PTA “kick-starts”

the SAS Annual Fund

Th e Class of 2005 Heads for CollegeA record number of 208 students graduated in the SAS Class of 2005. Almost all are heading to universities and colleges across the United States and around the world. Students this year were accepted to Amherst, Bowdoin, Brown, Carleton, Columbia, Cornell, Dartmouth, Davidson, Duke, Harvard, Johns Hopkins, King’s College, London School of Economics, McGill, Middlebury, Northwestern, Parsons School of Design, Pomona, Rhode Island School of Design, Stanford, U. C. Berkeley, U.C.L.A., U. of British Columbia, U. of Edinburgh, U. of Pennsylvania, U. of Toronto, Vassar, Wellesley, Wesleyan and many more fi ne institutions.

At the annual PTA Appreciation Tea for the parent community, hosted in May by the PTA at the home of Ambassador and Mrs. Franklin Lavin, Bob Gross gratefully accepted a check for S$100,000, the PTA contribution to the newly initiated Annual Fund. Th is very generous donation from the PTA on behalf of the entire parent community of SAS will signifi cantly help to move the inaugural Annual Fund

towards its goal of raising S$1 million during the coming year. Funds raised will support programs such as visual and performing arts, athletics, fi nancial aid, community service and special projects. In additon to the Annual Fund donation, the PTA also gave checks totalling S$114,000 to the four division principals for specifi c initiatives identifi ed by faculty.

NEWSA Singapore American School community service publicationVolume 7, Issue 3-04/05 - June 2005

FLASH

SAS Board of Governors information available on the

SAS Website: www.sas.edu.sg

Board ResponsibilitiesBoard Member Bios

Agendas and Minutes

NEWSFLASH is published by the Communications Office of the Singapore American School. It is distributed free of charge to the parents, faculty members and organizations served by the school. Inquiries and comments should be addressed to:

COMMUNICATIONSOFFICE

Singapore American School40 Woodlands Street 41

Singapore 7385476360-6303

email: ghan@sas.edu.sg

SAS Home Page:http://www.sas.edu.sg

Chairman of the Board

Mrs. Shelley DeFord

SuperintendentMr. Robert Gross

NEWSFLASH

Board member since 1999 Term ending 2005Chairman of the BoardChairman, Executive Chairman, Executive CompMember, FinanceMember, Trust

Board member since 2001 Term ending 2007Member, Executive CompMember, Facilities Member, Trust

Board member since 2001 Term ending 2007Member, Executive CompMember, Curriculum Member, Finance

Singapore American

SchoolBoard

of Governors

Shelley DeFord

Melanie Ng Chew

RichardBorsuk

Superintendent of Schools

David HossPrincipal

Primary School

Paul ChmelikPrincipal

High School

Robert GodleyPrincipal

Middle School

Marian DeGrootPrincipal

Intermediate School

The Singapore American School Board is a policy and governance Board. The Board has three primary responsibilities:

1. Ensure that the school’s policies support the achievement of the school’s purpose. The Board of Governors delegates the implementation of these policies to the Superintendent, who is responsible for the administrative operations of the school.

2. Conduct long range planning for the continued improvement and financial health of the school. This includes annual establishment of school-wide goals and ongoing review of progress toward those goals.

3. Hire the school’s Superintendent, provide ongoing support and supervise his/her performance.

The Singapore American School Board of Governors is made up of 12 elected volunteers who serve three-year terms and serve on a minimum of two Board committees. All Board members must be parents of current SAS students and members of the Trust. The Board operates through its working committees: Facilities, Finance, Curriculum, Trust, and Executive Compensation.

About The Board

Mark BoyerAssistant Superintendent

Curriculum and Instruction

Rhonda NorrisAssistant Superintendent

Business

Robert Gross

Board member since 2003 Term ending 2006Chairman, FinanceMember, Executive Member, Executive CompMember, Trust

Board member since 2000 Term ending 2006Chairman, CurriculumMember, Executive Member, Facilities

Board member since 1999 Term ending 2005Vice Chairman of the BoardChairman, FacilitiesMember, Executive Member, Finance

Board member since 2002 Term ending 2005Member, CurriculumMember, Facilities

Board member since 2003 Term ending 2005Member, CurriculumMember, Facilities

Garth Sheldon

Sally Greene

Carl Stocking

Mary Witkewicz

Maya Roll

Michele Gilmer

SheilaWang

Robert Comstock

Nigel RomanoMichele was elected to the Board in 2004 and has served as a member of the Curriculum and Trust Committees.

Board member since 2004 Term ending 2007Member, CurriculumMember, Facilities

Nigel was appointed to the Board in 2004 and has served on the Curriculum and Finance Committees.

Tom Linton

Appointed in June 2005Term ending 2006Member, TrustMember, Finance

BartBroadman

Appointed in June 2005. Term ending 2006Chairman, TrustMember, Finance

Th ank You to Retiring Board Members

Mary has been a Board member since 2003 and was most recently Chairman of the Trust Committee, and a member of both the Executive and the Finance Committtees.

Mary Witkewicz and Michele Gilmer have

returned to the United States, and Nigel

Romano to Trinidad. Th ey retired from the Board eff ective

June 2005. Singapore American School is grateful for the

dedicated service they have given during their time as members of the

Board of Governors and wishes them well in their

future endeavors.

During the May 6-8 weekend, a group of 22 students, parents and teachers from

the Johnson and McNicol 8th grade home bases traveled to Cambodia to build houses through the Tabitha organization. Prior to the trip, students in these home bases raised more than $5000 for the materials to build four houses through activities such as bake sales and basketball shoot-a-thons.

Upon arrival in Phnom Penh, the group went to Tabitha headquarters and received an orientation talk from Janne Ritskes, founder of Tabitha. She gave the group an intense historical perspective on Cambodia’s tragic recent past that helped everyone to understand why they had come to Cambodia to help build houses. Participant Nick Lesiuk thought the orientation was “very interesting and gave us some insight about

the Cambodians’ shocking past.”

Th e following day, the group traveled an hour outside of the capital to a village where they spent the day hammering fl oor boards and putting up siding. Th ey also entertained and were entertained by the village kids. It was a meaningful day working side by side with Cambodian builders as the villagers watched, curious about why we had come but very thankful as well. “Seeing the people’s faces after we had built the houses was something I will always remember,” remarked Kyle Smith.

HOUSEBUILDING IN CAMBODIAan 8th grade community service project

Before fl ying back to Singapore Sunday morning, the group visited a local museum where the Khmer Rouge had once tortured and killed thousands of its fellow countrymen, women and children. It was a valuable educational experience and a vivid look back at one of the world’s most ruthless regimes.

Safely back in Singapore, the 22 refl ected on their short time in Cambodia and all agreed that the trip had been a rewarding one. 8th grader Jackie Whitaker felt

it had been a “great experience, one that changed my outlook on life.” Fellow traveler Nicole Alter said, “I thought this trip was great. Seeing the faces of the Cambodians light up as we built the houses, playing with the kids and taking pictures....everything was memorable.”

contributed by Kurt Johnson, Middle School Teacher

From the Superintendent

The fi rst day of school on August 16, 2004 was overfl owing with enthusiasm and genuine excitement over all of us being together again and the possibilities that the new school year would bring. Now at the end of the year it is accountability time. Accountability

has as many interpretations as beauty: It is in the eyes of the beholder. It can mean the results of the standardized test scores. Or how many seniors were admitted to prestigious colleges and universities. Or whether the fi nancial picture of the school improved. Or if we remained true to the school’s mission. Th e reality is that accountability can be a very elusive target. I fear that we often place too much emphasis on the counting side and not enough on the abilities of students and the aff ective side of schooling.

If we only value what can be measured and only measure a portion of what makes up education, we diminish the scope and the value of what it means to be educated. Since we do not measure things like honesty, persistence, generosity, responsibility, creativity or collaboration, are we not in danger of creating an education that is woefully narrow and inadequate to the demands of our complex, connected world? Education demands that we worry about intrinsic values and the quality of what we do. Quantity is simply a part of it; and counting is one part of the accountability game. Quality will only come when we fi nd ways to celebrate the diverse abilities that our children bring to school.

Regardless of which indicator we use, it has truly been another year of the ordinary, the extraordinary, and the magical. Th e contributions and support we have received from the entire school community is heartwarming. I take particular pride in the results of the school climate survey where the parent community registered a high degree of satisfaction with the competence of the teachers and the teachers’ interest in children’s progress and well being.

Bob GrossSuperintendent of Schools

It is our hope that this has been a delightful year for you and your family. On behalf of the faculty and staff we need to thank the parent community for sending us these marvelous children. Living in a world of uncertainty requires us to weave our web of mutuality together, to help each other become all we can be and to have faith in each other. You have our pledge that we will continue to remain open to all possibilities for school improvement and we invite you to continue challenging us to become all we can be.

It has been a notable year in many respects:

• Th e opening of a new high school and remodeling of the middle school along with additions to the intermediate school.

• Th e high percentage of our seniors who have been admitted to the college of their choice.

• A record enrollment of 3150 students.

• Th e most expansive professional development program for our faculty that has ever been off ered at SAS, including the initiation of a Master’s Degree program on campus.

• Th e response of our school community to the SAS Tsunami Relief Fund. Th e fi nal fi gure of $110,000 far exceeded our goal of $50,000.

• Th e huge number of visual and performing arts opportunities that were made available to the students.

• Th e successful hosting of the Model United Nations Conference and the IASAS Cultural Convention.

• Th e marvelous success achieved by our student participants in IASAS events, including Sportsmanship awards in addition to bringing home the many gold, silver and bronze medals.

• Th e many commendations received from the school’s accrediting agency (Western Association of Schools and Colleges) during their visit to the campus in April.

• Th e establishment of a Community Library (located in the Middle School Library) that will appeal to all parents who have an interest in more information on parenting issues.

• Th e incredible support received from the ARTS Council, Booster Club, PTA and SACAC in enriching the opportunities that are made available to our students.

• Th e superb student results in our annual standardized testing program.

• Th e work of the faculty and administration in their study of the school’s writing program, modern languages, visual and performing arts, social studies, computers, business and technology, English and ESL programs.

High School Jazz NightHigh

School Scenes

Monologsand Songs

Night

High School Dance

Showcase

100 Years of BroadwaySinging GeckosSinging Guppies5th Grade Choir

May Concert

From the Director of Development

Susan MurrayDirector of Development

In 2004 the Board of Governors established a Development Offi ce at Singapore American School. It has been a year since this offi ce was created and it is worth mentioning some of its achievements and goals.

ALUMNI RELATIONS Alumni at SAS is a broad term. All students who attended SAS, whether or not they graduated from the 12th grade, are considered to be alumni of the school. Former parents and faculty are included as well. Please register on our alumni webpage at www.sas.edu.sg/alumni. Our school is strengthened by the ties it maintains and the network of its associations. Please help us in our goal of keeping you informed.

SAS@50 2006 will be the 50th year of operation for Singapore American School. From a small black and white on Rochalie Drive to a 37-acre facility in Woodlands, Singapore American School has always been a school to be proud of and a leader in international education.

In celebration of this milestone, some of our alumni have joined with us in putting together a program that will educationally benefi t our present student body and provide our parents and visiting alumni with some high quality entertainment and events. You will be receiving a brochure about the “Celebrating Our Alumni Series” in early August. Tickets can be ordered by mail or purchased in the Development Offi ce.

One event you won’t want to miss is the SAS Birthday party on April 13, 2006. Th e whole school is invited to be our guests at an evening BBQ. Entertainment will be provided by talent from all areas in the SAS community and the evening will close with a parade, a “human birthday cake” and a fi reworks display!

SINGAPORE AMERICAN SCHOOL ANNUAL FUND

Our school has an established tradition of fundraising through our parent community, which has allowed usto off er programs and speakers to our students that would not be possible through tuition fees alone. Th e goal of the Annual Fund is to expand these eff orts to provide additional funding. Some of the areas which will be be supported by the Annual Fund include visual and performing arts, athletics, fi nancial aid, community service and special projects. An endowment fund has also been created to guarantee funding in the future.

One of the highlights of this year was the generous donation of $100,000 from the Parent-Teacher Association to the Annual Fund. We are very grateful to the PTA for kicking off our inaugural fund drive with such a generous gift and for their continuing support of our school.

Next year is going to be very exciting! SAS is celebrating 50 years of

outstanding education and moving into the future as a school at which

academic rigor, professional excellence and extraordinary care for the

welfare of each child are cornerstones of its philosophy. I hope you will join us at some or all of the many events

planned.

Check out the Roots and Shoots website for further ionformation: www.rootsandshoots.org

Singapore American School’s Sensory Trail Program is mentioned as an exanmple of “Caring for the human community”

“The SAS Middle School ECO Club and the High School SAVE Clubs were

truly inspired by the historic visit of Dr. Jane Goodall in December 2004. Her “Call to Action” motivated our clubs to further their commitment to the Roots & Shoots program which she founded in 1991, based on her vision that, just like small roots can break through walls of brick, and small pockets of new shoots can grow amidst the walls, an individual or a small group can be effective in changing the world. Our clubs have been strengthened and infused with new life and energy.The Roots & Shoots program encompasses

care and concern for three key areas: animals, human community, and the environment. Here is a recap of some of the activities of the Middle School ECO Club this school year.

Care and Concern for AnimalsJane

Goodall Chimp Guardian ProgramMiddle

School students raised over $1600 for the Jane Goodall Institute Chimp Guardian program, which helps orphaned and trapped chimpanzees become re-established in a more natural environment. Students raised the funds through a “Go Bananas for Chimps” free dress fundraiser a few weeks before Dr. Goodall’s visit. Students presented her with the check at the assembly on December 8, 2004.

Borneo Orangutan Survival Foundation (BOS)On Earth Day, April 22nd, two members of the BOS staff

in Indonesia joined a variety of students and teachers to make a presentation on their intensive efforts in Kalimantan. Dr. Aldriato and Ms Sally Tirtirdharja presented to fourth grade students in conjunction with their Rainforest Studies, to seventh grade students as part of their EARTH DAY activities and to a SAVE Club open event for members of the community after school. The BOS Foundation is working hard to help preserve the existing natural habitats for the three subspecies of orangutans

native to Borneo. It’s a huge task! They are establishing logging-free reserves for the wild orangutans. Eager to engage the support of the local communities, BOS has established a planting system which encircles the reserves

with fruit trees and other crops to help form a cooperative relationship of stewardship in the area. The local people can

earn income from the cash crops and can help to maintain the reserve boundaries with the buffer. BOS is also actively involved in removing orangutans from private ownership. Despite being against the law, there is a stubborn tradition of keeping wild animals as pets and as status symbols. BOS provides educational programs about these illegal practices in Jakarta and other areas. They also help to inform the police of illegal trapping and sale of these highly endangered animals. BOS has set up several refuges for the orangutans they are able to remove from private homes. Many of the animals are infected with human diseases including hepatitis, tuberculosis, and even AIDS. These orangutans must be isolated from the other healthy members of their species at a special reserve that BOS operates. Their efforts are amazing! We were able to help their cause through sales of T-shirts and handmade jewelry made in the Kalimantan region. Sales were brisk and their goods were popular!

Roots & Shoots at SASM i d d l e S c h o o l

contributed by Kate Thome, Middle School science teacher

”We have a choice to use the gift of our lives to make the world a better

place.Jane Goodall

Care and Concern for the Human Community & the Environment

SAVE & SAVH Sensory Trail The high school SAVE Club has a long partnership with the

Singapore Association for the Visually Handicapped through the Sensory Trail they established and dedicated in April 2000. There were guided walks in November and May led by volunteers from high school science classes as well as the SAVE Club and the Middle School ECO Club. These outings are a favorite with all participants, each group feeling enriched by each other’s company and friendship.

ENDAU ROMPIN NATIONAL PARK, MALAYSIA The Middle School ECO Club, along with several members of

the SAVE Club, visited a beautiful primary rainforest campsite at Endau Rompin for a weekend trip in early May. Led by Singapore Environment Council’s Green Volunteers Network coordinator and long-time Malaysia guide Grant Pereira, we were introduced to Orang Asli traditions during our stay. The indigenous people of the forest, the Orang Asli, were moved out of the National Park when it was established. They had been resettled by the government about 10 kilometers or so from the forest, in small communities with individual houses of cement and glass. We were intrigued to see small huts made of leaves and saplings in many of the backyards. Grant explained that many of the Orang Asli preferred these traditional houses to the modern ones provided by the government. Although we spent most of our time within the forest, hiking to a huge waterfall and enjoying the refreshing river in front of the camp, we were touched by the plight of the marginalized individuals in these communities. Grant showed us a school building that was merely a shell, devoid of any materials or furniture. Due to the remoteness of the camp, the government-supplied teachers last less than a month, he told us. We brainstormed ways that our school could help. Having the opportunity to meet the Orang Asli and to enjoy their fine meals, cooked inside bamboo over the fire, was a window into another world!

XSProject-INDONESIA XSProject is another way that we are involved with people and

the environment. The ECO Club has been selling pencil cases, folders and bags of many sizes from Jakarta made from discarded soap bags, floor detergent and toothpaste containers. Designed by a talented artist, Ann Wizer, the XSProject helps to provide a steady income for the people in

Jakarta who live on trash sites and make their living by collecting trash items. Twenty four hours a day there are people walking the streets rummaging through bins in hope of finding items they can clean and sell. Many of these are people who lost their jobs during downturns in their economy. Sales of items made from packaging material creates an income for these needy people. These products are also a unique

and thought-provoking statement about our own excessive consumption and the indiscriminant use of packaging materials. Sales during the County Fair

and at lunch confirmed that there is a market for these products among our SAS community.

Recycling and Other ProjectsOf course, this is not meant to be an exhaustive list of what

our Roots and Shoots Program is doing! As an example, school recycling was initiated at SAS by our clubs a number of years ago, and it continues to be an active area that both Eco Club and SAVE club members manage on an ongoing basis throughout the school year. Be sure to also read about the Eco-Ed program and the ECO Garden in this issue of NewsFlash!

Saudi Poet Nimah Ismail Nawwab Speaks to High School StudentsAfter a tour of 23 U.S. schools

and universities promoting her book of poetry, “The Unfurling,” Nimah Ismail

Nawwab visited SAS for a morning to speak to high school English classes and to read several of her poems. With writing that addresses, in English, issues such as freedom, culture, family, religion, motherhood, terrorism, and wars, Nawwab hopes to bridge the gap between Saudi culture and western ideas about it. “I want to show that people are all the same,” she says. “We have common dreams, stresses, illnesses, worries and lives.”Nawwab is the first Saudi woman to hold a public book signing in Saudi Arabia, and also the first Saudi author to hold a book signing at Barnes and Noble in the U.S.

STUDY YEAR FOR MODERN LANGUAGE AND SOCIAL STUDIES

From the Assistant Superintendentfor Curriculum and Instruction

Singapore American School has a commitment to provide a world-class education for all students. To support this commitment, SAS has a regular review of curriculum to see that it refl ects best practices and current recommendations of professional education associations and also

checks that all resource materials used in classrooms are current, relevant, and supportive of interesting and meaningful learning.

To ensure quality curriculum and resources, all subject areas are on a fi ve-year cycle of renewal. Some schools in the world extend their cycles out to six, seven, and eight years, but SAS has an interest in making sure that curriculum is fresh and sharp and that resources strongly support student learning.

SINGAPORE AMERICAN SCHOOLCURRICULUM REVIEW CYCLE

SUBJECT AREA PRELIMINARYSTUDY YEAR

REVIEW YEAR(BUDGET ORDERS AND NEW

CURRICULUM AND MATERIALS PROPOSALS SUBMITTED

IMPLEMENTATION YEAR

Visual and Performing Arts2003/2004 2004/2005 2005/2006

Computers Business and TechnologySocial Studies

2004/2005 2005/2006 2006/2007Modern/Foreign LanguageMathematics

2005/2006 2006/2007 2007/2008Special ServicesCounselingWASC Self Study 2007/2008Science

2007/2008 2008/2009 2009/2020Physical Education, HealthEnglish

2008/2009 2009/2010 2010/2011Reading & Language ArtsEnglish as a Second Language

In the last issue of NewsFlash, the results of developments in Visual & Performing Arts and Computers, Business, & Technology were shared. In this issue, we are providing an update on developments within the initial Study Year of

Modern Language and Social Studies.

In the Study Year, the following processes are pursued:1. Acquire stakeholder input (via surveys and other processes) on what is working well and to identify areas for further development – canvass students, staff , parents, alumni (completed)2. Collect input at Parent PTA Coff ees (completed)3. Collect input/feedback from Parent Ad Hoc Committees (completed)

4. Faculty networking with exemplary schools, individuals, and professional associations regarding exemplary practices that we may want to incorporate (in progress)5. Send selected SAS teachers to national conference in U.S. to further develop knowledge on best practices and to check on possibilities for exemplary resources (completed)6. Faculty discuss articles, books, and ideas that are provocative and refl ective of best practices (in progress)7. Discuss report from external expert reviewer on current curriculum (completed)8. Develop a draft of a revised curriculum that supports Study Year recommendations (in progress)

MODERN LANGUAGE

A. Establish Preschool through 12th Grade Philosophy (in draft form)

B. More clearly articulate learning objectives and expected student performance indicators (in progress)

C. Consider ways of grouping and re-grouping students in the classroom to provide enhanced learning opportunities (in progress)

D. Explore further uses of technology for language learning (in progress)

E. Look at issues of time and its impact on language learning and student expectations (in progress)

F. Expand use of instructional strategies for language learning in fun and purposeful ways (in progress)

G. Broaden approaches for assessing student learning (in progress)

H. Ensure meaningful and interesting classroom resources are available (in progress)

I. Explore ways to connect languages with real world opportunities (in progress)

J. Increase use of target language in the classroom by teachers and students to heighten communicative competency (in progress)

K. Deepen cultural appreciation within the language studied (in progress)

L. Explore range of options for extended learning of languages inside and outside the classroom (in progress)

The modern language program at Singapore American School produces students who can communicate in another language and successfully interact

with peoples of many cultures. Th ese competencies are integral to their role as global citizens.

As language learning should be a lifelong endeavor, the program aims to help students gain confi dence in their ability to use their language skills in real world situations, and to motivate them to keep learning languages both inside and outside of school.

The modern language opportunities at SAS are a source of pride in the SAS community. Surveys clearly noted appreciation that all students, Preschool through 12th Grade, have

access to modern language programs. Th e SAS staff has been highly engaged this school year on ways to continue to upgrade language learning for kids.

Dr. Mimi Met, Professor at the University of Maryland’s esteemed Foreign Language Center, has been a strong ally and resource for the school this year. Several experts in modern language will be involved in providing additional support at SAS over the next two years to further enhance eff orts.

A clearer and more defi ned curriculum is being developed to support learning across the grade levels in all modern language areas.

It was noted that the Primary Division has been developing eff ective initial learning within Mandarin, and the Intermediate Division has responded with three levels of support to better address diverse student needs and abilities. An additional teacher has been added to the staffi ng in the Intermediate Division for next school year, and this will provide an opportunity for a fourth level to be added. In response to these progressions of learning within Mandarin from the elementary divisions, the Middle School has been approved for staffi ng a sixth grade Advanced Level Mandarin course.

Placement procedures across divisions have been an area of development this year, and will continue to be an area of development through next school year.

Many exciting and new opportunities are continuing to develop for extended learning in Mandarin (Preschool through 12th Grade), Spanish (Grades 6-12), French (Grades 6-12), and Japanese (Grades 9-12). Th ese opportunities will become more apparent next school year, and we look forward to further engaging the entire SAS community’s support and involvement for language learning for all kids.

For parents of middle school and high school students who may be interested in language immersion experiences in other countries, the Council on Standards for International Educational Travel (www.csiet.org) provides information on a variety student educational travel experiences that have been recognized as safe and credible programs. Some SAS staff are also currently researching possibilities for SAS language trips.

Study Year Recommendations for Modern Language at SAS

Draft of Modern Language Philosophy

Notes on the Modern Language Program

SOCIAL STUDIES

The development of a philosophy statement that guides Preschool through 12th Grade practices has been engaging to staff . Th ere has been recognition that social studies is typically a content-driven curriculum, and there has been an interest to bring more support in the development of skills and behaviors.

Topics have been reviewed in all grade levels, and eff orts have been made to bring more focus and depth for learning.

Staff began their revision of curriculum in April, and this work will continue through the fall of 2005. Th e revised curriculum will incorporate both the recommendations and philosophy.

All of these eff orts have been enthusiastically embraced by staff , and are intended to enhance learning about social studies in ways that are both exciting and meaningful for kids.

A. Establish Preschool through 12th Grade Philosophy (in draft form)

B. Explore how to provide more depth of skills and content (in progress)

C. Explore how to make history a more active learning experience that draws connections with events and issues of today (in progress)

D. Broaden approaches for assessing student learning (in progress)

E. Review sequences of topics through grade levels to ensure important issues are addressed (in draft form)

F. Develop global awareness, appreciation, and responsiveness (in progress)

G. Identify and use exemplary classroom resources (in progress)

H. Incorporate eff ective uses of technology for social studies learning

I. Integrate reading, writing, presenting skills and character education in social studies (in progress)

J. Expand ways for students to connect with others in the community, region, and world (in progress)

K. Expand use of instructional strategies to support student learning (in progress)

L. Establish connections with other subject areas wherever appropriate

We believe that the purpose of learning social studies is to understand how people interact and are infl uenced within the contexts of history,

geography, and society.

Th is understanding of people is developed through meaningful and relevant content, unique and cross-disciplinary skills, and encouragement of behaviors that contribute to active and compassionate participants on both local and global levels.

Diff erent types of content provide a basis for challenging inquiries and investigations into an understanding of people and events in the past with connections to the present, as well as infl uences and possibilities for the future.

Th rough active involvement in social studies, we believe students will improve their capacities to:

• Listen attentively

• Speak articulately

• Read eff ectively

• Write purposefully

• Th ink critically and openly

• Work individually and cooperatively

• Utilize technology productively and profi ciently

• Seek to understand and respect the values, traditions, and perspectives of others

• Conduct meaningful and reliable research

• Build enduring understandings and cross-disciplinary connections

• Engage in authentic assessments

• Model exemplary character and social responsibility

Study Year Recommendations for Social Studies at SAS

Notes on Social Studies Program

Mark BoyerAssistant Superintendent for Curriculum and Instruction

Draft of Social Studies Philosophy

Cris EwellIS Mandarin

1 year

Allan Bredy - MS PrincipalJulie Bredy - Grade 6

5 years

Mark Reimerelementary PE

11 years

Anne CroteauElementary Computers

7 yearsSuzanne GaylordGrade 15 years

Jenifer AndersonElementary Art

4 years (SAS ‘84)

Vicki RamekerMS Mandarin

4 years (SAS’ ‘95)

Mary WesthuisECC

3 years

Leah LlamzonIS Speech&Language

1year

Ann GouldHS Dance

9 years

Bob GouldHS Math9 years

Vivien SewellECC

8 years

Jon SewellMS Art8 years

Teresa WadcanPS Resource

3 years

Linda XuerebGrade 83 years

Lali JochmannElementary

Swim

Debra EasonGrade 25 years

Also Leaving SASRoberta Williams

IS Resource, 2 years

Jeffrey NicholsGrade 8, 4 years

Stephanie ZarikowGrade 5, 3 years

Krista NevinsIS Resource, 2 years

Susan BoyceElementary

Nurse

Goodbye and Thank You to all Faculty who are Leaving SAS

We wish you all the best in your future endeavors!

Middle School Drama Parent Performances

8th Grade Spring Drama Production

“Triptych”

Middle School BandSpring Concert

Middle School StringsSpring Concert

contributed by Kathleen Sun high school student and SAVE Club offi cer

SAVE Eco-Ed 2005

Primary school students planted rattlebox pea plants that they would care

for in their classroom

High school students Kathleen Sun, Erich Bussing, Kim Hartung, Daniel Cervantes, and Clarissa Wong

pass around containers with an unknown plant or extract that the primary school students must guess

using their olfactory senses

Each year the high school SAVE Club organizes Eco-Ed, a completely student-driven environmental educational program that off ers high school students the opportunity to teach primary school students

about a specifi c topic. Th is year’s Eco-Ed theme was biodiversity, specifi cally focusing on the biodiversity in Singapore. Planning started in February, during which SAVE Club offi cers discussed possible themes and activities. In March and April they met biweekly with Primary School Head Librarian Kirk Palmer to further the plans.

Eco-Ed/Butterfl y Garden Head Josh Velson spearheaded the program and, along with other SAVE offi cers, researched and wrote the script, and planned the activities at each of the two stations. During spring break Rina Suzuki, under the art direction of teacher Barbara Harvey, led a dedicated group of high school students in transforming the second storey of the primary school library into a beautiful rainforest.

From April 11 to April 20 an astonishing 110 high school students volunteered during their free period to teach 23 classes of primary school students from kindergarten to second grade about biodiversity. Each session began with an introductory video about biodiversity, after which the class divided into two groups and diverged to the two stations. Th e fi rst station emphasized the human impact of biodiversity and the eff ect of introducing non-native species to a habitat. To express this idea, students played a game in which they wore either European House Crow or Asian Glossy Starling signs and had to hunt for food represented by sponges that were carefully hidden around the simulated rainforest. Because European House Crows, which are introduced species, compete with the Asian Glossy Starlings that are native to Singapore, for limited food resources, students learned the eff ect on the Starling population over time. In planning the game,

Primary school students pretending to be crows and starlings scurry to hunt for food, represented by small sponge pieces, in the

rainforest and adjacent HDB fl ats

Kim Hartung and Kathleen Sun organized a trial simulation with Heidi L’Heureux’s ECC class; however, instead of pretending to be crows and starlings, the kids were lions and leopards (they were learning their L’s). Th e data collected and observations noted from the successful trial helped later in planning the logistics and script of the fi nal game. Following the game, to emphasize conservation of biodiversity, students planted rattlebox pea plants like those in the Blair Sonnenberg Memorial Butterfl y Garden.

Th e second station focused on the importance of biodiversity. Th e primary school students were able to see, smell and touch a display of common native sensory plants and extracts used for culinary and medicinal purposes, such as certain spices, tapioca, cloves, parsley, chili, curry, and pepper. After high school students presented information on lemongrass, cinnamon, vanilla, mint, pandan, citronella, honey and basil, the primary school students played a game, guessing the plant or extract inside a container and then matching cards labeled and illustrated with that plant or extract.

Th e success of this year’s Eco-Ed would have been impossible without the time and eff ort of many people; special thanks to Kirk Palmer; SAVE Club sponsors Martha Began, Steve Early, Fred Crawford, Bob Gould; SAVE Club co-presidents Andrew Chin, Andrew Wong, and Emily Lo and fellow club offi cers Josh Velson, You Bean Oak, Lea Tsao, Kathleen Sun, Mindy Nguyen, Kim Hartung, Priscilla Masagung, Jessica Riyadi, Rina Suzuki, Lynette Lim, and Jennifer Han; Barbara Harvey; Kate Th ome; the PTA; and all the high school student and parent volunteers.

Following the game the

students counted the number of sponge pieces

found, the more competitive

‘crows’ obtaining more than the

‘starlings.’

Freshman Jennifer Conley

explains competition to the Primary

School students, while Lindsey Farris, Andy

Yu, and Nikita Gupta look on

Kathleen Sun presents pandan to the primary school students, while Kim Hartung and Daniel Cervantes

prepare to introduce lemongrass and honey.

Th e brainchild of the SAVE Club offi cers, Eco-Ed necessitated them to take the initiative and create their own program. Eco-Ed also off ered high school students the opportunity to develop leadership and communication skills as they became teachers to not only the primary school students but to other high school students as well. Th e ultimate objective of Eco-Ed is to infuse in students the desire to care about the environment, and to avoid apathy and ignorance towards an essential global issue, while interacting with others for a common goal.

WASC MID-TERM REPORT

WASC (Western Association of Schools and Colleges) is our school accreditation agency, and is an external review process that determines whether a school should be accredited for its quality educational organization, programs, and services.

Th rough a 2001-2002 Self-Study Process involving staff , students, and parents, SAS established its own areas of recommendation for improvement. Th ese areas of recommendation were supported by a WASC Review Team in the spring of 2002, and SAS was granted a six-year accreditation (the longest term possible, which is granted to schools of high quality).

A Mid-Term On-Site Review is required to maintain the six-year accreditation term, and this on-site review was conducted on April 10-12 of this school year. Th e review team interviewed staff in all four divisions, students in grades 3-12, parents of children in all four divisions, board members, and the administrative leadership team. Th e review team also inspected documents and evidence of progress, and conducted observations. Th e Mid-Term Report is the result of this review process, which has resulted in SAS maintaining the next three years on its accreditation term.

Th e comments from the review team exhibited a strong appreciation and respect for the educational community at Singapore American School, and have also noted many commendations in their report. Th e report provides an executive summary and a detailed report on progress.

Th anks to all the staff , students, and parents who make Singapore American School a place that cares about the academic, social, and emotional needs and interests of all students, and also cares about the well-being of others in our community, region, and world.

Bob GrossSuperintendent of Schools

WASC MID-TERM REPORT

COMMENDATIONS(excerpt from the full report. You can read the full WASC Mid-Year report on

the parent page of the school’s website www.sas.edu.sg)

Th e Committee commends:

• Th e SAS leadership team and instructional staff for their dedication, enthusiasm, and commitment to excellence

• Th e SAS Board and staff for contributions to the creation of highly functional and student-focused new and renovated facilities

• Th e entire SAS staff for thorough and productive attention to the recommendations of the WASC Visiting Committee, particularly in relationship to the creation of aligned professional development and dramatically enhanced internal as well as home-school communications.

• Th e teaching staff for achieving even higher levels of collaboration and support for quality teaching and learning --- perhaps an example of quality lifting.

• All components of the SAS community for successfully creating programs and conditions that support a sense of family and personal connections for each student.

• Th e School Board and administration for supporting the application of technology as an instructional tool through the provision of added hardware/software and personnel to train and generally support technology.

• Th e administrative staff and teachers for remaining sensitive to occasional evidence of extended academic and emotional stress in students, and for encouraging active involvement in extra-curricular activities as one means for achieving balanced lives.

Introductionby Brianne Conneely and Abbygail Quick

How do we 5th graders at SAS learn about Isaac Newton’s First Law of Motion? By going around to different science stations of course! Newton’s First Law states “a body at rest wants to stay at rest unless acted upon by an outside force” and “a body in motion wants to stay in motion unless acted upon by an outside force.”

For three days we traveled around 5th grade to different science stations. At each station we did different activities that taught us all about inertia and we had to figure out what aspect of Newton’s Law was being demonstrated. Our inertia booklets helped us organize our thoughts. First we had to make a prediction, and then we had to observe what happened. Our explanation had to be based on an aspect of Newton’s First Law. Then we had to draw a picture. We had lots of fun and we were looking forward to each day of science. The teachers were very friendly to us. They were Mrs. Arnold, Ms. Zarikow, and Mr. Kimzey! So thank you for organizing this fun event for us!

We had fun doing these experiments . You should try them too! (Look below to see the different experiments)

Pendulum Sharp ShootingBy Kyle Forgeron

The Pendulum Sharp Shooting activity was, in my opinion, the activity that most clearly demonstrated the properties of inertia. It showed that objects at rest (the pendulums) tend to stay at rest, unless acted upon by an outside force (the rubber bullets from

the guns). Then, once the bullets hit the pendulums, they began to swing. The pendulum with the single washer

moved more than the pendulum with a group of washers. (This is another of Newton’s

Laws of Motion: the more mass an object has, the more

inertia it has, and the harder it is to move: it is

easier to move the single washer

pendulum because it has less mass and

less inertia.) Newton’s

Fifth Grade Tangles with Isaac Newtonby the students in Stephanie Zarikow’s fifth grade science class

First Law also says that objects in motion tend to stay in motion, unless acted upon by an outside force. So, the pendulums kept swinging until some outside force stopped them (for example, the pull of gravity, the resistance of the oxygen atoms in the air, or perhaps the hand of an impatient student that wanted to take another shot at the pendulum with a gun). That’s why this station was so great: you had to use almost all of Newton’s Laws to explain what happened during this activity!

Bowling Bowl and Beach Ball GolfBy Daniel Alter

Who ever heard of golfing with a bowling bowl and beach ball? Well, that was whst I did at one of the science stations. The idea of the station was to try hitting a bowling bowl and a beach ball with a meter stick. I had to see which ball would go farther. The beach ball went farther because it had less mass than the bowling bowl. Then in the

second experiment we had to try stopping each ball with a ruler. The bowling bowl was harder to stop because a body in motion (the bowling ball) stays in motion unless acted upon by an outside force, such as the ruler.

This is Daniel speaking and I just got a hole in one!

Stack and ShootBy Geena Choo

Stack and shoot was one of the experiments we did. It was a great lesson that showed a better explanation of inertia. It uses very simple materials. Pile up a stack of dominoes. Then take an additional domino and flick it at the bottom of the stack. What would happen? Many people thought that the whole stack would lose its balance and fall. But, the bottom domino just slid off while the stack did not fall, but tilted a little. The lesson to be learned is a body at rest stays at rest unless acted on by an outside force. It may be a little confusing at first but you will soon understand it better. The body at rest is the stack of dominoes. It stays at rest till it’s acted on by an outside force, the flicked domino. But the stack of dominoes wants to stay at rest so it doesn’t fall. This is the first law of inertia.

Tablecloth PullBy Alicia Li

A group of children huddle around a small table with a plate, bowl, knife and fork sitting on a table cloth. One child firmly grasps the edges of the tablecloth and pulls hard. The utensils clatter to the floor. A broken plate. What went wrong?

An object at rest stays at rest, unless acted upon by an outside force. That is what the tablecloth pull shows the students who try this out. The table is covered with a tablecloth that is topped by plates, bowls, knives and forks. One by one

the children have

a try at pulling the tablecloth off the table without disturbing the utensils. If a child pulls too slowly, everything will fall off. If a child pulls too quickly, the knife and fork will literally fly off because it has less mass than the plate and bowl. If you pull it at just the right speed, nothing falls off because of inertia. This experiment is very fun so the students will not get bored. This is a great way to teach students that an object at rest stays at rest unless acted upon by an outside force.

Person in the CarBy Masatoshi Chang

“What are they doing to me?” I thought. Why did the gigantic person pick me up and put me in this old red racing car? He slammed the door shut tight. There aren’t any seatbelts and the wheel and the pedals didn’t work. Suddenly, someone pushed the car forward and I jerked backward. Then someone picked up the car and placed it on a slanted floor. He let go and it was speeding. I saw a barricade just in front of me. Will I die or will I live? I thought of closing my eyes tight like the door. Then I jerked forward and almost smashed the window hanging in front of the seat. I was alive, alive!

I had learned that an item on top of another will fall backward when you push the bottom. If the surface is slanted and something stops the item when it moves, the item on top will fall

forward. The explanation for this is that a body at rest stays at rest unless it is acted upon by an outside force. The other one is a body in motion stays in motion unless a force stops it.

Pickle swirlAbe Selby

Wheeee.......... Go faster! Spin, spin, spin like your lives depend on it. Ohh... It stopped. I wanted to go longer. What? You don’t know what I’m talking about? Only the best ride ever... well, if you’re a pickle. Anyway I’m talking about the pickle swirl! It’s actually a science project about inertia. This project teaches the students about the laws of inertia. For instance, a

body at rest stays at rest unless acted upon by an outside force. Also, a body in motion stays in motion unless acted upon by an outside force. The swirl activity has me in a jar standing on a lazy Susan that you spin around. Then you stop the lazy Susan and let the pickles swirl. Well, got to go. I’m going to ride the pickle swirl!

Now for the last station: The fragile egg spin! But wait, we don’t want to give away any of the information.

You will have to come and visit 5th grade next year when the teachers plan another round of inertia stations.

5th Grade Brass Ensemble

Bass Choir

4th Grade Gamelan Concerts

Dr. Michael Brewer O.B.E.Guest Choir Conductor

Singing Guppies Entertain

Entertaining at Central Admin

Primary/Intermediate Musical

Adventures

5th Grade Concert

3rd Grade Dance Performance

Photos Ed Bryan, Layout Donya Freitag

•

A group of homebases gathered Ziploc bags of useful items – shampoo, fl ip-fl ops, toothpaste, etc. – and Ms. Ferguson delivered the items in person to orphans on Ko Pi Pi Island.

• Students volunteered as servers for the community Th anksgiving Feast.

• Many students raised money to support Race4Sight.

• Students in Ms. Smith, Ms. Spradling, Mr. Townshend and Ms. Bredy’s homebases are involved in a project to aid SILRA (Singapore’s leprosy home). Each student has “adopted” a resident or foreign worker from the home.

• Students in Ms. Mehrbach’s homebase worked on individual fundraising projects to donate to Tabitha “Pigs and Wells” Connection.

• Ms. Miller, Ms. Guggisberg and Mr. Chassagne’s homebases raised $2500 selling Livestrong bracelets which support the Cancer Foundation, while Ms. Forgeron’s group sold “Seeing is Believing” bands to support cataract operations for the needy.

• Many students took on individual projects, large and small, like: recycling cans and newspapers, donating profi ts from their hand-made crafts to charity, selling their hair to Locks of Love, swimming laps to raise money for tsunami relief, walking neighborhood dogs, selling used books, doing chores at home to raise money for the Pig Connection, operating lemonade stands, having car washes, and on and on.

Congratulations are due to our wonderful students who have made positive diff erences in the lives of so many people this year.

Sixth Graders Care About Community Service

contributed by Lauren Mehrbach, Middle School teacher

Cleanup Crew

Metta Home Volunteers

Circle of Bands

“... each student will contribute in a manner of her or his choosing, to the benefi t and welfare of others through ongoing community service requiring personal commitment and sacrifi ce”

[excerpt, SAS Mission Statement]

Mission statements, school goals, teaching objectives. Do sixth graders really care about these things? As it turns out, they do! Quite a bit, in fact. Since August,

the Gamma students have been involved in an ongoing community service eff ort either individually or through their homebases. Some have worked on large scale projects, while others chose more personal tasks. Th e result? An amazing array of activities and actions by our caring group of kids.

Some highlights:• Ms. Rameker’s homebase kicked off 2005 with a “Books and Breakfast Buff et, raising over $300 for the Tsunami Relief Fund.

• Numerous homebases and individual students raised money for the Tabitha “Pigs and Wells” programs.

• Th e Metta Home Service club, sponsored by Ms. Clemens and Ms. Chmelik, visited the home weekly, engaging in games and activities with the residents.

• Ms. Ferguson, Ms. Hill, Ms. Spradling, Ms. Clemens, and Mr. Miller’s homebases joined together and held a Gamma Garage Sale. Th ey donated proceeds to Caring for Cambodia, which sponsors the education of Cambodian children, and to Tabitha.

• Ms. Forgeron’s homebase met on a blazing hot Saturday afternoon to do a Woodlands Clean-Up day, fi lling up three large trash bins!

The 6th grade home bases of Mrs. Smith, Mrs. Spradling, Mrs. Bredy and Mr. Townshend have been involved in a project to raise money to purchase care packages for SILRA Home (Singapore’s leprosy home). The students and teachers each “adopted” a resident or two or a foreign worker from the home. The goal was to raise enough money, using the students’ own time and initiative, to purchase a care package for each of the people who live at SILRA home. On May 13, the teachers and some 6th graders delivered the packages to the home, accompanied by the high school students and teacher sponsors who visit the home regularly each Friday.

contributed by Peggy Smith, Middle School teacher

“Hands On” Help for Tsunami Victims

Among many individual and group efforts that members of the school participated in to help relieve the grim situation for the victims of December’s Tsunami, five SAS

kids worked on a beach cleanup on Phi Phi Island during the spring break. They are shown here with the couple who run the “Hands On” Thailand organization.

Pictured with the organizers are Nikki Gruman , grade 2 (holding the child), Liz Lavin, grade 7, Nick Zulkoski, grade 7, Leah Zulkoski grade 6, and Alex Zulkoski , grade 9.

High School

Coffee House

“Th e Th ree Musketeers”High School Advanced

Acting Production

“Fauré’s Requiem”

High School Choirs Band and Strings in

Spring Concerts

The family unit is both the earliest and the most sustained source of social contact for children. The relationships that exist between parent and child are perhaps the most intense and enduring of

all interpersonal and social bonds. Anthropologist Dr. Gary Chapman notes that “the ancient Greeks used two words to describe the function of parents: teaching and training.” In the Greek way of thinking, teaching was done primarily by verbal instruction; in other words, teaching by words. Training, however, was a nurturing process that translated into some sort of action. This training had both positive and negative attributes. To the Greeks, teaching and training were the cornerstones upon which the family unit was built. Through this process, parents shared with their children their memories of the past and their expectations of future shared events and experiences.

One of the primary challenges parents face today is understanding how each of their children responds to teaching and training. For the past twenty years, Dr. Chapman has been studying families and parenting practices. He notes the importance for parents to understand the primary means by which children respond to teaching and training, by learning what emotional language their child speaks. Chapman divides these emotional languages into five distinct areas: Words of Affirmation, Quality Time, Physical Touch, Receiving Gifts, and Acts of Service. Children often have one primary language that they respond best to, but also have a secondary language. Gaining an understanding of your child’s emotional bents can help foster a closer relationship between you and your child.

Words of Affirmation: Providing children with positive words about themselves is one of the most basic things we do as parents. Common words of affirmation include: “I’m proud of you.” “Good Job!” “You did such nice work on your school project.” “It was really good of you to share.” “I love you.” Words of affirmation are important to all children, but some children respond more to words of affirmation than they do to the other emotional languages.

Quality Time: Quality time is a process whereby we give children our undivided attention. Kids who demonstrate quality time as a primary emotional language desire you...and all of you. These children may respond best by spending

individual time with you. This may involve taking walks together, reading a favorite book, swimming together, or working on a project for school. These are the times that will make a child feel loved. Your time investment communicates to the child that you love them.

Physical Touch: Touch is important for all children, but it is affectionate touching ( hugs, cuddle time, arms around the shoulder, or even wrestling in the pool) that makes some children feel most loved. While the way that we demonstrate affection changes as the child grows, all children, irrespective of age, will always have a need for physical contact.

Receiving Gifts: Gift-giving transcends all cultures. Whether celebrating a birthday, holiday, or other occasion, a gift can convey to a child that mom and dad are thinking about them. If you have gone on a trip and you know how much your children appreciate gifts, make an effort to communicate your love for them by bringing them a gift. Please note, giving a gift as an expression of love to the child and giving a gift as an expression of guilt at being away from home are different things. Kids are bright enough to understand the difference between the two. For children whose primary emotional language is met by the receiving of gifts, it is important to strike a balance between gift-giving and the demonstration of love. The expression of love is not the gift itself, but rather the thought that the gift-giving conveys to the child.

Acts of Service: Fixing a basketball hoop in the blazing sun for the kids, coaching first base in the pouring rain, supervising a sleepover, and a host of other activities that parents undertake are not only acts of service, but also expressions of love. These acts are important in building a child’s sense of well-being, especially if the child’s primary emotional language is expressed in acts of service. Parents can help foster a sense of service in their child by demonstrating this characteristic in their own lives. What is most important in using this expression of love is the parent’s attitude toward the act of service. Parenting is much about “doing for the children.” At times parents may feel that their children are not affirming their acts of service and this can lead to frustration. It is during these times that parents need to draw support from their spouse, friends and extended family.

PARENTING: IT’S ALL GREEK TO ME

contributed by Jeff Devens, Middle School Counselor

Community Library - Focus on Parents

How do we discover our child’s emotional language?1) Take note of how your child expresses emotional needs to you.

If your daughter regularly runs to you for a hug and words of encouragement, chances are that these are the primary ways that you can meet her emotional needs. If your son enjoys making gifts for you, or comes in from the back yard with bugs and other strange critters presented as gifts, his primary emotional needs may be best met by the receiving of gifts and words of affirmation. A child who regularly says “Look at what I made” may be indicating a need for words of affirmation.

2) After noticing what your children do for you, observe what your children request most often.

If a child wants to help out on projects around the house, fixing things, building or working with you, chances are his / her emotional needs are best met through acts of service and quality time.

3) Listen for what your children complain about most often

If your child is critical of you because you don’t want to take a walk or play with them or you did not comment on the nice work they did on their school project or performance, they may be providing you context clues into areas of importance in their lives.

4) Take note of how your children express emotions toward their siblings, friends, teachers, etc.

Children often express emotions towards others that they would like reciprocated. By noting the way your child responds lovingly to others, you may gain clues to ways you can express and communicate love to them.

The Greeks understood well the importance of striking a balance between teaching and training when raising children. By the way, the above emotional languages don’t just apply to children; they also apply to you and your spouse. In what ways does your spouse express his / her emotional needs based on the five emotional descriptors mentioned above? Fostering a healthy relationship between you and your spouse will enhance your relationships with your children and their appreciation of your parenting.

Jeffrey Devens, Middle School Counselor

The new Community Library focuses on topics related to parenting, special needs and dealing with issues such as adjustment and grief. The library is located directly inside the main door of the Middle School library. All are welcome. Please make yourself at home. It’s

also a great place to set up a small discussion group.

The JPMorgan Corporate Challenge is swiftly becoming a major highlight of the Singapore sporting calendar. In 2005 over 9,300 participants from nearly 300 companies competed over the 5.6-kilometer

course which started and fi nished at the Padang. Th e competitive element of the race is evident, but the themes of healthy lifestyle habits, camaraderie and team-building are perhaps the fundamental goals of the event, and the major reasons why Singapore American School continues to be an active participant.Th e event is open to participants of all abilities and SAS sent a

highly trained band of strollers, walkers, joggers, runners, and sprinters. In 2004, 39 faculty, administrators and other staff competed. Th is year we had 71 who braved the heat on a warm and muggy evening.In 2004 Andrew Hallam, an English teacher in the high school,

was the fi rst non-Gurkha (Singapore Police) to cross the fi nish line. Th is year’s race was actually much faster, as many people had taken the event more seriously and prepared more thoroughly. Th e weeks of

running up and down Bukit Timah Hill paid off for Andrew as he was almost 30 seconds faster than last year and was again the fi rst non-Gurkha. Th is is a momentous achievement knowing the talent the Singapore Police Force has at its disposal, and personally knowing many of the other top athletes in the race.One interesting aspect of the event is the

division of runners into distinct teams. Th is assignment is made after the event and is based on fi nishing times recorded by the participants. In 2004 the SAS Mixed Team came second, missing fi rst place by a narrow margin. Th is year we selected our fastest women to represent the Female Team instead of the Mixed TeamTh is gamble paid off as the SAS

Female Team of Annika Ferrell-Dahlgren, Judy Ridgway, Katherine Hallam, and Vicki Rameker won fi rst place by a margin of nearly fi ve minutes over HSBC, and 16 minutes over the Ministry of Foreign Aff airs in third. Th is is an incredible achievement for the school and,

“Faculty Follies” Over S$2400

Raised for Lamdon School in Ladakh

Winning women’s team Vicki Rameker, Annika Ferrell-Dahlgren, Katherine

Hallam and Judy Ridgway will represent SAS in New York in September

although participation was our goal for the event, winning is a very welcome bonus!In late September these four runners will represent Singapore American School

and Singapore at the JPMorgan Championship Race in New York City. Th is caps a memorable event and one in which all participants, irrespective of how much they trained, had fun and enjoyed some corporate spirit. Our best wishes go with the four ladies to New York. We hope that we reach the 100 participant mark in 2006!

Keep on Running!contributed by Ian Coppell

Middle School teacher and team captain

A Not-So-Hasty Homecoming“Th e Odyssey”

Primary School Th eater

ECO GARDENcontributed by Martha Begin, High School science teacher

The High School Eco Garden is dedicated to the study, conservation and enjoyment of the natural heritage of Singapore and its neighboring countries. The garden is not owned by one group but is

primarily designed for students and faculty with a commitment to conserve Singapore’s remaining natural flora. The garden brings students and community members in touch not only with nature’s wonders but with people of all ages from our community who share a common passion – to appreciate and conserve native garden plants.

1. preserve an area of the SAS campus for cultivation of native herbs, spices, fruits, medicinal plants, ornamental flowers, ferns and aquatic plants

2. promote community wide awareness regarding the local garden flora and the natural heritage of the plants growing there

3. promote the inclusion of environmental studies in education curricula throughout the school

Goals of the Eco Garden

The Eco Garden concept grew out of a desire to incorporate a study area for environmental science students. The design and philosophy behind the garden is the result of a team effort by environmental science teachers and school architects. After the garden was established, student input in changes, maintenance and enhancement were welcomed and encouraged. The ECO Garden complements the SAVE Club-sponsored Blair Sonnenberg Memorial Butterfly Garden behind the band rooms.

HIGH SCHOOL SCIENCE COURTYARD

Main Features of the Eco Garden

• At the far end closest to the Nurse’s Office

o A small ‘banana plantation” that will eventually bear fruit. Notice the rare variegated banana plant native to Thailand.

o Wild ginger in more than five different varieties growing tall with periodic flowering

o Root crops - yam, galangal root (used in Thai coconut soup) and tapioca

o One of the only non-native plants, pre-existing Haliconia from South America, lives on the edges

• Pandan is planted around the edges of the entire garden and around each man-hole drain. Fragrant pandan is used in Malaysian cooking and by taxi drivers to ward off mosquitoes.

• In the middle on the right side facing the Nurse’s Office

o Several raised beds planted with native culinary herbs and spices commonly used in Thai, Malaysian, Indonesian, Indian and Chinese cooking, such as lemongrass, basil, mint, and laksa leaf. Many of these plants delight one’s sense of smell, thus are also planted in our Pulau Ubin Sensory Garden for the enjoyment of the visually handicapped.

o Beds closest to the foot path in the center of the garden have a trellis for plants to climb. Creepers such as black pepper and peas will flourish there.

• In the middle on the left side facing the Nurse’s Office

o Native ornamental flowers and small shrubs. Look for Straits rhodederon, hibiscus, lantana, and native pitcher plants.

o Along the footpath toward the pond, varieties of Coleus provide leaves used in pigment extraction experiments in biology classes each year.

• Fresh water pond

o Varieties of aquatic plants have been selected to establish a freshwater community inside the pond. A pump system will ensure adequate water circulation. Small fish are stocked in the pond. The pond water is used for water quality analysis and will be monitored by environmental science students throughout the years ahead.

• Far end of the pond closest to the new High School Building

o Medicinal plants, butterfly attracting plants and small plants of economic importance are planted here.

o Plots have been set aside for environmental science students undertaking independent plant growth investigations.

• End of the garden closest to the new High School Building - Fernery

o Many varieties of native ferns, including stag horn and birds nest ferns, are planted at the far end of the garden. Low growing native ferns also line the stepping stones on the foot path.

• Eight wooden benches have been placed around the periphery for students and faculty to sit for a while to enjoy the garden.

artist Jenny Zhan

ECO GARDEN CELEBRATION MAY 20, 2005

Monday March 21st was the most incredible day of the year in Mr. Zielinski’s 4th grade

class. Each of the students became one of the most famous people ever to live in history. Dead people alive? How did we do this? Well it’s simple! Grab a few students, throw on some wigs, get them a script and then voila! You’ve got yourself a Biography Hall of Fame.

It all started when Mr. Z announced that we were beginning a biography unit. Everyone thought that it was going to be a disaster but Mr. Z assured us that it would be fun! We started the unit and Mr. Z was right, it wasn’t so bad after all! First we had to look for books on the person we were researching. People chose Jackie Robinson, Laura Ingalls Wilder, Jane Goodall, Princess Diana, Theodore Roosevelt and many others. We did loads of research on the internet and looked up information in books before we were able to write a script on our person. When everyone was done with a draft of their script, we all headed down to the computer lab to start typing. Later, we started on our display boards. These would show pictures and captions of our person’s early life, obstacles and how he/she overcame them, achievements, influential people, and a time line. Last, but not least, we gathered costumes and props so that we would look like the people we had chosen to study. On Friday March 17, we had our dress rehearsal. At first we were embarrassed about our costumes and scripts. But with a lot of practice, we got over it.

Then came the big day when we had to perform FOR REAL!!! We were amazed to see the turnout of parents, teachers, and students. Even Ms. DeGroot, Mr. L’Heureux, Mr. Boyer and Mr. Gross were there. At first we were afraid of presenting but after doing it more than 8 times, we felt better. However, our poor throats started to feel dry, like we had been blowing fire.

When all the parents and classes were gone, we changed back to our uniforms. We were all so tired and sweaty but there was something we couldn’t wait to do . . . PARTY TIME!!! We all sat down and waited for our turn to get a slice of sponge and chocolate cake that Darren’s mom made. It was a huge relief to finally end the day. Everyone rejoiced!

Written by fourth grade students Teddy Protonentis, Emily Martin & Alex Soybel in Stephen Zielinski’s class

Biography Hall of Fame

If you ask any student in Mr. Z’s class, they will tell you that the Biography Hall of Fame day was their most exciting day all year in I203. It’s a lot of fun to learn about important people in history by actually becoming them for a day!

Parent Volunteers have a Huge Impact on Enrichment

“I feel volunteering for this activity is a great benefit for our children. I supervised the Third Grade Game Club along with Grace Chong during the lunch break. The kids have really appreciated being able to attend this club. We offered a variety of indoor board games to play during the lunch/recess break. The availability of this club allows a wide variety of schoolmates to make new friends and enjoy the fun of board games. One child said that she looked forward to Fridays because we have such fun games and she enjoys the time playing board games rather than always going out to recess. This is because she doesn’t have many chances to play board games at home.As a volunteer I enjoyed getting to know the children and

challenging them with some of our game choices. Many of our clubbers have such great personalities and I would not have had the chance to see this wonderful quality had I not been involved in this capacity.”Sandy Markle

“Overall it was a nice experience for our whole family. We are very proud of our son’s development (thinking) while in this program, and more importantly, I believe it has increased his self-esteem.”Jessica Tilton

“Tournament of Minds (TOM) has been an intense and rewarding experience.We were given 6 weeks to prepare for the competition. The team

I coached consisted of 6 kids including my daughter. The children were greatly challenged by the complexity of the

Social Science problem they faced, which involved portraying the arguments and deliberations within a nautical court on the fate of contaminated waste aboard 3 ships that are about to break apart. The kids did a phenomenal amount of research, wrote their own script and made their own costumes. They portrayed an environmental activist, a hotel developer, scientists and even the UN Secretary-General!

The TOM experience has greatly empowered the kids through having them acquire an array of skills in order to get the job done well.The kids honed their research abilities, improved their

organizational skills, and gained exposure to the responsibility, discipline, and consideration of others, that comes with being part of a team. Most important of all, they seemed to have fun in the process, hopefully inspiring them to engage in new voyages of discovery on their own. I thoroughly enjoyed myself coaching the team as I relished the

opportunity to be closely involved in one of my daughter’s activities.”Mae Anderson

“Tournament of Minds is an excellent medium for the young enthusiastic learners to expand their skills and apply all knowledge that they absorb through their school learning. Other than the responsibility of participating in a tournament,

it also teaches them to work as a team, take concrete decisions, work in a certain time frame and present as a team. A great experience at a young age to cope in this global world.”Hemma Carlra

This year, under the guidance of Anne

Backus and the SPECTRUM program, the Intermediate School established a very successful series of extracurricular enrichment activities. These gave children many opportunities for creativity and challenge in a variety of largely competitive programs, from science and math to general knowledge, creative thinking, strategizing, and problem solving. The enrichment program has been possible only with the dedicated volunteer service of more than 40 parent facilitators and coaches. Parent coaches and student participants enjoyed a culminating awards ceremony in May. With all the parent experience gained this year, and the suggestions and feedback they have to make the program even better in future, there is no doubt that this is the beginning of a great mind-stretching resource for students.

Brain Busters, Math Olympiad, Knowledge Masters, Young Inventors, Tournament of Minds...

Comments from Parent Coaches

PTA 2004-5 Executive

PTA StaffAppreciation

DayApril 2005

PTA 2005-6 Executive PTA Appreciation

Teaand AGM

May2005

GENEVAThe 16th Annual

International Honors Orchestra was hosted by the Collège du Léman

in Geneva, Switzerland, during the fi rst week of March. Th irteen of our talented Middle School/High School string students joined gifted international students from schools throughout Europe, the Middle East and Asia to form an orchestra of the highest caliber. Our students sat amongst equally gifted and focused musicians from around the world, rehearsing under the expert batons of Dr. Kenneth

Slavett and Mr. David Curtiss.Works by

Handel, O’Fallon, Mendelssohn and Sibelius provided the impetus for some master teaching and music-making of

exceptional beauty. Imagine sitting in the rehearsal hall late one afternoon. Mr. Curtiss is rehearsing the elegant, graceful Valse Triste by Jean Sibelius. Th e hall is on the top fl oor, aff ording us a

SAS High School Strings Students Take Part inInternational Honors Orchestra

contributed by Stephen Bonnette, High school Strings Director

spectacular view of the Alps off in the distance. As the music approaches its most delicate moment, the snow begins to fall in big white fl akes – fl oating gently down to earth. Some of these students had never even seen snow before - what an introduction. Pure Magic! Th at is what events like this are all about - creating memories that will last a lifetime. Congratulations to the following students for

their acceptance to and participation in the 2005 International Honors Orchestra, and a big thank you to their parents for supporting such a

worthwhile endeavor.

Senior Orchestra - Mr. Sam Indyawan, Mr. Paul Kang, Mr. Brian Leung, Miss Hae In Kim, Mr. Joseph Harvey, Miss Carolyn WitkewiczJunior Orchestra

- Miss Kristyn Chong, Miss Jasmine Vahdati, Miss Da Young Kim, Miss Julie Kim, Miss Helen Knight, Miss Kendra Witkewicz, Miss Aki MaedomoriWell done all!

PTA Bookmark Contest Winners

Sae Jin JangKindergarten

Alexis LeeGrade 1

Kim KarglGrade 2

Karlin WongGrade 3

Abbygail QuickGrade 5

Terrence Tien

Middle School ChoirSpring Concert

International Choir FestivalAnkara, Turkey

Dr. Michael Brewer O.B.E.Guest Choir Director

IASAS Scorecard

1st SeasonBoys Volleyball - 1stGirls Volleyball - 1st

Boys Cross Country - 1stGirls Cross Country - 1st

Boys Soccer - 2ndGirls Soccer - 1st

2nd SeasonBoys Swim - 1stGirls Swim -1st

Boys Tennis -2ndGirls Tennis - 2nd

Boys Basketball - 1stGirls Basketball - 5th

Boys Rugby - 3rdGirls Rugby - 3rd

3rd SeasonBoys track - 1stGirls Track - 1st

Boys Softball - 1stGirls Softball - 2nd

Boys Badminton - 6thGirls Badminton - 5th

Sportsmanship AwardsGirls Track

Girls Cross Country Boys Cross Country

Congratulations Athletes!

Jim Baker donned an old Eagles uniform at the third season spring pep rally to introduce

high school students to an almost forgotten tradition

at SAS - the SAS Fight Song. Baker led students in a two round singing of

the song

All TournamentBoys Softball

Doug FaganCasey BrightPhil Haslett

Akio Takahashi

Girls SoftballSara CalvertSera Yoshino

Maddie Linnard

Gold MedalsBoys Track

Mark Westhuis - 4 GoldsRyan smith - 3 Golds

Brad Brunoehler - 2 GoldsMike Lowrie, Ji Hoon Baek, Jeff Bemowski

Girls TrackMindy Nguyen - 6 GoldsMeghan Dwyer - 4 Golds

natalie Knowlton - 3 GoldsBriana Witherspoon - 2 Golds

Katie Fusco - 2 GoldsKatie Crocker - 2 Golds

Kim McKinney, Courtney taylor, Nina Rosche

Briana Witherspoon broke the IASAS record with 15.62 in women’s 100 meter hurdles.

Mindy Nguyen broke the IASAS record with 2:23.78 in women’s 800 meter run

High School Varsity

Athletics

Boys Softball Champs!

Girls Softball TeamThe Girls narrowly missed the gold in

the championship playoff after winning all their games in the preliminaries

The track team takes its 7th consecutive gold for the boys and 8th consecutive gold for the girls

Ravindran Shanmugan, an SAS freshman, won the National Under16 Chess Championship

earlier this year. Th is qualifi ed him to represent Singapore in his age group in both the Asian Finals in Uzbekistan in June and the World Youth Championships in France at the end of July.

Catherine Chew, an SAS sophomore, recently won the Individual Gold at the Federation

Equestrian International (FEI)/ Korean Racing Association (KRA) sponsored International Showjumping Competition in Seoul. Catherine led a fi eld of 26 top Asian competitors from Korea, Japan, India, China, Australia, Hong Kong, Taipei, Mongolia, Brunei, Indonesia, Th ailand and Singapore. At an earlier March International

Showjumping Competition in India, Catherine won the Individual Bronze and was part of the Singapore team that won Gold. Catherine was also awarded the Singapore National Olympic Committee Junior Sports Merit Award in 2004.

National Age-Group Chess Champion (Under 16)

Equestrian Gold Medal Winner International Showjumping

Competition

Bentley College Names Vrutika Mody one of the

Bentley Tomorrow25

Vrutika Mody, an SAS junior, was chosen from hundreds of international

nominations to be named one of the Bentley College Tomorrow25. Th is international leadership competition was launched by Bentley to identify exemplary leaders of tomorrow. Vrutika was invited to attend the inaugural Bentley Leadership Forum, in cooperation with TIME magazine, on its Massachusetts campus in May. Norman Pearlstine, Editor in Chief of TIME Inc., and Joseph P.

Kennedy II, Chairman and President of Citizens Energy Corporation, were the keynote speakers

Vrutika is junior class president and vice president of Peace Initiative. With Peace Initiative she helped to organize the Tsunami relief fund earlier this year. She was co-chair of the Security Council at the IASAS Model U.N. Conference held at SAS in November, and was chosen to represent Singapore at the Global Young Leaders Conference.

“Bentley is committed to developing and celebrating leaders of tomorrow and Vrutika demonstrates what we’re looking for in the Tomorrow25: initiative, citizenship, intelligence, technological savvy, cultural awareness and social responsibility,” said Jeff Wright, chairman of the Tomorrow25 committee at Bentley. “Vrutika also has a passion for the real world of people and organizations, and a commitment to making positive things happen in her community.”

High School Spring

Art Shows

FUSI

ON

Julia Knight, Sophomore - Original Oratory Delegate

Although she didn’t gain a medal, Julia was one of only six students in her category to make it to the fi nals - a signifi cant accomplishment. Like most of the other SAS delegates, Julia’s interests are far-reaching. Th e title of Julia’s Original Oratory

piece was “Festive Trees,” dealing with the dangers of false political correctness and proposing that Asian countries often do a better job promoting freedom to observe religious holidays than do countries like the United States. “I chose this topic because I have heard of so many instances where it was not politically correct enough to call Christmas trees by their proper name; instead, they were called ‘festive’ trees. Living in Asia and in an international community, I have learned that open religious toleration, not

false political correctness, is what we need. In Singapore, this has been achieved. Friends of diff erent races and creeds celebrate Chinese New Year, wish each other a Happy Hari Raya and exchange Christmas gifts; festive trees do not exist here.”

Julia was very positive about her experience at this year’s convention and credits her coach, Mrs. Kett, for invaluable support and advice.. “I will never forget the Cultural Convention weekend. It was a terrifi c mix of healthy competition, meeting people from other schools, watching a wide variety of events, and cheering on the Eagles. Getting the chance to perform my speech four times in front of diff erent audiences was excellent public speaking experience.”

Some of Julia’s more serious personal interests include volunteer work in the migrant worker computer training program and a passion for French, which she studies intensively, and which has taken her for two summers to Paris to study in the Oxbridge program. Oxbridge awarded her “best in class” for her high achievement in Advanced French last summer, as well as a Directors Award for her passion for learning.

IASAS Cultural Convention

Portrait of a CC Delegate IASASCultural Convention

Forensics ResultsOriginal Oratory2nd - Simi Oberoi

Cert of Excellence - Julia Knight

Impromptu1st - Penn Bullock

2nd - Sean McCabeOral Interpretation2nd (tied) Will Reid

3rd - Tiff any LinCert of Excellence -

Lucien MattisonExtemporaneous1st - Penn Bullock2nd -Sean McCabeCert of Excellence -

Kathleen SunDebate

3rd - Priyanka Dev and Penn Bullock

To help students learn the importance of contributing to the global community,

third grade students in Mrs. Bonnette’s class developed a partnership program with Genesis School for Special

Education. Th e SAS students have visited Genesis several

times and developed a special friendship with their Genesis

buddies. Th rough this one meaningful relationship, the SAS students have learned to

celebrate diversity!

Our Genesis Buddiescontributed by Jodi Bonnette, third grade teacher

Art CollaborationElementary and High SchoolElementary students have been fairly frequent visitors in the High School art rooms this spring. Students made

photograms in the darkroom with help from high school photography students. Th ey “critiqued” artwork in the art

show and gave their comments to the high school artists. Th ey worked together on massive paintings, learning about certain

artist styles., and they wrote stories that high school artists illustrated and published for them!

Elementary Spring Art ShowsElementary students dedicated their spring art shows to the memory of artist Pacita Abad and much of the

artwork on display was done in her style. We were fortunate to have Pacita Abad’s husband, Jack Garrity,

drop in for a visit on the opening day. He shared stories about her work with some of the students and

parents visiting Mrs. Forbes’ art room during student-led conferences.