Orientation 2009 Introduction

To say Orientation merely helps one to settle into new school surroundings might be true for many other schools – but here at ACS (International), that is an understatement. It is the very highlight of ACS (International)’s yearly calendar. And the mark it makes on our students; never, ever goes away.

Even now, 3 years after I went through my very own Orientation, we still share laughs and conversations about what happened back in Orientation then. It is one of those things which you will remember and build your whole school life upon.

When you step into the School Hall for the very first time, you feel much more comfortable when everyone is new, just like you. And the only time everyone would be new would obviously be during Orientation! It will take a lot of effort, for some, to utter the very first words to a fellow Orientee, a complete stranger. But, from that point on, Orientation just flies by amidst the fun, games and laughs. Before you know it, you feel like you known that very same person your whole life. But the best part is that it is not only that one person, it is a whole group of friends that you get to know!

On the sleepover on the last day, you catch yourself thinking ‘I can’t believe this is all going to end so soon’ and that is when you know how comfortable you are with your new school, ACS (International). Trust me, you would feel that way.

There is only so much that can be expressed by words and maybe these words did not do Orientation as much justice as it is due. With that said, you have to experience Orientation yourself to see what I mean.

Student Council service trip to Yun Nan, China (1)

The 4^th Student Council of ACS (International) decided that, as an act of service to the greater global community and a step forward within ACS (International)’s student group efforts, we would embark on a service-based trip to Yun Nan, China from 23 to 29 November 2008. Our main purpose for this trip was to visit a village and school far inland Yun Nan, to educate students aged 7 to 12 and help in the construction of a new basketball court. Specifically, the 9 of us wished to address issues pertaining to personal hygiene such as dental care, and we wished to further teach the English language, both within and beyond the syllabus.

Through this trip, I have learnt that it is in the moments of distress in which we find our true inner-selves. Our limits are trampled upon, directing us out of our comfort zone into an unfamiliar and malicious world. It is in these moments where we discover our infinite being, where maybe we weren’t who we thought we were. For each of us, it is a revelation in our own time.

We’ve been placed, willingly or not, but most definitely helplessly, into surroundings crowding with unfamiliarity; pushing our senses, engaging us in conversations or feelings we would not otherwise or even come close to partake in. Indefinitely, it’s all a part of the ride of life. We couldn’t possibly know whether we’ll find ourselves a happily ever after, or an album of storms brewing. In every sense of it, we may fill our hearts with the utmost quality of distaste and irritation. We could even shun from the warmth the sunlight brings only so we can endure the peace and comfort of sleep for a mere instant longer. But is this all there is? Could there be answers hidden in corners we dare not look in? Could we find ourselves in time, if we only take a small step of faith? Could there be a new found glory, a new love, beyond our doorstep, or beneath the soles of our feet? Step out, reach out, and call out. If not now, when?

This simple trip to China has taught me that there is truly more to life than what lies at our doorstep. I have learnt that something apparently so simple in our eyes may make a world of difference to someone else. China has proven itself immensely that it is a challenge for each of us. No doubt difficulty lies at each dawn and dusk, but it is a choice we have to make – how would we choose to take on this hurdle? Some may wither away in their fear to leave their comfort zone, afraid of what is buried beneath their very own skin. Others crave adventure and deliver every ounce of energy at their own free will. For myself, I yearn for experience; I wish to encounter genuine happiness, each time unique in its own way. I would give whatever I can just to have someone else benefit. Yet, I still struggle to step out of the boat with a free heart. I find an especially high barrier in the lack of efficient communication between the children and myself. At times, I am even submerged, drowning in a sea of trials, helpless. However, with the short time spent in YunNan, I craved and developed a greater determination to be a better being on this planet. Hopefully, that was enough to prove myself to the children that there is a brighter light within each of us.

Preparation for Student Council service trip to Yun Nan, China

The 4th Student Council of ACS (International) decided that, as an act of service to the greater global community and a step forward within ACS (International)’s student group efforts, we would embark on a service-based trip to Yun Nan, China. Our main purpose for this trip was to visit a village and school far inland Yun Nan, to educate students aged 7 to 12 and help in the construction of a new basketball court. Specifically, we wished to address issues pertaining to personal hygiene such as dental care, and we wished to further teach the English language, both within and beyond the syllabus.

In order to achieve the above successfully, we had to conduct several training sessions as a student council. This was done under the supervision of our council teacher – Mr. Ronald Lim. Firstly; we had to ensure that we covered all logistic issues such as teaching materials, toothbrushes, toothpaste and telematch equipment. Most of these items were purchased in Yun Nan herself as we had a tight budget to keep to. Secondly, during our training sessions we would prepare lesson plans for English classes of different level groups. This involved discussions amongst us; for instance how advanced to we set our lesson plan and how much material we would require such as colour pencils. Lastly, we had to ensure that we could converse easily in mandarin so as to reduce any communication barriers. This involved us learning common terms which would prove useful during lessons.

Tchoukball Inter-class Sports Module 2008

Tchoukball is played with two 'rebound frames'. These frames measure 90 centimetres square and are situated at both ends of the court. A line runs 3 metres from the centre of the bottom of the frame around in a semi-circle. This area is called the 'D' or 'forbidden zone'. The court size varies greatly depending on the ages of the players; a full size international standard court is 40m by 20m in size. Unlike most other team games you can score at both ends. Players fall into 3 categories: Wingers, Forward Pivots and Centre Pivots. To score a point the ball must be thrown at the end so that it lands over the line of the D.

From the 18th of September through the 9th of October, our school organized an inter-class Tchoukball competition. This involved the 5 class in our standard, each playing every other class once.

My class, 5X, managed to emerge 3rd from the boys-division in this competition. However, we did not set our sights on winning alone – we believed that Tchoukball was more about sportsmanship and teamwork. Thus, we did not focus our attention solely on the ‘better’ players in our class, but worked on the basis and idea of giving everyone a chance. To prepare ourselves for this event, we trained for one session of about 1.5 hours. The aim of this session was to introduce the game of Tchoukball to those who have not yet been exposed to it from other sports modules or competitions alike.

In the process of training for this event, we faced several difficulties. It was difficult for the more experienced players in my class to adequately train every member of the class in the short period of time given. Furthermore, we were only provided with one ball, further narrowing our time-constraints. However, we managed to overcome this and make do with what we had. We devised several training modules ourselves and managed to successfully execute them, allowing each member to have a general idea of the rules of Tchoukball and how it is meant to be played.
Furthermore, because of my experience in the sport, I volunteered myself to play the role of the referee in other classes’ games. I made this decision as I felt it would benefit the year cohort as a whole as team players would be able to be more aware of the rules and game-play of Tchoukball. In addition, I felt that it would benefit me because of the experience I would gain from a different perspective of the game.

Despite Tchoukball being a relatively new sport, many are unaware and apathetic towards the true benefits it has. I believe that the school’s effort in introducing this sport to us as a general cohort has truly proven itself to be the right decision.

Tchoukball Module

The sport is played on an indoor court measuring forty meters by twenty meters (130 feet x 65 feet). At each end there is a 'frame' (a device similar to a trampoline off which the ball bounces) which measures one square meter and a semi-circular 'D' measuring three meters (10 feet) out from the frame in all directions. Each team can score on both ends on the field, and comprises twelve players, of which nine may be on the court at any one time. In order to score a point, the ball must be thrown by an attacking player, hit the frame and bounce outside the 'D' without being caught by the defending team. Physical contact is prohibited, and defenders may not attempt to intercept the attacking team's passes. Players may take three steps with the ball, hold the ball for a maximum of three seconds, and teams may not pass the ball more than three times before shooting at the frame.

This module took place in Term Three of my school year, from 3 July to 14 August 2008.

The first week of our module involved students getting familiar with the sport. We handled the ball and were introduced to the rules of the game. We experienced a ‘round’ of Tchoukball and realized that there was more to it than met the eye. In the following weeks, we learnt various ways of shooting, defending, passing, faking and moving on court. We observed how the result of our shots not only depended on different levels of strengths, but also the angle at which it is shot. The position I played during most sessions was that of the ‘left-winger’. This involved an entire half of the left flank, and required me to both make shots and catch balls. After several games, I realized that being left-handed had given me a natural advantage over others.

This sports module has enabled me to learn and develop a completely new skill. I have learnt how to control my strength and that it really isn’t all about power. I have also learnt how teamwork achieves success. For example, if I feel that I am unable to make the shot, I shouldn’t feel the pressure to make it. It is important that I pass the ball on (whether through faking or not) to my other winger, who may have a better angle, to give a point to the team. I have also gained a significant amount of experience. On 9th August, a group of students and I participated in an inter-team tchoukball tournament. We faced several more experienced players, and teams with skills of a completely greater level. However, we took this in stride and learnt from their strategies and experience. In the tournament, our school came in 6th. I have learnt that indeed, “The objective of human physical activities is not to make champions, but make a contribution to building a harmonious society”.

I feel that this module should be opened up as a Co-curricular Activity so that others may, too, experience what I have in the past few weeks. Several members of the Tchoukball Association of Singapore were brought in to coach us, to teach us, to pass on the spirit of a beautiful sport – tchoukball.

Prefect and Student Council Leadership Training Camp to Bintan

This activity involved the prefect board and the 4^th Student Council of the school. From 20 – 21 June 2008, we boarded a ferry from the Singapore terminal to the terminal at Bintan. This activity involved us learning to work better as a team, through games, activities and scenarios alike. On Day 1, we participated in ice-breakers from 10am to slightly after noon. We played several games which involved innovative thinking and intense teamwork to achieve success. We managed to relate to the games and work to the best of our abilities, as a team. From 2pm to 6pm, we engaged in a ‘race’ around the coast of the island, involving stops along the way, challenging our teamwork and navigational skills. At the same time, we remembered to indulge ourselves in heaps of fun. On that night, we took part in a night trek on the Wakatobi Trail for two hours. This activity aimed to help us overcome our fears and help us realize more about who we are. On Day 2, we participated in the Team Challenge Pyramid. This involved a 25-meter high structure, which we were required to scale as a team of 5 or 6. This challenged our fears to the limit. We learnt more about ourselves and about others, and how we can help one another achieve our goal, be it in terms of mental encouragement or physical strength. Following this activity, we played a round of paintball.

From this activity, I have learnt that we should focus on others as well and not just on ourselves. I have learnt that because we work as a team, we are accountable to one another. At times, we have to make sacrifices in order to benefit the team as a whole. Specifically, through the Team Challenge Pyramid, I have learnt that a team is only as fast as its slowest man and that if one falls, everyone else falls together. From the night trek, I have learnt that fear is an illusion everyone can conquer, no matter how big. On the whole, I have learnt that we can use each person’s unique and special strength to our team’s benefit. If I were to do this activity again, I would improve on my planning and organization skills and I would encourage more people and be more sensitive to them.

IBDP Service Trip to Chiang Mai 2008

A group of 22 students, myself included, from my school visited Chiang Mai from 25th – 29th May, the first week of our mid-year break. This activity involved the provision of our service, mainly educational, to 28 students, aged 4 – 11 years, in a village in Ban Pha Mon. The school, adopted by the Raffles City Rotary Club in Singapore, at which we were situated at for our period of service, was located on a mountain several thousand feet above sea level.

The first day of our trip involved mainly travelling. Upon arrival at the school, we unpacked our belongings, planned our lessons for the following couple of days and were provided with dinner and accommodation. On the following day, we were introduced to the children and we mingled with them for about an hour, playing soccer, talking with them, etc. When mid-morning arrived, we began lessons with them. The 22 of us were divided into three groups (prior to the trip itself) and each group undertook approximately 10 students, arranged according to their level of education. During lessons, we taught them the English language with the help of picture cards, physical symbols such as airplanes and animals, assessment books and coloring activities. When lessons had ended, we planned for our last day of teaching. We agreed to follow up on several effective lesson activities such as the picture cards. Also, we participated actively in area cleaning. This involved the cleaning of toilets, dishes, classrooms and floors. On our last day, we taught for a good amount of time, much similar to the day before, and we planned and practiced our cultural performance in whatever remaining time we had. We also trekked down the mountain to visit a plantation area. When night had fallen, we walked into the main village to give our performance – singing two culturally-focused songs with actions. We participated in the sparklers and fireworks, and lantern celebrations. Furthermore, we gave out our tokens of appreciation – picture-frames with pictures taken over the past couple of days. This was also when we passed on our donations of clothes and stuffed-toys to the families within the village.

In this activity, I feel that I have accomplished what I set out to do. This trip to Chiang Mai has allowed me to realize more about myself and others around me which I would not have otherwise had. I have accomplished our main goal, which was to educate the school children to the best of our abilities, through planned lessons and activities. I also feel that through this trip, I have established fresh bonds with the school children and have learnt more about the culture of Thais and their way of life. In this trip, I experienced several difficulties, which I overcame in the end. I demolished the face of fear and standard of living in terms of accommodation and hygiene. I was able to endure, without much complaining, whatever came our way. Furthermore, when we had a hitch in our lesson plan, we acted quickly and wisely so as to achieve happiness, prosperity and progress for all.

I have learnt, from this activity, more about other parts of the world and that things are not always as they seem. I have learnt and understood that life without love is nothing. I have learnt to be modest and humble when it comes to all things. I have achieved the ability to meet challenges, big and small, and that it is not so much that result that counts, but more the process in achieving it.

This activity was supervised by Mr. Charles Png and Ms. Ng Sho Ching, two members of academic teaching staff. They assisted in the planning of lessons and the approval of proposals. They also donated a color printer to the school in Chiang Mai. They organized meetings and assisted in being the backbone to this activity.

This activity benefitted both parties, those in Chiang Mai and the 22 of us. We understood more about each other, I believe, and that we have helped and changed each other, be it in a small way or big way. If I were to do this activity again, I would request more time with the children, perhaps the role of not solely teaching, but more bonding and making a physical change to the school.