UWCSEA 2019/2020 Annual Report by uwcsea

UWC South East Asia

ANNUAL REPORT 2019/2020

Contents 01

05 UWCSEA Guiding Statements

MESSAGE FROM SAJJAD AKHTAR, INTERIM CHAIR OF BOARD OF GOVERNORS

MESSAGE FROM CARMA ELLIOT, COLLEGE PRESIDENT

UWCSEA GUIDING STATEMENTS, GOVERNANCE AND LEADERSHIP

07 UWC movement 09 UWCSEA Governance and Leadership

UWCSEA STRATEGY 2018–2023

23 Academics

59 Students and families

73 Human Resources

33 Activities

61 Boarders and scholars

75 UWCSEA Foundation

41 Outdoor Education

63 Staff

77 Finance

45 Personal and Social Education

65 Alumni

79 Admissions

STUDENT ACHIEVEMENT

49 Service

OUR COMMUNITY

69 Parent Community

BUSINESS REPORT

1 | UWCSEA Annual Report 2019/2020

MESSAGE FROM

INTERIM CHAIR OF BOARD OF GOVERNORS On behalf of the Board I take pleasure in presenting to you the UWCSEA 2019/2020 Annual Report, which provides an overview and reflection of the College’s achievements over the year.

wellbeing of the community. Most importantly, the Board was focused, as were College leadership and staff, on minimising any impact on the education and learning experience of our students.

The 2019/2020 school year was an unusual year for the College, as of course it was for organisations and communities globally, with the impact of the COVID-19 pandemic emerging as the defining event of 2020. While the long-term impact is as yet unknown, our community felt the immediate impact keenly, as we all adjusted to a new way of learning and working in a context that was evolving rapidly. Thanks to the Singapore Government’s strong handling of the crisis, by the time the school year ended we had come through a circuit breaker, and were able to return to campus albeit with restrictions in place.

During the pandemic, the Finance and Infrastructure Committee was particularly instrumental, working alongside the College leadership to model potential futures, and support the wider Board and leadership to make significant decisions regarding fee structures and refunds, including the cancellation of the fee increase for 2020/2021 and a $1,000 credit per student in Term 3.

It is impossible through mere words to do justice to the remarkable response of our whole community to the pandemic. Students, staff and parents all came together to support one another; while it was not always possible to cater to all requests, we emerged from the initial crisis stronger and united for the longer—if less unpredictable—journey ahead of us. The primary role of the Board of Governors is to ensure the long-term sustainability of the College, providing the strategic oversight that ensures the school is delivering a world-class education to students today, while preparing for the future. In challenging times, the additional role of a Board is to provide support to ensure business continuity and help manage the

While the response to the pandemic dominated the second half of the year, the College continued to deliver on the strategic plan throughout the year. Other important areas of focus addressed by the Board included the following: • The focus on Diversity, Equity and Inclusion (DEI), already in train through the Strategic Plan, was galvanised by the events of May and June 2020 and the creation of a task force that focused specifically on deliberate anti-racism. The Board established a steering group with representation from all elements of the community to provide oversight to College efforts to respond. As we commit to systemic change, our commitment to DEI work will result, in time, in a more inclusive and equitable College community. • A review of the constitutional documents and governance framework was initiated in the latter part of the school year. The Board formed a steering group to work with outside

consultants to carry out the review. Recommendations arising will be considered and are expected to be adopted during the 2020/2021 school year. This will help to ensure that our foundational documents and governance structure support us through future iterations of our College. Other highlights of the achievements made against the plan can be viewed in the Strategic Plan section of this report. The first College President, Carma Elliot, joined the College in July 2019. The Board also experienced some transition during the year, when Anna Lord completed her term as Chair in January and I took over as Interim Chair. The search for a new Chair culminated in the appointment of Madan Menon, who took up his role in September 2020 and whose considerable impact, already visible, will be reported next year. As a Board, we are deeply grateful to Anna, who selflessly devoted countless hours to the College over the years, and whose leadership enabled so much of the College’s success last year. The Board would like to express its thanks and appreciation to the staff and leadership for their dedication throughout this challenging year. We have all learned many things, but what has not changed is the strength of our united community. Thanks to our dedicated staff, supportive parents, committed volunteers, partners and supporters and, most importantly, our exceptional students, the spirit of UWCSEA continues to thrive. Sajjad Akhtar

2 | UWCSEA Annual Report 2019/2020

MESSAGE FROM

COLLEGE PRESIDENT I am pleased to introduce the Annual Report for the 2019/2020 year, my first year at UWCSEA as College President. Each year the Annual Report tells a story of success and achievement, and while the 2019/2020 year was unexpected in many ways, when viewed through the lens of student learning and strategic developments, this one was no different. When read alongside the Impact of Giving report, it tells the story of a community united to create a more peaceful and sustainable future for all. Much of what is included here looks like previous years. Throughout 2019/2020, the College had a full roll of missionaligned students, supported by a stable teaching staff with one of the lowest turnover rates in the region. The IB Diploma results were strong while our university placements were in line with outcomes in previous years, despite the disruption caused by the cancellation of exams. We achieved against the strategic plan, our staff continued to grow and learn as educators, administrators and leaders, our parent community was supportive and our students proved once again what remarkable young people they are, and have always been. But, as the report shows, 2020 was also a year unlike any other in my lifetime. At the College, after a business-as-usual first term in this newly created role, the arrival of the pandemic at the start of Term 2 changed many of the things we had previously taken for granted. In a communication to parents in April 2020, I wrote “we feel as though we are facing relentless challenge, as individuals, as communities and as a

society.” Certainly, it was a time of great upheaval at the College, in Singapore and globally. At times, the conflict between what we wanted to do and what we were permitted to do, and the pressure on our parent community and our partners in Singapore, seemed never-ending and overwhelmingly negative. And yet, throughout the daily challenge, our community remained strong and resolute. Our teachers delivered an online learning programme to students in Singapore and abroad for months beyond the circuit breaker period as members of our community found themselves outside Singapore. A July Activities Programme that provided our students with a heavily subsidised programme of experiences of learning together in person, within government guidelines, was conceived, planned and implemented in record time. Our administrative staff kept pace with rapidly changing regulatory and reporting requirements and continued to work to get new and returning students—including all scholars and boarders—into Singapore and on to campus in the most unpredictable of circumstances. Our facilities teams kept our campuses safe, clean and functioning, while our leadership teams rapidly made student-focused decisions while adapting to the necessary restrictions imposed by the authorities. Our parent community was understanding and supportive while juggling immense challenges of their own. Throughout, as well as providing critical advice and guidance for decisionmaking, the Board of Governors

supported the College in myriad ways, from providing practical information such as contacts to source multiple thermometers to sending regular messages of support and kindness that helped to bolster morale. We all feel the loss of the changes to our programme that were necessary as a result of restrictions on travel and gathering in large groups, and as we ended the year we could also see the mental health and emotional challenges that emerge when people are separated from loved ones for extended periods. That challenge has not gone away, and short-term solutions may yet need to become long-term strategy, but we also know we can rely on both the energy and compassion of our community to help us navigate through. This report tells a story of an extraordinary year, balanced by familiar stories of what for UWCSEA are ordinary events. Most importantly, our students learned, together for most of the year, ‘united in distance’ towards the end, and remained fully engaged with both their learning and the local and global issues that matter most. They represent our hope for the future. I would like to finish with a sincere thank you, on behalf of the entire community to the Board of Governors, who work tirelessly in service to the College and whose leadership and support last year made so many things possible. It is a privilege to work with such a committed and talented group of volunteers. Carma Elliot CMG OBE

3 | UWCSEA Annual Report 2019/2020

“I don’t have an answer for the question what a better world would look like, but I think that’s part of it because I think what I’d like to see is a commitment to the process of working to find one, in which all of us get to have a voice that is respected, honoured and heard.” IJLAL NAQVI ’94, Associate Professor of Sociology at SMU - Singapore Management University

UWCSEA GUIDING STATEMENTS, GOVERNANCE AND LEADERSHIP

5 | UWCSEA Annual Report 2019/2020

UWCSEA GUIDING STATEMENTS Because UWCSEA is driven by its mission, values and educational goal, we create an environment that is underpinned by wellbeing and learning principles, and provide a holistic learning programme through a K–12 concept-based curriculum which thoughtfully and deliberately develops the skills, qualities and mission competencies that enable students to live the mission throughout their lives. UWCSEA Ambition: Our ambition is to be a leader in international education, with a worldwide reputation for providing a challenging, holistic, values-based education with an emphasis upon academic achievement, service to others, environmental stewardship, teamwork and leadership.

UWCSEA LEARNING PRINCIPLES

UWCSEA PROFILE

Our learning principles are based on the understanding that learning is a life-long process in which the learner engages with and reflects upon information and experiences to construct new or modify existing understanding as well as develop and apply qualities and skills.

We have identified the qualities and skills needed by our community to help to fulfil our mission. Students are given multiple, age-appropriate opportunities to develop the following:

We know that learning is effective when learners:

Qualities

• construct new understanding by activating prior knowledge and experience

• use timely and goal directed feedback • collaborate

• are challenged • feel secure and supported

• construct meaning by seeing patterns and making connections

• actively process and reflect • apply meta-cognitive skills

Principled Resilience Self awareness

Skills

• understand the purpose of the learning • have ownership of their learning

UWCSEA LEARNING PROGRAMME

Our learning programme consists of five interlinking elements: academics, activities, outdoor education, personal and social education and service. The elements combine to provide our students with a holistic, values-based education that develops them as individuals and as members of a global society. We apply these core principles to all elements of our programme: disciplinary and interdisciplinary learning, experiential learning and transfer of learning to ensure the educational experience provided at UWCSEA is truly holistic.

Commitment to care

Critical thinker Creative Collaborative Communicator Self manager

6 | UWCSEA Annual Report 2019/2020

STRATEGIC DEVELOPMENT: REFINING OUR GUIDING STATEMENTS The diagram below was developed as the Learning Leadership Team began a review process, examining our previous model in light of current best practice. Designed at the end of the 2019/2020 school year, this prototype will be used in a consultation process with key stakeholders during the 2020/2021 school year.

7 | UWCSEA Annual Report 2019/2020

UWC MOVEMENT UWCSEA is a member of the UWC movement, a group of 18 schools and colleges around the world who are supported by a network of National Committees, made up of volunteers in over 150 countries. Opened by the then Prime Minister Mr Lee Kuan Yew as Singapore International School in 1971, UWCSEA has expanded to become the largest UWC in the movement, and one of only seven that enrol students before the IB Diploma in Grade 11.

All information correct as at 31 July 2020.

UWC South East Asia

UWC Adriatic

UWC Atlantic

Dover Campus, Singapore

East Campus, Singapore

Duino, Italy

Vale of Glamorgan, United Kingdom

Opened in

1971

2008

1982

1962

Student population

3,020

2,589

182

350

Age group

4–18

16–19

15–19

UWC Changshu China

UWC Costa Rica

UWC Dilijan

UWC East Africa

UWC ISAK Japan

Changshu, Jiangsu Province, China

San José, Costa Rica

Dilijan, Armenia

Moshi and Arusha, Tanzania

Karuizawa, Japan

Opened in

2015

2006

2014

1969

2014

Student population

443

175

219

500

175

Age group

15–18

16–19

16–18

3–20

15–19

8 | UWCSEA Annual Report 2019/2020

Li Po Chun UWC

UWC Maastricht

UWC Mahindra

UWC in Mostar

Pearson College UWC

New Territories, Hong Kong SAR, China

Maastricht, Netherlands

Pune, Maharashtra, India

Mostar, Bosnia and Herzegovina

Victoria, British Columbia, Canada

Opened in

1992

2009

1997

2006

1974

Student population

256

915

240

200

Age group

16–18

4–18

16–18

16–19

UWC Red Cross Nordic

UWC Robert Bosch College

UWC Thailand

UWC-USA

Waterford Kamhlaba UWC

Flekke, Norway

Freiburg, Germany

Phuket, Thailand

Montezuma, New Mexico, USA

Mbabane, Eswatini

Opened in

1995

2014

2008

1982

1963

Student population

205

200

460

235

600

Age group

16–20

16–19

2–18

17–19

11–20

9 | UWCSEA Annual Report 2019/2020

UWCSEA GOVERNANCE AND LEADERSHIP OVERVIEW

UWCSEA BOARD OF GOVERNORS

UWCSEA is committed to the highest standards of corporate governance. The UWCSEA Board of Governors recognises good governance as critical in supporting the school in achieving its mission and educational goal. Good governance begins with the Board of Governors and requires that they set the tone for the organisation.

The UWCSEA Board of Governors comprises 15 members. The Board includes respected business and industry leaders, academics, educators, entrepreneurs and professionals. All members serve on a voluntary basis.

The Board of Governors is one of the principal bodies with the fiduciary obligation to ensure that the College acts to further its stated objectives, and that the College has appropriate systems in place to properly account for and safeguard the funds and assets of the College. The Board of Governors works closely with the management and stakeholders of the College to shape the vision, chart the major directions, and develop programmes and initiatives to produce a strong and enduring impact for the College in Singapore and beyond.

Size, Committees and Meetings The maximum number of Governors is 21. The Board has seven committees: • Education and Talent, which sets and oversees education and talent management strategies • Foundation Investment and Disbursement, which provides strategic direction for the Foundation’s investments and oversight of its disbursements and investments • Finance and Infrastructure, which oversees the College’s finances and its physical and digital infrastructure • Governance, which is responsible for nominations and governance matters • Audit and Risk, which oversees audit and risk matters • Engagement, which is responsible for improving the engagement and outreach of the College locally and globally, including the UWCSEA Foundation • Committee of Chairs, which functions as a coordinating and management committee among the Chairs of the Board and Committees Governors periodically re-evaluate the committee structure to ensure it is effective, strategic and forward-looking. The Board meets four times each year. Each Governor is usually a member of one committee, which also meets four times per year.

Board Effectiveness Review The Board carries out formal Board effectiveness reviews, externally every five years and internally every two years. Heidrick & Struggles were commissioned to conduct an external Board effectiveness review and their report and the Board’s response were made available to the College community in May 2019. Heidrick & Struggles concluded that the Board is effective and that we should celebrate the achievements made in recent years towards effectiveness and impact. As requested, they also recommended a number of ways in which the Board can improve, including providing assurance to key stakeholders on important issues. Work continues in this arena with a focus being the formation of a Constitutional Review Steering Group which will address many of these key areas as part of its work over the next school year: • improving documentation to clarify the role of the Board and Management to all stakeholders • creating efficiencies by streamlining Board and committee papers • improving induction and support for new Governors and Advisers • providing useful and tailored training, engagement and team building opportunities for Governors, Advisers and management

10 | UWCSEA Annual Report 2019/2020

Composition

Whistle Blowing Policy

The Board consists of three groups of Governors:

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

• Ad Personam Governors – the majority of Governors are appointed by the Board itself through a rigorous selection process. Many Ad Personam Governors are parents of current students of the College. To ensure the Board benefits from independent thinking, there are also several non-parent Governors. • Ex officio Governors – in 2019/20, the Head of College was replaced with the College President, Carma Elliot, CMG OBE. • Interested Party Governors – these are elected directly by their constituencies and include two parent-elects and two teacher-elects, one from each campus.

Governor Recruitment, Selection and Induction The Board recruits Ad Personam Governors through a robust process that responds to clearly defined skill requirements for the Board. Candidates are first co-opted as Advisers to Board Committees. New Ad Personam Governors are usually only selected from that pool of Advisers who have served on a Committee. Appointments are based on an assessment of the following factors: • professional skills and fit with Board requirements • role models for UWC values, culture and alignment with the mission • demonstrated ability to contribute to a Board • past contributions to UWC/service institutions • impact on Board diversity • leadership potential • positive impact on government relations There is a comprehensive induction programme for all Advisers and Governors that includes information about the College and the Board, an induction session with the Board Secretary, and meetings with the Chair of the Board and other Governors.

Term Limits and Reviews Governors serve a maximum of two, three-year terms. Only the Chair may serve up to two additional terms of three years. The College and the Board holds its Governors and Advisers to a high standard and regularly evaluates each Governor against the following criteria: • is prepared for meetings • listens to and challenges others, when appropriate, while maintaining an atmosphere of respect • contributes and participates in a manner consistent with UWCSEA values • has made meaningful contributions to key decisions • attends most meetings and is highly attentive when present • contributes overall

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

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

Commissioner of Charities Oversight The Board has adopted best practices in key areas of governance that are closely aligned with the Code of Governance for Charities and Institutions of a Public Character (the “Code”). In line with the Commissioner of Charities requirements, UWCSEA’s Governance Evaluation Checklist and new Transparency Framework can be found via the Charity Portal website www.charities.gov.sg.

11 | UWCSEA Annual Report 2019/2020

UWCSEA/UWCSEA-EAST/UWCSEA FOUNDATION BOARD MEMBERS

Anna Lord

Priti Devi

(resigned 13 March 2020)

Ad Personam Governor Chair of Engagement Committee Committee of Chairs

Ad Personam Governor Chair Committee of Chairs

Surinder Kathpalia Ad Personam Governor Chair of Audit and Risk Committee Governance Committee Committee of Chairs

Benjamin Hill Detenber Ad Personam Governor Education and Talent Committee

Heinrich Jessen ’86 (resigned 30 June 2020)

Ad Personam Governor Governance Committee

Stefanie Green (appointed 8 July 2020)

Interested Party Governor – Parent Representative Education and Talent Committee

Heather Carmichael Lau Chun Wah (Davy) (resigned 21 January 2020)

Ad Personam Governor Governance Committee

Kim Teo ’76 Ad Personam Governor Foundation Investment and Disbursement Committee Governance Committee

Pamela Kelly Wetzell Interested Party Governor – Teacher Representative Governance Committee

All information correct as at 31 July 2020.

Ad Personam Governor Chair of Education and Talent Committee Audit and Risk Committee Committee of Chairs

Caroline McLaughlin Interested Party Governor – Parent Representativee Engagement Committee

Subodh Chanrai ’82 Ad Personam Governor Chair of Governance Committee Committee of Chairs

Margarita Encarnacion (resigned 7 April 2020)

Interested Party Governor – Parent Representative Education and Talent Committee Audit and Risk Committee

Mark Porter Interested Party Governor – Teacher Representative Education and Talent Committee

Vivek Kalra Ad Personam Governor Finance and Infrastructure Committee Finance and Infrastructure Investment SubCommittee

Seng Chee Ho Ad Personam Governor Education and Talent Committee

Carma Elliot CMG OBE

Sajjad Akhtar

Ex-officio Governor College President Education and Talent Committee Engagement Committee Foundation Investment and Disbursement Committee Finance and Infrastructure Committee Governance Committee

Ad Personam Governor Interim Chair (1 March 2020 – 31 August 2020) Vice Chair (1 September 2020 onwards) Chair of Finance and Infrastructure Committee Chair of Finance and Infrastructure Investment SubCommittee Interim Chair, Committee of Chairs

12 | UWCSEA Annual Report 2019/2020

INDEPENDENT DIRECTORS: THE UWCSEA FOUNDATION LIMITED Andrew Budden

UWCSEA BOARD ADVISERS Philip Motteram

Tara Garson Flower

Steve Okun WT Cheah

Daire Dunne (appointed December 2019)

Sumitra Pasupathy (resigned June 2020)

Jonathan Forth (appointed September 2019)

Sharat Sinha (resigned August 2020)

Ruby Lee (appointed September 2019)

Leon Toh

Dimple Sanghi (appointed September 2019) Brian McAdoo (appointed December 2019) Rahul Raj (appointed December 2019) Prabhat Ojha (appointed December 2019)

UWCSEA/UWCSEA-EAST/UWCSEA FOUNDATION COMMITTEES Audit and Risk Committee

Steve Okun (Adviser)

Governance Committee

Surinder Kathpalia, Chair

Leon Toh (Adviser)

Subodh Chanrai ’82, Chair

Heather Carmichael WT Cheah (Adviser) Jonathan Forth (Adviser) Dimple Sanghi (Adviser)

Education and Talent Committee

Foundation Investment and Disbursement Committee

Carma Elliot CMG OBE Surinder Kathpalia

Andy Budden, Chair

Pamela Kelly Wetzell

Kim Teo ’76

Carma Elliot CMG OBE

Ruby Lee (Adviser)

Heather Carmichael, Chair

Daire Dunne (Adviser)

Seng Chee Ho Benjamin Detenber

Finance and Infrastructure Committee (FIC)

Sajjad Akhtar, Interim Chair

Carma Elliot CMG OBE

Sajjad Akhtar, Chair

Mark Porter

Subodh Chanrai ’82

Vivek Kalra

Stefanie Green

Carma Elliot CMG OBE

Brian McAdoo (Adviser)

Philip Motteram (Adviser)

Engagement Committee Priti Devi, Chair Caroline McLaughlin Carma Elliot CMG OBE

Committee of Chairs Heather Carmichael Priti Devi Surinder Kathpalia

Tara Garson Flower (Adviser) Rahul Raj (Adviser to FIC Investment SubCommittee) Prabhat Ojha (Adviser to FIC Investment SubCommittee)

The Audited Financial Statements and full Corporate Governance Reports for the Colleges and the Foundation are available on the Charity Portal: charities.gov.sg All information correct as at 31 July 2020.

13 | UWCSEA Annual Report 2019/2020

“I want to thank the UWCSEA community for your passion and commitment to creating a more just College and society. We are listening, we are learning and we are committed to action.” CARMA ELLIOT CMG OBE, College President, UWCSEA, June 2020

UWCSEA STRATEGY 2018–2023

15 | UWCSEA Annual Report 2019/2020

UWCSEA STRATEGY 2018–2023 During the 2019/2020 year, the campuses continued to enact the UWCSEA Strategy, based on the Strategic Vision which describes the intended five-year outcome in each of the four Areas of Focus. The four Areas of Focus identify 10 strategies that have become strands that will help the College to realise these outcomes. These strands then guide planning and decision-making for campuses, schools and operational areas at the College. During 2019/2020, each campus and operational area continued implementing the multi-year plans for projects that are bringing these strategies to life. This year, some strands have been prioritised to receive focus, while other strands will naturally receive more detailed focus in later years. This priority will necessarily be different on each campus given the operational maturity and priorities of each, as identified in the campus-specific strategies that are reviewed each year. The Board of Governors oversees progress through a report on an Area of Focus at each of the four meetings during the year, while the senior leadership teams monitor the detailed projects. In February 2020, the global pandemic started to impact the operations of the College, and the period March–July 2020 was characterised by operational reprioritisation and strategic, compassionate response to the changed conditions for students, staff and families as a result of the global pandemic. The following pages highlight the 2019/2020 outcomes of the campuses’ progress towards the UWCSEA Strategy 2018–2023 in each of the four Areas of Focus.

UWCSEA STRATEGIC VISION Students will be equipped with the qualities and skills to become compassionate, engaged global citizens who seek to make a positive contribution towards peace and a sustainable future. To achieve this, a diverse, united and caring College community will focus creatively on students learning through a dynamic, holistic programme that supports individuals, their wellbeing and their readiness for an uncertain future. Effective operational practices provide for the College’s long-term future in Singapore.

PEACE AND A SUSTAINABLE FUTURE

EDUCATION AS A FORCE

UWCSEA STRATEGY AREAS OF FOCUS

OUR STRENGTH AND CAPACITY

A UNITED COMMUNITY

17 | UWCSEA Annual Report 2019/2020

Education as a Force At UWCSEA, we educate our students to impact on EDUCATION AS A FORCE individuals and society in accordance with the UWC mission. Through a holistic Learning Programme, students develop the skills and qualities (which meld to form the UWCSEA Learner Profile) to fulfil their potential and become life-long learners and ethical agents for change. We understand educational excellence to be manifested by student learning across all five elements of our Learning Programme. This spirit of excellence, balanced with a serious commitment to wellbeing, will help inspire our community to rich experiences and high achievement. Our innovation will align with our values. We will take scalable, safe-to-fail approaches to probe and test the boundaries of our strategies and practices. Within the contexts of Singapore and our Learning Programme, we will seek to be inclusive and diverse, in accordance with our definitions of these concepts, and we will recognise the importance of intercultural competence. Key developments during 2019/2020 year: Strategy E1: Extending Excellence • Development of micro-credential: Planning for Concept-Based Teaching and Learning • Rapid roll-out of remote learning was possible due to previous investment in digital learning platforms • Review of current guiding statements resulted in development of a prototype graphic and staff training module Strategy E2: Deliberate Innovation • Mission aligned competency-based outcomes developed for review Strategy E3: Diversity and Inclusion • Focus on intentionally developing linguistic diversity continued with working group establishing language frameworks and reviewing the language policy • Structures supporting LGBTQ+ community established • Launch of antiracism statement and ARDEI implementation plan • Design and testing of a pilot programme to raise teacher capacity to support individualised learning styles

PEACE AND A SUSTAINABLE FUTURE

Peace and a Sustainable Future

Our community is strengthened by diversity and united in common purpose. On local, national and global platforms, we will seek to engage with and impact positively on individuals and communities who hold similar, disparate and diverse ideas. All members of our community should understand Peace to include concepts such as justice, equality and human rights and to be more than the absence of conflict. Our Learning Programme will help seed and nurture these concepts. We aspire to promote Peace in all of its contexts—for the individual, our communities and our global societies. We will embed structures to support learning for Peace and its systematic implementation across the College, and develop meaningful links with likeminded organisations that are in pursuit of the same goals. Sustainability as a systemic response means aligning ourselves to the UN Sustainable Development Goals to end poverty, protect the planet and ensure prosperity for all within the means of nature. We will engage with these challenges by deepening our intellectual and moral capacities, and building our collective wisdom. We will develop our curriculum to ensure that sustainability is woven into all five elements of our learning programme from K–12. We will also develop our community’s capability in systems thinking. Key developments during 2019/2020 year: Strategy P1: Working for Peace • Development of an Initiative for Peace (IfP) toolkit to facilitate implementation of IfP by other schools Strategy P2: Sustainability as a Systemic Response • Embedding Sustainable Development within Service Learning Programme on East Campus • Development of environmental sustainability learning spaces on both campuses • Both campuses awarded Greenmark Platinum Super Low Energy certification • Further progress with Sodexo caterers on sustainable approaches to food service • Parents’ Associations and Ambassadors developed sustainability awareness-raising initiatives for parent

18 | UWCSEA Annual Report 2019/2020

A United Community A strong College community, based on shared values, is fundamental to our success. Our community members will demonstrate respectful attention to diverse needs and perspectives, and compassionate engagement with others. A UNITED COMMUNITY

We seek to promote the educational significance of UWC residential life and will seek to harmonise the best of the day and residential experiences. We will strengthen relationships with one another, between campuses and with those outside our immediate community of students, staff and parents. We will build strategic relationships that extend our reach and deepen our impact. We will intensify the focus of the UWCSEA Foundation, enhance Alumni engagement, and continue to dedicate an agreed percentage of our annual turnover to scholarships. Our fundamental responsibility to our community members is to keep them safe, well and secure at all times and in all situations. We will continue to develop robust safeguarding practices, and empower our community to identify and respond to safeguarding situations. We will implement policies, practices and programmes to support staff and student wellness and safeguard everyone in our community. Key developments during 2019/2020 year: Strategy C1: Strengthening our Community • Values in Action community consultation process • External review of Residential Boarding programme • Parents’ Association developed additional programmes to further support College initiatives • Comprehensive professional learning programme for administrative and support staff rolled out Strategy C2: Keeping People Safe and Well • Visitor management process and systems reviewed • Wellness and Counselling Centres further resourced on each campus • Embedding Circles of Vulnerability Critical Incident and Crisis Management process • Cybersecurity training delivered as compulsory module for all staff • Establishment of Financial Relief Programme for families experiencing short-term financial challenges

Our Strength and Capacity UWCSEA puts people, not systems, first. Our plan for OUR STRENGTH AND CAPACITY sustainable growth will be transparent and support our community, while reflecting and responding to current realities and future possibilities. We will guarantee the financial security of the College while balancing present and future educational, environmental and organisational needs. In order to retain education as our focus, we recognise the necessity of humane, sustainable and effective systems. We will develop operational systems that set a positive, data-informed culture around rigorous practices, adhering to all external regulatory requirements. In adapting to any changes, we will support our community and protect the College’s ethos and values. We will establish decision-making processes and leadership structures that enhance operational effectiveness while retaining flexibility to adapt to changing circumstances. Key developments during 2019/2020 year: Strategy S1: Ensuring Long-term Financial Sustainability • Investment sub-committee implemented process of reviewing management of College reserves Strategy S2: Embedding Effective Systems • Implementation of finance systems to streamline invoicing and payment systems • Preparation for online procurement system to point of launch • Introduction of Managebac for online planning, assessment and reporting • Review of application processing procedures to create alignment • Critical Incident and Crisis Management protocol review and training for leaders across the College (education, administrative, operational) Strategy S3: Establishing Effective Decision-Making Structures • Recruitment of Head of East Campus • Streamlining of UWCSEA Foundation leadership structures • Establishment of Tender Evaluation Committee • Streamlining of College policies management and review process • Establishment of Constitutional Review Working Group

19 | UWCSEA Annual Report 2019/2020

“By inviting our learners to think at the conceptual level, we enable them to apply their ideas to new situations. This allows students to understand how their learning is relevant to their lives both now and in the future.” CARLA MARSCHALL, Director of Teaching and Learning, UWCSEA East

STUDENT ACHIEVEMENT

21 | UWCSEA Annual Report 2019/2020

STUDENT ACHIEVEMENT Our goal is to educate individuals to embrace challenge and take responsibility for shaping a better world. In order to prepare our students to meet this ambitious goal, our holistic learning programme has been deliberately designed to encompass five interlinking elements: academics, activities, outdoor education, personal and social education and service. These elements combine to provide our students with a values-based education that develops them as individuals and as members of a global society. Through the learning programme, students develop disciplinary knowledge, skills and understandings alongside the skills and qualities of the UWCSEA Learner Profile. Opportunities to develop the skills and qualities identified in the UWCSEA Learner Profile are embedded in all five elements of the programme. Where a meaningful connection is made, intentional development of a specific aspect of the UWCSEA Learner Profile is explicitly linked to the associated benchmark, indicating the profile skill or quality that is being developed. These are used in our communication to teachers, students and parents. In the 2019/2020 school year, the leadership team commenced a review of the learning programme as part of the UWCSEA Strategy.

STRATEGIC DEVELOPMENT: DEVELOPING MISSION COMPETENCIES Mission competencies are actions that demonstrate the knowledge, skills, understanding and dispositions students gain from our learning programme. They emerge when students, and our alumni, mobilize their learning in complex, real-world situations in service of the mission. In 2019/2020 five competencies were identified during the review of the learning programme which commenced in the same year, led by the Learning Leadership Team. The competencies reflect both the breadth of our holistic learning programme and the myriad ways that students and alumni can be seen to be enacting the mission: • Essential Literacies – Critically and creatively integrating and adapting literacies essential to supporting communication and problem-solving in local and global contexts. • Interpersonal and Intercultural Understanding – Engaging with the cultures, politics and identities of self and others, including the norms and values that underlie one’s actions. • Peacebuilding – Building peace in local and global contexts. • Sustainable Development – Engaging with complexity, understanding multiple futures, taking the role of steward and developing sustainable solutions within environmental, social, economic and political systems. • Self and Community Wellbeing – Building wellbeing in self and others, whilst supporting a sense of connectedness and autonomy. In 2020/2021, these competencies will be reviewed in consultation with staff and the wider community so as to embed them as part of the UWCSEA guiding statements.

OPERATIONAL RESPONSE TO COVID-19: LAUNCHING REMOTE LEARNING On 19 March, two days before the scheduled Term 2 break, UWCSEA closed its campuses to students in order to prepare for the increasingly likely scenario of school returning in a remote learning model after the holiday. Indeed, this was the case as a Singapore-wide circuit breaker was announced on 3 April, and as a result, both campuses closed to students from Monday, 6 April in preparation for the commencement of the circuit breaker on Wednesday, 8 April and school resumed in a remote learning model. As the increasing restrictions on international travel became evident, and border restrictions started to close access, many of our boarding students and National Committee scholars understandably chose to return to their home countries some as early as February 2020. As these students were no longer able to return to Singapore and attend school in Term 3, UWCSEA worked to ensure continuity of learning and provided synchronous lessons that followed the High School timetable, maintaining connections between students and teachers and allowing for authentic assessment. Students were also provided with remote pastoral support and College counseling services.

22 | UWCSEA Annual Report 2019/2020

On 2 June, the circuit breaker ended and some students, teachers and essential operations staff were able to return to the campuses. In many cases this was a successful return to campus for students in the Primary School. However, the majority of High School students remained in remote learning, although a number of modified, safe-distanced practical lessons in the sciences and performing arts were made available for the purposes of preparation for coursework and assessments during the last three weeks of the school year. The two overall guiding principles for the College’s response to the challenges of COVID-19 response and the need to move to remote learning. These were: • provide continuity of education for students, applying best practice in remote learning, while continuing to adapt and change according to student, parent and teacher feedback • remain a united community and do our best to take care of each other emotionally, practically and financially, while ensuring the sustainability of the College for future generations The College’s previous investment in 1:1 devices and in upskilling teachers and students by embedding technology as a tool for learning in every classroom and across the learning programme meant that the College was able to create a comprehensive response to the need to close the physical campuses. Supported by existing specialist expertise, advance preparations for remote learning were supported by the Learning Technologies and IT teams, allowing for a relatively smooth technological transition to remote learning. In this report, each of the elements of the learning programme contains a highlight story on the College’s operational response to safely operate in the changed conditions created by the global COVID-19 pandemic.

LEARNING IN ACTION The five elements of our learning programme complement each other to create a whole that is greater than the sum of the parts. This is a carefully planned and purposeful process, where students develop understanding in disciplinary and interdisciplinary ways. For example, students gain deep disciplinary understanding in our academic programme, which may be applied in outdoor education or service when students encounter and grapple with real world situations.

UWCSEA

STORIES

The case studies included in this section of the report were selected to illustrate the learning taking place across the College, highlighting both the concept-based nature of the curriculum and the intentionally interconnected nature of the five elements of our learning programme.

LEARNING PROGRAMME: ACADEMICS Through our Academic programme, students develop intellectual habits and passions that stay with them for life. Learning goals in languages, mathematics, sciences, the Arts, humanities, technology and physical education build logically through each grade, preparing students for the next academic challenge and for life beyond school. The conceptual nature of our curriculum, which focuses on ideas that can transfer across the world, supports students who are joining us from different countries, educational systems and backgrounds. For example, while the content of a chosen text in English or a specific time period in History may vary between educational systems, the concepts that underpin that subject area remain the same. The learning is therefore transferable between systems.

STRATEGIC DEVELOPMENT: LANGUAGES PATHWAYS Across the College, our linguistic diversity encompasses speakers of 78 different languages and reflects the deliberate diversity created through our admissions policy. Nearly 60% of the UWCSEA community are multilingual, communicating in two or more languages at home. While our language of instruction in our learning programme is English, the College welcomes learners with a wide range of languages and language experience. A continuation of the work identified by the UWCSEA Strategy which started in the 2018/2019 school year, the College continued to focus on providing greater support for linguistic diversity. Strategies to support bi- and multilingual learners were extended on each campus to better serve each community. The articulated K–12 curriculum includes learning goals for literacy which specifically concern students’ English language awareness and development within the English and English as an Additional Language curricula. These goals support learners in acquiring the skills and strategies required to listen, speak, read and write in English with nuance and sophistication. In the College’s Languages Other Than English programmes, regardless of the level of language acquisition, these learning goals are also articulated at the appropriate level for the learner. In 2019/2020, a review of the languages pathways was conducted as part of the implementation of the UWCSEA Strategy, including an agreement between the campuses of a shared Languages Philosophy and Policy, and the identification of agreed definitions and roles for each community member e.g., students, teachers, parents. Work will continue in the next year to communicate these shared definitions and to embed understanding across the community about the extensive and nuanced languages programmes offered at UWCSEA.

24 | UWCSEA Annual Report 2019/2020

STRATEGIC DEVELOPMENT: K–12 ENGLISH AS AN ADDITIONAL LANGUAGE In 2018, the UWCSEA Strategy identified a need for an increased focus on creating learning environments that are more accessible to learners whose first language is not English. Implementation of the campus-based strategies to support English as an Additional Language (EAL) learners in the 2019/2020 school year saw the EAL provision on both campuses formally extended to include learners from K1–G5. This extended the existing Grade 6–12 provision which had been in place for several years. The College now enrols EAL learners from K1 to Grade 12 and all teachers support students in acquiring the language skills they need to thrive in the curriculum. Formal EAL classes for students in Grades 1 to 12 are delivered by a specialist teacher. Infant School students are supported to develop literacy skills together with their classmates, and teachers employ strategies to support the youngest EAL students in their classrooms. The goal is for students to acquire skills in English that support their academic learning and their ability to use English fluently and accurately in general communication. Students transition out of the EAL programme as they move up the school; the time that they take to do this relies on a number of interrelated factors. Some students are in EAL for one or two terms only; others require a year or two of instruction. Depending on the campus and grade of the students, some EAL learners take a Language other than English (LOTE); others have their EAL lessons in a time when their classmates are taking their LOTE class.

OPERATIONAL RESPONSE: EXAMINATION BOARD CANCELLATIONS Following the cancellation of the May and June 2020 examinations by the external boards, grades were calculated based on coursework, predicted grades and historic data, without the final exam. UWCSEA’s holistic assessment policies provided sufficient data to generate robust final grades at the conclusion of the 2019/2020 school year. While the outcomes were in line with previous years in terms of our expectations for our students, this was the result of continued focus on the practice of providing accurate and relevant predicted grades to students at key moments in their courses.

26 | UWCSEA Annual Report 2019/2020

IB DIPLOMA RESULTS In May 2020, 570 UWCSEA students were awarded the IB Diploma. While the IB examinations did not take place as scheduled, supporting documentation was provided to the IB to ensure students were awarded their IB Diploma in addition to their UWCSEA High School Diploma.

College IB Diploma students

Average IB Diploma score

570

UWCSEA

Pass rate

100%

Percentage receiving 40+ points

40.5%

79.1% Worldwide

UWCSEA

117

UWCSEA

Students awarded a Bilingual Diploma

23.5% 5.9% 37.2% 19.0% 18.6%

30–34 24–29

26.7% 3.7% 30.4%

<24 0% UWCSEA

UWCSEA

Worldwide

IB Diploma five-year comparison

17.0%

35–39

21.4% 24.8%

7.5%

Worldwide

Amharic; Chinese; Danish; Dutch; English; Estonian; French; German; Hindi; Hungarian; Indonesian; Italian; Japanese; Khmer; Korean; Lao; Mongolian; Portuguese; Russian; Spanish

1.6%

40–42

Percentage receiving Bilingual Diploma

Languages in which Bilingual Diploma was awarded

IB Diploma score comparison 43–45

29.9

Worldwide

16.5% Worldwide

UWCSEA Worldwide UWCSEA average Year Number of candidates average pass rate diploma pass rate score

Worldwide average diploma score

2020 570 (Dover: 329 | East: 241)

100%

79.1%

38.0

29.9

2019 561 (Dover: 319 | East: 242)

98.8%

77.8%

36.8

29.7

2018 572 (Dover: 318 | East: 254)

97.9%

78.2%

36.2

29.8

2017 572 (Dover: 325 | East: 247)

98.4%

78.4%

36.7

29.9

2016 500 (Dover: 328 | East: 172)

99.0%

79.3%

36.4

30.0

27 | UWCSEA Annual Report 2019/2020

CLASS OF 2020 DESTINATIONS

30.0% USA Gap Year 8%

National Service 12% Asia/Middle East 5%

570

UWCSEA High School Diploma Graduates

25% UK

Europe 6% Australia 8%

4.47

Average number of university offers per student

8% Canada

436

Visits to campuses by university representatives

Countries where graduates enrolled in university Australia; Canada; Denmark; Estonia; Fiji; France; Hong Kong; Ireland; Italy; Japan; Netherlands; Philippines; Qatar; Singapore; South Korea; Spain; Sweden; Switzerland; Thailand; United Arab Emirates; United Kingdom; United States

28 | UWCSEA Annual Report 2019/2020

University Destinations Below is a list of universities that UWCSEA students were accepted to between 2018 and 2020. Australia Australia National University James Cook University Monash University Queensland University of Technology Royal Melbourne Institute of Technology University of Melbourne University of New South Wales University of Queensland University of Sydney University of Tasmania University of Western Australia Canada Carleton University Concordia University Emily Carr University of Art + Design Huron University McGill University McMaster University Queen’s University Quest University Canada Simon Fraser University University of British Columbia University of Guelph University of Montreal University of New Brunswick University of Toronto University of Victoria University of Waterloo Western University France College Universitaire de Sciences Po ESSEC Business School Paris College of Art Sciences Po - Columbia University Hong Kong Chinese University of Hong Kong The Hong Kong University of Science and Technology University of Hong Kong The American University of Paris

Ireland National University of Ireland, Galway Royal College of Surgeons in Ireland University College Cork Trinity College Dublin, the University of Dublin Japan International Christian University Keio University Osaka University Sophia University St. Luke’s International University Temple University Japan Waseda University Italy ESCP Business School - Turin Instituto Marangoni Politecnico di Milano Universita Bocconi Universita Di Bologna University of Pisa Middle East New York University Abu Dhabi (United Arab Emirates) Northwestern University in Qatar Netherlands Amsterdam University College Delft University of Technology Erasmus Universiteit Rotterdam Erasmus University College Hanze University of Applied Sciences Groningen Hogeschool van Amsterdam Hotelschool The Hague Leiden University College The Hague Rijksuniversiteit Groningen Technische Universiteit Delft Technische Universiteit Eindhoven Tilburg University Universiteit Leiden Universiteit Maastricht

Universiteit Twente Universiteit van Amsterdam University College Twente University College Utrecht University of Groningen Utrecht University Wageningen University Rest of Europe Copenhagen Business School (Denmark) IE University (Spain) Lund University (Sweden) Umeå University (Sweden) University of Gothenburgh (Sweden) University of Tartu (Estonia) Rest of World Ateneo de Manila University (Philippines) King Mongkut’s Institute of Technology Thonburi (Thailand) University of the Philippines Diliman University of the South Pacific (Fiji) Singapore LASALLE College of the Arts Nanyang Academy of Fine Arts Nanyang Institute of Management Nanyang Technological University National University of Singapore Singapore University of Technology and Design Yale–NUS College South Korea EKorea Advanced Institute of Science & Technology Seoul National University Yonsei University Switzerland École hôtelière de Lausanne ETH Zurich Glion Institute of Higher Education

29 | UWCSEA Annual Report 2019/2020

Les Roches Schools of Hotel Management University of Fribourg University of St. Gallen United Kingdom Arts University of Bournemouth Bath Spa University Birkbeck, University of London Brunel University London Canterbury Christ Church University Cardiff University Cass Business School, City University, London Central St Martins College of Art and Design City University of London Durham University Edinburgh Napier University Goldsmith’s, University of London Heriot-Watt University Imperial College London King’s College London Kingston College Lancaster University Leeds Art University Leeds Conservatoire London Metropolitan University London South Bank University Loughborough University Manchester Metropolitan University MetFilm School, London Newcastle University Norwich University of the Arts Nottingham Trent University Oxford Brookes University Queen Mary, University of London Richmond, The American International University in London Royal Agricultural University Royal Conservatoire of Scotland Royal Holloway, University of London Royal Veterinary College, University of London School of Oriental and African Studies, University of London Solent University (Southampton) St. George’s, University of London Swansea University

The London School of Economics and Political Science Trinity Laban Conservatoire of Music and Dance University College London University of Aberdeen University of Bath University of Birghton University of Birmingham University of Bristol University of Cambridge University of Central Lancashire University of Chester University of Dundee University of East Anglia University of Edinburgh University of Exeter University of Glasgow University of Greenwich University of Hull University of Kent University of Leeds University of Leicester University of Manchester University of Nottingham University of Oxford University of Plymouth University of Reading University of Sheffield University of Southampton University of St Andrews University of Surrey University of Sussex University of the Arts London University of the West of England, Bristol University of Warwick University of Westminster, London University of York Writtle College United States Academy of the Arts University Agnes Scott College American University Amherst College Babson College Barnard College

Bennington College Bentley University Berklee College of Music Biola University Boston College Boston University Bowdoin College Brandeis University Brown University Bryant University Bucknell University California Polytechnic State University, San Luis Obispo Carleton College Carnegie Mellon University Case Western Reserve University Chapman University Claremont McKenna College Colgate University College of the Atlantic College of William & Mary Colorado College Colorado State University Columbia University Cornell University Dartmouth University Davidson College Drexel University Duke University Earlham College Embry-Riddle Aeronautical University Emerson College Emory University Fordham University Franklin & Marshall College Georgetown University Georgia Institute of Technology Harvard University Harvey Mudd College Haverford College Indiana University at Bloomington Johns Hopkins University Kenyon College Lake Forest College Lehigh University Loyola Marymount University Luther College

30 | UWCSEA Annual Report 2019/2020

Macalester College Methodist University Miami University-Oxford Michigan State University Middlebury College Minerva Schools at KGI Mount Holyoke College New York Institute of Technology New York University Northeastern University Northwestern University Occidental College Pennsylvania State University Pepperdine University Pitzer College Pomona College Pratt Institute Princeton University Purdue University Rensselaer Polytechnic Institute Rhode Island School of Design Rice University Ringling College of Art and Design Rochester Institute of Technology San Diego State University Santa Clara University Scripps College Skidmore College Smith College

St. Lawrence University St. Olaf College Stanford University Suffolk University Swarthmore College Syracuse University The Citadel, The Military College of South Carolina The College of Idaho The College of Wooster The Cooper Union for the Advancement of Science and Art The George Washington University The New School The New School, Parsons School of Design The Ohio State University Trinity College Tufts University University of Arizona University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Irvine University of Chicago University of Florida

University of Hawaii At Manoa University of Illinois at UrbanaChampaign University of Maine University of Maryland, College Park University of Massachusetts-Amherst University of Michigan University of Notre Dame University of Oklahoma University of Oregon University of Pennsylvania University of Richmond University of Rochester University of San Diego University of San Francisco University of Southern California University of Texas, Austin University of Virginia University of Washington University of Wisconsin, Madison Vanderbilt University Vassar College Wartburg College Wellesley College Wheaton College Massachussetts Williams College Worcester Polytechnic Institute Yale University

UWCSEA

STORIES

Academics in action Our academic curriculum aims to develop the specific conceptual understandings necessary to build Peace and a Sustainable Future, educating for a better world. The conceptual understandings are informed by UNESCO’s Education for Sustainable Development Goals. Together with the skills and qualities of our Learner Profile, many of these concepts are reinforced through linkages to the other four elements of our Leaning Programme. While the Science Block in which the aquarium is housed was damaged by fire in January 2020 and work to repair and rebuild was stalled by COVID-19 restrictions, this case study demonstrates the way that students are actively engaged in learning linked directly to our mission through our bespoke programme.

32 | UWCSEA Annual Report 2019/2020

LEARNING ABOUT MARINE CONSERVATION Oceans are the foundation of life on Earth, producing over half of the world’s oxygen, creating the weather, stabilising the climate. Home to the largest ecosystem on our planet and rapidly becoming acidic, oceans are essential to study and appreciate so that they may be protected and restored. With the support of a generous donor, marine conservation at UWCSEA Dover is now in its third year of activity with a new, permanent aquarium. Previous activities included a mini marine conservation course at the IDEAS Hub and a wave simulation tank in the High School Geography Department. The 192 litre tank is installed in the Science Library, a space in the Science Department where many student societies congregate for their weekly meetings. This means the tank, resident clownfish, corals and an anemone species, are accessible to all classes across the department, and visiting students from other parts of the school. In 2019/2020, High School Marine Science Society students welcomed students in Grade 3 to the Science Block for a student-designed learning session on marine conservation. Half of the session was spent learning about the aquarium, marine ecosystems and the effects of plastic pollution and ocean acidification on corals. The second half was an outdoor activity that involved a game simulating bioaccumulation and biomagnification of toxins. At the end of each session, Grade 3 students were challenged to write a personal goal to change their behaviour to improve the conservation of marine ecosystems.

“I learned that if one fish has plastic in it, it can carry it to the other fish when it gets eaten.” “The Marine Life Center was really fun and I learned why the oceans need us. The games were awesome.” Once safe distancing measures are relaxed, students are looking forward to developing partnerships with the National Marine Laboratory on St. John’s Island to discuss how they can help with ethical coral fragmentation and replanting in Singapore. There are also plans to work with Conservation International to develop and deliver a curriculum related to marine wildlife conservation, particularly related to whale shark research and protection efforts. In an example of the interlinking nature of the UWCSEA learning programme, one of the Grade 9 Adventure Programme expeditions, cancelled due to COVID-19 travel restrictions, was due to contribute to data collection to support whale shark presentation efforts in the Maldives. On East Campus, a Marine Conservation Service activity was launched with a goal to install a significant tank system in 2020/2021 so as to replicate the success of the pilot project on Dover Campus.

33 | UWCSEA Annual Report 2019/2020

LEARNING PROGRAMME: ACTIVITIES A vital part of student life and learning, our multifaceted Activities programme provides students with opportunities to explore new interests, develop their strengths and pursue their passions. Students can do this through existing activities, led by staff who are keen to share their interests and support their development, or by finding peers and approaching staff who will join them in starting a new one as they make like-minded friends and interact with students from other grades and parts of the school. Founded on the notion of breadth of opportunity, our intentionally diverse programme provides students with opportunities to develop and to enjoy success beyond the classroom. Choice is a key principle of the programme. Organised around four ‘seasons’ students have opportunities to sign-up for individual seasons or make year-long commitments, depending on their interests. One of the benefits of the scale of UWCSEA is the sheer number of options we are able to offer students. The chart below shows the average number of activities that students in each grade take throughout the year. It indicates that students in all grades are taking full advantage of the offerings from the Activities programme.

2,843

2,447

Dover students participated in activities

Average hours per student per week

5,290

East students participated in activities

3.4hrs

Average hours per student per week

UWCSEA students participated in activities

3.9hrs

Average hours per student per week

Dover Campus student participation by grade 324 243

113

134

153

177

198

270

283

304

239

212

37 K1

G10

FIB

G11

G12

East Campus student participation by grade 266

130

153

164

178

174

195

202

198

212

205

189

96 50 K1

G10

35 FIB

G11

G12

3.6hrs

OPERATIONAL RESPONSE: REMOTE ACTIVITIES PROGRAMME Due to COVID-19 safety measures, the College’s robust extracurricular programme was severely curtailed from February 2020, and all sports competitions, regional tournaments and student conferences cancelled from March 2020. The effects of the eventual circuit breaker created a challenge for the Activities Departments, one that became an opportunity to explore new ways of engaging with the student body. The Activities programme was quick to respond to the operational change, recognising that the need for continued connection and pursuit of individual interests was critical for student wellbeing. Each campus devised a remote learning Activities website that linked to the six bespoke categories of Activities. Regular updates offered opportunities for students to continue to explore a broad range of interests, both individually and in (virtual) groups. Student reflection, agency and involvement was built into this remote learning experience, which was dynamic and purposeful and involved independent learning away from laptops as well as online collaboration. Many students were able to continue to engage in this element of the learning programme, despite the challenges of a remote and home-based programme. DOVER CAMPUS

Season 1

Season 2

Season 3

Season 4

Number of students

2,687

2,515

2,472

1,839

Average number of activities by student

2.9

2.7

Hours per student per week

3.9hrs

3.7hrs

1.8hrs

EAST CAMPUS

Season 1

Season 2

Season 3

Season 4

Number of students

2,286

2,291

2,047

1,242

Average number of activities by student

2.7

2.6

2.4

1.7

Hours per student per week

4.5hrs

4.4hrs

4hrs

1.8hrs

35 | UWCSEA Annual Report 2019/2020

OPERATIONAL RESPONSE: SUMMER HOLIDAY ACTIVITIES PROGRAMME Under the banner of Together, Active and Well, the College created a four week Holiday Activities Programme which ran from Monday, 6 to Thursday, 30 July. Open to all current students (K–12), the College covered 80% of the total cost of the programme, with parents paying the balance. The College invested significantly in planning and running the programme with the aim of providing students with opportunities to: • be together with fellow students after prolonged time apart • get active through fun, engaging and creative developmental activities • stay well with full health and safety measures in place A broad range of choices across sports and fitness, visual and performing arts, and home and foreign languages, as well as a varied menu of enrichment opportunities were offered. Safe distancing guidelines restricted the number of students on campus and the necessary health, hygiene and safe distancing measures such as temperature taking, frequent cleaning of facilities and equipment and maintaining small groups were observed. The programme was staffed by UWCSEA staff and coaches, external providers who have consistently worked at College through our regular Activities programme, and recent graduates from the Class of 2020.

Dover Campus

1,628 students applied

421

Activities offered

East Campus

1,341 students applied

415

Activities offered

7,178

6,582

15,132

9,832

Activity places available

Applications for available activity places

2.1

Average number of applications for each available place

98.6%

Students offered at least one activity

Activity places available

Applications for available activity places

1.5

Average number of applications for each available place

97.8%

Students offered at least one activity

STRATEGIC DEVELOPMENT: COMMUNITY PROGRAMMES UWCSEA aims to inspire and empower students to discover, develop and share a lifelong passion, supporting the foundations for an active and healthy lifestyle, personal development, positive interpersonal relationships and service to others. Our community weekday and weekend programmes, which run after school and on weekends during the school terms, extend the UWCSEA experience. During the school holidays, the activities offered in the after school programmes are the basis of a College-run holiday programme. The UWCSEA-led offerings are supplemented by carefully selected outside providers with whom the College has a long-term relationship, and who attract students from UWCSEA and beyond. In 2019/2020, the decision was made to bring the provision of a number of programmes that were previously outsourced to contracted providers into the Activities Departments. This ensures continuity of provision for our students, effective and efficient use of campus facilities and resources and sustainable employment opportunities for those in our community. The purpose of the Community Activity Programme (CAP) is to: • provide the opportunity for students from UWCSEA and the wider Singapore community to connect through participation in healthy activity • develop skills to reach their full potential • enable opportunities to appropriate levels of competition • build student character and leadership skills • instill the importance of teamwork, service and community The CAP is extensive and inclusive, catering to all ages and abilities from K1 to Grade 12 and is available to UWCSEA and non UWCSEA students. The College offers group training as well as competitive opportunities depending on the sport and level. The programmes are predominantly run on the weekend although several, such as basketball, softball, cricket and volleyball, have a weekday element. The continued development of this programme for external participants and during the school holidays was stalled in March 2020 by COVID-19, and will continue when safe distancing measures allow. However, the work to establish the community programmes proved valuable in the development of the College’s summer holiday activity programme.

OPERATIONAL RESPONSE: VISUAL AND PERFORMING ARTS CONTINUES The College’s exceptional performing and visual arts programme continued to provide extensive opportunities for students to be involved in a range of arts-related programmes and learning. Up to the Chinese New Year break, the programmes across visual art, dance, drama and music contributed to a full calendar of cultural and artistic performances for audiences across the community. Students from K–12 were fully engaged in developing skills and qualities of the Learner Profile through participation in the Activities programme during lunchtimes, after school and on the weekends. The operational changes required by the safe distancing measures in the interim between COVID-19 restrictions coming into force in February 2020, and the commencement of the Term 2 break and subsequent circuit breaker in March and April 2020 saw innovative approaches to the continuation of the programme, which included scheduling additional live performances on campus to smaller audiences, and the exploration of live streaming or pre-recording.

The Heart of Robin Hood An example of a live, but scaled back audience performance was The Heart of Robin Hood which was staged in Term 2, with live performances held on East Campus 11–14 February in the ‘in between’ period when social distancing measures were coming into place. The support staff rose to the challenge of creating and implementing safe distancing measures to enable the performance to go on, following months of planning and rehearsals on behalf of the student cast and crew. The College’s commitment to the performing arts and to continuing student experience is reflected in this message from Head of Campus Graham Silverthorne after he attended the final performance, “Love was the theme of tonight’s excellent High School Drama production, The Heart of Robin Hood, albeit with a rather dark twist on the usual romantic version. I enjoyed every minute of it (which is a truthful statement I am able to make about anything which our brilliant drama teams produce). I was so glad that we were able to stage the event. It was as challenging to enter the auditorium as it is to gain access to an airport and I am so grateful to all of our staff teams whose lives were made considerably more challenging by implementing the necessary controls that enabled us to run the event. We are determined to keep as much activity going on campus as we are reasonably able to control and the reduction in the size of the audiences has allowed us to do that.”

Playing on, remotely During the circuit breaker our student musicians continued their work in performance ensembles under remote learning conditions, with some innovative performances recorded in place of some of the annual performances on campus. While this would not have provided the experience of playing in a space such as the Esplanade Concert Hall (Dover’s annual OPUS concert was one of the early cancellations due to COVID-19) but that did not dampen the enthusiasm of our student musicians. The circuit breaker measures were no barrier to our students coming together in virtual performance, while remaining safely socially distanced. Our musicians wanted to share their love of music and bring joy to as many people as possible during this most difficult time. The students surpassed the boundaries and isolation of the lockdown period by creating video recordings of their individual orchestral part, which were then compiled and shared within our community, family and friends, bringing delight to numerous people.

38 | UWCSEA Annual Report 2019/2020

Among the many music-making initiatives, these Dover Campus ensembles regrouped during the circuit breaker to rehearse and perform: • The Chamber Players – Libertango by Astor Piazzolla, arranged by James Kazik | Introduction and Fandango by Luigi Boccherinni, arranged by Stephen Chin • Senior Strings – Concerto in G by Antonio Vivaldi, arranged by Stephen Chin • Concert Strings – Dance of the Tumblers by Nikolai Rimsky Korsakov, arr Sandra Dackow | Flight of the Furies by August Nolck, arr by Stephen Chin • Camerata – Click go the Shears, arranged by Stehpen Chin Student and parent feedback reflected the value of this activity:

“In times like this where people are isolated and easily demotivated, it’s crucial that we explore new ways to come together. By carrying out these virtual ensembles over the course of these months, I have realised the true power of music as a source of a deeper connection.” EUGENE, Grade 10

“Even though we couldn’t physically meet, I was glad that we could still connect by creating and sharing music from our own homes through virtual performances. Seeing different parts slowly come together led me once again to appreciate our teamwork and passion behind making music”. GRACE, Grade 11

“This experience was really one of a kind and I really enjoyed it.” GWYNETH, Grade 8

“Music provided great company and comfort to my son during the lockdown period. The virtual orchestra helped him to connect to the orchestra members and the outside world. The preparation brought continuity to his life as he usually practiced with his orchestra every week. The music-making experience and the recordings will become priceless memories for my son to cherish.” DIANA, mother of Ari, Grade 7

“Music making has been one of the activities that has given us much enjoyment and the children a sense of purpose over the last few months.” DIPANWITA, mother of Ranvir, Grade 6

“The virtual orchestra is very enlightening and recreating the ‘community’ in the new way. We are very happy to listen to the virtual orchestra and see familiar faces especially practicing violin is the solo activity.” TAKI, mother of Kota, Grade 7

UWCSEA

rts po tS

Pla nn ed

STORIES

ative and Deve ent lop s e r m p en Re

Badmin

ba Volley

Basketball

Ultimate Frisbee

g Climbin s) (boy t e k y Cric ntr ou c ll ss ba o r t C o Fo

Track an

ton

d field

Tou c

nis

Netball (girls)

(boys)

Hocke y

tics

irls)

in Sail

Rugby

a ftb So

Sw i

Gym nas

h (g

Ten

Activities in action We believe that a balanced approach to learning involves creating opportunities to extend areas of interest, to experiment, to make decisions and to create connections beyond the classroom. By identifying deliberate areas of focus, students are encouraged to plan their participation in our extensive Activities programme across a range of identified areas: Arts and Performance, Create and Innovate, Learn and Lead, Wellness for Life, Mind Matters, Representative Sports and Home Languages. At UWCSEA, we believe that powerful learning happens when we create opportunities to build bridges and connect within and outside our community. The Activities programme intentionally brings students from different grades and staff from different departments together to provide a truly holistic experience.

40 | UWCSEA Annual Report 2019/2020

Through participation in sports and wellness activities our older students are able to share their experience and connect with younger students, creating a sense of community and belonging. In a demonstration of the interconnected and holistic nature of the elements within our learning programme, and of the experience of our students and staff as they participate, Middle and High School students are able to display leadership, develop their skills and contribute to College Service in supporting our younger students. This includes roles across the activities programme Outside of the academic curriculum, which consists of the core Physical Education programme and specialist academic subjects in the HIgh School, our students have an array of opportunities to participate in sports and fitness activities.

REPRESENTATIVE AND DEVELOPMENT SPORTS At the beginning of the 2019/2020 year, an extensive range of competitive and development sport programmes was planned, with UWCSEA participation across the breadth of ACSIS and SEASAC competition seasons. While UWCSEA teams enjoyed success in the Term 1 SEASAC and ACSIS events that were able to go ahead, the advent of COVID-19 safe distancing measures saw the extensive programme of off-campus matches and overseas competitions cancelled. This extensive list of opportunities included some high profile sporting events, and others that were the annual opportunity for our students to develop skill in their sport and gain competition experience: • SEASAC Tennis

• SEASAC Badminton

• SEASAC Touch

• MCM Straits Netball

• MCM Straits Tennis

• MCM Straits Cricket

• FOBISIA Tennis

• Flying Fish Swim Meet 2020

• FOBISIA Climbing

• SEASAC Basketball

• KLASS Track & Field

• 4th Novice Invitational Swim Meet

• High School Golf Championship

• Dulwich Pantera Swim Series 2

• FOBISIA Volleyball

• SEASAC Senior Swimming

• SEASAC Softball

• National Swim Series

During the COVID-19 circuit breaker, students training in sports teams were offered opportunities to participate in interactive online training, with virtual and live training sessions offered in many competitive and development sports. This helped to create engagement and a strong sense of camaraderie, which then developed into community virtual challenges, which also encompassed outdoor education and service engagement. In an example of transdisciplinary action, bringing service and student initiative to the activities programme, the Dover Phoenix 5K 4 Migrant Workers was launched, creating opportunities for the community to support migrant workers from home. The event was an innovative alternative fundraising marathon, which would not have been possible with the safe distancing measures in place at the time.

41 | UWCSEA Annual Report 2019/2020

LEARNING PROGRAMME: OUTDOOR EDUCATION The Outdoor Education programme is a powerful part of the UWCSEA experience, providing students across the school with opportunities to develop the UWCSEA Learner Profile qualities of resilience, commitment to care, self management, communication and collaboration.

Dover Campus trips scheduled at the start of 2019/2020

East Campus trips scheduled at the start of 2019/2020

124

Dual Campus trips scheduled at the start of 2019/2020

Total trips scheduled at the start of 2019/2020

OPERATIONAL RESPONSE: MITIGATING ENVIRONMENTAL DISRUPTIONS If ever there was a year for the Outdoor Education programme to elicit development of the skills and qualities of the UWCSEA profile in staff and students, this was it. Term 1 began with 124 overseas trips scheduled across the College, in addition to the Grade 11 Project Week departures which are planned later in the year. At the end of the year, the Outdoor Education programme had effectively organised 162 expeditions, of which only 101 departed. Dover Campus students in Grades 3, 5, 6 and 7 were all affected, as were many Grade 9 students on both campuses who planned to travel on dual-campus trips in April and June. Disappointingly, Grade 11 were also unable to travel on their long-anticipated Project Week. Dover Campus

East Campus

Dual

College

Outdoor Education trips departed as originally scheduled 36

36*

81*

Outdoor Education trips rescheduled

Outdoor Education trips travelled on rescheduled dates

22*

Outdoor Education trips did not run

Outdoor Education rescheduled trips that did not run

* includes two Grade 7 groups that departed but returned early due to haze and subsequently completed a make-up schedule in Singapore

42 | UWCSEA Annual Report 2019/2020

STRATEGIC DIRECTION: ENHANCING TRANSDISCIPLINARY LINKS Outdoor Education was the element of the UWCSEA learning programme most impacted by operational changes enforced as a result of the COVID-19 pandemic, with no travel possible from March 2020. Earlier in the year, haze conditions affecting air quality in Malaysia resulted in the postponement (and ultimately cancellation) of a number of grade-level expeditions. The College’s commitment to the provision of an exceptional Outdoor Education programme by employing a team of full time specialist staff meant that the leadership team could confidently decide to refocus to a hyper-local programme, on campus and in Singapore once conditions made it possible. Subsequently, the Outdoor Education team began work on a process of strategic planning with members of the curriculum teams across the school sections. Not only did this allow the identification of greater synergy between the Outdoor Education curriculum and other elements of the learning programme, it also provided opportunities to identify where better use can be made of existing campus facilities and equipment, and of Singapore-based locations. This was a natural extension of some of the work already being considered with the Outdoor Education team in response to integrating the elements of the learning programme, better utilising the existing campus facilities and equipment, and to creating meaningful alternatives to regional travel should environmental conditions, such as haze, require alternative plans to be enacted. The outdoor education team continued to look at ways in which students can access the learning goals of the Outdoor Education element of our learning programme in Singapore and on-campus contexts.

OPERATIONAL RESPONSE: REMOTE OUTDOOR EDUCATION SITE Our remote learning model endeavoured to reflect our holistic approach to education and was therefore not focused solely on academics. During the circuit breaker period, the Outdoor Education team developed and launched a remote learning site based on the principle of providing students with a gateway to acquire skills and knowledge that would then allow them to plan their own ‘micro-adventure’ in their current context, be it at home or in Singapore once restrictions eased. In line with the College’s wellbeing principles (autonomy, competence and connection), the site gave students access to a collection of resources designed to help them to continue to develop the skills and qualities of the UWCSEA profile as they worked towards the outdoor education standards in the adapted model brought about by movement restrictions. The Outdoor Education team used the site as the basis of a series of pilot lessons with Middle School students during the circuit breaker period.

UWCSEA

STORIES

Outdoor Education

in action

The opportunities for learning at UWCSEA extend far beyond the classroom as students take on experiential challenges that build resilience, collaboration and leadership. Our Outdoor Education programme offers an incremental progression of age-appropriate experiences. While the culmination of the Outdoor Education programme is Project Week in Grade 11 (which sees students challenged to research, plan, organise, and then carry out an independent low budget trip to a place where they can make a difference), students begin their Outdoor Education learning from their earliest years at the College. The Grade 8, 10-day continuous journey to Chiang Mai in Thailand is one of the most memorable outdoor education trips, and is the last time a mentor/advisory group travels together on a trip. From Grade 9, students select which expedition they will travel on, and are placed in a combined group of students from the Dover and East campuses. The trip is a successful combination of outdoor adventure and learning which is closely linked with the personal and social education, academics and service elements of the UWCSEA learning programme. Soomin, a Grade 8 student from Dover Campus illustrates these links in a reflection on the Grade 8 expedition in 2019.

44 | UWCSEA Annual Report 2019/2020

UWCSEA DOVER CHIANG MAI EXPEDITION By Soomin, Grade 8, Dover Campus

“Chiang Mai was one of the many breathtaking expeditions of Middle School. Knowing this was going to be our final year of Middle School, we hoped for an extravagant trip, we sure weren’t let down. Chiang Mai was one of the many breathtaking expeditions of Middle School. Knowing this was going to be our final year of Middle School, we hoped for an extravagant trip, we sure weren’t let down. We all knew this trip was going to be about stepping out of our comfort zone, to try new adventures and expand our friendships. Taking risks for some people may have been a traumatising and provocative experience, but for others, these risks may have been the highlight of the whole trip. This trip has taught us so much. As the trip went along, we were taught lessons in patience and respect amongst teachers and students. One example of this was the hours of trekking in groups. We were all exhausted, drained, some were angry and resentful. But we could not stop, we had to keep going. By halfway, most of us were beyond exhausted, many of us had been pushed far out of our comfort zones. However, this actually brought us much closer together. Being sleep-deprived, sweaty and lugging around a humongous backpack, none of us had the energy to get to know each other in the ‘traditional way’. All of us just decided to trust each other and help each other out. Much of the expedition was reliant on us being able to work together. From cooking to rafting to camping, we had to be able to work as a team to achieve what needed to be done. For the nights that we camped, we were required to cook our own dinner and set up our own tents. These tasks were both very challenging. While cooking dinner, we had to work efficiently as a group. Setting up our tents was very tough, everyone in the team had to be doing the same thing at the same time and at the same pace for everything to work together. If we didn’t work well as a group, it would be us who suffered. One of my favourite activities was rafting. During the course of rafting, we went through many hardships such as encountering spiders, falling out of the boat and paddling through the rough currents. Despite the hardships, rafting was an incredible experience for all of us. A lot of us had never been rafting before, so this new sport was very entertaining. Rafting also taught us how, despite all the barriers they may have, people can help each other out. Another favourite activity was experiencing the culture of Thailand at the artspace. We had a chance to make Krathongs. Krathongs are floating baskets used to celebrate the annual Loi Krathong festival. At the artspace, we also had the chance to learn the art of Thai dancing, and Thai boxing. We were able to understand and learn more about Thailand’s history and how the country came together. However, my most memorable part of Chiang Mai was the farm stay. We studied different ways to preserve rice, and to make homemade pesticides. We also had the opportunity to see rice go from ‘field to plate’. Experiencing the long and exhausting process of making rice made us realise all the waste that we have produced over the past years with food. We had one hour to try and produce as much rice as we could, and we only ended up with 2 tablespoons. Imagine how long it would take to feed 23 people rice. We will never forget this trip, the experiences we had, the friends we made and the all lessons we learned.”

45 | UWCSEA Annual Report 2019/2020

LEARNING PROGRAMME: PERSONAL AND SOCIAL EDUCATION The Personal and Social Education (PSE) programme helps to ensure that students feel secure and valued. In turn, this provides an effective base that encourages their learning, growth and social development. PSE underpins our entire programme, and is informed by both our mission and our Singapore context. It supports our international student community so that they feel truly valued by the adults who are leading their learning. The intent is that they can continue to grow in self-awareness, gaining an understanding of themselves and how they interact with those around them so as to develop effective and open-minded responses to personal and cultural differences. Time is dedicated each week for the intentional delivery of this important part of the student experience. However, student welfare is not limited to the allocated PSE time with their classroom teacher/mentor. Student welfare is also encompassed by safeguarding, learning support, wellness centre and counselling support, university advising, Heads of Grade, Vice Principals and Principals in supporting social and emotional needs of students. While all members of staff have a responsibility for the wellbeing of students, the learning support and wellness and counselling teams are central and work closely with teachers to ensure that students are supported both within and outside of the classroom. The PSE curriculum content is classified in three overarching concepts: 1. individual wellbeing 2. relationships and community (interpersonal wellbeing) 3. student ability to engage with global issues (global wellbeing)

STRATEGIC DEVELOPMENT: SUPPORTING INDIVIDUALISED LEARNING In 2019/2020, UWCSEA embarked on a three-year project to build teacher capacity to assist students based on their individualised learning styles. Aligned with the Diversity, Equity and Inclusion strand in the UWCSEA Strategy, the programme examines how behaviours in the classroom can be linked to differences in how students think and process information. By deconstructing the behaviour they observe in class, teachers can gain an understanding of how best to support the student’s neuro-developmental needs and preferences. For example, a student with an auditory processing issue (who may present as forgetful or disinterested) may need to have instructions written down, in a step-by-step list, rather than receiving instructions verbally or looking at them on a computer screen. Or a student with memory retention challenges (who often forgets their homework), may be helped by using tactile mediums to take notes or remember deadlines. In Term 1 of 2019/2020, an initial pilot group, selected from Head of Departments across the High School, were identified. In partnership with Learning Support in the Dover High School, a professional learning plan was developed. This group identified goals and training plans to implement while working with a core group of students. While COVID-19, and in particular the circuit breaker (lockdown), interrupted the launch to the initial group, it created an opportunity for ongoing virtual training with experienced specialist educator Sylvia Leck, Academic Director of Foundations for Learning, which will continue into 2020/2021. By the end of the 2020/2021 year, the pilot group and High School Heads of Department will have completed core training modules. Initial positive feedback has supported the continued plans to implement the programme across the next two years throughout the High School, which will be funded through donations to the UWCSEA Foundation. The work is linked to a simultaneous project examining mental health and wellbeing in the High School.

46 | UWCSEA Annual Report 2019/2020

OPERATIONAL RESPONSE: SUPPORTING OUR BOARDING COMMUNITY THROUGH REMOTE LEARNING The period from early February, which saw travel restrictions and increasingly restricted access to campus was particularly felt in the boarding houses. Significant changes in operations were required to continue to support students throughout the period: from the introduction of stay at home notices and quarantining as boarding students returned from their Chinese New Year break, to the closure of borders for international travel meaning that students could no longer travel home during the break—or could not return to Singapore if they chose, understandably, to return home. For these students, a remote learning programme was implemented in tandem with the High School timetable, even before the period of circuit breaker and full remote learning for all students once the campuses closed in early April. While their academic timetable continued, during these periods of remote learning and into circuit breaker, boarding students were provided additional support through a specific focus on their wellbeing by creating opportunities for connection and additional support for mental health.

UWCSEA

STORIES

Personal and Social Education in action

The College’s strategic commitment to wellbeing is woven throughout the five elements of our learning programme. A strong central pillar of this is the focus on enhancing personal growth and resilience of our students and our school community. Whether this is through the PSE curriculum, via individualised counselling and peer support, or awareness-building events and activities that the College participates in or initiates, its effects ripple out to our students, staff and parents. In 2019/2020, the effects of the move to a full remote learning model on student wellbeing was a key focus as we responded to the challenges of the pandemic. Carla Marschall, Director of Teaching and Learning on East Campus, outlines some of the findings from a community survey on the impact of remote learning which was conducted several weeks into the circuit breaker. The results demonstrate how we might balance some of the challenges that technology and remote learning brings, with some of the approaches that can be beneficial for our teaching and learning and in supporting student wellbeing.

48 | UWCSEA Annual Report 2019/2020

The key function of the school as a place of social connection and belonging was underlined in the feedback from a survey with 1,600 respondents (representing our Grade 4–12 students and K–12 parents) which reported trends in student wellbeing during the time of remote learning. Survey questions were built around our UWCSEA wellbeing principles; autonomy, connectedness and competence. Key messages from this feedback included that remote learning supports student autonomy, but that (perhaps rather obviously) it also requires social emotional competencies and executive functioning skills such as self-regulation and self-management. For this reason, older learners fared far better than our youngest learners. (Being the mother of a K1 student at the time, I can attest to that firsthand.) Any transformation of learning in future will need to go hand in hand with an awareness of different needs within our community. Schools as physical environments promote identity development, and create opportunities for positive social interactions, which students missed during remote learning. This role of the school, in supporting healthy self-concept and the development of friendships and pro-social behaviors, is crucial. From our period of remote learning, we also saw how important it is to match tasks and purpose, and to have a balance of offline and online tasks. Across all three sections of our school; primary, middle and high, students asked for more offline tasks; eyestrain, neck and back pain, and the monotony of tasks were all issues reported during remote learning. Agency, which is about acting rather than being acted upon, shaping rather than being shaped and making responsible decisions and choices rather than accepting those determined by others, was one of the benefits that technology brought during remote learning. Across the K–12 continuum, students reported that the ability to self-pace their learning, and the high degree of choice this offered (including being able to take breaks when they needed to), were very helpful for their learning and wellbeing. We are continuing to consider ways we can create developmentally appropriate opportunities for student agency enhanced, in part, by technology. This also brings together the possibility for technology to support both student agency and personalised learning. Remote learning opens possibilities that are not as much about the digitisation of learning (moving resources and delivery online) as they are about personalisation. Where is the student and how are we bringing the curriculum to them? How can we personalise our learning programme based on our students’ identities, whether racial, cultural, linguistic, national or based on their passions, interests, and talents. This is directly concerned with some of our strategic work, such as our current focus on DEI, our development of interdisciplinary learning which bridges disciplines and our elements, and an enhanced focus on our experiential learning programmes such as through the planned development of our hyper-local campus adventure outdoor education programme, where students will come to know and experience more about their immediate Singapore context. Finally, digital competence is an essential literacy. Students require the skills to learn through technology, as well as essential knowledge about how technology functions. As we move towards our intentional use of digital learning to promote student agency, personalisation of our curriculum, and the ability to enact the mission through competencies, we are examining how we can weave technologies into a complex tapestry that puts the student at the centre—and where technology might somewhat disappear. Of course, students and considerations of their wellbeing will be part of shaping this future.

49 | UWCSEA Annual Report 2019/2020

LEARNING PROGRAMME: SERVICE UWCSEA believes in the transformative nature of the experience of serving others and in the responsibility we have to one another and the planet. Our Service learning programme fosters empathy and helps students to recognise that part of being human is seeking opportunities to put yourself aside in the service of others. While the context of each service interaction is different across our campuses, regardless of campus, grade, classroom or activity, all students are striving for learning in each of the three identified Service curriculum standards: 1. Awareness: by developing, skills and qualities individuals can become determined global citizens who recognise their ability to enact positive change 2. Sustainable Development – Systems Thinking: individuals and groups can plan to engage effectively in the sustainable development of local and global communities 3. Taking Action – Being Changemakers: by taking informed, purposeful action, individuals and groups can act as changemakers, contributing to the sustainable development of local and global communities

LOCAL SERVICE BY THE NUMBERS Note that these numbers reflect the service activities offered at lunchtime, after school and on the weekends for all students K–12. In addition to this, all students in Infant, Junior and Middle School students also take part in service learning in the school timetable throughout the school year.

2,196

Dover students participated in Service Activity

Average hours volunteered weekly

1.2hrs

Average number service programmes per Dover student each year (lunchtime, after school, weekend)

228

College Service Groups

1,145

East students participated in Service Activity

Average hours volunteered weekly

1.4hrs

4.2 4.0

210

Local Singapore Service Groups

3,341

UWCSEA students participated in Service Activity

Average hours volunteered weekly

1.3hrs

Average number service programmes per East student each year (lunchtime, after school, weekend)

113

Global Concerns Service Groups

50 | UWCSEA Annual Report 2019/2020

Fundraising for Service All money raised at the College is independently audited annually. Total S$ collected by College for Service Programme $700,000 $600,000

$625

$624

2018/2019

2019/2020

$500,000 $400,000 $300,000 $200,000 $100,000 0

51 | UWCSEA Annual Report 2019/2020

OPERATIONAL RESPONSE: COMMUNITY #UNITEDINDISTANCE Off-campus service learning opportunities were curtailed in February and cancelled from March 2020. However, students continued to work with their partner organisations in Singapore and further afield remotely, using the service learning model to guide their response to the needs of our partner organisations. The UWCSEA student, staff and parent community also galvanised in support of those Singapore-based community members whose need for support became evident during the circuit breaker period. While COVID-19 impacted the Singapore community in various ways, particularly affected were the migrant workers who faced unprecedented conditions and hardship due to the rapid infection rate in migrant worker dormitories. Together with our Singapore-based Local Service partner organisations including It’s Raining Raincoats, Transient Workers Count Too (TWC2) and H.O.M.E., the UWCSEA community kickstarted initiatives to support migrant workers in various ways, working around the limitations of the circuit breaker. Most visibly, the community pulled together to create a video with a message that strengthened our support for affected migrant workers. Keeping true to being united in distance, the community also created platforms to others, connecting with partner organisations to support their work. Initiatives included: • Phoenix 5K 4 Migrant Workers, in collaboration with Its Raining Raincoats, Ray of Hope and Giving SG, was a Dover community fundraiser which encouraged the community to stay active in circuit breaker. • Hopebound, launched by East Campus Grade 12 student Ayesha and her sister Nishka Menon ’17, focused on providing connections, companionship and mentorship for groups who were severely impacted when Singapore went into a lockdown: young adults, victims of domestic abuse, the unemployed (or those who were retrenched), and senior citizens by providing a space for their audiences to engage anonymously, with over 40 volunteer mentors in various occupational fields. • Can Mah! app was created by Class of 2020 graduates Atishay Dikshit, Logan Sethu, Rohan Punamiya, Gitansh Arora and Vivek Venkatra in partnership with goodhood.sg and with support of Temasek Trust. With difficulties faced by many Singaporeans in vulnerable groups acquiring goods, with full delivery slots and extra delivery charges, the group created a non-monetised, accessible voluntary network, connected the elderly with those who were able to help them. • Calm During COVID-19 was kickstarted by Samiha Singh ’20 with the aim of providing comfort and emotional support to peers by lending both a helping hand and a listening ear. Samiha and her team organised book clubs, pen pals and other resources to support their peers via their website calmduringcovid19.com • Yellowship community initiative, started by Grade 10 student Vihaan, repurposes used tennis balls into tripod supports for film crews and toys for shelter dogs. During circuit breaker he refocused on distributing the balls as physiotherapy aids. After learning basic techniques from physiotherapist Ruchira Gupta, such as how to use the balls to relieve stiff neck and back muscles, Vihaan filmed a video demonstration and collected more than 9,000 balls from donors. More than half were then distributed to migrant workers in quarantine together, with the details on the ‘how to’ video. • Baking for others was an initiative by Grade 5 student Maira who turned her hobby of baking into a project inspired by the current pandemic, “During the lockdown, I wanted to keep myself positively engaged and also challenge myself. I decided to put my passion for baking to good use to make a positive impact by supporting charities which were having a hard time coping with COVID-19. The initiative also enabled me to learn a bit about the various aspects of a business!”

STRATEGIC DEVELOPMENT: SUSTAINABILITY INITIATIVES ENCOURAGING LONG-TERM LEARNING Inspired by a Grade 5 expo student project in 2013, the UWCSEA Solar initiative has blossomed today into a communitysupported programme that aims to offset the College’s energy use, while helping to cut carbon emissions. With installations in 2019/2020, the tally across both campuses grew to 1,662 solar panels. Collectively, these solar panels generate 1,600kWh of clean energy per day. This equates to diversion of nearly 240 tonnes of CO2 annually.

After three years of hard work and dedication, the founding members of the Solar for East initiative passed the baton to the next class of leaders. The student leaders hosted a virtual presentation to the East Parents’ Association in March 2020 to share their learnings and achievements. Similarly, after an exciting year of activities and a focus on expanding the academic understanding of solar technology and building partnerships, the Solar for Dover team also passed the mantle of leadership to a new group of students, who held a virtual presentation to the Dover Parents’ Association in June 2020.

STRATEGIC DEVELOPMENT: EXTENDING THE INITIATIVE FOR PEACE Peace is at the heart of the UWC mission; we educate for peace through our K–12 curriculum and with a special focus in Grade 11, through our dedicated Initiative for Peace (IfP) programme. Supported by donations from the UWCSEA Annual Fund, an online peace education toolkit, sharing 20 years of knowledge and learning from IfP was drafted during the 2019/2020 school year. The IfP is one of UWCSEA’s most successful student initiatives. Since it was founded in 2001, it has grown from a small studentled conference to be one of our most successful and impactful student development opportunities. IfP is a year-long activity for Grade 11s, where students explore concepts of peace and how to promote harmony between different groups from either side of a conflict. A student-led Peace One Day conference in Singapore on the International Day of Peace is followed by conferences held in Timor Leste and Mae Sot in Thailand at the end of the school year. The learning and empowerment that comes from participating in the IfP is transformational for both UWCSEA students and conference participants and their communities. While the 2020 conferences were cancelled due to COVID-19 travel restrictions, we hope the launch of this toolkit will mean that we will continue to spread peace, not only through alumni-run IfP events but through a network of aligned schools, colleges, universities and other youth-focused organisations that believe in the power of personal agency and connection.

UWCSEA

STORIES

Service in action In 2019/2020, our Service programme embedded a systems-based five-stage service learning model, influenced by the work of Catherine Berger Kaye, across the College. Illustrated by this case study, learning emerges through the five-stage cycle of: initial investigation, intentional preparation, considered and purposeful action, reflection and, finally, demonstration.

54 | UWCSEA Annual Report 2019/2020

BEING OF SERVICE: UWCSEA’S PARTNERSHIP WITH SUN-DAC For the last eight years, East Campus students have worked in partnership with SUN-DAC, a non-profit social service agency that supports people with disabilities in three locations across Singapore. Most of the clients have moderate to severe disabilities and many receive financial assistance. Partnering with SUN-DAC allows UWCSEA to help build inclusive communities in Singapore, addressing issues of social isolation and making a difference in many lives. At the start of every academic year, students who have committed to this Service, investigate the partner’s needs by interviewing the programme director and learning how they can support the beneficiaries in the most appropriate ways. Students set joint goals and plan actions to meet those needs, and develop indicators to demonstrate how the goals are met. Students then present these plans to the organisation for feedback and approval before they start their service interactions. In this way, the students ensure that the service they provide is informed, needed and appropriate. In conversation with SUN-DAC at the beginning of the 2019/2020 year, two needs emerged: fitness and social inclusion. As a result, during the weekly student-led activity, SUN-DAC clients were invited to campus once a week for an exercise session and lunch, either on campus or at a nearby hawker centre. Many of the clients have physical disabilities and the fitness helps to improve their fine and gross motor skills. The lunch improves social visibility for people with disabilities and also allows the clients an opportunity to exercise their autonomy of choice over what they eat, which is often not possible in institutional settings. Once Singapore’s circuit breaker started in April, students were challenged to think of how they could continue to be ‘of service’ to those in need. They opted to spend their weekly Service hours researching intellectual disabilities in local and international contexts and exploring issues related to employment, caregiving and legal ordinances. Although both the clients and students missed their weekly activity sessions, students used this opportunity to learn more about their clients and to reflect more deeply about how they can be of Service to the local community. Blanca Gonzalez, Class of 2021 reflected,

“Through my research I realised that I knew a lot less than I thought I did about people with intellectual disabilities, and I really want to improve the activities we offer every week so our clients can enjoy themselves and we can be as helpful as possible.” Although the second half of 2019/2020 was a challenging time to offer in person, direct, service, students deepened their understanding of existing problems and issues. They grew to understand how they can play a part in taking informed, purposeful action; all essential qualities to becoming action orientated global citizens.

55 | UWCSEA Annual Report 2019/2020

“This community is driven by its mission and values, and nothing is more important to them than taking care of people.” GRAHAM SILVERTHORNE, Head of UWCSEA East, welcoming College President Carma Elliot to the role in August 2019

OUR COMMUNITY

57 | UWCSEA Annual Report 2019/2020

OUR COMMUNITY The UWCSEA community is a vibrant, truly international group of students, boarders, scholars, staff, alumni and parents who are united in a common purpose. This section of the report provides some statistics and information about our community.

STRATEGIC DEVELOPMENT: EXTENDING OUR ACTION FOR DIVERSITY The UWC mission compels the College to assess the ways in which the organisation, including our community, supports diversity, equity and inclusion. This also requires questioning the role of the College within systems that perpetuate inequities in the community and both the culture and the teaching and learning in the school, and the role of the College. UWCSEA began a journey to create a more equitable and inclusive school through the development of the College Strategy in 2018, and initial strategic work within Diversity, Equity and Inclusion (DEI), through ‘Diversity Cafés’ was reported in 2018/2019. This work provided important insights into the many ways the College community (students, staff, parents, alumni) understands the concept of diversity. The ‘Values in Action’ project, outlined below, further highlighted the important place that diversity and inclusion has within the UWCSEA community and how living the UWC mission must include authentic action within DEI. Following global outcries against racial injustice, the College committed to addressing structural racism and inequity by focusing on Anti-Racism which would extend through the 2020/2021 school year. DEI efforts are now specifically focused on becoming an anti-racist organisation, while recognising our long-term commitment to all facets of DEI while continuing our work in alignment with the UWCSEA Strategy: Action for Diversity strand.

58 | UWCSEA Annual Report 2019/2020

59 | UWCSEA Annual Report 2019/2020

STUDENTS AND FAMILIES In keeping with our mission and values, our diverse student community bring a variety of backgrounds and experiences to our campuses. Our students’ learning, their interactions, and growth through the five elements of our learning programme is all the more exciting and enriching because they interact with peers who bring a diversity of cultures, life experiences, and perspectives to the campus and classroom.

TRANSITION Dover Campus Students: 3,020; Families: 2,072 338 267

88 K1

90 K2

110

135

152

179

199

288

305

335

272

223

6.9% Dover Campus leavers

39 G2

G10

FIB

G11

G12

Average length of stay of leavers

3.44 years

East Campus Students: 2,589; Families: 1,835 268

88 K1

109

132

156

164

177

178

200

206

203

222

245

204

5.3%

37 G1

G10

FIB

G11

G12

East Campus leavers

Average length of stay of leavers

3.95 years

College Students: 5,609; Families: 3,907 606

580

527 473

491

476

423 356 291

6.0%

377

316

College leavers

242 176

199

Average length of stay of leavers

76 K1

G10

FIB

G11

G12

3.64 years

60 | UWCSEA Annual Report 2019/2020

India 13.7% United Kingdom 13.0% United States 9.0% Australia 8.2% Singapore 7.3% Japan 6.2% China 5.7% South Korea 4.1% France 3.1% Netherlands 2.8% Others (73 nationalities) 26.8%

83 Dover Campus

2.8%

100

74 East Campus

Nationalities across College

24.6% India 12.3% United Kingdom 9.0% Australia 8.3% United States 6.7% Singapore 6.0% China 4.2% Japan 3.2% Canada 2.7% South Korea 1.8% Hong Kong 21.2% Others (64 nationalities)

12.7%

Canada

3.4%

5.8% 8.7%

2.5%

USA

Korea

China

France

5.3%

18.7%

Japan

India

7.0%

Singapore

8.5%

Australia

100

Countries represented by UWCSEA students Albania; Argentina; Armenia; Australia; Austria; Bangladesh; Belarus; Belgium; Bhutan; Bolivia; Botswana; Brazil; Brunei; Bulgaria; Burkina Faso; Cambodia; Canada; China; Colombia; Croatia; Czech Republic; Denmark; El Salvador; Estonia; Ethiopia; Fiji; Finland; France; Georgia; Germany; Ghana; Greece; Guatemala; Guinea-Bissau; Honduras; Hong Kong; Hungary; Iceland; India; Indonesia; Iran; Ireland; Israel; Italy; Jamaica; Japan; Jordan; Kazakhstan; Kenya; Laos; Lebanon; Lithuania; Luxembourg; Macao; Malawi; Malaysia; Maldives; Mauritius; Mexico; Monaco; Mongolia; Myanmar; Namibia; Nepal; Netherlands; New Zealand; Nigeria; Norway; Pakistan; Panama; Peru; Philippines; Poland; Portugal; Romania; Russia; Saint Kitts and Nevis; Senegal; Serbia; Sierra Leone; Singapore; Slovakia; Slovenia; South Africa; South Korea; Spain; Sri Lanka; Sweden; Switzerland; Taiwan; Tanzania; Thailand; Turkey; Uganda; Ukraine; United Kingdom; United States; Uruguay; Venezuela; Vietnam

Dover Campus

Languages spoken across College

East Campus

61 | UWCSEA Annual Report 2019/2020

BOARDERS AND SCHOLARS The founder of the UWC movement, Kurt Hahn, believed the experience of boarding with other young people from around the world should be at the heart of UWC’s philosophy. In 2019/2020, the residential communities in the Kurt Hahn and Nelson Mandela Houses on Dover Campus and Tampines House on East Campus provided a residential boarding experience aligned with our mission albeit in exceptional circumstances created by the COVID-19 pandemic. Our residential community showed exceptional resilience and demonstrated both commitment to care and self management as they rose to the challenge of either remote learning for an extended period after returning home, or an extended period in the boarding house and community as they were unable to travel home. The College community benefits tremendously from the presence of scholarship students who make up nearly one third of our boarding community. The diversity of background, culture, socio-economic status and life experience of our scholars enriches the everyday life of our whole community, and this is particularly true of the UWCSEA boarding experience. In the same way as all other UWCSEA High School students, scholarship recipients are selected on the basis of their potential to have a positive impact on their local and global community, and must have the academic ability to meet the demands of the UWCSEA learning programme. Some scholars are selected by the College directly, but most are selected through their country UWC National Committees. In 2019/2020, the UWCSEA community welcomed 102 scholars from 56 countries to our boarding community in Singapore, and supported another seven to attend our sister UWC’s around the world.

Boarders

168 Dover Campus

321

UWCSEA boarding students

153 East Campus

Nationalities in UWCSEA boarding

Dover Campus

East Campus

Boarding enrolment College

121

Dover Campus

Languages spoken in UWCSEA boarding

East Campus

East Campus 14 7 7 G8

G10

17 7 10 FIB

G11

G12

62 | UWCSEA Annual Report 2019/2020

Scholars

23.8% Europe

40.6%

14.9%

Asia

Middle East

Americas

15.8%

Africa

Oceania

Countries represented by scholars Albania; Argentina; Belarus; Belgium; Bhutan; Botwana; Brazil; Burkina Faso; Cambodia; China; Columbia; Denmark; El Salvador; Estonia; Ethiopia; Fiji; France; Georgia; Germany; Ghana; Guatemala; Honduras; Hong Kong; Hungary; India; Israel; Italy; Jamaica; Jordan; Kazakhstan; Kenya; Laos; Lithuania; Malawi; Malaysia; Mexico; Myanmar; Namibia; Netherlands; Peru; Philippines; Portugal; Russian Federation; Senegal; Serbia; Sierra Leone; Spain; Sri Lanka; Taiwan; Tanzania; Thailand; Uganda; Ukraine; United States; Venezuela; Vietnam

102

UWCSEA scholars

Dover Campus

East Campus

109

Scholar enrolment College

Dover Campus

East Campus

27 16

2 1 1

G10

1 0 1 FIB

G11

Nationalities of UWCSEA scholars

Dover Campus

East Campus

Scholars receiving a UWC education

UWCSEA Refugee Scholarships at UWC Mostar (Iraq and South Sudan)

UWCSEA Staff Fund Scholarships at Waterford Kamhlaba UWC

102

G12

scholars at UWCSEA

UWCSEA Staff Fund Scholarships at UWC Mahindra

UWCSEA Refugee Scholarship at UWC Atlantic (Sri Lanka)

63 | UWCSEA Annual Report 2019/2020

STAFF UWCSEA’s vision is to be a leader in international education, with a worldwide reputation for providing a challenging, holistic, values-based education. The recruitment and retention of excellent staff remains central to this vision. The College provides specialist teaching staff for students of all ages, recruiting fully qualified teachers who have experience teaching in international environments. Many have postgraduate qualifications, ensuring that we are able to offer the highestquality experience to our students. The extensive business operations of the College are supported by similarly qualified and experienced staff.

Dover Campus Student teacher ratio Leavers

614

Dover Campus 10.30 students

264

Full-time teachers

307

Teaching staff

Part-time teachers

Management 5 Boarding support 5 Foundation 8

1 teacher

307

128 Educational support staff

Administration and support staff 161 Admin/support staff

Others 8.1% (18 nationalities)

New Zealand 5.5% US 6.2%

68.4% Singapore

50.2% UK

Spain 1.6% China 2.0% Ireland 2.6% India 2.0%

Others 4.5% (12 nationalities)

Teaching staff nationalities

Canada 6.5% Singapore 6.8%

8.5% Australia

Ireland 0.7% Administration Canada 0.7% and support staff Belarus 0.7% China 1.0% nationalities Australia 1.6% India 2.3% Philippines 4.5% UK 4.9% 11.7% Malaysia

1,08

UWCSEA

A staff

64 | UWCSEA Annual Report 2019/2020

Our administrative and support staff provide our teaching staff with support that enables them to focus their energy on providing an outstanding educational experience for our students. In terms of Educational Support staff, this includes provision of teacher assistants in the Primary School, technical, PE, and laboratory assistants in specialist classrooms and laboratories in the Middle and High Schools, as well as professionally experienced support staff in the Physical Education, Drama and Music Departments. In addition, many of our administrative and support staff are Singaporean and provide a unique connection with the community in which we live and learn.

East Campus Student teacher ratio

470

East Campus 10.27 students

Management 1 Boarding support 7

211

1 teacher

124 Educational support staff

259

227

Full-time teachers

Administration and support staff

Leavers

Teaching staff

Part-time teachers

79 Admin/support staff

81.5% Singapore Others 4.3% (9 nationalities)

Canada 0.5% South Africa 0.5% Administration China 0.9% and support staff UK 1.4% nationalities US 1.4% Malaysia 1.9% Australia 1.9% India 2.4% Philippines 3.3%

Others 9.3% (16 nationalities) South Africa 1.9% Ireland 2.3% Spain 2.3% China 3.1% Singapore 4.2%

39.0% UK

Teaching staff nationalities

New Zealand 6.9% Canada 9.7%

11.6% US 9.7% Australia

65 | UWCSEA Annual Report 2019/2020

ALUMNI At the heart of the College’s alumni engagement programme is the opportunity for the UWCSEA community to remain connected—with each other, with the UWC movement and with the ideals of the mission—by encouraging life-long connections and mutually beneficial relationships. UWCSEA alumni are invited to get involved and give back in many ways. The Alumni Relations team continued to offer opportunities for our network of alumni around the world to stay connected with the College through events and communication services including e-newsletters, the website and the publication of the 17th edition of One°North magazine. The challenges of the 2019/2020 year, which started with a well attended alumni reunion in Singapore and a full schedule of reunion events across the world, saw our alumni community rise to the challenges presented by the COVID-19 pandemic while making a huge contribution to their communities. Thank you to the alumni who so generously gave their time to participate in UWCSEA’s Virtual Alumni Fair, with over 49 online sessions, and to those who participated in our early Zoom Reunions, which are now the new norm. Our newest alumni, the Class of 2020, graduated from UWCSEA in a virtual ceremony after the cancellation of their longanticipated IB examinations and countless other ‘end of school’ celebrations and milestones. The messages of support and encouragement received for our newest alumni from those who had graduated before were greatly appreciated. Pandemic or not, there are countless examples of alumni giving their time and expertise; whether working overtime in health services, using technology to support vulnerable groups, or creating a lifeline for local businesses and retailers. In responding to the challenges presented by COVID-19, stories of resilience and demonstrations of commitment to creating a better world for all, despite personal disappointments, have continued to tell of the impact that a UWC education has on our alumni. A small number of examples of our alumni stories are included in this report.

66 | UWCSEA Annual Report 2019/2020

Engagement

Careers and University Mentoring

14,196 Contactable alumni

64%

135

of total alumni

216

Alumni participants in University and Careers Week events

992

University mentors

281

Universities represented by alumni mentors

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

Reunion events

Alumni reunion events worldwide

1,070 Attendees at alumni events worldwide

Countries that alumni travelled from to attend milestone reunion 2019 in Singapore

67 | UWCSEA Annual Report 2019/2020

UWCSEA ALUMNI: COMBATTING COVID WITH CARE, CONNECTION AND CREATIVITY In the face of the COVID-19 pandemic, UWCSEA alumni continue to demonstrate our mission and holistic education in so many ways. Here we share with you a small selection of the remarkable contributions some of our recent alumni, who are working in healthcare, have made in support of their current communities across the world.

Susan Henkel ’81 Susan is a Clinical Nurse Specialist (an Advanced Practice Nurse) in the Intensive Care Unit at the Clinical Center for the National Institutes of Health in Bethesda, Maryland. She sends us a photo of her in full PPE as that is how she prepares to take care of patients with SARS-CoV-2 (COVID-19) in the Intensive Care Unit.

Nia Mairead Haswell ’09 Mairead is a physiotherapist at the University Hospital of Wales in Cardiff where non-essential medical care services were cancelled to manage the virus. While this may be necessary, she knows there are a lot of people at home with various other conditions and illnesses who may be struggling. Her message to those who are unwell in any way or worried about any symptoms, is to make sure that they contact their GP, “Keep looking after yourselves and each other. The

sense of community at the moment, locally and globally, is so strong and I hope it’s something that will continue long after Covid-19.”

Sanjana Kattera ’11 Sanjana is a paediatrician at Alder Hey Children’s Hospital, Liverpool, UK, and a member of the team conducting phase 3 clinical trials of the Oxford COVID-19 vaccine at the Liverpool School of Tropical Medicine, where she is an Honorary Clinical Fellow. Sanjana describes her time focusing on COVID-19 infected children as “challenging yet satisfying.”

Sargam Vohra ’12 Sargam is a junior doctor with the National Health Service in Manchester, England where she is currently posted in the elderly care and A&E departments. Here she serves and treats patients in COVID-19 wards with commitment and respect while spreading cheer and positivity among the patients and the medical team.

68 | UWCSEA Annual Report 2019/2020

Shweta Hota ’13 Shweta was a junior doctor working in Respiratory Medicine at King’s College Hospital, London when the COVID-19 outbreak began. As London became the epicentre of the outbreak and her hospital became one of the most affected in the country, her ward was the first to convert to a “COVID-positive” ward. She is now working on the COVID High Dependency Unit treating patients who have been released from the Intensive Care Unit.

Siya Dayal ’14 Siya, who is working as a junior doctor in London, says, “We have faced a suspension of our training program, a change in our daily working rotas, redeployment to different clinical areas, and in some cases having to work without adequate protective equipment. Despite the heart-breaking and overwhelming circumstances, I am lucky to be part of a Trust that has excellent team spirit.”

Sophie Diong ’14 Sophie is a junior doctor working on the frontlines of the battle against COVID-19 at Our Lady of Lourdes Hospital in Ireland.

Aditya Krishnan ’15 Aditya is a newly qualified doctor working in Respiratory Medicine at Birmingham Heartlands Hospital. He says, “It has been humbling to observe our remarkable essential workers

stepping up to support one another. Look out for those around you - together, we are getting through this!”

Eric Wallner ’19 Eric is currently in the last stretch of his National Service for Austria, where he is working in the Civil Defence sector for the Austrian Red Cross Emergency Medical Services, as an Emergency Medical Technician.

69 | UWCSEA Annual Report 2019/2020

PARENT COMMUNITY We are fortunate to have an active and engaged parent community, and enjoy an exceptional level of support from parent volunteers.

Parents’ Associations On both campuses our hard-working Parents’ Associations (PA) are managed by an elected committee of enthusiastic volunteers—all parents at the school, who offer their time to serve the school community. In addition, a large number of parent volunteers support the many events and programmes run by the PA throughout the year. By helping parents connect with one another and to other important groups, the PA contributes significantly to one of the College’s most important strategic goals: to build a united, diverse and strong community. In a typical year, the PAs organise an exciting and diverse array of events and activities, from large, campus-wide events, to social coffees and lunches, to regular and one-off activities or outings. They are also generous supporters of the UWCSEA Foundation (refer to the Impact of Giving Report 2019/2020). This year, many of the events on the annual cycle of activities were interrupted by COVID-19; at the same time however, there were many opportunities to support the community in different ways. Our PA volunteers rallied and continued to contribute as class or grade-level and nationality representatives to coordinate information flow and feedback in these unusual times. Importantly, they were also integral in supporting our boarding and scholar communities during the trying period of lockdown and into the summer holidays when many could not travel home. Many boarding students were welcomed into the home of our community during this period. Events that did take place included buddy programmes to welcome new families joining the school in August 2019 and January 2020, support for the annual Admissions Open Days in September and October 2019, the annual High School Careers Fair and Transition to University events in early 2020, and welcome events for scholars at the start of the school year. Both Parents’ Association are registered as a society in Singapore under the Societies Act. They operate individually and have independent constitutions and Managing Committee structures which are governed by a constitution and bye-laws, with independently audited financial statements available to members each year.

Parents’ Action for Community and Education (PACE) A volunteer, parent-led organisation that falls under the Service umbrella of the College, PACE serves the UWCSEA parent community across both campuses. Their annual schedule of activities and events provides both a social network and many opportunities to contribute to the Singapore community and beyond. Over the last 20 years, with the support of volunteers, PACE has established two libraries in Myanmar, built 12 schools in South East Asia, provided 20 years of hospice volunteer services in Singapore, donated over 200,000 lunches to children in need and helped over 100 children graduate from college in the Philippines. In 2019, a change to the Singapore Charities Act no longer allowed PACE to raise funds inside Singapore for charities not based in Singapore. As the Charities Act’s change came into effect, PACE looked for new ways to fulfil obligations to the PACE-funded Nutrition Programme in the Philippines and to build a long-planned school in Myanmar. The result was an oncampus community event, held in November 2019. In a spectacular effort, the two Willy Wonka themed community dances went ahead simultaneously, attended by 400 parents and students, and supported by 120 UWCSEA staff. When the dancing stopped, following months of effort, PACE had raised much more than they ever expected, and with the support of the UWCSEA community, earned enough to fund the Nutrition Programme and build a middle school in Myanmar. PACE’s dedication to serving their partners abroad while overcoming the challenges at home, is a great example of the embodiment of the UWC mission made possible through the strength and generosity of the UWCSEA community.

UWCSEA Foundation Parent Ambassadors The UWCSEA Foundation Parent Ambassadors are a group of over 100 passionate and committed parents who represent the Foundation within the UWCSEA community. The Ambassadors champion and support activities and events, increasing awareness of the impact of giving to the College and encouraging members of the community to make a contribution to the College of time, treasure or talent. In November 2019, the Parent Ambassadors hosted the annual Dinner with Scholars evening, bringing the community together with our scholars over a family-style meal to share stories and welcome them to our community. Together with the Dover Parents’ Association, they also hosted Climate Conversations giving parents the chance to engage in sustainability conversations and discussion with other community members. The global pandemic challenged them to re-shape and re-shift the remainder of their activities, and they responded by ensuring the sustainability tours which they were no longer able to run on campus were documented and ready to upload into a virtual format.

71 | UWCSEA Annual Report 2019/2020

“We will seek to explore the set of transformations necessary to ensure our systems are re-calibrated for a future that is more cohesive, more sustainable, and more just for all.” DR MUSIMBI KANYORO, Chair of the UWC International Board, DR QUIQUE BASSAT, Chair of the UWC International Council and JENS WALTERMANN, Executive Director of UWC International

BUSINESS REPORT

73 | UWCSEA Annual Report 2019/2020

BUSINESS REPORT The College has significant business operations. This section of the report provides an overview of Human Resources, Admissions, Finance and the UWCSEA Foundation for the 2019/2020 school year.

HUMAN RESOURCES UWCSEA’s ambition is to be a leader in international education, with a worldwide reputation for providing a challenging, holistic, values-based education. The recruitment and retention of excellent teachers, and administration and operational teams who can support the mission of the College remains central to this vision.

STAFFING

518

Administrative and Support staff at the College Educational support staff 26.2% Admin/support staff 17.6% Boarding support 1.8% Foundation 0.9% Management 0.7%

1,084 UWCSEA staff

566

Teaching staff at the College 45.3% full-time teachers 7.5% part-time teachers

Student teacher ratio across College

10.28 students

1 teacher

74 | UWCSEA Annual Report 2019/2020

STRATEGIC DEVELOPMENT: PROFESSIONAL LEARNING AND DEVELOPMENT Individual training applications processed

1,001

491

Total unique participants in external training courses

322

169

Academic staff

Educational support, administration and operations staff

In support of the UWCSEA strategy, the College’s focus on professional learning and development was consolidated in the 2019/2020 year, resulting in 91% of staff in each department participating in paid-for professional learning activities organised by the professional Learning and Development team. Those staff whose planned professional learning was most impacted by the need to focus on providing support for COVID-19 operational adjustments—including members of the facilities and IT teams— will have a specific focus from the professional learning team in the 2020/2021 school year. These training opportunities were in addition to the on-site training offered by Professional Learning and Development and the professional development focus on the timetable days which are set aside each year for academic staff to engage in professional learning linked with the strategic plan for each campus. These courses included soft skills (communication, critical thinking, creativity, team building), First Aid, IT, Health, Safety and Compliance, Leadership, Further Education and other job specialist courses.

STAFF RECRUITMENT

215

Posts advertised for teaching, administrative and support staff positions

6,484

Applications received

Average number of applications per vacancy

STRATEGIC DEVELOPMENT: DIVERSIFYING TEACHER RECRUITMENT In the 2019/2020 school year, the area of teacher recruitment continued a strategic shift to broaden the awareness of UWCSEA across a greater number of potential teacher recruitment sources and create greater awareness of UWCSEA as an employer of choice. The Learning Leadership Team and the Human Resources talent acquisition team partnered to identify a number of new mid-to-long term recruitment activities designed to raise awareness of the College and to nurture a talent acquisition pipeline, including attending teacher recruitment fairs in Singapore and Bangkok, sourcing new recruitment partners and identifying a wider range of opportunities to advertise teaching positions across a number of additional online channels.

75 | UWCSEA Annual Report 2019/2020

UWCSEA FOUNDATION The UWCSEA Foundation is the fundraising arm of the College. In 2019/2020, the Foundation became part of the Department of Engagement and External Relations. This section of the report is concerned with the activities of the UWCSEA Foundation in fundraising and stewardship.

TOTAL GIFTS AND DONORS Since its inception in 2008, the collective generosity of donors, through gifts large and small, has helped the Foundation to raise over S$30 million. The total gifts reflect the gifts received in this financial year. This does not include interest and dividends earned through investment of the endowment fund. Total S$ of gifts (in ’000)

Donors

$4 million

2,500

$3 million

2,000

2,184

1,500 $2 million

1,661 1,323

$1 million

1,000 500

$3,235

$3,282

$3,700

2017/2018

2018/2019

2019/2020

FOUNDATION OPERATING COSTS The total operating funds were $873,702. Out of the operating funds, staff cost made up 86.9% of the total, which the College supported as a donation to the Foundation. The remaining 13.1% are attributable expenses in running the Foundation.

DONATIONS 100% of the gifts supported the continued development of the College and the UWC movement through five key programmes: scholarships, sustainable development, teaching and learning, financial relief, and endowment.

Financial relief fund S$2 Endowment fund S$5 Sustainable Development fund S$59 General fund S$74

S$825 Excellence in Teaching and Learning fund

S$2,735 Scholarship programme fund

S$3,700 total donations (in ’000)

76 | UWCSEA Annual Report 2019/2020

ENDOWMENT FUND The Foundation Investment and Disbursement Committee (FIDC) oversees the Foundation endowment, allocating the funds over asset classes with long-term investment horizons. Endowment funds are split between restricted and unrestricted, with restricted endowment money reserved for specific purposes, as directed by donors and/or the College. The FIDC takes advice from the College on how to apply unrestricted funds.

S$4,880 Unrestricted Funds (General)

S$10,879

S$5,999 Restricted Funds

total endowment (in ’000)

DONOR RECOGNITION SOCIETIES 1971 Society Recognises cumulative lifetime gifts in five giving levels.

6 Chairman’s Circle (S$1,000,000 and above)

219

9 Patron (S$500,000– S$999,999) 44 Benefactor (S$100,000–S$499,999)

Members

17 Fellow (S$50,000–S$99,999) 143

Member (S$10,000–S$49,999)

Globe Giving Club

Kurt Hahn Society

Recognises those who make gifts of S$1,000 or more during the current financial year.

Recognises those who plan to leave a bequest to the College.

208 Members

Members

77 | UWCSEA Annual Report 2019/2020

FINANCE This section of the report outlines financial information for the 2019/2020 year for the College. UWCSEA is incorporated in the Republic of Singapore. As a non-for-profit organisation, the College uses any financial surplus from the campuses for the sole purpose of betterment of the College. Every dollar of school fees supports the provision of our holistic learning programme, including provision of educational resources, staff recruitment, development and training, and development and maintenance of facilities. We are pleased to report that our audited financial results for the year 2019/2020, ending in July 2020, compare favourably to the budget approved by the Board of Governors. Revenue grew 3.9% versus the budget, supported by continued full capacity enrollment despite the effects of the COVID-19 pandemic on the global economy. Operating expenses were in line with budgeted expectations. Overall, the net surplus amounted to S$23.2 million or 9.8% of revenue, favourable to budget by S$11.3 million. Surpluses were allocated to the College cash reserves, with the long term aim of ensuring the financial sustainability of the College.

INCOME

EXPENDITURE

Enrolment-related income comprises 91.4% of total revenue. Donations, investment income and other income contributes to 8.6%. Activities and trips income is included in other income.

71.4% of the College’s expenses are derived from salaries and benefits. Campus operations represent the next biggest expense, comprising 12.8% of the total. Learning resources, technology, administration, donation and other expenses constitute another 15.8%. Activities and trips expenditure is included in other expenses.

71.4% Salaries and benefits

88.9% Tuition and boarding fees and development levy

College income

2.5% Admission fees 1.2% Donation income 1.2% Investment income 6.2% Other income

12.8% Campus operations

College expenditure 3.7% Learning resources 1.7% Administration expenses 1.2% Technology 0.4% Donation expenses 8.8% Other expenses

STRATEGIC DEVELOPMENT: FINANCIAL RELIEF PROGRAMME LAUNCH In 2019/2020, UWCSEA initiated a Financial Relief Programme (FRP), designed to support families of currently enrolled students in the UWCSEA community should they experience a sudden unexpected change of circumstance. The FRP is a short-term financial relief in the form of a contribution towards up to a terms UWCSEA school fees for each child enrolled at the College. In developing this permanent programme for the College, Governors and leadership kept several principles in mind: care for our community; fiscal responsibility; and fairness. A detailed FRP Policy was developed and applies to any current fee-paying family, with the exception of members of the Board of Governors.

78 | UWCSEA Annual Report 2019/2020

FINANCIAL SUPPORT: SCHOLARSHIP PROGRAMME AT UWCSEA Funding for scholarships is generated through school fees, the UWCSEA Nominee Programme, corporations, foundations, National Committees, and parent, alumni and staff donations. A total of S$8 million was given to scholarships during the 2019/2020 school year, enabling the UWCSEA community to welcome 101 scholars from 57 countries to our boarding community in Singapore.

Funding for UWCSEA-enroled scholars

71.2% UWCSEA school fees

20.3% Corporations and major donors

Source of funding 4.8% UWCSEA Annual Fund

S$8 million Total financial support

3.2% National Committees 0.5% Parents of scholars

In addition, fundraising through the UWCSEA Foundation supported another seven scholars to attend other UWCs around the world • 2 UWCSEA Refugee Scholarships at UWC Mostar (Iraq and South Sudan) • 1 UWCSEA Refugee Scholarship at UWC Atlantic (Sri Lanka) • 2 UWCSEA Staff Fund Scholarships at Waterford Kamhlaba UWC • 2 UWCSEA Staff Fund Scholarships at UWC Mahindra

79 | UWCSEA Annual Report 2019/2020

ADMISSIONS The Admissions Department is responsible for all aspects of the admission of students to the College and compliance with Singapore government regulations for admission of students to foreign system schools in Singapore. During 2019/2020, the Admissions Department continued to process a large number of applications for entry to the College. Kindergarten to Grade 8 applications follow a process of online application with supporting documents, including interviews and in-person assessments arranged where necessary. In K1 this can involve an observation session held at the school. The High School admissions process involves an ‘immersion day’ for all applicants that gives prospective students and their families a better insight into what a UWCSEA education entails and the mission and values of the UWC movement. A day of activities, discussions and assessments gives applicants an opportunity to demonstrate how they would fit with and benefit from the education at the College. As part of this process, current students work with applicants in group discussions and forums and provide a voice for current students during the selection process.

APPLICATIONS

2,141 543 879

Applications for August 2020 entry

‘Dual campus’ applications

Places available for entry in 2019/2020

Average applications for each available place

2.44 applications

1 place

TRANSITION The Admissions Department also looks after the process of ensuring a smooth transition out of our community for graduates and other families leaving the College. There were 934 students who left UWCSEA in 2019/2020, including 570 graduates in the Class of 2020.

6.0% Students leaving

3.64 years

6.07 years

average length of stay of leavers

maximum average length of stay possible

UWCSEA Dover is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) | CPE Registration No. 197000825H CPE Registration Period 18 July 2017–17 July 2023 | Charity Registration No. 00142 UWCSEA East is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) | CPE Registration No. 200801795N CPE Registration Period 10 March 2017–9 March 2023 | Charity Registration No. 002104 Printed on recycled paper with environmentally friendly inks | MCI (P) 092/03/2020 | MKT-2021

UWCSEA 2019/2020 Annual Report

Articles inside

Academics

UWCSEA Governance and Leadership

Service

Personal and Social Education

Parent Community

Alumni

Finance

Human Resources