UWCSEA 2016/2017 Annual Report by uwcsea

Annual Report 2016/2017 | 1

UWCSEA Dover 1207 Dover Road Singapore 139654 UWCSEA East 1 Tampines Street 73 Singapore 528704 www.uwcsea.edu.sg UWCSEA Dover is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) CPE Registration No. 197000825H | CPE Registration Period 18 July 2017–17 July 2023 | Charity Registration No. 00142 UWCSEA East is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) CPE Registration No. 200801795N | CPE Registration Period 10 March 2017–9 March 2023 | Charity Registration No. 002104 Printed on recycled paper with environmentally friendly inks | MCI (P) 116/03/2017 | 066COM-1718

CONTENTS Message from Anna Lord, Chair of Board of Governors ��4 Introduction from Chris Edwards, Head of College ��5 UWCSEA guiding statements and governance ��6 UWCSEA learning programme ��8 UWC movement......................................................................................................................................................................12 UWCSEA governance.............................................................................................................................................................14 Student achievement...................................................................................................................................................................18 Academics.................................................................................................................................................................................21 Activities................................................................................................................................................................................... 35 Outdoor education................................................................................................................................................................ 40 Personal and social education �� 43 Service....................................................................................................................................................................................... 46 Our community............................................................................................................................................................................ 50 Scholars ................................................................................................................................................................................... 55 Community feedback.............................................................................................................................................................57 Business report............................................................................................................................................................................. 62 Human Resources................................................................................................................................................................... 64 Admissions............................................................................................................................................................................... 67 Finance...................................................................................................................................................................................... 70 Statement of financial position �� 71 Statement of profit and loss and other comprehensive income ��72 College Advancement..................................................................................................................................................................74 Foundation................................................................................................................................................................................76 Statement of financial position ��78 Statement of profit and loss and other comprehensive income ��79 Foundation financial report.................................................................................................................................................. 80 Alumni Relations.................................................................................................................................................................... 82 Donors 2016/2017................................................................................................................................................................. 84 Annual Report 2016/2017 | 3

MESSAGE FROM ANNA LORD CHAIR OF BOARD OF GOVERNORS I am pleased to introduce the UWCSEA Annual Report, which provides information on the UWCSEA learning programme and operations for the 2016/2017 school year. The 2016/2017 school year was an extremely successful one for the College, as we reported the highest IB Diploma results in our history and remained full and in demand in a highly competitive market. It was also a significant year for the Board of Governors as Charles Ormiston retired as Chair after six years of his leadership. It was a privilege to be elected as his successor. As a member of the Board for the last five years, I have been honoured to work with an exceptional group of volunteers, who give generously of their time and talent to support the strategic direction and long-term sustainability of the College. UWCSEA is unique in being both a member of the UWC movement, a global network of 17 schools and colleges with an idealistic mission, and the largest international school in Singapore, with all the market-driven considerations that implies. As a member of the UWC movement, a delegation from UWCSEA attended the UWC Congress in Trieste, Italy in October 2016, to discuss the long-term future of the movement and how it remains relevant in a difficult and unknown future. The Congress included the launch of the UWC Refugee Initiative, an ambitious programme that is responding to the dramatic escalation in the number of young displaced people fleeing conflict, persecution or environmental disaster, by raising money to provide UWC scholarships for 100 refugee students every year for the next five years. The UWCSEA community responded generously as always and two students are now studying at UWC Mostar and UWC Dilijan as a result of donations. Also thanks to the generosity of donors, UWCSEA was able to fund a four-year movement-wide study of the impact of the UWC education by researchers from Harvard Graduate School of Education, led by Professor Howard Gardner. At the same time, 3.5% of school fees are given towards the 4 | Annual Report 2016/2017

UWCSEA scholarship programme. All these contributions, as well as ongoing work with our sister schools and colleges, moved UWCSEA closer to the heart of the UWC movement during 2016/2017. In Singapore, our focus was on our responsibility to the long-term sustainability of the College. Strong governance is critical in supporting this, and during the 2016/2017 year the Governance Committee articulated and expanded governance procedures and processes, including restructuring the Board committees, revising the Governor selection and induction process, establishing both Whistleblowing and Conflict of Interest policies and hiring a new Board Secretary. The Board also worked closely with management to review the financial structure of the College and decide on a model that will ensure future students can benefit from the same quality education on offer today. 2016/2017 saw significant development in the area of child safeguarding, with the establishment of a safeguarding policy and accompanying practices and training that will ensure this critical area is an ongoing focus for the College. Time was also spent establishing a risk register and debating the related issues of diversity and inclusion. Together with colleagues from Singapore American School, the Board received further training on corporate governance, and Governors and members of the senior leadership teams began a process of preparing for a new strategic plan for the College. Governors are rarely involved in the day to day life of the school and it can sometimes seem that the Board is removed from the reality of students, parents and the College community. Discussions and decisions by the Board always have the needs of current and future students at their heart, and we are continually reminded of what a privilege it is to be accountable not solely to the bottom line but to this remarkable community of students, staff and parents and to the mission that unites us. Iâ&#x20AC;&#x2122;d like to thank the College leadership, staff, parents, students, alumni and friends who together contribute so much to our success. Thank you for another great year at UWCSEA.

Anna Lord

INTRODUCTION FROM CHRIS EDWARDS HEAD OF COLLEGE When I was a boy, my annual school magazine contained an article on the military cadets (they were called the Combined Cadet Force or CCF) that always began the same way: “This year, the CCF has gone from strength to strength.” The phrase has stuck with me because, even as a school boy, with each passing year I believed it less. Could everything really be getting better and better? Surely not. Cite the evidence. But of course there wasn’t any. The words were probably written in haste by a well intentioned teacher who felt that things were chugging along nicely. I doubt if anybody ever questioned whether or not the CCF was really going from strength to strength; it was a comforting enough phrase that served a purpose and kept morale high. Forty years on, there are moments when, I confess, I’d quite like to hide behind “UWCSEA is going from strength to strength” because on a macro level at least it feels true enough for 2016/2017. Our governing body has worked tirelessly and coherently (which is not a given in schools), and under the first year of our new Chair, Anna Lord, UWCSEA has set a marker in the sand for all to see: we are one of the largest K–12 international schools in the world with two full campuses, outstanding public examination results and a programme whose breadth is possibly unrivalled. In a year of extraordinary achievement, I thank Anna and the Board of Governors for their wisdom as they help guide and guard this great college. But for a non-profit of our size and significance the handy atmospherics need to be replaced by meaningful specifics. And as we look at those specifics we see that although the past year was indeed a gratifying success story, we must also acknowledge that the educational environment in which we exist is more complex and nuanced. Ironically, it is to some extent an environment we created. Once upon a time, the UWC movement was a lone voice, or at least a trailblazer in areas such as service, outdoor education, and holistic education in general. It was an oasis in a desert of national system ‘international’ schools with predominantly

homogeneous populations. Indeed, there was a perceived weirdness about UWC schools in which, albeit secretly, they rather revelled. Now it is very different. You could visit websites of most big international schools, cut and paste their welcome pages, and in some cases persuade the sitting Heads into thinking that nothing had been changed. What is more, these like-sounding programmes read increasingly like the programmes of UWC: they are holistic, with service, outdoor activities and an awareness of existing with, and maybe even impacting upon, the immediate environment in which they operate. Imitation may be the sincerest form of flattery, but ask a Detroit auto worker what else it can lead to if one doesn’t recognise the challenges and so continually expand one’s own vision and subsequently improve the offer. The annual report suggests that UWCSEA’s determination to use Kurt Hahn’s educational philosophy not as a bolt-on to, but the quintessence of that offer will ensure that authenticity, quality and passion will prevail and differentiate. If only these statistics could capture the enthusiasm, drive and levels of engagement that give life to many of the numbers. For example, the number of students engaged in service is, frankly, a spurious measure if we are not talking about meaningful partnerships and two-way relationships. Similarly, while we are delighted to see the IB average up where it is, that same average would be shameful if we discovered that our students were uniformly operating below their optimum levels and that we were not adding value. (I’m delighted to say the opposite is true.) So we must be careful. But it would be doing the UWCSEA community a great disservice if we did not rejoice in the astonishing sweep of learning and participation that is revealed here, from parents, students, staff and friends of the College: the selflessness, the gifts of time, the helping hands, and the realisation that self optimisation, while important, only becomes truly meaningful when it leads not to accumulation and status, but to impact. A huge amount of work has gone into this report, and I am deeply grateful for it. It is an honest, crucial account. However, there are profound truths that will be forever out of reach in any reckoning such as this. And around that deep core is an effervescence that also transcends charts, graphs and tables, but helps define us, and beats in the hearts of our community.

Chris Edwards Annual Report 2016/2017 | 5

6 | Annual Report 2016/2017

UWCSEA GUIDING STATEMENTS AND GOVERNANCE Annual Report 2016/2017 | 7

UWCSEA LEARNING PROGRAMME UWC MISSION

Because the UW CM

is ION ISS

To make education a force to unite people, nations and cultures for peace and a sustainable future

era Int ion nit

ge en

tic

UWCSEA will be a leader in international education. We will have a worldwide reputation for providing a challenging, holistic, values-based education with an emphasis upon academic achievement, service to others, environmental stewardship, teamwork and leadership.

G o a ls

ck ba

Secure

LEARNING PRINCIPLES ac

UWCSEA AMBITION

hip

wn er s Fee d

ost effective is m ing

an d

g o al is

we know when use a lea c rn be O ct Metac og

a n d o ur ed

n al

UWCSEA EDUCATIONAL GOAL The UWCSEA goal is to educate individuals to embrace challenge and take responsibility for shaping a better world.

To educate individuals to embrace challenge and take responsibility for shaping a better world

ti o

The UWC movement makes education a force to unite people, nations and cultures for peace and a sustainable future.

n str

UWCSEA LEARNING PROGRAMME

u c ti v i s m

This diagram explains how the elements of the UWCSEA Learning Programme fit together, with the mission as both the starting point and the goal.

h a v e a h o li s t i c

HOLISTIC EDUCATION

Pr i

a re

so t

To make education a force to unite people, nations and cultures for peace and a sustainable future

can

f u l fi l o u r M

8 | Annual Report 2016/2017

tor

of the ties ali qu

C o m m u n ic a

llab o r a ti v e

i li

lf-

S e lf- m

UWCSEA PROFILE

develop the skill sa nd

Cr iti c Commi tm e

care to nt

ed ipl nc

ra m m e

t al

ro g

So t hat le

s to itie un

lea

given multiple o are pp s r or ne t r r C e k r a ea hin t

LEARNING PRINCIPLES Learning is a life-long process in which the learner engages with and reflects upon information and experiences to construct new or modify existing understanding as well as develop and apply qualities and skills. We know learning is effective when: • learners construct new understanding by activating prior knowledge and experiences Therefore, it is important that new learning is connected to what the learner has previously experienced or understood. • learners use timely and goal directed feedback Therefore, ongoing assessment should be regular and structured in a manner that allows for specific feedback to guide the learner in constructing meaning. • learners collaborate Therefore, learners must have opportunities to interact with others in a variety of situations and groupings. • learners are challenged Therefore, learners need to be challenged in developmentally appropriate ways. • learners feel secure and supported Therefore, learners need a safe and respectful learning environment. • learners construct meaning by seeing patterns and making connections Therefore, learning needs to be organised around core concepts. • learners actively process and reflect Therefore, time is required for learners to practise, reflect and consolidate learning. • learners apply metacognitive skills Therefore, learners should develop an awareness of their own thinking processes to develop intellectual habits. • learners understand the purpose of the learning Therefore, learning should occur in context with clear connections to real world. • learners have ownership of their learning Therefore, opportunities for self-directed learning are needed to sustain and motivate learning.

Annual Report 2016/2017 | 9

UWCSEA PROFILE Our goal is to educate individuals to embrace challenge and take responsibility for shaping a better world. Our community achieves this goal by developing knowledge and understanding, qualities and skills through the five elements of the UWCSEA learning programme: academics, activities, outdoor education, personal and social education and service.

QUALITIES

SKILLS

Commitment to care

Critical thinker

Initiate actions and make a commitment to shaping a better world. Related concepts: stewardship, caring, empathy, compassion, open-minded, service, sustainability

Reason in an informed and fair-minded manner. Related concepts: inquiry, questioning, connection, analysis, synthesis, evaluation, problem solving

Principled

Creative

Act with integrity and respect for self and the dignity of others. Related concepts: integrity, honesty, responsibility, respect, fairness

Imagine and generate new possibilities or alternatives. Related concepts: originality, imagination, curiosity, adaptability, connection, innovation, improvisation, risk-taking

Resilient Anticipate, persevere and confront challenge. Related concepts: optimism, confidence, courage, diligence, perseverance Self-aware Develop intellectual, physical, spiritual and emotional well-being. Related concepts: self-discipline, selfesteem, self-confidence, reflection, balance, contentment

Collaborative Participate collaboratively in diverse settings. Related concepts: cooperation, participation, leadership, flexibility, adaptability, responsibility, trust Communicator Communicate effectively according to audience and purpose. Related concepts: communication, interpretation, perspective, intent Self-manager Take responsibility for directing oneâ&#x20AC;&#x2122;s learning. Related concepts: metacognition, independence, diligence, organisation, responsibility

10 | Annual Report 2016/2017

Annual Report 2016/2017 | 11

UWC MOVEMENT UWC South East Asia is a member of the UWC movement, which was founded in 1962 by Kurt Hahn, the German educationalist. UWC South East Asia was the second member of the UWC movement, opened by Lee Kuan Yew as Singapore International School in 1971. Since then, UWCSEA has expanded to become a K-12 school of more than 5,500 students, making it the largest UWC in the movement, and one of only four that take students before the IB Diploma in Grade 11. There are now 17 schools and colleges in the movement. The schools and colleges are supported by a network of National Committees, made up of volunteers in 156 countries worldwide, who help to find and select many of the Grade 11 and 12 scholars in the colleges around the world. Below is some information on the schools and colleges in the UWC movement.

UWC SOUTH EAST ASIA

UWC DILIJAN

Dover Campus, Singapore

Dilijan, Armenia

East Campus, Singapore

Opened in

1971

2008

2014

Student population

3,011

2,514

194

Age group

4–19

16–18

UWC ADRIATIC

UWC CHANGSHU CHINA

UWC ISAK JAPAN

Duino, Italy

Changshu, Jiangsu Province, China

Karuizawa, Japan

Opened in

1982

2015

2014

Student population

182

443

175

Age group

16–19

UWC ATLANTIC COLLEGE

UWC COSTA RICA

LI PO CHUN UWC

Vale of Glamorgan, United Kingdom

San José, Costa Rica

New Territories, Hong Kong SAR, China

12 | Annual Report 2016/2017

Opened in

1962

2006

1992

Student population

350

175

256

Age group

16–19

STRATEGIC DEVELOPMENTS UWC MOVEMENT During the 2016/2017 school year the UWC movement, led by the International Office, held the UWC Congress in Trieste, Italy, with a theme of ‘Connect-ChallengeCelebrate’. The congress brought together nearly 1,000 students, alumni, school leaders, National Committee members and friends of the movement to discuss important topics for the movement, including the development of the UWC Strategy for 2018 and beyond. The movement also launched the UWC Refugee Initiative, which aims to raise the funds for an additional 100 scholarships every year for refugee students to attend UWCs around the world. During 2016/2017, thanks to the generosity of the UWCSEA community, two scholarships were awarded to refugees from Palestine and South Sudan, who now attend UWC Mostar and UWC Dilijan, respectively. In 2016/2017, the International Office also developed a draft centralised selection process for all students entering Grade 11. Thanks to the support of UWCSEA, funding was secured to support a movement-wide impact study in partnership with Harvard University Graduate School of Education. Once again, the UWCSEA Head of College was a member of the International Board.

UWC MAASTRICHT

PEARSON COLLEGE UWC

UWC THAILAND

Maastricht, Netherlands

Victoria, British Columbia, Canada

Phuket, Thailand

Opened in

2009

1974

2009

Student population

915

160

380

Age group

2–18

16–19

2–18

UWC MAHINDRA

UWC RED CROSS NORDIC

UWC-USA

Pune, Maharashtra, India

Flekke, Norway

Montezuma, New Mexico, USA

Opened in

1997

1995

1982

Student population

240

205

235

Age group

16–19

UWC IN MOSTAR

UWC ROBERT BOSCH COLLEGE

WATERFORD KAMHLABA UWC

Mostar, Bosnia and Herzegovina

Freiburg, Germany

Mbabane, Swaziland

Opened in

2006

2014

1962

Student population

200

600

Age group

16–19

11–20 Annual Report 2016/2017 | 13

UWCSEA GOVERNANCE INTRODUCTION UWCSEA is committed to the highest standards of corporate governance. The UWCSEA Board of Governors recognises good governance as critical in supporting the school in achieving its mission and educational goal. Good governance begins with the Board of Governors and requires that they set the tone for the organisation. The Board of Governors is one of the principal bodies with the fiduciary obligation to ensure that the College acts to further its stated objectives, and that the College has appropriate systems in place to properly account for and safeguard the funds and assets of the College. The Board of Governors works closely with the management and stakeholders of the College to shape the vision, chart the major directions, and develop programmes and initiatives to produce a strong and enduring impact for the College in Singapore and beyond.

UWCSEA BOARD OF GOVERNORS During 2016/2017 the UWCSEA Board of Governors comprised 19 members. The maximum number of Governors is 21. The Board includes respected business/industry leaders, academics, educators, entrepreneurs, and professionals. Governors do not receive compensation for their Board service. Those Governors that are staff members do not receive additional compensation for their Board service.

COMMITTEES, MEETINGS AND REVIEWS The Board has six committees: • Education and Talent, which sets and oversees education and talent management strategies • Finance and Infrastructure, which oversees the College’s finances and its physical and digital infrastructure • Governance, which is responsible for nominations and governance matters • Audit and Risk, which oversees audit and risk matters

• Engagement, which is responsible for improving the engagement and outreach of the College locally and globally, including the UWCSEA Foundation • Committee of Chairs, which functions as a coordinating and management committee for the Board and its committee Chairs, as well as a compensation committee

Governors periodically re-evaluate the committee structure to ensure it is effective, strategic and forward-looking. The Board carries out formal Board effectiveness reviews, both externally every five years and internally every two years. The Board meets four times each year. Each Governor is usually a member of one committee, which also meets four times per year.

COMPOSITION The Board consists of three groups of Governors: • Ad Personam Governors – The majority of Governors are appointed by the Board itself through a rigorous selection process. Many Ad Personam Governors are parents of current students of the College. To ensure the Board benefits from independent thinking, there are also several non-parent Governors. 14 | Annual Report 2016/2017

• Ex-Officio Governor – The Head of College (Chris Edwards) • Interested Party Governors – These are elected directly by their constituencies and include two parent-elects and two common room-elects, one each from the Dover and East campuses.

GOVERNOR SELECTION AND INDUCTION The Board recruits Ad Personam Governors through a robust process that responds to clearly defined skill requirements for the Board. Candidates are first co-opted as Advisers to Board committees. New Ad Personam Governors are only selected from that pool of Advisers who have served on a Committee. Appointments are based on an assessment of the following factors: • professional skills and fit with Board requirements

• impact on Board diversity

• role models for UWC values and culture

• leadership potential

• demonstrated ability to contribute to a Board

• positive impact on Government relations

• past contributions to UWC/service institutions There is a comprehensive induction programme for all Advisers and Governors that includes information about the College and the Board, an induction session with the Board Secretary, and meetings with the Chair of the Board and other Governors.

TERM LIMITS, REVIEWS, RECRUITMENT AND INDUCTION Governors serve a maximum of two three-year terms. Only the Chair may serve an additional term of three years. The College and the Board holds its Governors and Advisers to a high standard and regularly evaluates each against the following criteria: The Governor: • is prepared for meetings

• has made meaningful contributions to key decisions

• listens to and challenges others, when appropriate, while maintaining an atmosphere of respect

• attends most meetings and is highly attentive when present • contributes overall

• contributes and participates in a manner consistent with UWCSEA values

WHISTLEBLOWING

OTHER POLICIES ON CORPORATE AND INDIVIDUAL BEHAVIOUR

The College has a Whistleblowing policy through which members of the UWCSEA community may, in confidence, raise concerns about possible wrongdoing or improprieties in financial or other matters within the organisation. The Board thoroughly and appropriately investigates matters brought to its attention through the policy and takes appropriate follow-up action.

The Board is also subject to, or will adhere to, the College’s policies on corporate and individual behaviour, including the Board of Governors Guidelines, Confidentiality Policy, Harassment Policy, Staff Safeguarding Code of Conduct, and the Equal Opportunities, Access and Disabilities Policy.

CHECKLIST CONFLICT OF INTEREST The College has a Conflict of Interest policy, which requires Board and staff members to disclose conflict of interests in the performance of their duties. In the case of the Board, the policy requires Governors and Advisers to report potential conflicts to the Governance Committee, which may impose remedies specific to the situation.

In addition to the application of good governance practices as a corporate entity, the Board of Governors has adopted best practices in key areas of governance that are closely aligned to the principles enunciated in the Code of Governance for Charities and Institutions of a Public Character (the ‘Code’). In line with the disclosure requirement by the Charity Council that all charities are required to disclose the extent of their compliance with the Code, UWCSEA’s Governance Evaluation Checklist can be found at the Charity Portal website (www.charities.gov.sg). Annual Report 2016/2017 | 15

UWCSEA BOARD OF GOVERNORS: MEMBERS AUGUST 2016 TO JULY 2017

Anna Lord Chair (from January 2017) Ad Personam Governor

Nicholas Chan Ad Personam Governor

Charles Ormiston Chair (until January 2017) Ad Personam Governor

Priti Devi Chair of Engagement Committee Ad Personam Governor

Subodh Chanrai Ad Personam Governor

Andrew McCarthy Interested Party Governor – Common Room

Julianne Martin Interested Party Governor – Parent Representative

Christopher Edwards Ex-Officio Governor Head of College

Michelle Sassoon Ad Personam Governor

Vivek Kalra Chair of Finance and Infrastructure Committee Ad Personam Governor

Margarita Encarnacion Interested Party Governor – Parent Representative

Doris Sohmen-Pao Ad Personam Governor

Surinder Kathpalia Chair of Audit and Risk Committee Ad Personam Governor

Benjamin Hill Detenber Ad Personam Governor

Kenneth Stirrat Interested Party Governor – Common Room

Alexander Krefft Chair of Governance Committee Ad Personam Governor

Will Kennedy-Cooke Ad Personam Governor

David Maxwell Chair of Education and Talent Committee Ad Personam Governor 16 | Annual Report 2016/2017

Thierry Brezac Ad Personam Governor (retired January 2017)

Alexandra De Mello Davy Lau Ad Personam Governor

Interested Party Governor – Parent Representative (retired March 2017)

ADVISERS Heather Carmichael Subodh Chanrai (until appointment as Governor 2 June 2017) Shelly Maneth

COMMITTEES (as of January 2018) AUDIT AND RISK COMMITTEE

FINANCE AND INFRASTRUCTURE COMMITTEE

Surinder Kathpalia, Chair Heather Carmichael (Adviser) Chris Edwards Shelly Manneth (Adviser) Kenneth Stirrat

Vivek Kalra, Chair Chris Edwards Robert Harayda (Adviser) Will Kennedy-Cooke Andrew McCarthy David Maxwell

EDUCATION AND TALENT COMMITTEE David Maxwell, Chair Heather Carmichael (Adviser) Chris Edwards Margarita Encarnacion Benjamin Hill Detenber

ENGAGEMENT COMMITTEE Priti Devi, Chair Subodh Chanrai Chris Edwards Julianne Martin Michelle Sassoon Doris Sohmen-Pao

GOVERNANCE COMMITTEE Alexander Krefft, Chair Nicholas Chan Chris Edwards Surinder Kathpalia Davy Lau

COMMITTEE OF CHAIRS Anna Lord, Chair Priti Devi Vivek Kalra Surinder Kathpalia Alexander Krefft David Maxwell

Annual Report 2016/2017 | 17

18 | Annual Report 2016/2017

STUDENT ACHIEVEMENT Annual Report 2016/2017 | 19

STUDENT ACHIEVEMENT The learning programme at UWCSEA consists of five interlinking elements: academics, activities, outdoor education, personal and social education and service. These elements combine to provide our students with a values-based education that develops them as individuals and as members of a global society. Our goal is to educate individuals to embrace challenge and take responsibility for shaping a better world. Through the learning programme, students develop the disciplinary knowledge, skills and understandings alongside the skills and qualities of the UWCSEA Learner Profile. All five elements of the programme complement each other to create a whole that is greater than the sum of the parts. This is a carefully planned and purposeful process, where students develop understanding in disciplinary and interdisciplinary ways. For example, students gain deep disciplinary understanding in our academic programme, which may be applied in outdoor education or service when students encounter and grapple with real world situations. The skills and qualities identified in the UWCSEA profile are embedded in all five elements of the programme. This section of the Annual report is an overview of the main highlights of the 2016/2017 year in each of the five elements.

THE UWCSEA CURRICULUM The UWCSEA curriculum is concept-based. This means that students develop significant understandings which can be transferred across time, place and situation, whilst acquiring knowledge and skill. This allows our students to apply critical and creative thinking to any context. Each discipline (or area) has standards, which are statements that express the â&#x20AC;&#x2DC;big ideasâ&#x20AC;&#x2122; and ways of thinking of the discipline. These standards run from K1 to Grade 12. Each standard has grade level conceptual understandings, which are developmentally appropriate, that describe what a student should understand at each stage of their development within that discipline. They build naturally in complexity from K1 to Grade 12. Benchmarks start with a verb and express what the conceptual understanding might look like in terms of knowledge, skill and performance. These benchmarks and the conceptual understandings they are based upon are what our teachers assess. Below is an example of a standard in English, and the conceptual understandings for that standard in Grades 1 and 7 and IB Diploma.

K1-GRADE 12 Standard: Writing expresses selfhood, creativity and intellect in a medium shaped by audience and purpose.

GRADE 1

GRADE 7

GRADE 11 AND 12 (IBDP)

Essential Understanding: We create real or imagined experiences when writing stories by using characters and setting.

Essential Understanding: All parts of a text work together to shape meaning.

Essential Understanding: Writers manipulate structure to convey meaning effectively.

Benchmark: Write narratives, using time and plot deliberately in order to influence mood and focus attention on the important moments in a story.

Benchmark: Sequence and sustain structure to strengthen and develop the logic and persuasive impact of a claim.

Benchmark: Develop the story through character, focusing on specific actions. 20 | Annual Report 2016/2017

LEARNING PROGRAMME: ACADEMICS The academic learning programme is a rigorous programme that allows students to experience the challenge of intellectual pursuit and the joy of scholarly engagement. They gain a deep understanding of individual disciplines, while investigating the connections between these disciplines and how to solve complex problems using different approaches. Learning goals in languages, mathematics, sciences, the Arts, humanities, technology and physical education build logically through each grade so that students grow in knowledge and understanding and are prepared for the next academic challenge.

UWCSEA students follow a UWCSEA-designed curriculum, based on standards, essential understandings and benchmarks from K1 to Grade 8. Students in Grades 9 and 10 follow the (I)GCSE programme, with students entering in Grade 10 following a Foundation IB (FIB) programme. Grade 11 and 12 students follow the IB Diploma Programme.

Annual Report 2016/2017 | 21

22 | Annual Report 2016/2017

IB DIPLOMA RESULTS In May/June 2017, 572 UWCSEA students took the IB Diploma exams. A full breakdown of their achievement by College and by each campus can be seen in the following pages.

COLLEGE Students

Average IB Diploma Score

572

36.7 29.9 UWCSEA

Pass rate

Worldwide

Percentage receiving 40+ points

98.4%

78.4%

UWCSEA

32.4%

Worldwide

UWCSEA

Percentage receiving bilingual diploma

7.2%

20.5%

Worldwide (2016)

UWCSEA

22.6% Worldwide

IB Diploma score comparison 43–45 40–42

10.7% 1.9%

Number of candidates

UWCSEA Worldwide UWCSEA percent average average passed percent passed diploma score

Worldwide average diploma score

2017

572 (Dover: 325 | East: 247)

98.4

78.4

36.7

29.9

2016

500 (Dover: 328 | East: 172)

99.0

79.3

36.4

30.0

2015

498 (Dover: 322 | East: 176)

98.4

80.8

36.2

30.2

2014

465 (Dover: 323 | East: 142)

99.8

79.4

36.8

30.0

2013

317

99.4

79.0

36.4

29.9

2012

311

99.7

78.5

35.8

29.8

2011

300

100

77.9

36.9

29.7

2010

295

98.9

78.1

36.0

29.5

2009

286

97.6

78.7

35.7

29.5

2008

308

98.0

79.0

34.2

29.6

21.7% 5.3% 36.2%

35–39

19.0% 25.4% 27.8%

30–34 8.6%

24–29 <24

Year

29.6% 0.4% 16.4%

UWCSEA

Worldwide (2016)

Annual Report 2016/2017 | 23

DOVER CAMPUS

325

Complete IB course listing for the Class of 2017 English is UWCSEA’s medium of instruction and courses are offered at both Higher Level (HL) and Standard Level (SL) unless otherwise noted.

IB Diploma students

Pass rate

98.2%

78.4%

UWCSEA Dover

Worldwide

Language A: Literature Taught

Chinese; English; Hindi (SL); Japanese; Indonesian (SL); Korean

School Supported SelfTaught (SL)

Burmese; Hebrew; Hungarian; Khmer; Lao; Norwegian; Portuguese; Punjabi; Swedish

Language A: Language and Literature

Chinese; Dutch; English; French; German; Spanish

2. Language B or ab initio

Average IB Diploma score

37.2 29.9 UWCSEA Dover

Worldwide

3. Individuals and Societies Business and Management; Environmental Systems and Societies (SL); Economics; Geography; History; Philosophy; Psychology; Science, Technology and Society (SL) 4. Experimental Sciences

Biology; Chemistry; Computer Science; Design Technology; Environmental Systems and Societies (SL); Physics; Science, Technology and Society (SL); Sports, Exercise and Health Science (SL)

5. Mathematics

Further Mathematics (HL); Mathematical Studies (SL); Mathematics

6. The Arts

Film; Music; Theatre; Visual Arts

IB Diploma score comparison 43–45

12.9% 1.9% 23.4%

40–42

5.3% 36.3%

35–39

19.0% 21.5% 27.8%

30–34 5.8%

24–29 <24

English B (HL); French B; French ab initio; German B; Chinese B: Mandarin; Spanish B; Spanish ab initio

29.6%

ACT and SAT scores 162 members of the Class of 2017 took the ACT and 18 took the latest version of the SAT. All scores, including those from non-native English speakers, are included.

Range of middle 50%

16.4%

UWCSEA Dover

21.5%

Worldwide (2016)

ACT

SAT Reading and Writing SAT Mathematics UWCSEA Dover students received a bilingual diploma

24 | Annual Report 2016/2017

SAT Composite

29.3

Mean

33 610

640 610

700 660

730 1230 1295

1440

4.80

Business and Management SL

5.16

Economics HL

4.74

Economics SL

Group 3

Environ. Systems and Societies SL4.20

4.87

Philosophy HL

Group 1 Group 4 Group 2 Group 5 Group 6

9 9 7 7 59 59 113 113 71 71 57 57 7 7 10 10 24 24 8 8 14 14 51 51 83 83 33 33 63 63 28 28 10 10 109 109 56 56 27 27 25 25 10 10 36 36 12 12 16 16 65 65 30 30 27 27 96 96 31 31 88 88 21 21 19 19 13 13 11 11 117 117 14 14 12 12 8 8 63 63

6.60 6.14

UWCSEA Dover4.73

6.00 5.63

36 12 16 No. of candidates 65

5.51

Psychology SL 4.35 6.10 Chinese A: Language and Literature SL 5.78 5.22 Science, Technology and Society SL 5.78 5.78 Dutch A: Language and Literature SL 5.24 5.43 Biology HL 4.32 5.98 English A: Language and Literature HL 4.96 5.88 Biology SL 4.20 5.81 English A: Language and Literature SL 6.02 5.19 Chemistry HL 4.49 5.49 English A: Literature HL 6.00 4.79 Chemistry SL 3.96 5.52 English A: Literature SL 6.00 5.05 Computer Science HL 4.17 5.63 French A: Language and Literature SL 5.36 5.57 Computer Science SL 3.77 5.75 Japanese A: Literature SL 6.16 6.00 Design Technology HL 4.53 5.91 English B HL 5.72 5.96 Physics HL 4.65 5.85 French ab initio SL 5.63 4.92 Physics SL 4.08 5.86 French B HL 6.00 5.18 Sports, Exercise & Health Science SL3.91 5.67 French B SL 5.63 4.97 Further Mathematics HL 4.88 6.25 Chinese: B Mandarin SL 6.31 5.97 Mathematical Studies SL 4.30 5.52 Spanish ab initio SL 5.42 5.00 Mathematics HL 4.73 5.81 Spanish B SL 5.98 5.08 Mathematics SL 4.38 5.31 Business and Management HL 5.46 4.71 Film HL 4.51 5.50 Business and Management SL 6.00 4.80 Theatre HL 4.85 6.40 Economics HL 5.77 5.16 Visual Art HL 4.65 5.75 Economics SL 6.21 4.74

5.93

Environ. Systems and Societies SL4.20

30 9 27 7 96 59 31 113 88 71 21 57 19 7 13 10 11 24 117 8 14 14 12 51 8 83 63 33 115 63 147 28 14 10 30 109 20 56 27

* Average scores are listed for subjects with seven or more candidates. Subjects with fewer Geography 6.00and Literature HL; French A:25 candidates were:HL Chinese A: Literature HL and SL; 5.22 Dutch A: Language Language and Literature HL; German A: Language and Literature HL and SL; Hindi A: Literature SL; Geography SL 10 6.60 4.81 Indonesian A: Literature SL; Japanese A: Literature HL; Korean A: Literature HL and SL; Spanish A: History HLLiterature HL and SL; German B HL5.20 Language and and SL; Chinese 6.14 B: Mandarin HL; Philosophy SL;36 Design Technology SL; Dance HL and SL; Visual Art SL; Film SL; Music History SL 12 6.00HL and SL; Theatre SL 4.61

Group 3

Chinese A: Language and Literature SL 5.78 5.22 Chinese A: Language and Literature SL 5.78 5.22 Dutch A: Language and Literature SL 5.24 5.43 Dutch A: Language and Literature SL 5.24 5.43 English A: Language and Literature HL 4.96 5.88 English A: Language and Literature HL 4.96 5.88 English A: Language and Literature SL 6.02 5.19 English A: Language and Literature SL 5.19 6.02 English A: Literature HL 6.00 4.79 English A: Literature HL 4.79 6.00 English A: Literature SL 6.00 5.05 English A: Literature SL 5.05 6.00 French A: Language and Literature SL 5.36 5.57 French A: Language and Literature SL 5.36 5.57 Japanese A: Literature SL 6.16 6.00 Japanese A: Literature SL 6.16 6.00 English B HL 5.72 5.96 English B HL 5.72 5.96 French ab initio SL 5.63 4.92 French ab initio SL 4.92 5.63 French B HL 6.00 5.18 French B HL 5.18 6.00 French B SL 5.63 4.97 French B SL 4.97 5.63 Chinese: B Mandarin SL 6.31 5.97 Chinese: B Mandarin SL 5.97 6.31 Spanish ab initio SL 5.42 5.00 Spanish ab initio SL 5.00 5.42 Spanish B SL 5.98 5.08 Spanish B SL 5.08 5.98 Business and Management HL 5.46 4.71 Business and Management HL 4.71 5.46 Business and Management SL 6.00 4.80 Business and Management SL 4.80 6.00 Economics HL 5.77 5.16 Economics HL 5.16 5.77 Economics SL 6.21 4.74 Economics SL 4.74 6.21 Environ. Systems and Societies SL4.20 5.93 Environ. Systems and Societies SL4.20 5.93 Geography HL 6.00 5.22 Geography HL 5.22 6.00 Geography SL 6.60 4.81 Geography SL 4.81 6.60 History HL 6.14 5.20 History HL 5.20 6.14 History SL 6.00 4.61 History SL 4.61 6.00 Philosophy HL 5.63 4.87 Philosophy HL 4.87 5.63 Psychology HL 5.51 4.73 Psychology HL 4.73 5.51 Psychology SL 6.10 4.35 Psychology SL 4.35 6.10 Science, Technology and Society SL 5.78 5.78 Science, Technology and Society SL 5.78 5.78 Biology HL 5.98 4.32 Biology HL 4.32 5.98 Biology SL 5.81 4.20 Biology SL 4.20 5.81 Chemistry HL 5.49 4.49 Chemistry HL 4.49 5.49 Chemistry SL 5.52 3.96 Chemistry SL 3.96 5.52 Computer Science HL 5.63 4.17 Computer Science HL 4.17 5.63 Computer Science SL 5.75 3.77 Computer Science SL 3.77 5.75 Design Technology HL 5.91 4.53 Design Technology HL 4.53 5.91 Physics HL 5.85 4.65 Physics HL 4.65 5.85 Physics SL 5.86 4.08 Physics SL 4.08 5.86 Sports, Exercise & Health Science SL3.91 5.67 Sports, Exercise & Health Science SL3.91 5.67 Further Mathematics HL 6.25 4.88 Further Mathematics HL 4.88 6.25 Mathematical Studies SL 5.52 4.30 Mathematical Studies SL 4.30 5.52

Worldwide Psychology HL

No. of candidates No. of candidates

4.87

Philosophy HL

4.73

Psychology HL

Computer Science HL Computer Science SL

4.49

5.63

4.17

5.75

3.77 4.53 4.65

Physics HL

4.08

Sports, Exercise & Health Science SL3.91

4.88

Further Mathematics HL Mathematical Studies SL

5.49 5.52

3.96

Design Technology HL Physics SL

5.81

4.20

Chemistry HL Chemistry SL

6.10 5.98

4.32

Biology HL

4.30

16 65

5.51 5.78 5.78

Science, Technology and Society SL Biology SL

5.63

4.35

Psychology SL

Group 4

UWCSEA Dover UWCSEA Dover

roup 5

proup 5 5

Group Group 4 4

Group Group 3 3

Group Group 2 2

Group Group 1 1

Worldwide Worldwide

4.61

History SL

IBDP average score by subject*

6.00

5.20

History HL

5.93 4.81

Geography SL

109

6.21

5.22

Geography HL

6.00 5.77

30 27 96 31 88 21 19 13

5.91

5.85

117

5.86

12 5.67 Annual Report 2016/2017 | 25 8 6.25 5.52

EAST CAMPUS

247

Complete IB course listing for the Class of 2017 English is UWCSEA’s medium of instruction and courses are offered at both Higher Level (HL) and Standard Level (SL) unless otherwise noted.

IB Diploma students

Pass rate

99.2%

78.4%

UWCSEA East

Worldwide

Average IB Diploma score

Language A: Literature Taught

Chinese; English; Hindi (SL); Japanese; Korean (SL); Russian; Spanish

School Supported SelfTaught (SL)

Amharic; Belarusian; Dutch; Estonian; French; German; Indonesian; Italian; Khmer; Norwegian; Ukrainian

Language A: Language and Literature

English

2. Language B or ab initio

36.5 29.9 UWCSEA East

Worldwide

IB Diploma score comparison 43–45

7.7% 19.4% 5.3%

4. Experimental Sciences

Economics; Environmental Systems and Societies (SL); Geography; History; Psychology

5. Mathematics

Further Mathematics (HL); Mathematical Studies (SL); Mathematics

6. The Arts

Film; Music; Theatre; Visual Arts

41.3%

35–39

19.0% 23.9% 27.8%

30–34 7.7%

24–29 <24

3. Individuals and Societies Economics; Environmental Systems and Societies (SL); Geography; History; Psychology

1.9%

40–42

Chinese B; English B (HL); French B; French ab initio (SL); Mandarin ab initio (SL); Spanish B; Spanish ab initio (SL)

29.6%

ACT and SAT scores 123 members of the Class of 2017 took the ACT and 26 took the latest version of the SAT. All scores, including those from non-native English speakers, are included.

Range of middle 50%

16.4%

UWCSEA East

21.5%

Worldwide (2016)

ACT

27 28.9

SAT Reading and Writing SAT Mathematics UWCSEA East students received a bilingual diploma

26 | Annual Report 2016/2017

SAT Composite

Mean

33 610 600

655

690 710 760 1240

1365 1420

Psychology SL

4.35

Biology HL

4.32

Group 4 GroupGroup 1 5 Group 6 Group 2

35 74

4.53

5.61

5.70

5.50

5.61

No. of candidates 61

UWCSEA East 4.65

Physics SL 5.00 4.08 English A: Language and Literature HL 4.96 5.79 Further Mathematics HL 4.88 4.63 English A: Language and Literature SL 5.83 5.19 Mathematical Studies SL 5.50 4.30 English A: Literature HL 5.95 4.79 Mathematics HL 5.50 4.73 English A: Literature SL 5.49 5.05 Mathematics SL 5.23 4.38 Hindi A: Literature SL 6.75 5.99 Film HL 5.85 4.51 Japanese A: Literature SL 6.16 6.43 Music HL 5.83 4.54 Korean A: Literature SL 6.11 5.83 Theatre HL 6.47 4.85 Chinese B: Mandarin HL 6.36 6.40 Theatre SL 7.00 4.45 Chinese B: Mandarin SL 5.97 6.16 Visual Arts HL 5.63 4.65 English B HL 6.14 5.72 Visual Arts SL 4.16 5.50 French ab initio SL 6.00 4.92

6.17

5.18

French B HL

23 38 8 86 56 41 88 59 102 8 13 7 6 6 17 5 5 44 16 22 6 10 6

* Average scores are listed for subjects with five or more candidates. Subjects with fewer candidates French B SL were: Chinese A: Literature HL and SL; Japanese4.97 A: Literature HL; 6.06 Russian A: Literature HL and 33 SL; Self-taught Literature SL (Amharic; Belarusian; Dutch; Estonian; French; German; Indonesian; Mandarin ab initio SL 19 5.26 5.43 Italian; Khmer; Norwegian; Ukrainian); Spanish A: Literature HL and SL; Film SL; Music SL

5.08

Spanish B SL

5.22 4.81

Geography SL

Psychology SL

4.35

Biology HL

4.32

Film HL Music HL

5.46

5.81

4.53

5.70

20 6

5.61

61 23

5.00

4.08

4.88 4.63 4.30 4.73 4.38 4.51

5.61 5.50 4.65

Further Mathematics HL

5.57

4.49

Physics HL

14 6.13

3.83

47 62

5.44

3.96

Design Technology HL

Mathematics SL

5.81

4.20

Chemistry HL

Mathematics HL

5.57

4.73

Psychology HL

Mathematical Studies SL

5.51

4.61

History SL

31 18

5.50

5.20

History Asia and Oceania HL

Physics SL

5.11

Geography HL

Design Technology SL

6.13 6.03

Environ. Systems and Societies SL 4.20

Chemistry SL

4.74

Economics SL

6.02

5.16

Economics HL

Biology SL

6.57

5.38

Spanish B HL

5.87

5.00

Spanish ab initio SL

Group 3

38 38 86 86 41 41 59 59 8 8 7 7 6 6 5 5 44 44 22 22 10 10 6 6 33 33 19 19 23 23 7 7 50 50 99 99 31 31 18 18 37 37 6 6 47 47 14 14 62 62 16 16 79 79 35 35 74 74 36 36 20 20 6 6 61 61 23 23 8 8 56 56 88 88 102 102 13 13 6

Group 4

English A: Language and Literature HL 4.96 5.79 English A: Language and Literature HL 4.96 5.79 English A: Language and Literature SL 5.83 5.19 English A: Language and Literature SL 5.83 5.19 English A: Literature HL 5.95 4.79 English A: Literature HL 5.95 4.79 English A: Literature SL 5.49 5.05 English A: Literature SL 5.49 5.05 Hindi A: Literature SL 6.75 5.99 Hindi A: Literature SL 6.75 5.99 Japanese A: Literature SL 6.16 6.43 Japanese A: Literature SL 6.16 6.43 Korean A: Literature SL 6.11 5.83 Korean A: Literature SL 6.11 5.83 Chinese B: Mandarin HL 6.36 6.40 Chinese B: Mandarin HL 6.36 6.40 Chinese B: Mandarin SL 5.97 6.16 Chinese B: Mandarin SL 5.97 6.16 English B HL 6.14 5.72 English B HL 6.14 5.72 French ab initio SL 6.00 4.92 French ab initio SL 6.00 4.92 French B HL 6.17 5.18 French B HL 6.17 5.18 French B SL 6.06 4.97 French B SL 6.06 4.97 Mandarin ab initio SL 5.43 5.26 Mandarin ab initio SL 5.43 5.26 Spanish ab initio SL 5.87 5.00 Spanish ab initio SL 5.87 5.00 Spanish B HL 6.57 5.38 Spanish B HL 6.57 5.38 Spanish B SL 6.02 5.08 Spanish B SL 6.02 5.08 Economics HL 6.13 5.16 Economics HL 6.13 5.16 Economics SL 6.03 4.74 Economics SL 6.03 4.74 Environ. Systems and Societies SL 4.20 5.11 Environ. Systems and Societies SL 4.20 5.11 Geography HL 5.22 5.51 Geography HL 5.22 5.51 Geography SL 5.50 4.81 Geography SL 5.50 4.81 History Asia and Oceania HL 5.81 5.20 History Asia and Oceania HL 5.81 5.20 History SL 5.57 4.61 History SL 5.57 4.61 Psychology HL 5.44 4.73 Psychology HL 5.44 4.73 Psychology SL 6.13 4.35 Psychology SL 6.13 4.35 Biology HL 5.57 4.32 Biology HL 5.57 4.32 Biology SL 5.46 4.20 Biology SL 5.46 4.20 Chemistry HL 5.81 4.49 Chemistry HL 5.81 4.49 Chemistry SL 5.61 3.96 Chemistry SL 5.61 3.96 Design Technology HL 5.70 4.53 Design Technology HL 5.70 4.53 Design Technology SL 5.50 3.83 Design Technology SL 5.50 3.83 Physics HL 5.61 4.65 Physics HL 5.61 4.65 Physics SL 5.00 4.08 Physics SL 5.00 4.08 Further Mathematics HL 4.88 4.63 Further Mathematics HL 4.88 4.63 Mathematical Studies SL 5.50 4.30 Mathematical Studies SL 5.50 4.30 Mathematics HL 5.50 4.73 Mathematics HL 5.50 4.73 Mathematics SL 5.23 4.38 Mathematics SL 5.23 4.38 Film HL 5.85 4.51 Film HL 5.85 4.51 Music HL

Worldwide Physics HL

No. of candidates No. of candidates

Group 5

Group Group 1 1 Group Group 2 2 Group Group 3 3 Group Group 4 4 Group Group 5 5

UWCSEA East UWCSEA East

5.46 5.81

3.83

Design Technology SL Worldwide Worldwide

3.96

Chemistry SL

5.57

4.49

Chemistry HL Design Technology HL

IBDP average score by subject*

6.13

4.20

Biology SL

5.44

4.73

Psychology HL

5.50

88 5.50 27 5.23 Annual Report 2016/2017 |102 5.85

13 6

DESTINATIONS OF CLASS OF 2017

UNIVERSITY DESTINATIONS

COLLEGE

AUSTRALIA AND NEW ZEALAND

JAPAN

Australian National University Bond University Monash College Monash University University of Melbourne University of New South Wales University of Queensland University of Sydney University of Technology Sydney Victoria University of Wellington

International Christian University Keio University Okayama University Osaka University Sophia University Temple University Japan Tokyo University of Science Waseda University

Gap Year 4%

37% USA

National Service 8% Other 1% Australia 4% Europe 4% Asia 5% Canada 9%

28% UK

CANADA DOVER CAMPUS Gap Year 4%

38% USA

National Service 9% Other 1% Australia 2% Asia 4% Europe 5% Canada 8% 29% UK

EAST CAMPUS Gap Year 5%

35% USA

National Service 6%

Australia 7%

IRELAND

Asia 7%

28 | Annual Report 2016/2017

HONG KONG City University of Hong Kong Hong Kong University of Science and Technology University of Hong Kong

Other 1% Europe 4%

Canada 9%

Acadia University Brock University Concordia University HEC Montréal McGill University McMaster University Queen’s University Simon Fraser University University of Alberta University of British Columbia University of Toronto University of Waterloo Western University York University

26% UK

National University of Ireland, Galway Trinity College, Dublin University College Cork University College Dublin

MIDDLE EAST NYU Abu Dhabi

NETHERLANDS Erasmus Universiteit Rotterdam Fontys Hogescholen Hanzehogeschool Groningen Hotelschool The Hague Leiden University Nyenrode New Business School Rijksuniversiteit Groningen Technische Universiteit Delft Tilburg University Universiteit Twente Universiteit van Amsterdam University College Utrecht

REST OF ASIA Ateneo de Manila University (Philippines) Chulalongkorn University (Thailand) International Medical University (Malaysia) PSG Institute of Medical Sciences & Research (India)

REST OF EUROPE Istituto Europeo di Design – Madrid Campus (Spain)

IE University – Segovia (Spain) The Royal Danish Academy of Fine Arts Universita Bocconi (Italy) University of Freiburg (Germany) Vienna University (Austria)

SINGAPORE James Cook University Singapore LASALLE College of the Arts Nanyang Technological University National University of Singapore S P Jain School of Global Management Singapore Management University Singapore University of Social Sciences Yale-NUS College

SOUTH AFRICA Stellenbosch University

SOUTH KOREA KAIST – Korea Advanced Institute of Science and Technology Hongik University Sogang University Yonsei University Yonsei University, Underwood International College

SWITZERLAND École hôtelière de Lausanne ETH Zurich Les Roches International School of Hotel Management University of Fribourg University of St. Gallen

UNITED KINGDOM Architectural Association School of Architecture

Brunel University London Cardiff University City University of London Durham University Edinburgh Napier University Falmouth University Goldsmiths, University of London Guildford School of Acting Heriot-Watt University Hull York Medical School Imperial College London King’s College London Kingston University Lancaster University Leeds Arts University Loughborough University Manchester Metropolitan University Mountview Academy of Theatre Arts Newcastle University Oxford Brookes University Queen Mary, University of London Queen’s University Belfast Regent’s University London Royal Holloway, University of London Royal Veterinary College School of Oriental and African Studies, University of London The Glasgow School of Art The London School of Economics and Political Science University College London University of Aberdeen University of Bath University of Birmingham University of Brighton University of Bristol University of Cambridge University of Central Lancashire University of Dundee

University of East Anglia University of Edinburgh University of Essex University of Exeter University of Glasgow University of Hull University of Kent University of Leeds University of Manchester University of Nottingham University of Oxford University of Southampton University of St Andrews University of Stirling University of Surrey University of the Arts London University of the West of England, Bristol University of Warwick University of Winchester University of York

UNITED STATES American University Babson College Bard College Barnard College Baylor University Bennington College Bentley University Berklee College of Music Boston College Boston University Bowdoin College Brandeis University Brown University Bryn Mawr College California Polytechnic State University, San Luis Obispo

Carleton College Carnegie Mellon University Chapman University Claremont McKenna College Clark University Colby College Colgate University College of the Atlantic College of William & Mary Colorado College Colorado State University Columbia University Cornell University Creighton University Dartmouth College Drexel University Duke University Earlham College Elon University Emerson College Emory University Georgetown University Georgia Institute of Technology Grinnell College Harvard University Harvey Mudd College Haverford College Indiana University Bloomington Ithaca College Johns Hopkins University Johnson & Wales University Lehigh University Lewis & Clark College Loyola Marymount University Luther College Lynn University Macalester College Manhattan School of Music

Annual Report 2016/2017 | 29

Massachusetts Institute of Technology Methodist University Middlebury College New York University North Carolina State University Northeastern University Northwestern University Oxford College of Emory University Pennsylvania State University Pepperdine University Pitzer College Pomona College Pratt Institute Princeton University Purdue University Rhode Island School of Design Rice University Ringling College of Art and Design Sarah Lawrence College Savannah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Scripps College Skidmore College Smith College St. Francis College St. Lawrence University St. Olaf College Stanford University Suffolk University Swarthmore College Syracuse University Texas Christian University The Cooper Union for the Advancement of Science and Art The George Washington University The New School The New School, Parsons School ofÂ Design Trinity College

30 | Annual Report 2016/2017

Tufts University University of Arizona University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Chicago University of Colorado Boulder University of Florida University of Maryland, College Park University of Miami University of Michigan, Ann Arbor University of Michigan, Dearborn University of North Carolina at Chapel Hill University of Notre Dame University of Oklahoma University of Oregon University of Pennsylvania University of Rochester University of San Francisco University of Southern California University of Texas at Austin University of Virginia University of Washington University of Wisconsinâ&#x20AC;&#x201C;Madison Utah State University Vanderbilt University Wartburg College Washington University in St. Louis Wellesley College Westminster College Wheaton College Massachusetts Whitman College Williams College Worcester Polytechnic Institute Yale University

(I)GCSE JUNE 2017 IN NUMBERS In June 2017, Grade 10 students on both campuses completed the (I)GCSE exams. Results of the exams from both campuses are below. In previous years, UWCSEA results were compared with the Independent Schools Council (ISC) published averages, a group of UK independent schools that were seen as the closest possible comparison to UWCSEA. However, during the 2016/2017 school year, the ISC moved to a new way of assessing and reporting on GCSE exams: away from the A*–F model and towards a number system that has more in common with the IB Diploma assessment process. As most of the UWCSEA courses are (I)GCSE rather than GCSE exams (most particularly English, Mathematics and Science) and these are still reported in the A*–F format, we have lost a valid worldwide comparison. In time, all courses will change to the new system, but during the interim period, the charts below do not contain 2017 information for ISC schools. Instead, 2016 numbers are included as the most recent valid comparison.

DOVER CAMPUS

EAST CAMPUS 45.0

%A* UWCSEA %A* ISC†

34.5 (2016)

%A*–A UWCSEA

74.0

%A*–A ISC

%A*–A ISC 97.0

%A*–C UWCSEA %A*–C ISC

34.5 (2016)

%A*–A UWCSEA

61.9 (2016)

38.0

69.0 61.9 (2016) 97.0

%A*–C UWCSEA

90.8 (2016)

%A*–C ISC

90.8 (2016)

ISC = Independent Schools Council

†

COMPARISON This chart shows a comparison between average results for Independent Schools Council (ISC) member schools (2008– 2016) and the results for UWCSEA Dover (2008–2017) and UWCSEA East (2013–2017).

100

% A*–C DOVER % A*–C EAST % A*–C ISC % A*–A DOVER % A*–A EAST % A*–A ISC

% A* DOVER % A* EAST % A* ISC

2008

2011

2014

2017 Annual Report 2016/2017 | 31

32 | Annual Report 2016/2017

THE ARTS IN THE ACADEMIC CURRICULUM Much of the artistic pursuit at the College takes place through the activities element of the learning programme. However, the emphasis on music, drama, dance, film and visual arts in the Academic programme ensures that students who are strongly interested in this area can participate deeply in the artistic process. For further information on the Arts, please see the Activities section of this report.

DRAMA As usual, the Drama and Theatre departments on both campuses supported and extended student learning through a series of performance opportunities, workshops, collaborations across departments and Artist-in-Residence programmes. The enhancement of the Drama programme through these experiences allows students to broaden and deepen their understanding of the professional world of theatre and drama through their engagement with industry specialists.

DOVER CAMPUS

EAST CAMPUS

• Grade 12 Collaborative Project Performances

• IB Theatre trip to the National Institute of Dramatic Arts, Sydney (Australia)

• Jennifer Hartley, Theatre Versus Oppression – Theatre of the Oppressed Workshops with Grade 11 and 12 students, culminating in a Forum Theatre session with abused domestic helpers from H.O.M.E. • Physical Theatre, Viewpoints, Butoh and Suzuki workshops with Mark Hill for Grade 11 • Commedia dell’Arte workshop with Marco Luly for Grade 11 • IB Theatre Showcase production, Antigone • GCSE Drama Group Performance Exams (Grade 10) • GCSE Drama Devised Performance Exams (Grade 9) • FIB Showcase

• Grade 12 IBDP Theatre Collaborative Project Performances showcase • Grade 12 IBDP Theatre Solo Performances showcase • Grade 11 IBDP Theatre production, A Dream Play by Caryl Churchill • GCSE Drama Examination Performance showcase • Artist-in-Residence: Red Leap Theatre Company (New Zealand) • Artist-in-Residence: Frantic Assembly (UK) • Artist-in-Residence: Moira Arthurs • MS ISTA Hong Kong (trip)

• High School Dance platform • Dance Curriculum Showcase

Annual Report 2016/2017 | 33

MUSIC The Music programmes on both campuses continued to challenge students to a high participation and performance level. On Dover, the annual OPUS concert featuring over 400 Middle and High School students, gave students the opportunity to perform in this iconic venue. The Finale and Encore concerts, at Yong Siew Toh Conservatory of Music provided further opportunities for performance at professional venues. The various ensembles also performed at concerts on campus throughout the year and December 2016 saw another successful High School musical in the production of South Pacific, which ran for five performances in the RBT Theatre. In addition, in August 2016 the Music Department was enhanced significantly by the opening of a new recital room, recording studio and eight additional music practice rooms. On East, the Head of Music continued to be part of the review team writing the new IB Diploma Music curriculum. Grade 11 IB Music students composed all the music for the school production of Macbeth, while the Musicians-inResidence programme brought marimba/mbira African drumming (Wedzerai Zvirevo) and Balinese gamelan (musicians from Widhya Asih). Strategic placing of staff continued to allow for consistent transition across Grades 5 and 6 (and 8 and 9), while the Infant School curriculum was revised in light of the focus on Reggio practices. Students participated in AMIS Middle School Honor Orchestra (Singapore), AMIS High School Honor Choir, AMIS High School Honor Band and AMIS Honor Jazz Festival. There were also several highlights of music in the Service programme on East Campus, with the Music Department working with Global Concerns group Epic Arts through workshops, rehearsals and collaborative performance. Students also supported Focus Africa through fund-raising, awareness-raising and performance evenings; and students involved in Bali Bridges learned Balinese gamelan as part of their weekly meetings. At the same time two music-based local services (Drum Therapy and Music Therapy) working with Alzheimerâ&#x20AC;&#x2122;s patients at Apex Harmony Lodge were consolidated.

VISUAL ARTS The Visual Arts programme continues to stimulate students to a level of creativity and artistry that is unusual in schools. During 2016/2017, Dover Art teachers each hung one-person shows in the gallery on campus, demonstrating high technical skills, conceptual content and, most importantly for students, a lifelong passion for art-making. Dover and East High School Art students experienced exhibitions in Singapore and Malaysia. UWCSEA Visual Arts students get exceptionally high IBDP exam results and we have alumni at top art schools in Europe and the USA, including those with the most challenging entry requirements. 34 | Annual Report 2016/2017

LEARNING PROGRAMME: ACTIVITIES The College offers an extensive Activities programme from K1 onwards. The programme aims to complement the academic curriculum by providing a broad and balanced range of ‘real life’ vehicles beyond the ‘classroom’ for students to learn and apply the qualities and skills of UWCSEA’s learner profile. Choice is a key principle of the programme and students are encouraged to pursue their passions and in particular to select activities where they can work positively with others towards achieving collective goals. Often a starting point for developing lifelong interests, the programme aids students to develop their personal identity and is one of the key reasons why students feel such a part of UWCSEA’s vibrant community. Students at Dover and East are vital to the building and the leadership of the activities programmes. Councils in Junior, Middle and High School are responsible for giving a student voice in what activities are offered and from Sports Councils to College Publications and Academic Societies, UWCSEA students take important leadership roles. Some statistical highlights of the Activities programme can be seen below.

1,755 TOTAL NUMBER OF ACTIVITIES

Leadership

Clubs

90 79 273 134 1,179 Sports, fitness and wellness

2,834 activities Dover students were involved in

Visual and performing arts

Enrichment

2,414 activities East students were involved in

Annual Report 2016/2017 | 35

PARTICIPATION The chart below shows the average number of activities that students in each grade take throughout the year. It indicates that students in all grades are taking full advantage of the offerings from the Activities programme.

Activities at Dover Campus 9 6

10 8

8 6

G9 G10 FIB G11 G12

Activities at East Campus

11 9 6

7 5

G9 G10 FIB G11 G12

SPORTS AND WELLNESS Dover and East campuses offer wide ranging Representative Sports programmes which are supported by Non-Representative Sports and Fitness and Wellness activities. During the 2016/2017 year, the campuses worked together to initiate a Sports Education programme for students, coaches and parents. John O’Sullivan from ‘Changing the Game’ presented a range of seminars to more than 2,000 members of the community, focusing on: long-term athlete development; the role of parents in their child’s sporting life; developing a champion mindset; and guiding coaches in developing high performers in a ‘player-first’ environment. Also during 2016/2017, East Campus entered into a new partnership with English Premier League Champions Chelsea FC, offering a bespoke football programme by Chelsea coaches through the Activities programme and within the school PE curriculum. Chelsea FC International Development Centre is now based at UWCSEA East.

REPRESENTATIVE SPORTS A total of 320 boys and girls sports teams, at Junior, Middle and High School age ranges, across Dover and East campuses represent the College in the Athletic Conference of Singapore International Schools (ACSIS). Additionally the College is a member of the South East Asia Student Activities Conference (SEASAC), where 48 Senior ‘A’ teams represent Dover and East Campus in 12 different sporting codes (excluding climbing, cricket, hockey, sailing, and track and field). In 2016/2017 Dover and East had the highest participation rates in ACSIS of any school in Singapore (120 at each campus) and combined, UWCSEA won 12 of the 24 SEASAC Division 1 Championships.

NON-REPRESENTATIVE SPORTS AND FITNESS AND WELLNESS ACTIVITIES 50% of the sports programmes at UWCSEA are non-competitive or fitness and wellness activities. Through a very broad range of physical activities, students at UWCSEA are given the opportunity to pursue their sporting passions and talents in order to develop their physical sporting capabilities and to further their personal lifelong fitness, health and wellness. Dover and East have extended their weekend Phoenix and Dragons Sports Clubs, which now include badminton, basketball, climbing, cricket, football, karate, and volleyball. A selection of Non-Representative Sports and Fitness and Wellness Activities includes: Ballet, Boxing, Break Dance, Circuit Training, Cross Fit, Fencing, Floorball, Golf, Gym School, Hip–Hop, Irish Dance, Jazz Dance, Judo, Karate, Learn to Swim, Life Saving, Mindfulness, Parkour, Pilates, Rhythmic Gymnastics, Rock Climbing, Sailing, Spartan Warriors, Squash, Swim Fit, Synchronised Swimming, Table Tennis, Tae Kwon Do, Trampolining, Wake Boarding, Waterpolo, Wrestling and Yoga. 36 | Annual Report 2016/2017

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Annual Report 2016/2017 | 37

441 1,255 students taking Associated Board exams

students participating in the Instrumental Teaching Programme across the College

THE ARTS DOVER ENSEMBLES

EAST ENSEMBLES

Chamber Players Orchestra Symphonic Band Jazz Band HS Percussion Ensemble Cantabile Singers Concert Strings The Band Brass Band MS Woodwind Ensemble Intermediate Jazz Band Camerata MS Percussion Ensemble Arioso Intermediate Band Junior Band Beginner Band Recorder Ensemble Grade 5 Choir Junior Singers Junior Strings

High School Symphony Orchestra Sonos (High School choir) Sonos Boys (Male Voices Choir) CASamba CASmarimba Coloratura (Specialist Choir) Pamberi All Stars Chimanga Marimba Chiongotere Mbira Djembefolaw East Community Singers High School Jazz Band High School Jazz Combos JCS Pit Band Middle School Symphony Orchestra East Vocal Project and Singers Karibu Marimba Express Middle School Jazz Band Middle School Caribe Samba Band Guitar Ensemble Kutandara Marimba Ensemble (3) Strings United Band Together Ukulele Grooves Rhythmical Madness Chamber Ensemble Global Voices EPIC Samba Bali Bridges Gamelan (2) PS Music Ambassadors

INSTRUMENTAL TEACHING PROGRAMME – INSTRUMENTS OFFERED Woodwind – recorder, flute, clarinet, saxophone, oboe, bassoon; Brass – trumpet, cornet, horn, tenor horn, baritone, trombone, tuba, euphonium; Strings – violin, viola, cello, double bass; Percussion (including drumkit); Voice; Guitar – Classical, Electric and Acoustic; Bass guitar; Ukulele; Mbira; North Indian Harmonium, Tabla and Vocals; Piano – Classical, Popular and Jazz 38 | Annual Report 2016/2017

MS AND HS DANCE AND DRAMA PRODUCTIONS DOVER CAMPUS Title

Number of students

The Short Form

Student-directed – 60 students

UN Night

350 students; profits to Theatre Versus Oppression

The Last Five Years by Jason Robert Brown

Student directed – 8 students

South Pacific by Richard Rodgers and Oscar Hammerstein

50 students

Grimm Tales by Carol Anne Duffy

30 students

Blood Brothers by Willy Russell

35 students

Theatresports

25 students

UNVEIL – Student Dance Show

50 students

Lord of the Flies by William Golding

35 students

Top Girls by Caryl Churchill

15 students

Hacktivists by Ben Ockrent

18 students

EAST CAMPUS Title

Number of students

Macbeth by William Shakespeare

40 students

CultuRama

250 students

Vanquished – Student Dance Show

60 students

Jesus Christ Superstar by Tim Rice and Andrew Lloyd Webber

80 students

Two Weeks with the Queen

40 students

7 Ages of Man – Middle School Drama Devising Group

24 students

The Maids by Jean Genet

8 students

Who’s Afraid of Virginia Woolf by Edward Albee

8 students Annual Report 2016/2017 | 39

LEARNING PROGRAMME: OUTDOOR EDUCATION The Outdoor Education programme is a powerful part of the UWCSEA experience, providing students from Grade 1 to Grade 12 with opportunities to develop their independence, teamwork and resilience.

During 2016/2017 the Outdoor Education programme gave experiential learning opportunities to all students from Grade 1 to 9 and Grade 10 FIB. Students in Grade 11 participated in Project Week.

STUDENT HOURS SPENT OVERSEAS

OPTIONAL TRIPS

STAFF/PARENT HOURS SPENT OVERSEAS

Enrichment (various grades)

342,984

34,440

Dover student hours

Dover staff/parent hours

Australasian Regional Round Square Conference New Zealand Adventure Skiing and snowboarding in Verbier Learn to Ski in Japan Tabitha History Housebuilding

261,096

46,152

Adventure (High School)

East student hours

East staff/parent hours

143,232

18,672

Dover and East student hours on combined trips

Dover and East staff/parent hours on combined trips

Bhutan – Adventures in this mystical land Japan Autumn Colours Trek China Climb Paddle Nepal Horse Riding Expedition – Outback Australia Biodiversity and Research Programme, Kinabatangan, Borneo Sichuan/Tibetan Culture Trek – China Bali – Sea to Jungle Tall Ship Sailing in Australia – Leeuwin Sea Kayaking, Malaysia Diving Expedition – Eco Dive Sulawesi Langkawi Adventurous Journey Himalayan Rafting Adventure – India Bali Coast to Coast

747,312 99,264 College student hours

6,254

College staff/parent hours

times a student participated in an overseas trip

40 | Annual Report 2016/2017

349

individual expeditions

Vietnam Service and Curriculum Trip South Africa and Swaziland Service and Curriculum Trip Spain Cultural Immersion Tour France Cultural Immersion Tour China Cultural Immersion Tour

Maldives whale shark Research Expedition Mt Kinabalu Climb Expedition Mt Kinabalu Climb and Trek, Raft, Climb Hong Kong Trekking Expedition (Dover) Ladakh Expedition (two departures) Mt Kenya Climb with Mountain Bike Safari and Village Service, Kenya Mongolia Amazing Adventure South Wales multi-activity adventure Chamonix, France Outback Australia (3 trips) • Trip 1: Mountain Bike, The Outback • Trip 2: Canoe, Trek, Cave the Outback • Trip 3: Surf the Outback

cross-campus trips

COMPULSORY EXPEDITIONS GRADE 1 Overnight stay at College

GRADE 2 Overnight camp at Singapore Zoo

GRADE 3 Three-day forest adventure in Gunung Ledang in Malaysia

GRADE 4 Four-day trip to Pulau Sibu in Malaysia

GRADE 5 Five-day trip to Green Camp, Bali, Indonesia (Dover) Five-day trip to Taman Negara, Malaysia (East)

GRADE 6 Five-day trip to Tioman Island in Malaysia

GRADE 7 Five-day sea kayaking trip to Pulau Sibu in Malaysia

GRADE 8 Eleven-day trip to Chiang Mai in Thailand

GRADE 9 The opportunity to join over 20 expeditions from trekking in Nepal, Japan, Wales or France to tall ship sailing in Malaysia or Australia

GRADE 10 FIB Seven-day trip to Nan, Thailand (Dover) Six-day trip to Endau River, Malaysia (East)

GRADE 11 Project Weekâ&#x20AC;&#x201D;independently planned trips by small groups of students Annual Report 2016/2017 | 41

of countries

v t isi

Num b

COUNTRIES VISITED THROUGH THE OUTDOOR EDUCATION PROGRAMME

Australia, Bangladesh, Bhutan, Brunei Darussalam, Cambodia, China, France, Hong Kong, India, Indonesia, Japan, Kenya, Laos, Malaysia, Mongolia, Myanmar, Nepal, Netherlands, New Zealand, Philippines, South Africa, South Korea, Spain, Sri Lanka, Switzerland, Taiwan, Thailand, Timor-Leste, United Kingdom, United States, Vietnam

42 | Annual Report 2016/2017

LEARNING PROGRAMME: PERSONAL AND SOCIAL EDUCATION The Personal and Social Education (PSE) programme helps to ensure that students feel secure and valued, as well as encouraged in their learning, growth and social development. Through the programme students explore how they are connecting to their learning, friends, family, technology and the outside world. Self-confidence and self-esteem are built through all aspects of the learning programme, and their interactions at the College contribute to a studentâ&#x20AC;&#x2122;s personal and social education. Making PSE a unique strand within the programme ensures that time is dedicated to this important part of the student experience, but student welfare also includes safeguarding, learning support, counselling, university advising as well as the work of the tutors/mentors, Heads of Grade and Vice Principals in supporting socio-emotional needs of students. All members of staff have a responsibility for the well-being of students. The learning support and counselling teams are central and they work closely with teachers to ensure that students are supported both within and outside of the classroom. During the 2016/2017 year, the rationale and standards for the PSE curriculum from K1 to Grade 12 that had been developed during 2014/2015 and piloted during 2015/2016 were implemented further with students. Broadly, the content can be classified into three overarching concepts: individual well-being; relationships and community (interpersonal) well-being; and student ability to engage with global issues (global well-being). These concepts are revisited each year in a spiral structure, increasing the understanding and skills of students at age-appropriate developmental levels. With a continued focus on safeguarding, the College created a safeguarding structure that identified safeguarding leads in all school sections on both campuses. This allows for clarity in communication. Teachers received further training on various aspects of our safeguarding approach, including definitions of child abuse and how to handle disclosure. A Head of Safeguarding was recruited to provide further focus on this area during the 2017/2018 year and beyond.

PSE IN THE HIGH SCHOOLS In Dover High School, the timetable was amended to create two dedicated and slightly longer PSE sessions a week. The focus on the Philosophy for Children (P4C) approach to supporting and empowering students continued, with both teachers and student groups receiving training from a leader in the field, Jason Buckley. This will mean that students can deliver parts of the programme and can act as positive advocates for the approach within mentor groups. Tutors were renamed as mentors, while the programme was renamed as Personal and Social Philosophy for our older students. Association of Women for Action and Research (AWARE) participated in the relationships and sexuality aspects of the programme for Grades 11 and 12, and there was a continued intense focus on this aspect of the programme, particularly in light of growing concerns over the impact of online pornography on our young people. On East High School, extensive student consultation on the relevance of and interest in the programme took place during 2016/2017, with a view to adjusting the programme over time. In part as a result of this, the team created a wide range of resources to provide greater choice in activities and focal points for groups, in response to student stated concerns and areas of interest. Overall, there is a move towards a more self-directed, student-led approach through the use of the Online Learning Platform as a platform for resources.

PSE IN THE MIDDLE SCHOOLS In Dover Middle School there was a strong focus on Circle Solutions, a way of building healthy relationships, resilience and responsibility in children and young people. It promotes a positive environment for learning and underpins school and student well-being. Circle Solutions was implemented in Infant and Junior classrooms from January 2017 and in a selected number of Middle School tutor group sessions at the same time. In total, 48 teachers from Infant-Middle School took part in the training.

Annual Report 2016/2017 | 43

44 | Annual Report 2016/2017

In addition, a series of parent education workshops took place in the Middle School, focused on relationships and sexuality, and on growing up in a digital environment. The ‘Growing Up Digital’ series was a series of workshops, as follows: Demystifying Social Media; Growing Up in a Distracted World; Supporting Research at Home; and Getting to Grips with Video Games. In Middle School on East Campus, the teams developed and shared a rationale for the mentor programme along with a uniform and consistent means of documenting and storing the PSE programme. The work on embedding the curriculum continued with the development and refinement of unit plans for the mentor programme and Lifeskills courses, taking into account student need for support in the areas of relationships and sexuality and financial literacy.

PSE IN THE INFANT AND JUNIOR SCHOOLS Infant and Junior School on Dover continued to implement Circle Solutions alongside the Middle School. In addition, Junior School focused on restorative practices, a process which is a way of building, maintaining, restoring and sustaining relationships between students and is dependent upon a social climate that is reparative rather than punitive. Expert Greg Jansen conducted a full-day workshop with teachers on how to implement this process in classrooms and the wider environment so that strong and respectful relationships are at the heart of the educational experience for students. On East Campus teachers mapped out PSE standards, benchmarks and grade specific guidance across all grades in Primary and created stand-alone PSE units for learning that was missing from existing units. Deep discussion about the role of play in learning led to common agreements about what play should look like across the Primary School and resources to support that play. In addition, work was done on Primary School ‘Power of Words’ learning.

Annual Report 2016/2017 | 45

LEARNING PROGRAMME: SERVICE The UWCSEA Service programme empowers students to become aware, able and active contributors to the community, whether on campus, locally in Singapore or internationally with a project in a developing country. Service is at the heart of our mission, and service activities are a vital part of the learning programme. UWCSEA believes in the transformative nature of the experience of serving others and in the responsibility we have to one another and the planet. The Service programme fosters empathy and helps students to recognise that part of being human is seeking opportunities to put yourself aside in the service of others.

our students to be compassionate and responsible. Service allows students to put these values into action while also offering them an experiential learning opportunity that is rewarding in terms of personal growth. UWCSEA is recognised as a model of how dedicated and regular service cultivates an ongoing commitment in students to meaningful action in their community and beyond. The value of the Service programme to the organisations and people our students interact with can be measured in many ways. But the greatest impact is on our students, as they put their ideals and values into action and grow as compassionate people and active agents of change.

We do service at UWCSEA so that students can actively contribute to resolving social and environmental problems, both locally and globally. We want our students to deepen their understanding of why these problems exist but also to realise that everyone can play a part in shaping a better world. We expect

There are three levels of service: College; Local; and Global (incorporating Global Concerns, the Initiative for Peace and Gap Year). Below are some updated statistics for the 2016/2017 school year.

Money raised by students through the UWCSEA Service programme

Number of Global Concerns

$511,758

Dover Campus

East Campus

Dover

Dover and East Campus combined

Number of Local Service partners

$434,092 East

$945,850 Total

46 | Annual Report 2016/2017

Dover Campus

101

East Campus

Dover and East Campus combined

Number of College Services

Dover Campus

East Campus

Dover and East Campus combined

Annual Report 2016/2017 | 47

BREAKDOWN OF FUNDRAISING FOR SERVICE Global Concerns $945,850

Global Concerns $511,758

$30,478 Initiative for Peace

$1,322,919

Other $116,997

College

$229,594 SEALinks

$25,371 Initiative for Peace Other $116,997

Global Concerns $434,092

$815,293 Dover

$5,107 Initiative for Peace $68,426 SEALinks

$507,625 East

$161,167 SEALinks

DISBURSEMENT

20 s

ries

orted th ro

ern

All money raised at the College is independently audited annually.

oba h Gl l Conc

w it h N G

upp ss

The money raised by SEALinks, the parent groups who volunteer and raise funds for organisations in need of support in Singapore and overseas, is disbursed directly by them.

Students from the Global Concerns groups disburse money directly to the NGOs they are raising money for. They undertake this task with their supervisor, with the Head of Service/Global Concerns having oversight. Each has their own bank account, so the students know their individual totals.

Co u

Brazil, Cambodia, China, India, Indonesia, Korea, Laos, Malaysia, Myanmar, Nepal, Pakistan, Peru, Philippines, Singapore, South Africa, Sri Lanka, Swaziland, Thailand, Vietnam, Zambia

48 | Annual Report 2016/2017

PROJECT WEEK

Dover

Every year, Grade 11 students are presented with the challenge to research, plan, organise, and then carry out an independent low budget trip to a place where they can make a difference.

320

East

students participated

255

students participated

countries visited

The UWCSEA Gap Year programme offers students the opportunity to put UWC values into practice in Southeast Asia before going to university. During the 2016/2017 year, the Class of 2016 were involved in the following projects:

Gap Year projects

17 students involved

groups formed

countries visited

GAP YEAR PROGRAMME

groups formed

organisations helped

Project

Number of students

Chiang Mai BABSEA CLE, Thailand

Child Workers in Nepal

Bairo Pite Clinic, Dili, Timor-Leste

Green Umbrella, Cambodia

Initiative for Peace, Cambodia

Maya Universe, Nepal

Own project

Supporting UWCSEA Outdoor Education expeditions

Annual Report 2016/2017 | 49

50 | Annual Report 2016/2017

OUR COMMUNITY Annual Report 2016/2017 | 51

OUR COMMUNITY The UWC South East Asia community is a vibrant, truly international group of individuals, united in a common purpose. This section of the report provides some statistics and information about our community.

ENROLMENT 2016/2017

LANGUAGES

TRANSITION

DOVER CAMPUS Students: 3,013 • Families: 2,036

330 334 266

110

134

156

178

202

291 292

276

225

56 languages spoken at Dover Campus

7.8%

students leaving Dover Campus

43 G1

G10

FIB

G11

G12

EAST CAMPUS Students: 2,548 • Families: 1,748

88 K1

110

132

156 158

177 179

201 201 200

220

261 248 193

24 K2

G10

FIB

G11

G12

languages spoken at East Campus

8.2% students leaving East Campus

COLLEGE TOTAL Students: 5,529 • Families: 3,781

591 582

467

491

512 469

426 355 290

381

314

242 176

languages spoken across the College

198

67 K1

52 | Annual Report 2016/2017

G10

FIB

G11

G12

8.0% leavers across the College

NATIONALITY SPREAD 16.3% UK Others 26.5% (85 nationalities)

16.2% India Malaysia 2.6% nationalities in Netherlands 2.8% Dover Campus France 3.2% Korea 3.9% 9.1% USA Japan 4.3% Australia 7.5% 7.6% Singapore

22.0% India

Others 23.5% (68 nationalities)

14.7% UK France 2.6% nationalities in Malaysia 2.7% East Campus Canada 3.0% Korea 3.3% 9.7% USA Japan 4.0% 8.7% Australia Singapore 5.8%

Others 25.3% (95 nationalities)

Malaysia 2.6% Canada 2.7% France 2.9% Korea 3.6%

18.9% India

105

15.5% UK

nationalities in the College

Japan 4.2% Singapore 6.8%

9.4% USA 8.1% Australia Annual Report 2016/2017 | 53

Houseparents and Assistant Houseparents

Day staff

Nationalities

Languages spoken

BOARDERS Kurt Hahn, the founder of the United World College movement, believed the experience of boarding with other young people from around the world should be at the heart of UWCâ&#x20AC;&#x2122;s philosophy. The residential communities on Dover and East Campuses are home to 350 boarders with 76 nationalities, who live together and are nurtured in a challenging but safe environment. College

Dover Campus

188

Dover Campus

350

boarders across the College

East Campus 137

111

35 13 6 7 G8

32 13

G10 IGCSE

54 | Annual Report 2016/2017

78 22 14 8 G10 FIB

G11

G12

30% boarders who are scholars

162

East Campus

SCHOLARS In 2016/2017, the UWCSEA scholarship programme supported 108 scholars from 59 countries. Some scholars are selected by the College directly, but many are selected through their country National Committees. The National Committees is a network of volunteers, who operate in 156 countries worldwide. The UWC national committee system selects more than 1,000 students each year from within their countries and territories to attend UWC schools, colleges and programmes. They organise camps, a range of activities and formal interviews to establish studentsâ&#x20AC;&#x2122; commitment to UWC values and potential to thrive throughout the UWC experience. In some cases, they also raise funds for scholarships for students. Many of the UWCSEA scholars have entered the College through this system. While scholarship students must have the academic ability to meet the demands of the UWCSEA programme, they are also selected on the basis of their potential to have a positive impact on the local and global community. The College community benefits tremendously from the presence of scholarship students. The diversity of background, culture, socioeconomic status and life experience they bring enriches the everyday life of students, teachers and parents.

Dover Campus

108

scholars across the College

East Campus

35.2% Asia

Middle East 0.9% Oceania 2.8%

Americas 18.5%

Nationalities of scholars by continent 25.9% Europe

tr un

ies represen t

by scholars ed

mber of c Nu o

Africa 16.7%

Albania, Armenia, Belarus, Belize, Bhutan, Brazil, Burkina Faso, Cambodia, Colombia, Chile, Costa Rica, El Salvador, Estonia, Ethiopia, Fiji, Georgia, Germany, Greece, Guyana, Ghana, Honduras, Hong Kong, Hungary, India, Indonesia, Ireland, Israel, Italy, Jamaica, Kazakhstan, Kenya, Laos, Malaysia, Marshall Islands, Moldova, Mexico, Mongolia, Namibia, Netherlands, Niger, Nigeria, Norway, Paraguay, Philippines, Russia, Senegal, Serbia, Slovenia, Spain, Sri Lanka, Thailand, Timor-Leste, Turkey, Uganda, Ukraine, United Kingdom, United States, Uruguay, Vietnam. Annual Report 2016/2017 | 55

FINANCIAL SUPPORT: SCHOLAR PROGRAMME Funding for scholarships is generated through schools fees, the UWCSEA Nominee Programme (UNP), corporations, foundations, National Committees, parent donations and alumni donations. A total of $8.2 million was given to scholars on both campuses during the 2016/2017 school year.

DOVER CAMPUS

20.4% Corporate/major donors

percentage contribution to the scholarship funding

3.4% UNP 2.2% National Committees 1.7% UWCSEA Fund 1.4% Parents 0.2% Alumni 70.7% UWCSEA school fees

$4.43 million

total financial support

EAST CAMPUS

22.0% Corporate/major donors

percentage contribution to the scholarship funding

4.4% National Committees 4.0% UWCSEA Fund 2.8% Parents 1.8% UNP 65.0% UWCSEA school fees

$3.80 million 56 | Annual Report 2016/2017

total financial support

COMMUNITY FEEDBACK In 2011/2012, the College embarked on a process of trying to better understand the students, staff and parent experience. Part of this process was an extensive annual survey. As well as asking detailed questions about all aspects of their experience, community members were asked to say how likely they were to recommend the College to friends and family. This recommendation measure is used to understand advocacy levels in communities and businesses, with a view to identifying areas for improvement. Participants are asked how likely they are to recommend an organisation on a scale of 0–10. Those who score a 9 or a 10 are considered advocates for the organisation; those who score a 7 or an 8 are considered neutral; and those who score between 0 and 6 are considered detractors.* The Net Promoter Score is devised by subtracting the number of detractors from the number of advocates (neutrals are ignored). Organisations can score anywhere from -100% (all detractors) to +100% (all advocates). NPS are often averaging quite low. Fred Reichheld, in his calculation of 400 companies across 28 industries back in 2003 (Harvard Business Review article ‘The One Number You Need to Grow’), found that the median Net Promoter score was just 16. According to The Temkin Group report The Economics of Net Promoter, “compared to detractors, promoters are almost six times as likely

to forgive, are more than five times as likely to repurchase, and are more than twice as likely as detractors to actually recommend a company.” As a school, UWC South East Asia does not have the same opportunity for measuring the impact of loyalty in terms of repurchasing, switching to another brand and economic impact. Indeed, the complexity of the decision around whether or not to move your child means that detractors are more likely to stay at the school, despite low levels of satisfaction. During analysis of the UWCSEA surveys, the main focus is on the comments made and the ideas submitted for improvement. In addition, while many organisations will focus on moving neutral 8s into advocating 9s, the College focus is on those students, parents and staff who are scoring at the low end of the scale. In a place of learning, it is vital to understand why a student, parent or staff member is having a negative experience, and take steps to improve their situation. The analysis and discussion of the survey is extensive, and a series of action points are put in place each year to respond to the particular points raised. Results of the survey are communicated with parents through emails and forums. Below are some of the highlight results of the 2016/2017 parent survey. * For further information and details of the research that went into devising this scale please see The Ultimate Questions 2.0 by Fred Reichheld, with Rob Markey.

PARENT SURVEY PARTICIPATION The survey was distributed to 7,042 parents on 16 May 2017. Seventeen emails bounced and 2,653 surveys were submitted, of which 2,610 were valid. This represents a 36.7% return rate, a drop from 45.2% in the 2015/2016 school year.

The spread of responses between campuses and school sections, along with the number of students represented, are in the table below. It should be noted that if both parents in a family completed the survey, some students may be represented twice.

Campus

No. of parents giving No. of Infant School feedback children represented

No. of Junior School children represented

No. of Middle School No. of High School children represented children represented

Total no. of children represented

Dover

1,337

190

426

527

769

1,912

East

1,253

231

466

480

610

1,787

Both

Total

2,610

423

899

1,016

1,397

3,735

The 2016/2017 survey, as well as asking the usual questions about the student experience at the College, also asked about academic tuition. This was a direct follow-up to the 2015/2016 survey, which also explored the issue of academic tuition. The 2016/2017 survey allowed for some year on year comparison and a greater understanding of both the level of academic tuition at the College and the reasons behind it. The survey focused on quantitative data, with only a few text entry questions, making it faster to complete. Annual Report 2016/2017 | 57

RESULTS The overall NPS score for the College from parents was 45%, a very high advocacy score that speaks to the commitment to the College among the parent body. However, it is a drop from a score of 50% in 2015/2016. For the first time, there was a difference in score between campuses, with Dover Campus scoring 42% and East Campus scoring 48%. This is explained by a higher number of promoters on East Campus and a higher number of passives on Dover. The graphs below show the distribution of responses to the question â&#x20AC;&#x2DC;how likely are you to recommend UWCSEA to your friends and family?â&#x20AC;&#x2122; on each campus.

COLLEGE 10

32.54%

22.47%

23.79%

10.91%

4.74%

3.35%

0.85%

0.66%

0.31%

0.23%

0.15%

DOVER

45%

overall NPS for College from parents

29.55%

23.24%

24.28%

11.95%

5.12%

3.56%

0.82%

0.67%

0.22%

0.3%

EAST 10

35.67%

21.47%

23.28%

9.94%

6 5

4.34% 3.16%

0.87%

0.63%

0.39%

0.16%

0 0.08%

58 | Annual Report 2016/2017

SATISFACTION WITH ELEMENTS OF THE PROGRAMME Parents were asked to rate their level of satisfaction with various elements of the programme. The graphs below show the distribution of their responses to theÂ questions.

How satisfied are you with the Academic element of the programme?

How satisfied are you with the Activities element of the programme?

10.6%

9 8

29.6%

29.8% 15.6%

10.3%

27.1%

19.1%

15.8%

20.0%

5.6%

5.1%

3.3%

1.8%

0.9%

2.0%

1.2%

1.0%

0.4%

0.5%

0.2%

0 0%

0 0.1%

How satisfied are you with the Outdoor Education element of theÂ programme?

How satisfied are you with the Personal and Social Education element of the programme?

21.1%

29.1%

26.6%

13.6%

4.8%

5 4

2.5%

12.4%

24.0%

30.9%

17.8%

7.7%

4.0%

0.9%

1.3%

0.8%

0.5%

0.7%

1 0.1%

0.3%

0 0%

0.2%

Annual Report 2016/2017 | 59

How satisfied are you with the Service element of the programme? 10

21.1%

26.1%

28.0%

14.0%

6 5 4

SPECIAL SECTIONS Parental responses to the quantitative question in the area of academic tuition are outlined below.

ACADEMIC TUITION INFORMATION

6.0% 2.5% 1.1%

0.6%

0.5%

0.1%

50.6%

Does your child get academic tuition outside of school?

Yes

49.4% No

How satisfied are you with the quality of the teaching in the College? 10

16.5%

20.8%

25.0%

18.0%

6 5 4 3

Why does your child get academic tuition?

8.9% 5.2%

They are struggling with the subject

2.4% 1.6%

0.7%

0.6%

0.3%

The school does not provide enough time or support in the subject They want to move to a higher level in the subject

How well do you feel your child is cared for by the school? 10

15.9%

25.4%

28.9%

16.2%

7.3%

5 4

31%

3.8% 1.3%

0.5%

0.6%

1 0.1% 0 0.1%

60 | Annual Report 2016/2017

They need it for the future Others, please explain

48% 30%

16% 38%

ACADEMIC TUITION INFORMATION BY SCHOOL SECTIONS

35.2% Yes

52.4% Yes

64.3% Yes

Does your child studying in Infant School (K1–G1) get academic tuition outside of school?

Does your child studying in Middle School (Grade 6–8) get academic tuition outside of school?

Does your child studying in High School (Grade 11–12) get academic tuition outside of school?

64.8% No

47.6% No

46.5% Yes

58.7% Yes

Does your child studying in Junior School (Grade 2–5) get academic tuition outside of school?

Does your child studying in High School (Grade 9–10) get academic tuition outside of school?

53.5% No

41.3% No

35.7% No

Annual Report 2016/2017 | 61

62 | Annual Report 2016/2017

BUSINESS REPORT Annual Report 2016/2017 | 63

BUSINESS REPORT The College has significant business operations and this section of the report provides an overview of Human Resources, Admissions and Finance for the 2016/2017 school year.

HUMAN RESOURCES UWCSEAâ&#x20AC;&#x2122;s vision is to be a leader in international education, with a worldwide reputation for providing a challenging, holistic, values-based education. The recruitment and retention of excellent teachers remains central to this vision. The below provides some statistics about the teaching staff at UWCSEA.

494

full-time teaching staff at the College

472

part-time teaching staff at the College

Dover Campus student teacher ratio

admin/support staff at the College

East Campus student teacher ratio

10.5 students

1 teacher

10.4 students

1 teacher

RECRUITMENT

150

posts advertised

Please note that this number represents the total number of posts advertised for both teaching and admin/support staff positions.

64 | Annual Report 2016/2017

58% Female

5,910 applications received

42% Male

average number of applications per vacancy

TRANSITION

TENURE

UWCSEA enjoys an extremely stable teaching environment, with a low transition rate of teachers every year.

313

teachers at Dover Campus

Part-time teachers

270

years at Dover Campus

4.5

Full-time teachers

261

Part-time teachers

8.6

leavers at Dover Campus

teachers at East Campus

224

leavers at East Campus

years at East Campus

Full-time teachers Please note that East Campus opened in 2008, while Dover Campus has been open since 1971.

Annual Report 2016/2017 | 65

FULL-TIME TEACHING STAFF NATIONALITY SPREAD 47.0% UK Others 9.7% (26 nationalities)

Foundation 0.8% Boarding support 2.2% Management 3.8%

Spain 2.3% Ireland 2.3% China 3.1% Singapore 4.2%

STAFF BREAKDOWN

Admin/support staff 13.8%

Dover Campus

nationalities

Canada 7.0%

9.1% Australia

48.6% Academic staff (full-time and part-time)

30.8% Educational support staff

8.2% USA

New Zealand 7.1%

FULL-TIME ADMIN/SUPPORT STAFF NATIONALITY SPREAD 74.8% Singapore

Others 5.7% (19 nationalities) Australia 0.8% USA 0.8% Sri Lanka 1.1% China 1.1% Indonesia 1.7% Philippines 3.0% UK 3.4% Malaysia 7.6%

66 | Annual Report 2016/2017

Boarding support 0.9% Foundation 1.1% Management 2.9% Admin/support staff 9.5%

East Campus

nationalities 29.7% Educational support staff

55.9% Academic staff (full-time and part-time)

ADMISSIONS The Admissions Department is responsible for all aspects of the admission of students to the College. During 2016/2017, the Admissions Department continued to administer a large amount of applications for entry to the College. Following on from the success of the full immersion assessment days held as part of the Grade 10 FIB and Grade 11 selection process, this process was introduced for Grade 9 applicants. This enabled the prospective students and their families to gain a better insight into what a UWCSEA education entails and the UWC movement. It also gave candidates an opportunity to demonstrate their skills and qualities and how they would fit with the mission-aligned education at the College. In addition, current students were able to provide potential students with an insight into the UWCSEA experience, by involving them in group discussions and forums on relevant topics. They were also able to provide the Admissions Department with the voice of current students during the selection process.

Open Days continued to be significant events in the College calendar. Due to the volume of interest in Infant School on the Primary Open Days in previous years the College hosted two Open Days dedicated to Infant School on each campus, and single Open Days dedicated to Junior School, Middle School, High School and Boarding which had its own Open Day for the first time. These extra days boosted the number of families who attended at least one Open Day by 21% to 637. In total 1300 guest visited the College to experience an Open Day. The format of the Open Days changed to include more interactions with the students through informal meet and greet sessions and student-led tours. This resulted in a better conversion rate of 49% of the families who attended applied versus 33% the previous year. Moreover, of the number of families who attended and applied, 87% were first time applications versus 80% the previous year.

Dover Campus applications for each available place

2,772

East Campus applications for each available place

applications for August 2017 entry

increase in applications across College

2.9 applications

1 place

increase in applications to Dover Campus

2.6 applications

1 place

increase in applications to East Campus

After last yearâ&#x20AC;&#x2122;s drop in the number of applications from the previous year, 2016/2017 saw an increase of over 4% in the number of applications from 2015/2016. The College still averages nearly 3 applications for each available space. However, it is worth noting that demand for Primary School places was lower in all grades, while Middle and High School applications were significantly up on the previous year. Annual Report 2016/2017 | 67

APPLICATIONS AND OUTCOMES DOVER CAMPUS The table below shows the number of Dover Campus applications processed for entry in August 2017. Number of Dover Campus applications processed during 2016/2017 Dover entry August 2017

K2*

FIB

G11

Total

204

145

117

118

138

123

121

124

113

170

1,605

Of which duals accounted for

110

632

Number of places available

554

Total number of applications for each space available

2.3

1.0

4.5

4.0

2.6

2.7

3.9

3.5

2.1

2.3

4.4

2.4

2.8

2.9

Dover only applications for each space available

1.8

1.0

3.1

3.0

2.0

1.8

2.9

2.2

1.6

1.1

1.8

0.6

1.0

1.8

Total applications processed for entry

* K2 applications are by invitation only

The table below shows the outcome of processed Dover Campus applications. Outcome of processed Dover Campus applications Dover entry August 2017

FIB

G11

Total

Accepted (excluding transfers from East)

554

Ineligible including duals

188

Eligible but disappointed/declined opt in

483

Accepted other campus

177

Withdrawn/declined opt out

203

The table below shows the outcome of processed Dover Campus applications by percentage. Outcome of processed Dover Campus applications by percentage Dover entry August 2017

FIB

G11

Total

Accepted

43% 100% 22%

25%

38%

37%

25%

29%

47%

44%

23%

42%

36%

35%

Ineligible including duals

12%

17%

12%

13%

12%

11%

12%

18%

19%

12%

Eligible but disappointed/declined opt in

37%

50%

44%

31%

25%

43%

39%

25%

23%

22%

11%

30%

Accepted other campus

10%

14%

11%

20%

21%

15%

11%

Withdrawn/declined opt out

10%

11%

14%

11%

13%

18%

23%

13%

7.8%

leavers on Dover Campus

68 | Annual Report 2016/2017

3.74 years

average length of stay of leavers on Dover Campus

5.86 years

maximum average length of stay possible on Dover Campus

EAST CAMPUS The table below shows the number of East Campus applications processed for entry in August 2017. Number of East Campus applications processed during 2016/2017 East entry August 2017

K2*

FIB

G11

Total

Total applications processed for entry

116

108

161

1167

Of which duals accounted for

110

632

Number of places available

445

Total number of applications for each space available

1.3

2.8

2.9

1.9

3.6

2.1

4.2

2.6

3.9

4.6

2.5

4.0

2.9

2.6

East only applications for each space available

0.8

2.8

1.4

1.0

2.1

1.2

2.1

1.2

2.2

1.4

0.8

0.4

0.9

1.2

* K2 applications are by invitation only

The table below shows the outcome of processed East Campus applications. Outcome of processed East Campus applications East entry August 2017

FIB

G11

Total

Accepted (excluding transfers from Dover)

442

Ineligible including duals

170

Eligible but disappointed/declined opt in

292

Accepted other campus

101

Withdrawn/declined opt out

162

The table below shows the outcome of processed East Campus applications by percentage. Outcome of processed East Campus applications by percentage East entry August 2017

FIB

G11

Total

Accepted

73%

35%

34%

52%

28%

47%

24%

39%

26%

22%

40%

25%

35%

38%

Ineligible including duals

13%

11%

13%

24%

14%

20%

12%

16%

18%

10%

23%

15%

Eligible but disappointed/declined opt in

38%

43%

26%

32%

15%

41%

36%

31%

33%

20%

25%

Accepted other campus

18%

22%

20%

14%

Withdrawn/declined opt out

14%

12%

20%

10%

14%

16%

20%

14%

8.2%

leavers on East Campus

3.56 years

average length of stay of leavers on East Campus

5.04 years

maximum average length of stay possible on East Campus

Annual Report 2016/2017 | 69

FINANCE UWC South East Asia operates three separate financial entities: Dover Campus, East Campus and the UWCSEA Foundation. This section of the report outlines the financial data for the 2016/2017 school year for both campuses. Financial information for the Foundation can be found in the College Advancement section. The College is a registered charity in Singapore and as such is a non-profit organisation.

DOVER CAMPUS

Maintenance and operations 4% Other contributions 3% Boarding fees 4%

Development levy 10%

52% Teacher salaries and benefits

Administration and Boarding salaries and benefits 6% Educational support salaries and benefits 9%

Expenditure

Income Educational resources and other expenses 14%

Sundries and other fees 11%

Depreciation 15%

Tuition fees 72%

EAST CAMPUS

Depreciation 4% Administration and Boarding salaries and benefits 5%

Other contributions 3%

Maintenance and operations 8%

Boarding fees 4% Development levy 10%

Income

Educational support salaries and benefits 10%

Sundries and other fees 8% Tuition fees 75%

70 | Annual Report 2016/2017

53% Teacher salaries and benefits

Educational resources and other expenses 20%

Expenditure

STATEMENT OF FINANCIAL POSITION DOVER CAMPUS

EAST CAMPUS

As of 31 July 2017

As of 31 July 2017 2017

2016

2017

2016

ASSETS

Non-current assets Property, plant and equipment Club membership

Non-current assets 145,342,372

157,938,552

205,000

145,547,372

158,143,552

Current assets Trade and other receivables Prepayments Cash and cash equivalents

Total assets

Property, plant and equipment

9,955,200

7,692,862

Trade and other receivables

2,484,574

2,435,417

12,439,774

10,128,279

12,250,512

2,508,138

532,432

649,474

Current assets 4,007,779

3,540,205

306,565

348,155

19,245,408

30,151,822

23,559,752

34,040,182

169,107,124

192,183,734

FUNDS

Trade and other receivables Prepayments Cash and cash equivalents

Total assets

64,120,719

68,265,358

76,903,663

71,422,970

89,343,437

81,551,249

FUNDS

Development fund

55,314,893

55,725,825

Development fund

5,392,126

4,740,434

Retained earnings

44,764,876

39,707,747

Retained earnings

38,758,547

32,108,900

100,079,769

95,433,572

Total funds

44,150,673

36,849,334

Total funds

LIABILITIES

Non-current liabilities

Current liabilities

Loan and borrowings

1,600,000

–

Trade and other payables

1,600,000

–

Deferred income

16,240,000

39,080,000

Trade and other payables

10,885,050

17,245,911

Deferred income

40,302,305

40,366,510

Tuition fee deposits

9,355,403 35,309,242

37,270

Total liabilities

45,192,764

44,701,915

TOTAL FUNDS AND LIABILITIES

89,343,437

81,551,249

Tuition fee deposits

Current liabilities Loan and borrowings

9,236,570 35,918,924

–

57,741

67,427,355

96,750,162

Total liabilities

69,027,355

96,750,162

TOTAL FUNDS AND LIABILITIES

169,107,124

192,183,734 Annual Report 2016/2017 | 71

STATEMENT OF PROFIT AND LOSS AND OTHER COMPREHENSIVE INCOME DOVER CAMPUS Year ended 31 July 2017 Unrestricted operating fund

Development fund

Total

2017

2016

2017

2016

2017

2016

Revenue

92,057,999

89,792,835

11,897,602

10,629,273

103,955,601

100,422,108

Other operating income

13,814,321

3,733,613

–

13,814,321

3,733,613

(74,324,039)

(71,738,535)

–

(74,324,039)

(71,738,535)

(4,716,409)

(4,540,161)

(11,849,253)

(11,769,270)

(16,565,662)

(16,309,431)

(22,204,430)

(13,438,111)

–

(184,017)

(22,204,430)

(13,622,128)

4,627,442

3,809,641

48,349

(1,324,014)

4,675,791

2,485,627

429,687

340,826

–

429,687

340,826

–

(459,281)

(569,258)

(459,281)

(569,258)

429,687

340,826

(459,281)

(569,258)

(29,594)

(228,432)

5,057,129

4,150,467

(410,932)

(1,893,272)

4,646,197

2,257,195

–

5,057,129

4,150,467

(410,932)

(1,893,272)

4,646,197

2,257,195

Staff costs Depreciation of property, plant and equipment Other operating expenses Results from operating activities Finance income Finance costs Net finance costs Profit/(loss) before tax Tax expense Profit/(loss) for the year, representing total comprehensive income/(loss) for the year

72 | Annual Report 2016/2017

EAST CAMPUS Year ended 31 July 2017 Unrestricted operating fund

Revenue Other income Staff costs Depreciation of property, plant and equipment Operating lease expense Other operating expenses Profit before tax Tax expense Profit for the year, representing total comprehensive income for the year

Development fund

Total

2017

2016

2017

2016

2017

2016

77,442,619

74,468,655

9,309,763

9,155,859

86,752,382

83,624,514

9,225,107

3,933,941

–

9,225,107

3,933,941

(59,928,760)

(56,083,349)

–

(59,928,760)

(56,083,349)

(3,192,936)

(2,960,124)

(11,398)

–

(3,204,334)

(2,960,124)

–

(8,550,773)

(5,503,802)

(8,550,773)

(5,503,802)

(16,896,383)

(13,715,764)

(95,900)

(16,992,283)

(13,811,664)

6,649,647

5,643,359

651,692

3,556,157

7,301,339

9,199,516

—

6,649,647

5,643,359

651,692

3,556,157

7,301,339

9,199,516

Annual Report 2016/2017 | 73

74 | Annual Report 2016/2017

COLLEGE ADVANCEMENT Annual Report 2016/2017 | 75

COLLEGE ADVANCEMENT The Department of College Advancement comprises the UWCSEA Foundation, which is the fundraising arm of the College, and Alumni Relations, which helps the College to stay connected to former students, staff and families.

FOUNDATION The UWCSEA Foundation was established to enrich the UWCSEA learning experience and bring the College closer to achieving its mission. Created in 2008, the Foundation is an independent, nonprofit organisation that raises, invests and manages philanthropic contributions to benefit UWCSEA. The Foundation raises funds for three key areas: • Sustainable Development, with a focus on enhancing the two campuses and supporting environmental initiatives • Teaching and Learning, with a focus on advancing the College’s educational programmes • Scholarship Programme, with a focus on providing more scholarships and enriching the learning experience of our scholar community

TOTAL GIFTS AND DONORS $6million

$5,653,261

$5,337,707 1,117

$5million

1,000 $4million

964

$3million

$2million

715

800

$2,567,423

$2,058,248 $1,553,617

600

646 $1million

595

2012/2013

2013/2014

Total donations 76 | Annual Report 2016/2017

1,200

2014/2015

2015/2016

Donors

2016/2017

400

Donations received in 2016/2017 supported the following programmes:

SCHOLARSHIP PROGRAMME

110

scholars*

SUSTAINABLE DEVELOPMENT

countries

• Solar for Dover programme • Dover Green Heart infrastructure • Campus-wide composting project • Marine Conservation programme • Biomimicry and biodiversity conservation

Asia 44

4 Australia/Oceania

102 scholars at UWCSEA

Europe 23

7 North America

• Rooftop Garden • Adopt-a-Tree programme • Rainforest Restoration Nurseries on both campuses • Circular Economy project with Ellen MacArthur Foundation

9 South America

TEACHING AND LEARNING 15 Africa

• IDEAS Hub on Dover • Investment in Theatre programme

• Study into the impact of the UWC experience by Harvard Graduate School of Education scholars at other UWCs around the world, including two scholars receiving the gift of education through the UWC Refugee Initiative

• Counselling programme on mental health • Chinese Culture and History programme

Gifts through the Foundation have also supported Graduating scholar Gap Years in Timor-Leste, Nepal and Cambodia

• Professional development in cognitive coaching and restorative practices

Scholar activities such as IfP, MUN and SEASAC

• Experiential Artist-in-Residence programme • Gifted and Talented project support • Enterprise and Development Fund

* All scholars have the opportunity to further their studies in universities around the world on scholarships.

Annual Report 2016/2017 | 77

STATEMENT OF FINANCIAL POSITION THE UWCSEA FOUNDATION LTD As of 31 July 2017

2017

2016

ASSETS Non-current assets Available-for-sale investments

7,928,336

6,927,593

Total non-current assets

7,928,336

6,927,593

560,598

664

Current assets Other receivables Prepayment

17,267

13,046

Cash and cash equivalents

5,619,229

3,514,812

Total current assets

6,197,094

3,528,522

14,125,430

10,456,115

12,748,142

9,989,612

52,951

Total assets

FUNDS Restricted funds Operating fund â&#x20AC;&#x201C; accumulated surplus Fair value reserve

772,957

397,521

13,574,050

10,440,084

Other payables

551,380

16,031

Total liabilities

551,380

16,031

14,125,430

10,456,115

Total funds

LIABILITIES Current liabilities

TOTAL FUNDS AND LIABILITIES

78 | Annual Report 2016/2017

STATEMENT OF PROFIT OR LOSS AND OTHER COMPREHENSIVE INCOME THE UWCSEA FOUNDATION LTD Year ended 31 July 2017 Restricted funds

2017

Operating fund

Endowment fund

Scholarship fund

Capital fund

Programme innovation & initiatives fund

Staff professional development fund

General fund

Total funds

Income Donation income

–

1,979,192

1,832,446

130,590

1,157,946

5,000

232,534

5,337,708

Other income

1,126,486

–

1,126,486

Total incoming resources

1,126,486

1,979,192

1,832,446

130,590

1,157,946

5,000

232,534

6,464,194

Audit fees

(15,264)

–

(15,264)

Staff costs

(932,138)

–

(932,138)

Other operating expenses

(179,084)

–

(179,084)

–

(74,322)

(2,131,749)

(63,425)

(92,000)

–

(217,682)

(2,579,178)

(1,126,486)

(74,322)

(2,131,749)

(63,425)

(92,000)

–

(217,682) (3,705,664)

Surplus/(deficit) for the year

–

1,904,870

(299,303)

67,165

1,065,946

5,000

14,852

2,758,530

Other comprehensive income Items that may be reclassified subsequently to profit or loss

–

375,436

–

375,436

–

2,280,306

(299,303)

67,165

1,065,946

5,000

14,852

3,133,966

Expenditure

Donation expenses Total resources expended

Net change in fair value of available-for-sale financial assets Total comprehensive income for the year

Annual Report 2016/2017 | 79

FOUNDATION FINANCIAL REPORT TOTAL DONATIONS IN 2016/2017

$ 5,337,708

OPERATING INCOME AND EXPENDITURE 2016/2017

Total donations

College gift (for operating expenses) $1,120,350

Operating income Endowment $1,979,192 $6,136 Bank interest

$1,526,070 Others Staff cost (aided by the College) $932,138

Operating expenditures Scholarship programme $1,832,446

Other expenses $179,084

$15,264 Audit fees

ENDOWMENT FUND

Available-forsale investments $7,928,336

$9,464,168 Total endowment $1,535,832 Cash at bank

80 | Annual Report 2016/2017

Adam Jones â&#x20AC;&#x2122;81, professor, author, photojournalist and founder of NGO Annual Report 2016/2017 | 81

ALUMNI RELATIONS The UWCSEA Alumni Relations programme was established in 2006 to enable alumni to stay connected to each other and to the College. Alumni are a valuable resource for the College and during 2016/2017, many alumni offered their time and expertise to the College in a number of ways. There was also an increase in the number of alumni donors and amount of financial support. • Twenty alumni from around the world addressed students via Skype to share information about their career and industry and answer students’ questions during Careers Week, and several more alumni participated in the annual Careers Fair in person

• Six alumni participated in programmes for students at the IDEAS Hub, including involvement in the Mentor for Life Challenge, Social entrepreneurship, Mentor for Projects, Biodiversity Research, Eco-Design and Marine Conservation Camp

• Alumni visited the campus to speak to students at the UAC or during an assembly, including an actor/singer who spoke to students interested in performing arts careers and an alumna media host who spoke to students and staff about her nursing home investigation

• Twenty-eight alumni attended University Advisor sessions in both January and June to offer advice about their university to current students

• A panel of alumni back in Singapore for the milestone Reunion 2017 event spoke to an assembly of Grade 6 students about UWCSEA and the influence it has had on them

• Graduation 2017 guest speakers for both Dover and East Campus included former students of UWCSEA (Dover’s guest speaker being a former student for the 9th year)

• One hundred and twenty alumni visitors booked a visit and tour of the College and many more dropped in unannounced

12,086 contactable members

134

c at e d

Countrie si

hich alumni e lo ar

Albania, Argentina, Armenia, Australia, Austria, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bermuda, Bhutan, Botswana, Brazil, Brunei, Bulgaria, Burkina Faso, Cambodia, Cameroon, Canada, Cayman Islands, Chile, China, Colombia, Costa Rica, Croatia, Curaçao, Cyprus, Czech Republic, Denmark, Dutch Caribbean, Egypt, El Salvador, England, Estonia, Ethiopia, Falkland Islands (Malvinas), Faroe Islands, Fiji, Finland, France, Georgia, Germany, Ghana, Greece, Guam, Guatemala, Guyana, Honduras, Hong Kong, Hungary, Iceland, India, Indonesia, Ireland, Israel, Italy, Jamaica, Japan, Jersey, Jordan, Kazakhstan, Kenya, Laos, Lebanon, Lithuania, Luxembourg, Madagascar, Malaysia, Maldives, Malta, Marshall Islands, Mauritius, Mexico, Moldova, Mongolia, Morocco, Myanmar, Namibia, Nepal, Netherlands, New Zealand, Nigeria, Norway, Oman, Pakistan, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Romania, Russia, Rwanda, Samoa, Saudi Arabia, Senegal, Serbia, Sierra Leone, Singapore, Slovakia, Slovenia, Somaliland, South Africa, South Korea, Spain, Sri Lanka, Sudan, Swaziland, Sweden, Switzerland, Taiwan, Tanzania, Thailand, Timor-Leste, Trinidad And Tobago, Turkey, Turks and Caicos Islands, Uganda, Ukraine, United Arab Emirates, United Kingdom, United States, Uruguay, Vanuatu, Venezuela, Vietnam, Zimbabwe 82 | Annual Report 2016/2017

60% of alumni are contactable

120 alumni who visited the College Alumni Relations office and toured the campus

9,141

$590,361

1,336

alumni members of UWCSEA alumni digital platform

Alumni Giving 2016/2017

alumni members of the UWC Hub

21% 2016/2017 donors who are alumni

Alumni

Former staff

members of the 1971 Society

53% Annual Milestone Reunion 2017 attendees who participated in Reunion Class Giving (Classes of ’72, ’77, ’82, ’87, ’92, ’97, ’07)

202

Student Alumni Council members

alumni on the 2016/2017 Board of Governors and Board of Trustees

universities represented by alumni mentors

977

559

attendees at alumni events

alumni events

university mentors Annual Report 2016/2017 | 83

DONORS 2016/2017 1971 SOCIETY Named in honour of the year the Dover Campus was opened by the then Prime Minister of Singapore, Lee Kuan Yew, the 1971 Society recognises those who have made accumulative lifetime gifts of $10,000 or more to UWCSEA. Through their generosity, these benefactors are helping the College remain at the forefront of international education. 1971 Society Members are formally recognised through the below five levels of giving circles: Chairman’s:

S$1 million and above

Patrons:

S$500,000 up to S$1 million

Benefactors:

S$100,000 up to S$500,000

Fellows:

S$50,000 up to S$100,000

Members:

S$10,000 up to S$50,000

SOCIETY MEMBERS UWCSEA would like to thank the following 131 members for their generous and continued support: CHAIRMAN’S CIRCLE Lizanne ’83 and Robert A. Milton ’78 Lee Hysan Foundation Gale and Shelby Davis Ricardo and Petra Portabella MAC3 PATRONS Kewalram Chanrai Group Trafigura Pte Ltd. Andy and Mei Budden UWC Denmark National Committee Bataua Scholarship Fund Dauren Yerdebay Anonymous gift BENEFACTORS S and V Foundation Capital International Inc. The Sassoon Family Foundation Suhardiman Hartono MacFadden Family Kirtida and Bharat Mekani 84 | Annual Report 2016/2017

Mara McAdams and David Hand Shiv and Urvashi Khemka Gary Basil Scholarship Fund AT Capital Pte Ltd Mary Ann Tsao Robinson SK-NIS Mayank Singhal of PI Industries Ltd Sonia Nayaham and Hari Kumar In Memory of Sarojini Viswalingam Reza and Imelda Sasmito Safavi Nang Lang Kham ’07 Nang Kham Noung ’09 Nang Mo Hom ’14 A grateful UWCSEA family In Honour of the late Lal Kumar and Dr. Rajadurai Leon Le Mercier ’94 Van Oord Dredging and Marine Contractors KMG International N.V. Anonymous gifts made by six donors

FELLOWS Prince of Wales Trust Dato Abdul Rahman Abdul Shariff and Datin Dr. Mona Abdul Rahman Family Harrold Sanjay and Ravina Kirpalani Manzoni Family Lester and Christine Gray UWCSEA Dover Parents’ Association UWC Spain National Committee UWC National Committee of Germany UWC China National Committee Shripriya Mahesh Ramanan and Ramanan Raghavendran BHP Billiton Yun Dai Family Nitin and Amie Gulabani UWCSEA East Parents’ Association Scholae Mundi Anonymous gift

MEMBERS Iain and Tejas Ewing Jean de Pourtales Craig Flood ’78 Kush Handa ’78 Haeyong Jung Kishore Mahbubani Charles and Jenny Ormiston John Shang ’78 Mr and Mrs Zain C. Willoughby ’78 Julian and Buff Whiteley Tord ’86 and Kimberly Stallvik Satish and Anita Shankar Gay Chee Cheong Mark Koczanowski and Vicky Binns Bindiya and Raj Mishra Dale Fisher ’78 Vinod Sahgal Peter ’83 and Tine Jessen Mr and Mrs Hooi Siew Yan Kennedy-Cooke Family

David and Sonja Chong James Dalziel and Nancy Fairburn Viren and Ruchee Desai Arvind and Niharika Tiku Ashwin Ranganathan and Claire Ngo Kandisaputro and Juliet Chris and Fleur Thomas Mr and Mrs G. S. Ramesh Takeda Pharmaceuticals (Asia Pacific) Pte Ltd Åsa and Magnus Böcker Ben Morgan Ne Aung and Khin Moe Nyunt Soofian ’90 and Fatima Zuberi Jacques Mainguy ’79 Mr and Mrs Sohmen-Pao Ross and Florence Jennings Ko Ko Gyi and Moe Moe Alex Dong Seng Chee and Audrey Ho Ravi and Lakshmi Raju

Rigel Technology (S) Pte Ltd Lau Family Fredrik Fosse ’03 Mr and Mrs Yaw Chee Ming Wang Piau Voon and Lam Li Min Tek and Angeline Heng Dominic and Tania Pemberton KC Hew Mr and Mrs Shinichi and Emi Tonomura Varun Kodthivada and Tara Gupta Hideshi and Mana Tokoi Jerome and Stephanie David Sheng Zhang and Donna Tang Rob and Jeanette Gilby Prashant and Claudia Kedia Anna Mezhentseva Liu Tsu Kun Nisha and Rajesh Raman Newman Family Srinivas Venkatraman

Abad Merritt Family Declan and Chisa O’Sullivan Takeda Family Dave and Sue Shepherd Mikhail Nikolaev Saga Tree Capital Ronald Chong ’78 Nicholas Chan Paul Cummins ’78 Bhargava Family Mikayla Menkes ’17 John Menkes Utsav Ratti ’96 Mark Reinecke ’86 Stirrat Family Julie Ann Kohn and Dan Swift and Family Lan Jian Richard and Zainab Slovenski Hamanaka Family Bovornrudee Poonsornsiri

Derek and Katherine Chang Moreau Family McLaughlin Family Jeremy and Janet Snoad Geetha Muthiah Ravi and Sumati Raheja Anonymous gifts made by nine donors

Annual Report 2016/2017 | 85

ANNUAL GIVING The financial support of UWCSEA’s parents, alumni, staff, and friends through Annual Giving, enables the College to invest in additional transformational projects and initiatives. Through Annual Giving, one person and one contribution at a time, we can continue to maintain and enhance our pioneering curriculum, enhance diversity through the scholarship programme and provide first class professional development opportunities.

1971 SOCIETY ANNUAL GIVING A grateful UWCSEA family Bataua Scholarship Fund Gary Basil Scholarship Fund Yun Dai Family Gale and Shelby Davis Alex Dong and Cecily Guo Iain and Tejas Ewing Fredrik Fosse ’03 Hamanaka Family Shiv and Urvashi Khemka KMG International N.V.

Julie Ann Kohn and Dan Swift and Family Lan Jian and Li Xiaosu Lau Family Leon Le Mercier ’94 Lee Hysan Foundation MAC3 Mara McAdams and David Hand Anna Mezhentseva Geetha Muthiah Nang Kham Noung ’09

Nang Lang Kham ’07 Nang Mo Hom ’14 Sonia Nayaham and Hari Kumar Mikhail Nikolaev Sr. Pisit and Bovornrudee Poonsornsiri Ricardo and Petra Portabella In Honour of the late Lal Kumar and Dr. Rajadurai Ravi and Sumati Raheja Shripriya Mahesh Ramanan and Ramanan Raghavendran Reza and Imelda Sasmito Safavi

Saga Tree Capital Advisors Pte Ltd Scholae Mundi The Sassoon Family Foundation Mary Ann Tsao Robinson UWC National Committee of Germany UWC Spain National Committee UWCSEA East Parents’ Association Van Oord Dredging and Marine Contractors Anonymous gifts made by seven donors

Karen Cockburn Sinéad Collins and Gary Toner Peter Colven and Biby Hochbaum ’97 Giacomo Corsini ’86 Paul Cummins ’78 Andrew and Bonnie da Roza Mr and Mrs Destandau Tim Davies and Sumi Dhanarajan Priti Devi and Tarun Kataria Dunton Family Chris Edwards Tara and Scott Garson Flower Joshua Gilby Jason and Katrina Glassick Harvey and Rosita Goldstein Nick Gomersall and Nevine Mikhail Pippa Haley Kush Handa ’78 Haroon Family Ralph and Bettina Haupter Alexander and Carolin Henke

William and Jerene Hernstadt Douglas and Moemi Heskamp Mr and Mrs Hooi Siew Yan Tine and Peter Jessen Kandisaputro and Juliet Hiroo Kaneda ’92 Josephine Kang Kankaanpää-Monney Ijaz Kate and Shukura Babirye Kennedy-Cooke Family Khor-Brogan family Kim Chung Ae Varun Kodthivada and Tara Gupta Pat Kongboonma Ashutosh and Monica Kumar Kimberly Latham and Jeff Bullwinkel Masaki and Naoko Lee Xian Yu Li and Jun Michelle Fang Dr and Mrs Lim Ka Liang Lim Ming Boon Florence and Selina Liu

Liu Guolin Lord Family Grace Lu Magnier Family Jacques Mainguy ’79 Malini and Karthik Alexandre and Nicolette Manson Manzoni Family Clive McDonnell and Nee Phua The McLaughlin Family Kirtida and Bharat Mekani Mahua Menon and Ranodeb Roy M Mishra Lily Moeljono Pawitra Moreau Family Ben Morgan Deborah and Philippe Mur Murga Family Ne Aung and Khin Moe Nyunt Newman Family Gen and Tomoko Nonaka

GLOBE GIVING CLUB Abad Merritt Family Abhishek and Nety Naila Ahmed ’94 Nicholas and Ellie Alchin Fiona Alexander ’87 Ayush and Annika Florian and Verena Becker Bellens Family Bhargava Family Simon Bignell and Andrea McDonald Zoe Brittain Bryant Family Andy and Mei Budden Peter Butterworth Carbery Family Alex and Heather Carmichael Jonathan Carter Nicholas Chan Derek and Katherine Chang Henry Chong ’08 William Chong Meng Wan ’78 86 | Annual Report 2016/2017

Names appear in alphabetical order, as per requested recognition name.

Yumiko Oshima Julie and Albert Ovidi Ferish and Neha Patel Jonathan and Rowena Paul Jordan, Cameron and Imogen Pefianco PI Industries Ltd Antonio and Tricia Puno The Raghavan Family Satya Ramamurthy and Prabha Narayan Kenji Sakurai

Miran Salgado ’79 Malini Samai Anand Sanghi Teruhide Sato Sen Family Vidhi Shah Shang Zi Qi ’20 Shantanu Shenai Dave and Sue Shepherd Mike and Eya Sicat The Snoad Family

Linda Song Nigel and Suzanne Stead Stirrat Family Anand Swaminathan Erika Swan Bhupender and Nivedita Tanwar Temple Family Jason Toh ’02 Greg and Michelle Unsworth UWCSEA Phoenix Basketball Gayatri and Raj Jit Singh Wallia

Hope Walton Wang Yi Yi Aidan Warren Almud Weitz and Timm Vollbrecht Mai Luen Wong ’91 Xu Qiwen Lijun Yang You Jee Won and Ji Jung Ah Sheng ZHANG and Donna TANG Anonymous gifts made by nine donors

Blumbach Family Frauke Bodino ’87 Trishala Bopanna ’09 Mark and Sue Bradshaw Bray-Bridgewater Family Imogen Brent The Bresmans Russell Britton ’00 Luc and Marie Broussaud Brutsch family Steven Bukvic Frederic Cabay and Patricia Reed John Callf Chuan Ian Campbell ’84 Courtney Carlson and Tony Lee Anushka Chakrabarti Gordon Chan Binu Chaudhary Saikrishna Chavali ’07 Liesl Bernardo Chavez Chelkowski family Kaydan Chen Chen Jie and Pan Weiying Naiqian Chen Timothy Cheung and Sue-Ann Yong Angela Chew (class of 2000) Chia Yoke Chee The Chiampo Family

Evelyn Chin ’91 Jason Choo YM Chow Kathleen Chu ’06 Amy Clark Caroline Clark Viki Cole Gilles Collong Parnell Cook Ted Cowan and Belinda Robinson Michelle and Ken Crouse Andrew Cunningham Shenaz Dabu Dahan Family Matt and Tracy Dallimore Batbayar Damdinsuren Danyluk Family Chandrima Das Zal Dastur ’01 Amaury de Dietrich Dipika Jean-Michel and Marie Deckers Emma Defechereux Frederic and Cristobel Demesy Benjamin H Detenber Vishal Dhawan Filippo di Mauro Lesley Dickson ’01

Cem and Nadja Dinckol Robert and Edna Dompeling John and Mariam Doyle family Dubois-Denis family Richard Eike The Ellerbaek Family Fiona Adele Ellison Emerson family Don and Purni Ferrin Boris Forey ’99 Taran Henri Dao Yi FRANCK Belinda Fraser Tetsuo Furukawa Gaier Family Anesu Gamanya ’13 Geeta and Ramanathan Daniel Gelinas Lucas and Rania Ghai Manan Ghai The Ghirardello Family Steve and Marcela Glover Georgina Gonzalez Gonzalez Urda Family Alan and Brooks Goodyear Roger Goshawk Gould-Healy Family Govils G4 and G7 UWCSEA East Ruby Gower

UWCSEA FUND SUPPORTERS 11DCI Shivin Agarwal ’12 Neetu Aggarwal Carlos Aguilar and Vera Siregar Pia Sabharwal Ahmad, Class of 1991 Fay and Brian Alesi Ruhi and Sama AMIN Kishore and Michaela Anchan Anderson Family Kibi Anderson ’96 Cora Ang ’01 Coleen Angove Anuj ’15 Krishna Arani Rahel and Thomas Arm Arriyan and Rishaan Andrew Arthur Jia Banka Barbier Family Barnard Family Joshua Beacroft Karan Singh Bedi Ian Bellhouse and Eleanor Great Libby and Aditya Beri Abhinav, Abhimanyu, Shefali and Neeraj Bhargava Rohit Bhasin Iresh Bhaskar 2013 The Bilan-Cooper Family

Names appear in alphabetical order, as per requested recognition name.

Annual Report 2016/2017 | 87

Grade 5 Junior School - class of 2016/17 Matthew Grundlingh ’16 and Nicholas Grundlingh ’15 Sharlene and Stephen Grundlingh Mu Gu and Noriko Okayama Amit Gupta Itu Gupta Piyush and Priya Gupta Akira Hachiya Ralf and Liliane Halbach Magnus Hallin ’86 Lana, Yoonah, and John Hayes (Class of 2003 and 2033) Dirk Heerding ’80 The Herur Family Hew Jun-Wei ’01 Shuichi Hidaka Adrienne Hintz ’81 Richard Holland ’97 Liam F Holohan The Holt Family Will Hoon Huang Ta Lun Alexander Hunte and Nadia Larsson Cameron Hunter Koonsun Hyun Arisa Ito ’05 Iyer-Vohra Family Mattie Annette Jackson Stephane and Gaelle Jacqmin Amit Jain and Chandni Jain Charu Jain Netraa Jain Rohan Jain Ihab Jamal Eddine Inda Malini Jamil Inho Jee Jelfs family Anil and Sangita Jhunjhnuwala Adrian Jiang Ming Jing Michael Jobe 88 | Annual Report 2016/2017

Giff and Mathilda Johnson Cathy Jones Tejal and Tiana Joseph Salhotra Havovi and Rohit Joshi K2GST K2SKi 2016-2017 Rajeev Kadam Gunjan and Showbhik Kalra Kavya and Tanya Kay Katy and Steve Kay Paula and Jamie Kelly Kennan family Susanna Kenyon-Muir ’01 Jimmy Khern Kirby Khoo Christine Kim Family Gyuri Kim Jong Hoon Kim Mr and Mrs Kingsley Krachaiwong’s family Alexander Krefft ’93 Rajesh Kumar Prof A N Kurniawan Klaas Laan Lambrou Family Ranjan Lath Nicholas Laveris Sophie and Ana Laya Julien Le Sourd and Soazig Purenne Lechner Family Lee Boon Fong Lee Hyang Ryul Venus Lee Leemon Family (Gaea and Parents) Eric Leo ’91 Sam and Poni Leong Michael (Muller) Leuchtenberger ’86 Jasper Leung Kate Lewis and Doug Wills Guanghui Li and Yufan Zhang

Sophie Li ’01 Li Qi Liew Family Agnes Lim Jim Lim ’15 Debbie Lin ’02 Linder Family Lindström Amber and Elijah Liu Liren Liu Loh Chee Foong Loh Phui Cheu Loo Kuen Feng Lory family Low-Su-Ming ’84 Lu Xuan Robert William Lutton Erling Lystad Paul MacCallum ’84 Cathy Macdermid Hana Makarim ’96 Masami Makino Maxime J. Malapert Mallika and Pavitra The Martin Family Sittichai Matanachai Neha Mathur ’01 Matsushita Yumi ’88 David and Kim Maxwell Gillian McElvogue ’82 Alexander McGregor Caroline and Robert Meek Angkana Meeploy and JC Marti Jaya Mehrotra Keith and Nisha Mendez Les and Carleen Menkes John Menkes ’21 Mikayla Menkes ’17 Michaelis Famliy Milland Pascal and Christine David Millard

Minford Family The Greg Mitchell Family Yuki Mitsuyasu ’01 Juliette Molenaar Molly William Monteith Adams Brent Morgans Myra Mukerji Tapash Nag Rohit Narang Puneesh and Chandni Nayar Christopher Newman Han Nguyen (’01) Minh Nguyen ’03 Nguyen Minh Tam and Jessica Philip Niemann ’01 Scott Nies Karen and Leigh Nippress Natsai Charlene Nyakudarika ’04 Munkhtuya Nyamdorj Hawk Ostby ’85 Luke and Jack O’Connor Stefan M. Ogden Michiko Ohya Honoka Okawa Zuzanna Olszewska ’96 Brian Ó Maoileoin and Kate Drudy Normala Omar Rae Omar Ong Chaw Yin Harrison O Reilly Dan and Libby Orr William Pang Anish Pangarkar ’17 Amee Parikh Miriam Park ’01 You Mi Park Christine Parker ’93 Francesca Parodi Parr Family Aanavi Patodia ’14

Names appear in alphabetical order, as per requested recognition name.

Veronique Pell Lescaut Adam and Isabella Pettersson Ajoy and Meera Philip Ping Ping Timothy John Pinnegar Pirinski family Family Pluijmers Poddar Family Hugh Pollard Portcullis Group The Power Family Subarna and Mohan Prabhakar Leena Prakash David Protonotarios Rahul and Roshan Yuvraj Raizada and Vini Vijayvargiya Lakshmi and Ravi Raju Agalya Ravi Ramadoss Ravindran Fiona Read Jill Reichenbach Nathalie Ricaud Emma Rice Joe and Nikki Rivera Tony Robb ’86 Roejkjaer Niyati and Tara Roy Kaushik and Sarita Rudra Elena Ryan ’91 Ros Nimi Saidin Zahabia Saleem ’05 Sabtu Bin Salleh Trien Salim Clare Sandlund ’10 Tamara Sanguigni Ashwin Sanketh Tidaporn Santimanawong Kavi and Tejas Sarna Mark and Karen Saurin Ethan and Orissa Schaap Susanne Schaefer

Desiree Schlosser Schneuwly family Daniel Schoenfelder Birgit Schoppe Bernold Schroeder Kirsten Scott ’01 Lynda Scott Hiroe Sen Madhulika Sen Supriya Sen Young Taek Seo and Hua Li Gary and Mel Seston Ritu and Samir Shah Aryan Shanker Adit Sharma Sandeep Sharma Lindsay Sharman ’99 Hannah Shepherd ’14 Shim Shang Doe Jota ’95 and Claudia Shohtoku Sigl Family Shishir and Nidhi Singh Vikram Singh ’01 Vitas and Lauren Sipelis Dayalan Sivaprakasapillai ’99 Erwin Sjamsudin Roy and Lia Skog Paul Slootman ’82 Mark Smith Meera and Karan Sobti Sheila Sofian ’81 Ana S. Garcia Sri ’04 Viswanath Srinivasan Monica Stanciu Vida Maria Steiro ’15 Jane Sullivan Yovita Sunarjo Sri Priya ’95 and Sriram Maggie Sy Benny Tai ’96

Names appear in alphabetical order, as per requested recognition name.

Kenichi Takahama Risa Takahashi ’01 Tan Lee Hong Bhavna and Kartik Taneja Tankha Archana Tapadia Heidi Taylor ’91 Family ter Kulve Shruti Tewari Prab Thakral ’95 Thati Family Alistair Thistlethwaite ’02 Arvind and Niharika Tiku Nicola Timmins ’98 Beryl Tjandra ’01 Jocelyne Tjandra ’99 Joanne Tjandranegara ’98 David Kok Jie Toh ’12 Tokuda Family Frances Tong Trinh Thi Mai Tram Hanako Tsushima ’98 Mary Astrid Tuminez Ian Tunnicliffe ’79 Adam and Angela Turner Glenn Turner and Lehing Tu Ueki Family Kazuhisa Ueno Charlotte and Tom Van Gyseghem-Peters Veeraghanta Joke Verhaart Vidya and Saju Luigi Vignola Vik and Aparna The Vissa family Jorge Vizcaino ’87 Karin von der Luehe ’84 Chee Hoong Wai Sota and Kiyomi Wakabayashi Lorna Walker The Wallner Family

Cheng-I Wang Nicholas and Nikki Weber Marc Wei ’01 Christian and Gudrun Werner Brenda Whately and Stan Wagner Wickmann Family Maria Wihardja ’96 Wolf family Deseree Wong Sharon Wong ’91 Jun Wu Sara Wu ’89 Ariane Wyss ’90 Peng Xu Farhana Yaakob Yang BinBin Nicole Yaw ’14 Ye Qiang Praneeth Yendamuri Wai Lin Ying Kunio Yokokawa Sue Ann Yong Jenny Yoon ’01 Family Yoshida Yuan Xiaoya Yuen Wei Hao ’01 Gisele Yung ’86 Kalimah Haji Zainuri Miguel Angel Zambrano Boy ’14 J and K Zastera Christoph Zenker ’82 FeiFei Zhang Zhang Ling Zhang Yi Ethan Zhao Zhou Haoting Anonymous gifts made by 44 donors

Annual Report 2016/2017 | 89

STAFF SCHOLARSHIP FUND The UWCSEA Staff Scholarship Fund was founded in 1996 to support the global UWC scholar programme. Over the past 21 years, a large number of UWCSEA staff have helped to transform the lives of 20 promising young individuals by funding scholarships for them to attend UWC Waterford Kamhlaba and UWC Mahindra. This is just one of the many initiatives supported each year, demonstrating the strong culture of philanthropy among UWCSEA staff. Ellie Alchin Nick Alchin Vicky Berman Sandra Binny Susan Bradshaw Bray-Bridgewater family Emma Crombie Joanne Cuthbert Leah Daniels Pushpa Dasari Tim Davies and Sumi Dhanarajan Linda De Flavis Nora Donohue Duff Douglas Gillian Duncan Edwards McAuliffe Family Lorena Ferreira Lesley Finley Helen Gamble

Ronald Gillies Velia Goberna Maria Hackett Pippa Haley Sarah Haywood Lisa Hill Anthony Hopwood Cameron Hunter Robbie Jefferiss Maria-Pilar Jimenez Neil Keating James Kirrane Linsey Lawrence Mike Little Eric Lyman Martin and Lucy Lyon Maggie Ma Jennifer MacSwain Irene Malone

Julie Martens Andrea McDonald Frankie Meehan Mary Newbigin Brian Ó Maoileoin and Kate Drudy Dan Orr Anna Parr Debra Pollard Hugh Pollard Trina Putt Aarti Rai Malin Samuelsson Rebecca Sandford Hans Schellekens Gary and Mel Seston Dave and Sue Shepherd Shukura and Ijaz Sara-Jane Soutar Martin Spreckley

David Starzynski Shruti Tewari Cinders Thomas Geoffrey Tsang Manoj Alex Varghese (Alex) Roxanne Walker Will Walker Jo Wallace Timothy Walters John Waters Pamela Kelly Wetzell Brenda Whately David White Laura Whiteley John Zobrist Anonymous gifts made by 113 donors

GRADUATE GIVING (CLASS OF 2017) Since 2008, the Grade 12 students have united in a common effort to give back to UWCSEA and leave a lasting legacy for future students at the College. This student-led programme demonstrates the culture of philanthropy that exists within the student community. Daniel Abbasi ’17 Ruri Abe ’17 Pallavi Achanta ’17 Mansi Agarwal ’17 Shruti Agarwal ’17 Vidisha Agarwalla ’17 Arushi Aggarwal ’17 Arunima Agrawal ’17 Rohan Ahuja ’17 Andrew Alcott ’17 Shubham Anand ’17 Jamie Anderson ’17 Mica Anderson ’17 Mohit Arvind ’17 90 | Annual Report 2016/2017

Amman Al Aziz ’17 Shukura Babirye ’17 Aesha Baral ’17 Karan Singh Bedi ’17 Elisa Benham ’17 Morten Theodor Bergersen ’17 Arya Bhomick ’17 Victoria Birrell ’17 Mathias Bjelke ’17 Piers Blackwell ’17 Maya Bond-Webster ’17 Hamza Boubacar Kassomou ’17 Olivia Breen ’17 Imogen Brent ’17

India Bruhn ’17 Audrey Cabay ’17 Olivia Campbell ’17 Alexandra Carr ’17 Max Jose Cattell Ferreira ’17 Ananya Chadha ’17 Jae Hyo Chang ’17 Silu Chen ’17 Yuzhu Cheng ’17 Anna Chin ’17 Justin Chiu ’17 Anusha Chopra ’17 Ji Won Chung ’17 Kieran Cockburn ’17

Juliette Cocks ’17 Brendan Corrigan ’17 Lauriane Cossette ’17 Laura Cristiani ’17 Danesh Dabu ’17 Avinash Das ’17 Shreya Das ’17 Disha Datta ’17 Kieran Dawson ’17 Amaury de Dietrich ’17 Alexandre Deckers ’17 Ella Demesy ’17 Sanya Dewan ’17 Avi Dixit ’17

Names appear in alphabetical order, as per requested recognition name.

Maggie Dong ’17 Jorgen Drageset ’17 Utkarsh Dubey ’17 Barnaby Duffy ’17 Camille Eichaker ’17 Pauline Eichaker ’17 Mateo Encarnacion ’17 Vanessa Enzler ’17 Farshed Faiz ’17 Alexandra Fisher ’17 Luca Nicolas Flury ’17 Dominique Fox ’17 Kieran Fox ’17 Rio Funaki ’17 Alyssa Furtado ’17 Yi Yang Gao ’17 Naomi Gelinas ’17 Avi Ghai ’17 Aisling Gill ’17 Ethan Goodman ’17 Hugh Goovaerts ’17 Yajur Grover ’17 Jennifer Gullery ’17 Gurupranav Gurusankar ’17 Vikas Harlani ’17 Lucas Harvey ’17 Faizan Hasan ’17 Mariam Hasan ’17 Reka Hegedus ’17 Shaivi Herur ’17 Justin Heskamp ’17 Charlotte Hill ’17 Rina Hiramatsu ’17 Annabelle Hodge ’17 Liam Holohan ’17 Hanna Hong ’17 John Houslay ’17 Se Rin Hwang ’17 Nanako Ishibe ’17 Ambikaa Jaggi ’17 Ananya Jain ’17

Vani Jain ’17 Dhairya Jawa ’17 Alyssa Jayamohan ’17 Deyan Jimenez Garcia ’17 Shuyan Jin ’17 Heeseung Jo ’17 Datti Kaur ’17 Phoebe Kennan ’17 Alexandra Kewene-Hite ’17 Naomi Khafi ’17 Rendy Khairan ’17 Supanan Khamai ’17 Riha Khan ’17 Jong Hoon Kim ’17 Jun Hee Kim ’17 Max Kim ’17 Sasza Koczanowski Svetlana Kononenko ’17 Satoshi Kosaki ’17 Joan Sena Kpodzro ’17 Arjun Krishnan ’17 Archita Kumar ’17 Shyla Kunzru ’17 Renata Kusanda ’17 Miles Kynigos ’17 James Lai ’17 Wai Chung Lam ’17 Rebecca Lambrou ’17 Eva Lamers ’17 Rachel Lau ’17 Elisabetta Laurence ’17 Ashley Law ’17 Nicole Le Mesurier ’17 Joon Ho Lee ’17 Jun Won Lee ’17 Tae Jung Lee ’17 Gaea Leemon ’17 Xuan Hang Liew ’17 Jiewon Lim ’17 Walther Lindvall ’17 Kian Leong Low ’17

Names appear in alphabetical order, as per requested recognition name.

Kushaal Madayya ’17 Cera Mai ’17 Ethan Mak ’17 Anira Malik ’17 Taylor Malligan ’17 Divya Maniar ’17 Justin Manson ’17 Andre Marot ’17 Shawn Martin ’17 Natalia Maslowska ’17 Rebecca Maxwell ’17 Rogan May ’17 Amanda McDougall ’17 Ellie McMorris ’17 Mikayla Menkes ’17 Jun Ho Min ’17 Shreyam Misra ’17 Monami Miyamoto ’17 Aman Modi ’17 Ninad Mukherjee ’17 Meyyammai Muthiah ’17 Yuki Nagatomo ’17 Dhanya Nageswaran ’17 Saiyuri Naidu ’17 Naing Ye Tint ’17 Daphne Ngatimin ’17 Scott Nies ’17 Riina Ninagawa ’17 Hugo Nippress ’17 Kevin Long Noll ’17 Min Htet Nyein ’17 Mahir Oberai ’17 Go Ogawa ’17 Zoe Oomens ’17 Shray Raj Pahwa ’17 Eu Bin Park ’17 Hee Eun Park ’17 Soo Hyun Park ’17 Daniel Parker ’17 Megha Parwani ’17 Diya Patel ’17

Maximillian Paul ’17 Kiana Payne ’17 George Peak ’17 Mai-Khanh Pham ’17 Nadia Phillianina Adithya Pillai ’17 Alec Pizzo ’17 Hannah Pollard ’17 Aditi Poovaiah ’17 Sivhuo Prak ’17 Ottilie Price ’17 Karishma Puri ’17 Saniya Ramchandani ’17 Poonam Rawat ’17 Anoma Rekhi ’17 Emma Rice ’17 Michael Roberts ’17 Kyle Rodrigues ’17 Eline Rojkjaer ’17 Armaan Sahgal ’17 Gauri Saini ’17 Abhinav Saksena ’17 Mallika Sankaran ’17 Alexander Sant ’17 Mordecai Sassoon ’17 Devika Sawhney ’17 Felix Schoppe ’17 Nicole Seah ’17 Aditya Selvam ’17 Vanisa Senesathith ’17 Rang Shah ’17 Adit Sharma ’17 Bhavyya Sharma ’17 Dhruv Sharma ’17 Rishabh Sharma ’17 Joseph Shepherd ’17 Jae Min Shin’17 Namleng Sina ’17 Yash Sinha ’17 Cameron Sit ’17 Cameron Soh ’17

Annual Report 2016/2017 | 91

Jesse Spreeuwenberg ’17 Sneha Srinivasan ’17 Angela Stanton ’17 Jihye Suh ’17 Mia Taicher ’17 Ashley Tan ’17 Josephine Tan ’17 Patrick Tavares Ruivo Muscari ’17

Karenina Thebez ’17 Adriene Tien ’17 Liam Tierney ’17 Shivam Tiku ’17 Lara Van Der Merwe ’17 Henri Van Hove ’17 Ella Van Mael ’17 Cas Vanbrabant ’17

Ruoxiang Yin ’17 Feifei Zhang ’17 Hanxu Zhang ’17 Shengman Zhang ’17 Marina Zilliacus ’17 Khaing Thu Zin ’17 Yijin Zou ’17 Anonymous gifts made by 23 donors

Chloe Wang ’17 Clare Wang ’17 Aidan Warren ’17 Ishan Welde ’17 Aspen Williams ’17 Olivia Wu ’17 Akari Yamada ’17 Vasco Luis Yen ’17

REUNION GIVING UWCSEA milestone anniversary reunions are an occasion for alumni to reconnect with former classmates and staff, revisit Singapore and learn how the school continues to evolve. Reunion celebrations are also a time when anniversary classes can show their appreciation for the education they received, and lend their support to help to make the UWCSEA experience at least as unique and meaningful for today’s students as it was for them. This year, more than 52% of the attending members of the Reunion 2017 celebrating classes participated in the class gift. We thank you for your participation and the wonderfully positive message that it sends. CLASS OF 1977 Joerg Boltersdorf ’77 Farina Boltersdorf ’77 Joanne (Roberts) Clargo ’77 and Mike Clargo Thomas Harvey ’77 Kenneth Jeyaretnam ’77 Carol Oakley ’77 Adrienne Pearson ’77 Harvey Perkins ’77 Karen Rasmussen ’77 Anne Redfern (Pelling) ’77 Melinda Reid ’77 Mario Rosario ’78 Marybeth Vargha ’77 Christian Wipf ’77 CLASS OF 1982 Naoko Arai ’82 Klaus Beutelspacher ’82 Su-San Chong ’82 Glenn Darwin ’82 Gerard Goggin ’82 Erik Joustra ’82 Monica Kesuma ’82 Kam Su Lim ’82 Gillian McElvogue ’82 92 | Annual Report 2016/2017

Elias Moubayed ’82 Rustom Nagarwalla ’82 Ricarda Rieger ’82 Petrus Santoso ’82 Mark Schiet ’82 Andrea Staines ’82 Tengku Nong Fatimah Sultan Hj Ahmad Shah ’82 Chandra Suny ’82 Hendra Sutandinata ’82 Veneeta te Lintelo ’82 Yu Ming Tung ’82 David Wibisono ’82 Mark Zagrodnik ’82 Christoph Zenker ’82 Anonymous gifts made by three donors CLASS OF 1987 Danielle Barratt ’87 Siw Castberg Haller ’87 Liese Ho ’87 Sandra Hollenstein-Ebneter ’87 Kevin and Vicky (Mulvey) Mackay ’87 Listi Sasmito ’87 Louise Taylor ’87 Teddy Underwood ’87

Darryl Wee ’87 CLASS OF 1992 Eu Khin Chan ’92 David Kok Leong Chan ’92 Joe and Tania Corrigan Tony Coulter ’92 Ahna Dewan ’92 Jonette Eriksen Dimblad ’92 Matthew Evans ’92 Sarah French Gibbons ’92 Irene Hartono ’92 Ayako Horiuchi ’92 Christine Hultman Wesslau ’92 Erik Karlström ’92 Cheng Lee ’92 Yolanda Lei ’92 Chris McCann ’92 Wade McDonough ’92 Mikael Morn ’92 Patrick Myhrman ’92 Shilpa Rajagopalan Iyer ’92 Jason Sambanju ’92 Mayank Singhal ’92 Roberto Sirtori ’92 Marvin Suwarso ’92 Ann Syauta ’92

Yuriko Takeuchi ’92 Anders Wesslau ’92 Franciska Wihardja CLASS OF 1997 Ewan Abas ’97 Partha Banerjee ’97 David Brown ’97 Mei Chan ’97 Tammy Chong ’97 Sunny Chyun ’97 Peter Colven ’97 Yumi Davis ’97 Jerome Dubois ’97 Louis Dutilh ’97 Vivek Gomber ’97 Debbie Grignani ’97 Remi Higashigaito ’97 Biby Hochbaum ’97 Richard Holland ’97 Tamako Ito ’97 Abhishek Kumar ’97 Denise Lee Boynton Bianca Lind ’97 Kate Lonsdale ’97 Luesak Luesukprasert ’97 Airlangga Manansang ’97

Names appear in alphabetical order, as per requested recognition name.

Selma Nadarajah ’97 Luisa Ngeow ’97 Mamiko Okada ’97 Jacqueline Ong ’97 Upwan Ratti ’97 James Sharpe ’97 Parveen Thakral ’97

See See Tham ’97 Ashima Thomas ’97 Tim Underwood ’97 Anonymous gift CLASS OF 2007 Catherine Adams ’07 Saikrishna Chavali ’07

Adam Clark ’07 Natalie de Boursac ’07 Tommy Dean ’07 Trillion Lai ’07 Samantha Mak ’07 Philip Meschke ’07 Arjun Mishra ’07

Shivendra Rana ’07 Hanna Seiz ’07 Varini Sharma ’07 Mitchell Slorach ’07 Kemal Temenggung ’07 Mit Vithalani ’07 Sian Williams ’07

KURT HAHN SOCIETY Named after the founder of the UWC movement, the Kurt Hahn Society recognises those who intend to leave a legacy to the College as part of a planned bequest. These gifts will have a lasting impact on the College and provide the donor with the knowledge that their gift will live on well into the future.

SOCIETY MEMBERS Iain and Tejas Ewing Andy and Mei Budden

Julian Whiteley Dave and Sue Shepherd

Tui Britton ’98 Five anonymous members

GIFTS IN KIND Through the significant contributions of individuals, businesses and corporations, the Foundation has been able to provide even greater support to the College in achieving its vision of becoming a leader in international education. Prabsharan Singh Thakral The Sassoon Family Foundation Vineet and Priyanka Agarwal

Lateral Plains Lau Family Nandita & Basant Agarwal

Annanya Agarwal and Agarwal Family Camera Rental Centre Kirtida and Bharat Mekani

FOUNDATION PARENT AMBASSADORS The Ambassador Programme is an opportunity for parents and alumni to engage with the fundraising activities of the UWCSEA Foundation and promote College Advancement. The main role of the Ambassador Programme is to support the philanthropic activities of the College by encouraging awareness of the UWCSEA Foundation, and the range of programmes and initiatives that it supports.

AMBASSADORS Asema Ahmed Saima Ahmed Rachna Amin Kate Ansbro Laya Saloni Bajaj Singh

Suvidha Balasubramanian Yamini Bawa Rusan Bicuri Yazicioglu Sarimah Bonehill Liliane Brunner-Halbach Anna Bryant

Manvi Chandak Jackie Cragg Laura Dahan Ruchee Desai Katrina Glassick Itu Gupta

Gisella Harrold Bettina Haupter Sarah Hough Melinda Jacoby-Hogg Rita Joseph Sara Kahafi

Annual Report 2016/2017 | 93

Laxmi Kamath Chandni Kapoor Harish Kelath Navleen Kohli Yashoda Kukean Michelle Lawlor Mehvish Maniar Julianne Martin Micky Mathur Caroline McLaughlin Farida Montanus

94 | Annual Report 2016/2017

Stephanie Monteith Mark Newman Anne-Valerie Ohlsson Neha Patel Charlotte Peters Lakshmi Raju Birgit Rutten Nancy Segal Dhara Shah Juhee Shah Malavika Shanker

Lauren Sipelis Mieneke Smit Arachna Tapadia Marcela Tellez-Glover Rajani Thomas Camilla Wallner Carolyn Wang Yong Jacyl Ware Gao Wei Debbie Wong Kathryn Zastera

FORMER AMBASSADORS Robert Aspin Shefali Chadda Hans Diederen Ravina Kirpalani Nungnuj (Nok) McKinnon Monica Patel Anupama Puranik Pavla Rakova Schneuwly Elaine Tan

Annual Report 2016/2017 | 95

96 | Annual Report 2016/2017