysia, Indonesia, Taipei, Germany, Denmark, Switzerland, and France. Here’s what he had to say about his experience:
I began my event with a round of sixty-four players. I then advanced to a round with thirty-two competitors after winning my first round against a Korean opponent. I then advanced to the top sixteen players after winning my second round match against a player from the Netherlands. I lost the pre-quarter final match against a German opponent.
Playing in my first world championship was an amazing experience. I learnt a lot by observing some of the world’s top players. I am grateful to Stonehill for supporting me and sponsoring my trip to Korea.
A Walk Down Memory Lane With Uday and James - Live at 7 Rivers!
We are proud to have our very own Extended Music Teachers, Uday Zachariah and James Stephenus perform live at the Taj, MG Road - 7 Rivers, on Thursday the 5th of October.
They will be performing the best hits of Bob Dylan, Leonard Cohen, and a whole bunch of artists from the 60's and 70's.
Click HERE for reservations.
Primary School
Responding to the Primary Workshops for Parents Questionnaire
Thank you to the seventy-four parents/guardians who answered the ‘Primary Workshops for Parents’ questionnaire. If you have not answered the questionnaire yet, please do so by clicking on the link here.
Answering the seven simple questions will help us provide you with more information about your child's education and give you ideas to use at home too.
Once I have collated your responses I will be in contact again.
So far the survey results indicate:
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Seventy-four parents want to know more about their child’s education.
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Knowing about Literacy is the most requested workshop, followed by emotional health and wellbeing, mathematics and behaviour management.
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53% of parents would like workshops online, 47% preferring to meet us on campus.
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The ideal day for workshops is currently divided equally between Wednesday and Friday, both at 33%.
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The most preferable time (31% of replies) is currently between 2 pm and 3 pm on either a Monday, Wednesday or Friday. In second place is between 8 and 9 am, with 23% of replies.
The questionnaire will take less than 2 minutes to complete. Please let me know your thoughts so that we can support you and your child better.
Kindly remember that Monday, the 2nd of October, is a school holiday to honour Mahatma Gandhi.
My very best wishes for the long weekend.
Peter Spratling
Primary School Principal
PYP Coordinator
Stonehill PYP Mathematics Programme
Last academic year, the PYP team completed a comprehensive review of our Mathematics curriculum, guided by the International Baccalaureate Primary Years Programme (IB PYP) Mathematics scope and sequence, in conjunction with the Singapore Mathematics Syllabus.
This thorough examination was undertaken with the intention of aligning our school's mathematical education with the best practices worldwide. We recognized that the Singapore mathematics approach closely mirrors the IB's philosophy of inquiring into mathematical concepts, making it an ideal fit for our PYP learners. To support our transition to this approach, our Primary teachers and teaching assistants demonstrated their commitment by investing their weekend attending a workshop led by the highly regarded Singapore mathematics trainer, Sherri Adler. This investment in professional development underscores our collective dedication to enhancing the mathematical learning experiences of our learners, fostering a deeper understanding of mathematical concepts and problem-solving skills.
Why Singapore Mathematics
Singapore mathematics and the IB PYP mathematics share several key similarities, making them compatible with Stonehill’s commitment to a conceptual and inquiry-based approach to mathematical education.
Teacher Training: Both Singapore mathematics and IB PYP require teachers to be well-trained and equipped to facilitate student learning effectively. Professional development and ongoing training are integral components of both approaches.
PYP Counsellor
Helpful Hints For Cultivating Resilience in Children
Have you ever witnessed your child grappling with frustration when tackling a new challenge, causing them to contemplate giving up? Perhaps you've caught yourself frequently stepping in to assist with tasks that are age-appropriate but still unexplored by your child. The truth is that children will inevitably face difficulties during their formative years, and this isn't necessarily a negative thing.
Help them manage strong emotions
Challenges often trigger intense emotions like frustration, irritation, worry, anxiety, nervousness, and fear. It's crucial to convey to your child that experiencing these powerful emotions is entirely normal. However, it's equally important to teach them effective strategies for regulating and managing these emotions, helping them find their inner calm.
Engage in Real Stories
Select age-appropriate stories that depict a diverse range of individuals, including women, people from various cultural backgrounds, and those with special abilities, who have triumphed over diverse adversities. These narratives can serve as inspiring examples, motivating your child to persevere in their own challenges.
Lead by Example
Many children view their parents as superheroes. While being a parent is indeed a remarkable role, it's equally important for your kids to realise that you, too, face your own challenges, adversities, and less-favoured tasks that require your effort and determination. Don’t be afraid to be real in front of your children.
Acknowledge Their Strengths
When your child successfully tackles a challenging task, provide praise and recognition. Remind them of their unique strengths that can help them navigate the unexpected hurdles life throws their way. Encourage them and let them know that you believe in their capabilities.
Maintain Open Communication
While encouraging resilience, it's crucial for children to feel that you are always there for them. They should not perceive that they must figure out everything entirely on their own. It's essential for them to understand that they can and should confide in you if they are physically or emotionally hurt, in danger, or are facing bullying. Identifying the "big" problems that require immediate communication is vital to their safety and well-being.
Neeti Sarkar
PYP Counsellor
Primary News
P4 - Who We Are
In P4 finding out ‘Who We Are’ is critical in working out how we will play and learn together successfully throughout the year.
Our central idea is ‘Understanding self helps build relationships’.
Throughout the year our learners will inquire into how:
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Understanding ourselves helps us to empathise with others.
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Identifying and understanding our emotions helps us regulate our behaviour.
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Relationships require nurturing.
We started the year with the easy part, finding out who we are on the ‘outside’. We carefully looked at ourselves, using photos taken on our iPads, and created beautiful self-portraits using pastel crayons. You will see these smiling portraits displayed in our P4 classrooms. Next, we started to think about who we are on the inside. Using thought-provoking picture books such as ‘It’s Okay to be Different’ and ‘I Like Me,’ we thought about our personal interests and learning styles. We found out that we could connect to others through shared interests, but that ultimately we are all unique and special, and that’s Okay!
Identifying and understanding emotions is a key aspect of this inquiry. We looked at how emotions are portrayed in storybooks and videos. We named different emotions and thought about the facial expressions that go with them. We thought about situations that might make us feel angry, excited, lonely, shy, loved, etc. We wondered if everyone felt emotions in the same way.
Some of us described anger as feeling like you want to punch someone, others talked about times when they felt worried. When talking about feeling calm, some learners talked about their blood flowing and their hearts beating slowly. Through various visible thinking routines such as See/Think/Wonder, we realised that we all feel and see things in different ways.
Secondary School
These are busy times for us in the Secondary School as we navigate the evaluation and accreditation visit, offering us valuable insights into our educational journey.
We also embark on the exciting journey of launching our inter-house competitions.
CIS, IB, and NEASC Visit
This week, we are hosting a crucial visit at our school, which involves a team of thirteen individuals representing CIS, IB, and NEASC. Their primary objective during this visit is to thoroughly assess our school's performance, adhering to the high standards set by the above mentioned respected organisations.
Throughout the week, these accreditation representatives will be actively engaging with our school community, including faculty, students, and staff. They aim to gain a comprehensive understanding of how Stonehill functions by participating in campus tours, attending classes, and conducting meetings as a part of their evaluation process.
Accreditation visits to international schools like ours follow a meticulous process. It begins with an extensive self-study, where the school assesses its own performance against a set of rigorous criteria. This was done by us last year as we worked in teams to complete the comprehensive reports. It has been a very fruitful experience for us last year as we were able to identify our area of strengths and developments. We have set our program specific goals based on these findings.
We will be waiting to receive valuable insights and recommendations for continuous improvement from the team.
Talent Quest
The Talent Quest gave us a chance to discover hidden talent and engage in true team spirit. There was a sense of belonging not only to their house but also to their school. It's good to see that students are getting opportunities in art, music, theatre, sports, and technology to contribute and participate.
Inter-house Football Competitions
Excitement surged as we kicked off the first inter-house sports matches, with the girls' and boys' football competitions! It was a day filled with enthusiasm, where skill, sportsmanship, and camaraderie took the spotlight.
Students from different houses came together to support their teams, showing unwavering school spirit and unity. Even teachers joined their students, sharing in the excitement for their teams.
Bisexuality Day
On the 25th of September, the GSA conducted its first event for this academic year. They celebrated Bisexuality Day, a day dedicated to recognising the bisexual community and celebrating bisexual individuals worldwide. The intent was to promote bisexual awareness and cultural acceptance, to learn about bi+ culture, history, and policy priorities, and to reduce stigmas and misconceptions associated with bisexuality.
The Language Department's Annual Art and Culture Exhibition
The Language Department’s art and culture exhibition enhanced cultural awareness across our entire secondary school community and provided the students with a deeper understanding of the explored cultures. To facilitate this, the artists explained the cultural significance behind their art and shared insights into their artistic processes.
Secondary News
PHE
We have had a very positive start to the year in the Physical and Health Education (PHE) department and students and teachers have already begun to make this an exciting and successful year of learning and teaching. We are very pleased to welcome two new additions to our team, Ms. Rizwana Talat, who joins us as a full-time secondary PHE teacher and Mr. Abishai Alphonse, who has joined as a new swim coach and PHE Teaching Assistant. Both join us with the qualifications and experience to be valuable additions to our department.
As we look to the year ahead, and what we want to achieve, we maintain our strong focus and commitment to providing our students with learning experiences and opportunities that develop the knowledge, skills and attitudes needed to lead a balanced and healthy lifestyle. With our experienced and supportive PHE staff, our excellent facilities and resources, and the wide variety of sports and physical activities offered, PHE at Stonehill is a highly rewarding and valued subject which promotes well-being and important skills such as communication, collaboration, and respecting the ideas of others.
There are four assessment criteria, in the MYP PHE curriculum; Criterion A: Knowing and Understanding, Criterion B: Planning for Performance, Criterion C: Applying and Performing and Criterion D: Reflecting and Improving Performance. Together, these four criteria help guide our planning and assessments. Our focus intentionally builds upon prior learning as students progress through each grade.
Physical performance is an important part of our PHE programme, and our curriculum is designed so that students revisit sports and physical activities each year. This approach helps students to continually improve their physical abilities, skills and confidence across many different sports and activities. It also allows them to deepen their understanding and application of rules, tactics and strategies as they get older, and to evaluate and reflect on their learning.
After some initial team building activities at the start of the year, our first unit in secondary PHE was Invasion Games. This is the umbrella term given to sports in which players and teams invade their opponents’ territory whilst defending their own territory at the same time. Popular outdoor invasion games include football, handball and rugby, and in PHE we also play some lesser known invasion games such as Capture the Flag, benchball and endball, that have a greater emphasis on communication, collaboration, and developing team strategies in order to succeed. Besides improving physical skills and performance, this unit focuses on the knowledge and understanding of rules and strategies to be successful, and also developing leadership skills in older grades. The Invasion Games units ended this week, and culminated in an inter-house football tournament in middle and high school categories.
Secondary Science
What do Scientists do? What does a Scientist look like?
A Primary teacher asked for objects and prompts from the Science Department to explore these questions, “What do Scientists do?” and “What does a Scientist look like?”
Stonehill’s objective is for each Primary child to realise that each one of us uses Scientific thought processes daily. Each one of us undertakes research every day. We explore, measure, compare, collect, and analyse data. Here are some of the Experimental research and Inquiry activities that have happened in the Science Department this year.
D1 Chemistry
Lab safety should come easy to all of us and become ingrained in our habits. Keep in mind that the teachers and the students are responsible for both personal safety and the safety of those who are working nearby. Due to exposure to hazardous and caustic substances, volatile solvents, high-pressure gases, explosive compounds, and harmful bacteria, a laboratory can be risky. Mishaps in the lab can be prevented with a little caution and adherence to the recommended safety procedures.
Students shouldn't be alarmed by laboratory risks because working in a lab may be both demanding and enjoyable. They have the chance to investigate the mysteries of Chemistry and learn about materials with a variety of practical uses. It is also a mandatory course for our DP students and 24% of their final grade comes from their Internal Assessment component that they conduct in the school laboratory. At the beginning of each year, our DP students get the opportunity to get familiar with lab safety and handling these delicate lab equipment in a correct manner so that they will be able to use them safely and correctly when they conduct their Science practicals.
D1 Physics
The D1 students have begun learning about "Space, time, and motion" in their Physics classes. The students are conducting freefall acceleration experiments utilising various types of equipment. They are also learning various software programmes to plot and examine graphs while using video analysis tools to analyse motion.
D2 Physics
The D2 students are engaged in data collection and analysis for their Internal Assessment. The majority of the standard level physics students have finished gathering their data and have begun data analysis.
D1 Environmental Systems and Societies (ESS)
Our ESS students started with an emphasis on Sustainability, an integral theme in the DP ESS course. Sustainability is the art of harmonising progress with the planet, a dance of innovation and conservation. The students have undertaken the Upcycling aspect of Sustainability with full vigour. They have been transforming waste into wonder, breathing life into discarded objects from our school junkyard which would have eventually made their way to a landfill. For example, an old bathtub, discarded basketballs and footballs, planters and so much more.
M5 Chemistry
The M5 students began by studying Matter and Separation Techniques and applying them to real-life situations to solve human problems. They're delving into the connections between matter and scientific principles, with a focus on the mole concept and how to innovate processes and find solutions. They gather and analyse data, identifying errors and seeking improvements.
M5 Physics
The M5 Physics classes studied Electromagnetism. The students learnt how Electricity works and how it links to Magnetism. They created infographics to demonstrate their understanding of how the world we live in is impacted by the Earth's magnetic field. The students also took on the role of an engineer and tried to persuade customers to buy an electrostatic air purifier developed by their company.
The students participated in a "role play" approach and shared chocolates among themselves to understand how energy is wasted in an electrical circuit while learning about electric current, potential difference, and resistance. The students also made different types of electrical circuits to understand their practical application.
M4 Chemistry
Our curious M4 Chemistry students, after initial safety measures and tests, engaged in a hands-on inquiry activity involving a mysterious box. This exercise encouraged discussions, hypothesis formation, and the search for supporting evidence, all without opening the boxes. While at times frustrating, their curiosity linked past and present scientific discoveries, connecting the dots from ancient thinkers like Democritus to modern scientists like Sommerfeld. This experience paved the way for their exploration of atomic structure in their first Chemistry unit.
M3 Science
The M3 students were introduced to the unit on Heat, exploring heat transfer through hands-on experiments and graph analysis. Heat transfer is a captivating field with a wide range of applications - from keeping your coffee warm in the morning to powering the world with sustainable energy sources. The students are currently studying the implications of Heat on the environment.
M2 Science
Our enthusiastic scientists started this academic year with Approaches to Learning, with a focus on learning collaboration and communication skills. It was interesting to observe the working of young minds as each tried to solve a given problem, only to realise that collaboration is inevitable and needs the support of the entire team to solve the problem. The 'Landmine' activity clearly demonstrated that achieving success entails more than just communication skills; it also necessitates trust in the leader.
The M2 students focused on the Statement of Inquiry, “We will need to change how we transform materials and energy to achieve sustainable production and equitable distribution of food in the 21st century.” The students have had practice solving real-life problems when growing their own food over the past month. They have asked themselves the following questions, “Why is that insect-eating my tomatoes?”, “Must I transplant my plants to bigger pots?”, “ Do the plants need more sun?”, “ Why are these plants growing more?”
They conducted their research in a series of steps. The students visited local organic farms to interview the farmers. They then shared their understanding with each other which led to more knowledge and questioning. They then compared their new knowledge to published journal articles in order to write reports.
The M1 students have been measuring seeds and comparing their data.
Boarding News
One of the core values we instil in our boarding students is the concept of global citizenship. We believe that nurturing a sense of responsibility towards the global community is essential in today's interconnected world. Our boarding programme actively promotes global citizenship by encouraging community service and emphasising the significance of tolerance and understanding among students from diverse backgrounds.
One of our dedicated boarding students, Sethu, D2, spends her Saturday mornings nurturing young minds at the Stonehill Government Primary School. With a passion for education and a genuine desire to share knowledge, she conducts engaging lessons every week in Mathematics and English, using interactive games.
Finding immense joy in connecting with the students, she has started to integrate a comprehensive teaching curriculum. Her innovative teaching methods have not only captured the students' attention but also earned the admiration of the teachers at the government school. Overcoming language barriers, Sethu communicates and articulates with the students seamlessly, reaffirming the universality of education.
I'm thrilled to share that we received an overwhelming response from our students who expressed their interest in joining the Eldercare Boarding Club and Furry Friends-Animal Welfare Program. These compassionate initiatives are led by Zeal Gogar,D1, and Evania Sahu,M4, with invaluable support from Ms. Glenda as their supervisor. The teams are ready to launch these initiatives, which will not only enrich the lives of our boarders but also make a positive impact on the wider community.
Boarding staff continue to go above and beyond to create memorable experiences for our boarders. Last weekend, we organised a range of exciting activities, from archery to zorbing, ensuring that it was far from a regular weekend. Special meals were prepared to add a touch of celebration to the experience. I am truly proud of how enthusiastically our boarders embraced these opportunities, and their positive spirit is a testament to the vibrant boarding community we have.
ASAs are in full swing, and it's encouraging to see active participation from our boarding community. Regular badminton and basketball practice sessions are keeping our students engaged and active. These activities not only promote physical fitness but also help build camaraderie among our boarders. A big thank you to Mr. Wayne and Mr. Lobsang for their efforts in organising these training sessions.
This week, our school hosted a joint evaluation visit from the IB (International Baccalaureate), CIS (Council of International Schools), and NEASC (New England Association of Schools and Colleges) teams. During their time at our school, the visiting team conducted a comprehensive evaluation of our educational programmes, curriculum, teaching methods, and school and boarding facilities. Our students actively participated in this process, sharing their perspectives and experiences with the visiting team. It was heart-warming to witness our students' enthusiasm for their education and their pride in being part of our school community.
This visit is a testament to our commitment to continuous improvement and dedication to providing a world-class education for our students. We eagerly await the recommendations and guidance from the visiting team.
A big shout-out to all our boarders celebrating their birthdays in October! We believe in making these moments special, even when away from home. It's wonderful to see the smiles and bonds that form during these celebrations.
To keep yourself updated on the latest happenings in our boarding programme, be sure to follow us on Twitter, @BoardingSIS. We capture special moments, share important information, and showcase the incredible experiences our boarders are enjoying.
Have a great weekend!
Glen Johnson
Head of Boarding
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