UWC9 Newsletter (February 2023)

Dear parents,

The UWCSEA9 students have enjoyed some exciting learning opportunities during their first term, and the High School leadership team (Damian, Ted and Kate), along with leading members of our UWC programme design team, have had the pleasure of seeing some of these for ourselves during our visits to classes Since the beginning of the term, we have been observing and participating in lessons, speaking with students and teachers, and conducting learning surveys.

The students have been overwhelmingly positive about their learning experiences, particularly their appreciation for the variety of IB-aligned learning engagements and assessment methods, and for the real-world relevance of their studies And they are rightly proud of their academic progress and personal growth this year. They have also, of course, given us some food for thought about how things might be improved and enhanced, which will directly shape their classroom experiences from here on and our programme development next year

We’d like to take this opportunity to thank our students for their energetic engagement: so many teachers have commented on the high levels of interest, enthusiasm, and independent thinking shown by their UWC9 classes. We’d also like to thank our teachers for their passionate commitment to developing and delivering such academically vigorous and meaningful courses

And finally, thank you to you, our parents, for your continued support, encouragement and feedback. You let us know that many of your children would love to study Psychology in Grade 10 and we were delighted to be able to collaborate with Dover and add it to the programme! The Grade 8 students have also just completed their subject choices for next year, and 60% so far have opted for the UWC programme. We anticipate this rising to 65%, almost two thirds of the year group, which is exciting news indeed!

We’re delighted to share with you now a glimpse of what lies ahead for your child in each of their courses, as well as some highlights from the year so far (Just a reminder that you can find course outlines here )

G9 Key Dates

Tuesday, 28 February OED Exploration Trip assembly for students

Friday, 17 March, 8.45–9.45am Coffee Morning #4: information about year-end assessments

Tuesday 21 March Dance Activities Showcase and Dance Production

Monday, 20 March

May G10 course selections to be confirmed

Monday–Friday, 5–9 June End of Year Assessments

Monday–Friday, 12–16 June Grade 9 Outdoor Exploration in Tioman, Malaysia

Monday, 19 June Off site Geography trip (information to follow)

June Product Design End of Year showcase

Monday, 19 June End of Year report: ATL, holistic attainment, mentor reports

Physical and Wellness Education

Term 2: The Carousel Continues!

Students will be engaged in one of the following units, with continued focus on belonging, mental, physical and social wellness.

The Be Well unit is designed to give students the opportunity to choose from and engage in a variety of fun and motivating activities that will support their health, fitness and wellbeing. They will learn about the physical, social and mental wellbeing principles, and develop their knowledge and understanding of practical ways to be well for life, which includes types of training methods, nutritional meal preparation and sleep patterns.

Students in the Leadership unit will get to explore a variety of leadership opportunities and challenges through both indoor and outdoor sports and activities, and using a variety of venues and applications. The unit will look closely at the connections between Personal Responsibility, Safety and Social interaction.

During the Adventure Unit, students will experience climbing, boulder, low and high ropes elements, kayaking or team building activities. The Low Ropes Course focuses on collaboration; the challenges call upon every member of the team to participate, and they present unending opportunities for self–discovery and team growth. The High Ropes Course emphasises risk–taking, trust, and coaching. The challenges enable participants to expand their comfort zones—sometimes dramatically—and recognize fears that may block personal achievement.

In the Net / Wall unit, students will explore a variety of racquet and net/wall activities and gain a depth of understanding around the transferable concepts of deception, space and force. Activities in this course will include but are not limited to Badminton, Table Tennis, Short Tennis, SpikeBall, Volleyball, Squash, Wall Ball, Handball, 4-Square.

In the Striking unit, students will explore the concepts of hitting into open space and/or at a target, sending and receiving objects with accuracy and control and applying movement skills across different activities. Through learning activities and modified games focused around softball, cricket, Kickball, Wiffleball, Stickball, Rounders and Tball, students will be exposed to activities available within their local community and be able to collaborate together to solve tactical problems.

Course AO rubric

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Critical Perspectives

Unit Three: Identity-based Belief Systems (religion, ethics)

This unit links to ethical systems and religion as factors that may influence perspectives. Students learn how belief systems are formed and apply ideas such as paradigms, ethical relativism and absolutism to contemporary controversial issues. The famous Trolley Car dilemma is utilised to develop ethical reasoning and explore utilitarianism, altruism, self-interest and Kohlberg’s moral reasoning. The role that religion plays in developing ethical beliefs is addressed through several case studies. Students, working in groups, present to the class different perspectives on controversial issues by analysing and applying belief systems to chosen stakeholders. Students then choose a recent event that involves conflict and opposing viewpoints and apply what they have learned about belief systems to analyse the situation in a research essay. A final discussion revolves around different perspectives on punishment with a focus on capital punishment in several countries. Students engage in the final discussion through an courtroom simulation.

Course AO rubric

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English Literature and Language

Unit 2: When Words Aren't Enough – Exploring Creative Representation

When are words not enough to tell stories? Technology has given writers new and creative ways to visually share, narrate, and communicate ideas about our human experiences. In this unit, students will be introduced to the ways in which graphic artists and writers creatively use images, from the photorealistic to the abstract, to explore socially potent issues in text types such as newspaper articles, magazine articles, and graphic novels. Focusing on the graphic novel Persepolis by Marjane Sartrapi, students will also develop an appreciation for the critical role a reader's mind and experiences play when inferring meaning from image based narratives and understanding of the interplay between written and visual language.

Students will engage with IB-aligned conceptual questions, including: How important is cultural or historical context to the production and reception of a text? To what extent do texts offer insight into another culture? How does language represent social distinctions and identities? They will explore concepts including creative representation, culture, identity, and perspective, and micro-concepts like iconography, panel size and panel distribution, speech bubbles, panel arrangement, colour and contrast, lines and shapes, symbols and images, and closure.

The outcome of this unit will be a presentation to the class that has a group and individual component. As a group, students will present on their contextual issue and each individual will present an extract from Persepolis, discussing the role research has played in developing their understanding and interpretation of the text.

Course AO rubric

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Enrichment English: Critical & Creative Literacies

Unit 2: The Unheard and Overlooked

Which stories are often not told? Our awareness and understanding of social and political issues is often influenced by our exposure to mass media, but this has its problems and limitations. In this unit, students will explore the prevalence of dominant narratives which prioritise and promote certain stories, whilst relegating others. They will engage with a range of artists and visual storytellers, including photographers Alex Chan and Hassaan Gondal, muralists Banksy and Shamsia Hassani, and visual artist Jacob Lawrence, who represent the stories and perspectives of people and communities in our global world whose stories are, all too often, unheard. The first outcome of this unit will be to brainstorm a topic that is often unheard in global news and create a political cartoon to present this topic. The rubric focus will be AO5 Creative Production: giving them scope to demonstrate insight and imagination and AO2 Analysis and Evaluation: giving the students opportunity to justify their visual choices as a form of communication.

We will eventually refine our lens and look at migration in particular, exploring the dominant narratives around this and how this has evolved over time. Here, students will engage with conceptual questions such as: How does the mass media influence our exposure to a topic and what are the limitations? To develop their critical thinking, students will be reading the graphic novel, When Stars Are Scattered by Omar Mohamed and Victoria Jamieson and/or the novel The Beekeeper of Aleppo by Christy Lefteri to promote narratives around migration that are often unheard. The summative outcome of this unit will be a paired presentation on a graphic novel of their choice: They Called Us Enemy by George Takei, Welcome to the New World by Jake Halpern or The Arab of the Future by Riad Sattouf - all sharing diverse perspectives of migrations in our global world. This summative task will provide the students with the opportunity to transfer and apply their critical thinking and skills acquired in this unit in a more independent way.

Course AO

rubric

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English as an Additional Language

Unit 3: Living Forever (The Lives of Famous People)

In this unit students will explore the media and its effects on both celebrities and users of social media. It focuses on access to the media and its gatekeepers, and asks students to evaluate media material and to analyse discourse for language conventions and content. Linguistically, students will be able to better understand and apply the use of question form, including rhetorical questions and implication. They will also look closely at verb tenses and how they are used in speaking and writing, judging their effectiveness in both forms of language production. A second language focus will be on usage and how things like implication or language hooks can influence the reader or listener. Outcomes will include the production of written and spoken media works that incorporate the language and content studied, as well an examination of reading and listening based on media materials.

Course AO rubric

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School Supported Self-Taught (SSST)

Unit 3: The Transformative Impact of Drama (French, Spanish, Hindi, Korean and Khmer)

In this unit, students will study a theatre play originally written in their language, and in which the author addresses global issues related to privilege, power and justice. In Hindi, students read Matribhumi ka Maan, by Harikrishn Premi. Set in Rajasthan under British rule, this postcolonial epic work explores the themes of patriotism and valour. In Khmer, students read a collection of four short works published in the late 20th century which deal with patriotism, war, justice and power. In Spanish, they read Historia de una escalera, by Antonio Buero Vallejo, a post Spanish War and WW2 play about powerlessness and social exclusion. In French, students read Les fourberies de Scapin, a comedy by Molière, which revolves around the theme of authority in 17th century France. In Korean, students read Marriage, a 20th century play by LeeKang-baek, through which they engage with human concerns such as the essence of possession and true love.

Through the study of these works students will learn about the complexities of contexts, relationships and conflicts, and grow as biliterate and empathetic individuals who are committed to care and critical thinking. Learning activities include focusing on specific techniques used by the playwright, acting some scenes in the play and writing additional ones, as well as completing language work to develop literacy in the mother tongue. Students learn about drama conventions, and understand the significance of elements such as setting, characterisation, symbols and plot structure in creating an impactful play. Students develop an oral presentation based on a specific aspect of the play, such as sound effects, the use of props or conflict, and establish how the playwright is able to make a lasting impression on their audience. They also learn how to make their own oral work impactful, through using a range of effective verbal and non verbal communication strategies… which may include dressing up as their favourite character!

Course AO rubric and Language Skill Rubric

A course highlight: UWC Day Peace celebration in mother tongue languages - 21 September

Students put together a “peace path” on which they wrote colourful messages in their home languages. This made for a beautiful multilingual celebration in SSST class!

Chinese Literature and Language

Unit 2: Social Contexts and Individuals

In this unit, students will explore the relationship between individuals and society, gaining an understanding of how an individuals' values, growth, and lives are influenced by social contexts, as represented in a range of short stories and extracts from a novel. In the first part, students explore the concept of “Growth” by studying a few extracts from a Chinese novel, including the development of self-identity, the struggle against adversity, conflicts between adolescents and adults, and the formation for beliefs and values etc, to gain the conceptual understanding that stories are constructs that reflect, represent and explore the human experience. In the second part, students will explore how the adult protagonists’ lives under specific social contexts by studying several short stories from different times and countries to understand how the stories present global issues of equality, fairness and justice. Students gain the conceptual understanding that stories can be socially potent and create opportunities for empathy.

Students will learn literary conventions such as setting, characterisation and plots and understand how they create meaning in the texts and engage readers. They will transfer their conceptual understanding through extended research on their self-selected texts, including novels, movies, interviews, and biographies, and develop skills of critical reading, literary analysis, research and presentation.

Course AO rubric

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Japanese Literature and Language

Unit 2: Literary Criticism

Literary appreciation is an informed, critical opinion supported by evidence from a literary work. In this unit, students compare, analyse, interpret, and evaluate a variety of works of literature through productive skills such as writing and presentation. They develop their literary competency through the exploration of genres and their shared conventions. This includes poetry (by Hiroshi Yoshino) and prose forms: the essay, novel (Taketori Monogatari), stories (by Shinichi Hoshi), and myths. By studying diverse works, students gain an understanding of the scope and evolution of the Japanese language, explore their personal responses, and appreciate the stylistic devices used by the authors. The outcome of this unit will be that students are able to demonstrate their understanding of the content of the text, as well as analyse the effects of the creator’s choices of textual feature, in both written essays and oral presentations.

Course AO rubric

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Chinese Acquisition Advanced

Unit 2: School Life

In this unit, students will develop the language they need to explore different types of education systems. They will learn to make comparisons between the holistic learning program of UWCSEA and the curriculum of a typical Chinese school. Through reading and writing, students will also explore the complex idea of the best possible educational models and ways of expressing the concepts of balanced knowledge, creativity and innovation. They will also expand their cultural and linguistic exploration to different leisure activities among young people under the influence of popular culture, to be able to discuss the importance of wellbeing and healthy lifestyle. The outcome of this unit will include a spoken debate on choosing the right school system for a Chinese teenager, as well as a brochure to promote healthy lifestyles among UWC High School students. Students will be able to engage in persuasive communication to form a coherent and logical argument. They will also apply the formal language structures needed to give advice and recommendations.

Course AO rubric

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Chinese Acquisition Continuation

Unit 2: 我们的生活环境 Our Living Environment

In this unit, students explore their surrounding environment (city, town facilities, transport, living conditions, communities, etc.) and interactions between individuals and environment. Students will learn vocabulary and sentence patterns needed to express their ideas, engaging in both linguistic and cultural exploration of people’s choices of housing, neighbourhood and transportation in China and Singapore. By the end of the unit, students will understand, and be able to discuss, how the development of town planning and transport helps to build connections between individuals and communities. The end-of-unit project will be a condo life versus HDB life comparison in Singapore.

A course highlight:

Unit 1 My Daily Life - End of Unit Project: Podcast (a comparison of a high school student life at UWCSEA between a student in Singaporean local school/or a high school in your own country.

Course AO rubric

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French Acquisition Beginners

Unit 3: Chez Moi Chez Toi (My place, your place)

In this unit, students learn to talk about the places they live and the places French people live. They will compare and contrast it with their own setting and experiences. Students will learn about the experiences of a French family living on a boat and they will also discover some overseas places where French is spoken. Through listening, reading, role plays, creation of posters and presentations, students will explore the linguistic concepts of variation and purpose. They will develop their conceptual understanding of the uses of the definite and indefinite articles. Students will also learn how to describe the place they live in, and how to ask questions to locate things in space. They will know prepositions, and be able to understand directions and explain how to get around.

The outcome of this unit will be a presentation on different places in the world where French is spoken, to inform the audience about cultural aspects of these places. Students will be able to compose their presentation and speak confidently on a familiar topic, to describe geological and cultural features and express the advantages and disadvantages of living in the countryside and cities, in France or overseas. They will also be able to name and locate overseas French territories.

Course AO rubric

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French Acquisition Continuation

Unit 3: My Learning Journey

G9 students learn to describe UWCSEA and compare it to a typical French school, as well as talk about their school routine and their contribution and experiences as members of a learning community, in and outside the school. They will describe their school programs and justify their own subject choices, as well as investigate student leadership roles in French schools and engage with different opinions about French school experiences. Ultimately, they will learn how to express comparison of educational systems. Alongside listening and reading assessments, students will show their knowledge of text conventions and intended audience through the production of a blog post, poster campaign, and formal report. They will also demonstrate their ability to use modal verbs, comparative structures, perfect and imperfect past tense, temporal adverbs, as well as their growing range of daily and specialist vocabulary.

Students presented their application to become class representative - a poster designed to describe their qualities as a class rep and explain why they would be the best candidate for the role.

Course AO rubric

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Spanish Acquisition Beginners

Unit 2: ¿Cuáles son tus gustos? (What Do You Usually Like to Do?)

In this unit, students learn to describe themselves and express how others look like, their physical and personal characteristics. They learn about different types of Hispanic music and have been able to express their likes and dislikes about a variety of music genres. They will be able to describe their daily routines and how it changes on the weekends or when they are on holidays. They have recently completed a group video project of a famous Hispanic Carnival celebrated in different Hispanic countries in the month of February. Students take part in small group projects while practising their listening, speaking, reading and writing skills.

Students have the opportunity to practise their language skills (reading, listening, writing and speaking), reviewing the conjugation of regular present tense verbs while also introducing the conjugation of irregular verbs in present tense and the reflexive verbs to talk about their routine and about time. Furthermore, students learn how to talk about what they like, using verbs such as “Gustar”, which have different meanings in Spanish and a complex type of conjugation.

As part of the outcome for this unit, students take part in different speaking and writing projects where they need to describe the personality and appearance of famous personalities. They also need to reflect on what kind of Hispanic music they like and why. They produce an assignment in which they need to guess the character of one of their classmates just by listening to three of their favourite songs. Students also complete a video blog about their daily routine during three days, what they like about it and what they would change.

Unit 3: ¿Cómo elegir a dónde vas? (How To Choose Where To Go?)

Students will learn about fantastic new places using authentic resources and role-play scenarios. They will be able to list what they need to take on their trip, talk about the weather, learn how to book a hotel and buy a train ticket in Spanish. The outcome of this unit is for the students to take part in different speaking and writing projects where the main one will be participating in a tourist fair (FITUR) where they will be representing a Hispanic country and they will need to promote it.

A course highlight:

Writing: For this project students create a poster describing the appearance and the personal characteristics of popular personalities.

Speaking: In this group video project about Festivals, Customs and Traditions, students need to write a script and create a video describing what happens during this celebration in Canary Islands in Spain and Barranquilla in Colombia.

Course AO rubric

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Spanish Acquisition Continuation

Unit 2: ¿Cómo ha cambiado la vida? (How Has Life Changed?)

In this unit, students are exploring how lifestyles, communication and technology have changed over time. They have described their favourite things when they were younger, how they used to look and how they have changed using the Imperfect tense. Also describe what their parents used to do when they were young. We have experienced traditional Spanish games that are popular in schools and outdoors. Soon, we will focus on the topic of fashion. They will take part in a fashion show and a clothes market. They will describe their personal style in detail, express their likes and dislikes, and reflect on Spanish fast fashion and its effect on the environment. We will discuss beauty standards according to different cultures and learn about Spanish influencers and fashion designers. Aside from this, we continue to send and receive letters from our pen-pals in Spain and we have recently done a group video project presenting famous Hispanic Carnivals celebrated in different countries in the month of February. Students will take part in a mixture of individual and small group projects while practising their listening, speaking, reading and writing skills. They will share their knowledge by producing written work such as blog posts and speeches.

The outcome of this unit will be for students to take part in a speaking role-play project about di fashion and write a letter to our pen-pals describing experiences in the past by using the Imperfect tense and Present Perfect.

Students will learn about healthy and unhealthy lifestyles, actions we can do to stay healthy such as taking part in sports, diets such as veganism and how food production a cuisines and famous chefs.

As part of the unit Plaza, where students were able to compare and contrast the games they play now and before the “technological era”. A fun and authentic way to experience the use of imperfect tense in a classroom/school environment.

Speaking: In this group video project about Festivals, Customs and Traditions, students write a script and create a video acting as tourists in a Spanish speaking country or interviewing a famous Hispanic personality. In these photos the students went to Spain and Colombia where they described their adventures during the Carnaval and interviewed a famous personality.

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Economics for Social Change

Unit 3: Improving People’s lives

In this unit, students will explore how we measure the standards of living within a country and how there are differences in the living standards between different groups in a country. Students will then explore how governments and societies can improve the living standards for everyone in society through achieving SDG’s 3, 4, 6 and 7. Students will also have the opportunity to investigate what barriers countries face when trying to improve people’s lives.

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Course AO rubric

Course AO rubric

Geography

Unit 4: What is the power of rivers and waves?

Students will be asked, what is the power of rivers and waves? Rivers and waves have the power to provide, the power to destroy and the power to shape some of our most beautiful and unique landscapes. This unit will provide a systems approach to understanding the processes that are carried out by rivers within drainage basins and by waves along our coastlines. Students will also explore the interactions between humans and the natural environment looking specifically at the power of humans to adapt to and manage these natural processes. As in all units, students will have the opportunity to apply their conceptual understanding to topical events and familiar and new environments through looking at a range of case studies and by visiting East Coast Park to do some field work. The outcomes of this unit will be a fieldwork experience on Monday June 19th, which will give students the opportunity to transfer their understanding to a new context, and a written exam that will allow students to practise their revision and application skills.

A course highlight:

1. Grade 9 Geographers taking part in a Socratic seminar to discuss whether Singapore could and should pursue a nuclear future to improve energy security (photo on the left)

2. Our geographers were fortunate to have Geetika Gha, a climate reality leader, speak to them about what successful climate advocacy can look like. This was to help prepare them for their upcoming “climate advocate for a day” project based assessment task. We can’t wait to see what our teams come up with.

3. Geographers enjoyed designing their own population policies to address issues in a place of their choice. They had fun being curious and evaluating each other's policies using “I wonder” questions.

History

Unit 4: From Free Will to Determinism

The conceptual focus of this unit is the idea of historical determinism; how far are our actions and lives determined by our historical situation? This probes the age-old concept of free will, and how far we may, or may not, have it. The lens through which students will examine this issue is the late 1960s, with a special focus on 1968 around the globe. They will study numerous historical events from this time period and examine how different life was around the world in this period of history. They will discuss the concept of establishing a zeitgeist, and how far this is valid. Students will then be encouraged to draw parallels with the world they inhabit today. Case studies include:

● Singapore’s first election, Singapore, 1968

● Tet Offensive, Vietnam, 1968

● Tlatelolco Massacre, Mexico, 1968

This unit culminates in an essay assessing all five AOs.

Course AO rubric

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● The Prague Spring, Czechoslovakia, 1968

● Assassination of Martin Luther King, USA, 1968

Social Entrepreneurship

Unit 4: Research, Analysis & Action

In this unit, students will be conducting market research that provides an insight into the external environment in which organisations operate. The results of this research will assist students in effective decision making both for their own Enterprise Projects and also for organisations more generally. This includes using Business Management tools such as SWOT and STEEPLE analyses for guidance on how the external environment may impact their strategic goals and how best to respond to opportunities and threats. Students also consider a stakeholder mapping tool to ascertain how best to utilise support from the wider community.

Some course highlights:

Students are in groups and are working diligently toward their Enterprise Projects which will launch in Grade 10. Some examples of the exciting projects that are under consideration:

● Hire Fair - a website that will enable hiring organisations to redact identifying features on applications as a means to ensuring fair recruitment processes without implicit or unconscious bias

● YALA - You Are Not Alone. A website based forum where High School students can explore resources around wellbeing and welfare, including sections where they can write of their experiences and access appropriate support

● Meat Free - a project looking at tackling the environmental risks associated with beef consumption

● Sustaitionary - these students are looking into reducing plastic use on campus by develop a stationary pack suitable for different grade levels that is plastic free and environmentally friendly

● HeART - an event for students to display artwork that highlights mental health issues among school age students culminating in an auction to raise funds to support mental health awareness

● Ethical skin care - this group is exploring a potential skin care product that is BPA free and manufactured and distributed without the need for chemical inputs

Course AO rubric

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Unit P1.2: Our Home in the Universe

Students will investigate how light from different stars and galaxies is used to better understand our place in the universe, its history and its possible futures. Light that has travelled from the earliest universe carries red shifted evidence for the expansion of space whilst light from more local stars can be examined to predict their temperature, power and even elemental composition. The role of the astronomer is to collect such evidence and interpret it to understand the history of our universe whilst engaging with clues it holds for the future of our Sun and the universe. The unit is concluded with a research and presentation assessment which allows students to better understand our models for the solar system through the lens of a historical astronomer from Al Mamon (Iraq), to Ptolmney (Greece) through to Edwin Hubble (USA) students can appreciate the scientific and cultural understandings which shaped their views of the universe.

Course AO rubric

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4 Block Science

Unit Physics 2.2: Energy and the Earth

Students will be exploring how humans extract energy from natural resources and the enormous consequences for the living and non-living world. This unit gives students the opportunity to understand the issues of climate change through a specifically scientific lens. By understanding the natural and human impacted processes which control the flows of energy in the Earth such as changes in albedo, resonance in chemical bonds, solubility of CO2 and thermal expansion of liquids,, students can reflect upon the choices that lie ahead for humanity, different possible futures for the Earth and the role of science in shaping the public’s decision making. The assessment will be focussed on knowledge and understanding through the conceptual questions of the unit.

Unit Biology 2.1: Go with the flow

This unit aims to develop students’ knowledge and understanding of energy systems in the living world so as to better appreciate the delicate interconnectedness between the living and non-living systems of the Earth. Natural cycles of photosynthesis, nutrition and respiration will be investigated in the laboratory to better understand the factors which affect their interaction. This will allow students to then make connections with the human behaviours impacting these natural cycles such as pollution, bioaccumulation and biomagnification. For the final lessons of this unit, students will be able to choose to either pursue an individual, self-directed approach or work more closely under the direction of their teacher - encouraging students to take ownership for their learning styles and developing effective study skills. The assessment will be focussed on AO2, which assesses the students skills within the scientific method.

Course AO rubric

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Essential Mathematics

Unit 3: Effective data handling to influence change - ‘Big Data’ Analysis

Enthusiasm has been abundant in this ‘big data’ analysis unit as students have developed their skills in the use of technology. Students have used Data Classroom, an online app that lets them do real analysis of the data collected from nearly 500 High School students this year. This culminated with the students producing a high quality written report based on a topic that interested them the most. Such headings included, ‘Do students that wear glasses achieve higher holistic grades?’ These reports were then printed and displayed and the students had the opportunity for a ‘gallery walk’ to see what others had found out and give feedback.

The students have also been extensively using their Graphic calculator (TInspire) to gain valuable exam technique practice and to be able to compare different data sets.

The students are currently working on Quadratic functions where they will learn to solve and to be able to fit a Quadratic model using regression to real life scenarios such as projectile motion. This unit has given students a feel for the power of mathematics in analysing and interpreting real data in order to influence positive change in their world.

Unit 4: Scaling Maths 4 Real Life - Proportional Reasoning

After the Spring holidays, students will start work on Unit 4. Proportional reasoning is an essential concept as it is a critical component of problem solving in many fields including finance, science, engineering and the arts. Students will be exploring proportional change with fractions, decimals and percentages by engaging in real life problems. They will learn about the history of the Metric and Imperial measures and how to convert effectively between these, as they are still used extensively in the current era. Students will also explore currency conversions in real time and the importance of research. The outcome of this unit will be a much deeper theoretical and practical understanding of proportional reasoning, with students seeing the links and connections between different areas of mathematics in order to effectively solve problems.

Course AO rubric

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Enrichment Mathematics

Unit 3: Plug into the Matrix - Linear Algebra

Students have really plugged into the matrix this term, exploring linear matrix algebra and its applications in computer animations, public key encryption and logistic problems. They really pushed the boat with the ‘Move the Boat’ activity where they explored how to transform a simple animation with a matrix multiplication. Still to come this term is exploring how we use a simple 2x1 matrix, called a vector in problem solving and explore vector equations as opposed to the cartesian equations, invented by Rene Descarte, that they are used to. Students are really beginning to think like Mathematicians in the way they explore problems, learning through discovery and research. This will certainly put them in a good place for working on the last unit of the year.

Unit 4: Applying mathematics for peace, sustainability and positive change

Through this unit students reflect on how they can use mathematics to have a positive impact in the world. They will research historical mathematicians and their contributions to our world. They will explore mathematics that has had a positive impact on peace, for example the use of Cryptography that contributed to the end of World War 2. Looking from a different perspective they will consider the sustainability goals and how they can apply mathematics to have an impact, for example can we change the shape of a PET bottle for a more sustainable product. Students will learn about academic writing in mathematics, citing sources, making efficient use of technology in mathematical writing, communication and decision-making, as well as reasoning and critical thinking. The unit will culminate in an individual project in one of these areas with the end product being a journal article and we are looking forward to sharing with you the first UWCSEA Math Magazine.

Course AO rubric

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Dance

Unit 4: Structuring the Narrative

In this unit students will develop their understanding of form and structure through dance works of art and their personal compositions. In Appreciation they will study seminal works by professional choreographers in a range of dance styles, analysing and interpreting dance as a viewer. In Composition they will transfer the theoretical knowledge into creating their own solo dance work. Across both components the students will examine movement choices, theatrical devices, the elements of dance, motif creation and development, and formal structure. Summative assessment of the compositional aspects of the unit will be through the presentation of their solo composition supported by a verbal discussion of their process and choices. The theoretical component will culminate in a class written task based around one studied seminal dance work.

Course AO rubric

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A course highlight:

Our Grade 9 students performed in ‘Evolve’, our annual Curriculum Dance Showcase for UWCSEA, GCSE and IBDP Dance students. The showcase provides a platform for the students to present the practical components of the course which has been completed over the past 3 units of work. In this year's showcase our Grade 9 students presented 3 performance pieces titled ‘Collide’, ‘Discoteque’ and ‘Rain’ and 2 student choreographed pieces titled ‘Splash’ and ‘Trickle’. The students performed brilliantly and it was such a wonderful experience for them and great preparation in the lead up to our Dance Production in March.

Drama Processes, Design and Performance

Unit 4: An Active Text - Introduction to Physical Theatre: style, lighting, set design and directing of a script

The application of specific skills, dramatic techniques and processes is necessary in the creation of imaginative and innovative performances and presentations. In this unit, students will work with the technical theatre manager, learning about theatre configuration and set design using the stage in the box model set, before then working on the functions of lighting and controlling the lighting board to create imaginative lighting states for key moments in their scripted extract. The unit will culminate in a group performance and a reflection on learning about the 3 different design roles and directing in the process of interpretation of a script

Course AO rubric

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Unit 3: Storytelling & Story Structure

Now that learners have a base understanding of mise-en-scene, the production cycle and the techniques used to create films, we will study storytelling and how to use these new tools and skills to create a story.

How do we as filmmakers structure stories? What is an inciting incident? What is plot? What is the rule of 3 in comedy? What is the Hero's Journey? How does character drive a story's narrative? What is a character's Inner Journey and Outer Journey? The outcome of this unit will be a collaborative short film (3 to 5 minutes long) created in groups of 4 core team members. Each filmmaking team member will take on one role: Cinematographer, Director, Editor, Writer. Each team member will write a 1500 word project report based on their filmmaker’s intentions within their specific role.

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A course highlight

The film students were visited by ISTA Artist in Residence Ian Pike. Students worked on scripts, character backstory, storytelling, 3-act structure, and loglines. Ian Pike bio:

A full-time, freelance writer, director and workshop leader. Ian was born in Zimbabwe and trained as an actor. He then worked as a stand-up before creating his own series in animation, comedy and drama as well as working on long running programmes both in prime time and for children. Ian has recently been a writer on the satirical comedy series,

Have I Got News For You, has an original sitcom in development with James Corden's production company and has been running workshops and programmes in schools and Universities all over the world.

Food Science and Nutrition

Unit 2: Food Biochem

The study of food is a fascinating exploration of Science that uses the molecular behaviour of cells to make, store and prepare foods safely. This unit we see students test what microorganisms lead to food spoilage and how to limit that damage. Students will continue to learn the nutritional, physical, chemical and sensory properties of food as outlined below, as well as discovering new food innovations that improve on existing inventions and challenge their thinking around food education.

Food Spoilage and Contamination: students will learn about microorganisms, food safety, degradation and rancidity

Safe Handling and Preparation: students will learn about the reasons why we cook food, cross contamination hygiene, high risk foods, quality assurance and risk management.

Functional and Chemical Properties: students will be introduced to the functional properties of food and the chemical changes that occur during food storage, preparation and presentation.

Food Preservation: students will be introduced to food additives (natural and synthetic), chemical preservatives, emulsifiers and how to process and preserve food.

The students will practise their theory and application in a written test, and demonstrate their investigation and product development skills through a research task.

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Students experimenting with the activation of yeast, and delighted with how their cinnamon rolls have turned out!

Graphic Design

Unit 2: Image - Narrative & Storytelling

Image creation through photography, digital drawing, and manipulation. Projects include Surreal Collage (Imaginary Beings, Arcimboldo Portrait), Editorial Illustration, and Cultural Folk Tales.

In this unit, students will learn the fundamentals of illustration and digital collage making. They will develop the skills needed to create a digital collage using Photoshop and will understand how to use selection tools, layers, masks, and filters. In addition, students will learn techniques for manipulating images, enhancing photos, and adding text and other special effects. Finally, students will learn how to export a digital collage in various file formats. They will explore how other artists, illustrators, and designers develop and create compelling illustrations and apply this knowledge to their own creative responses.

Students will also focus on creating a narrative within an illustration, and learn how to use digital tools to take a concept and bring it to life. They will learn compositional techniques for combining images, manipulating colours and adding text to create an illustration. In addition, students will gain an understanding of how to export a digital illustration in various file formats. Finally, they will understand the importance of storytelling and narrative in their illustrative practice.

By the end of this unit, students will have the skills to create illustrations that express their ideas and explore concepts in a visually compelling way.

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Imaginary Beings, created by Grade 9 Graphic Design students.

Top row: Georgina Bennett, Caden Ho Yin Tsang, Sakura Yano. Bottom Row: Carlota Arroyo Garcia Tuñon, Sarah Fisher, Edgar Leonard.

Innovation Engineering

Units 3, 4 and 5:

In the bustling academic community of Innovation Engineering, where students are feverishly working towards completing their academic goals, many students are on the cusp of completing their fourth unit*:

● Electronics

● Mechanisms

● Modelling

● Hardware design

● Mechanics

● Microcontrollers

● Systems

● Advanced microcontrollers (IoT)

*(Choice of unit depends on the unit studied prior, in some cases, where one student may be studying electronics as a fourth unit, another may be studying the same unit as their fifth.)

But there are those who decided to take on more ambitious projects in the early days of the course, innovators and engineers who are still putting those finishing touches on their third, fourth or fifth unit. Amidst all this activity, there has been a host of exciting and challenging units explored. From Mechanisms to Electronics, Microcontrollers to the advancement of such chips, Hardware Design to Modelling, there has been no shortage of fascinating subjects for these ambitious, hungry for knowledge learners to get their teeth sunk into.

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Music

Unit 3: Music with Purpose - Music for social and political change; music to persuade; music in protest; and music in advertising

After learning about community music-making and individual music-making through a series of performance, recording and composition projects, the students are now studying music that communicates concrete views and ideas. This is a great opportunity to get a bit more technical so we are using music theory and analysis, with particular focus on melody, harmony, texture, instrumentation and structure, to unpack how a selection of case study pieces have represented important topics. One example of this is the Shostakovich piano trio No 2 which deals with Jewish identity and grief. The students are also developing their understanding of these elements through practical composition exercises in class, developing their compositional technique and connecting it to the overall themes. The unit will give students a thorough understanding of how music is used to persuade, while deepening their technical understanding of music theory, analysis and compositional skills.

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Photos from our recent Music Tech Night, which came out of our Music for One unit.

Product Design

Unit 3: The Story of Stuff

Currently in Product Design, students are studying Unit 3: The Story of Stuff. They are learning about the importance of considering the entire life cycle of materials and products to make sustainable choices. This involves analysing the physical, aesthetic, and mechanical properties of materials to determine their suitability for a given application, as well as evaluating the environmental impact of their extraction, production, use, and disposal. To address the limitations of a linear approach to material use, Unit 4: Cradle to Cradle, will introduce students to the concept of a circular economy. Students will investigate materials and products that are designed to be reused or to decompose , creating a closed loop system that minimises waste and reduces the need for new resource extraction. To put these principles into practice, students will respond to a design brief that challenges them to experiment with making their own bioplastics from renewable resources, such as starch, and use it to create products that can be easily disassembled and recycled.

The outcome of Units 3 and 4 will be design work that includes graphical, physical and digital models, using a variety of production and presentation methods, and supported by the experimentation and manufacture of bioplastics into products.

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A course highlight

As well as units of study, Product Design students are given group challenges that are designed to have them work quickly and collaboratively in response to a design brief. The intention is to get students to approach tasks playfully and to experiment directly with materials. Last term students were visited by talented alum, Manini Banerjee. Manini is studying at Rhode Island School of Design where she is majoring in Industrial Design with a concentration in Computation and Technology, having studied Visual Art at IBDP and developed a love for design. Manini offered students feedback to their outcome for the Team Challenge: Gravity, Light and Movement.

TEAM CHALLENGE: Create a wearable structure that examines the ideas of gravity, light, and movement. Use no more than 4 all white materials

● the majority of materials must be some form of paper or fibre

● use minimal fasteners, adhesives, and support structures (that must remain in their native/natural colour)

● use the movement of the wearer to enhance the ideas of movement, gravity, and light.

Visual Arts

Unit 2: Culture By Design

This unit focuses on the role of design in identifying cultures. Students learn how important these designs are to cultures and how they are often shared and adapted by other peoples. Looking through the lens of late 19th Century Art Nouveau in England as a beginning point, students work through a process of discovery in their sketchbooks, to design what they will make in response to the task. The final outcome will be made in a variety of dry and wet media including, pencil, marker, watercolour, soluble pencils and crayons, chosen by the student. The work will be scanned and displayed as a feature unit for Grade 9.

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Computer Science

Unit 3: Networking and Security

Throughout this unit, students will expand their knowledge of various computer networks, ranging from personal Wi-Fi LANs to the internet's architecture and its evolution over time. They will engage with key network protocols, such as HTTP(S) and TCP/IP, to develop a comprehensive understanding of data transfer that underpins all connected devices. In addition, students will explore the fundamentals of computer systems hacking and analyse several case studies that illustrate the ways in which such activities are shaping the perspectives of individuals, organisations, and governments on cybersecurity.

As the culmination of this unit, students will undertake a study that can take the form of either a practical piece of code that demonstrates the application of protocols and security or a written analysis of different organisations' motivations for accumulating and protecting large volumes of high-value information that aligns with their mission.

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Work of current students (from left to right): Amae Fund, Ines Hasler and Riya Kodithodika (variety of media).

Science of Learning

Unit 3: It Takes a Village

This unit is about interdependent factors that influence our learning. We will start by expanding our frameworks which have been largely about cognitive and metacognitive aspects of learning, to think about the role of emotions, social interactions, motivation, sleep, and culture on learning. We then do a deep dive into three of those aspects: the interdependence of motivation, culture, and sleep with learning, as well as thinking about the conditions that make things motivating. We will look at the interdependence of motivation, goal-setting and attention, considering the dynamic nature of motivation and how these aspects impact learning. Our examination of culture will look at the social and cultural forces of learning. We will explore how we learn from others, through imitation and through interaction, how cultural identity impacts learning, and also some very different cultural approaches to how we learn from indigenous cultures. Our third interdependent factor looks at how sleep impacts learning. We will dive into the science of sleep and examine contextual case studies, looking at adolescent sleep in Singapore, as well as how school start times impact sleep and learning for adolescents and young adults.

The intention by the end of the unit is to ensure that students understand that learning is not mainly a school-based process but rather a holistic pursuit where many other factors correlate. As the culmination of the unit (and the course) students will complete an individual advocacy project on an aspect of learning. This will be shared with an authentic audience relevant to the project topic. In addition, students will continue to reflect on how their learning from the course transfers to other settings through their structured portfolio.

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