UWCSEA 9-10 Snapshots and Celebrations - January 2025
Dear parent s,
Welcome to our first edition of ‘Snapshot s and Celebrations’ of the Grade 9 and 10 UWCSEA Learning Programme Jan 2025!
Please enjoy this opportunity to peek into what our student s have been learning in their courses to date
Content s Page
Links to subject pages
Content s Page
English Literature and Language
English as an Additional Language
School Supported Literature and Language (SSL)
Chinese Literature and Language
French Literature and Language
Japanese Literature and Language
Korean Literature and Language
German
Chinese
Chinese
French Spanish
Social Enterprise
Ethics
Geography
Global Politics
History
Psychology
Science
Computer Science
Sport s Science
Mathematics
Dance
Drama
Film
Food Science and Nutrition
Music
Design Technology
Visual Art s
English Literature and Language
“Narratives of our World”
Meaningful Experiences in G9 and G10 English
Student s in Grades 9 and 10 English courses reflect positively on a wide range of meaningful and engaging experiences that not only enhanced their understanding of literature but also honed their critical thinking and communication skills
Interactive methods such as Socratic seminars, creative project s like propaganda posters and mock trials, and acting out scenes from plays were highlight s. These activities deepened comprehension, boosted confidence, and encouraged collaboration
Student s also valued analyzing diverse tex t s like 1984 , Dear Martin, and Purple Hibiscus, which fostered connections bet ween literature and real-world issues Unit s on rhetoric and current event s further emphasized the relevance of their learning
The curriculum’s variety, inclusive discussions, and opportunities for self-expression created a dynamic and supportive environment making the English classroom a space for meaningful grow th and engagement
Quotes from G11:
“What I loved most about the course was the teachers and the creative study completed through the Macbeth unit ”
“Grade 9 and 10 English was super fun, especially the poetry and play units ”
“I loved English mostly because my class and teachers were a highlight I also enjoyed the texts we read and it got more engaging as the course progressed , especially the Macbeth unit “
“I liked the non-traditional approach of the course and how our assessments weren’t always essays “
“I loved that we were able to learn in diferent mediums We were able to work in groups, like in Macbeth where we could use our drama skills to make a script , and act it out English is not just essays and G9 /10 English shows that “
“I really liked the collaborative aspects of the course ”
Quotes
from Grade 10:
"What I enjoy most is how the course makes connections between literature and modern media Studying both has helped me see how the causes and efects of conflict aren’t just in books they’re everywhere "
"I feel like this class is preparing us for the real world It’s not just about passing a test; it’s about understanding issues that matter and thinking about how problems can be resolved " "I’ve gotten a lot better at speaking up in discussions and presenting my ideas I think it’s because the topics feel relevant , and we get to share our opinions on things like social conflict or media representation "
"I never thought about how things like advertisements or posts online could be a force for good or bad Now I feel like I can spot the tactics being used to influence people and decide for myself what’s true "
English as an Additional Language “Narratives of our World”
EAL Narratives of Our World
A UWCSEA exploration of language and literature concept s, tailored for English Language Learners
Narratives of Our World (EAL) has taken the same course as Narratives of Our World English, but tailored it for the English Language Learner Both the Grade 9 and 10 courses cover the same unit s, at the same time, and using the same conceptual questions.
The key distinction lies in the EAL course's added focus on explicit English language instruction This includes targeted lessons on grammar, vocabulary development, and cultural norms for academic writing in English This approach equips ELLs with the language proficiency and conceptual understanding needed to transition smoothly into the mainstream English course
"The Narratives of Our World (EAL) program was an incredible platform that has improved my English skills by enhancing my writing, speaking, and reading analysis It also sharpened my critical thinking skills through exploring diverse perspectives and articulating my ideas clearly and confidently This program has genuinely provided me with the support and confidence I needed to make the transition from EAL to first language, and I really appreciate it. "
Tiger WANG, a student who transitioned from EAL to English A in Grade 10
School Supported Literature and Language (SSL)
Student s in the School Supported First Language course focus on developing linguistic and literary competencies through exploring four unit s (Identity and Language, Culture and Contex t s, Sustainability and Environmental Issues and Global Citizenship) The course ofers student s ample opportunity to reflect on their learning and to demonstrate this in creative ways like prod ucing a book, creating a YouTube video or making a podcast
“Identity and Language” our first unit is one our student s really enjoy in G9. It appeals especially, because the exploration and inquiry in this unit allows them to understand who they are, their place in the world, and the factors that have shaped them. The following quotes capture some of their thought s about the importance of their language:
Lithuanian: “I think it’s very important for me to continue learning Lithuanian because it is part of my identity and it helps me maintain a connection with the country that I left so many thousands of kilometres away on the other side of the planet ”
Hindi: “It is very important for me to carry my language with me and to protect my culture ”
Khmer “My grandma wants me to keep my fluency in speaking and writing in Khmer ”
Bahasa: “I think language is important since it helps us to define our identity. This is because our own language is going to stay with us until we die ”
Chinese
Literature and Language (First Language)
Grade 9
Student s who are learning Chinese as their 1st language mainly focus on their abilities and skills, including reading and analyzing contemporary Chinese novels, short stories, and essays.
Reading modern Chinese literature, including works by Lu Xun, Ba Jin, and other influential authors
Learning about diferent literary theories and critical approaches to analyze tex t s Identifying themes, motifs, and symbols in the tex t s Discussing characters' development, trait s, and relationships Analyzing narrative structures, point s of view, and stylistic element s Engaging in group discussions about the interpretations of tex t s and their relevance to contemporary society Writing analytical essays on the themes, characters, and narrative techniques of the studied tex t s
Student s are also encouraged to write their own short stories or poems inspired by the literature they have read Learning about the historical and cultural contex t s in which the literature was prod uced Studying the lives and backgrounds of the authors to understand their influences and motivations Inviting authors or literary scholars to speak at the school and engage with student s
Grade 10
We will explore literary genres of prose and play, as well as non-literary tex t s of exclusive inter views, comics, speeches and posters Alongside the literary and non-literary tex t s learning, we have whole book reading as well, which will target literary genres of prose and play
Throughout the whole year, essential concept s will be explored deeply For knowledge-based concept s, we will explore mainly sustainability and global citizenship As for process-based concept s, we will explore a series of key concept s, such as tex t clue, purpose, evaluation, conflict, audience, wording etc At the end of year, we would like student s to grad ually develop various reading and writing skills and construct their understanding of the following conceptual questions:
1 What can we measure sustainability, and what indicators or metrics are most useful for this purpose?
2 How does an author use tex t clues to unify diferent pieces of a tex t?
3 How does an author's purpose afect the author's choices d uring their prod uction of a work?
4 How can a reader evaluate how efective an author's choices contribute to the delivery of their purposes?
5 Can global citizenship exist in conflict with national identity and patriotism, or are they compatible?
6 How does an author design various conflict s to help deliver their purposes?
7 How does the audience afect the author's choices d uring their prod uction of a work?
8 How do diferent ways of wording and phrasing contribute or hinder delivery of an author's choices?
Apart from academic domains, we value student s ’ holistic ed ucation as well,especially approaches to learning. Student s will polish research skills, note-taking skills, reflection skills, communication skills and so on through various activities, such as group work, presentations, personal sharing, project s and so on
Japanese Literature and Language
(First Language)
G9 Book Talks
Fostering a deeper appreciation for the role of literature in understanding and promoting peace
In the "Global Citizenship" unit, student s examine complex global issues, engage with diverse perspectives, and explore the role of literature and communication in peacebuilding
Last year, G9 Japanese student s explored the unit "Global Citizenship" d uring the second and third terms, focusing on the role of language in addressing global issues Through the study of war literature and related topics, student s explored the complexities of peacebuilding by engaging with historical and contemporary perspectives They analyzed literary works documenting war experiences, such as “On a Sunny Summer Morning” , which examines the atomic bombings of Hiroshima and Nagasaki This unit encouraged student s to approach these event s with fairness and objectivity, incorporating perspectives from Japan, the United States, and neutral parties By understanding the historical contex t, international dynamics, and racial biases that influenced decisions like the bombings, student s gained insight into the importance of accurate, multi-faceted analysis
Discussions also emphasized the human sufering caused by the bombings, recognizing them as act s of genocide and inhumane violence, and reinforced the need for international cooperation to build a fairer, more peaceful society Student s practiced evaluating information, exchanging ideas, and engaging in constructive debates, developing skills in argumentation, rebuttal, and fact-based reasoning
Through this unit, student s not only honed their ability to appreciate and analyze diverse literary genres but also strengthened their commitment to fostering peace and understanding through dialogue and critical thinking
Student s engaged deeply with questions such as: How does literature connect with the world? What is the relationship bet ween war and literature? And what role does literature play in peacebuilding? As part of their exploration, they hosted a "Book Café" in class, delving into various works of war literature. These literary works ser ve as powerful tools for recording and preser ving war experiences and raising awareness about the importance of peacebuilding
War literature transforms the harsh realities of human sufering into art, allowing authors to convey their thought s and emotions to future generations It plays a vital role in fostering empathy, understanding, and a commitment to creating a more peaceful world
At the end of the unit, student s selected a book related to peacebuilding, tailored to their interest s and reading levels, and presented it to the class in a "Book Talk " Each student created an eye-catching promotional POP display, similar to the recommendation signs often seen in bookstores These designs included captivating slogans and distilled the essence of the book to entice their audience to read it
The challenge was to convey the appeal of their chosen book with creativity and enthusiasm, inspiring others to pick it up. Student s then shared their insight s and highlight s through their Book Talks, fostering a deeper appreciation for the role of literature in understanding and promoting peace
In 2022, UWC was nominated for the Nobel Peace Prize by Alfred Bjørlo, recognizing it s long-standing efort s to promote peace since 1962 Like previous organizational laureates, such as the UN World Food Programme and the International Committee of the Red Cross, UWC’s mission underscores the importance of ed ucation as a tool for building a more peaceful and just world
This nomination highlight s the relevance of the "Global Citizenship" unit, where student s examine complex global issues, engage with diverse perspectives, and explore the role of literature and communication in peacebuilding By fostering critical thinking and empathy, this unit empowers student s to contribute meaningfully to UWC's vision of creating a better future
Korean Literature and Language (First
Language)
Book Making and Publishing
Grade 9 and 10
Based on books that were read, our Grade 9 student s engaged in the investigation of how authors evoke ideas of identity This included investigations in History and Culture Poems and graphic novels were included to give student s exposure to a variety of genres The goal was to find themes of identity in Literature, and how diferent cultures may express identity diferently
Student s collaborated to share ideas and make posters This was our approach to a Unit on Identity and Language which explores connections bet ween childhood, society, ad ulthood, artistic expression through language and how these factors shape how we communicate and how we see the world Using these ideas, student s created poems that dealt with aspect s of their own culture and identity
Student s type their poems and show them to their parent s who write their impressions of the poem by hand Through this process parent s are able to feel the student's ideas about their identity and the process of growing up This also becomes an important element that reflect s the student's personality and identity Additionally, when grandparent s see the poem, they are deeply moved The value of this activity becomes clear as parent s and children recognize that this work is not about abstract characters in a book, but is connected to their own lives
This work was preparation for an activity in Grade 10 where student s create and publish their own book, with their own ideas about identity and the factors they have explored that gives rise to their unique and shared identities.This is a Capstone project in Grade 10 where they also review and provide feedback on each other’s work
Student s enjoy this exercise very much as it concerns them in their real world and so the relevance to their lives is obvious. It is also a very good introd uction to the skills required for their IB Korean studies as well as introd ucing them to some of the themes in the IB course These include themes of Identity and Culture in works in diferent languages (translated) The creation and publication of their own book also fit s into the Creativity, Action and Ser vice (CAS) aspect of the IB Curriculum and so the UWC Course First Language Korean helps to lay a strong foundation for student s ’ later studies as well as giving them the opportunity to reflect upon themselves and their connections with others in the world.
German
(First Language)
Unlock the Full Potential of German: From Literature to Real-World Issues
Our German First Language course for Grades 9 and 10 delves deep into the core of German culture, literature, and societal issues, tailored to foster an advanced understanding and appreciation of the language in it s native complexity
Grade 9: Language and Identity, Culture and Contex t
Exploration of Modern German: Dive into topics like youth language, migration, and cultural identity, using current examples from media and literature Interactive Learning: Engage in debates write essays and participate in discussions that highlight the diversity of the German-speaking world Featured Literature: Experience 'Die Welle' by Morton Rhue, dissecting themes that resonate with contemporary societal dynamics
Grade 10: Sustainability and Environment, Global Citizenship
In-Depth Analysis: Compare environmental activism with political approaches through the lens of German literature, including works by Juli Zeh
Creative Expression: Utilize poetry, theater, and storytelling to express and address pressing environmental issues Capstone Project: Conclude the term with a project that encapsulates your understanding and advocacy for sustainability in everyday life
Methodology and Assessment
Skill Enhancement: Advance your reading, writing, listening, and speaking skills through structured activities designed to challenge and expand your linguistic abilities
Collaborative Project s: Work in teams to analyze, discuss, and present on themes that bridge tex tbook learning with real-world applications
Join Our Community
Student s of German as a second language are also welcome We promote a comprehensive, critical, and creative learning environment that prepares you not just for exams but for a lifetime of appreciating and utilizing the German language in diverse contex t s
Student quotes:
"During our debates in German class, I've learned how to better articulate my thought s and respect difering viewpoint s It's more than just language; it's about understanding and connecting "
"Participating in debates has not only improved my German speaking skills but also made me more confident in public speaking and defending my ideas "
"'Die Welle' was an eye-opener for me Discussing it s themes in class helped me see how language can influence and manipulate societal structures "
"Reading and discussing 'Die Welle' taught me so much about peer pressure and leadership Doing this in German made the lessons even more impactful, as we dissected the tex t and it s language intricately "
Chinese (Second Language)
Grade 9
In Term 1, student s explore topics related to youth life, including teenage challenges and pressures. Through activities such as peer inter views and constructive feedback writing, they enhance their speaking and writing abilities in meaningful, real-life contex t s
To cultivate a lifelong reading habit, student s are encouraged to read a variety of books, expand their vocabulary, and write thoughtful reviews. This approach not only improves their language proficiency but also nurtures critical thinking and self-expression.
Grade 10
In Term 2 of the G10 Chinese Second Language course, student s will explore the theme of “Urban and Suburban Life” through a collaborative project presentation Working in pairs, student s will select a city in China, such as Hong Kong, Shanghai, Taipei, Beijing, Qingdao, or Urumqi They will introd uce the city’s basic information and analyze diferences bet ween the city and it s suburban areas, focusing on local development, transportation, public facilities, and lifestyle habit s
To make the activity engaging, student s will vote for the best team presentation, with each student casting three votes, adding a competitive dynamic This project will enhance student s ’ research and analytical skills as they independently gather and evaluate online resources It will also guide them in creating visually appealing and well-organized PowerPoint presentations
Through this activity, student s build teamwork skills, learn to divide tasks efectively, and improve their oral presentation skills The project develops critical thinking, fosters collaboration, and encourages an appreciation for diverse perspectives in the contex t of urban and suburban dynamics in Chinese-speaking regions
Chinese
Grade 9
This G9 Chinese as a Foreign Language course is designed to enhance student s' language proficiency in listening, speaking, reading, and writing Chinese The curriculum is structured around four key unit s: hobbies and school activities, relationships, travel, and language learning. Through engaging activities, such as discussions, group work, and project s, student s will develop a deep understanding of Chinese language and culture
“Journey Through Chinese” (Foreign Language)
The course incorporates mini-project s to enhance practical language skills and cultural understanding In Unit 2, student s will research and present the cultural significance of names in Chinese-speaking cultures. In Unit 3, they will create a travel brochure promoting a city in China. Finally, in Unit 4, student s will develop a list of tips for junior student s to help them learn Chinese efectively
Grade 10
In Grade 10, we covered t wo topics: Health and Technology In the Health unit, we explored diferent aspect s of healthy living, including diet, exercise, and sleep We used class discussions, presentations, and games to reinforce student s' language skills
In the Technology unit, we discussed the advantages and disadvantages of using technology in daily life and learning From there, we talked about the “Four Modern Inventions” of China, which include cashless payment, bike sharing, high-speed rail, and online shopping, and how they have changed the way Chinese people live This culminated in a presentation titled “The Invention That Has Changed the World,” where student s presented an object of their choice and discussed how it has changed the world
In Grade 10, apart from the usual reading, listening, and writing test s, we introd uced a new component for speaking: describing a given photo for 2 to 3 minutes
French “Language
and Culture” (Foreign Language)
Throughout the course student s explore concept s such as Identities Well-being Sustainable Futures Digital Communication, Celebrations, and Artistic Expression from both a Francophone and UWCSEA perspective
This d ual-perspective exploration encourages student s to reflect on and deepen their own perceptions
A significant milestone of our first Identities unit was for student s to create a poster about their perception of being a Third Culture Kid The lively oral sharing and comparison sessions with their peers not only demonstrated the depth of their reflections but also their ability to express these ideas in French, mastering comparative structures with adjectives as well as the imperfect and present tenses
On several occasions, student s have the opportunity to take their learning beyond the classroom, enriching their vocabulary and enhancing their oral skills in a more unconventional and engaging manner
In the Celebrations unit, student s participate in a festive potluck lunch, sharing a culturally diverse, social, and enjoyable moment together In alignment with our college mission and the French Noël spirit, student s also organize a small Goûter de Noël for less fortunate elderly individ uals in our neighborhood They take pleasure in planning the food to bring and rehearsing French songs, even when it pushes them out side their comfort zones
As part of a hands-on learning experience in the Community Solidarity unit student s plan and lead a ser vice activity in French for primary student s The smiles of the young children supported by the high schoolers reflect the mutual benefit s of the experience, combining our student s ’ social grow th with their linguistic development
Student s have the opportunity to voice their opinions on UWCSEA and global topics
In our unit s on Community Solidarity, Sustainability, and Well-Being, student s compare our college’s approaches with how certain Francophone regions address similar issues Through this process, they develop their analytical and persuasive language skills, seizing the opportunity to express their opinions on the objectives and success of our school project s For instance, they debate argument s for and against making our social ser vice program compulsory, propose improvement s to promote a more balanced lifestyle in our studies and evaluate whether our green initiatives efectively contribute to a more sustainable future
Of course, as this is also a language acquisition course, all activities and project s are designed around essential linguistic and communication concept s, providing student s with practice to achieve a comfortable level of French by the end of Grade 10, preparing them for the Grade 11 French B course This naturally includes grammar and lexical exercises, comprehension activities, expression tasks, and an understanding of tex t types and their conventions in written pieces
Quotes from student s
As a student who has enrolled in this course for t wo years, I would say that in the course not only do I interact with my teachers in class but I also expand the learning out side of the classroom and engage in activities/ser vices with younger student s or elderly people Through this course I really got to work on my oral skills through constant feedback from my teachers and active engagement in discussions with various new friends I made in the class - Beatrix
The French Language and Culture course is an excellent tool to dive deep into topics concerning the world It allows you to be a change maker in the society through the means of field trips and activities in the class For example creating a podcast with my friend regarding sustainable practices, it allowed me to dive deep into the topic and think about solutions It was a great way to learn ” - A ashman
It perfectly balances learning grammar, improving communication skills, and exploring French culture while aligning with the school's mission It is a great foundation for anyone who loves languages and hopes to embrace new perspectives ;) - Selene
Spanish
“Language and Cultures” (Foreign
Language)
Grade 9
Our G9 Spanish student s started of the year learning to narrate using the past tenses by telling their personal life stories They had the authentic opportunity to inter view both Spanish speaking student s in Grade 11 and Spanish speaking ad ult members of our community
During the unit “Healthy body, healthy life” G9 student s learnt to talk about good habit s that contribute to a healthy lifestyle and to comment on if they lead a healthy lifestyle or not (including healthy activities, sport s and diet) Student s learnt about the health benefit s of the traditional Mexican diet and learnt to prepare authentic Mexican food
In our first G10 unit, How do we care for the environment?, student s created and presented sustainability plans related to Singapore’s green plan
Student s also cond ucted interactive study of sustainability initiatives in our Dover Campus Student s then moved onto the unit of How do we help the community? In this unit, student s learn to talk about and reflect on ser vice in Spanish and student s plan and run a ser vice activity in Spanish for Primary Student s
Student s ended the year with the unit How does a culture express it self creatively? The culminating activity was a group research project on their choice of a form of creative expression in the Spanish speaking world and do an interactive presentation to the class
Enterprise
Our Moto:
Making a profit and “doing good” are not mutually exclusive ideas!
Grade 9
We’ve been busy in the UWC Social Enterprise course in Grade 9! Student s have been designing social mobile enterprises with a big focus on the triple bottom line people, planet, and profit Through market research and creative brainstorming, they’ve been building business plans that aim to make a real diference Along the way, they’ve developed key entrepreneurial skills like creativity, self-management, commitment, and teamwork From mobile libraries to art on wheels - It’s all about turning big ideas into meaningful action and showing what it means to be mission-driven changemakers!
Grade 10
From human resources and inter view simulations to tackling financial planning, our Grade 10 student s are building core skills every future entrepreneur needs Through engaging with case studies of social enterprises, they’re thinking critically, honing their presentation skills, and pushing their creative boundaries
Quotes:
“I’ve learned how to think on my feet and present my ideas confidently ”
“I loved everything about the inter view simulations - it taught me so much about what recruiters consider when looking for candidates”
“This course has taught me how to approach problems creatively and make decisions considering varying perspectives ”
Ethics
“Ethics in Real Life”
“learning ethics has changed my perspective on various issues in the world , allowing me to have a more holistic view of the causes and efects of current events ”
Grade 9
This year, student s took their first steps into the fascinating world of ethics in Ethics in Real Life! They began by considering the very foundations of ethics – can we really say something is right or wrong? They learned to discuss complex ideas like good and bad and considered diferent ways to approach ethical problems Imagine them debating the consequences of actions, thinking about their d uties to others, and exploring the idea of being a "good person" – all valuable skills for navigating a complex world!
Later in the year, student s encountered real-world ethical challenges in areas like business, technology, and even war They wrestled with difcult questions, practiced thinking critically, and began to develop their own vision for a better future Finally, student s journeyed through ancient stories and folklore, discovering heroes, villains, and ethical dilemmas that have resonated across cultures and time They even created their own stories to explore ethical questions – how amazing is that?!
Grade 10
In Grade 10 Ethics in Real Life, student s took another step for ward, applying their growing ethical understanding to personal and societal issues What happens when things go wrong? How do we create a just and peaceful society? These are just some of the questions they explored this year! They also examined the role of money in our lives and considered the ethical implications of what we buy Can money buy everything, or are there things that should be of-limit s? These are important discussions that will shape their understanding of the world
Perhaps most importantly, student s took time to reflect on what it means to live an ethical life, day in and day out Do their actions match their values? How can they make a positive diference in the world? By the end of the year, student s identified an ethical issue close to their heart and developed a plan for advocating for a more just and ethical solution! They are ready to use their knowledge to make a diference
Geography
“United World Geography”
Grade 9
An outdoor classroom for the 'River Landscapes' unit
Adventurous Grade 9 student s cond ucted a field study at Bishan-Ang Mo Kio Park, focusing on the Kallang River They sur veyed three locations along the river to examine how it s characteristics, such as width and depth, change downstream This hands-on experience ofered student s valuable fieldwork skills and a unique opportunity for experiential learning
Grade 10
As part of the “Living with Nature” unit, 60 Grade 10 Student s the new United World Geograhpy (UWG) course ventured into Bukit Timah Nature Reser ve for hands on fieldwork They gathered data on key indicators of rainforest health - tree trunk diameter, leaf size, vegetation density, biodiversity and more…! All to explore the essential question “How efective is rainforest conser vation in Buikit Timah?”
This immersive experience provided invaluable insight s into environmental conser vation efort s right in Singapore’s own backyard #UWCSEA uwcsea dover
Highlight s of the United World Geography (UWG) course
“The field trips are definitely the highlight s of this course - the interactive learning process is helpful in learning the concept s and writing fieldwork report s Also, I like how it is not just pure memorizing from a booklet Not to mention how fun it is to hang around with friends in the class ”
“Field trips are very fun, and we don’t have a lot of exams, instead a combination of project s and fewer exams ”
Why should other student s take the United World Geography (UWG) course?
“If a student is unsure in choosing a course for grade 9 ~ 10 I highly recommend Geography as it teaches the fundamentals in IB assessment s as in format test timing etc This course is also a great combination of most humanities subject s such as economics, politics and some biology as well The topics we learn are easy to follow and useful information to have in life, and it is a fun subject to take ”
“If you are interested in both the natural world and something related to society and what’s happening in the world around us now and in the future ”
Global Politics
Global Politics
“A really interesting course - it's a great environment to be able to express opinions and discuss real life issues with other people in the class, and the content is ex tremely relevant to everything that we are experiencing both online and ofine in this day and age ” - Grade 9 student (2024-2025)
History
“The course is interesting as it ties together along a timeline. It's fascinating to see how peace develops and crumbles along it ” Max Akman
“The UWC History course combines real world examples and conflict resolution into a forward-thinking course that prepares students for the IB diploma This course ofers a more holistic grading approach whilst retaining a level of challenge This course is for those who want to learn more about the world in connection to our school's mission " Jake Brogden
“This history course is very open to interpretation of historical events, allowing for more interaction instead of just standard textbook learning of events - this helps develop our critical thinking better . ” Laila Malone:
“No exams - less stress/pressure on studying, learn more in-depth content of wars lots of discussions first before writing any essay ” Katelyn Lee:
“This course mainly focuses on "Peace" and "Conflict", two very big topics in today's world We can use the past to examine the present This way, we can preserve peace as long as possible This course also examines the history of a variety of areas, from WW1 Europe, to WW2 Asia, and finally Middle East conflicts. This course engages students in the world of history, and teachers manage to find the best examples to explain abstract concepts, for example, the Buckaroo, as an example to explain how rising tensions lead to conflict ” Zihan Zhou:
“The UWC History is a great course for you if you're interested in the world , politics and why things have happened.... It is an amazing course to help teach you all about the world and about so many interesting events I really like doing case studies and going in depth about specific subjects Salome Chaufaille:
“The course is well put together and teaches highly relevant topics that relate to current day matters” Dylan Kupusamy:
“UWC history provides students with enjoyable and interesting facts and knowledge about the past So far this course has been significantly enjoyable as it creates various new interests for students There are many diferent topics in UWC history that difer from each other but equally have an impact “ Emmy Tranter:
Psychology
“Performance Psychology”
The UWCSEA Performance Psychology course provides the opportunity for student s to critically evaluate the science behind wellbeing so that they are able to optimise their own performance In doing so they will develop the analytical skills needed to judge the value of evidence from Psychological research as well as the practical knowledge and skills to run their own research and analyse the findings.
Performance Psychology will give student s an opportunity to know more about:
● Things they can do that improve wellbeing (including happiness and healthiness)
● Things they can do that increase performance levels in a wide range of activities such as sport, artistic performances and academic work
● Things they can do that optimise the impact of strategies used to raise awareness and advocate for change through Ser vice Learning or Global Concerns for example
In Performance Psychology, student s will assemble a ‘patchwork’ of assessment s as they progress through the course Student s will choose how they want to demonstrate their learning at the end of each topic and then each of these ‘patches’ will be evaluated with a rubric focused on core competencies such as knowledge, understanding, and critical thinking, as well as other skills such as written communication, oral communication, collaboration, and creativity.
For example, student s might be asked "Can money buy happiness" or "To what ex tent is 8-hours the 'golden rule' of sleep?" as their assessment question Student s will then decide how they want to share their learning - a student might create a magazine, a board game, write a creative essay, or record a podcast conversation with a panel of pretend (or real!) guest speakers Student s will formulate an argument to answer the question, and will demonstrate their knowledge and understanding of relevant psychological concept s and studies to evidence their own argument Student s will also critically evaluate these
psychological claims and research - they might indicate how measuring 'happiness' and 'average sleep habit s' are difcult endeavors for researchers, or how there might be alternative explanations or uncertainty about some claims, and then explain how each of these might afect their own argument Within most unit s, student s have the freedom to investigate topics of personal interest, as long as it is relevant to the assessment question
From crafting magazines and designing board games to recording podcast s and writing creative essays, student s bring their unique perspectives and creativity to each project These assessment s are evaluated on core competencies such as critical thinking, collaboration, creativity, and communication Examples of their creations are showcased below
Assessment Question: Sample
Quit to Grit - “Is it more accurate to describe ‘lazy’ students as badly motivated?”
In this unit, student s will explore theories, models and inter ventions intended to maximise performance under pressure. Student s are often anxious to deliver their best performance under high pressure conditions such as exams, theatrical performances, athletic competition etc There are several cognitive inter ventions claiming to optimise performance including goal setting, grow th mindset, multimodal learning, spaced practise and interleaving
Motivanopoly: These student s created a board game (including opportunity and ‘support’ cards and a full set of instructions for game flow and a document providing the scientific background for the Psychological theory and research which informed the game play
Motivation Mufns: These student s used ‘recipes’ as a way to demonstrate their understanding of the factors which can increase / decrease motivation in student s. They also submitted a supporting document with detailed description and explanation of relevant theories as well as some useful critical thinking about individ ual diferences, red uctionism etc
Science
Grade 9
Change and Conser vation Unit In Chemistry Some of the “Big Questions” that were asked were:
● What are the environmental impact s of the fashion ind ustry?
● What changes can be made to red uce the environmental impact s of our clothing
● What constitutes “waste” in a chemical reaction?
To help with their understanding of these ideas, student s created a pellicle made of cellulose from a Symbiotic Culture of Bacteria and Yeast (SCOBY), also known as Vegan Leather Student s evaluated the process to determine percentage yield and how principles of Green Chemistry can be applied to improve synthetic processes in Chemistry
Making a pellicle from a symbiotic culture of bacteria and yeast - the start of a leather alternative
What student s say..
to evaluate the yield of cellulose prod uced
● “I like the style of teaching and the fact that there are a lot of opportunities for group work and individ ual work too ”
● “I enjoy carrying out experiment s because it helps me understand why and how something works”
● “I enjoy the detailed explanations and digging deeply into a topic”
● “The diferent ways we can learn about the same thing is really interesting and it helps me see how it would be used in the diferent sciences”
Ready
Computer Science “Computing 4 change”
Computer Science
“Everybody should learn to program a computer because it teaches you how to think”. –Steve Jobs
Computer science is a field that encompasses both theoretical and practical element s It involves the study of algorithms, system design, computer fundamentals and the hands-on approach to solving problems using hardware and soft ware
A well-trained computer scientist is not only capable of understanding and utilising existing computer programs but also has the skills to develop new soft ware, ser vices, and innovative solutions to challenges that may not yet be recognized. By mastering the design and creation of efective soft ware, learners transition from mere consumers of technology to active creators, empowering them to move beyond reliance on current oferings and shaping the future of technology
Zombie Apocalypse with Python
“This activity was to design a simulation that followed a criteria for a game design for the Zombie Apocalypse It helped me learn how to apply sequencing, decomposition and algorithmic thinking to Python It was so fun coding with my friends and creating my own Python game!”
- Alec , Grade 9 Student
Grade 9 Student Activity (Hands on Programming and gamification)
In the UWC Computer Science course, Grade 9 student s learnt core programming skills such as sequencing, logic, loops and decisions by creating their own recipe algorithm and flowchart Come and join us in Computer Science to learn programming and have fun along the way!
Grade 10 student Activity
(Building net work for a real-world scenario)
Grade 10 student s designed their own net work infrastructure using various part s of a net work for a hospital in a responsible way. They also learnt about various data regulations, hardware component s and databases required to solve problems in a real-world scenario
Sport s Science “ Force Fusion”
G9 Sport s Science
Musculoskeletal System, & Movement Analysis
G9 student s have been exploring the relationships that exist bet ween the muscular and skeletal systems to prod uce movement This has involved student s analysing movement occurring at diferent joint s d uring sport specific actions The example shown features squat technical analysis
Strength & Conditioning Programme
Lastly, G9 student s have had the opportunity to design their own strength & conditioning training programmes which has allowed them to track and monitor their progress with the overriding goal of developing their muscular strength This has required student s to undergo strength based testing before and after their programme as well as progressively increasing the intensity of their workout s with each session
Data Collection & Analysis
Furthermore, student s have been practically investigating the relationships bet ween strength, speed and power which has involved student s undertaking fitness test s, collecting and analysing data to form conclusions An example of this can be seen in the scatter plot graph exploring the relationship bet ween speed and power as measured through a 30m sprint test and a vertical jump test
Mathematics
TrigVenture
A UWCSEA Mathematics journey into authentic applications of trigonometry and periodic functions.
One of our Grade 9 Mathematics units is Ride the Ferris Wheel. Students collaboratively study conceptual understandings relating to trigonometry in various contexts, before putting their knowledge, skills and understanding to the test in the ‘TrigVenture Challenge’
Students use clinometers to investigate right-angle and non-right angle trigonometry to estimate the height of the flyer from the ground This involves modelling the ride as a sinusoidal function and creating questions to explore; using bearings and trigonometry, based on the landmarks visible from the ride
The work is then formalised into a report as the assessment for the unit
This excursion meets three key UWCSEA Programme Aims and Principles: Students are presented with a complex problem in a rich, real-life situation and must plan and organize themselves to solve the problem Their progress and thinking is captured in their TrigVenture Journal
Experiential Learning:
The deepening of the learning in this task hinges on this excursion as it provides the opportunity for students to develop essential literacies In the classroom, students are often faced with well-structured math problems that provide them with all the information they need, which we know to be artificial when we consider what problem-solving truly looks like Through this excursion, students will have to model the ferris wheel context themselves from its foundation visualizing the problem in three-dimensions and formulating a plan for solving the problem, then taking all measurements that they deem relevant and ensuring measurements are taken precisely
Collaboration:
On site during this excursion, students will work in groups of 2 or 3 to discuss the challenge, make a problem-solving plan, and collect their measurements The collaboration is purposeful as complex problems often require multiple perspectives to reach a workable solution Through effective collaboration, students will take responsibility for their role in the group, monitor and review performance as they progress towards a common goal and take action that adds value to their group ’ s purpose - all of which are elements of collaboration according to the University of Melbourne Assessment Research Centre
Agency:
As part of this assessment, students will be asked to formulate challenging trigonometry problems based on nearby landmarks This provides students with a valuable element of choice while still enabling them to meet the highest levels of each criteria It also increases ownership and therefore engagement for students
This outdoor adventure also explores elements of our Outdoor Education Curriculum in exploring:
● Healthy Relationships: How the dynamics of a group can support or hinder its ability to achieve desired outcomes
● Self Management: When individuals exercise a sense of agency, they can independently plan, manage and reflect on their personal organisation
Dance
Student s created a dance film using an Interdependence bet ween movement and setting to efectively tell a story
Student s refine their expressive skills in Broadway Jazz to enhance the aesthetic quality of dance and create a meaningful connection with the audience
Student s reflected on their technical skills as dancers, identifying areas for improvement to strengthen their performance in a group waacking routine
“ Dancer in Action”
Dancer in Action
Student s will gain an understanding of how nutrition and exercise contribute to enhancing a healthy lifestyle, empowering them to make informed choices that positively impact their individ ual potential as performers
Student s investigate the impact of both abstract and literal movement on dance intentions using a poem as a stimulus
To watch the video click here
Drama “Drama and Design”
Artist - in - Residence Programme
Kathakali Workshop With Mr Biju from Bhaskar’s Arts Academy, Singapore
Student s workshop in collaboration with the paper Birds Theatre Company:
“The workshops at UWCSEA today went really well Both groups were very willing to try something new and dive into the work , no questions asked! The groups had very strong movement skills and created some lovely work Gabby really enjoyed working with your students ”
Feedback from the Paper Birds theatre company
Film
“Universal Film Maker”
G9 & 10 Film
This year, our Grade 9 and 10 student s have embarked on an exciting journey into the world of film Through hands-on learning, creative challenges, and collaboration, they’ve explored the art and craft of filmmaking while honing their analytical and storytelling skills Here’s a glimpse of what they’ve achieved so far:
Grade 9 Highlight s
Grade 10 Highlight s
Our Grade 9 student s kicked of their filmmaking journey by diving into the theme of resilience, inspired by Spider-Man: Into the Spider-Verse They scripted, storyboarded, and filmed original project s, focusing on framing, composition, and editing techniques Their work culminated in creative films that not only showcased their technical grow th but also their ability to tell meaningful stories Along the way, they learned about editing using Adobe Premiere Pro and After Efect s, and lighting through a hands-on workshop, mastering the basics of 3-point lighting and using professional tools like reflectors and Aputure light s
Grade 10 student s explored auteur and genre theory in depth From analysing the visual styles of renowned directors to prod ucing video essays on dystopian films, they engage critically with topics like government sur veillance and artificial intelligence. Practical project s included recreating scenes in the style of famous auteurs, deepening their understanding of how directors leave their unique stamp on film And creating a video essay about a dystopian film of their choice
Workshops with Ind ustry Expert s
We’ve been fortunate to welcome ind ustry professionals to enrich our program Kin Wong, from Spatial Workshops, an award-winning Adobe expert, guided student s through advanced editing techniques Jules Wainwright from our very own Communications Department led a camera workshop, giving student s the opportunity to experiment with using their phones with lens adjustment s, framing, and movement Nex t term, we ’ re thrilled to host UK-based screenwriter Ian Pike for a writing workshop, along with further sessions being planned on sound design and directing
Looking Ahead
As we head into Term 2 student s will continue to build on their skills with new challenges and opportunities Grade 9 will dive deeper into film analysis and prod uction skills, while Grade 10 will learn about documentary film and making films to highlight issues, before they tackle their final film project s, combining everything they’ve learned so far
Here’s what our Grade 9 student s have to say about their experience so far:
“I think this is a very unique course that allows for easy yet sophisticated creative expression which quite literally anyone and everyone can excel in Beyond teaching me the skill of analysis in film, it allows me to critically evaluate all pieces of media I come into contact with throughout my life ”
“In film, what I enjoy the most is the filming process itself , as it puts you in the shoes of famous filmmakers and the thought processes they have to go through I have better learnt how to think about shot composition and the diferent elements that go into every aspect of filming I feel like this course has helped develop my skills to more critically think about and take apart scenes or stories in other places ”
“The whole process of creating something and going through the steps that producers, filmmakers and editors go through and also I have enjoyed collaborating with friends to make something that we are proud of ”
We’re incredibly proud of our student s and can’t wait to see what they create nex t!
Food Science and Nutrition
Grade 9
In Grade 9, we began by exploring our cultural identities through the lens of food Student s delivered presentations showcasing cuisines, ingredient s, equipment, and traditions, with the aim of fostering a sense of community and belonging The student s took pride in preparing and sharing a dish from their culture, while honing their cooking and preparation skills
We then focused on nutrition and well-being, helping student s better understand the long-term health impact s of daily food choices After comparing and contrasting a variety of nutritional tools from around the world they collaborated to plan and prepare a healthy daily meal plan tailored to the specific dietary needs of a chosen target group
Grade 10
Grade 10 student s continued their exploration of cultural influences on food choices, examining how factors such as laws, morals, customs, and habit s shape our dietary practices. They learned that many cultural groups have specific guidelines regarding acceptable foods, food combinations, eating patterns, and behaviors, which must be considered when planning meals for diverse groups Student s demonstrated their understanding by creating dishes tied to cultural celebrations of their choice and developing fusion dishes that combined element s of diferent cuisines, showcasing their knowledge of cultural backgrounds, ingredient s, and techniques
The student s also delved deeper into the science of nutrition and it s practical applications They expanded their understanding of the nutritional, physical, chemical, and sensory properties of food while exploring how poor dietary choices, malnutrition, food allergies, and intolerances can contribute to various diseases and illnesses. Using this knowledge, they designed specialised dietary plans for individ uals at risk of health-related conditions. Student s applied their culinary skills by preparing a variety of dishes from their meal plans, bridging theory with hands-on practice
Music
Highlight of the UWC Music course - Student Views
“Being able to work with your peers together to make new music that you like and want to make ” Olivia G10
“Taking UWC Music has been one of the greatest decisions I have made this year The course enables me to challenge myself to explore genres of music I am unfamiliar with and then try to compose my own interpretation of it Composing has been so fun and pushes me to think out side the box and be as creative as I can be ” Leanne G9
“Getting the opportunity to play gamelan was a highlight of the UWC Music course because it introd uced us to a unique and rich musical tradition from Indonesia ” Anish G9
“I love the workshops and creative freedom we have with music in this course The resources we are taught are great and really elevate my musical knowledge in terms of both performance and composition ” Edgar G10
“The UWC Music Course allows student s to discover music in an in depth exploration of diferent styles, genres, and combinations of music It widened my view of what music means, and what kind of value it really holds One of the biggest highlight s are the workshops where professionals come to teach us about diferent kinds of music, and how to make it ” Ava G10
Why should other student s take the UWC Music course?
● “It's great looking at diferent genres of music while also being able to participate in various workshops that deepen your understanding of the music you're looking at It's overall a great opportunity and experience to learn about diferent places around the world while also being able to put your own style into the music ” Olivia G10
● “UWC Music is suitable for all music enthusiast s no matter what instrument s you play, what genres you like, or the skill set s you have The course is designed to allow flexibility for student s to make their own choices in challenges they want to take UWC Music is so much fun and I encourage everyone to take up this course!” Leanne G9
● “The UWC Music course values exploration and practical music making Compared to traditional music courses where there may be exams and a rigid structure, the UWC Music course shows student s what music really means, and allows you to enjoy it ” Ava G10
● “UWC Music gives you an insight into lot s of diferent genres, styles, and influences on music It gives you a better understanding what you are learning and how it could or how it could have afected your playing ” Martin G10
Grade 10 Portfolio Sample
D
esign Technology
“Design Thinking”
Grade 9:
In grade 9, student s have been putting design thinking into action by looking deeply at the design process, identifying and solving authentic problems Through the unit ‘Where do ideas come from?’ student s have explored real-world design strategies to generate imaginative and creative concept s that meet specific design requirement s The first challenge involved the redesign of the classic ‘Swatch Watch’, whereby student s developed and prototyped their version that celebrated Singapore and it s culture
G10 Kompang Drumming
G10 Jazz
G10 Indian Music Workshop Workshop Workshop
Grade 9 Portfolio Sample: G amelan Composition
Grade 10:
In grade 10, student s have spent time working collaboratively in groups with a focus on understanding why designers might work with specialist s to share and combine expertise across disciplines The project design brief is to “Design and prototype a device that encourages interaction bet ween student s at the benches in the tent plaza” Each member of the team is assigned a specific role to explore further independently before bringing their recently acquired knowledge back to the team to progress the project further Roles include:
● Coder - using a Raspberry Pi Pico and MicroPython
● Ergonomist - focusing on anthropometrics, cond ucting primary res ges
● CAD Expert - focusing on CAD modelling soft ware and 3D printing
Student quotes:
“Very open course, we don’t have to choose just one answer, we can make choices to improve, there is a lot of freedom in that.”
“Lot s of real-life examples we can connect to, like things related to Singapore ”
“We had to design our own solution to a real problem in school, so we all have our own focus This process has been pretty fun as we have all been afected by this problem in school ”
“So far we have presented our initial ideas to the class and received peer feedback, then we have had the opportunity to change our solution based on this feedback Everyone is confident to give and get feedback, it’s really helpful ”
Visual Art s
Art in Action: A Look into UWC's Grade 9 and 10 Visual Art s Programme
The UWC Grade 9 and 10 visual art s student s have been busy transforming their creative ideas into tangible works of art, using their learning as a lens to explore identity, connection, and storytelling
Grade 9 student s have begun their artistic journey by delving into the themes of identity and self-expression. Inspired by the raw energy of street art, they designed custom skateboard decks that reflect their individ uality Adding an exciting layer to their learning, renowned Singaporean street artist ANTZ cond ucted a workshop, sharing insight s into his creative process and distinctive style Building on this, student s are now collaborating in small groups to design and paint picnic benches that celebrate themes of connection and belonging These vibrant benches will soon find a home in the tent plaza, ser ving as both functional pieces and symbols of our UWC community
Some of the Grade 9 skateboard decks
Grade 9 students working on their Benchmark artworks
Grade 10 student s have taken a more introspective approach, exploring the concept of the alter ego in their self-portrait s These art works reveal diferent facet s of their identity, appropriating existing imagery and art work to challenging traditional ideas of self representation Currently, they’ve moved into a hands-on unit titled "Narratives in Clay " Here, student s are mastering various vessel-making techniques slab building, coiling, pinch pot making to craft unique narrative vessels Each piece will weave a personal or imagined story, blending form, shape and tex ture with meaning
Both grades are engaging deeply with concept s that resonate beyond the art studio, connecting their creativity to broader conversations about identity, belonging, and storytelling As their works take shape, these young artist s are leaving their mark on campus, reminding us of the transformative power of art Keep an eye out for their finished pieces whether on a skateboard, a bench, or a ceramic vessel, their stories are sure to inspire
