December 2020
REIMAGINING LEARNING AT UWCSEA
LEVERAGING LESSONS FROM LOCKDOWN
UNIVERSITY ADVISING IN THE AGE OF COVID-19
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Subjects that make students learn how to work with people, the human related subjects that build character, that are able to build empathy, ethical behavior, empowerment, efficiency, gender equality. For me, these subjects will make the base of what true learning and true education is.� Musimbi Kanyoro, Chair of UWC International speaking at the launch event in the Kishore Mahbubani Speaker Series Reimagining Learning: Navigating learning in the 21st century on 29 October. Read more on page 8.
December 2020
02 CONTINUING OUR REMARKABLE JOURNEY Carma Elliot CMG OBE, College President
04 MADAN MENON An interview with Board Chair
06 REIMAGINING LEARNING Graham Silverthorne on rethinking our education
08 NAVIGATING LEARNING IN THE 21ST CENTURY
09 SPOTLIGHT ON … Hyper-local Outdoor Education
10 LESSONS FROM LOCKDOWN Liam Isaacs looks to a digital future
12 IS THE SKY STILL BLUE? Engagement in Activities says yes
14 CONNECTING ONLINE Reflecting on remote service with Child at Street 11
Kishore Mahbubani Speaker Series launch event
15 UNITED WORLDWIDE A global showcase of UWC stories
22 TAKING A NEW SEAT IN THE UWCSEA CLASSROOM
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Alumni extending their learning journey
Explore our Super Low Energy Dover Campus
24 A LETTER TO MY COMMUNITY
INNOVATIVE SPACES
18 EVOLVING THE PERFORMING ARTS Extending the reach of creativity at East Campus
20 PREPARING FOR AN UNCERTAIN FUTURE University advising in the age of COVID-19
Farewell from Graham Silverthorne
25 CAMERON HUNTER Dover Middle School Principal returns
26 HOPE AND OPPORTUNITY Amala’s High School Diploma for Young Refugees Takes Flight
28 WORLD OF LEARNING Stepping stones to university and the world of work
29 HER JOURNEY Young Aurora finalists
30 SCHOLARSHIP SNAPSHOT Where are they now?
32 OPINION Finding joy in our safedistanced classrooms
COVER IMAGES
Front: East Campus UWC Day Back: Dover Campus UN Night
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Editors: Sarah Begum, Courtney Carlson, Sinéad Collins, Tara Diong and Kate Woodford Photography: Sabrina Lone, Janrius Rogers, Joseph Tan and members of the UWCSEA community Design: Nandita Gupta UWCSEA Dover is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) CPE Registration No. 197000825H | CPE Registration Period 18 July 2017–17 July 2023 | Charity Registration No. 00142 UWCSEA East is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) CPE Registration No. 200801795N | CPE Registration Period 10 March 2017–9 March 2023 | Charity Registration No. 002104 Printed on 100% recycled paper with environmentally friendly inks | MCI (P) 095/02/2020 | MKT-2021
Continuing our remarkable journey By Carma Elliot CMG OBE College President Several weeks ago, Board Chair Madan Menon and I were in conversation with two of our remarkable students, Lavanya and Tejas. The conversation was online and just under 100 parents tuned in to hear us answer some challenging questions on topics ranging from the future of education, to issues of Diversity, Equity and Inclusion, to why we have each found ourselves in leadership roles at UWCSEA. We were both struck by how impressive our students were, and so many of the comments which came in reinforced this. It is not surprising; I am regularly reminded of what a privilege it is to work with UWCSEA students, and Madan and I look forward to more such sessions. Just two days after our conversation, on 20 November, we celebrated the anniversary of the day in 1959 when the UN General Assembly adopted the Declaration of the Rights of the Child. The Declaration (later Convention) is the most widely ratified international human rights treaty, and sets out a number of children’s rights, including the right to education. It is important that we keep the commitments made by the signatories of this Declaration 2 | Dunia December 2020
uppermost in our minds, particularly as the impact of the COVID-19 pandemic on education and inclusion becomes more evident. Against the backdrop of COVID-19, UNICEF’s statement that “children are not the face of this pandemic. But … children’s lives are nonetheless being changed in profound ways” gives us pause for reflection. Speaking with students, it is clear that they understand deeply the need for their learning programmes to be adaptable, contextual and responsive to the individual needs of students with so many different experiences and abilities. This follows the thinking from our Reimagining Learning session in October with Tom Fletcher, Parag Khanna and Musimbi Kanyoro, which also emphasised the changing face of education and learning. These conversations about the future of learning at UWCSEA will continue in the coming months; they are more important than ever as we respond to the global changes that have been accelerated by the pandemic, and as we develop our plans for the College’s 50th anniversary year next school year. Over the past several weeks, the UWC International Board and International Council have held their annual
governance meetings. During these meetings, the Heads and Chairs of all the schools and colleges in the UWC Movement, along with the International Board and Council, meet to discuss both strategic and operational issues that affect the Movement as a whole. For UWCSEA, as the largest member school, these meetings are an opportunity to both learn and contribute; and with 18 schools and colleges across the world, we know that the global impact of the UWC Movement as a whole is greater than the sum of its parts, and that our impact manifests in different ways, depending on the schools’ very different contexts. With the rights of the child at the heart of all discussions, and education and students at the core, the movement faced some deep and existential questions about the post-COVID-19 world. Hearing Gabriel Abad, Head of UWC Dilijan in Armenia (and former Director of Residential Life on East Campus), talk about the impact on his college of both the pandemic and the conflict between Armenia and Azerbaijan was humbling; as were discussions of the operational challenges of running a UWC in China when the students were forced to leave the school
OPINION
last February and where so many of the international students have not yet been able to return. We celebrated the Movement coming together, as scholars transferred between colleges: UWCSEA sent a small number of scholars who could not get to Singapore to UWC East Africa, and welcomed to Singapore some who were originally assigned to China. We are grateful that all our scholars are now safely in the boarding houses, adjusting to life on campus. Much time was spent on the economic challenges some schools are facing; and with our peers, we were thrilled to be able to formalise the partnership between UWC and Rise (funded by Schmidt Futures), an education programme for young refugees at a camp in Kenya that will lead, in some cases, to a full scholarship to one of the UWC schools. For us at UWCSEA, this was an especially proud moment as the programme in the refugee camp will be delivered by Amala. Our UWCSEA teachers were heavily involved in developing curriculum for the Amala programmes and our students have been champions of Amala since it was first formed as Sky School some years ago. We retain a close connection with Amala to this day (read more on pages 26–27).
The conversations that were most exciting however, were the ones where we collectively addressed the future of learning at a UWC. As mentioned in our webinar, the movement has a history of innovation in education, and our close relationship with the IB is providing new opportunities for renewal and reinvention. As a movement, we are embarking on a time of intense planning and preparation for the future that has been accelerated by events of 2020. It is not enough that we respond to these challenges; we must anticipate them and prepare our students to be leaders and drivers of necessary change. The governance discussions were a powerful reminder of where the ideals we hold dear originated. More than 70 years ago, Kurt Hahn, the founder of the UWC Movement said “I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion.” As you will know, Hahn’s attendance at the 1958 NATO Staff Conference inspired him to create the United World Colleges Movement. The Declaration of the Rights of the Child followed a year later, with the first UWC opening in Wales in 1962. These big
developments then were driven by strong ideals, and common purpose, to create a more peaceful and sustainable future for everybody. Our original mission and Kurt Hahn’s vision remain as valid today, as seven decades ago. Last week we had the pleasure and privilege of announcing initial plans for our 50th anniversary celebrations in the 2021/2022 year. Connected by the theme There is more in us, it will be a year of celebrating our past and reimagining our future, together with our students, staff, parents, alumni and global partners. Along with community celebrations, we plan to host a forum in April 2022 on the theme of Learning to Shape the Future and expect to host such luminaries as Kishore Mahbubani, Distinguished Fellow, Asia Research Institute, National University of Singapore; Howard Gardner, Hobbs Professor of Cognition and Education, Harvard Graduate School of Education; Musimbi Kanyoro, Chair of UWC International Board; and Forrest Li, Founder and Group CEO of sea Ltd. It will be an exciting year, an opportunity to reaffirm our shared mission and articulate our hope for the future that is so perfectly expressed in students like Tejas and Levanya.
December 2020 Dunia | 3
MADAN MENON
Meet the Chair of the Board of Governors In September 2020 Madan Menon took up his role as Chair of the UWCSEA Board of Governors. Madan is a banker with 30 years’ experience in large, complex international financial services environments and currently leads Scotiabank’s business across the Singapore, ASEAN, Australia and India regions. Madan has been a parent at UWCSEA East since 2011, when his younger daughter joined Grade 3, followed by his older daughter the following year. He is now the proud father of one graduate and one Grade 12 student. After his first round of Board meetings in September 2020, Dunia sat down with Madan to explore what his new role of Chair means to him. The role of the Chair of the Board is a volunteer role with lots of responsibility. Why did you agree to take it on? My life philosophy is grounded in being of service to others and a belief in the importance of social purpose. My wife and I chose UWCSEA for our children because the College’s values align so closely with our own and I saw this as an opportunity to give back to an institution that has given my family so much. You’re right that the role of Chair brings with it a lot of responsibility: I am fortunate to have the expertise and support of my fellow Governors and the College leadership. You’ve just completed one round of Board meetings. What are your first impressions? Well, first I can say that the quality of conversation and thought at the Board level is truly humbling. We have an exceptional group of committed volunteers who are paying careful attention to the long-term future of the College so that future generations can benefit from the world-class education we provide. Second, I am really pleased to be able to have conversations with our outstanding educational leadership about the next iteration of a UWCSEA education in Singapore. Anyone who has tuned in to our Reimagining Learning series will know that the College is really engaged with the future of education. You mention the role of the Board of Governors as securing the College for future generations. Can you say a bit more about that? I am very clear on one thing: the overall 4 | Dunia December 2020
INTERVIEW
responsibility of the Board is to be of service to students. Of course, we have significant fiduciary and strategic responsibilities, but these are all centred on what is best and right for students of the past, present and future. Part of that is ensuring good governance and compliance, managing the financial health of the organisation for the long term, managing risk and so on; and at first glance these might not seem to be functions that are focused on student learning. But in fact, all of these activities have students, their learning experience and their wellbeing at their centre. People who start new roles are often asked about “the first 100 days”. Given that this is a volunteer position, let’s give you a year. What are your goals for your first year as Chair? Thanks for the extra time to make a difference! My first responsibility is to continue to build a strong and positive partnership with the College President and ensure that the Board and leadership are fully aligned on the direction of the College and our various responsibilities. I also want to support and amplify the College’s role in Singapore. We were opened by then Prime Minister Lee Kuan Yew nearly 50 years ago and in many ways our growth and success has played out alongside that of Singapore. It’s important to me that we strengthen our ties to our host country. The ongoing and critical work on Diversity, Equity and Inclusion (DEI) will require the Board’s attention. Finally, I really want to continue to build a transparent Board environment. I hope to be able to host more regular communication between the Board and various community stakeholders. And all of that is in addition to the many projects and initiatives that are already on the table as a result of the UWCSEA Strategy 2018–2023 and, increasingly, the milestone 50th anniversary that is coming up in 2021/2022.
What are the big topics on the Board agenda at the moment? The biggest and most important one is the future of learning at UWCSEA. The global pandemic has accelerated thinking about the next iteration of an international education, and it’s important we participate in, and indeed lead parts of, that conversation. Our senior educators are in conversation with the IB about pathways to graduation; and the recent conversations about DEI have demanded that we consider how to become a more inclusive school. It is the Board’s responsibility to ensure we provide the appropriate infrastructure and support to foster and nurture the energies of those engaged in this strategic change, and help make these decisions and implement them. At the same time, we are looking at important governance issues, such as Board succession planning and a review of our constitution and governance. Along with the rest of our community, we are engaging with the next iteration of the Guiding Statements, particularly our restated values and the behaviours that accompany them. This is alongside our ongoing responsibilities of budget approval, internal audits and support for key College operations. The Chair of the Board helps to create culture and set tone at Board level. How do you approach this part of your responsibility? I always think of the College as an aspirational institution. Our mission is so idealistic and at the same time so relevant and so necessary. There are four words that I think complement our mission and guide me in my thinking as I try to fulfil the mission, both in my personal capacity and as Chair of the Board. The first word is boundless hope and conviction for our children and the future, and an ongoing optimism that our
students and the educational experience they have at the College will help to create a more peaceful and sustainable future. At the same time, we must provide assurance to students and parents that, while we are hopeful, we are also realistic: our first priority is for students to be safe and secure and we have reflected on most, if not every, conceivable risk. The second is harmony, that we aim to be a harmonious community, with all stakeholders united in common purpose and living the mission and values. That is not to say that we all speak with the same voice, or that we don’t seek diversity of viewpoint but rather that we are at optimal harmony, where our voices together create a common message. The third is humanism, a belief in the power of humanity, the critical importance of making a contribution to society and the importance of our individual actions. In the words of Margaret Mead, “Never underestimate the power of a small group of committed people to change the world. In fact, it is the only thing that ever has.” This is especially important on the topic of DEI; we must hold ourselves to the highest standards here. And finally, humility, that we remain aware of our privilege and of all the things we do not yet know, that we continue to learn from others and that, as a Board, we live the mission and values with respect and care for the voices of everyone. Words to live by indeed. Any final thoughts? Just that it is an enormous honour to become Chair of the Board. When I think back over my time as a parent at the College, I feel enormously grateful. I hope my tenure as Chair will give me the opportunity to make a positive difference in this great community.
December 2020 Dunia | 5
REIMAGINING LEARNING AT UWCSEA
This is a prototype of the revised UWCSEA Guiding Statements, being used in community consultation in the 2020/2021 school year. Look for invitations to contribute in College communications during this year, or send feedback to uwcsea@uwcsea.edu.sg. 6 | Dunia December 2020
FEATURE
By Graham Silverthorne, outgoing Head of UWCSEA East The future is an uncertain destination for our UWCSEA learners. Our responsibility is to equip all our students with the tools they need to navigate the faster flow, the ever-changing tides and the hidden currents which we know they will encounter when they leave us. The journey ahead will be one of challenge, and also one of great opportunity. Our students will not simply need tools– knowledge, understanding, skills–but will rely on deeply embedded values to help them make choices in often complex and ambiguous environments. In reimagining learning for the unimaginable future our students will live and work in, we are returning to our mission and guiding statements to help us find a path.
Learning and mission competencies The new prototype of our guiding statements illustrates a journey that begins with our mission, and the values that derive from it, and culminates with students (of any age) on the way to developing mission competencies that help them to enact the mission throughout their lives. While the term competency may well be very familiar, the idea of mission competencies bears some exploring. Using the OECD work on ‘Transformative Competencies for 2030’, the UWCSEA leadership team have developed our thinking and define a mission competency as: the summation of skills, knowledge, attitudes (dispositions) and values that will lead the individual to take action, to become a changemaker and to use their education as a force for the benefit of society, not simply as a vehicle for personal success.
Mission-aligned curriculum development Between 2011 and 2018, UWCSEA completed a project of major significance in articulating our K–12 curriculum across four of our five learning programme elements: Academics, Outdoor Education, Personal and Social Education and Service. This was the first time an international school had undertaken such an ambitious curriculum development project, and in particular to develop a written curriculum for Outdoor Education and Service. This work led to the development of a set of UWCSEA Guiding Statements, which included the Learning Programme, Learning Principles, and the identification of the skills and qualities of the our Profile. As the Learning Leadership Team has continued a process to review and refine our curriculum, our guiding statements have evolved to encompass the idea of mission competencies, and to become more explicit about the journey of learning that all of our students are on. Our journey is towards a fuller realisation of the spirit of an holistic learning programme in a contemporary context. As a result, our learning programme will become increasingly aligned to our mission, intentionally guided by high-level concepts derived from the mission competencies we have identified. This will lead to significant developments in interdisciplinary learning, as the lines between different
disciplinary areas are blurred (but not eradicated), and the use of concept-based and experiential learning approaches deepen and consolidate transfer of learning across all five elements of the UWCSEA Learning Programme.
Moving past an industrial model As we continue our evolutionary process, over the next few years we will take the parallel step of developing new pathways and new credential systems that acknowledge the achievements of our learners in the context of fulfilling our mission. This means that we will measure all the achievements of our learners, rather than being bound by the narrow frameworks created by the standardised testing of the current industrial-age model of education–which, it is becoming clear, will not fulfil the needs of tomorrow. Events during 2020 have exposed the limitations and the fragility of the current approach, which has been widely and enthusiastically adopted as best practice by much of the world. Not only is standardised testing a one-sized product when we know that learning does not take place in a linear or age-related manner, it has also been shown to be fallible when global events interrupt assessment structures.
Expanded definitions of success The College is already investigating and developing new approaches to credentials and the celebration of learning. We will continue to embrace standardised tests such as the IB Diploma where learners need that qualification to take the next steps in their life journey. Importantly, however, we will respond to the needs of all learners, by providing alternative pathways. To do this, our intention is to develop a much more agile credit framework that allows us to move credit towards the skills, needs and attributes of individual learners, rather than to continue to move all learners towards the requirements of a single set of standardised tests. There will always be standards attached to the credits and there will always be challenge at a high level—the attainment of a mission competency will never be an ‘easy’ thing. However, there must be greater agility, greater agency, greater personal choice in the way we recognise the extraordinary talents of our young people.
FEATURE
Navigating learning in the 21st century Exploring the possibilities for UWCSEA
The need for change in education to respond to our changing world raises questions not just economic, but existential. What is the purpose of an education? Who should it serve? What is it worth? And what does this mean for the future of learning? These are urgent questions that we hope our Reimagining Learning series will help to answer. As the College looks towards our next 50 years, the Kishore Mahbubani Speaker Series: Reimagining Learning is an invitation to engage in discussion and exploration around some of these increasingly urgent questions. While the changing nature of the world of work is an obvious place to start, global shifts in society are creating a need for deeper reflection on how education might best serve the future of the planet and humanity. Series patron, former Chair of the UWCSEA Board of Governors, Professor Kishore Mahbubani framed the importance of these discussions in his opening remarks, “The world of work is transforming and it is now less routine, more flexible and characterised by dynamic networks of individuals working together. As old hierarchies break down, our young people will join a workforce that is redefining both the purpose and practicalities of work. We know we must prepare our young people with the knowledge, understanding, skills and, most importantly, values that will help the next generation make decisions in often complex and ambiguous environments—decisions that will fulfil a mission for a more peaceful and sustainable future.” The launch event on 29 October, Navigating learning in the 21st century, featured guest speakers Tom Fletcher, a former diplomat and Project Director of the UN’s Towards Global Learning Goals and Parag Khanna, a global strategy advisor, author and futurist, who together unpacked some of the forces shaping the challenges facing humanity and influencing our future. Musimbi Kanyoro, Chair of the Board of UWC International, then joined Tom and Parag for a panel discussion that engaged our global audience in an exploration of how education might evolve to meet the needs of humanity, and the planet, in the 21st century. In describing three mega-trends in society; the rise of distrust, the rise of the perception of inequality, and the rapid 8 | Dunia December 2020
technological transformation around us all, Tom called for an urgent response through education. His belief is that while these trends continue to shape the global environment, the current systems of education will fail to equip young people to thrive, saying that, “it is a sad truth at the moment that most young people on the planet are learning the wrong things in the wrong ways. Too often, we fail to spark the kind of delight in the magic of learning. Instead, we’re forcing kids into a system based on how we learned in previous generations, without recognising how different their lives will actually be. The content we teach, the assessment that we put in front of kids focuses on classic academic knowledge rather than character and skills. It focuses on the head and not the hand and the heart.” The second event, Digital learning and disruption on 9 December featured UWC Adriatic alumnus Bharat Anand, Vice Provost for Advances in Learning at Harvard University, who shared some of the learnings from his involvement in Harvard’s rapid move to online learning in the Spring of 2020 and discussed how they might apply in a K–12 school context. In our first event Tom Fletcher outlined a compelling argument that, “We need a revolution in how and what humans learn.” Join UWCSEA as we continue to engage pioneers and thinkers in education as we reimagine learning at UWCSEA with the goal to better align our mission-inspired education with the needs of our students—and in the process equip them to help their communities and the planet to not just survive, but to thrive.
Learn more, watch the webinars and sign up to future events here
SPOTLIGHT
SPOTLIGHT ON …
GRADE 3
CAMPUS ADVENTURE This year’s hyper-local focus in our outdoor education programme saw Junior School students undertake a series of adventures on campus, working towards ‘outdoor education activity passports’. The passports combine age-appropriate experiences to develop learning in outdoor education and personal and social education, while drawing links with other areas of the learning programme. Grade 3 students worked their way through a two-day programme based on three of the five passports: Navigation, Survival and Nature, with opportunities to explore new areas on campus. Pictured here, a student is concentrating on a water filtration exercise, part of the Survival Passport activities which focused on developing skills as well as awareness of basic needs, self management, resilience and creativity.
FEATURE
Lessons from lockdown By Liam Isaac, Head of Digital Learning Technology, Dover Campus In March, Singapore went into lockdown, bringing with it an abrupt shift to our lives as we all switched to ‘remote’ models—learning, working, gathering and supporting. Whilst SARS in 2003 meant that the notion was not completely unprecedented, the extent of the impact of the current pandemic will no doubt be viewed as a pivotal moment for existing trends towards technology-led changes in so many areas of our lives. Historians documenting the factors influencing changes to the industrial educational model of the 20th century will no doubt point to the necessity of adapting to the pandemic as an accelerator in a long-overdue digital transformation of a sector that had been largely unchanged by the rising tide of technology. During the circuit breaker (lockdown), our community worked tirelessly to positively influence the learning and wellbeing of our students during what was a truly challenging time. Our students developed new levels of resilience as they somehow managed to motivate themselves each and every day to attend classes online and continue to engage with their teachers and peers. Parents and carers performed an all-too-often herculean balancing act; meeting the ever-shifting needs of their children whilst continuing to juggle demanding professional and domestic responsibilities. And then there were the teachers, who years from now with the luxury of hindsight, will no doubt cite their own experience of implementing remote learning as one of the most challenging periods of their career. They juggled the challenges of continuing to fulfil their professional roles while supporting student wellbeing, working to ensure that the students within their care remained physically and psychologically happy and healthy. 10 | Dunia December 2020
It would be easy to reflect on what our community achieved during that period, consider it a job well done and, at least within our Singapore context, thank our lucky stars that (very) slowly, things are beginning to return to ‘the way it was before’. However, as a learning institution in a sector that is ripe for digital transformation, it’s important that we use the lessons from this experience to understand how technology can be used to contribute to the future of learning. As Tom Fletcher said at the UWCSEA-hosted Navigating learning for the 21st century event on 29 October, “We face technological, environmental change at a pace we can’t understand or control at the moment. We’ll have to be brave enough to master technology, rather than be mastered by it.” And so UWCSEA is looking to leverage the lessons from lockdown to improve our future provision and practice. Here are just some of the ways in which our response to the pandemic might ultimately lead to our evolution:
On-demand learning Pre-pandemic days, all teachers diligently uploaded learning resources used in class to our digital learning platforms, informing students that, should they wish to revisit the material, they could. This was—and still is—good practice. However, our use of these digital tools has rapidly evolved over the course of the last 10 months to better leverage their potential as tools that will deliver opportunities for learning that suit the needs of more of our students. One of the great advantages of online learning is that resources, once shared online, are available for learners to access as and when the need arises. This ease of access, along with the flexibility to work through the resources
and revisit and revise at their own pace, makes the learning process increasingly flexible and equitable for all students. In a UWCSEA context, where all students have access to devices, all students therefore enjoy access to learning at their own pace using online resources, which support face to face instruction. This blended learning model has long been recognised as an integral approach to learning at UWCSEA, led in particular by a focus in the Middle School on East Campus which has seen the development of extensive professional learning resources to facilitate implementation over the past several years. The circuit breaker accelerated the adoption of an increasingly blended approach to teaching and learning at all levels at UWCSEA. Increasingly, teachers are tailoring the learning resources they share online to reflect the needs of the students in their class. For example, instead of simply sharing the slide decks used in a class, teachers are now sharing screencast presentations of these slides which provide a short, sharp micro-lesson format. This mode of delivery then allows students to engage with this rich material outside of the classroom, freeing up more time in class for discussion, project-based work or personalised feedback and guidance.
Opportunities for personalisation Historically, the orientation for new Middle and High School students has been almost entirely face-to-face; with families coming onto campus to collect laptops, attend sessions and meet staff. This year, safe distancing measures meant that the August 2020 orientation for new families moved online in a format that allowed families to complete the set-up independently at a time and pace that suited their schedule.
Through custom learning modules, students were able to set up their devices to be ready for the first day of school. Importantly, students and families were introduced to our educational philosophy and provided guidance on how to maintain a balanced home life in the presence of potentially disruptive devices. These independent learning modules—which are available online to be revisited as necessary—were followed up with a series of live workshops on related topics such as ‘Managing Digital Distractions’ and ‘Social Media’. Feedback from families was overwhelmingly positive, and we have gathered rich data that will allow us to adapt our ongoing provision in a very intentional way. This adapted approach proved so successful that, regardless of what the world looks like at the start of the next school year, we will continue to run some aspects of digital onboarding and orientation for families using this model. What’s more, we are currently exploring opportunities to employ similar approaches in other contexts, for example connecting our current High School students with our extensive alumni network to share valuable information for learning in specialist areas as they pursue topics of individual interest. This networked learning approach greatly extends the power of the existing network of alumni mentors who to date have shared information on career and university choices.
Engagement through gamification Whilst the term may be new–and perhaps quite alarming for some–in an educational context, the concept is not.
For example, students and families have long created flash cards to support their learning of everything from spelling or multiplication tables, to key political figures in history or the periodic table. The use of online quick-feedback apps such as Kahoot and Quizizz are well established in classrooms across the College. A natural consequence of the increase in use of digital tools as a way to enhance learning, gamification is an increasingly effective strategy to motivate consistent participation and long-term engagement by students of all ages. However, the extended period of home-based learning during circuit breaker prompted more teachers to apply creative gamification as a means of consolidating or enhancing student learning in their virtual classrooms. This resulted in the emergence of increasingly interactive and immersive strategies. One example is a digital escape room, where students need to ‘escape’ from a carefully constructed Google form by applying their subject-specific knowledge in tandem with their problem-solving skills to answer questions. Gamification strategies such as this have the potential to challenge conventional assessment. For example, in one IB Diploma Programme class last year, escape rooms were trialled as an alternative means of formative assessment. Replacing an end of topic test, students needed to ‘escape from the unit’ before progressing to the next topic. Students are incredibly positive about the potential long-term impact that this requirement to apply their learning in new ways might have on their learning.
Augmented and Virtual Reality There are exciting potential future applications of how both AR and VR could be used to enhance student experience. In the Primary School, for example, teachers are exploring how to use VR to create immersive learning environments that allow students to use their iPads to take virtual expeditions around the world—all while in their own classroom. During the circuit breaker, a virtual art gallery was constructed ‘on’ Dover Campus where, despite not being able to physically visit campus, parents, staff and students were still able to enjoy a visual art exhibition in virtual reality.
What next? As the world continues to adapt in response to the pandemic, UWCSEA will continue to explore how we can leverage technology to empower our students to engage and learn beyond the confines of their immediate borders and boundaries.
Definitions Blended learning: using technology to bridge the divide between online learning and faceto-face instruction, leveraging the advantages of both. Networked learning: a method of collaborative internet-based education whereby learners can connect with resources, teachers and other students. Gamification: the use of gaming techniques to encourage engagement. December 2020 Dunia | 11
OPINION
IS THE SKY STILL BLUE? Life on campus continued in Term 1
By Mike Staples, Director of Sports and Activities, Dover Campus With restrictions on movement still in place as a result the global pandemic, and the resultant impact on personal wellness added to the list of stresses that test us all daily, it is perhaps not surprising that our community have looked to the College to support students with opportunities to continue developing physical and mental wellbeing, including connection and community. At UWCSEA Dover, the Activities Programme in Term 1 continued to play a big part in maintaining that healthy balance for many. In a typical school year, 96% of Dover students participate in the programme at lunchtime, before or after school or even on the weekend. This year, the start of the activities programme was a welcome opportunity for our students to re-engage in passions, pastimes and pursuits that were severely curtailed outside school as COVID-19 safety requirements limited most options, in some cases ceasing them altogether. With the usual connectedness that our children experience with friends and loved ones restricted to a limited ‘pod’ of the ‘usual suspects’ and an uncharacteristically cold and rainy September following the news of cancellation of so many anticipated Arts and sports events on the annual calendar, many in the community could have been forgiven for wondering “Is the sky still blue?” by the time Activity sign-up opened for Season 1. Statistics alone can partially answer that question: yes! Activity participation numbers paint a rosier picture for our children—one that was perhaps not so visible to parents and 12 | Dunia December 2020
carers who were not able to come onto campus and therefore had limited opportunities to see their children in action. On Dover Campus, there were 5,800 weekday spaces offered across the full breadth of the Activities programme, which includes the extensive Instrumental Teaching Programme (ITP) and our bespoke Home Languages Programme (HLP). A further 550 opportunities were offered in the evenings and on weekends through our Community Activities programme. The average student at Dover takes part in 2.3 activities a week for a total of 3.8 hours. Many activity groups continued to run with the same capacity as in pre-COVID times. These include music groups and the ITP which collectively account for 954 places each week; non-selective and representative sport and fitness options add an additional 2,545 places; our 11 HLP languages offer 271 students a place; student leadership groups, including MUN, Initiative for Peace and student societies, cater to 521 students; environmental initiatives engage 197 students, and a further 1,163 places are filled in our somewhat catch-all category of ‘enrichment’ which is a diverse collection of interests ranging from BioChem or Law Society for High School students to Debate and Coding which are offered in different ways across the school sections. Looking past the statistics there are Activities that continued to see increased enrolment; perhaps inspired by the state of world politics, greater numbers signed up for student leadership groups that provoke discussion on social, political and global issues. Initiative for Peace, MedSoc and Epiphany Arts saw consistent membership, while the long running Debate and Model United Nations (MUN) activities were in high demand. In August, 123 students trialled for the Dover Campus Debate
teams inspired by the growing Debate calendar and team success in local competition. Undeterred by the cancellation of international conferences, new student leadership and virtual conferences have buoyed MUN numbers to all-time high levels. While these activities are designed to stretch minds, the Latin phrase mens sana in corpore sanum (a healthy mind in a healthy body), gives a nod to the equal importance the Romans put on the physical as part of our all-round wellness. Correspondingly this year’s investment in leadership and facilities that promote physical wellness could not have been more fortunate or timely. An extended, refurbished and re-equipped Fitness Centre coupled with the recent addition of a specialist instructor, has given us the expertise and the capacity to meet the growing fitness and performance needs of the wider Dover community. With the previous two fitness rooms miraculously expanded into four inviting spaces, fully equipped with new cardio, weights and core strength equipment, both students and staff are able to access a menu of general exercise, strength and conditioning, performance training, injury prevention and rehabilitation programmes. When our doors can finally reopen to parents, we promise to share these ‘new toys’ with our community as well! Our Performing Arts programme has been impacted more heavily than many other areas of Activities, with group sizes reduced, voice and wind instruments restricted and larger productions curtailed in music, dance and drama. It was Frederick Nietzsche that said, “Without music, life would be a mistake” and so students have continued to find a way, with student-led productions presented in innovative ways through small-scale live performances and the online presentation of key events such as our beloved UN Night. In the meantime, as we wait for those bright cobalt blue South East Asian skies to return, it is worth taking a moment to recalibrate and remind ourselves of what is working. Our facilities are bursting from sunup to sundown, seven days a week with young people seeking what UWC founder, Kurt Hahn labelled their ’grand passion’ as they seek to extend the possibilities of the ‘new normal’ we’re living in. Every day, our students strive towards excellence in our practice rooms, theatres and sports halls. And they forge long-lasting connections in their community that will help to sustain them through, and well beyond, these character-forming times.
Beyond Fixtures By Gavin Dinsdale, Head of High School Activities, East Campus Beyond Fixtures is an East Campus initiative to provide intentional opportunities for students to reflect on why they choose to participate in sport. The focus is on aspects of fitness, developing cross-sport skills through training, overcoming challenges and, of course, fun. While competitive sport will not always be available in life, and is not something everyone even wants to pursue, our goal is to take the opportunity to develop life-long habits through participation for enjoyment and health. At UWCSEA, success is not purely based on results and broader measurements such as student participation and engagement count, and this term participation rates have been as high as in the past. However, with no team selections to make (due to the cancellation of fixtures), all students have had an opportunity to benefit from being coached as part of a team. Without the intensity of the results-driven rounds of fixtures and finals, coaches have been able to renew a focus on coaching the skills of the sport. No fixture list has given coaches the time to include activities that will develop core skills to support a student’s participation in sport, such as physical literacy. Beyond Fixtures has encouraged coaches to share ideas and practices that work across all sports, such as prehabilitation to prevent injuries, training to jump higher, and working with our Sports Science students to measure, collect and track data on athletes’ performance. Other examples include using expert knowledge from gymnastics to train core strength and core chain mobility in football, or applying gymnastics skills to movement on the volleyball court. Whilst fixtures will return and students and coaches will enjoy the excitement these bring, this period has provided an important opportunity for coaches and students to reflect on the learning, and to reframe their involvement in sport in a more holistic way.
COMMUNITY NEWS
CONNECTING ONLINE
A new perspective on compassion By Soren Jensen, Grade 11, Dover Campus UWCSEA has long-standing partnerships with around 65 Voluntary Welfare Organisations and charities in Singapore. Across the College, we use our skills and interests to enrich the lives of the local Singaporean communities in which we live and learn, and vice versa. One of the organisations that we have worked with for over two decades is Child at Street 11, a childcare centre supporting children from diverse family backgrounds. Their mission is to educate and help children from low-income families break out of the poverty cycle in one generation. In my past experience, one of the most valuable aspects of local service is the human interaction that comes with it. Over the years, I have formed relationships with people from walks of life that I never would have had the chance to meet, had it not been for the Service programme. For example, in Grade 8 I was involved with a service where I did arts and crafts lessons with intellectually disabled young adults. Having the opportunity to interact personally allowed me to see their capabilities and strengths, as well as understand some of the difficulties that they face in daily life. I also got the chance to travel to the care home where they lived which was truly an eye-opening experience, coming face to face with a Singapore I didn’t know existed. Given this past experience, built on personal connection, when I signed 14 | Dunia December 2020
up for Child at Street 11 this year, I was somewhat sceptical. I wasn’t sure I could have meaningful interactions with the students online. However, I very quickly realised that this wasn’t the case! Our service group of 10 High School students meet weekly to lead a combination of both synchronous and asynchronous learning opportunities with the children who attend the centre. Each week, we create a series of short videos that focus on teaching a new skill and engaging the children in learning. In addition, we lead halfhour ‘live sessions’ on Zoom with the children that include storytimes, action games, songs and rhymes. Although the activities we run revolve around the children’s learning, I have also learned so much. I was initially very surprised; their family backgrounds are so different from mine, and I was shocked by some of their circumstances. This insight allowed my perspective to widen and compassion to grow. When we got the chance to interact, they were amazingly cheerful and open, despite their circumstances, and I found myself delighted to connect with them each week. Seeing their joy when meeting them online helped me realise that in a time like this, when circumstances seem less than ideal to many of us, that it is worth making the effort and taking the time to show people that you care. Even the less personal online medium can be used to bridge the gap and can help all of us to make the most of life in just the way life is.
COMMUNITY NEWS
UNITED WORLDWIDE A global voice for UWC
To truly work toward our mission to make education a force to unite people, nations and cultures for peace and a sustainable future, United Worldwide is a student-led initiative that brings together UWC students from around the world. United Worldwide is an online magazine that captures the essence of what it means to be a student of the United World College Movement. Spanning all the UWCs, United Worldwide is a common platform and was created by East Campus student Aryan Sahai as an avenue to truly unite the 18 schools and colleges across the movement. The publication has gone on to offer internship opportunities among students of UWCs from all over the world. United Worldwide’s global audience consists of students, staff, parents, alumni and a range of people beyond the immediate UWC community as well. The goal is to share stories that may remain otherwise untold. Here, the founder shares the magazine’s origin story. By Aryan Sahai, Grade 12, East Campus The plethora of students arriving at my school each morning carry within them countless untold stories and I realise each day how fortunate I am to be able to meet these people who vary in race, culture, colour, background, beliefs, and experiences. I also realise that there are 17 other UWCs hosting thousands of students with millions of stories that may never be heard. In pursuit of finding these stories and sharing them with as many people as possible, I decided to create an online UWC magazine, United Worldwide, featuring student-written and personal articles that reflect what it means to be a UWC student. In order to truly realise our mission to make education a force to unite people, nations and cultures for peace and a sustainable future, we need to first be united amongst ourselves. I started by looking for contacts on each of the UWC websites, and social media platforms such as Google and LinkedIn. The first campus to reply was
UWC East Africa’s Arusha Campus, and I connected with passionate writers who wanted to be part of this initiative. To be able to meet peers who showed interest in this global initiative was so heartwarming; their welcoming smiles and polite greetings made me realise that there is a whole world unexplored, filled with kindness and unique people. Scrolling through my social media I saw that one UWC had gone live on Instagram and I was able to find more connections through the school’s page. I was overwhelmed with the warm reception I received, despite being a stranger emerging from nowhere, all because I am a part of the UWC family. From debate prodigies, Shakespeareesque poets, football fanatics to budding world leaders, and—most importantly—fabulous writers, I have had the opportunity to meet such motivational people. I have been left speechless at how helpful and compassionate every person I have communicated with has been. I have looked forward to sending every email,
taking every call, and reading every article I have received. After nine editions, I want to celebrate the hard work that everyone who is part of United Worldwide has put in. From all the staff members who have helped make this a possibility and to all the students who spent hours on end writing these articles, I want to say a heartfelt thank you. I am extremely grateful for everyone’s contributions throughout the whole process of bringing this dream alive. So far this has been my journey worldwide, about our UWC family, about uniting thousands of students, staff, parents and alumni across the globe. Now, let’s take it forward, share our stories, and make this our United Worldwide journey.
Read more and subscribe to United Worldwide December 2020 Dunia | 15
INNOVATIVE SPACES
DOVER CAMPUS
Retrofitting for the future This year, both campuses were awarded Green Mark Platinum Super Low Energy certification by Singapore’s BCA, recognising our efforts to maximise the sustainable design features of each campus. On Dover, many of these were incorporated during the 5-year campus rejuvenation, completed in 2016. A long-term commitment and significant effort saw existing structures (some dating back to the 1960s) retrofitted during the renovation, thanks to the efforts of our operations teams with support from our donors. Students are engaged in maximising these sustainable features, gaining valuable learning as changemakers in action.
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A AYE sports field Using cork and coconut husk instead of recycled rubber means a significantly cooler and healthier playing environment, which is 100% recyclable. UWCSEA was the first organisation in Singapore to use organic infill for a sports field, an installation which was necessary to extend the days that the facility could be utilised by our learning community.
B Solar panel fields Dover’s 1,572 panels generate approximately 500,000 KWH—equivalent to the electricity needed to power 125 units of 4-room HDB housing for a year. The studentinspired project kicked off with 63 panels on the swimming pool shelter and now Solar for Dover students are fundraising for a second installation on the High School building.
C Cooling roofs and green walls Integrated green roofing and vertical green walls result in less heat transmission to the building and more efficient air conditioning. Vine-covered walls provide a significant cooling effect and allow cross ventilation in non-occupied, non-air conditioned spaces (such as toilets and staircases) where higher temperatures from solar exposure are expected.
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D Natural light through clever design Sunshades and light shelves bounce natural daylight deep into classrooms to reduce the need for artificial lighting. The unique 500m2 exam hall was designed with a lightreflecting acoustic ceiling and can be used without any artificial light. Roof-top solar tubes are installed in multiple locations to provide sunlight deep into interior spaces.
E Retrofitting to reduce, reuse, recycle The chiller plant retrofit in 2015–2016 used innovative energy saving design elements such as co-locating the chiller plant with the cooling tower, refurbishing existing equipment, efficient piping design and investment in web-based monitoring and management systems.
F 3for2 energy smart office prototype In optimal conditions, this allows construction of three floors in the conventional space of two without impacting occupant floor-to-ceiling heights. At the same time, it proposes to improve comfort of occupants and increase overall energy efficiency by a factor of two.
G Recycled water strategies Rainwater and AHU condensate collection from the Primary, Middle and High School blocks is filtered through a rain garden and used to provide irrigation water to around 50% of the landscaped areas.
H Food waste management As much as 50 litres a day of fruit and vegetable peelings is turned into valuable compost for the campus gardens by student groups who separate and compost pre-cooked organic waste. Used cooking oil from the canteen is recycled by Alpha Biofuels.
I Encouraging biodiversity on campus A dedicated tree nursery raises native tree seedlings in collaboration with Singapore Botanic Gardens and also helped conserve existing trees during construction. The Flood Retention Pond has created a Biodiversity Wetland Area for educational use, and there are student initiatives tending rooftop vegetable patches and vertical gardens.
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Take a sustainability tour of Dover Campus
Take a sustainability tour of East Campus
COMMUNITY NEWS
Evolving the PERFORMING ARTS By Lindsey Stirrat, Chair of The Arts and Music Teacher, East Campus Returning to campus in August was exciting, but daunting. An innovative and creative group, the East Arts faculty were not going to let COVID-19 stop the show, but with so much of Arts programme centred around practical application and experience, the team had spent the school holidays rethinking their approach to lessons and events and looking for ways to sustain their programmes on a COVID-compliant campus. Our collective decision was to explore innovative ways to maintain our programme, keeping as much as we could in the calendar. However, with no ‘live’ performances possible, we were going to have to go virtual. CultuRama, Unplugged: Unmute, StudentDirected Theatre Week, Wavelengths, Music Recitals, artist-in-residence programmes, ensembles and in-class experiences were going to be livestreamed, filmed and recorded, albeit in ‘bubbles of five’, for our whole community to enjoy. At the start of the year, the Arts Department met with the AudioVisual team to explore the possibilities created by their new system, which would enable multi-camera, live production broadcasting and recording. This provided not only a creative professional recording experience, giving authentic and high quality recordings, but a multimedia endproduct as a ‘piece of art’, rather than a one-angle, single-shot recording. The Music Department discovered that the individual Instrumental Teaching Programme (ITP) practice rooms could be patched straight through to our Music studio with a microphone and headphones, allowing ensemble singing! Connecting the Music studio and ITP rooms allowed up to 16 individual singers or bands and ensembles to rehearse ‘together apart’—in individual rooms but able to hear one another. This brought energy and verve back to our Music programme as our ensemble programme was alive again. CultuRama 2020 continued to celebrate culture and diversity at East, with 18 | Dunia December 2020
the theme of ‘My Stories’ expressed through dance, music and narrated storytelling. Rehearsals and filming were carefully structured with safe distancing both on stage and behind the scenes. Everyone involved had a shared vision that this year CultuRama, as the first of the Arts events in the calendar, was going to triumph over COVID-19, with the final product one of collaboration and creative ingenuity. Unplugged, Wavelengths, Music Recitals and Uniting Nations Day also became virtual events with videos, split screen performances and documentaries. Benefiting from the expertise of Ashfie Haritz, Studio Technician and the AV team led by Kazly Kazan, the Music Department have not only created innovative virtual events, but also now documenting the creative process leading to the final performance. The Drama and Theatre programme continued to thrive with virtual artistin-residence workshops from Red Leap Theatre and four student-directed plays (Accidental Death of an Anarchist, Antigone, An Enemy of the People and Arabian Nights) culminating in a Student Theatre Festival Week of virtual performances. Students showed patience, resilience and found inventive and original approaches to direction and production. The Performing Arts teams at East have realised that curating virtual performances can be a vibrant, exciting and creative journey. As we begin to move back to live performances and events, we hope to bring our new understanding of the power of creative virtual platforms to connect with our global community in new ways. These are potentially more exciting than the thrill of live performance itself, and there is surely a place for both in the Arts of the 21st century.
CultuRama photos provided by Jaime Agustin Dimalanta, East Campus student Unplugged photos provided by Mohammad Kazry bin Kas Kazan, AV Technician, East Campus December 2020 Dunia | 19
OPINION
Preparing for an uncertain future University advising in the age of COVID-19
By Robbie Jefferiss, University Advisor, East Campus One of the joys of working in a university advising office is helping our students visualise their future; clarifying their goals and exploring opportunities, many of which they have never considered. You can see their eyes shift upwards, seeing themselves on a campus, or in a new city, or learning a new language. In the busy life of a high school student, asking them to stop and consider what life beyond graduation looks like can be empowering. It can also sometimes be scary as they consider moving from a fairly structured life to one that will be theirs (with some input from their parents, of course!) to decide. As part of the advising process on East Campus, the UAC team ask our Grade 11 students to visualise their lives at age 30: Where will you live? What kind of city will you be in? What does your home look like? Where are you working? Our students find this challenging to say the least. Teenage brains are not well equipped to think beyond lunchtime, let alone 15 years into the future. However despite the individual uncertainties felt by our students, our university advising team have, up to now, felt that our graduates’ immediate future was predictable; students chose pathways well-trodden by their older siblings or peers to recognisable universities or gap year programmes. We felt secure in advising our students towards those choices. But in March 2020, COVID-19 threw all of this into disarray, as the uncertainty of the near future became fraught with unknowns. Students had questions we could not answer then, questions which, 10 months later, we still can’t advise on. Will I be able to enter that country? Will my university be teaching online or in person? Will my parents be willing (or able) to pay US$45,000 for an online option? Are my gap year plans completely blown? And for the first time in my career, quelling those normal pre-departure anxieties became much more difficult. As students turned to their trusted advisors about the fate of their future, we had few answers. Many of these anxieties are wrapped in a tight jacket of grief. The Class of 2020 had no opportunity to finish school and gain closure or enjoy their traditional rights of passage. The Class of 2021 is facing similar uncertainties in planning their next steps into an uncertain world. As a community we have spent the last 18 years preparing our graduates for an independent life, and this important life event has been put on hold as many start university in their childhood bedroom. As I evaluated my role in this process, and the value that I can now bring and the support I can offer my students, I’ve identified a few key elements that are related, but perhaps not identical:
Teaching flexibility
Teaching gratitude
Some of our students have envisioned a path to a certain country, city or university. They are the ones wearing the sweatshirt of the college that they aspire to attend, even in Grade 9. Teaching these students that there is more than one university out there, and perhaps multiple countries or cities where they can be successful, is a key element of our counselling, and is especially important right now. Having a back up plan (or two), and spending time envisioning alternate futures, is time well spent. As a sailor, one of my favourite quotes is, “We can’t direct the wind, but we can adjust the sails.” Flexibility of thinking may be one of the greatest strengths we can impart at this time.
The Class of 2020 faced a great deal of loss, and there is a chance that the Class of 2021 may experience a similar reality. It is easy for students of all ages to focus on the things they’ve missed out on: no football tournament, no overseas expedition, no end-of-year celebrations. Admittedly, the list is quite long, and taking time to shift the narrative with our students is challenging. But it is important to (re)focus on what we do have. We still have access to education, we live in a safe city like Singapore, we have support from our family and friends close at hand. The list of things to be grateful for quickly grows. From the start of Grade 12, we ask our students to write down three things they are grateful for on a post-it note and place it on a whiteboard in the hallway each morning. The things they post are sometimes telling (sleep, my mom, caffeine, and bubble tea often top the list) but they also provide an avenue for students to shift their thinking each day.
20 | Dunia December 2020
Teaching students to focus on the things they CAN control, not what they can’t There are many things out of our control. Students around the world who are considering university options are grappling with added complications created by the pandemic: online learning for months at a time, examination board and SAT cancellations, and shifting admissions requirements to name a few. As in many schools, UWCSEA students are highly engaged outside of the classroom in the Arts, sports, and service learning, and with these being cancelled or curtailed, they can express a growing sense of anxiety that their records will not be robust enough for their university applications. Quelling these anxieties can be challenging, and while it is tempting to remind students that these are external factors, over which they have no control, it is far more helpful to encourage them to focus on the things within their influence. New found free time may take the form of focusing on their own health and wellness, or diving into reading beyond the curriculum in their favourite topics, or exploring ways to support their own family and friends. Above all, students can be reminded that there is a human on the other side of their university application who understands the activity list may look slim, but doing the right thing, staying home, staying safe, and finding ways to continue to contribute is just as admirable as being captain of the rugby team.
Accepting uncertainty Life is filled with uncertainty and current circumstances are amplifying this fact for our students, because there are simply so many variables impacting their plans, despite their best efforts, and despite all their best laid plans. In the past, our students (sometimes led by, sometimes leading, their parents) have visualised a timeline or pathway that fits their narrative for a successful entry to young adulthood. This year, some members of the Class of 2020 had to shift their plans from one continent to another in the matter of weeks. Many of our alumni have also taken a zig zag pathway to their desired destination or career, and we continue to create opportunities for them to share their stories. By telling these tales of adaptability to our current students, we can engender a culture that accepts uncertainty, rather than fighting against it. The first term of the year is never an easy one for the university advisors. But beyond the essays, recommendations, and ultimately the matriculation list, our work in the COVID-19 era can centre on supporting development of the key skills of self reflection and self advocacy that make the university application process more than a paper passing exercise. But additionally, as counsellors and school communities, it is our task to counsel our students towards embracing the ‘new normal’ with confidence and an open mind.
This article is adapted from a feature in the October 2020 edition of ‘The International Educator’ (TIE) Newspaper. December 2020 Dunia | 21
Taking a new seat in the UWCSEA classroom In August 2020, 10 members of the Class of 2020 were selected to participate in the East Campus Gap Year and Alumni Training Programme. This group has the unique opportunity to spend some time at school in a completely different capacity, learning new skills and gaining valuable insights into education as a career. While the idea came from alumni themselves, it has grown in collaboration with the College. “A few years ago several alumni asked to spend time in school between graduation and going to university,” said Nick Alchin, High School Principal (and Head of UWCSEA East from January 2021). “There were a mix of motivations—some were thinking of careers in education; others just loved a specific subject and wanted to immerse
themselves in it; others saw the value of picking up highly practical skills which would be transferable and directly useful in future. In all cases, though, what underlay their request was an abiding love of the College and a desire to make a contribution.” Now in its third year, the alumni interns are trained to support students in their learning by working under the direction of Heads of Department in learning environments across the College. Alternatively, interns may work with members of the administrative staff on campus to learn more about educational administration and operations. “After a few enormously successful trials, it seemed right to formalise the programme. That’s a real testimony to
the enthusiasm of our alumni, and, I think, to the quality of their experience in their time as students,” said Nick. This year’s interns can be found working across campus in departments including Biology, Geography, Drama, Economics, Psychology, English, Spanish, Food Science, Sport Science, Physical Education, Admissions and Activities. Most work the full school day and many contribute above and beyond school hours making valuable contributions to the Activities, Service and Outdoor Education programmes. As such, the precise nature of the internship varies according to the specific departmental needs and alumni interests making it a win-win scenario for the College and for the interns.
Participant reflections While many participants aspire to become educators and see this as an opportunity to test the waters, others wish to share their knowledge and skills in a particular subject area and enrich their understanding before pursuing higher level degrees. Hermann Klein-Hessling ’20 I enjoy teaching and tutoring and have done so on the side since Grade 9 in various subjects. I felt that experience with larger classes as opposed to one-to-one teaching would be a great experience for me. So far I have learned to balance my instruction based on the varying levels of student ability and have also tried my best to use my young age as an advantage in keeping students engaged in our classes and with our subject material. I can see myself tutoring other students in university to finance my studies and since I intend on going to graduate school in STEM, I think being a teaching assistant for undergraduate classes will be an experience I will enjoy. Hermann is the only Dover graduate participating in the East Internship Programme this year.
Joshua Parr ’20 Sports Science was not a subject choice when I began my IB. So I took Biology in order to get the qualifications required for me to take sports science at university. Having this opportunity to intern in the newly added Sports Science Department I am able to learn along the way which will really give me an advantage in foundational knowledge when I start university. While I appreciated everything while I was at school, being behind the scenes to see first-hard the amount of time and effort that goes into organising lessons and creating resources for students gives me a newfound respect for our teachers. 22 | Dunia December 2020
FEATURE
Aditi Rudra ’20 I have always been interested in education as a career and I thought that this was a fantastic opportunity to learn from some of the leading teachers in terms of inquiry-based learning and curriculum design in the world. I was fortunate enough to attend UWCSEA for 10 years, and the values have really sunk in to me. Therefore I saw no better place to start my own teaching career, than the place that so heavily shaped who I am today. One of my key learnings from this experience is how important understanding people is for the job. I think that many people assume that the most important part of a teaching job is knowing the content but in fact, it seems that behaviour management through open mindedness, empathy and awareness seems to go a much longer way. I have also been able to appreciate the hard work of teachers, and understand how they put so much thought into even the smallest things.
Fynn Dinsdale ’20 I always knew that I wanted to take a gap year to gain some work experience before leaving Singapore to study Geography. The internship programme interested me in particular as I could gain work experience in academic areas that I intend to pursue in the future. I am currently working in the Geography Department where I am making and updating online class resources as well as aiding in IA data collections and Geography club. The most valuable skill that the programme has offered me has been how to work in a professional environment. The benefit of doing the internship here is that I am learning in a familiar space, while gaining skills I will apply to university and jobs in the future. Having worked in both the Geography and Activities Departments, I have also gained a great sense of appreciation of all the work that goes into the student experience across all elements of the learning programme.
Maia Clements ’20 I wanted to contribute something to the school before leaving and saw the Internship Programme as an opportunity to get some work-environment experience. Since I speak and write French fluently and I get along well with the members of the French Department, I thought I’d be useful. I’ve seen that a lot more planning time is required for the content of the lessons than the actual teaching of the lessons, which I find very interesting. Since I’ve had other things to complete outside of the Internship Programme, such as applying to universities and studying for the Basic Theory of Driving test, I’ve also learned how to prioritise my days and weeks around the Internship Programme and other external demands.
Dover Campus Internship Programme to launch in 2021 Dover Campus has also offered an informal internship programme to many alumni over the years. There are currently five alumni interns on Dover this year supporting Sustainability, Language, Outdoor Ed, Film, Art and Dance. Plans are in place to launch a formalised internship programme at Dover Campus in the 2021/2022 school year, in time to welcome alumni participants from the Class of 2021.
December 2020 Dunia | 23
LETTER
A letter to my community At the heart of my values is a belief in equity. I suppose this grew from a childhood insistence on ‘fairness’ into an adult view of the world that sees everyone as being of equal worth and worthy of equal respect and attention. I’m not entirely sure how this evolved to be such a driving part of my core but I believe in this very strongly. I hate expressions of inequity, ways in which people or groups classify and denigrate others as of less worth. In a school context, of course, this applies very much to the way in which we treat children—but also to the small part players in the big picture. So, the draw of UWCSEA was to come to a place where the Mission speaks explicitly about peace and sustainability and implicitly, therefore, about equity—for it isn’t possible for humanity to sustain peacefully without much greater equity than we have in our world today. Everywhere we see the consequences of imbalance, and inequity has never been more visible than it is in 2020. In describing my experiences at UWCSEA, I would describe a series of interactions rather than a single event. Over my first few weeks at the College, I came across person after person who introduced themselves to me by using their commitment to the Mission as a starting point. I had never experienced this before and it heightened my sense of responsibility to champion and uphold the values that were held so dear by so many. Not long after I started, a Grade 12 scholar asked to meet me. I didn’t know her or why she wanted to see me. When we met, she told me that she had come to meet me to find out about my values. This was a unique experience in 20 years of school leadership and gave me an insight into the confidence, the passion and the focus of our student community. I realised that UWCSEA students were not ‘ordinary’ students but young people who saw themselves as part of a movement. This really is the unique element of a UWCSEA education. Being part of something that is focused on effecting positive change is not something that most schools seek to cultivate as a top level priority. 24 | Dunia December 2020
The relationships that I treasure are those outside my close peer group (although I treasure my peers as well). It is the colleague in the support team who helped me very late one evening when I had a problem with my bicycle and who wouldn’t go home until he knew I was able to go home myself; it is the colleague from the same team who excitedly grabbed my arm one day as I was on the way home and guided me to the gardens where she had been able to cultivate our campus’ first bunch of grapes! I treasure the connections I have developed in that team and in the catering team, who go out of their way to signal friendship and care to everyone, not just to me. Because of who we are and the way that we value people over position, I have connections with members of staff across the College—warm, genuine connections that have nothing to do with status or influence and everything to do with humanity, care and trust. As a long-term school leader, these are not usual relationships for a senior staff member to enjoy—it has been an absolute treat and a seminal reinforcement of my belief in equity that my colleagues here see the person first and the position second. When I talk about UWCSEA in the future I will say that this is the school that has the potential to be more than a school. It is a school that while seeking to be part of a movement, constantly pushes itself towards becoming a movement in its own right so as to promote the needs of humanity. We are not perfect but we don’t seek to be perfect because that is not a story that we need to tell—we seek to have impact, we seek to challenge ourselves and others, we seek to make change for betterment. I would say that, to join UWCSEA, is to sign up to teach, to learn and to change your view of the world. I would say that it is an opportunity that should not be missed, and it is one that I have been deeply grateful for. With gratitude and admiration, Graham Silverthorne Outgoing Head of UWCSEA East
COMMUNITY NEWS
Cameron Hunter
Middle School Principal returns to Dover Campus Dover Middle School Principal, Cameron Hunter is one of a small group of teachers who have not only taught on both campuses, but who have left and returned to the College after a period away seeking professional growth. In returning to UWCSEA Dover, Cameron brings new ideas and fresh perspectives shaped by his time away and his commitment to the UWC mission and values. In a letter of introduction to Dover Campus Middle School parents in August 2020, Cameron Hunter explained his journey with UWCSEA thus, “I’m excited to come back over to Dover to lead the Middle School team, and to work with your children during this pivotal moment in their development. I first came to the College back in 1995 as a young Science teacher, and spent several years working on Dover Campus, and have most recently been Middle School Vice Principal at East Campus.” For Cameron, the attraction of working in the Middle School is in the challenge of connecting both cognitively and emotionally with young adolescents and helping them navigate their way through this stage of their lives. He notes that, “you have to secure their social-emotional development to enable maturity in cognition and academic success. That requires a whole school holistic approach which is challenging—some would say it’s the most challenging aspect of the middle-school years—but it is so immensely rewarding.” Cameron’s journey with UWCSEA is reflective of the passion for learning we hope our students will bring to their lives. Initially joining as a Chemistry, Science and Theory of Knowledge teacher, Cameron then took on the responsibilities of Head of Grade in what was then the Upper School (Grades 9 and 10) and then as the Head of the High School Chemistry Department.
Europe at the Munich International School. During this time, he completed his Master’s Degree in Education and became more interested in concept-based teaching and learning, an area he would later lead on in his role as Vice Principal of Academics in East Campus. Although his time away from the College was professionally satisfying, the attraction of UWCSEA was never far away. “It may sound a little cheesy, but UWCSEA truly is a unique place,” says Cameron. “Of course it’s a wonderful school, filled with energetic students and committed teachers. However, the way the whole community works to bring the mission to life, every single day regardless of what their role is—that’s what makes it such an exciting, rewarding and stimulating environment. I am very grateful, every day, to have the opportunity to work in such an inspiring place.” When East Campus opened in 2011, Cameron returned to Singapore and UWCSEA as Head of Science, helping to establish the Science faculty as the campus expanded to include students taking IGCSE Coordinated Science and the full range of IBDP Science courses—Biology, Chemistry, Physics and Environmental Systems and Society. He then spent a year as Interim Vice Principal in the High School at East Campus, covering a colleague’s sabbatical leave. This sparked his interest in school leadership which led to his position as Vice Principal in the East Campus Middle School which he started in August 2016. Cameron has also been actively involved in the residential boarding community throughout his time at both Dover and East Campus as an assistant houseparent. Cameron and his wife, Shima, have three children, Kyle, Calum and Isla. He plays as much sport as his injuries allow.
Seeking professional growth and experience in another IB environment, Cameron then spent a number of years in December 2020 Dunia | 25
HOPE AND OPPORTUNITY
Amala’s High School Diploma for Young Refugees Takes Flight I can now see things in different ways, I have become more confident in myself and I am learning to become the change I want to see in the world.” Edel from Somalia, Amala High School Diploma student in Amman, Jordan Images provided by Amala Education
Education is undeniably a vital opportunity in life. All the more if you do not have—or lose—access to it. Globally, tens of millions of displaced and refugee youth are without access to essential secondary education, greatly limiting their options and outlook for the future. But one organisation is offering hope. In the June 2018 edition of Dunia, we first introduced readers to a groundbreaking partnership between UWCSEA and Amala Education (formerly Sky School). The name Amala is inspired by the Arabic word for ‘hope’ and reflects the hope and opportunity their educational programmes provide. Co-founded and co-directed by Mia Eskelund Pedersen (UWC Mahindra College ’07) and Polly Akhurst (UWC Atlantic College ’06), Amala is dedicated to providing high-quality secondary education tailored for refugee youth around the world. The story of Amala exemplifies the UWC mission in action. Founded in 2017, the organisation has grown quickly thanks to their entrepreneurial spirit and collaboration with committed partners, including UWCSEA.
High School Diploma Programme launch
26 | Dunia December 2020
STREAM
The Amala High School Diploma Programme represents the dedication and collaboration of educators, NGO
LEADERSHIP FOR SOCIAL INNOVATION
TOWARD SUSTAINABLE PEACE
ACTIVE PARTICIPATION IN SOCIETIES
SELF AND CULTURAL EXPRESSION
USING EVIDENCE TO MAKE CHANGE
COURSE 1
In parallel to their studies in the five streams, students conduct a ‘Personal Interest Project’ to further develop and explore specific interests and passions. Students also receive support in preparing for life beyond the diploma programme, including guidance counselling to help them
identify pathways for higher education, employment, entrepreneurship, or whatever their ambition is beyond their studies with Amala. The diploma programme has already attracted interest from higher education providers including University of the People, Arizona State University and African Leadership University.
SOCIAL ENTREPRENEURSHIP
PEACE-BUILDING
CHANGING SOCIETIES
STORYTELLING
MATHS FOR CHANGE
COURSE 2
A flexible, accelerated learning programme completed over 15 months, the Amala High School Diploma eliminates many of the barriers to accessing education that students may have faced previously. In light of COVID-19, the curriculum was adapted to ensure that all learning can take place online if required until it is
safe to have in-person class sessions. The modular programme offers both breadth and depth in five key streams, each comprising two courses.
ETHICAL LEADERSHIP
LIVING PEACEFULLY
CREATING SUSTAINABLE ECONOMIES
ARTISTIC EXPRESSION
SCIENTIFIC INFORMED ACTION
ADDITIONAL COMPONENTS
After three years of development, including 11 curriculum hackathons (an innovative method of rapid course development), the Amala High School Diploma Programme is now a reality. The diploma programme officially launched in June 2020 in Amman, Jordan and is the first international high school diploma designed specifically for refugee youth and host communities. Following a successful start with 25 students from six different countries in Africa and the Middle East, Amala is now preparing for the second diploma programme cohort to commence their studies in January 2021 in Amman. Additionally, the programme will launch in Kakuma Camp, Kenya in February 2021 with a cohort of 50 students.
PERSONAL INTEREST PROJECT PATHWAYS ADVISING
FEATURE
leaders, students, former refugees, and other aligned individuals coming together and collectively contributing their expertise over countless hours to developing the Amala High School Diploma. Among them are a number of UWCSEA educators, staff, students, parents and alumni committed to making secondary education a reality for young refugees—and the College’s connections extend beyond the diploma programme as well.
Fugee School partnership Closer to Singapore, Amala is partnering with the Fugee School, an organisation providing access to educational opportunities for refugees in Kuala Lumpur, Malaysia. This collaboration came about thanks to a connection through alumna Aayesha Fazal ’15 who has been working with Rohingya refugees in Malaysia for several years, and who also leads Amala’s ‘Living Peace and Wellbeing’ course. Commenting on working with Amala students, Aayesha said, “With every individual student I get to know, the future suddenly seems abundant in possibility.” The connections between the College and Amala include parents as well. Inspired by what he read about Amala, UWCSEA parent Brendan Hannigan was able to secure funding through the corporate and social responsibility arm of Allen & Overy Singapore to support a joint project between Amala and Fugee School. This led to a 10-week pilot in October 2020 of Amala’s Social Entrepreneurship and Ethical Leadership course modules to refugee students from Pakistan and Somalia who are now in Kuala Lumpur. Additionally, Brendan supported Amala to apply for a larger grant from Allen & Overy that will enable them to run the High School Diploma Programme in Kakuma Camp, Kenya for the next three years, as well as pro bono support from the firm. Amala and Fugee School are now in early discussions about the potential of running the Amala High School Diploma programme in Malaysia. “Amala’s work addresses an undeniable
and pressing need—it is simply unacceptable that only 24% of young displaced persons have access to secondary education”, Brendan said, going on to note that “Allen & Overy was impressed by the innovative approach shown by this very young organisation in addressing such a longstanding and egregious neglect … We were also struck by the manner in which Amala developed the programme, leveraging connections with leading educators and tailoring a programme to address the specific needs of young displaced people.”
Partners in purpose Connections between UWCSEA and Amala continue to deepen. Of the 11 curriculum hackathons held since June 2018 to develop the diploma programme curriculum and courses, seven were hosted at the College. In addition, three UWCSEA-affiliated colleagues currently serve on Amala’s Executive Team. Louie Barnett, Education Lead at Amala, is responsible for leading the development and delivery of their educational work, and continues to teach part-time in the East High School. As Amala’s Programme Coordinator, Jessica Rapp ’12 is responsible for coordinating programme delivery, developing new partnerships and coordinating the organisation’s communications. Jessica was drawn to Amala following her previous experience working with refugees and displaced people in Greece and Colombia where she witnessed the impact of education on refugee communities. East University Advisor, Niki Dinsdale, serves as Amala’s voluntary Head of Pathways Advising, working with a team including UWCSEA UAC colleagues Shruti Tewari (Dover) and Patrick Desbarats (East) to help Amala students find their path after the diploma programme, whether to higher education, employment, entrepreneurship or in another direction that suits their needs and skills.
Additionally, Tomoko Miyakoshi ’20 and Philippa Baxter ’20, two of the founding members of the student-led Amala Focus Group on East Campus, continue to volunteer with the organisation. Tomoko supports their communications efforts through writing student profiles and Philippa is co-leading a project with Sreeya Mukherjee ’15 to ensure the curriculum is culturally responsive and inclusive. Back on campus, students in the Amala Focus Group continue to actively support the organisation—and in doing so, they are developing themselves as changemakers and leaders. Writing to prospective student group members earlier this year, Tomoko shared a compelling message: “By educating ourselves, raising awareness, and reflecting on our work, we are building our own capacities as changemakers. Being part of the student group gave me opportunities to learn to listen to others, think more critically about the way I lead, and get to know and work with students from different grades. The skills and mindsets members … develop aren’t just applicable to supporting Amala. And that’s important because making transformative education accessible to displaced youth is just one of the multitudinous causes worth supporting in today’s world. I truly believe that the changes I’ve seen in myself throughout my time in the student group will benefit me in whatever I choose to pursue.” In December 2020, UWCSEA signed a Memorandum of Understanding with Amala which names the College as a Founding Partner and reaffirms our commitments to one another. There is no doubt that through our shared values and goals, UWCSEA and Amala’s partnership will continue to grow and to inspire our communities to create a better world for all.
Visit Amala’s website to learn more December 2020 Dunia | 27
COMMUNITY NEWS
World of Learning
Stepping stones to university and the world of work
By Vanessa Wiseman, Teacher of High School English and Coordinator of Internship and World of Learning, East Campus “The most exciting part of it was there was a sense of independence. It was interesting to have a little glimpse at the future,” recalls Pranav, now Grade 12 when asked of his World of Learning experience. In the penultimate week before he graduated from Grade 10, the then-Foundation IB (FIB) student spent a week interning at Expat Living, a lifestyle magazine for those newly arrived in Singapore. Looking at his chosen university courses (history, politics, and international relations), this choice of internship may seem completely unrelated. And yet, he recalls it as an important experience that helped him in understanding what he wants for his future. UWCSEA strives to offer an holistic education that goes beyond the classroom and the World of Learning programme designed for FIB students who join the College in Grade 10 is a key way we seek to prepare our students to thrive in their life beyond school. It is also an anchor connecting the Personal and Social Education programme with the work of the University Advising team, who support students in their university decisions and applications. The internships promote development of realworld skills that are relevant to their after-school pathways and choices—be it through university or beyond—either by giving them exposure to a particular industry or job, or through a greater understanding of transferable skills such as being part of a team, learning how to contribute in a work environment and how businesses operate. Starting each November, FIB students are introduced to the programme and undergo a variety of skills development activities, covering topics including how to write a resume and cover letter, how to network to find a job, and trends in modern-day workplaces. Guest speakers from representatives across micro, small, and medium entrepreneurs and business, and government agencies such as the Singapore National Cooperative Federation. This dovetails with Careers Week, hosted by the Parents’ Association each January, which allows students to understand how employers recruit in different industry sectors. It is the growth of each student that truly makes the programme, and the week-long internship, special. 28 | Dunia December 2020
At the start of the programme, Doris and Germaine felt extremely shy but quite determined to do something out of their comfort zone. They were accepted at Centre Stage School of the Arts and instead of becoming overawed at the idea of being part of a performance, they returned to school realising the important connection between their core interest in visual arts, and the performing arts as a sector. Rhea’s experience at Precious Medical Centre is no different in that she realised that if she were to study biology, she would also need a keen understanding of chemistry to be successful in medicine. One of the most heartwarming recollections of the FIB World of Learning experience is discovering their potential to influence a company’s culture as they bring their own values into the workplace. While Chloe was an intern at Grab, she saw some of the sustainability issues behind the delivery service—and proposed some changes that would not only protect the environment but could potentially increase their customer base to include environmentalists, such as her teachers and classmates. Experiences vary in their lasting impact. While his work experience at MediaCorp allowed Tanuj an inside look at aspects of journalism that interest him the most, Anda’s week at Linksure provided a different perspective. While his natural inclination towards testing theories and forming hypotheses suits this type of data science field, the experience showed him that this may not be the line of work that he wishes to follow in future. For many students, the FIB World of Learning programme is an important step in understanding their unique place in the world. As vacancies for graduates fall to one of the lowest levels in recent times and automation kicks in, opportunities for employment are becoming ever more competitive. The programme introduces the students to the arena, giving them experience that will help shape, grow and enhance their skills. Ultimately, the aim is to equip our students so that they come armed with a clear idea of their goals for the future and what they enjoy most as they take the next steps to university, and to the world of work.
COMMUNITY NEWS
HER Journey Not done travelling yet
By Frankie Meehan, EAL and TOK teacher and Head of Service K–12, Dover Campus HER Journey, a project represented by four UWCSEA Dover students, made it to the final of the Young Aurora 2020 humanitarian initiative in November 2020. They impressed the judges with their well-researched and strategic response to a complex social justice issue: the rights of foreign domestic workers (FDWs) in Singapore. ”We are an advocacy group,” explains founding member Karen Xinchang Liu. “We aim to educate workers about their rights, but also to cultivate empathy among employers and their children.” Karen (Grade 12), Callista Walla (Grade 11), Yanda Priyatna (Grade 12) and Yueyang Gue (Grade 10) are among 18 students who took on this challenge. After extensive research and over a year spent building bridges with local NGOs, including Humanitarian Organisation for Migration Economics (HOME) and the Centre for Domestic Employees, the team devised a three-pronged approach: an ‘Empathy Challenge’ card game; a series of ‘Know Your Rights’ videos for FDWs; and an ongoing podcast that spotlights stories from individual FDWs the students have interviewed. The seeds of the project were sown when Karen did the UWCSEA HOME Cooking service with women from a shelter for maltreated FDWs. “My perspective on the nature of labour rights changed,” she recalls. “After talking with the women,
I realised that on top of economic and legal inequality, they face a culturally rooted disdain for their occupation”. That led to the early drafts of the Empathy Challenge, which was later trialled with both FDWs and employers at events on and off campus. “We invited workers and employers to sit together,” says Yanda. “Each took on the other’s real life role. A pair could only win lots of points if they reached a consensus.” Once HER Journey had been formed, the group reached out to four community organisations and gradually won their trust. “At first, they were sceptical,” says Callista, “but we soon convinced them we were serious. One thing that helped is that we offered to support their existing advocacy agendas instead of creating our own from scratch.” Since then, the team has conducted interviews with workers concerning their migration and employment journeys. These have provided material for HER Journey podcasts, a storytelling project that features domestic workers’ own perspectives and their advice for peers. That advice takes centre stage in the ‘Know Your Rights’ video series, which shares solutions to common labour rights violations with a larger audience. “We’re not done yet,” says Yueyang. “Five of us are just Grade 9, so we plan to make this project live on. FDWs continue to be denied their rest day and other rights, and depression is on the rise, so we must do everything we can to raise awareness and provide support.”
December 2020 Dunia | 29
ALUMNI
Scholarship snapshot Part of what makes UWCSEA so special are our scholars. Each year, around 100 young people join the College in Grade 8, 10 or 11 on full or partial scholarships. Our scholarship programme is funded by both school fees and by generous donors. UWCSEA has welcomed scholars for many years and life alongside these enthusiastic champions of the UWC mission greatly enriches our classrooms, our boarding houses and life across the campuses for us all. The travel restrictions caused by COVID-19 this year have meant an especially challenging start for many. In August, we joined with our sister schools in supporting our UWC family, and welcomed some scholars to Singapore who were not able to return to finish their diploma at UWC Changshu China, while several scholars who were not able to travel to Singapore are now successfully enrolled in the IB Diploma Programme at UWC East Africa. After a challenging period of remote learning for students and teachers, our community was pleased to welcome the final few incoming scholars only after the October break. A warm welcome to UWCSEA’s 2020/2021 scholars—from Bhutan to Brazil, Cambodia to Colombia, Guatemala to Ghana, Malaysia to Malawi and beyond. Whether they spend two years or five at UWCSEA, our scholars remain connected to the College and are an important part of our alumni community. We were delighted to catch up with some of our recent scholars, who continue to live the UWC mission to the fullest, and are a true expression of the UWC values through their ongoing impact in their communities. The impact of the Scholarship Programme goes well beyond these individuals alone, for they are committed to creating deep, meaningful and lasting change for a peaceful and sustainable future. On these pages, learn more about the Scholarship Programme and hear from some of our alumni scholars themselves about the impact of their education and how they are working to make a difference in their communities and the world.
How are scholars selected? Students hoping to obtain a scholarship to a UWC in Grade 11 nominate themselves to their UWC National Committee to be considered for a scholarship based on their personal commitment to the UWC mission. Each scholar-nominee goes through a rigorous selection process, run by the UWC National Committees, made up of 3,000 volunteers across 158 countries. Although the selection process varies by country, National Committee scholar-nominees undergo a series of interviews, activities and testing over a period of months, designed to uncover their core strengths and abilities and their commitment to the UWC mission. Prospective scholars are challenged to work in teams, think on their feet, explain their thoughts and ideas to educational and community leaders, all while being assessed for their commitment to the UWC mission and potential. The selection process is so effective, UWCSEA was inspired to design a similar Immersion Day for all High School applicants, to give them an opportunity to show their true potential to live the mission. If successful, the scholar-nominee is awarded a place at the UWC that the selection committee feel will best suit the scholar and their financial package is offered in line with their family’s means. Many of our scholars receive a Davis UWC scholarship and go on to complete undergraduate study at one of nearly 100 US universities or colleges on a full or partial needs-based scholarship.
2020/2021 scholarship programme by the numbers
54 + 51 = 105 Dover
East
Scholars at UWCSEA
Including ‘Displaced Youths’ from Myanmar, Ukraine and Colombia Scholars come from 66 different countries 52 scholars will graduate in 2021
112 105 7
scholars receiving a UWC education thanks to support from the UWCSEA community at UWCSEA at other UWCs
Chiao Tieh Lin ’19, scholar from Taiwan I am currently a sophomore at the College of Idaho, majoring in Biomedical Sciences with the support of a Davis UWC scholarship. I have been in Taiwan since March due to the pandemic. It has been tough to learn this way, online and at night because of the time difference, but it’s special for me to be with my family. UWCSEA provided me with an opportunity to step out of my comfort zone and enter another world; different people, educational system, and language. Most importantly, I believe in the cycle of giving and will support others who need help—and hope that I can inspire more people in my hometown to believe in the power of education!
Kengthsagn Louis ’13, scholar from Haiti UWC made me aware how much my own cultural perspectives matter. This realisation has become the backbone of my research—I’m currently doing my PhD in Psychology at Stanford, exploring the intersections of culture and health on social psychology. UWC values about affecting positive change in the world have guided me, and now I have the tools to tackle the issues. Post-UWCSEA I attended Skidmore College, and won an award for my work on social entrepreneurship which came out of a Davis Peace Project I ran at the end of my undergraduate years. Much of the research in the field of psychology has been done by white, middle-class thinkers, yet we also need to understand and research how different people experience the world— how other cultures and mindsets impact health outcomes. My goal is to lead more community-based research; to create an academic centre in Haiti, that will train and fund scientists to investigate and solve problems in the different cultural contexts of low and middle income countries.
Carmen Barrios ’17, scholar from Honduras My UWC scholarship changed my personal and academic life completely. After graduating from Dover, I was fortunate to receive a full Davis UWC scholarship at Skidmore College in the United States, and I am now applying to universities around the world to study a master’s degree in public health and epidemiology. Eventually I plan to enrol in medical school with the goal of becoming a physician who works to eliminate disparities in healthcare and provides compassionate, high-quality, patient care to individuals from all backgrounds.
Raquel Marquez ’15, scholar from Bolivia I recently returned to Bolivia, after completing my undergraduate studies as a Davis UWC Scholar at Bennington College in the United States. My time at UWCSEA was the beginning of the road of a personal transformation. I never imagined that I would study human rights in college and much less that I would choose to dedicate my life to the advocacy for gender equality and sexual minorities’ rights. Now that I look back, I understand the need to share the UWC mission, values, and experiences. Without a doubt, I can say that the experiences I had at UWC and the relationships that I created at such a young age have made me a better person and inspired both my education and work.
Inspired? Find out more about UWCSEA’s Scholarship Programme December 2020 Dunia | 31
OPINION
There’s still joy and fun in socially distanced schools By Andrea Strachan, Head of K1, Dover Campus In August, at the start of this school year, I read an article about a “return to school” experience following a lockdown that was very negative. A teacher in another part of the world had shared that they had found returning to school with social distancing measures in place had taken all of the joy out of teaching. I was surprised to read this as my experience at UWCSEA could not have been more different. In fact, our return to campus and classroom in June, following the 8-week circuit breaker, was one of the most positive and joyful times of my teaching career. When we returned in June, we had just one day’s access to return to campus and set up our classrooms in line with the new social distancing guidelines so that we could safely welcome the children back to school. Furthermore, these new guidelines were very strict (understandably so): • social distancing in the classroom • mandatory wearing of masks • class ‘bubbles’ (no specialist teachers, no mixing of classes, lunch in classrooms designated class play spaces for recess) • ongoing hand-washing and sanitising throughout the school day • no non-essential adults allowed on campus (including parents) • no in-person meetings • no after school activities • no sharing of class materials • we had to leave the grounds immediately at the end of the school day 32 | Dunia December 2020
Despite these stringent measures we managed to maintain this new normal for the final three weeks of the school year and had near perfect attendance. It turned out that returning to school in person in June was a gift to us all, because it showed us that we could do this. We could adapt and continue to educate children in ways that are rich, meaningful, engaging and joyful. With our June experience in mind, we launched into this school year knowing that there could be no guidelines put in place that would stop our students from enjoying their time in the classroom with their new friends and teachers—and we were right! Despite most of the social distancing measures listed above remaining in place, Term 1 has been a wonderful time with the children in our care. There is learning, there is laughter and there is joy. The children are delighted to be at ‘big’ school. They have started their schooling journey with equal measures of enthusiasm and curiosity. We have created class routines together and got on with the business of learning. Vikki Wright, Primary School Vice Principal (Infants) acknowledged the challenges we all faced when she wrote in October, “A question that has been on my mind is how to build a strong, connected Infant School community when we are in a time that is, by its very nature, disconnected.” As a community
we have been working hard to overcome the challenges of this ‘new normal’, and it has been heart-warming to witness first-hand the resilience of children, the passion of educators, and the creative lengths to which parents will go to find ways to connect with others when faced with extraordinary circumstances. We are fortunate to live in Singapore where the government measures have been followed and COVID-19 is largely under control. We feel safe, and we have enjoyed some slight easing of restrictions which have in turn allowed some part of our programme, such as specialist lessons and after school activities, to resume during this term. At the time of writing we are hoping for further easing measures in the coming months which will allow us to once again creatively respond to expanded possibilities for creative solutions to learning and connection, both inside and outside the classroom. Above all, we feel confident that we will continue to face the uncertainty together. The UWCSEA community has already demonstrated our resilience, and we know we have the ability to adapt to whatever challenges and opportunities may be thrown our way. We are truly grateful for the support of our community, who entrust your children to us everyday, and appreciate that we are all learning lessons of resilience and patience, flexibility and creativity as we create a joyful learning environment for all.
This is a modified version of an opinion piece originally published in TES in August 2020, and is reproduced with permission.
1971–2021
CULTURAL CELEBRATIONS CULTURAMA AND UN NIGHT This year’s celebrations were once again a wonderful opportunity to embrace our culturally diverse and united community. Both events were enthusiastically received by audiences around the world, and while the requirements of safe distancing meant the performances moved online, this did nothing to limit the creativity on display or the excitement of our community in their support of our student performers!