80
Letter from Charles Ormiston, Chair of the Board of Governors ...........................................2
Letter from Chris Edwards, 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
Academics..................................................................................................................................14
Activities.................................................................................................................................... 27
Outdoor education..................................................................................................................30
Personal and social education...............................................................................................33
Service........................................................................................................................................36
Our community..............................................................................................................................41
Scholars .....................................................................................................................................44
Community feedback..............................................................................................................46
Business report................................................................................................................................51
Human Resources.....................................................................................................................51
Admissions................................................................................................................................54
Finance.......................................................................................................................................56
Statement of financial position............................................................................................58
Statement of comprehensive income.................................................................................60
College Advancement...................................................................................................................63
Foundation................................................................................................................................63
Foundation financial report...................................................................................................64
Statement of financial position............................................................................................66
Statement of comprehensive income................................................................................. 67
Alumni relations.......................................................................................................................69
Donors 2013/2014....................................................................................................................71
CONTENTS
education, consistent with our
“challenging, holistic, values-based”
commitment
4. Overseeing the final phase of the
Dover Campus Master Plan, including
the opening of the new High School
building
5. 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
6. Adjusting our stakeholder interaction
model so that we can engage more
members of our community more
closely with the College and with the
Board of Governors
7. Launching a sixth Board Committee
that will focus on the College’s
engagement with key stakeholders
in the school: the UWCSEA
Foundation, the Parents’ Association,
the Student Council, the scholar
programme, UWC International
and the Singapore government and
community (among others)
I am very grateful to every full and
coopted 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
Chris, James, Frazer, all the teachers and
staff, alumni, parents and students, who
contribute so much to the school. I hope
this report provides you with an insight
into another great year at UWCSEA.
I am pleased to introduce the UWC
South East Asia Annual Report, which
highlights aspects of the UWCSEA
learning programme and operations
during the 2013/2014 school year.
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 the 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 our main focus.
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 closely with the school’s
management to ensure excellence. Each
Board committee has a specific focus,
and members leverage this expertise as
appropriate to support the school.
The 2013/2014 year was a significant one
for the Board. Julian Whiteley completed
a highly successful nine-year stint as
Head of College and we welcomed our
new Head of College, Chris Edwards.
The selection process and orientation
programme for Chris reflected the best
of UWCSEA—inclusive of our broader
community (with parents, teachers
and staff involved in each step of the
process), values-based and professional.
The Board oversaw significant progress
in the following areas in 2013/2014:
• A review of school fees. As a result, in
2013/2014 we were the seventh most
expensive premium international school
in Singapore, which, given the quality of
the programme, indicates exceptional
return on investment for parents.
• Auditing the success of the new
admissions policy, which shifted from
waitlists to annual applications and
set clear goals to increase the diversity
and maintain the quality of our
student body.
• Launched an English as an Additional
Language (EAL) pilot programme in
Dover Primary School.
• Launched construction of the High
School building and a solar panel
programme on Dover Campus.
• Maintained the investment in the
curriculum articulation project.
• Significant upgrades to our Board
governance led by the Governance
Committee, touching important topics
like Board member nomination and
selection, how coopted members
are elevated to the full Board, Board
member assessment and feedback,
Chair assessment and feedback, role
of Committee Chairs. Many of these
topics were surfaced in the Heidrick &
Struggles review of Board Effectiveness,
each recommendation from which has
now been fully implemented.
As we look to the challenges that face us
in 2014/2015 the seven most important
areas of focus for the Board in the
coming year will be:
1. Establishing a new strategic plan for
the College that will help us to realise
our long term vision and fulfill our
ambition, while taking into account
market forces
2. Upgrading our policies and
procedures regarding child protection
and student safety
3. Prioritising and resourcing the key
initiatives that will continuously
improve the quality of our students’
LETTER FROM CHARLES ORMISTON
CHAIR OF THE BOARD OF GOVERNORS
Charles Ormiston
LETTER FROM CHRIS EDWARDS
HEAD OF COLLEGE
“It’s amazing what you can accomplish if
you do not care who gets the credit.”
Harry S. Truman’s ubiquitous
observation is something of a cliché
these days, but I do hope Julian Whiteley
shares the sentiment. The face staring
out from this page is mine: the year
was Julian’s. He finished with grace and
generosity. During a typically thorough
and self-effacing handover, Julian spoke
repeatedly of how he felt humbled by
those around him. The College was
awash with talent, passion and verve,
he said, and often he watched in awe
as the bold initiatives of gifted students
and staff came to fruition, for the good
of themselves and others. From his
perspective, part of the job was allowing
people to be brilliant.
But the fact is Julian took the helm
when the sea was far from calm, and he
found a way—it seems to me—to steer
between two extremes of leadership.
One is described with characteristic
simplicity by Lao Tzu: “A leader is best
when people barely know he exists.
When his aim is accomplished, people
will say: we did this ourselves.” The
other is vigorously iterated by Norman
Schwarzkopf: “Leadership is a potent
combination of strategy and character.
If you must be without one, be without
the strategy.” Well, Julian had the
character all right, but the ego was as
far away as Lao Tzu would have wished.
Under Julian, the ship sailed into deeper,
calmer waters, but it needed a firm,
quiet authority from the wise figure on
the bridge.
So, just what did Mr. Whiteley and
his crew get up to in his last year?
I believe—first and foremost—they were
honest. Honest in their adherence to
the College mission when it would
have been so very easy to steer
a new course, by reducing the offer
and falling into line with those schools
whose existences are dominated by
a corporate educational world of
identikit heads, graphs, pie charts and
tables. I am thrilled beyond measure to
see the breadth of achievement in these
pages. And for those who think that
service, activities and outdoor education
are merely worms eating away at time
that is rightfully academe’s, I point
to both campuses’ extraordinary IB
results as evidence, and then call on
the Buddha’s wisdom: “Thousands of
candles can be lighted from a single
candle, and the life of that first candle
will not be shortened.”
After the heroic build at East, it was
Dover’s turn to witness construction
on a massive scale. The High School
building forced its way on to the
skyline as if it were in a time-lapse
movie, while around it patient staff
and students went about their business
in good heart. Indeed, I’ve seldom
seen such sense of purpose as I have
at UWCSEA. Yes, we’ve got the
problems one would expect a big school
to have, but goodness me they pale
when set against the whirling optimism
and drive of governors, alumni, staff
and students. May I especially thank
the parents, whose contributions to
the College of time and expertise were
immense last year.
Julian’s school had no flag above its
door. In July, when I first sat down in the
office that was so recently his, one of
the first things I did was watch a video
of Julian’s opening address to new staff.
His quiet pride in the extraordinary
diversity of this great College was
evident not merely in the words and
images he used, but in the smile that
never quite left his face throughout the
Chris Edwards
talk. His was a College where gamelans
and cellos, ballet and bhangra, sarongs
and saris meshed in vibrant harmonies
and created something unique. His
students were taking the mission
beyond Singapore’s borders: many were
taking Gap Years so that they might
further help communities in need.
“Cambridge,” as one famously said, “can
wait a year. This can’t”. Students were
given opportunities to think, plan, act
and fail. And how crucial that last point
is: the College was not a soft focus idyll,
with mistakes blurred by hazy rhetoric.
Instead, it looked upon failure and
disappointment as learning experiences,
as valuable as joy and success. Diversity
of experience, triumphant or otherwise,
mattered. And when Julian spoke to
those new staff, he invariably iterated
these crucial mantras in the context of
Kurt Hahn and the UWC movement.
He was intentional. He understood the
genesis of UWCSEA and why we act
as we do. There were easier schools to
run—and easier schools to attend—than
Julian’s, but the easy and the obvious
were never his style. We are all the
stronger for that.
And now, having written so effusively
about that in which I played no part,
I must live up to the past. Thank you
Julian for the year—and years—gone.
This annual report is testament to a
legacy that burns with benevolent
ferocity. And that’s no oxymoron:
that’s UWCSEA.
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.
UWCSEA LEARNING
PROGRAMME
The diagram on the right explains how
the elements of the UWCSEA learning
programme fit together, with the
mission as both the starting point
and the goal.
To make education
a force to unite people,
nations and cultures
for peace and a
sustainable future
To make education
a force to unite people,
nations and cultures
for peace and a
sustainable future
i
To educate
individuals to embrace
challenge and take
responsibility for
shaping a
better world
l
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HOLISTIC
EDUCATION
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Because
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it
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UWCSEA
PROFILE
li
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LEARNING
PRINCIPLES
ti
is
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 construct new
understanding by activating prior
knowledge and experiences
Therefore, it is important that new
learning is connected to what the
learner has previously experienced or
understood.
• 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 collaborate
Therefore, learners must have
opportunities to interact with
others in a variety of situations and
groupings.
• learners are challenged
Therefore, learners need to be
challenged in developmentally
appropriate ways.
• learners feel secure and supported
Therefore, learners need a safe and
respectful learning environment.
• learners construct meaning
by seeing patterns and making
connections
Therefore, learning needs to be
organised around core concepts.
• learners actively process
and reflect
Therefore, time is required for
learners to practise, reflect and
consolidate learning.
• learners apply metacognitive skills
Therefore, learners should develop
an awareness of their own thinking
processes to develop intellectual
habits.
• learners understand the purpose of
the learning
Therefore, learning should occur in
context with clear connections to
real world.
• learners have ownership of their
learning
Therefore, opportunities for self-
directed learning are needed to
sustain and motivate learning.
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.
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
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
GOVERNANCE AND LEADERSHIP
UWC MOVEMENT
UWC South East Asia is a member of the
UWC movement, which was founded in
1962 by Kurt Hahn, the great German
educationalist. UWC South East Asia
was the second member of the UWC
movement, opened by Lee Kuan Yew as
Singapore International School in 1971.
Since then, UWCSEA has expanded to
become a K-12 school of more than 5,000
students, making it the largest UWC in the
movement, and one of only three who take
students before the IB Diploma in Grade 11.
The UWC movement now has 14 schools
and colleges, and is supported by the
National Committees, a network of
volunteers in more than 145 countries
worldwide, who help to find and select
many of the Grade 11 and 12 scholars in the
colleges around the world.
School
Country
Age
Number of students 2013/2014
UWC Adriatic
Italy
16–19
200
UWC Atlantic
United Kingdom
16–19
350
UWC Costa Rica
Costa Rica
16–19
200
UWC Dilijan
Armenia
16–18
100
Li Po Chun UWC
Hong Kong SAR, China
16–19
250
UWC Maastricht
Netherlands
2–18
525
UWC Mahindra
India
16–19
200
UWC in Mostar
Bosnia and Herzegovina
16–19
154
Pearson College UWC
Canada
16–19
200
UWC Red Cross Nordic
Norway
16–19
200
UWC Robert Bosch College
Germany
16–19
200
UWC South East Asia
Singapore
4–19
5225
UWC-USA
New Mexico
16–19
200
Waterford Kamhlaba UWC
Swaziland
11–20
600
Pearson College UWC
Victoria, Canada
UWC-USA
Montezuma, New Mexico, USA
UWC Costa Rica
Santa Ana, Costa Rica
UWC Robert Bosch College
Freiburg, Germany
UWC Atlantic College
Llantwit Major, UK
UWC Maastricht
Maastricht, Netherlands
UWC Red Cross Nordic
Flekke, Norway
UWC Dilijan
Dilijan, Armenia
UWC Mahindra College
Pune, India
Li Po Chun UWC
Hong Kong SAR, China
UWC South East Asia
Singapore
UWC in Mostar
Mostar, Bosnia and Herzegovina
UWC Adriatic
Duino, Italy
Waterford Kamhlaba UWC
Mbabane, Swaziland
A breakdown of the other schools and colleges can be seen in the table below
UWCSEA uses the Hobo-Dyer Projection
for our maps which, as a cylindrical equal
area projection, more accurately reflects
the relative size of the continents.
10
BOARD OF GOVERNORS
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 2013/2014
Charles
Ormiston
(Chair)
Driek Desmet
(Chair,
Education
Committee—
retired 30
January 2014)
Will Kennedy-
Cooke (Chair,
Facilities
Committee)
Wayne Yang
(Chair, Finance
Committee)
Alexander
Krefft (Chair,
Governance
Committee)
Anna Lord
(Chair, Audit
Committee)
Miles Beasley
Doris Sohmen-
Pao (Chair,
Education
Committee
from 30
January 2014)
Thierry Brezac
Nicholas Chan
Ho Seng Chee
Elaine Teale
Barry Daniels
(retired 30
January 2014)
Katherine
Davies
Dale Fisher
Davy Lau
David Maxwell
Alexandra De
Mello
Julian Whiteley
Co-opted members
Lily Fang (retired 20 February 2014)
Vivek Kalra
Surinder Kathpalia
Shelly Maneth
Eric Sandlund (retired 22 May 2014)
Nilanjan Sen (retired 20 November 2014)
11
EDUCATION COMMITTEE
Driek Desmet
(Chair to 30 January 2014)
Doris Sohmen-Pao
(Chair from 30 January 2014)
Frazer Cairns
James Dalziel
Alexandra De Mello
Dale Fisher
Julian Whiteley
FACILITIES COMMITTEE
Will Kennedy-Cooke (Chair)
Miles Beasley
Thierry Brezac
Frazer Cairns
Chegne How Poon
David Maxwell
Simon Thomas
Julian Whiteley
UWCSEA
Board of Governors
Head of College
UWC
International Board
UWCSEA
Foundation Board
Director of
IT
Director of
Admissions
Director of
Administration
Director of
College
Advancement
Head of
Dover Campus
Head of
East Campus
Deputy Head
of Dover Campus
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 teams working together to ensure that students have the
best possible educational experience each day. The leadership structure is below.
ORGANISATIONAL STRUCTURE
FINANCE COMMITTEE
Wayne Yang (Chair)
Chegne How Poon
Katherine Davies
Lily Fang
Vivek Kalra
Anna Lord
Eric Sandlund
Nilanjan Sen
Cecilia Teo
Julian Whiteley
MANAGEMENT COMMITTEE
Charles Ormiston (Chair)
Driek Desmet
Will Kennedy-Cooke
Alexander Krefft
Doris Sohmen-Pao
Wayne Yang
GOVERNANCE COMMITTEE
Alexander Krefft (Chair)
Nicholas Chan
Ho Seng Chee
Chegne How Poon
Barry Daniels
Davy Lau
Elaine Teale
Julian Whiteley
AUDIT COMMITTEE
Anna Lord (Chair)
Surinder Kathpalia
Shelly Maneth
12
13
STUDENT ACHIEVEMENT
The learning programme at UWCSEA
consists of five interlinking elements:
academics, activities, outdoor
education, personal and social
education and service. These elements
combine to provide our students with a
values-based education that develops
them as individuals and as members of
a global society.
Our goal is to educate individuals
to embrace challenge and take
responsibility for shaping a better
world. Through the learning
programme, students develop the
knowledge and understanding, and
skills and qualities, that will help them
to fulfill this goal.
Each of the five elements of the
programme complements each other
to create a whole that is greater than
the sum of the parts. This is a carefully
planned and purposeful process,
where outdoor education is connected
to subject areas in the academic
curriculum, where the Personal and
Social Education programme supports
students in the Activities programme,
where students can use the Service
programme to address social questions
identified in their academic learning,
and so on. The skills and qualities
identified in the UWCSEA profile are
embedded in all five elements of the
programme.
This section of the Annual Report is
an overview of the main highlights of
the 2013/2014 year in each of the five
elements.
14
The academic learning programme
allows students to experience the
challenge of intellectual pursuit and
the joy of scholarly engagement. They
gain a deep understanding of individual
disciplines, while investigating the
connections between these disciplines
and how to solve complex problems
using different approaches. Learning
goals for individual subject areas
build logically through each grade so
that students grow in knowledge and
understanding and are prepared for the
next academic challenge.
In 2013/2014, UWCSEA students from
K1 to Grade 8 followed a UWCSEA-
designed curriculum, based on
standards and benchmarks defined
through our curriculum articulation
project. Students in Grades 9 and 10
followed the (I)GCSE programme,
with students entering in Grade
10 following a UWCSEA-designed
Foundation IB (FIB) programme.
Grade 11 and 12 students took the
IB Diploma programme.
LEARNING PROGRAMME: ACADEMIC
15
IB DIPLOMA RESULTS
In May/June 2014, 465 UWCSEA students took the IB Diploma exams. A full breakdown of
their achievement by College and by each campus can be seen in the following pages.
Average IB Diploma Score
30.1
Worldwide
36.8
UWCSEA
465
Students
Pass rate
99.8%
UWCSEA
79%
Worldwide
Percentage receiving bilingual diploma
22.6%
UWCSEA
28.2%
Worldwide
Percentage receiving 40+ points
27.4%
UWCSEA
6.4%
Worldwide
IB Diploma score comparison
43.2%
18.1%
35–39
23.7%
28.3%
30–34
4.3%
31.6%
25–29
0.2%
15.2%
<25
28.6%
40–45
6.8%
UWCSEA
Worldwide
Year
Number of
candidates
Percent
passed
Worldwide
average
percent
passed
UWCSEA
average
diploma
score
Wordwide
average
diploma
score
2014
465*
99.8
79.3
36.8
30.1
2013
317
99.4
79.1
36.4
29.9
2012
311
99.7
78.5
35.8
29.8
2011
300
100
77.9
36.9
28.8
2010
295
98.9
78.1
36.0
29.5
*This number includes the first cohort from East. There were 323 students on Dover and 142 on East.
COLLEGE
16
Average IB Diploma Score
30.1
Worldwide
37.0
UWCSEA
Pass rate
100%
UWCSEA
79%
Worldwide
IB Diploma score comparison
42.4%
18.1%
35–39
23.2%
28.3%
30–34
4.9%
31.6%
25–29
0%
15.2%
<25
29.4%
40–45
6.8%
UWCSEA
Worldwide
UWCSEA Dover students
received a bilingual diploma
Complete IB course listing for the Class of 2014
Courses are offered at either Higher or Standard Level unless noted below.
1.
Language A: Literature
Taught
English; French; Hindi (SL); Indonesian; Japanese;
Korean; Chinese
School Supported
Self-Taught (SL)
Afrikaans; Bosnian; Czech; Danish; Hebrew;
Hungarian; Khmer; Kinyarwanda; Lao; Norwegian;
Portuguese; Serbian; Siswati; Swahili; Swedish; Thai;
Vietnamese
Language A:
Language and Literature
Dutch; English; German; Chinese; Spanish
2.
Language B or ab initio
English B (HL); French B; French ab initio; German B;
Mandarin B; Mandarin ab initio; Spanish B;
Spanish ab initio
3.
Individuals and Societies
Business and Management; Environmental Systems
and Societies (SL); Economics; Geography; History;
Information Technology in a Global Society;
Philosophy; Psychology; Science, Technology and
Society (SL)
4.
Experimental Sciences
Biology; Chemistry; Computer Science; Design
Technology; Environmental Systems and Societies
(SL); Physics; Science, Technology and Society (SL);
Sports, Exercise and Health Science (SL)
5.
Mathematics
Further Mathematics (HL); Mathematics;
Mathematical Studies (SL)
6.
The Arts
Film (SL); Music; Theatre Arts; Visual Arts
Range of middle 50%
Mean
580
680
620
Critical reading
630
770
690
Mathematics
600
720
648
Writing
SAT scores
The SAT was administrated to 197 members of the Class of 2014. All scores, including
those from non-native speakers are included.
21.7%
DOVER
17
IBDP average score by subject
No. of candidates
Worldwide
UWCSEA
English A: Lang and Literature HL
6.18
5.10
English A: Lang and Literature SL
6.05
5.19
English A: Literature HL
5.87
4.78
English A: Literature SL
5.84
5.08
Chinese A HL
5.20
6.29
Chinese B: Mandarin SL
5.91
6.11
English B HL
6.00
5.70
French B HL
6.43
5.31
French B SL
5.29
4.92
Spanish B SL
5.59
5.05
Business and Management HL
5.55
4.66
Economics HL
5.94
5.18
Geography HL
5.89
5.25
Economics SL
6.32
4.71
Geography SL
6.71
4.67
History HL
5.67
5.02
History SL
5.67
4.57
IT in a Global Society HL
5.40
4.28
Philosophy HL
6.00
4.78
Philosophy SL
5.33
4.70
Psychology HL
5.62
4.65
Psychology SL
6.32
4.41
Biology HL
6.12
4.32
Biology SL
5.63
4.27
Chemistry HL
5.89
4.53
Chemistry SL
6.16
4.01
Computer Science HL
5.57
4.51
Design Technology HL
5.90
4.45
Physics HL
6.03
4.65
Physics SL
5.67
4.16
Sports, Exercise and Health Science SL
6.38
4.40
Mathematics HL
5.59
4.42
Further Mathematics HL
6.25
4.65
Mathematics SL
5.46
4.48
Mathematical Studies SL
5.68
4.52
Film HL
6.57
4.67
Music HL
5.32
4.38
Theatre HL
6.52
4.78
Visual Arts HL
6.56
4.88
Science, Technology and Society SL
5.47
5.47
Eviron. Systems and Societies SL
5.50
4.19
60
128
63
57
10
86
16
42
54
31
116
38
20
37
43
21
81
19
19
101
43
110
32
14
10
89
30
97
137
90
19
21
16
323
Students
18
Average IB Diploma Score
30.1
Worldwide
36.5
UWCSEA
Pass rate
99.3%
UWCSEA
79%
Worldwide
IB Diploma score comparison
45%
18.1%
35–39
24.7%
28.3%
30–34
2.8%
31.6%
25–29
0.7%
15.2%
<25
26.8%
40–45
6.8%
UWCSEA
Worldwide
26.1%
UWCSEA East students
received a bilingual diploma
Complete IB course listing for the Class of 2014
Courses are offered at either Higher or Standard Level unless noted below.
1.
Language A: Literature
Taught
English; Hindi (SL); Japanese; Korean; Spanish
School Supported
Self-Taught (SL)
Albanian; Croatian; Dutch; French; German;
Indonesian; Khmer; Norwegian; Portuguese; Russian;
Thai; Urdu
Language A:
Language and Literature
English; Chinese
2.
Language B or ab initio
English B (HL); French B; French ab initio (SL);
Chinese B; Chinese ab initio (SL); Spanish B;
Spanish ab initio (SL)
3.
Individuals and Societies
Economics; Environmental Systems and Societies
(SL); Geography; History; Philosophy (SL);
Psychology
4.
Experimental Sciences
Biology; Chemistry; Design Technology;
Environmental Systems and Societies (SL); Physics
5.
Mathematics
Further Mathematics (HL); Mathematics;
Mathematical Studies (SL)
6.
The Arts
Music; Theatre; Visual Arts
Range of middle 50%
Mean
Critical reading
Mathematics
Writing
SAT scores
The SAT was administrated to 101 members of the Class of 2014. All scores, including
those from non-native speakers of English, are included.
610
700
653
570
670
618
540
660
601
EAST
19
IBDP average score by subject
5.81
No. of candidates
Worldwide
UWCSEA
5.10
5.39
5.18
5.58
4.78
5.52
5.08
6.50
5.83
5.50
5.61
6.20
5.05
6.22
6.26
6.63
6.11
6.15
5.70
5.85
5.03
5.91
5.08
6.14
5.31
6.56
5.05
6.00
5.18
5.95
4.71
4.91
4.19
5.71
5.25
6.33
4.67
5.78
5.02
6.11
5.76
4.57
6.05
6.05
5.80
4.32
5.50
4.27
6.05
4.53
5.85
4.01
6.33
4.45
5.67
3.72
5.42
5.36
4.65
4.16
4.95
4.42
5.14
4.48
5.30
4.52
6.00
6.50
6.07
4.38
4.78
4.88
4.65
5.58
4.92
Music HL
Visual Arts HL
Theatre HL
Mathematical Studies SL
Mathematics SL
Mathematics HL
Physics SL
Physics HL
Design Technology SL
Design Technology HL
Chemistry SL
Chemistry HL
Biology SL
Biology HL
Psychology SL
Psychology HL
History SL
History HL
Geography SL
Geography HL
Environ. Systems and Societies SL
Economics SL
Economics HL
Spanish B SL
Spanish ab initio SL
French B SL
French B HL
French B ab initio SL
English B HL
Chinese B - Mandarin SL
Chinese B - Mandarin HL
Chinese B ab initio SL
Chinese A - Lang and Literature SL
Chinese A - Lang and Literature HL
English A: Literature SL
English A: Literature HL
English A: Lang and Literature SL
English A: Lang and Literature HL
26
54
26
23
16
13
20
12
32
66
21
20
23
33
19
41
24
43
26
36
11
56
63
23
10
15
142
Students