SCHOOL BULLETIN CAMPUS PRINCIPAL MR MARTIN SHELLEY Dear parents, and guardians and students, Gong Xi Fa Chai to all of you who celebrate Chinese New Year. I hope you had a wonderful break and had plenty of time to rest, relax and enjoy time with your families and friends and to reflect on the new year coming and all the joys and happiness it will bring. We have a wonderful Chinese New Year celebration coming up on Friday and I am sure you will all enjoy it as we have something a little bit special and new this year in relation to our lion dance. Our school has recently passed the 800 students mark, which, for me, was an opportunity to celebrate, but also to reflect on the growth of the school in the last four years since I joined SEH. The growth has shown no signs of slowing down. We have new projects starting around the school in the coming months which will improve the school significantly and offer students access to learning that they have not had in the past which will be amazing. Gong Xi Fa Cai! J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
HEAD OF PRIMARY MRS MADELEINE BRITTON Dear Tenby Family, I hope you all enjoyed your week off, for CNY, I know I did! And I am looking forward to our CNY celebrations this week. We have two mini sports carnivals coming up soon, just for the children to enjoy, and that’s it for events this very short half term. As you may know we have a new Deputy Head in Primary, Ms Lily, and also a new Early Years Coordinator, Ms Maria Theresa who will be arriving in Malaysia soon. Ms Clare is taking on the role of KS1 Coordinator, replacing Ms Lily. We wish our previous EY Coordinator Ms Izabela all the best, although she tells me that it is cold and snowy in Poland, which is taking some getting used to! We have a coffee morning this week, and 2E and 5E will be having their class assemblies on the 10th February. I hope this Year of the Rabbit will bring success, prosperity, wealth and health to us all. P A G E 0 2
HEAD OF SECONDARY MR JEFFREY ELLIOTT Dear Parents, Guardians, Students and Staff, I trust you enjoyed a fabulous Chinese New Year holiday with close friends and family. Whether you celebrate CNY or not, it is an excellent chance to gather with loved ones and spend quality time together. The school assembly will be celebrating Chinese New Year this coming Friday and we encourage everyone to attend, if possible, as it promises to be an exciting event! The first month of school for term 2 has been a very purposeful time, as Year 11’s have been completing their mock exams. The group seems very confident with their progress thus far this year and we are excited to build upon the already strong results achieved in the 2021-22 academic year. In addition, the A Level mock exams are commencing this week [AS Level] and students have reported feeling very confident going into this critical time in their academic year. It was been a wonderful start for our A Level programme this year, with students making great progress while also experiencing a number of activities and initiatives outside the classroom, such a work experience. Coinciding with the IGCSE and A Level mock exams, we are very excited to be hosting the ISP University Fair on February 6th . Open to students from Years 9 – 11, this is a wonderful opportunity for students to speak to several university representatives from countries across the world about programmes of study, enrolment requirements and other pertinent information about university. Lastly, we are very excited to be looking ahead to February at school with a number of exciting initiatives taking place. The KS3 STEAM week will be happening from the 13th – 17th of February, with parents welcome onto campus on Saturday the 18th for a Science Showcase. In addition, the next Model United Nations conference is happening later in February and the Eco Committee is participating in another environmental initiative through UMN. With these and so many other happenings to come this term, it is indeed an exciting time of the year! I hope you enjoy this version of the newsletter, take care and keep in touch. P A G E 0 3
LEARNER ATTRIBUTE FOR THE COMING MONTH: COOPERATION P A G E 0 4 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3 Cooperation exists when people work towards a common goal. Cooperation requires recognizing the value of everyone’s part and keeping a positive attitude. One who cooperates creates good wishes and pure feelings for others and the task. When cooperating, there is a need to know what is needed. Sometimes an idea is needed, sometimes we need to let go of our idea. Sometimes we need to lead and sometimes we need to follow. Cooperation is governed by the principle of mutual respect. One who cooperates receives cooperation. Where there is love, there is cooperation. Courage, consideration, caring and sharing provide a foundation for cooperation.
LEARNER ATTRIBUTE FOR JANUARY: INITIATIVE P A G E 0 5 Written by: Bernice, 10E. Most students have a dream in mind and a yearning to be successful. However, success can be defined differently depending on the perspective. For a teenager, it could be receiving straight A’s in their examinations, whereas an adult could define success as landing their dream job. There are many phrases that are thrown around when people are talking about important characteristics that lead to success, and one of these is “ taking initiative”. In order for a student to flourish and succeed, having the initiative to strive towards their dream is essential. This is no easy task. To show initiative means to take action without being directed to do so, and having individual drive. Rather than waiting to be instructed on your task, you find out what you’re suppose to do, and take things under your own control. At work, taking initiative could be seizing chances that others might have missed. In this world, competition is unrelenting, and without initiative in working towards success, students will fall through the cracks and eventually give up entirely. Taking initiative demonstrates confidence, self esteem, and determination to work hard. It portrays being a strong individual who is ready for whatever life throws their way. J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
PRIMARY SCHOOL J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
AMAZING LEARNING - NURSERY Hands-on activities are very important in Early Years, such as DIY tracing with sand, rice, salt, or sugar. This helps children to develop fine motor control, hand-eye coordination, and pincer hand muscles, which are fundamental for writing and many other important practical life skills. In Phonics, the children were introduced to some Phase 2 letter sounds. We began the week with the letter sounds /i/ and /n/. The children had a great time listening to the sounds, stories, songs and learning the actions. They also practiced their letter formation through tracing with sand. This was a great opportunity for the children to work on their fine motor skills and consolidate letter sounds. P A G E 0 6 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
AMAZING LEARNING - RECEPTION In Phonics lessons, the Reception children learnt the tricky word ‘you’. We sang the tricky words song and made sentences with the tricky word ‘you’ such as ‘you are a boy’ and ’you are nice!’ The children also practised to write the tricky word on whiteboards and in their handwriting books. Lastly, the children made a poster by writing the sentence ‘you are my best friends’ and drawing pictures of their best friends. RE children demonstrated a good struggle during the lesson. Well done, RE. P A G E 0 7 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
AMAZING LEARNING - YEAR 1 In their subject of Project-Based Learning (PBL), the year 1 students are learning about dinosaurs characteristics such as their teeth, height and the food that a dinosaur would eat. As a part of their hardwiring activity, the students were learning to brush their teeth properly with a step by step guidance . They were showing initiative to their self-care as they learnt to take care of their teeth. They had a great time and fresh clean teeth after the activity. Keep up the amazing learning, year 1! P A G E 0 8 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
AMAZING LEARNING - BAHASA In our recent Bahasa class, our Year 5 (Beginner) learners began their Amazing Learning Journey in Bahasa with the topic ‘Kata Adjektif (Pancaindera)’ in term 2. They are getting better at recognising the 5 types of ‘Kata Adjektif’ (Pancaindera) (senses) including how to form a simple sentence. With the knowledge of 5 senses and assisted by tablet devices, it made our amazing learners very excited and they enjoyed doing the activities during lesson in the class. P A G E 0 9 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
STUDENT SUPPORT - SEN Learning will always be enjoyable. We work with children in small groups who need one-on-one support. To answer maths questions, we use a variety of practical materials. This week, division, and ordering numbers from a thousand were the main topics. If that was not challenging enough, even rounding and place value were tried. P A G E 1 0 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
SECONDARY SCHOOL J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
CREATIVE & PERFORMING ARTS enjoy singing and playing an instrument; Collaborate to make beautiful composition. learning through participation; Connect musical knowledge to their world. Here at Tenby SEH we are always encouraging students to develop a love and understanding of music. Through the Tenby String Ensemble and Tenby Voice, students further develop the skillset and passion for music which allows them to: P A G E 1 1 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
ENGLISH DEPARTMENT This term, the Year 8 (Group 1) students put their hearts and souls into making the Shakespearean play – Macbeth - relevant and sensible to them. Last week, valiantly, diving into Shakepearean English, they delved into the implicit meanings of Macbeth to uncover Macbeth and Lady Macbeth’s characters. As illustrated in the pictures, they ploughed through with much determination, gumption and resilience. Bravo to Year 8 [Group 1] students for collaborating with each other well! P A G E 1 2 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
HUMANITIES DEPARTMENT Year 10 Economics students collaborated to conduct a survey on banking services and presented in a poster form. Students selected a particular bank and explained the financial activities and services provided to the public. This is in line with the Cambridge Economics syllabus whereby the students learn about money and banking in the classroom. By conducting the research, the students were able to understand the concept in greater depth. P A G E 1 3 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
LANGUAGES DEPARTMENT These past few weeks, Year 7 students were learning about school routines and new vocabulary relating to school. They collaborated with their team members to describe a person's appearance. They then wrote a paragraph about their teachers in school by using colourful adjectives they learned in class. As illustrated in the pictures, they put the new learning and skills into writing a creative and amazing sentence! P A G E 1 4 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
MATHEMATICS DEPARTMENT Collaborative learning by integrating technology! In this lesson students learned the four operations working on decimals and then applied it in playing the integer game in their next lesson. They prepared their playing cards with 8 questions and its corresponding answers. The aim of the game is to pair up all the questions and the answers correctly. P A G E 1 5 Then, students paired with two other players randomly and started the game. They had to hand in the calculator as no calculators were allowed! However, they could write it down to find the solutions. They could then check the answers by using a calculator. The students worked collaboratively in checking and improving their solutions. In conclusion, they found this is an amazing way to explore the material further and their friend questions are set up to more challenging level other than the practical questions. J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
PHYSICAL EDUCATION DEPARTMENT In secondary PE, students are learning about the importance of kicking during swimming. In freestyle, the (flutter) kick can add up to 10% to your speed when you’re swimming at a hard pace. That is if your kick is efficient and well trained. The main reason is that a flutter kick creates lift for the legs so your legs will stay high positioned in the water. The higher the legs, the less drag, and therefore the faster (or easier) you will swim. The math is pretty simple, yet impactful, especially over a longer distance. To be able to keep your feet up high without losing energy is perhaps the biggest gain of training your kick. In this lesson, students needed to get in pairs and collaborate with each other and give feedback on their partner’s kicking technique and how to improve further. P A G E 1 6 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
A LEVELS Practical exams are an important part of the A level Physics course as they have a mandatory weighting of 20% of the overall A Level Physics examination mark. Students need to perform well in their practical exams if they want to ace Physics. Our Year 12 students continue to develop their essential practical skills in various topics from their weekly practical lesson. They are required to set up the experiments themselves and carry out the experiments by themselves within the limited time. Then they record their data using the equipment provided and analyse the data which involves graphing the data before they can use the data and relevant equations to address the aim of the experiment. P A G E 1 7 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
THOUGHTFULNESS WORKSHOP FOR YEAR 9 A workshop celebrating thoughtfulness was organised by the Year 9 tutors Mr. Aiman 9T, Ms. Sharmeela 9E, and Ms. Ashley 9N. Ms. Theresa the Pastoral Lead and Ms. Alma our school counselor were also in attendance. Working collaboratively, students used yarn as a metaphor for how we are all connected, and how we treat each other influences everyone. Year 9 particularly enjoyed the teachers' skits where they acted out several versions of friendship scenarios. The students then decided how each friendship issue should be resolved by taking everyone’s feelings into account. P A G E 1 8 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
MY GP SLLP JOURNEY BY: CHEOK REYANNE 8N Personally, I find Global Perspective (GP) interesting and unique due to its requirements when answering questions, which requires both a fixed structure & opinion based answer. Throughout the first term, I was asked by my mentor, Ms.Theresa, to find out if it is possible for a child to recover from the psychological damages of war. In my 2000 word essay report, I was advised to find out about its causes, consequences & kinds of perspectives (Global, National & Personal). In my first issue, I have discussed about the physical impact of war on children and in my second, I found out if it is possible for children to overcome the psychological damages of war. P A G E 1 9 “ I F W E D O N ’ T E N D W A R S , W A R S W I L L E N D U S ” J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
MY ENGLISH SLLP JOURNEY BY: CHEOK REYANNE 8N P A G E 2 0 After 1 whole term with 9 hard- won weeks, I cannot believe I made it to this academic milestone. Completing my SLLP Program has been bittersweet. The sweetness coming from the pride of my achievement but the bitterness lingered from the many times I contemplated giving up on this whole idea. I was dragged through the slimy puddle with this program, but eventually came up victorious on the other side. THE MOST MEMORABLE PART OF MY SLLP JOURNEY WAS OUR MORNING MEETINGS WE WOULD HAVE EVERYDAY AT 7AM: For the benefits of those who are not familiar with the SLLP system, the Student Learning Leaders Program (SLLP) is arranged with a student from only Year 7 to 9, where they are being mentored by a teacher on a project of their choosing from the teacher’s speciality. The SLLP Program is a project-based inquiry opportunity for gifted learners. J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
MY GP SLLP JOURNEY BY: CHEOK REYANNE 8N P A G E 2 1 Throughout the term, I focused on analysing and evaluating ideas and opinion, both explicit and implicit, found in multiple sources. Digesting the researched ideas and opinions to give a developed and sophisticated response. A 500 word argumentative essay on the use of technology in education and its impact on students was assigned to me by my tutor, Ms. Tan Siew Yean. The right image here displays my very first draft of my argumentative essay. As you can clearly see, Ms. Tan definitely had a hard time correcting it… The left image here displays my fourth and final draft of my argumentative essay. As you already have noticed, you can see clearly that the comments in bold are way more positive. Those 9 weeks of my life felt exceptionally magical and triggered my brain to power at its fullest potential, but as this tiny chapter of my school life closes, I want to thank everyone who were standing right by me and eventually became a part of this small journey. I can officially say that I have ‘graduated’ from the English SLLP Program. J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
THE WORLD SCHOLAR'S CUP EVENT P A G E 2 2 The World Scholar's Cup (WSC) team visited SEH on Monday (16th Jan 2023), 8am to 9am to presents to our teachers and parents about the upcoming WSC in Malaysia. The World's Scholar Cup (abbreviated WSC) is an international academic program with more than 15,000 students participating from over 65 countries every year - an extremely prestigious and well-regarded event. Back in 2018, Ms. Hana and Ms. Sharm accompanied our school team to Fairview International School for this event. It was amazing. Attached are the photos during the event. And our Alumni (SEHAA) president, Shawn Tan was announced as a World Scholar’s Cup Top Scholar, and was also awarded an Honour Medal for the debate showcase. We hope this event will be an excellent opportunity for our students to get better and can be part of their new learning journey at Tenby SEH. J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
SAFEGUARDING- VICTIM BLAMING P A G E 2 3 In the context of non-consensual nude image sharing, one may blame the child or young person for sharing the image in the first place, and say what’s happening to them is their fault because they sent the image. After receiving an abusive message online, one may say it’s the child or young person’s fault for accepting a friend request from someone they didn’t know on social media. After being bullied through an online game, one decides not to take any action because one thinks the child or young person is partly to blame for playing an online game with a minimum age requirement that is older than they are. In the context of online blackmail, one tells a child or young person they should not have responded, but blocked and reported the person as soon as they started sending threatening messages Here are some examples of indirect victim blaming: Taking away the child or young person’s device or banning them from using an online platform, app or game as a consequence. Inferring or suggesting that a child or young person should take responsibility for keeping themselves safe online. For example, saying a child or young person ‘shouldn’t place themselves in danger’ or ‘put themselves at risk’ by doing x or using y. Let’s work together to keep our young people safe, healthy and happy. All children have equal rights to be protected from harm and abuse. Everyone has a responsibility to support the protection of children. All schools have a responsibility to build a community that values diversity, equity, and inclusion for each child. All schools have a duty of care to children enrolled in the school and those who are affected by the operations of the school. All actions on child protection are taken with consideration for the best interests of the child, which are paramount. Victim blaming is any language or action that implies (whether intentionally or unintentionally) that a child or young person is partially or wholly responsible for abuse that has happened to them. It is harmful and can wrongfully place responsibility, shame or blame onto a victim, making them feel that they are complicit or responsible for the harm they have experienced. People of all ages can display victim blaming attitudes and it can happen both online and offline. You are encouraged to think critically about the language you use and the impact that it may have. Direct and indirect victim blaming Direct victim blaming happens when a child or young person is explicitly held responsible for what has happened to them. Here are some examples of direct victim blaming: The International Taskforce on Child Protection states that J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
UPCOMING EVENTS P A G E 2 4 Event Date Chinese New Year Celebration 3/2/2023 Science Showcase (Year 7 - 9) 18/2/2023 STEM Week 13/2/2023 - 17/2/2023 Mid Term Break 20/2/2023 - 24/2/2023 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3
REFER A FRIEND P A G E 2 5 J A N U A R Y , 2 0 2 3 E D I T I O N 2 8 : 2 0 2 2 / 2 0 2 3