Annual Report 2012/2013

UWC South East asia

Annual Report

2012-2013

Letter from Charles Ormiston, Chair of the Board of Governors ...........................................2

Letter from Julian Whiteley, Head of College.............................................................................3

UWCSEA guiding statements and learning programme..........................................................5

UWCSEA governance and leadership...........................................................................................9

Board of Governors...................................................................................................................10

Organisational structure.........................................................................................................11

Student achievement.....................................................................................................................13

Academic....................................................................................................................................13

Activities.....................................................................................................................................18

Outdoor education...................................................................................................................21

Personal and social education............................................................................................... 22

Service........................................................................................................................................23

Our community............................................................................................................................. 27

Scholars .....................................................................................................................................28

Business report................................................................................................................................31

Human Resources.....................................................................................................................31

Admissions................................................................................................................................ 32

Finance.......................................................................................................................................33

Statement of financial position............................................................................................34

Statement of comprehensive income.................................................................................36

College Advancement...................................................................................................................39

Foundation financial report...................................................................................................39

Statement of financial position............................................................................................40

Statement of comprehensive income..................................................................................41

Alumni relations.......................................................................................................................42

Donors 2012/2013...................................................................................................................43

Contents

important of these initiatives is the

curriculum articulation project

3. overseeing the final phase of the

Dover Campus masterplan

4. ensuring the two campus model is

a source of strength for the College

and that we have unity of purpose

within our diversity of practice

5. adjusting our stakeholder interaction

model so that we can engage more

members of our community more

closely with the College

I am very grateful to every full and

co-opted member of the Board of

Governors, who volunteer their

time and expertise to support the

school, and have a real impact on

the educational experience of our

students. I would also like to thank

Julian, Frazer, James, all the teachers

and staff, alumni, parents and students,

who contribute so much to the school.

Once again, the commitment of the

whole community to the mission,

educational goal and ambition of the

College has resulted in outstanding

student achievement and positive

institutional development. I hope this

update provides you with an insight

into another great year at UWCSEA.

Charles Ormiston

I am pleased to introduce the

2012/2013 UWC South East Asia

Annual Report, which provides our

community with up-to-date figures

related to the College learning

programme and operations.

Chairing the Board of an ambitious

non-profit institution like UWCSEA

is highly rewarding but occasionally

has its challenges. Performing the

role effectively requires balancing the

expectations of a range of stakeholders

(students, parents, teachers, staff,

alumni, UWC International, community

leaders, other schools), all of whom

have strong beliefs about what is best

for the students and the school. Added

to this are the challenges that the

education sector as a whole is facing:

cost pressures after years of tuition

increases that are greater than inflation,

increased competition in the market and

the ongoing need to recruit and develop

the best educators and educational

leaders. Above all, we must provide the

leadership that will ensure the College

is giving our students a high-quality

educational experience.

Our ambition at UWCSEA is to be a

leader in international education with

a worldwide reputation for providing

a challenging, holistic, values-

based education. As the Board of

Governors sets priorities and allocates

resources, we constantly come back

to this ambition. Identifying those key

initiatives that will improve the quality

of our students’ education, while

furthering our ambition to be a leader

in education on the world stage, is an

ongoing process.

The role of the administration is to

run the school; the role of the Board

of Governors is to ensure the school

is well run. In addition to the standard

compliance and fiduciary roles that

a Board must play, we work together

with the school to ensure that the

administration and teaching faculty

set ambitious objectives aligned to the

vision, seek out global best practices

for ideas and benchmarks, and

show boldness in action. Each Board

committee has a specific focus, and

members leverage this expertise as

appropriate to support the school.

The 2012/2013 year was a significant

one for the Board. We successfully

recruited a new Head of College

to succeed Julian Whiteley in July

2014; completed reviews of language

provision, teacher compensation

and University Advising; and finished

implementing the majority of the

recommendations made through the

Board appraisal, conducted during

2011/2012 by external consultants. We

also began a process of identifying how

we as a College can measure ourselves

against our stated objectives, so that

the Board can verify that UWCSEA

is achieving our mission to make

education a force to unite people,

nations and cultures for peace and a

sustainable future.

As we reflect on the 2012/2013 year,

we also look to the challenges that face

us in 2013/2014 and beyond. Below are

the five most important areas of focus

for the Board in the coming year:

1. providing a seamless transition for

our new Head of College

2. prioritising and resourcing the key

initiatives that will continuously

improve the quality of our students’

education, consistent with our

‘challenging, holistic, values-based’

commitment; currently, the most

Letter from Charles Ormiston

Chair of the Board of Governors

Letter from Julian Whiteley

Head of College

Welcome to the 2012/2013 UWC

South East Asia Annual Report, which

provides a statistical overview of the

many achievements of our students

and details of our operations during the

2012/2013 academic year.

Kurt Hahn, the founder of the UWC

movement, believed that education

should be a preparation for life not just

for university, and this belief underpins

the philosophy of the College. While

academics are important in providing

the gateway to opportunity, it is the

skills and qualities the students develop,

coupled with a strong set of values, that

will enable them to make a meaningful

contribution to society as autonomous

human beings ready to face life’s

challenges. The education we provide is

therefore multifaceted, embracing all

five elements of the UWCSEA learning

programme. This report provides some

examples of the impact of this approach

on our students.

The 2012/2013 year marked another

milestone in the history of the College,

as we celebrated 50 years of the UWC

movement. There were many student-

led activities throughout the year

and the community organised a 50th

Anniversary Ball, which raised money

to fund two scholarships to the College.

Providing more students with access to

the UWC education seemed a fitting

tribute to the mission of the UWC

movement. Students participated in an

‘Around the World’ photo competition

where they took photos of themselves

wearing their UWCSEA uniform at

global landmarks. The result was a

wonderful selection of photos—that

said so much about our international

community and symbolised our goal

to make the UWC mission relevant all

over the world.

Several developments took place in the

learning programme during 2012/2013.

In September, we announced our

decision to move away from the IB

Primary Years Programme (PYP) in the

Infant and Junior Schools. This was to

allow us more flexibility and to ensure

that our curriculum builds logically

from K1 all the way to Grade 12. This

was closely aligned to the significant

work that took place through the

curriculum articulation project, as we

completed standards and benchmarks

for English, Mathematics and Science.

Also in the academic programme, the

first group of East Campus students sat

(I)GCSE exams, with excellent results

that aligned very well with those on

Dover. More details of the academic

results can be seen in the academic

section of this report.

Elsewhere in the learning programme,

we conducted a languages review,

developed a sports policy, reviewed

University Advising and, on Dover

Campus, made progress on the

recommendations from the CIS/WASC

team many of which were relevant

to the East Campus as well. We also

conducted a review of the first year of

the iLearn programme, with students,

teachers and parents, to understand

the impact of this significant

programme on student learning.

At an institutional level, we began

implementing our new admissions

policy, focused on increasing diversity

in our student body; began the

refurbishment of the Humanities Block

on Dover Campus; launched a review of

our uniform so that we could ensure it

was being sourced ethically, in line with

our commitment to sustainability; and

the Centre for International Education

hosted events for teachers, students

and parents, further establishing

UWCSEA as a centre for thinking on

education in the Southeast Asia region.

The 2012/2013 year was significant

for me personally as it was the year

I announced my departure from

UWCSEA after what will be nine years,

first as Head of Dover Campus, then,

with the opening of East Campus,

as Head of College. It has been my

ongoing privilege to work here with

such supportive parents, talented

colleagues and outstanding students.

I am immensely proud of all the

wonderful things that take place at

the College each day, but I have to

say that my greatest pride is in our

students. I feel very fortunate to work

with such exceptional young people,

who with their talent and commitment

are making a positive difference in the

world. In an economically globalised

and socially transformed world, young

people like ours are needed more than

ever. I am honoured to have played a

small part in their education and am

confident that, with them as our future

leaders, we may be able to create a

peaceful and more sustainable future.

I would like to finish by thanking the

many people—students, parents, Board

members, staff, alumni and other

friends of UWCSEA— who contribute

to our school’s success.

Julian Whiteley

UWCSEA Guiding Statements

and Learning Programme

UWC mission

The UWC movement makes

education a force to unite people,

nations and cultures for peace and

a sustainable future.

UWCSEA educational goal

The UWCSEA goal is to educate

individuals to embrace challenge

and take responsibility for shaping

a better world.

UWCSEA ambition

UWCSEA will be a leader in

international education. We will

have a worldwide reputation for

providing a challenging, holistic,

values-based education with

an emphasis upon academic

achievement, service to others,

environmental stewardship,

teamwork and leadership.

learning principles

Learning is a life-long process in which

the learner engages with and reflects

upon information and experiences

to construct new or modify existing

understanding as well as develop and

apply skills and qualities.

We know learning is effective when:

• learners feel secure and supported

Therefore, learners need a positive

and respectful learning environment

in which it is safe to succeed or to

make mistakes and try again.

• learners understand the

purpose of the learning

Therefore, goals should be explicit

and learning should occur in context

with connections to the world

beyond UWCSEA.

• learners construct new understanding

by building upon prior knowledge

Therefore, it is important that new

learning is connected to what the

learner has previously experienced

or understood.

• learners listen, talk and

interact with others

Therefore, learners must have a

range of opportunities to engage

with others in a variety of situations.

• learners construct meaning by

making connections between

knowledge and concepts

Therefore, learning experiences

need to be organised around

core concepts.

• learners are appropriately challenged

Therefore, learning opportunities

should align with the

developmental stage and

individual needs of learners.

• learners use timely and

goal directed feedback

Therefore, ongoing assessment

should be regular and structured

in a manner that allows for

specific feedback to guide the

learner in constructing meaning.

• learners have time for meaningful

and deliberate practice

Therefore, learners need well

considered opportunities to

develop and improve skills

and understanding.

• learners have ownership

of their learning

Therefore, learners need

opportunities for self-

directed learning.

• learners think and

act upon their learning

Therefore, learners need

opportunities to develop strategies

to plan, monitor, reflect and make

adjustments to learning as needed.

UWCSEA profile

Our goal is to educate individuals

to embrace challenge and take

responsibility for shaping a better

world. Our community achieves

this goal by developing knowledge

and understanding, qualities and

skills through the five elements of

the UWCSEA learning programme:

academics, activities, outdoor

education, personal and social

education and service.

Qualities

Commitment to care

Initiate actions and make a

commitment to shaping a better world.

Related concepts: stewardship, caring,

empathy, compassion, open-minded,

service, sustainability

Principled

Act with integrity and respect for self

and the dignity of others.

Related concepts: integrity, honesty,

responsibility, respect, fairness

Resilient

Anticipate, persevere and

confront challenge.

Related concepts: optimism, confidence,

courage, diligence, perseverance

Self-aware

Develop intellectual, physical, spiritual

and emotional well-being.

Related concepts: self-discipline,

self-esteem, self-confidence, reflection,

balance, contentment

Skills

Critical thinker

Reason in an informed and

fair-minded manner.

Related concepts: inquiry, questioning,

connection, analysis, synthesis,

evaluation, problem solving

Creative

Imagine and generate new possibilities

or alternatives.

Related concepts: originality,

imagination, curiosity, adaptability,

connection, innovation, improvisation,

risk-taking

Collaborative

Participate collaboratively in

diverse settings.

Related concepts: cooperation,

participation, leadership, flexibility,

adaptability, responsibility, trust

Communicator

Communicate effectively according to

audience and purpose.

Related concepts: communication,

interpretation, perspective, intent

Self-manager

Take responsibility for directing

one’s learning.

Related concepts: metacognition,

independence, diligence, organisation,

responsibility

UWCSEA Learning

Programme

This is the story of the UWCSEA

learning programme, with the

UWC mission both our inspiration

and our goal.

Governance and Leadership

UWC movement

UWC South East Asia is a member of the UWC movement, which was founded by Kurt

Hahn in 1962 and has 12 schools and colleges across 5 continents.

The other UWCs are significantly smaller than UWC South East Asia, as illustrated in

the table below.

School

Age

Number of students 2012/2013

UWC Adriatic

16–19

200

UWC Atlantic College

16–19

350

UWC Costa Rica

16–19

200

Li Po Chun UWC of Hong Kong

16–19

250

UWC Maastricht

2–18

525

UWC Mahindra College

16–19

200

UWC in Mostar

16–18

154

Pearson College UWC

16–19

200

Red Cross Nordic UWC

16–19

200

UWC South East Asia

4–19

4,909

UWC-USA

16–19

200

Waterford Kamhlaba UWC

11–20

600

Does this map look different? In keeping with the UWC ethos, we are now using the Hobo-Dyer Projection for our maps which, as a cylindrical equal area projection,

more accurately reflects the relative size of the continents. Thanks to the alumnus who brought this to our attention.

UWC Pearson College

Victoria, Canada

UWC-USA

Montezuma, New Mexico, USA

UWC Costa Rica

Santa Ana, Costa Rica

UWC Red Cross Nordic

Flekke, Norway

Li Po Chun UWC

Hong Kong SAR, China

UWC Mahindra College

Pune, India

UWC South East Asia

Singapore

UWC Atlantic College

Llantwit Major, UK

UWC Adriatic

Duino, Italy

Waterford Kamhlaba UWC

Mbabane, Swaziland

UWC in Mostar

Mostar, Bosnia and Herzegovina

UWC Maastricht

Maastricht, Netherlands

UWCSEA Governance and Leadership

UWCSEA is a non-profit organisation.

Our legal status is as a public company

limited by guarantee, registered

with the Accounting and Corporate

Regulatory Authority (ACRA).

UWCSEA is also a registered charity

with the Commissioner of Charities,

and a foreign system school, registered

with the Ministry of Education and

the Council for Private Education. As

a member of the UWC movement,

UWCSEA is overseen by the UWC

International Board.

UWCSEA benefits from a highly

experienced Board of Governors,

made up of both elected and selected

(co-opted) members. There are five

Board committees: Audit, Education,

Finance, Governance and Management.

UWCSEA Board of Governors

Charles

Ormiston

(Chair)

Driek Desmet

(Chair,

Education

Committee)

Will Kennedy-

Cooke (Chair,

Facilities

Committee)

Wayne Yang

(Chair, Finance

Committee)

David Chong

(Chair,

Governance

Committee and

Audit Committee

—retired 30

January 2013)

Alexander

Krefft (Chair,

Governance

Committee

from 30

January 2013)

Anna Lord

(Chair, Audit

Committee

from 30

January 2013)

Miles Beasley

Thierry Brezac

Nicholas Chan

Ho Seng Chee

Chegne How

Poon

Barry Daniels

Katherine

Davies

Dale Fisher

Davy Lau

David Maxwell

Alexandra De

Mello

Doris Sohmen-

Pao

Julian Whiteley

Co-opted members

Lily Fang

Vivek Kalra

Eric Sandlund

Nilanjan Sen

Surinder Kathpalia

Shelly Maneth

Audit Committee

Anna Lord (Chair)

Shelly Maneth

Surinder Kathpalia

David Chong (former Chair, retired

30 January 2013)

Education Committee

Driek Desmet (Chair)

Alexandra De Mello

Doris Sohmen-Pao

Dale Fisher

Julian Whiteley

Frazer Cairns

James Dalziel

Facilities Committee

Will Kennedy-Cooke (Chair)

Thierry Brezac

UWCSEA

Board of Governors

Head of College

UWC

International Board

UWCSEA

Foundation Board

Director of

Admissions

Director of

Administration

Director of

College

Advancement

Head of

Dover Campus

Head of

East Campus

Deputy Head

Director of

College Staffing

and Development

Director of

Facilities and

Operations

Director of

Communications

and Marketing

Director of

Boarding

Infant School

Principal

Junior School

Principal

Middle School

Principal

High School

Principal

Primary School

Principal

Middle School

Principal

High School

Principal

Director of

Boarding

Director of

Curriculum

The College is a complex organisation, requiring a network of individuals and team who work together to ensure that students have the

best possible educational experience each day. The leadership structure is below.

Organisational Structure

David Maxwell

Miles Beasley

Julian Whiteley

Frazer Cairns

Simon Thomas

Chegne How Poon

Finance Committee

Wayne Yang (Chair)

Anna Lord

Katherine Davies

Julian Whiteley

Nilanjan Sen

Eric Sandlund

Lily Fang

Vivek Kalra

Cecilia Teo

Chegne How Poon

Governance Committee

Alexander Krefft

(Chair from 30 January 2013)

Nicholas Chan

Ho Seng Chee

Davy Lau

Barry Daniels

Julian Whiteley

Chegne How Poon

David Chong (former Chair, retired

30 January 2013)

Management Committee

Charles Ormiston (Chair)

Wayne Yang

Alexander Krefft

Will Kennedy-Cooke

Driek Desmet

David Chong

12317

Students

Student Achievement

The learning programme at UWCSEA consists of five interlinking elements:

academics, activities, outdoor education, personal and social education and service.

This section of the report provides some student achievement data.

The academic element of the learning programme allows students to experience the

challenge of intellectual pursuit and the joy of scholarly engagement. In 2012/2013,

UWCSEA students followed the IB PYP in K1 to Grade 5, a UWCSEA-designed

curriculum in Grade 6 to 8, and the (I)GCSE programme in Grades 9 and 10, with

students entering in Grade 10 following a Foundation IB (FIB) programme. Grade 11

and 12 students took the IB Diploma programme.

Learning Programme: Academic

IB Diploma Results

These graphs show highlights of the IB Diploma results for 2013, including comparisons

with worldwide average.

UWCSEA average vs. worldwide average

UWCSEA

Worldwide

2009

2010

2011

2012

2013

UWCSEA scores for five years

2009

2010

2011

2012

2013

Fewer

than 25

25–29

30–34

35–39

40–45

(I)GCSE Results

In June 2013, students on East Campus completed the (I)GCSE exams for the first time.

Results of the exams from both campuses are below.

100

2013

2010

2007

2004

% A*–C EAST

% A*–C DOVER

% A*–C ISC

% A*–A EAST

% A*–A DOVER

% A*–A ISC

% A* EAST

% A* DOVER

% A* ISC

Ten-year comparison

This chart shows a comparison between Independent Schools Council (ISC) schools

and UWCSEA over a ten year period, from 2004 to 2013. It also shows the East

2013 results.

Dover students receiving all

A* or A grade in all subjects

27%

Dover percentage of A*–C grades

across all subjects

98.1%

University Acceptances

Below is a list of universities that

UWCSEA students were accepted to

between 2011 and 2013.

Australia

Australian National University

Bond University

Griffith University

University of Melbourne

Monash University

University of New South Wales

Queensland University of Technology

University of Sydney

Canada

University of British Columbia

McGill University

Quest University

Simon Fraser University

University of Toronto

Costa Rica

Universidad de Ciencias Medicas

France

Paris College of Art

Sciences Po-College

Universitaire du Havre

Germany

Jacobs University Bremen

Hong Kong

University of Hong Kong

Hong Kong University

of Science and Technology

India

Manipal University

Ireland

Trinity College, Dublin

Japan

International Christian University

Keio University

University of Tsukuba

University of Tokyo

Waseda University

Korea

Ewha Woman’s University

Korean Advanced Institute

of Science and Technology

Seoul National University

Yonsei University

Mexico

Universidad Nacional

Autonoma de Mexico

Netherlands

Amsterdam University College

Delft University of Technology

Design Academy Eindhoven

New Zealand

University of Auckland

Norway

University of Oslo

Singapore

James Cook University

LaSalle College of the Arts

National University of Singapore

Singapore Institute of Management

Singapore Management University

Spain

IE University

Switzerland

Ecole Hôtelière de Lausanne

Ecole Polytechnique

Federale de Lausanne

Thailand

Chulalongkorn University

United Arab Emirates

New York University Abu Dhabi

United Kingdom

University of the Arts, London

University of Bath

University of Birmingham

University of Bristol

University of Cambridge

Cardiff University

Central St Martins College

of Art and Design

City University London

University of Dundee

Durham University

University of East Anglia

University of Edinburgh

University of Exeter

Destinations of

Class of 2013

The pie chart shows the destinations of

the Class of 2013

Goldsmiths College,

University of London

Hull York Medical School

Imperial College of Science, Technology

and Medicine

Keele University

University of Kent at Canterbury

King’s College London

Kingston University

Lancaster University

University of Leeds

Leeds Metropolitan University

University of Leicester

London School of Economics

University College London

Loughborough University

University of Manchester

Newcastle University

University of Nottingham

Oxford University

Oxford Brookes University

University of Portsmouth

Queen Mary, University of London

University of Reading

Royal Academy of Dramatic Art

Royal Agricultural College

Royal Conservatoire of Scotland

Royal Holloway, University of London

School of Oriental and African Studies

University of Sheffield

University of Southampton

Southampton Solent University

University of St Andrews

University of Surrey

University of Warwick

University of the West of England

University of York

United States of America

Amherst College

Babson College

Bard College

Barnard College

Bentley University

Berklee College of Music

Boston University

Brandeis University

Brown University

Bryant University

Bucknell University

University of California

(Berkeley, Los Angeles, San Diego,

Santa Barbara, Santa Cruz)

Carleton College

Carnegie Mellon University

Case Western Reserve University

University of Central Arkansas

University of Chicago

Claremont McKenna College

Clark University

Colby College

Colgate University

Colorado College

Columbia University

University of Connecticut

Cornell University

Dartmouth College

Duke University

Earlham College

Emory University

Franklin & Marshall College

George Washington University

Georgetown University

Georgia Institute of Technology

Grinnell College

Harvard University

Harvey Mudd College

Hood College

University of Illinois,

Urbana-Champaign

Indiana University at Bloomington

Johns Hopkins University

Kenyon College

Lafayette College

Lehigh University

Lewis and Clark College

Loyola Marymount University

Luther College

Macalester College

Methodist University

University of Michigan

Middlebury College

New York University

Northeastern University

Northwestern University

Oberlin College

Occidental College

University of Oklahoma

Parsons The New School of Design

Pennsylvania State University

University of Pennsylvania

Pomona College

Pratt Institute

Princeton University

Reed College

Rhode Island School of Design

Rice University

University of Richmond

Ringling College of Art and Design

University of Rochester

Rutgers, State University of New Jersey

Saint Louis University

San Francisco Art Institute

University of San Francisco

San Francisco State University

Santa Clara University

Savannah College of Art and Design

School of the Art Institute of Chicago

School of Visual Arts

Scripps College

Skidmore College

Smith College

University of Southern California

St. Mary’s College of Maryland

St. Olaf College

Stanford University

Swarthmore College

Syracuse University

Texas A&M University

The University of Texas, Austin

Trinity College

Tufts University

Union College

Vassar College

University of Virginia

Washington University in St. Louis

University of Washington

Wellesley College

Wesleyan University

Williams College

University of Wisconsin, Madison

Yale University

Arts in the Academic

curriculum

As usual, the emphasis that UWCSEA

places on music, drama, film and

visual arts resulted in some significant

achievements from students. Below

are some highlights. For further

information on the Arts at UWCSEA,

please see the activities section of

this report.

Drama performances

• Independent project performances –

Grade 12 theatre

• The Pity of War – IB Theatre (the first

introduction of an IB Theatre student

performance)

• Group performance – Grade 10

• Can You Keep a Secret? – FIB

• The Trial – Grade 11

• Sit up and Think – Grade 10

• Short form plays (the first

introduction of plays written and

directed by students)

Music

The numbers of students taking music

at (I)GCSE and IB Diploma continues

to increase.

Visual arts

• Showcase of student art in

professional gallery

• Three students scored 100% in IB

Visual Arts exams

Other Developments in

the Academic curriculum

2012/2013

During 2012/2013, the College made

the decision to move away from the

IB PYP in the K1–Grade 5 curriculum.

The decision was a result of the need

for more flexibility in the written

curriculum and the drive to ensure

that student learning was related to

the College’s context and directly

connected to the mission and values.

From 2013/2014 academic year, Infant

and Junior Schools on both campuses

will be following the UWCSEA

curriculum.

At the same time the curriculum

articulation project continued to

develop standards and benchmarks

for individual subjects so that learning

goals build logically in each grade from

K1 through to IB Diploma.

The College offers an extensive

Activities programme to students from

Grade 2 onwards. The programme

is roughly divided into sports, arts,

leadership, clubs and special interests.

Some statistical highlights from the

2012/2013 year can be seen below.

Learning Programme: Activities

4,359

Students involved in activities

across the College

100

Clubs

Drama 12

Leadership

activities 38

Music

ensembles

120

Sports and

fitness activities

Spotlight on East Campus Activities

144

Volleyball, football, cross country,

softball, rugby and touch rugby

32 Tennis and badminton

10 Golf

36 Swimming

30 Model UN

20 Arts

272 Total students

East Campus Students participating

in SEASAC championships:

Sports

It was another exceptional year in

sports at UWCSEA. UWCSEA Dover

Phoenix again topped the rankings of

the best schools in Southeast Asia with

eight championship winning teams.

UWCSEA East Dragons participated in

every SEASAC event in their first year

of membership, with the girls winning

the SEASAC swimming and Level 3

gymnastics. The College hosted three

SEASAC championships in 2012/2013.

292

Sports teams

428

Students participating

in SEASAC

480

Students participating

in gymnastics

976

Students participating

in swimming

2,100+

Scheduled sports events across the College

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