The Tanglin Highlands Programme is a five-week immersive learning journey at its Tanglin Gippsland campus in Australia and is the pinnacle of a Year 9’s Middle School education at Tanglin. Since Year 9 will be a formative year for adolescent development, the programme will focus on fostering three essential attributes: curiosity, confidence, and community. Students will also:

• Boost their self-esteem and confidence.
• Gain greater independence by learning to make their own decisions and taking responsibility.
• Enhance their resilience.
• Improve their social and teamwork abilities.
• Acquire new skills and fresh inspiration.
• Strengthen their leadership qualities.
• Form lasting friendships.
• Expand their comfort zones through challenging but fun activities. 
• Gain an unforgettable experience that will leave a lasting impact.

The programme goes beyond preparing students for the present; it’s a commitment to invest in both their future and the growth of generations to come. We want to ensure that they have the skills and mindset to succeed in a changing world. It’s our way of providing a holistic education that goes beyond books and classrooms as we continue to nurture lifelong learners who can contribute with confidence to our world. Students won’t just learn academic subjects such as English, Mathematics, Geography and Science (with a focus on Biology) that are in line with the Tanglin 3-14 curriculum. They will participate in Outdoor Education Studies, Positive Education, and fitness programmes designed to enhance their overall fitness, strength, and endurance – all of which will culminate in a transformative Rite of Passage. The curriculum also integrates experiential learning through academic field trips, ecological studies, community interaction, and service learning. Overall, the programme is a holistic way for Year 9 students to learn and grow.

Now that we are familiar with the Tanglin Highlands Programme, who will be leading this initiative? We sat down with Mark Cutchie, the Head of Campus, to learn more.

Tell us a little about yourself. 
I was a physical education teacher in outdoor learning and agriculture for four or five years before I decided I was ready for something different. Influenced by a couple of friends who were already paramedics, I decided to join the ambulance service. My role was multifaceted, involving not only typical on-road responses but also various responsibilities. I have extensive experience working with schools on governance issues and sat on school boards at local and national levels, engaged in professional development, teaching paramedicine, assumed management roles, and contributed to emergency responses during events such bushfires and floods in remote areas and the wilderness. 

What inspired you to apply for the Head of Campus role?
To tell the truth, the job found me instead. I wasn’t exactly looking for a job, but I’d started to have conversations with my wife about how I might have reached the limit of what I wanted to achieve in the ambulance service. I’ve had a great career and still enjoyed the job, but I felt like I had done everything I wanted to do and was wondering if there was something else that I could do. Around that time, my brother, who is a teacher and in a leadership position, came across the Tanglin job advertisement. Knowing my passion for outdoor adventures and camping, he forwarded it to me, suggesting I take a look. Initially, I found it interesting but didn’t consider it a viable option for myself because I wasn’t exactly looking to go back into education. My brother then called the recruitment agency on my behalf, telling them they needed to speak with me. Soon after, I received a call from their recruiter who wanted to discuss my background. The recruiter was particularly interested in my emergency management experience and school governance work so they suggested that I might be a good fit for the role and asked if I’d consider it. I was grateful that they’d reached out to me, so I decided to take another look and the rest is history.

What makes Australia such a suitable location for the Highlands Programme?
There are several reasons. Firstly, Australia is significantly different from Singapore, and it provides an immersive natural environment that Singapore’s urban setting cannot match. Australia’s diverse ecosystems not only provide unique opportunities for students to learn and explore; its distinct climate also gives a varied and enriching outdoor experience. 

How would you define a successful residential programme?
Just being in the Australian bush is a unique challenge and I hope that students will embrace it with enthusiasm. For those new to this experience, simply attempting it is a significant achievement to me. For others, it’ll be an opportunity for them to push their boundaries and test their physical and mental limits. I believe that these challenges can help students develop resilience, grit, perseverance, and expand their understanding of what they are capable of.

How would you support students to push beyond their comfort zone?
Our approach is to have a sliding scale for activities and recognising that just trying something new can be a significant challenge for some students. Activities can be modified to accommodate different abilities, not just physically, but also confidence levels. For example, we will provide structured support for those who may find certain tasks challenging, while those who find them easy will be given more advanced ones. It’s important to remember that if we push too hard, we risk losing the opportunity for students to learn. We don’t want to make things so difficult that they become unenjoyable or impossible to achieve, as that would defeat the purpose of the programme. We’ll support and encourage all students, ensuring that the experience is enriching for everyone. 

What’s your vision for the programme?
My vision is for the Highlands Programme to be fully integrated as part of Tanglin, rather than seen as a separate entity. It’s important to me that it’s not just an outdoor adventure camp, but an extension of the Tanglin curriculum, where students learn in a different way. The programme will offer a variety of outdoor activities, but the focus is on experiential learning, not just outdoor education. It’s also vital that what students learn in Australia is relevant to their education in Singapore, and vice versa. 

A big thank you to Mark for sharing his story and vision for the Tanglin Highlands Programme. More information on the programme will be available in the upcoming weeks, so do stay tuned to the parent newsletter for more information!