Dunia June 2023

MEET OUR NEW DEIJ LEAD

CLASS OF 2023 CELEBRATES GRADUATION

AN OPEN STAGE: UNITY THROUGH THEATRE

Our explorations with this new wave of Artificial Intelligence have just scratched the surface of what it can do to support education. We want to foster students’ curiosity about how these kinds of digital platforms can give them not just the tools, but also the skills, to thrive in a future which hasn’t yet been created.”

Alison Forrow, Primary School Digital Literacy Coach, UWCSEA Dover.

From Teacher to Student: An evolving classroom, page 34.

June

Saying thanks to two long-serving staff

COVER

Front: Karen Borglund and Vanshika Anand speak at Dover Graduation.

Dunia is published two times a year by UWC South East Asia. Reproduction in any manner in English or any other language is prohibited without written consent. Please send feedback to dunia@uwcsea.edu.sg.

Editors: Sarah Begum, Sinéad Collins, Tara Diong, Shaiful Rashid, Lucie Snape and Jules Wainwright | Photography: Elena Bell, Janrius Rogers, Joseph Tan, Jules Wainwright and members of the UWCSEA community | Design: Nandita Gupta and Grace Hong

UWCSEA

CPE

Registration No. 200801795N | CPE Registration Period 10

When purpose meets performance

Academic excellence in our holistic programme

By Nick Alchin, Head of College, UWCSEA

I’ve been reflecting on the many connections I have made during my first year as Head of College. Having been at the College for so long, it has been fascinating to see the organisation from a new perspective, working with our Board of Governors, looking across both campuses and now also externally, and being more deeply embedded in the operations of our complex organisation. The learning curve has been—and remains—a steep one!

A highlight of the work has been consulting our community of parents, students, teachers, support staff, governors and alumni on what we want in our next College strategy. One theme that emerged was an apparent tension; everyone cherished the values-driven, holistic nature of our five elements, and also did not wish to see any dilution to the academic aspects of our programme. Some even expressed concern that our academic programme was deteriorating as a result of our focus on ‘other things’.

Academics are deeply important to me, personally and professionally, and so here I want to share the evidence which demonstrates our thinking around our academic programme here at UWCSEA; and by that I mean not narrow exam-driven academics, but genuine, open intellectual endeavour—which creates exam success as a by-product.

Four broad sentiments or concerns have emerged from the conversations I’ve had with the community and I’d like to address each of them, drawing on the research and my own writing on this topic over the last several years. You can use the QR codes or links to connect to the original articles.

The first concern is some perceived tension between Academics and our Mission. In truth, these are not so distinct. Anything that helps students to begin to understand the ways our world works—in all its immense complexity and flawed systems—is making a contribution to our Mission. Academic learning—by which I do not mean solely rote memorisation but also guided inquiry and exploration — does just that. So while it’s not enough, for sure (hence our more holistic approach), deep and rich academic education is surely a necessary component and we value it enormously. So here we see more of a synergy rather than a tension.

The second concern is about how academic education looks and feels quite different to when parents were at school. There are fewer grades, there’s less emphasis on exams, there’s more emphasis on skills such as collaboration and communication. Should parents be worried?

This speaks to the rapid pace of change as our social and economic systems transform. My conversations with parents, and my own experience, suggest that we really should not want for our children the sorts of experiences we had at school. Our kids are, frankly, receiving a vastly better education than most of us received, and we should be rejoicing that it is different, not lamenting it. Education has, like so many sectors, improved a great deal. As Franklin Adams pointed out, “Nothing is more responsible for the good old days than bad memory”.

Technological advances such as ChatGPT (which is just the start of the AI avalanche) makes our old worries about Google search seem quaint. We must adapt, and it would be far more concerning if we were just doing the same old and familiar things. Our focus on transferable skills and conceptual understandings is completely in line with the direction of the most successful education systems globally. Singaporean Minister for Education Chan Chun Sing recently wrote:

“Given the disruptions expected, no amount of frontloading will ever be sufficient to prepare our people for life. While it is said that we cannot teach curiosity or creativity, we must certainly not diminish them through rote learning, distracted by chasing the marginal last mark, and chasing after the same narrow definition of success. [As for our teachers], beyond transmitting knowledge,

they are facilitators of discovery and learning.”

That said, it’s not a totally different world, and there are continuities. One such continuity is the need to know a lot of things, despite technological advances. Creative or critical thinking doesn’t somehow happen separately to what we know; facts are the bricks from which we build creative and critical structures. That’s why there is a fundamental and massive difference between knowing where to find facts online and things in our brains. If information is not in long-term memory, it’s useless for critical or creative thinking. Looking it up just doesn’t cut it. There’s no tension between a focus on skills and a focus on knowledge, because knowledge-rich people have the capacity to understand more, to exercise greater critical analysis, to solve problems more readily, and even to be more creative. So we are not abandoning knowledge anytime soon! Another continuity is the presence of International Baccalaureate (IB) exams for our senior students. I have heard it said that exams are anachronistic and meaningless in the modern world; that they only give a picture of what someone can do in a compressed time frame, and so should be replaced by other modes of assessment. There is some truth to this—complementing exams with coursework is generally a good idea—but as with any extreme statement, there’s always an element of well it depends … If a high stakes exam were simply sprung on students by surprise, and simply consisted of factual recall, then it would indeed be lamentable. Of course we don’t have exams like this. Our exams are scheduled well in advance, with probing original questions that test understanding and insight, in classes that support increasingly independent

“Pursuing academic excellence remains, and will always remain, at the heart of our Mission.”

student preparation by practising over an extended period. Success in exams like this will come for students who genuinely understand, and who have the organisation, determination and discipline to prepare well over months. These are, I suggest, some of the same skills that are required at university and in the workplace—so these high-quality, carefully planned exams can indeed tell us a lot. They should never be an institutional target (that’s the very real danger), but they are a useful measure. Which brings me to the third concern that parents share with me, which is focused on the IB grades achieved by our students. Unlike other schools, UWCSEA does not heavily promote or advertise the academic results of our students. Is there something to hide, especially in the High School where College entrance is an important factor? Should parents be worried? We don’t make a big song and dance about our grades—though they are on the website—so perhaps it’s a natural question to ask. But the answer is simple: There is categorically nothing to worry about.

Our IB Learning Programme is exceptionally broad and personalised. We offer 41 IB Diploma subjects. Among 10 competitor IB international schools across Singapore, the average number of subjects offered is 24, and no-one offers more than 30 subjects.

“Intelligently administered exams serve as genuine measures of a great deal more than just what happens in exam halls.”

The graphics show our averages (Chart 1), which is a standard metric that we use to compare with other schools. But averages are misleading, as they do not show ranges, so it’s more helpful to look at distributions (Chart 2). Here, we see even more stark evidence that our students do very well indeed, as compared with students worldwide.

Distributions still hide individual stories. While we are proud of those achieving 45 points (top marks available worldwide), we are just as proud of the students whose 24 point Diploma was hard-earned; or those with any score achieved against significant adverse circumstances (try taking exams when you have been recently bereaved, or are sick). Some students find the High School years tough and some have troubles that are substantial, sometimes almost overwhelming. But they are not overwhelmed; they come through, and we are especially proud of them. Having taught and consulted in many schools, I can say with absolute certainty that I have seen many students succeed with us who would not have succeeded elsewhere. Our students are extraordinary, and we go the extra mile, and ranking these students via their Diploma score entirely misses this point—as any parent who has had a child go through the IB years will know.

The final issue I am often asked about is the comparison with our competitor IB schools, some of whom are placed

higher in some (highly dubious) IB score league tables. Because of our size, and our holistic entry selection, this really is a very poor comparison to make. Let me explain! The vast majority of our students take the full IB Diploma and with 581 DP students in 2023, UWCSEA has the largest IB cohort in the world (average cohort size globally is 46 students). One excellent competitor school to whom we are often compared, has a cohort of 60 (out of 180 students) doing IB; one reason these students opt-in is to seek the academic challenge. A more meaningful comparison is, therefore, with the same cohort size. Chart 3 shows the results if we take the top 50 or top 100 students each year:

Year Avg Score (Top 50 UWCSEA students)

Avg Score (Top 100 UWCSEA students)

2022 44.6 44.2

2021 45.0 44.6

2020 44.3 43.6

2019 43.9 43.1

2018 43.4 42.5

I am worried about presenting this data. Proud of it though I am, the last thing I want to do is to create a “top 50” club or some such nonsense, but I also recognise the legitimate question as to academic standards. The message is clear; if you are very academically capable, at UWCSEA you will be supported to reach your potential.

Academic excellence has long been a focus for us, and will always continue to be so. The meaning of ‘academic excellence’ will, however, continue to evolve, along with the rest of society, and I know we will continue to have open and thoughtful conversations. In my time at the College I have never foregrounded the numbers. That’s intentional—frankly, we are in Singapore, and with this context we may find Academics become vastly over-emphasised if we let them. We will, instead, continue to focus on the big picture—a meaningful life of contribution to a noble end—and academic excellence will emerge, as it always has done.

Scan QR code to view the speech by Minister Chan Chun Sing at the Institute of Policy Studies Singapore Perspectives 2023

To read additional posts by Nick Alchin related to this topic, please scan the QR Code below and search Nick’s blog for the following titles:

• Tests that fail

• Exam Time in HS: Be Careful

• Forget Google: Sometimes you’ve just got to know a lot of stuff

• What should today’s math’s lesson look like?

• If it ain’t broke - make it even better

Meet Kim Cheah, the new DEIJ Lead at UWCSEA

Wherever you are in your DEIJ journey, I hope to help co-create frameworks, a knowledge-base and tools that we can build on, adapt, and personalise, to achieve DEIJ outcomes, not just intentions.”

Kim Cheah joined UWCSEA as the new Diversity, Equity, Inclusion, and Justice (DEIJ) Lead in January 2023. Prior to joining UWCSEA Kim worked at Woodstock School (India), International School of Kuala Lumpur, International School of Manila, Stamford American International School (Singapore) and two colleges (Colby College and YaleNUS College). Living-learning communities have inspired her growth as an educator, enriched by her diverse student life roles. Students Chloe and Kai sat down with Kim to ask her some questions about her work in DEIJ so far, and her hopes for her role at UWCSEA.

What was your personal journey to DEIJ Advocacy?

Having grown up in Penang, Malaysia, my sense of identity was determined by race and gender social constructs. This shifted when I went to college in the US, and then again when I returned to work at my alma mater. There, I initiated diversity programmes after students’ shared experiences of marginalisation and bias. Similar experiences were also raised by colleagues and students at international schools. My interactions with those affected by unjust systems and structures ignited a passion within me; to become a trusted resource, to continuously learn and take action.

As an international educator, my journey is closely tied to my identity as a Chinese-Malaysian, an English learner, and a first-generation college student, which has given me a deeper understanding of my unearned privileges, including the ability to navigate different worlds. This has driven me to be involved in DEIJ work, striving to create inclusive environments where marginalised individuals and those from disadvantaged backgrounds can thrive.

Why is it important for the whole community to be involved in DEIJ issues?

DEIJ is important because it’s easy to advocate for change when it affects us, but we also know for change to be truly meaningful and long lasting, it needs to involve the community and a collective consciousness. Inequity is no one’s fault, but is everyone’s responsibility.

Learning spaces offer an ideal opportunity to tackle DEIJ issues, including conflicts and systematic inequities arising from different perspectives and experiences. Schools teach us how to problem-solve, build and repair friendships, and explore our identities, making them the ideal starting point for promoting equity and inclusion.

Why did you decide to take the role at UWCSEA?

When I made a decision to join UWCSEA and take on this role, it was because there was a recognition internally that the College could do better. The community was being honest and reflective, thinking about where our values come from, how we define success and who holds power in the UWCSEA context. I could see that the College was committed to taking intentional actions, creating inquiry-driven spaces, and valuing diverse voices in the ongoing evolution of the DEIJ journey. By making efforts to connect with Singapore and cultivate relationships, we demonstrate our commitment to a holistic, internationally-minded learning approach and challenge any pervasive neo-colonial overtones. There is no

magic formula to total inclusivity and equity as the process is fraught with change and challenges, and the College is moving to embed and stitch DEIJ values into the fabric of school culture.

What is the role of students in this work?

Student involvement and passion are highly-valued and critical in this work. When students perceive themselves as agents of change rather than feeling like a recipient of a ‘top-down’ approach, they are hugely capable of building and using trust to achieve real outcomes and not empty intentions. UWCSEA students have already started driving some initiatives from leading discussions and groups on issues and inviting others to join in, participating in councils and decision-making bodies that influence overall policy, and leading faculty training on disrupting bias. Sharing our stories humanises complex concepts. The next step is to ensure this is sustainable and systematic, and not dependent on a handful of passionate individuals.

What is your advice for people starting on their DEIJ journey?

Meeting people where they are and finding a balance between challenge and comfort is essential to avoid polarising viewpoints. Although it’s not easy, we need to trust the process, learn from our mistakes, take time to listen and remember to extend grace and understanding that this work is messy, ever-changing and imperfect.

The work always starts with ourselves: here are steps I use as a guide:

Listen and learn about yourself, reflect and build awareness

Spend time with people who are not like you

Lean into discomfort and challenge yourself

Apply intercultural communication techniques

Be patient and know that this will take time

Campus Case Studies brings learning to life

UWCSEA is always looking for innovative approaches to teaching and learning, and nowhere is this more evident than with our Campus Case Studies programme, a partnership between our Facilities and Academic teams. It’s an effort to harness the power of our concept-based learning philosophy and take it where it works best—outside the classroom.

“Campus Case Studies is a programme that allows students to explore a concept-based curriculum beyond textbooks and outside of the classroom,” says Gowtham Kanagaraj, UWCSEA Facilities and Operations Sustainability Planner. “It’s a way to share more practical knowledge with our students, matching what they are learning with real-world applications that they can see right here on campus.”

Half a dozen Facilities and Operations staff, like Landscaping specialist Sidek Kitan, have been trained in Conceptbased Teaching and Learning, and by coordinating directly with our digital literacy coaches, they are able to tailor-make experiences suited to

what students in different grades are currently studying.

So what does a Campus Case Study actually look like? It could be a biodiversity tour with Grade 5 students; in-depth systems and data analysis with Grade 9 Maths students; a tour of sustainability features around managing utilities with Grade 3 students; or using the College’s digital dashboard as a vehicle for discussing industrial automation with Grade 12 students.

Dover Campus’ Grade 5 classes recently received a campus tour focusing on the case studies of hydrology and the importance of biodiversity to keep our campus thriving. With this experiential learning, we are able to share knowledge through greeneries and the methodology behind it, with students learning just a little more about how the campus integrates biodiversity into daily life. Another example is the Facilities’ Digital Dashboard, a custom-built systems information display that tracks water management, electricity, waste management, solar, and other live data points. This allows the Facilities team to

identify and correct inefficiencies with the goal of increasing the sustainable operations and enhancing the school’s capacity to manage both short-term problem-solving and long-term development planning. Grade 9 classes have come down to the Facilities offices for live demonstrations of the dashboard, to see how the dashboard works, to explore the various data points and to learn about how these contribute to campus sustainability projects.

“We aim to give our students exposure to the wide variety of real-life uses for Mathematics,” says Dover Campus High School Mathematics Teacher Robert DeAbreu. “We also aim to show them ways that Mathematics can be a valuable tool in making decisions that put sustainability first. Our visit to the Facilities Office provided both of these, and more. Students were able to see for themselves how data can drive responsible decisions and that mathematical tools can help us make meaning from vast quantities of data. It also helps us to appreciate that rich learning experiences can be found right in our own community.”

The UWCSEA Facilities and Operations Team demonstrates the practical application of our concept-based curriculum

A day in the life of ... Aman Singh

Chauhan Director of Campus Development

- Facilities and Operations, UWCSEA

8.30–10am I meet team leaders and the Head of College to discuss Health and Safety, Child Safeguarding and any major administrative and strategic work.

4.15–5.30pm Reviewing the largest Facilities and Operations project this year – bringing a large playground to our beautiful East Campus. We are very excited to add this wonderful feature which will add so much joy to the community.

4.40am Helloooo and good morning to another beautiful day! My early morning routine is always the same – drinking one litre of lukewarm water, reading a book and meditating. Then it’s time to wake the kids and chat over breakfast.

6.45am I ride the bus for 45 minutes to campus and use the time to catch up on chats with my parents and siblings.

8–8.30am I do a quick check-in with various team members. Helpdesk, critical infrastructure review on digital dashboard, bus service, security and food services have my attention first thing in the morning and I connect with these leaders based on the priorities for the day.

It’s 10.10am and on my way back to my office I have a quick check-in with the Food Services Manager and Head Chef. We run a large operation with an average of 7,000 meals a day! Then I meet with our Procurement team to work on a project that needs to go out for the tender.

11.30am–12pm Lunchtime! I grab a big salad bowl, and go to my favourite hideout where I can talk to my friends – ‘The Plants’ – they are always very good listeners!

5.30–6.30pm Checking in with a new colleague. Eva has joined our team in the capacity of Environment Health and Safety Manager and she shared that she had a good day which makes me happy.

6.30–7.10pm I hit the gym, a combination of cross fit and weights. We have a wonderful fitness centre on campus!

12–4pm A lot of meetings! But my favourite one is with students working on a technological accelerator to reduce food waste on campus. My engagements with students are special as they are always creative and inspiring.

4–4.15pm Time for a quick walk in the garden, some dynamic stretching and a cup of tea.

7.30pm I call it a day and head home, where I quickly check to see if the kids are still awake – Yipieeeee they are! We share about our days and then it’s lights out.

8.45pm Time for dinner with my wife. This is our time to connect and catch up on the day.

9.30pm I reflect on my day and make some mental thank you’s. Now it’s time to recharge.

10.30pm Sleep time!

Learning from our Alumni: a step into FEATURE

Each year, 500 hopeful young adults graduate from our International Baccalaureate (IB) programme with many continuing on to notable universities around the world to follow their dreams of becoming scientists, artists, writers, humanitarians, lawyers, entrepreneurs and more. As the professional landscape grows more challenging and competitive, there is a greater emphasis on the value of hands-on work experience.

Our Alumni team is dedicated to encouraging the career development of our students and young graduates. We’ve focused on consolidating all our resources from our network of parents, alumni and partners to cultivate a community that learns from each other through the exchange of career-related knowledge and professional skills.

To our alumni who have offered traineeships, internships, career advice, company visits and more, thank you for your support so far! Your involvement has enabled our students and recent graduates to gain valuable insight into their desired career fields so they can make informed choices for their future.

Career/ university talks

East Careers Week, PA Careers Talk, UAC events

Company visits

Google, Asian Development Bank, Bloomberg, VISA, Abbott

Internships

From our Alumni, Parents and Business Partners to our High School students and Undergraduates

Networking

UK Alumni Chapter

Mentoring CONNECT platform and informal introductions

1,153

internships available 80+ organisations 20+ countries 70+ alumni involved

Ever wondered what it’s like to experience the video production process for companies like Adidas or work with children at a therapy centre?

Interested in researching at a private equity firm or exploring the tourism industry at a luxury resort?

If you’re in Grade 10, 11 or 12, find out more about our Career Development initiative and learn from our alumni!

the corporate world

Internships

With the tremendous support and interest from our alumni, our internship opportunities continue to grow offering significant work exposure, with more than 80 positions available in over 25 organisations!

Mentoring and networking

Our mentorship programme works hand-in-hand with internships – 1,153 alumni and counting from up to 70 countries have signed up as mentors to impart their skills and knowledge to our student mentees. As mentors, our alumni can provide valuable guidance for our students in their career fields and grant potential work experiences.

Company visits

Through social networking events such as the Singapore Alumni Chapter, we’ve also gained more endorsement for our internship and mentorship programmes, with our new addition of company visits! Thanks to our alumni, our students have been invited to visit the workspaces of industry giants such as Google, Asian Development Bank, Bloomberg, VISA and more!

Career/university talks

In collaboration with the Parents’ Association on both campuses and the University Advising Centre, our alumni have been involved in annual events such as Careers Week and Careers Fair, to share their experiences in their professional journeys. They have also engaged in over 35 sessions to help Grade 10 and 11 students discover their interests in career exploration and be well-equipped with the relevant skills required for their careers.

Whether maintaining connections both personal and professional, the role of our alumni continues to evolve. Alumni can inspire our current students and recent graduates as they begin to navigate the professional landscape—one opportunity at a time.

Google

Asian Development Bank

VISA

ALL HENS ON DECK

An innovative approach to sustainability

By Valentina Zuin, Head of Environmental Sustainability, and Jacyl Ware, Environmental Sustainability and Stewardship Specialist, UWCSEA East

How do we introduce ideas and concepts around sustainability, urban farming and permaculture all in one all-encompassing, innovative programme? Would you have thought poultry farming?

UWCSEA East buzzed with excitement when Chicken-based Learning was introduced at the start of the 2022/2023 school year. This programme offers numerous learning opportunities that relate to United Nations Sustainable Development Goal 11: Sustainable Cities and Communities, and that engage students around sustainability, urban farming, and permaculture while connecting them to the natural world and animals. By learning how to care for a brood of happy, healthy chickens, students can make informed food choices and develop a greater understanding of where their food comes from. Through Chicken-based Learning, we aim to inspire a lifelong passion for environmental stewardship and sustainable living, empowering our students to become agents of change in their own communities and beyond.

Our gentle and easygoing Buff Orpingtons, a breed of chicken native to the UK, have been hand-raised since hatching here in September 2022. Soon after their arrival on campus in October, our feathered friends answered several questions from curious students who wrote to a dedicated email address asking them everything from “What is your favourite vegetable?” to “How did you learn how to type?”

The design and implementation of Chicken-based Learning was a labour of love spanning five years, reflecting the dedication and commitment of our educators, students, and the broader community. This ambitious initiative required careful consideration and planning to ensure seamless integration into the existing curriculum and effectiveness in serving the educational needs of our diverse student body. Through engaging students across various age groups and interests, we promote environmental stewardship and a deeper understanding of sustainable practices. Students of all ages learn valuable life skills, such as cooperation, responsibility, and problem-solving, as they collaborate to care for the chickens and maintain the permaculture systems in place.

It’s all hands (or hens!) on deck. Grade 5 students play a crucial role in the daily care, feeding, and health management of the chickens. They are responsible for ensuring the chickens have access to clean water, food and a safe and comfortable living environment. K2 students explore the adaptive features of chickens and learn about the composting benefits they provide. Through this experience, young learners are introduced to the concept of permaculture, which emphasises the importance of closed-loop, sustainable systems.

The Primary School Leaders of Environmental Initiatives support the programme, ensuring that all student interactions are well-coordinated and effective. They lead student sessions and provide opportunities for other students to engage with the chickens, fostering a school-wide culture of environmental responsibility.

High School Urban Gardeners contribute to the programme by designing and constructing a customised, moveable chicken tractor. This innovative tool allows the chickens to help dig over the raised garden beds in the Rooftop Nest (our environmental outdoor classroom), providing valuable compost and pest management. This collaboration between the chickens and students showcases the practical applications of permaculture principles in action.

This hands-on approach provides real-world application of Personal, Social, and Emotional (PSE) Curriculum Units that are currently being planned for the next school year in both the Middle and High School.

The success of Chicken-based Learning at UWCSEA East serves as a testament to the power of hands-on, experiential learning and the importance of incorporating sustainability and permaculture into education. As our students become more connected to the natural world and the food they consume, they will be better equipped to address the challenges of sustainable living in cities in the 21st century.

MIMIC MAKERS Innovation inspired by nature

By Stephen Wooldridge, Teacher of Design and Technology, UWCSEA Dover

UWCSEA Mimic Makers is a four-day, immersive learning event held each year on Dover Campus. Grade 7 students come together to engage in biomimicry projects, robust discussions and to make cross-curricular connections. They also gain a better understanding of how and why nature is such an important learning and problem solving tool, with the aim to develop a more sustainable and equitable future for all.

Through guided thinking, students were asked to identify a problem that they then unpacked by identifying biomimetic connections and using systems thinking skills.

Further enriching these discussions, students were joined by special guest speakers and workshop leaders working within the field of biomimicry who shared expertise in their areas of work.

On Day 1, Dave Hutchins of the Biomimicry Institute provided students with a Biomimicry 101 lesson that served as an introduction to basic concepts. This was followed by a workshop from Biomimicry Singapore Network led by Dr Anuj Jain whereby students formed biomimetic connections between nature and problems. On Day 2, Stéphane Lasserre of B+H Architects gave a lecture to the students explaining how he has harnessed nature in his work here in Singapore

WHAT STUDENTS SAID

and beyond. Stéphane also had his container garden—an almost completely self-sustainable mobile greenhouse, transported to the Dover Campus for the event so students and the wider campus community could experience micro gardening and maybe sample a crop or two.

Throughout the project, students worked in small groups, assigning roles to investigate their chosen problem further, exploring suitable solutions before ultimately creating a proposed design that may solve the problem.

The teams collaborated to thoroughly explore biomimetic models that could address their problem. They then designed and prototyped a proposed solution, resulting in a wide range of creative outcomes.

Exercising critical thinking skills, students were provided with a number of opportunities to seek and provide feedback which served as extremely useful touch points in their progress where students were able to either persist or pivot.

UWCSEA curated its own awards, a unique set of five that merited a range of skills sets and accomplishments in a particular unit of study. Students were recognised for their cumulative efforts beyond the four-day intensive learning during the Mimic Makers event. The winning teams went on to compete against other youth from around the world at the Biomimicry Institute’s annual ‘Youth Design Challenge’.

I learned that nature has various elements that can be mimicked in order to improve our world so that it has greater sustainability.

My favourite thing about this project was how the whole grade got to be in the same room and interact, as well as the learning environment being more free.

I prefer project-based learning since I have plenty of freedom to work on what I want, and I can bond with my friends simultaneously.

My favourite thing about the four-day project was the ability to connect with my team members and the other people in the grade.

We got to communicate with each other more than normal.

I learned that plants like the Colocasia plant or the lotus have got microscopic bumps on them making them hydrophobic.

Mimic Makers combines urgency with agency in the hope of actioning change through a design-oriented collaboration with science and nature.

50 vendors

DOVER CAMPUS

Community Fair

Over 2,000 attendees

CELEBRATION DAYS

Dover and East campuses celebrate their communities in style

The College campuses came alive with the much anticipated return of the Community Fair on UWCSEA Dover and Family Festival on UWCSEA East this year. After a three-year hiatus, the community reunited for a day of exciting activities, delicious food and wonderful performances. The events were organised by our talented and dedicated Parents’ Associations on both campuses.

4,000 books sold at PACE’s used-book fair

9 carnival rides

300 performers and volunteers

100 volunteers

13 performances

Over 100 GC stalls and vendors

A highlight of these events is always the food and this year was no different with a wide range of cuisines on offer including Chinese, Indian, Japanese, American, and Middle Eastern. The food stalls were run by parents, staff, and students, who brought their culinary skills and family recipes to share. Visitors sampled everything from freshly made sushi and kebabs to steaming hot curries and dumplings.

These community celebrations offer a wide variety of activities for all ages. This year children enjoyed bouncy castles, face painting, and carnival games, whilst adults browsed around the various goodies stalls, enjoyed the pre-loved book sale or challenged each other in the friendly sports games! Our Global Concerns (GC) groups were also able to showcase the many causes they are passionate about and raise money in support of their

chosen GC through the sale of handicrafts and other merchandise.

The UWCSEA Family Festival and Community Fair are a celebration of our College’s diverse community. It is a fabulous opportunity for families, staff, students, and members of the wider community to come together and enjoy a day filled with food, fun, and cultural appreciation.

Over 3,000 attendees

EAST CAMPUS

Family Festival

40 vendors

GAME O N!

In the pool, on the court, or on the field, UWCSEA athletes competed with the region’s best throughout the year

The SEASAC Championships were back in full swing for 2023! UWCSEA students from both campuses, our Dover Phoenix and East Dragons, represented us in various sports both on our campuses and at other international schools around the region. We’re so proud of all our students who took part. They trained hard and were dedicated in their efforts, demonstrating amazing teamwork and an ability to perform under pressure. Our students have truly reflected the values of sportsmanship with their confidence, resilience and determination. Go Phoenix! Go Dragons! Go UWCSEA!

Sport Girls Boys

Badminton Champions Champions

Basketball 3rd 3rd

Cross Country 4th 2nd

Football 4th Champions

Gymnastics Level 5 – 4th Level 6 – 2nd Level 4 – 3rd FIG JR - Champions

Softball Champions 2nd

Swimming 2nd 4th

Tennis 2nd 3rd

Touch/Rugby Champions 2nd

Volleyball Champions 2nd

Sport Girls Boys

Badminton 3rd 2nd

Basketball 3rd Champions

Cross Country Champions 4th

Football 4th 2nd

Gymnastics Level 5 – Champions Level 7 – Champions Level 8 – Champions

Level 3 – Champions Level 4 – Champions

Softball 3rd Champions

Swimming 4th 3rd

Tennis 4th 2nd

Touch/Rugby 3rd 4th

Volleyball 3rd 3rd

East Dragons SEASAC results

Dover Phoenix SEASAC results

GRADUATION 2023

SATURDAY, 20 MAY

Graduation for our Class of 2023 was a memorable and emotional one! Our UWCSEA community united in joyous celebration, honouring our graduates as they embark on their transformative paths as individuals and young alumni. To the Class of 2023, we know that the future is bright for each and every one of you. You are all talented, creative, and resilient individuals who will undoubtedly make a positive impact on the world.

335 students

27 scholars

42 countries

The time of year has come again where you must find a bigger container. It is time for you to choose how you want to fill it. While the location and people may be different, the realm of opportunities you will be introduced to will only get bigger. As your container fills up, you will not only experience a myriad of achievements but you will also face your fair share of obstacles. How we all choose to react to these obstacles is what our defining quality as UWC students will be.

Karen Borglund ’23 and Vanshika Anand ’23 Student speakers

What are we going to do in the real world?

The scary but exhilarating answer is, who knows? That has yet to be determined. But one thing is certain: we will be informed, active global citizens. We will question. We will innovate. We will adapt. We will strive for peace and sustainability, advocate for others, build relationships of reciprocal power and inclusion, create narratives that embrace diversity, take action as stewards of our planet and shake systems as hard as possible so that our future is regenerative, impactful and stronger. This we promise you.

Ruby Psillides ’23 Student speaker

253 students 19 scholars 48 countries

No matter how this world feels, acts and acts out, amidst all of the noise and grabbing for our attention sits our distinct, unbreakable and irreplaceable humanness… your humanness will be challenged many times, by intellectualism, by all kinds of intelligences, formulas and versions of life that seem successful, by a digital speed that you were born into. So hold your humanness close, because it is alive, awake, and the force that saturates the sweet experience of living. I hope you never give this up.

Anita Kapoor ’89 Alumni Graduation Speaker

A story coming to life through languages: THE GRUFFALO PROJECT

Fostering positive identities

By Barbara Begg, Primary School EAL Teacher and Ana Palencia Sarmiento, Primary School EAL Coordinator, UWCSEA Dover

At UWCSEA, we value inclusion and we foster interpersonal and intercultural understanding. The community’s cultural and linguistic diversity continues to motivate and inspire every one of us.

Every year, the UWCSEA Dover Primary School celebrates Mother Tongue Day and Character Dress-up Day. These celebratory days promote multilingual reading and inspire students to express their creativity by dressing up as their favourite book characters.

As part of our efforts to encourage active reading among our students, the Primary School team transformed a well-loved storybook amongst our students, The Gruffalo by Julia Donaldson, into a project that celebrates and honours the Home Languages Programme (HLP) in the school. Julia’s visit to UWCSEA back in 2007 sparked our interest to create an ongoing transliterated collection of her book!

The Gruffalo project had two main parts: a read-aloud video and a library display. The story’s themes of empathy and understanding for others were highlighted by its translation into several languages that our students were familiar with.

Storytelling in Home Languages

Through recorded videos that served as read-a-loud guides, many of our teachers were invited to participate in the project by reading a page of The Gruffalo in a language other than English. Thanks to their enthusiastic responses, we were able to capture the story’s retelling in over 18 languages. Each page had a teacher or two reading in a different language and with the help of Primary School teacher, Clare Willis, the videos were compiled to showcase the multilingual diversity of our teachers.

Languages read by teachers

• English

• Irish

• French (speakers from France, Canada and Mauritius)

• German

• Dutch

• Spanish (speakers from Mexico, Spain, Panama and Peru)

• Afrikaans

• Tamil

A multilingual showcase

• Mandarin

• Korean

• Japanese

• Scots

• Welsh

• Hindi

• Bahasa Indonesia

• Polish

• Italian

• Portuguese

The setup of the multilingual library display of The Gruffalo complimented the read-aloud segment by providing a unique experience to engage with our diverse community. Students could write down the characters’ names in their home language, and take constructive action to write down other suggested translations for The Gruffalo as an opportunity to feel represented when seeing the book in their own languages.

Storytelling is at the core of evoking emotions, creating connections and bonding in inclusive environments. In fact, it contributes to strengthening as well as preserving individual and collective identities for a sense of belonging.”

Encouraging positive affirmation

The Gruffalo project goes beyond storytelling in multiple languages; it also fosters cultural mindfulness and positive awareness of identity. For some children, having a well-known book written in their own language can be a positive affirmation of their identity and a source of pride in their cultural background. For others, simply hearing their teachers speak different languages enables them to recognise the diversity of their learning environment.

Over half of our students (54%) speak languages other than English at home. Hearing these languages used to tell a familiar story can provide a strong sense of belonging, and instil pride for their home languages; a positive step towards linguistic inclusion.

Storytelling has the power to bring together diverse communities and recognise their heritage. As part of the UWCSEA community, we want to continue to strengthen connections with children, families, and staff by sharing stories, experiences, and traditions to cultivate empathy and understanding between our diverse cultural and linguistic backgrounds.

The evolution of the IBDP

The radical new IBDP pilot giving our students greater freedom to pursue their mission-aligned passions

In December 2022 Head of College Nick Alchin announced a bold new undertaking in partnership with the International Baccalaureate Organisation (IBO), with a commitment to offer an additional IB Diploma option to UWCSEA students from 2024. This new diploma option is part of a small scale pilot, designed to have a significant impact on the future of education and the IB Diploma worldwide.

To understand more about this pilot programme and what it means for students, we interviewed Dr Jenny Gillett, Assessment Design Lead for the IBO, along with Ellie Alchin and Benjamin ClappDirectors of Teaching and Learning on Dover and East campuses respectively. Ellie and Benjamin are leading the cross-campus working group responsible for this exciting collaborative project.

Dr Jenny Gillett, Assessment Design Lead for the IBO

What is the IB Diploma pilot with UWCSEA?

The IB already offers some different assessment options, but this pilot is a much more radical approach aimed at giving students greater flexibility to pursue their interests in complex, interdisciplinary, UWCSEA Mission-aligned areas, such as sustainable development, peacebuilding and intercultural understanding.

At the IB we’re also exploring possibilities for embedding more innovative and authentic assessment into our programmes; assessing for complex competencies, for example, and allowing for greater student agency and flexibility. This bespoke pilot programme with trusted partners—UWCSEA (and UWC Atlantic)—allows us to develop these models, with the possibility of then expanding to schools around the globe after 2030.

Why are you doing this now?

The IB is currently undergoing a review of our 16+ programmes for 2030. Normally we review one programme at a time, but we are now reviewing the whole experience to address flexibility and innovation. At the same time, UWCSEA is undergoing an innovative evolution of their curriculum with the new Grade 9 and 10 programme that gives students more flexibility and choice, more complex real-world problem solving, more interdisciplinary thinking, and more authentic assessment. Together, these two initiatives present the perfect opportunity to combine innovation and flexibility in this pilot programme. The timing is right!

Why UWCSEA?

This is such a large undertaking that we were looking for a trusted partner who was eager to collaborate and co-develop the curriculum together. UWCSEA already works in close partnership with the IB on a number of projects and pilots, with its experienced faculty involved in writing curriculum, delivering workshops, and producing example work. The College was eager to partner on this and it is a perfect and natural progression for their already established Grade 9 and 10 programme which introduces students to different forms of project-based assessment.

What does this pilot look like in practice?

A cross-campus steering group made up of the Head of Curriculum and Research, Directors of Teaching and Learning, Vice Principals, IBDP Coordinators, and two dedicated Course Designers, is working to develop a 300-hour projectbased course. This course will replace two subject choices at Standard Level, leading to a dual award grade out of 7. In addition, many of the requirements currently placed on students’ subject selections will be relaxed, allowing for greater flexibility.

THE IB DIPLOMA PROGRAMMES

(available from August 2024)

with the interests and passions they’ve already been exploring and would like to continue this work into Grades 11 and 12 for their IB Diploma. Through this programme they will have the flexibility to do so.

It represents the perfect evolution of education, shaping the curriculum for deeper learning and greater impact.”

Is this still the IB Diploma?

Yes! The IB will award a diploma, exactly as per the current model: graded out of 45 points, with grades out of 7. As long as students meet the existing passing conditions, they will earn an IB Diploma.

What does it mean for university admissions?

This is an IB Diploma: it is recognised globally and students must still meet certain requirements to attain it. They must complete three Higher Level subjects (HLs) as well as the IB Diploma ‘Core’, comprising Theory of Knowledge, the Extended Essay, and CAS (Creativity, Activity, Service).

What is significant about this opportunity is that now students can demonstrate depth and passion for a particular area of study, and they can align this depth of learning through their IB choices with their future aspirations.

As is currently the case, if there are specific subject requirements for a desired course or country, then students still need to meet those requirements; the key is making the right choices for each individual.

Advocacy will also play an important part in the success of this pilot and we have already begun discussions with a range of universities.

What’s next?

The programme also opens the way for greater community engagement and real world life challenges and contexts which is very exciting. It is a step away from the hypothetical into genuine collaboration with the community, driven by real-life contexts.

What is the impact on students?

A positive one! The addition of the 300-hour project-based course will give students a choice to do more work in our UWCSEA Mission competencies. Students who would choose this might be excited about a specific competency and want to pursue their understanding, experience and contribution in a deeper and more meaningful way.

They may already be doing great work in the Grade 9 and 10 programme and when making their subject choices for Grades 11 and 12 we can ask them if they would like to continue on

Both campuses have recently made appointments for dedicated Course Designers, who will lead on writing the projects which constitute the backbone of this programme. In collaboration with the Directors of Teaching and Learning on both campuses, and our College Head of Curriculum and Research, they will develop the curriculum model and learning experiences for students choosing the new option. Current and future students are also involved in helping to shape the course, and their input is crucial as we seek to introduce greater optionality in our learning programme. We’re excited to share more details in the coming year, and course details will be available to the graduating Class of 2026 as part of their transition to Grade 11 in August 2024.

This is an extremely exciting time for the IB and at UWCSEA we are thrilled to be at the forefront of this evolution in education to make it more meaningful, relevant and ultimately impactful for our graduates.

Directors of Teaching and Learning, Ellie Alchin, UWCSEA Dover and Benjamin Clapp, UWCSEA East

Educating global citizens

A look at how students develop an understanding of international relations and public policy

In a world that is increasingly interconnected, there is a growing need for the ability to effectively understand international relations, and how nations can cooperate with one another and work together to face global issues that go beyond any particular country or region. Becoming a community of learners with international perspectives is an important part of learning at UWCSEA.

Through active participation in activities such as Modern United Nations (MUN) and subjects like Global Politics, our students are given the opportunities and resources to develop an understanding of international relations and public policy. They learn skills for cross-cultural cooperation, effective communication and debate, which they will be able to use to navigate a rapidly changing world.

Model United Nations

After a three-year hiatus, both campuses welcomed back in-person MUN conferences this school year. MUN is a simulation of the actual United Nations whereby students take on the role of representative of a member nation, known as ‘delegates’, and engage in constructive discussion about current world issues.

MUN is an influential way for students to learn about diplomacy, international relations and global issues. It develops knowledge of international problems and at the same time enhances their research skills, public speaking, and leadership potential. MUN also exposes students to different viewpoints, which in turn promotes empathy and understanding.

The conference committees ranged from beginner to advanced levels and included the Human Rights Council, United Nations Office on Drugs and Crime, Environment Council, and Security Council. Students debated a variety of topics, from the

question of food and water security to the violations of human rights and regulating illegal immigration. The range of committees and topics helped them discuss the central idea of forward-planning and thinking to solve the immediate and long-term issues humankind faces. All topics gave delegates a scope for deep engagement with the issues and a comprehensive understanding of the world around them.

We had the honour of welcoming notable keynote speakers to the conferences. On East Campus, Professor Francesco Mancini (Vice Dean, Lee Kuan Yew School of Public Policy; Columbia University), a world expert on international relations, peacekeeping and conflict resolution, gave a superb address on the past history of the United Nations and the future importance of the organisation. On Dover Campus, Professor Kishore Mahbubani, who served as President of the UN Security Council from 2001

to 2002 and also twice as Singapore’s Permanent Representative to the UN, provided valuable insight into the workings of the UN, including the metaphor of a large ship with many cabins representing its many member nations all meant to be collaborating and moving in the same direction.

Hearing from distinguished experts in the international relations field was a unique opportunity for our students, and provided them with valuable insights into the workings of international public policy and diplomacy. Students from other international schools around Singapore and the region were also invited to attend the conferences. This was a great opportunity for the students to meet new people, engage in effective debates and further develop their networking and communication skills.

There is no doubt Model United Nations offers a valuable opportunity for students to prepare for their future as global citizens.

International Public Policy Forum

The International Public Policy Forum (IPPF) is a prestigious competition sponsored by the Brewer Foundation and New York University. It is also the first and only competition that gives High School students around the world the opportunity to engage in written and oral debates on issues of public policy. Six students from East Campus took part in this competition, and excelled exceptionally. They advanced to the final round which was held in New York City in early May. This was no small feat considering 220 teams submitted essays in the first round and only eight made it to the finals.

When they first heard about IPPF, the team of students were immediately excited at how unique the style of the competition was. It aligned with many of their individual interests in writing, debate and politics, while also creating a unique opportunity for collaboration. They found that they were able to leverage on their prior experience being members of MUN and the Debate

Club at UWCSEA, which was helpful in producing essays that showed their critical thinking and writing skills. In addition, they also studied the Global Politics and Critical Perspectives courses which further provided them the skills necessary for this competition. Through their IPPF experience, they found that debating really challenged a lot of their assumptions and forced them to think more critically about the world. The team adds, “while researching the topic of NATO, we got to see the dynamic nature of global politics and how there may never be

perfect policy solutions to the problems that world issues present.”

Developing our students’ international perspectives supports our education goal to educate individuals to embrace challenge and take responsibility for shaping a better world, as well as the UWCSEA Mission to make education a force to unite people, nations and cultures for peace and a sustainable future. By continuously providing opportunities for our students to actively participate in, we look toward shaping leaders and change makers of the future.

… we see the IPPF competition as being aligned with UWC’s mission and spirit of learning in general, which emphasises a global outlook.”

IPPF team, UWCSEA East

Kishore Mahbubani (L) and Francesco Mancini (R) at the MUN Conference on Dover Campus.

A MALAYSIAN OUTDOOR

The return of international

By Heads of Outdoor Education, Oliver Sampson, UWCSEA Dover and Chris Newman, UWCSEA East

This school year marks the return of our Outdoor Education programme to international grounds after experiencing a ‘hyper-local’-focused programme in the last three years. While the Singapore-based adventures were truly enriching, nothing can replace the challenges and rewards of being without the comforts of home whilst being immersed in a beautiful natural environment.

The Outdoor Education Department’s approach for this school year has been to re-introduce international elements incrementally throughout the year, so that all members involved were prepared and ready to embrace the adventures to come. Oliver Sampson and Chris Newman, Heads of Outdoor Education for UWCSEA Dover and UWCSEA East respectively, take us through the developments.

Oliver: Inevitably in our diverse community, for some this transition was too fast and others too slow. However, we have stayed the course and worked with the community to support our students to have the experiences that are representative of the UWCSEA Learning Programme.

Dunia: How do students prepare for the Tioman and Gopeng trips?

Oliver and Chris: Preparation began with an overnight stay at Sarimbun Scout camp in Singapore in Term 1 for Grades 3–8. This gave the students the opportunity to stay overnight away from home, some for the first time and for many the first time in 2–3 years. It gave parents the opportunity to practise handing over the care of their children to the school overnight, again for some families for the first time. It also gave the teaching staff and Outdoor Education Specialists the opportunity to take care of students in a pastoral role overnight in preparation for overseas trips later in the year. Essentially, Term 1 was all about preparation and laying the foundations for the year.

Making the decision of participating in the trip was a massive challenge for me, so it was a very big step I had to take to decide to come to the trip. Also, during the trip, I tried and participated in many different activities, including activities which I had to challenge myself to try.”

Carly, Grade 6, UWCSEA Dover

The programme continues to develop as we take a stepping stone approach towards an enhanced programme with expeditions that are reflective of what came before. This year was a refreshing beginning of UWCSEA Outdoor Education programme’s return.”

Oliver Sampson, Head of Outdoor Education, UWCSEA Dover

ADVENTURE AWAITS

Outdoor Education trips

Term 2 saw us return to overseas expeditions with Grades 3, 5 and 6. We specifically chose to work with Nomad Adventures to deliver these programmes, and by doing so in the volume that we have, we have supported a brilliant organisation to get back on its feet. Nomad Adventures has great alignment with UWCSEA’s mission and values, a track record in working to international safety standards and an innovative approach to programme development. In terms of learning experience, the opportunities both Gopeng and Desaru offer are perfect.

Term 3 saw us return to Pulau Sibu with Grade 4 and Pulau Tioman with Grades 7 and 8. We worked with Sea Gypsy Resort and Our Little Planet respectively to deliver an action-packed multi-activity week for Grades 4 and 7 and a Journey-based programme for Grade 8. We have a long standing relationship with Juara Bay on Pulau Tioman, Our Little Planet and Juara Turtle Project of over 20 years. We’re excited to be returning and are incredibly privileged to have the opportunity to work and play in such a beautiful location. The rainforest, mangroves, beach and ocean can now continue to be our playground and classroom.

Dunia: Looks like there’s plenty for students to look forward to. Share some highlights from the recent trips in Malaysia.

Oliver and Chris: We’re sure the stories that the children have told on their return have spoken louder than anything we can say here. The highlight for our department is the ability to return to doing what we’re known for—ageappropriate adventurous expeditions with our students to beautiful places in natural settings. Through these experiences we support our children to grow. Another highlight has been to see the buzz of nervous excitement on a Monday morning and on their return home, students getting off the bus, tired, but standing a little taller, a look of contented excitement, giving parents big hugs and hopefully ready to tell their tales.

When I put myself forward for activities I learnt I could attempt to do everything and also, even if things were challenging or not the way I’d anticipated, I can look back and know that I tried and that’s success in itself!”

Samaara, Grade 6, UWCSEA East

An Open Stage: Unity through Theatre

A UWCSEA Dover production showcases our interdisciplinary approach to learning

In UWCSEA Dover’s multi-grade production, - Running Wild - lights, Gamelan scores, and the sounds of nature and life-like animal puppets create an immersive stage experience. Students become actors in a creative and energetic space where music, art, and dance collide.

This joint production by students, staff, and parents took to the stage during May and delivered a captivating theatre experience. Together, the actors and audience embarked on an enchanting journey, sharing powerful lessons of loss, survival, and love.

Magic of the Jungle

Michael Morpurgo’s Running Wild follows the protagonist, Will, and his mother, on a holiday to Indonesia. Tragedy strikes soon after when a tsunami sweeps across the island, rendering Will an orphan, alone in the jungle and in a fight for survival. Will befriends an elephant called Oona and together they must stay alive against the forces of nature and the shady characters hidden in the jungle. The audience was transported to Indonesia from the moment they entered the theatre. Percussive birdsong and jungle animal sounds echoed through the theatre. Using recycled cardboard, floating chairs and projections, the set designers had breathed life into the production. A Gamelan orchestra set high above the stage brought the narrative to life through traditional Indonesian music, rousing emotions and adding authenticity to the entire experience.

Learning through theatre

Middle School Drama teacher, Jay Douglass, was in charge of artistic direction and weaved elements of the UWCSEA curriculum into the play’s narrative. Environmental stewardship, animal welfare, disaster response and peacebuilding all featured. Concepts such as empathy, social justice, abuse of power, as well as the power of language also featured as students explored and interpreted this interdisciplinary creative experience in a natural and fluid way.

We made a conscious decision for this to be an interschool project across Middle and High School. This communal experience provides an opportunity for students from multiple grades to interact, fostering a sense of community and belonging.”

Jay Douglass, Teacher of Middle School Drama, UWCSEA Dover

Peer-to-peer learning emphasised the importance of mentorship across ages, abilities, specialisations and interests. The implementation of a split cast and rotation between lead and ensemble roles also taught students the significance of all roles and responsibilities while exposing them to diverse perspectives and working styles.

A cultural connection

In line with our growing intercultural competencies and ongoing work with translanguaging, the play incorporated many authentic Indonesian elements.

Music

Gamelan is the traditional ensemble music of the Indonesian islands of Bali, Java and Sumatra. The production’s Gamelan score was composed by Grade 11 student, Bryan, as part of his International Baccalaureate (IB) project work. Bryan and the student orchestra worked under the guidance of ‘Artist in Residence’ and Gamelan specialist, Faezan Redwan, and Miles Tranter, Music teacher at UWCSEA Dover.

Gamelan was the perfect medium to showcase contrasting background music and the two-way relationship between puppets and the cast on stage. Learning a new style of composing was an enriching experience as it opened my eyes to new ideas on how to add to the mood, suspense and excitement of the story. ”

Bryan, Grade 11

Puppetry

The IDEAS Hub collaborated with students and parent volunteers to create a collection of puppets using upcycled materials. They crafted snakes, fish, lizards, and butterflies using 3D printed parts and handprinted fabric. Puppet sticks were repurposed from a dismantled hydroponics structure and bamboo chopsticks. Students experimented with puppetry techniques, paying attention to weight, focus, and breath to mimic animal movements and emotion.

Language

As the play is set in Indonesia, Yenni Widjaja, a Middle School teacher, along with three Bahasa Indonesia speakers, Ashley (Grade 6), Tisha (Grade 11), and

Alicia (Grade 9), translated sections of the script for a stronger cultural link and assisted fellow students with pronunciations.

The production was a cross-collaboration of:

We all got a really deep understanding of the cultural values while learning the linguistic similarities and differences we share across our home languages.”

Alicia, Grade 9

Service

Global Concern groups such as Jakarta Street Kids, Promoting Animal Welfare (PAW) and more, set up booths raising awareness of connected issues. The production also surfaced real-life situations like deforestation and animal trafficking, prompting the audience to reflect on their own choices and how they impact environmental sustainability.

Amidst the closing moments of the curtain call and final bow by our ensemble cast, it is evident that the stories we tell and the voices we give to others can nurture empathy, compassion and resilience; forging a strong sense of unity both within and beyond our community.

7 departments

57 cast and crew students

31 puppets

12 Gamelan ensemble students

5 Global Concerns groups

To see more on how this production came together, visit the Running Wild microsite:

FEATURE

Evolving beyond dance

Incorporating different elements of our learning programme into UWCSEA East’s Dance Showcase

Lauren Hickson, Head of Dance, High School, East Campus

The UWCSEA East annual Dance Showcase took on a new form in 2023 with the title Evolve. This showcase series consisted of three unique shows, each focusing on different aspects of the dance programme offered at the College. The title of Evolve was chosen to reflect the growth of the Dance Department over recent years, particularly in response to the challenges posed by the pandemic. The department’s aim is to remain inclusive of all dancers of all ages across the College and to continually adapt to meet the needs of its students.

The showcase encompassed three key elements of the learning programme: Curriculum, Activities, and Service. The Curriculum aspect of the showcase involved the creation of a contemporary dance work titled Natura. This piece was inspired by the Grade 9/10 UWCSEA curriculum design that examines dance works of art that advocate for social change. Natura explored the current climate crisis and featured group items exploring drought, wildfire, melting polar ice caps, rain, and deluge performed by High School dance companies and Curriculum classes. The piece also included soloists portraying wind, a fire spark, and a tumbleweed, as well as three Middle School students portraying smoke after the wildfire.

The Activities aspect of the showcase included the development of a ‘mini ballet’ to provide ongoing opportunities for ballet activities students beyond the Grade 5 Royal Academy of Dance Syllabus. This led to the creation of a 40-minute version of the traditional ballet The Nutcracker, featuring 73 students from Kindergarten to Grade 12. The ballet was choreographed by myself and our Ballet Tutor, Steph Lee, with the exception of the Sugar Plum Fairy Solo, which was repertory choreography by Peter Wright. The ballet was a huge success and provided an extraordinary opportunity for students from across the College to come together and showcase their talent. The Middle School and High School Dance Activities Showcase also featured studentchoreographed pieces that considered the stimulus of ‘evolve’ in their creation.

The Service aspect of the showcase allowed students to engage with the College’s Mission and to consider the world around them. The dance production partnered with Tiger Watch to raise funds and awareness for the endangered Sumatran tigers. The piece also allowed students to draw on their own understanding of the climate crisis and foster an empathetic response to real-world issues. Engaging students in this way allows for deep understanding and the transferable skill of showcasing this knowledge and understanding through the non-verbal form of dance.

The Evolve showcase series demonstrated the Dance Department’s commitment to adapting and developing in response to challenges and to provide opportunities for students of all ages and abilities. It showcased the creativity and talent of its students and provided a platform for them to engage with real-world issues in a meaningful way. The showcase was a huge success and a testament to the hard work and dedication of the Dance Department and its students. It is clear that the department will continue to evolve and provide outstanding opportunities for its students in the years to come.

Adding up the benefits of Mathematics

A look at the design thinking behind the new UWCSEA Dover High School

By Robert DeAbreu, Teacher of High School Mathematics, UWCSEA Dover

UWCSEA is recognised as a global leader in K–12 education, not least for our continuous innovation in student learning, preparing students for the uncertain future that lies ahead.

One recent exciting innovation is the development of the mission-aligned Grade 9 and 10 UWCSEA programme, which launched in Grade 9 this year. As Head of College, Nick Alchin, said, this programme “gives students more flexibility and choice, more complex, real-world problem solving, more interdisciplinary thinking and more authentic assessment in-line with the International Baccalaureate (IB) Diploma assessment model.”

It has been rewarding to be part of the team that has designed and will continue to hone our newly created UWCSEA Mathematics course. In this article, we hope to give our community some insight into how design principles have been applied when shaping the High School Mathematics programme at UWCSEA Dover.

Flexibility and choice

Our aim has always been to ensure students can make meaningful choices to personalise their learning experience. In our first Grade 9 unit, Structure and Connection, we challenge students to take their skills in number, algebra and indices further, to make conjectures and generalise patterns. For their summative assessment, students are asked to complete three tasks from a choice of ten, enabling them to dive deeper into a problem of interest, while achieving key learning goals. The result is much more inspired work, and deeper engagement in the processes of problem solving

and mathematical communication. In our third Grade 9 unit, Sustainable Relationships, students choose which data sets to analyse on assignments. This allows them to grapple with the challenges of establishing relationships while working within a context that is meaningful to them, whether they are investigating the impact of sprinter height on a 100-metre Olympic race time, or exploring the cost difference between cooking fuels in Guatemala. This also means that we can be more flexible with what students produce on assessment tasks. Ray, a current Grade 9 Dover Campus student explains, “You can create whatever you want to express your knowledge of mathematics and that allows you to really understand what mathematics is; that’s what I love about this course.”

For much of Grade 9, assessments have taken the form of projects, which are well suited to give students the opportunity to demonstrate their competency in the areas of knowledge and understanding, communication, and critical thinking. Where appropriate, students are permitted to submit their work as either a traditional report, a set of slides, or a video. This is not as common in more rigidly structured systems that favour traditional testing, a format we know does not always effectively measure student development beyond knowledge and understanding. While students will continue to have some examinations and tests in the Grade 9 and 10 UWCSEA Mathematics course, we now have greater flexibility to determine the form and type of assessment task we offer, which will help more students to reach key learning goals and achieve high levels in mathematics.

Complex, real-world problem solving

“Regardless of whether you have or haven’t enjoyed maths in the past,” said Grade 9 student Julia, “it’s universal to always ask yourself, ‘what am I going to use this for?’ I think that through the UWCSEA course, a lot of that is answered. You’re not just doing the maths but you’re also applying it and transferring it to real-life scenarios” she said.

In our design of the UWCSEA Mathematics course, we created learning engagements for students in real-world contexts. This challenges students to determine the degree to which their findings make sense; to question the relevance and reliability of processes; and to understand more fully the significance and validity of their solutions. The result is that students learn mathematics at a much deeper level and see the purpose in the work they are doing.

It is important to note here that the rigorous and complex mathematical work in the course is not exclusively connected to the real world. Theoretical mathematics, where students solve problems or prove theorems using a myriad of algebraic and geometric axioms, are also legitimate and important contexts. The key is that their work in mathematics is purposeful. In our fourth unit, The World Around Us, students are challenged to use a variety of algebraic principles and geometric structures to prove theorems and solve complex optimisation problems. This context not only has realworld implications for sustainability, but highlights the importance of mathematical rigour in effective planning and ideation.

Mathematics

Mathematics programme

Interdisciplinary thinking

When designing the course, it was important to provide opportunities for students to make connections—to prior learning, to related topics in the course, and to their learning in other subjects. As such, we grouped mathematical topics together in each of our units of study based on their intrinsic connection. For instance, our choice to teach trigonometry, similar shapes, mensuration and the Pythagorean Theorem together reinforces their interconnection and helps students construct these key concepts as one unified transferable skill set. Establishing conceptual interconnection, while learning mathematics in authentic, complex, real-life contexts, enables students to leverage knowledge from their other subjects, such as science, languages, and the humanities.

“I think the course helps in a lot of other subjects in terms of projects and collaborative skills. It doesn’t teach you to memorise facts but more to understand them conceptually,” observed Julia. “You can really see how maths could link to your higher education and also your career.” Grade 9 student Sid agrees, “I’m a lot more excited to come to maths class because we get to approach it like we do science, by truly exploring maths rather than just answering questions.”

At its core, the course also develops interdisciplinary thinking by helping students hone their Approaches to Learning (AtL), a hallmark of an IB Diploma education which includes the following cross-subject skills: communication, research, thinking, self-management, and social skills. We do this with group-worthy tasks promoting interdependence in the

collaborative process. This in turn engages students in meaningful dialogue and challenges them to listen intently; value the perspectives of others; explain themselves clearly; justify their positions; and work towards reaching a consensus.

The complementary independent tasks encourage students to cite sources effectively; make prudent and ethical data analysis decisions; structure their written work appropriately; and plan project work into manageable parts. These AtL skills, along with deep subject knowledge, help our students prepare for all the challenges they will face in their final years of High School and beyond.

Alignment with the IB Diploma and the UWCSEA Mission

A key design principle was to ensure the course’s alignment with the UWCSEA Mission. Learning engagements aim to inspire students to engage with important questions regarding peace, culture, unity, and sustainability alongside the mathematical concepts they develop. In our Mind the Gap unit, students are challenged to use statistical analysis to create an awareness-raising video on a diversity, equity, inclusion, and/or justice issue that is important to them. This task naturally compels them to ask themselves, ‘how ethical is our persuasive narrative?’ and to identify and reduce their own biases as they tell the story their data shows. To accomplish this, students consider factors such as their data sample size and composition, their decision to keep or remove outliers, and the basis for their conclusions. The responsible use of mathematical data and analysis is a powerful way to address ethical questions and use mathematics as a

force for positive change and to unify others towards a worthy cause.

Our course also has the goal of ensuring students’ readiness for the IB Diploma and the pilot IBDP currently being developed for introduction in August 2024. Alignment with the IB’s inquirybased, conceptual approach is essential. The course is structured and guided to help students effectively engage in inquiry. Direct instruction remains an effective strategy used in the course, but students who routinely engage in structured inquiry tasks build a variety of problem-solving skills and come to trust their mathematical intuition. “Being able to explore and try to find my own answers has been really rewarding,” said Grade 9 student Mina, whose Mind the Gap video was a fine example of the outstanding pieces of work created by students in the UWCSEA Mathematics course this year.

What’s next?

One of the best features of a bespoke programme is that the course can be adjusted to meet the needs of students year-on-year and will continually evolve to meet the ever changing demands of an uncertain future.

As the 2022/2023 school year comes to a close, the Mathematics Department at Dover Campus is proud of this rich and relevant course and we are excited to further refine our UWCSEA Mathematics course for Grade 10 in the coming 2023/2024 school year.

Scan the QR code to view Mind the Gap video here:

The Association of Teachers of Mathematics meets at Dover Campus to share ideas.

FEATURE

From teacher to student: an evolving classroom

Turning tool into skill for a future with AI

By Alison Forrow, Primary School Digital Literacy Coach, UWCSEA Dover; Jennifer Prescott, French Teacher and Digital Literacy Coach, UWCSEA Dover; Angela Newby, Head of Digital Learning, UWCSEA East

Walk into any classroom on campus or the library and one would notice how deeply embedded digital technology is whether in the form of daily activities or the UWCSEA curriculum. This is especially so, with the recent announcement by the International Baccalaureate (IB) that ChatGPT can be used as a research tool (as long as it is properly cited), which has brought new possibilities to our UWCSEA learners. As educators, it is a challenge to balance the needs of students as they move through their different stages of development; their digital learning experiences require a well-thought-out approach. Our teaching community began sharing resources and learning from each other, cultivating support and celebrating each other’s development and successes with Artificial Intelligence (AI).

So how has Artificial Intelligence (AI) intersected with our learning environment and what’s changed?

From Past to Present: iLearn to ChatGPT

Just 11 years ago, we were immersed in the UWCSEA iLearn initiative which introduced laptops to our teachers to support their work in classes. Did you know, back then, students visited the computer labs and had to book devices for a specific time and date? With growing digital accessibility, students in the Primary School now have dedicated 1:1 devices in their

classrooms at all times and those in Middle and High School own devices exclusively for use at home and school. Working with our students to adapt

Tasked with the responsibility of adapting to changes in our learning environments, how can we lead our students amidst these sudden and dramatic shifts?

Jennifer Prescott has been exploring the use of ChatGPT in High School classes to encourage students to seek essay feedback and critique before handing in a final version. This combines with more specific and personal teacher feedback to close the learning-feedback loop faster. Students are able to address any weaknesses in their work before submitting it and therefore attain a better understanding of the content they are studying.

To begin to develop an awareness of Artificial Intelligence in our younger students, some of our classroom teachers have crafted lessons to explore how different prompts generate a range of responses from AI tools like ChatGPT. While our younger students are not able to use ChatGPT individually, these experiences are the first step in a safe environment where they can offer prompts and evaluate the output, making changes as they reflect on the quality of the responses. Grade 2 students at East Campus were introduced to AI through the new text-to-image tool in Canva, an educational design tool. They used the tool to generate unique images inspired by their own creative writing. With the guidance of East Campus Head of Digital Learning, Angela Newby, the students were able to assess the language they had chosen to use to describe their story settings. This lesson prompted a series of questions—Did the tool generate an image similar to the one created in their own imagination? If they changed certain words in the prompt, how did the image change? As well as feeling like a magical moment seeing these unique images appearing on their screens, it also provided the students with an opportunity to reflect and make changes to their own writing.

Dover Campus Middle School Teacher of French

CASE STUDY: French lessons on Dover Campus

CASE STUDY: Creative writing on East Campus

What can AI technologies like ChatGPT do?

• simulate human-like conversations by leveraging language models created by OpenAI

• to allow users to have interactive conversations with a language model

• hold conversations with end users and provide responses based on the input it receives

How it works

ChatGPT uses a search engine and retrieves information to assist users in finding the information they ask for. It can even write entire feature-length articles and code for websites. Now, realistic images and 3D models can also be generated with AI too!

East Campus Primary School Digital Literacy Coach Dave Caleb helped Grade 4 students bring the past to life during a class discussion. He asked ChatGPT to answer a series of questions from the perspective of a historical figure. This motivated the students to think of a wide range of interesting questions they would like to ask if they could really interview this person, and they began to understand how the quality of their questions affected the answers generated.

How has AI evolved our teaching community?

A teaching community that learns together

Through school digital forums and department meetings, we connect over our latest AI-based discoveries and share our experiments with different tools and prompts. It is imperative that our teachers understand the transformative nature of these tools as we know our students will be making use of them in many different ways. Imagine the look of delight on a teacher’s face when they discover that within only a few seconds ChatGPT can write three versions of the same mentor text at varying Lexile levels to ensure that all learners in the class can access the same teaching material. To say they were impressed was an understatement! Obviously, as with all good resource collection, some reflection and iteration were required and the ease with which this could be done was similarly uplifting.

Our explorations with this new wave of Artificial Intelligence have just scratched the surface of what it can do to support education. We want to foster students’ curiosity about how these kinds of digital platforms can give them not just the tools, but also the skills, to thrive in a future which hasn’t yet been created. We want to see our UWCSEA learners reflecting on the information provided by tools like ChatGPT and then using their critical thinking skills to evaluate the appropriateness and relevance of the responses. We encourage them to dive into the ethics behind what they are told and then make decisions about how to use this information. Asking the right questions and engaging deeply with content will allow them authentic practice for a future that is currently being built around them. As this continues we hope to support and facilitate our learners’ explorations rather than replace or restrict them.

Although the pace of change regarding AI has been dramatic, to say the least, we feel reassured that we are providing an environment where our learners can try a range of tools, and experience what they can do for themselves and their learning while receiving guidance from informed educators. Belonging to the IB, an institution which has accepted that artificial intelligence will be part of our future, we want to support our students in using it respectfully and ethically.

CASE STUDY: Interactive history lessons on East Campus

Celebrating careers of service

The College bids farewell and says thanks to two long-serving staff

This June, UWCSEA is farewelling two long-standing staff members – Dover Campus Admissions Officers Vivien Chua and Siti Salviah Kasbani.

Vivien first started working on campus exactly 40 years ago, and Siti has 29 years of service under her belt.

It was 1983 when Vivien took a job as a UWCSEA secretary. “I was in my twenties,” she says, “the High School seniors were only a few years younger than me, and it felt like I was surrounded by brothers and sisters.”

Vivien kept in touch with many of the students from those early years, and later on, when she became an Admissions Officer for Dover Campus, she ended up working on the applications of the children of this first cohort of students. Vivien’s decades-long connection with Dover Campus made for a very personal connection, one that she was more than happy to pass along to new families considering UWCSEA for their children.

“Vivien is living history of the Dover Campus,” says UWCSEA Director of Admissions Mallika Ramdas. “Her connections to generations of staff and alumni are many. She has richly earned her retirement and the A-team (Admissions, of course!) wishes her the very best. We look forward to seeing her whenever she feels like visiting us, as well as her beloved old trees at Dover Campus!”

I felt that it’s something to tell people about the legacy of UWCSEA, about how this is more than a school, more than a place. It feels like family, and I’m proud to be a member here.”

Likewise, Siti Salviah also speaks fondly of her time working in the Admissions Office. Calling the Admissions Office her second home, she adds that the people on her team are supportive, caring and understanding of each other, which is part of the reason why she has stayed in the same team for the entire 29 years she has been at the College.

“A stalwart of the Admissions team, Siti is unique in having been an Admissions Officer throughout her three decades at the College,” says Mallika Ramdas. “We will miss Siti’s grace and serenity, her love of showing off Dover Campus’ Music empire and other favourite campus nooks, and her gentle, caring presence. We wish her fun travel adventures with her family, and many returns to visit treasured friends and colleagues in the coming years.” For Siti, working at UWCSEA has been a unique experience:

UWCSEA is different from other international schools. The international perspectives, the College mission, academic staff, colleagues and families you work with makes UWCSEA a special place to me.”

As they prepare to leave, do Vivien and Siti have any words of advice for new staff members who might be just starting their journey with UWCSEA?

Siti wishes UWCSEA continued success, and shares her gratitude for the opportunity to be a part of the College, “Thank you for allowing me to be a part of your team.”

“I feel very blessed. I think UWCSEA has been very good for me and I hope I have been good to UWCSEA,” says Vivien. You have both been very good to us, and you will be missed. Congratulations to Vivien and Siti, and thank you for your years of service.

FUND-A-FLIGHT

BRINGING SCHOLAR FAMILIES TO GRADUATION

Fund-a-Flight is an annual initiative through which our UWCSEA community helps bring scholar families together for graduation.

With the incredible outpouring of donations for flights, accommodation and other travel expenses, we are delighted to share that we were able to provide the opportunity for 41 scholars from the Class of 2023 to graduate with a family member by their side.

Scan the QR code for more details about the Scholarship Programme.

Thao ‘23, scholar from Vietnam, and her mother Lan at graduation.

KISHORE MAHBUBANI SPEAKER SERIES MOVING TO AN INCLUSIVE AND DIVERSE SOCIETY: THE ROLE OF LAW

Our most recent Kishore Mahbubani Speaker Series event was hosted at UWCSEA Dover, with featured speaker Mr K Shanmugam, Singapore Minister for Home Affairs and Minister for Law. Mr Shanmugam was joined by UWCSEA High School students Juno, Kartik and Roye in a discussion on the nuances of balancing national and international interests.