Foundation International Baccalaureate Guide
Our mission UWC makes education a force to unite people, nations and cultures for peace and a sustainable future.
Our goal We educate individuals to embrace challenge and take responsibility for shaping a better world.
UWCSEA vision UWCSEA will be a leader in international education. We will have a worldwide reputation for providing a challenging, holistic education with an emphasis upon academic achievement, service to others, environmental stewardship, teamwork and leadership.
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Welcome to the Foundation International Baccalaureate (FIB) programme We are proud to say that what UWCSEA is able to offer your child during the important year prior to the commencement of the IB Diploma will not only challenge and prepare them academically but also enrich them holistically. Those who join UWCSEA in Grade 10 follow the College’s FIB programme, which entails a mixture of prescribed and free choice subjects. The subjects are both demanding and varied and students quickly understand that skills of adaptation and engagement are critical for success. We encourage our students to embrace the challenges offered by the various subjects in order to fully enjoy the learning experience. The FIB is designed to prepare students for a seamless transition into the IB Diploma programme. Breadth of study is a key factor in the FIB academic curriculum and is designed to help students make informed choices as they move into their final two years of schooling. The majority of students at this stage do not have a definite career in mind, therefore it is sensible to select subjects they enjoy and which will permit a reasonable degree of flexibility with regard to future courses and careers. The FIB course culminates in internal examinations at the end of the year, for which we offer support, expertise and preparation to ensure success. Of equal value to a UWCSEA education is the onus on learning beyond the classroom. Students are offered a vast array of activities that encourage physical, aesthetic and emotional maturity. A wholesome High School programme entails a balance of academic, extra-curricula and service activities. A student who values themself and others and commits to the ideals of the UWC movement is a student who will gain enormously from our High School programme. James Dalziel Acting High School Principal Head of East Campus
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UWCSEA High School Ethos In order to create a sense of community with shared values and beliefs, High School students, with the support of the pastoral staff, created a High School ethos and student mission. They complement the UWC mission and the UWCSEA educational goal. In essence, the ethos is a set of guiding principles that we expect all members of the High School community to abide by. It is of equal importance that parents are aware of and support the ethos so that all stakeholders appreciate the critical role they play in creating a positive and caring environment.
The High School ethos reads as follows:
The UWCSEA ACHIEVER
“We, as High School students, aspire to contribute, to the best of our abilities, to the UWCSEA community. Mindful of our experience and maturity, we acknowledge that we are role models to the younger students, and as such, will promote goodwill and strive towards excellence in all our endeavours.
Each of us will aim to be:
To achieve this, we will actively work towards our own personal development and individual achievement; therefore contributing to the betterment of our learning environment at all levels. We aim to recognise and learn from the differences in culture, gender, ethnicity, sexuality, religion and physical appearance that make up our College experience. We aim to encourage individuality and cooperation, acknowledging the benefits of both. We seek to reach our potential and actively help our peers to do the same.
International – intercultural, appreciation, open-mindedness
Through these endeavours, we will succeed in realising these ideals and thus achieve our goals.”
Aware – self-awareness, global awareness, community awareness Compassionate – service to others, understanding, empathy Honest – integrity, trust, reliability
Encouraging – supportive, constructively critical, inspiring Virtuous – principled, respectful Engaged – proactive, involved, immersed
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Student expectations High School staff and responsibilities The College adheres to Kurt Hahn’s principle that students should be encouraged to develop integrity and self-discipline rather than have discipline imposed through a multiplicity of rules. Respect for other students and the campus environment, an awareness of the College’s unique position among schools in Singapore and respect for our host country, are the foundations upon which the disciplinary system in the College is built. Students must be aware that they are all representatives of the College at all times, whether in uniform or not, and this means that maintaining the good reputation of the College is everyone’s responsibility. We take pride in what the College stands for; therefore any action or behaviour that brings the College into disrepute will be treated extremely seriously. The following are guidelines of what is expected of a UWCSEA High School student: • to attend school regularly, on time, ready to learn and take part in school activities • to aim at the highest standards in all aspects of school life • to cooperate with the staff and to accept the authority and rules of conduct of the school • to consider and respect the feelings and property of other people both in school and in the wider community • to care for the grounds, buildings, furniture, equipment and books provided by the school
In the High School, the Principal, Vice Principal, Heads of Grade, tutors and subject teachers are responsible for the care of the students. The Heads of Grade lead teams of tutors to provide a caring, challenging, supportive and stimulating environment for our students. Each subject has a Head of Department who is responsible for that subject’s academic programme in the High School. These Heads of Department liaise with the Principal and Vice Principal to ensure a well structured and developing curriculum throughout the High School. Class teachers are sensitive to the needs of the students in their classes and seek to ensure that they are able to benefit fully from every aspect of school life. The majority of the High School teachers have experience working in international schools before joining UWCSEA. Many members of our teaching staff have held positions of responsibility in their previous schools. All teachers give instruction in the Activity programme after school and participate in experiential education trips. Within the High School many nationalities are represented in the student and teacher body. The current staff includes teachers from countries all over the world.
Pastoral support We hope that students entering High School feel excited about the new challenges and opportunities open to them. To ensure that the student experience is both positive and enjoyable, and that every student is given the opportunity to reach his/her full potential, the Principal, Vice Principal, Heads of Grade and tutors work together with subject teachers to support and help students. Students are assigned a tutor at the beginning of the programme. They meet with their tutor on a daily basis, and it is through these meetings and regular assemblies that the Pastoral programme is delivered. The tutor is therefore central to the care of students and works with the Heads of Grade to help students make the most of their time in High School. The essential aspects of the High School Pastoral programme aim to make all students feel valued and confident. The programme helps students to be aware of the physical and emotional changes that occur during these critical years and equips them to deal with growing peer pressures. The programme also endeavours to build self-confidence so that students are empowered to make the right decisions. The pastoral system also guides and supports students in finding their place within and beyond the school. Being in an international environment we encourage students to understand and appreciate the richness of the College’s diversity, and to challenge stereotypes and question generalisations. The programme offers opportunities for our students to become more socially, culturally and politically aware, as well as appreciative of what it means to be part of a global community. In addition to the support offered by tutors and the Heads of Grade, the Vice Principal and Principal, students also receive further specific and professional support and guidance from the College Counsellors.
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Foundation IB curriculum The FIB course provides students opportunities at the appropriate depth in a wide range of subjects that lead to IB Diploma courses. After studying in the FIB programme, students are able to select IB Diploma subjects from a firm foundation of skill and understanding. All students study the following programme: • English: English first language or English as a second/other language • Second language: French or Spanish or Chinese
FIB English A Preparation for English A Literature and English A Language and Literature FIB English A is a literature and mediabased course designed to provide a rigorous preparation for the study of the IB’s new English A Literature and English A Language & Literature courses. By introducing students to the aims, structure, assessment activities and marking criteria of the IB Diploma, FIB English A develops students’ advanced reading, writing and speaking skills.
critically about the interaction between the text, its purpose and its audience. Each unit aims to enhance the students’ developing understanding of the techniques involved in literary criticism and ability to form independent literary judgments and to support those ideas.
Course content
• literary essay
• Coordinated Science: one subject covering the core topics of Biology, Chemistry and Physics
Reading Through five units, students study literary texts from different periods, places and genres and are introduced to an exploration of literary themes and contemporary issues. The texts chosen have been carefully selected to match the interests and reading skills of FIB students, in order to promote critical reflection and classroom discussion and debate. The units are as follows:
• The Arts: Visual Arts or Theatre or Music
• the short story and an introduction to commentary skills
• Physical Education
• media and rhetoric
• iLearn: developed in all subjects but also taught as a discreet subject, covering aspects of Information Communication Technology and Life Skills
• drama and an introduction to essay writing
• Mathematics • Global Perspectives • Individuals and Societies: Economics or History or Geography
• fictional and non-fictional representations of war • Shakespeare and film—a detailed study A range of text types - including newspaper and magazine articles, speeches and advertisements, autobiographies and memoirs, film and documentaries, graphic novels and animation - are studied as a way of developing in the student an understanding of how language, culture and context influence the ways in which meaning is constructed in texts. These texts also cover a wide variety of issues concerning social and global matters, and students are encouraged to think
Writing Based on the reading texts, students produce a variety of pieces including: • literary commentary
• imaginative and personal writing • factual, argumentative and persuasive writing Significant emphasis is placed on learning the fundamentals of good essay and commentary writing. In this way, students develop the academic writing skills essential for use in other subjects and as a foundation for the IB Diploma. Speaking skills Students are actively involved in classroom activities and are expected to participate in discussions, debates, interviews and presentations based on the works and themes studied in class. As oral assessments constitute a percentage of the final grade at IB Diploma level, students take part in assessment tasks that introduce them to the formal requirements of oral assessment in these courses. Accuracy At all times, students are encouraged to identify and distinguish between correct and incorrect, or appropriate and inappropriate, language forms in order to take ownership of their own progress. In order to develop the standard of their written English, students learn the importance of planning, drafting and redrafting as part of the writing process.
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A Second Language: French or Spanish or Chinese
FIB English B (English as a second language) Preparation for English B The English B FIB course prepares students for the study of Language B English as part of an IB Bilingual Diploma. It is a language and literaturebased course for students whose best language is not English. Students develop language skills for academic and general communication. The course introduces students to the assessment activities and marking criteria used for the IB Diploma. Students’ work is assessed using similar criteria to Language B English.
Course content Reading Literary texts are studied to introduce students to an exploration of contemporary issues. The books chosen have proven themselves accessible in terms of language and are popular with FIB students. As a result they have been invaluable in promoting classroom discussion and debate. In addition, non-fiction texts such as newspaper and magazine articles, reports, and advertisements are studied to introduce students to a variety of professional texts. These texts also cover a wide variety of issues concerning social and global issues. In this way, students learn to think critically as well as develop English language skills. Texts studied are also used for vocabulary development and as the stimulus for a variety of written responses.
Writing Based on the reading texts, students produce a variety of pieces based on the following areas: • imaginative and personal writing • factual, argumentative and persuasive writing These include: letters, articles, reports, speeches, chapter summaries, character sketches and diary entries. Students also learn the fundamentals of good essay writing, thereby developing the academic writing skills essential for use in other subjects and as a foundation for the IB Diploma. Speaking skills Students are actively involved in classroom activities and are expected to participate in discussions, debates, interviews and presentations based on the themes studied in class. Accuracy At all times, students are encouraged to identify and distinguish between correct and incorrect, or appropriate and inappropriate language forms in order to take ownership of their own progress. In order to develop the standard of their written English, students learn the importance of planning, drafting and redrafting as part of the writing process.
Students taking this option join the nonFIB Grade 10 classes. Those students who select French or Spanish continuation are entered for a GCSE examination in the chosen language in early May. The languages available vary from year to year, but will probably include: • French (continuation)* • Spanish (continuation)* • Chinese (either first or foreign/ continuation language) * These subjects lead to an IGCSE examination. None of these courses is suitable for a beginner (beginner courses are offered from Grade 11). First (or advanced) language is for students who have experience with the language beyond that which can be taught at school. Continuation language is for students who have been previously taught the language as a foreign language at another school and they should have studied the language for at least 3-4 years. It is possible to take a ‘Language other than English’ as a first language as part of the IB Diploma progamme.
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UWCSEA Global Perspectives
Mathematics This course is designed to prepare students for one of the IB Diploma Mathematics courses, Math HL, Math SL or Math Studies SL. It will introduce and/ or reinforce the presumed knowledge topics as outlined by the IB Diploma courses. The background of the intake is disparate, ranging from students who have essentially covered a full Grade 10 (GCSE or American system) course to others who genuinely need support in the subject. Some students have strong algebraic skills but may not have graphing skills. Others have never studied trigonometry, or may not have studied probability or statistics. The course aims to fill the gaps while preparing students for the IB Diploma. From past experience, it is unlikely that the intake will have studied Mathematics in an investigative manner. Problem solving and open investigations are emphasised, to develop reasoning and communication skills. These activities also lay the foundation for portfolio or project work, which is the internal assessment component of the IB Diploma course. The teaching groups are based on previous school reports and the FIB entrance test. There is flexibility to move students between the groups if it is in the best interest of the student.
Course content
• trigonometry
The Global Perspectives course aims to make students more aware of the key personal, social and global issues that both inspired and are inherent in the UWC philosophy. The course is designed to introduce and/or strengthen critical thinking skills of all types. This includes teaching students to be able to discern biases, and to reflect on their own reactions to and formulate educated opinions on, a wide variety of issues.
• exponentials and logarithms
Course content
• statistics and probability
The FIB curriculum covers the following topics:
Students follow a course that develops their knowledge and skills in the following broad areas of Mathematics: • functions and graphing • coordinate geometry • algebra
• vectors Group projects, investigations and presentations help students to develop their communication and time management skills. Students learn to make appropriate use of the graphical calculator throughout the course.
• personal identity and influences • popular culture • media, gender and race stereotyping • ethics and value systems • world religions • human rights issues • environmental philosophies • wealth and poverty Students are given opportunities to develop and enhance key skills required for the IB Diploma, including: • research and inquiry skills, including the ability to correctly cite sources through footnotes and bibliographies • collaboration and presentation skills • ability to formulate reasoned arguments both in essays and debates
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Individuals and societies Individuals and societies is the title given to the largely humanities subjects included within Group 3 of the IB Diploma. These are Economics, History and Geography. The courses aim to provide a stimulating and challenging curriculum for students new to the College, which prepares them to study these subjects in the IB Diploma. The aim of these one-year courses is to enable students to acquire the common skills necessary for successful study in Group 3 subjects. These include: • interpretation and evaluation of different sources of evidence • selection, organisation, presentation and interpretation of statistical data
Economics The FIB course in Economics aims to familiarise students with some important topics in preparation for IB Diploma courses in Economics. Students acquire analytical and evaluative skills, as well as a basic ability in research methods in these subjects.
Course content • introduction to Economics: The Basic Economic Problem, Choice and Opportunity Cost • economic indicators of Development and Standard of Living • strategies for economic development
History
Geography
Students in FIB are encouraged to become active historians by working with a wide range of historical sources and material. They are encouraged to investigate the concepts of cause and consequence, similarity and difference, change and continuity.
The Geography Department aims to deliver a challenging and relevant course that also prepares a student for entry into an IB Diploma Geography course. The course looks at the patterns that exist across the planet that result of human interaction with our surrounding environment
The course enables students to develop important and widely applicable skills very much evident within the IB Diploma History programme. These include understanding the nature of evidence, the values and limitations of source material and constructing historical arguments. By the end of the course students have had the opportunity to sample various aspects of the subject, including extended writing and working with historical sources, and the ability to evaluate interpretations, while also learning subject matter that supplements their History at IB Diploma level. Students experience a range of activities in the classroom, including role play; working with, evaluating and analysing historical documents; extracting information from videos; researching from various sources; listening and note-taking; and preparing and delivering presentations to meet specific criteria. They work both individually and in groups.
Course content The course revolves around the central theme of the role of the individual in History, and interpretations of key figures such as Truman and Stalin are investigated to determine their positive contribution or otherwise.
Course content The course comprises the main topics: • hazard geography, with an emphasis upon earthquakes and volcanoes • demographic investigations: a study of issues surrounding the world’s population • fluvial processes: a project exmaining the physical processes within river environments during settlement, which involves the completion of fieldwork at Boat Quay
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Coordinated Science The course prepares students for an IB Diploma Higher or Standard course. Students have the opportunity to study Chemistry, Biology and Physics. Coordinated Science classes are shared between two teachers; each teacher delivers one of the three subjects and the third is shared. Students are taught the importance of formulating hypotheses and are given the opportunity to test their ideas by familiarising them with scientific methodology. A common aim is to develop the students’ experimental skills, familiarise them with basic scientific apparatus and ensure that they work competently, with due regard to safe operating procedures in a laboratory situation. The course therefore involves practical work, developing from simple experiments to more complex investigations. Below are the details of the topics that may be covered for each of the subject areas.
Biology
Chemistry
Taught in six modules, which are closely related to the IB Diploma Biology course, the FIB Biology course covers:
Taught in seven modules, which are closely related to the IB Diploma Chemistry course, the FIB Chemistry course covers:
• building blocks of life: cell structure and microscopy • moving the molecules: diffusion, osmosis biological catalysts • give me energy: respiration • the human body in and out of balance: homeostasis • the world in and out of balance: ecosystems • an optional element from the IB Diploma syllabus according to group interests
• safety and laboratory techniques • particle chemistry • materials and structures • organic chemistry • reduction and oxidation • rates of reaction • acids and alkalis
Physics Taught in five modules, which are closely related to the IB Diploma Physics course, the FIB Physics programme covers: 1. mechanics: linear motion, forces, Newton’s laws, moments, energy and work 2. thermics: properties of matter, heat transfer, gas laws and pressure 3. waves: optics, longitudinal and transverse waves, wave properties and sound 4. electricity and magnetism: basic electric, circuit theory, Ohm’s law, series and parallel circuits, magnetism and electromagnetism 5. atomic and nuclear physics: composition of the atom, isotopes and uses of radioactivity
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Visual Arts
Theatre
Music
This course meets the needs of students who wish to follow the IB Diploma Visual Arts course. In the initial stages, a diagnostic approach ensures that different ability ranges and experience are recognized and catered for.
The FIB Theatre course offers students the opportunity to develop skills, knowledge and understanding in drama practice. At the same time, it increases self-confidence and presentation skills that are transferable to all facets of life. Successful students are able to progress to IB Diploma Theatre Arts, ‘A’ Level Theatre Studies or GNVQ (Advanced) Performing Arts. Though students do not have to have been taught drama in the past, an enthusiasm for, and interest, in the subject are essential.
The FIB Music course serves two purposes – firstly, it aims to give students opportunities to develop skills and knowledge in creating, composing, performing and analysing music. Secondly, it prepares students for IB Music study.
The course aims to: • provide a conducive environment for students to produce meaningful art • recognise and celebrate the cultural background of each student through their art • enable students to develop confidence in their ability to express themselves • encourage a lively, informed awareness of art and design from different times and cultures • prepare successful students for entry into the IB Diploma Visual Art class
Course content Various aspects of art and design are explored. These include observation drawing, investigation into the basic design elements, ceramics, collage, printing and mixed media. Students are introduced to relevant artists and designers. Contextual studies and critical analysis are key features of the course, complementing the student’s practical work. Wherever possible, practical work is linked to the student’s personal experiences, school expeditions and out-of-school visits to galleries.
It is, fundamentally, a practical course. The course ensures that students entering IB Diploma Theatre at Grade 11 are familiar with the necessary skills and language. There is a strong emphasis on the experience of collaborative work practices.
Course content Key areas of study: Explorative strategies: still image, thought tracking, narrating, hot seating, role-play, crosscutting, forum theatre, marking the moment Drama medium: use of costume, masks and/or makeup, sound/music, lighting, space and levels, sets and props, movement, mime, gesture, voice, spoken language Elements of drama: story forms, climax/ anti-climax, rhythm/pace/tempo, contrasts, characterisation, conventions, symbols
Course content Key areas of study: • Solo and group performance, with opportunities for rehearsal and performance in formal and informal concerts • Composing, with opportunities to learn techniques and apply them to create new pieces of music • Listening, research and analysis, with opportunities to explore different genres and cultures of music • Music IT, with opportunities to work with Logic Pro and Sibelius in particular, and to learn recording techniques Please note: students opting into this subject should already be proficient in at least one instrument or voice, and have some knowledge of music theory (or a willingness to develop this knowledge in their own time).
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iLearn UWCSEA has a commitment to integrate iLearn, a focus on 21st Century teaching and learning, across all levels of the College. A central element of the initiative is the development of a carefully structured and closely monitored programme to increase access to computers and other digital media devices for all students. The initiative seeks to improve learning and develop skills through the following:
Flexible progression Access to personal software through a 1:1 student to computer programme assists students to progress at their own speed.
Critical thinking Developing digital literacy and the ability to find, organise, comprehend, evaluate and create information using digital technology.
Physical Education Unhindered innovation The ability to innovate is critical for our students to fully explore the process of learning, by accessing and understanding information and applying it in traditional and non-traditional ways.
Collaborative learning Having personal access to a computer allows students to access information at their own speed, make judgements and assessments, create their own interpretations and share them with collaborators. The iLearn programme also allows students to be connected to the classroom-learning environment, irrespective of their location, as much of the course materials and assignments are available online. It also supports students through the introduction of various organisational programmes to help develop scheduling and time management skills.
The FIB Physical Education programme has three major objectives: 1. encourage an understanding of the principles and concepts related to a variety of physical activities 2. develop motor skills necessary to perform a variety of physical activities including individual and team games 3. continue to encourage important aspects of personal and social development
Course content Taught by specialist teaching staff once a week, the activities are representative of the original physical domains taught throughout all levels of the school. Students cover nine activities in fourweek blocks. Physical domain and activity options: • court-based invasion game: basketball • field-based invasion games: touch rugby and ultimate Frisbee • striking game: softball • over the net games: badminton and volleyball • different methods of fitness training • outdoor education: kayaking, climbing In addition to curriculum lessons FIB students are involved in two Days of Sport during the year.
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Academic support The depth and breadth of study for High School students means that they must adopt effective time management strategies to ensure that all work is not only completed, but is a reflection of their potential and understanding. Students may find the demands quite daunting at first, but this is to be expected at the start of any new programme. Students soon learn the necessary discipline and before too long are able to cope with increased expectations. New components for many students entering into High School are exams and coursework assignments, which entail the acquisition of planning skills as well as sustained application. Through consistent engagement and seeking guidance when necessary, our students are able to display their undoubted talents and perform well in both the sustained activities as well as the time constrained ones.
Homework
University Counselling
The FIB curriculum is academically demanding and homework expectations reflect the increased challenges presented at this important stage in the student’s education. We expect High School students to devote approximately eight hours per week to homework. Homework allows students to consolidate, rehearse or practice work done in class, reflect upon and address areas that need further attention, and to become increasingly competent in their research skills. Coursework becomes increasingly prominent and important and helps students to develop good planning and time management skills.
Information relevant to IB Diploma programme package selection is presented to FIB students by the University Counsellors during Terms 1 and 2. More detailed information regarding university prerequisites and IB Diploma programme package selection is also available on the College website.
Learning Support
Students in Grade 10 attend assemblies focusing upon IB Diploma subject choices and university considerations. These are followed up with opportunities for students to meet the University Counsellors to discuss any individual queries regarding IB Diploma programme package selection and university pathways. This process ensures that IB Diploma programme subject selection is in line with the requirements of potential universities or courses that the student may wish to follow in their countries and universities of choice.
UWCSEA’s Learning Support Department provides many services including: • help with adjustments to the demands of the UWCSEA learning programme • coordination of information to teachers about student’s learning needs • assessing student’s learning profile • providing workshops on organisation, motivation, revision and study skills guidance
There are also designated morning coffee opportunities when the University Counsellors present further relevant university information and discuss a variety of aspects concerning subject selection and the university application process.
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Service Service is an integral part of the philosophy of UWCSEA and the UWC movement. The College’s tiered model of service provides opportunities for students in the High School to become involved in all three levels of the uniquely structured programme within the school day. Every student is expected to be involved in some way, and to see this engagement as an integral part of their UWCSEA holistic education. Their participation is valued highly by those with whom they work, and it is imperative that students honour their commitment by attending every session of their service.
College service FIB students take active leadership within school and a number of students assist in the Primary School at the start of the day and during lunchtime. Some are trained in sports leadership and coach younger teams in various sports. All students are involved in College Service and commit to a service activity for at least one academic year.
Local service – within Singapore
Global service – within the region
FIB students join a Singapore-based social service project, visiting the service once a week after school for at least half the academic year. Service takes place after lessons and students volunteer for one of more than 20 projects. The groups, led by teachers, visit residential homes or day care centres for the elderly or physically and intellectually disabled. Children from homes and schools for the disabled come to the East Campus for swimming, cooking or crafts, and UWCSEA students also go to local schools to help disadvantaged children with English. All students are expected to commit fully to their service and show initiative by planning and leading activities.
The third tier of UWCSEA’s service programme is Global Concerns (GC). This dynamic initiative enables students to put their ideals into action by establishing project groups to actively address specific issues that they care deeply about.
Some organisations request additional help, giving students the opportunity to clean premises, redecorate rooms, paint murals, or distribute food. Funding for the services’ programme comes from an annual service day, where the normal school day is suspended and students are actively involved in various projects either on campus or in the local community. Students are also encouraged to use their local knowledge and skills to initiate ideas for new service activities, for example by setting up a computer repair and recycling programme.
While GCs help to raise funds for the organisations they support, the value to students goes much further. They are educated about global issues; they are introduced to concepts of leadership and organization and encouraged to establish their own initiatives, which they present to a student-managed committee for approval. By giving the students these responsibilities, they acquire critical organisational and leadership skills, improve self-esteem and gain the personal satisfaction of knowing that it is their efforts which will determine the success of their project. The GC projects are divided into four categories: 1. development projects 2. environment projects 3. empowerment projects 4. education and health projects FIB students are fully involved in Global Concerns. Although free to choose which GC they support, all students are expected to participate fully in planning and conducting fund raising, and as well as communicating their project’s progress throughout the year. The students also work with one of our GCs directly when they undertake their expedition to Thailand.
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Leadership and teamwork
Outdoor education All students are expected to take part in UWCSEA’s exciting expedition programme. Each trip involves some residential and communal living; all are intended to enhance students’ awareness and appreciation of the outdoors. All are well within the capabilities of the students, though they may discover that they are being taken out of their comfort zones.
Optional trips
Global Concerns
Each year the College also organises a number of optional trips during the school holidays. These can include students from a number of schools, typically Middle and High School and are fully supervised by UWCSEA staff.
Each adventure requires a level of commitment from the student and offers them the chance to succeed in a new setting. Students not only get great enjoyment and satisfaction from their chosen expedition but are often surprised to find that they possess the determination, adaptability and sense of teamwork to rise to the challenges presented.
• a cultural immersion tour to China for students of Chinese language
The College’s commitment to ensuring students have the means of turning their ideals and passion into action means that students are supported when they choose to take the lead in organising activities. When they take on positions of responsibility, staff offer guidance through leadership days and teaching facilitation skills and organisational attributes necessary for running committees and groups.
FIB students have their own dedicated expedition that includes service and outdoor education activities in Northern Thailand (including trekking and whitewater rafting). They also have the opportunity to live within a village community and help to build services to aid the local population.
There are also several opportunities available via UWCSEA’s involvement in Round Square, including participation in conferences and on exchange programmes.
Optional trips offered at UWCSEA in the past have included:
• trip to Andalucia in Spain for students learning Spanish • snowboarding and/or skiing in Verbier, Switzerland • English literature trip to the United Kingdom
Global Concerns offers students of many ages the opportunity to conceive, plan, organise and execute events as well as enhancing their education about issues relevant to contemporary challenges and the College’s mission. Global Concerns’ projects develop social and other organisational skills through empowering students to organise and run events and to realise that their success depends on their own efforts.
Round Square UWCSEA is a full member of Round Square, a worldwide association of more than 60 schools sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment beyond academic excellence, to personal development and responsibility. For more information please visit: www.uwcsea.edu.sg/roundsquare.
National Youth Achievement Award (NYAA) The expeditions offered by UWCSEA include an opportunity to fulfil the National Youth Achievement Award (Duke of Edinburgh Award). A large number of our students undertake the demands of this prestigious award, which endeavours to “develop and maximise the potential of young people through selfless community service, challenges of adventure, skills development and physical recreation so that they may be exceptional individuals who can contribute effectively to society and the nation.”
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Activities The College offers a wide range of activities that we hope cover all the interests that FIB students bring with them to the College. Musicians can join a range of voice and instrumental ensembles, there are ample opportunities to participate in drama productions onstage, back-stage and directing. Visual arts are well catered for in traditional and digital media and there are dance clubs covering diverse genres from ballet to popping. Environmental and leadership groups available include Model United Nations, Global Initiative, School and Sports Councils. For those looking for something more physical, they can join the wide range of sports teams, volunteer to coach younger students, join fitness and conditioning classes or adventure activities such as climbing, surfing and sailing We are proud of the fact that many High School activities are student led so if students identify an area that is not provided for we will work with them to turn their concept into a reality.
Sport
The arts
There are twelve representative sports offered to students in the East Campus High School. Senior-level sport is organised into three seasons, with College teams competing in local school leagues and end of season tournaments organised by ACSIS (Athletics Conference of Singapore International Schools). In addition the campus is applying for membership to the regional sports conference SEASAC (South East Asia Student Activity Conference). This will provide a tremendous opportunity to travel and compete against some of the best international schools in South East Asia.
There are numerous opportunities for students to be involved in the College Arts programme.
Current representative teams include badminton, basketball, climbing, cross country, football, rugby (boys), softball, swimming, tennis, touch football (girls), track and field and volleyball. We aim to involve as many students as possible and run multiple teams in most sports to cope with demand.
Drama There are a large number of extracurricular dramatic opportunities for FIB students. There are numerous productions each year, ranging from the large-scale classics to small-scale experimental work. Throughout the year, and outside of production time, the Drama Department offers workshops on lighting and sound, stage management, improvisation and physical theatre. Music The Music Department coordinates a wide range of instrumental and vocal ensembles that are open to all students, as well as providing facilities for all kinds of music making. The ensembles and their repertoire reflect a wide range of cultural diversity. All of the College’s ensembles and choirs take part in regular College concerts. The standards achieved by the students are a direct result of the College’s extensive Instrumental Teaching Programme. Individual, pair and group lessons are offered in a comprehensive range of instruments, some of which are also available for hire from the College. Visual arts FIB students have a multitude of opportunities and venues to display the work they create throughout the school year. FIB Art students will present their work in the High School art exhibition.
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Health and well-being UWCSEA believes that a happy and healthy child is one who can get the most out of their school experience. The College takes care of the physical side of a child’s development with nutritious and healthy food choices in the canteens.
Canteens Students can bring food from home or are able to purchase meals from our two canteens. A variety of cuisines are available including Western, Chinese, Malay, Indian and vegetarian. A daily allowance of $5.00–$7.00 is normally sufficient.
Sun sense All students are encouraged to wear a hat for PE, lunchtime sports, sports team practices, sports days and for outside activities. We recommend students keep a roll-on sunscreen that they can apply before going outside.
Medical Clinic A doctor is in residence from 7.45am to 8.45am Monday to Friday during term time. For the rest of the school day, until 4.30pm, there is a qualified nurse on duty. The clinic is equipped to handle minor injuries and many staff have first aid training and all are briefed on procedure in the event of an accident. In the case of serious accident or an emergency, every effort is made to contact parents immediately. If necessary, the College will take the injured student to the nearest hospital.
Communications Medical matters An online medical form must be completed for all new students. The school must be informed of any specific disabilities or allergies. The school must be notified of any allergies your child may have. Parents of food allergic children are required to complete an Individual Health Care Action Plan (IHCAP) form, which details procedures to be followed in each child’s case.
Counselling Counselling services are available to all students. The Counsellors are able to assist with transition issues, relationship concerns, academic, social and emotional issues. Students usually approach Counsellors directly, either on their own initiative or after being referred by parents or school staff. Parents are welcome to contact the Counsellors with regard to their children.
Our communications programme is designed to keep both students and parents informed of what is going on at the school, as well as deliver key personal information such as reports and assessments. We aim to be as environmentally friendly as possible and our communications programme relies largely on secure online mediums.
Reports and assessments Students receive three assessments, one exam report and two written reports during their FIB year. Each FIB subject culminates in an internal UWCSEA examination that is not externally accredited. The successful completion of the FIB Programme is a pre-requisite for acceptance into the IB Diploma Programme. A suitable attainment and effort profile must also be maintained, as with all Grade 10 students, in order to be accepted into Senior School.
Electronic and online communications Each Friday, members of the UWCSEA community receive an email newsletter, which contains important information for the coming week. All parents are asked to read the eBrief as it is the main vehicle through which we communicate details of upcoming events. All High School students are issued with individual passwords which allows them access to College networks, and provides them with a College email account, through which the school communicates directly to the students. Parents are also issued with personalised login to the online systems, which provide access to key systems and information. Our eCommunity portals contain key information about the College, including access to your child’s timetable, reports and assessments.
18 Foundation International Baccalaureate Guide
Meetings and presentations The College wants parents to feel closely involved in the life of the school and supports meaningful opportunities for dialogue. During Orientation Week, there is an official welcome for all new families to the College by the Head of Campus, Principal, Vice Principal and the Head of Grade. Parents will also meet their child’s Tutor and students from the Tutor group. There are two parents’ evenings during the school year offering parents the opportunity to talk with their child’s teachers about general progress in various subjects, and to consider option choices for the IB Diploma programme, which begins in Grade 11. Parents who wish to discuss their child’s progress can also contact their child’s tutor or Head of Grade who will be able to give an overall picture of the child’s progress. Information evenings are held throughout the year to help keep parents informed about pertinent matters involving the grade. Twice a year, the High School Principal hosts a Principal’s Forum, designed to keep parents up-to-date with developments and events at the school and to address any general enquiries.
Transport
Uniforms
A transport company buses students to and from the College every school day. Modern, air conditioned buses with seat belts arrive before 8.05am in the morning and leave the College campus at 3.15pm and 4.35pm (for those participating in after school activities) each day. The buses serve most areas of Singapore.
The uniform is designed to be comfortable for Singapore’s climate and the students themselves had a voice in the design. The Primary, Middle, and High Schools each have a different colour of polo shirt. As part of the High School, FIB students wear the blue polo shirt with grey bottoms. During Physical Education classes students wear a separate PE kit.
Many students are brought to school by private cars and some students prefer to cycle to school. There are secure cycle racks in the car parking area. Students who cycle to school are required to wear a helmet and to follow the appropriate road regulations.
All students are provided with details of the full uniform policy during orientation, covering items such as jewellery, foot wear, hairstyles and more.
Values The UWCSEA community expects members to: • be honest and act with integrity in all that they do • avoid prejudice by developing views based on evidence and reasoning • be compassionate and morally responsible • embrace challenge in order to maximise their potential • offer help to other people • take an interest in and enjoy friendships with people of all cultures and backgrounds • minimise their harmful impact on the environment UWCSEA prepares its students to be: • sensitive and compassionate • educated for a changing world • high achievers • free from prejudice • constructively energetic • creative in action • self-confident and engaging • prepared for responsibility and service
UWC South East Asia East Campus 1 Tampines Street 73 Singapore 528704 T +65 6305 5344 F +65 6305 5345 admissions@uwcsea.edu.sg www.uwcsea.edu.sg
Printed on 100% recycled paper United World College of South East Asia—East UWCSEA East is registered by the CPE.CPE Registration No. 200801795N | CPE Registration Period 10 March 2011–9 March 2017 | Charity Registration No. 002104 Photos by Tom Soper, Q. Yang and UWCSEA stafff and parents 043COM-1112