Annual Report 2015/2016

2015/2016 Annual Report | 1

UWCSEA Dover is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG)

CPE Registration No. 197000825H | CPE Registration Period 18 July 2011–17 July 2017 | Charity Registration No. 00142

UWCSEA East is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG)

CPE Registration No. 200801795N | CPE Registration Period 10 March 2011–9 March 2017 | Charity Registration No. 002104

Printed on recycled paper with environmentally friendly inks | MCI (P) 169/03/2016 | 066COM-1617

UWCSEA Dover 1207 Dover Road Singapore 139654

UWCSEA East 1 Tampines Street 73 Singapore 528704

www.uwcsea.edu.sg

2015/2016 Annual Report | 3

Introduction from Chris Edwards, Head of College .................................................................................................................4

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

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

UWC movement.....................................................................................................................................................................10

Board of Governors.................................................................................................................................................................13

Student achievement...................................................................................................................................................................15

Academics................................................................................................................................................................................17

Activities...................................................................................................................................................................................31

Outdoor education................................................................................................................................................................36

Personal and social education ............................................................................................................................................40

Service......................................................................................................................................................................................43

Our community........................................................................................................................................................................... 47

Scholars ....................................................................................................................................................................................51

Community feedback............................................................................................................................................................ 53

Business report............................................................................................................................................................................. 59

Human Resources..................................................................................................................................................................60

Admissions..............................................................................................................................................................................63

Finance.....................................................................................................................................................................................66

Statement of financial position .......................................................................................................................................... 67

Statement of profit and loss and other comprehensive income .................................................................................68

College Advancement.................................................................................................................................................................69

Foundation.............................................................................................................................................................................. 70

Foundation financial report..................................................................................................................................................72

Statement of financial position ...........................................................................................................................................74

Statement of profit and loss and other comprehensive income ..................................................................................75

Alumni relations......................................................................................................................................................................76

Donors 2015/2016..................................................................................................................................................................78

CONTENTS

4 | Annual Report 2015/2016

INTRODUCTION FROM CHRIS EDWARDS

HEAD OF COLLEGE

Those with a Romantic view of

ancient history are disappointed

when they discover that many

of the world’s oldest texts are

not hymns, poems or spells but

rather inventories. How many

sheep so-and-so had, or how

many bread baskets one owed

to one’s neighbour loomed every

bit as large as anthems to Horus.

The other-worldly music that

often accompanies television

reenactments of life in antiquity

should really be more humdrum:

many ancients liked being

grounded in facts and figures.

I mention this simply to point out that the Annual Report—a publication

less to do with ideas than statistics—has a quiet but noble lineage. Reading

this important and impressive document will leave you with a limited

understanding of UWCSEA’s soul, but you will learn much about its reach and

accomplishments. From the rolls of the campuses to public examination results,

staff / student ratios to teacher turnover, this is where you will find the facts. It

is our attempt to be as transparent as possible and preempt the easily answered

questions. I extend sincere thanks to those who collated and structured the

information.

Something we cannot capture here is the extent to which the international

school environment within Singapore is changing. As various schools open, close

or move, there is a temptation to chase fads and trends. UWCSEA has resisted

this, and the year reflects a joyous and successful alignment to the Mission

Statement. In challenging times we remained oversubscribed: parents and

students are making the own judgements about what really matters. It is true

the College achieved outstanding academic results (shared within), but other

statistics start to paint on the wider canvas of holistic and heuristic education

which has now been reduced or even abandoned by many schools in favour of

a narrow, pie-graph friendly experience. True we can’t really capture the quality

of our experience here (although I know some would argue that all qualitative

experience can be given numerical values), but our intent is plain when one

looks, for example, at the number of local service partners. Those partners don’t

get you anywhere in a league table: but they might play a part in transforming

your thinking, your actions and the lives of others.

The most visible achievement of last academic year (our great pyramid if I

may prolong the opening metaphor) was the completion of the High School

Block on Dover. As school buildings are far less important than the ideas within,

one would usually congratulate the design and construction teams on an

outstanding job and move on, but the High School Block is an award-winning

example of sustainable low-energy construction and a laboratory for the latest

green technology. We are the most urban of UWCs, but that has given us more,

not less impetus to ensure we do all we can to minimise footprint and maximise

awareness. The cafe within the new build has become a social focus for parents

and students alike, and on East its equivalent is rising.

Having said previously that we are not chasing the zeitgeist, the appearance

of the Community Lab on East and the IDEAS Hub on Dover may seem to

contradict the earlier assertion. However, these initiatives are recognising that

we need new arenas for collaboration in problem solving, critical thinking and

creative endeavour. Our reaching out to our local Singapore community has

become more widespread and intentional, and we hope these new centres will

become exciting catalysts for change.

Can you enjoy an Annual Report? I’m really not sure. It’s like reading a history

book full of accessions, battles and grain harvest reports but without the

overarching emotional narrative that explains why the year was so special, happy

and successful. Anyway, whether you dip in, use as a reference or read avidly

from cover to cover, I hope you come away thinking, as I do, that UWCSEA is a

most wonderful and inspiring world.

Chris Edwards

2015/2016 Annual Report | 5

UWCSEA GUIDING STATEMENTS

AND LEARNING PROGRAMME

6 | Annual Report 2015/2016

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

This diagram 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

To educate

individuals to embrace

challenge and take

responsibility for

shaping a

better world

ﬁ

HOLISTIC

EDUCATION

Because

UWCSEA

PROFILE

LEARNING

PRINCIPLES

2015/2016 Annual Report | 7

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 qualities and skills.

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.

8 | Annual Report 2015/2016

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

2015/2016 Annual Report | 9

GOVERNANCE

AND LEADERSHIP

10 | Annual Report 2015/2016

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 5,500 students, making it the largest UWC in the movement, and one of only five that enrol students before the IB Diploma Programme in Grade 11.

During the 2015/2016 school year, the UWC International Board of Governors agreed to bring two more UWCs into the movement, in Thailand and in Japan. This

increased the number of schools and colleges to 17. The schools and colleges are supported by a network of National Committees, made up of volunteers in 156

countries worldwide, who help to find and select many of the Grade 11 and 12 scholars in the colleges around the world.

Below is some information on the other schools and colleges.

UWC ATLANTIC COLLEGE

Vale of Glamorgan, United Kingdom

1962

Opened in

Student population

350

Age group

16–19

LI PO CHUN UWC

New Territories, Hong Kong SAR, China

1992

Opened in

Student population

256

Age group

16–19

UWC CHANGSHU CHINA

Changshu, Jiangsu Province, China

2015

Opened in

Student population

520

Age group

16–19

UWC ADRIATIC

Duino, Italy

1982

Opened in

Student population

200

Age group

16–19

UWC ISAK JAPAN

Karuizawa, Japan

2014

Opened in

Student population

155

Age group

16–19

UWC COSTA RICA

San José, Costa Rica

2006

Opened in

Student population

175

Age group

16–19

UWC DILIJAN

Dilijan, Armenia

2014

Opened in

Student population

200

Age group

16–18

East Campus, Singapore

2008

Opened in

Student population

2,514

Age group

4–19

UWC SOUTH EAST ASIA

Dover Campus, Singapore

1971

Opened in

Student population

3,011

Age group

4–19

2015/2016 Annual Report | 11

UWC IN MOSTAR

Mostar, Bosnia and Herzegovina

2006

Opened in

Student population

166

Age group

16–19

WATERFORD KAMHLABA UWC

Mbabane, Swaziland

1962

Opened in

Student population

600

Age group

11–20

UWC ROBERT BOSCH COLLEGE

Freiburg, Germany

2014

Opened in

Student population

200

Age group

16–19

UWC RED CROSS NORDIC

Flekke, Norway

1995

Opened in

Student population

200

Age group

16–19

UWC MAHINDRA

Pune, Maharashtra, India

1997

Opened in

Student population

250

Age group

16–19

UWC-USA

Montezuma, New Mexico, USA

1982

Opened in

Student population

227

Age group

16–19

PEARSON COLLEGE UWC

Victoria, British Columbia, Canada

1974

Opened in

Student population

160

Age group

16–19

UWC MAASTRICHT

Maastricht, Netherlands

2009

Opened in

Student population

850

Age group

2–18

UWC THAILAND

Phuket, Thailand

2009

Opened in

Student population

400

Age group

2–18

12 | Annual Report 2015/2016

UWC MOVEMENT BY THE NUMBERS

9,533

students

4,115

students in

IBDP years

1,024

day students

in IBDP years

2,607

National

Committee

selected

students in

IBDP years

858

students

on full

scholarship in

IBDP years

484

direct entry

residential

students in

IBDP years

43:57

M:F% ratio in

IBDP years

UWC MOVEMENT STRATEGY 2016 AND BEYOND

During the 2015/2016 school year, the UWC movement, led by the International

Office, developed a strategy for the movement from 2016 onwards. The three

pillars of the strategy are: Education Strategy; National Committee Strategy;

and Engagement and Outreach Strategy. All this is built on a solid base of

financial sustainability, robust governance, scalable processes, professional

communication and the effective use of digital technology.

This strategy from the UWC movement applies to all the schools and colleges

in the movement, the national committees and their volunteers and the

International Office. During 2015/2016, some of the ways that UWC South

East supported the strategy are as follows:

• Supporting the Education Strategy through

»» the articulation of the UWCSEA curriculum and the sharing of learning

from this process with other UWCs over the coming years

»» providing leadership and support to newer schools and colleges coming

on board in the Asia region

• Supporting the National Committee Strategy through

»» building stronger relationships with the National Committees

»» sharing expertise and learning from the National Committee volunteers

• Supporting the Engagement and Outreach Strategy through

»» continuing to develop the relationship with Harvard University

»» heading the Exploratory Impact Study in partnership with three other

UWCs and Harward Graduate School of Education

In addition, several staff members shared expertise in the areas of Information and

Communication Technology, Advancement and Fundraising and Communications

and Marketing. The Head of College was a member of the International Board and

contributed to strategic planning. The UWCSEA Board of Governors also provided

support to the International Board in the area of governance.

Growth and Impact

Financial Sustainability

Communications

Governance, Operations and Processes

Information and Communication Technology

Volunteer

Organisation

National Committee

Strategy

Advocacy

Organisation

Engagement and

Outreach Strategy

Professional

Education Organisation

Education

Strategy

2015/2016 Annual Report | 13

UWCSEA BOARD OF GOVERNORS 2015/2016

BOARD OF GOVERNORS

UWCSEA is a non-profit organization. Its 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. In addition to the Management

Committee, which is comprised of the Board Chair and the Chairs of all Board committees, there are six Board committees: Audit and Risk, Education, Engagement,

Facilities, Finance and Governance.

Charles

Ormiston

(Chair)

Chris Edwards

Will Kennedy-

Cooke (Chair,

Facilities

Committee)

Kenneth Stirrat

Alexander

Krefft (Chair,

Governance

Committee)

Anna Lord

(Chair,

Engagement

Committee)

Thierry Brezac

Nicholas Chan

Andrew

McCarthy

Surinder

Kathpalia

Michelle

Sassoon

Katherine

Davies (retired,

August 2016)

Julianne Martin

Dale Fisher

(retired March

2016)

Doris Sohmen-

Pao (Chair,

Education

Committee)

Davy Lau

David Maxwell

(Chair, Audit

Committee)

Alexandra De

Mello

Vivek Kalra

(Chair, Finance

Committee)

14 | Annual Report 2015/2016

AUDIT AND RISK COMMITTEE

David Maxwell (Chair)

Chris Edwards

Surinder Kathpalia

Shelly Maneth

Kenneth Stirrat

Heather Yang Carmichael

EDUCATION COMMITTEE

Doris Sohmen-Pao (Chair)

Frazer Cairns

James Dalziel

Alexandra De Mello

Benjamin Detenber

Chris Edwards

Dale Fisher

Heather Yang Carmichael

ENGAGEMENT COMMITTEE

Anna Lord (Chair)

Subodh Chanrai

Sinéad Collins

Benjamin Detenber

Chris Edwards

Michelle Sassoon

FACILITIES COMMITTEE

Will Kennedy-Cooke (Chair)

Thierry Brezax

Frazer Cairns

Chris Edwards

David Maxwell

Simon Thomas

FINANCE COMMITTEE

Vivek Kalra (Chair)

SC Chiew

How Poon Chegne

Chris Edwards

Katherine Davies

Andrew McCarthy

GOVERNANCE COMMITTEE

Alexander Krefft (Chair)

Nicholas Chan

How Poon Chegne

Chris Edwards

Suriner Kathpalia

Davy Lau

Elaine Teale

MANAGEMENT COMMITTEE

Charles Ormiston (Chair)

Vivek Kalran

Will Kennedy-Cooke

Alexander Krefft

Anna Lord

David Maxwell

Doris Sohmen-Pao

CO-OPTED MEMBERS

Benjamin Detenber

SC Chiew

Subodh Chanrai

Shelly Maneth

Heather Yang Carmichael

2015/2016 Annual Report | 15

STUDENT

ACHIEVEMENT

16 | Annual Report 2015/2016

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 fulfil 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, the Personal and Social Education programme support students

in the Activities programme, 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 2015/2016 year in each of the five elements.

K1-GRADE 12

Standard: Writing expresses selfhood, creativity and intellect in a medium shaped by audience and purpose.

GRADE 1

Essential Understanding: We create real or

imagined experiences when writing stories by

using characters and setting.

Benchmark: Develop the story through character,

focusing on specific actions.

GRADE 7

Essential Understanding: All parts of a text work

together to shape meaning.

Benchmark: Write narratives, using time and plot

deliberately in order to influence mood and focus

attention on the important moments in a story.

GRADE 11 AND 12 (IBDP)

Essential Understanding: Writers manipulate

structure to convey meaning effectively.

Benchmark: Sequence and sustain structure to

strengthen and develop the logic and persuasive

impact of a claim.

THE STRUCTURE OF THE UWCSEA CURRICULUM

The curriculum is concept-based. As a result, each curriculum area (or discipline) has standards, which are written as single statements that include the key concepts

for that area. These standards run from K1 to Grade 12.

Each standard has essential understandings, which are developmentally appropriate statements of understanding, also expressed in concepts, that describe what a

student should understand at each stage of their development. They build naturally in complexity from K1 to Grade 12.

Benchmarks are attached to each essential understanding. The benchmarks describe what a student should know, understand or be able to do at each stage of their

learning as the student works toward a deeper understanding that is outlined in the essential understanding. These benchmarks are what our teachers assess to ensure

that students are reaching the essential understandings and are working towards the standards.

Below is an example of a standard in English, and an essential understandings and benchmark for that standard in Grades 1 and 7 and IB Diploma Programme (IBDP).

2015/2016 Annual Report | 17

LEARNING PROGRAMME: ACADEMICS

The academic programme is rigorous and 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 in languages, mathematics, sciences, the

Arts, humanities, technology and physical education build logically through each

grade so that students grow in knowledge and understanding and are prepared

for the next academic challenge.

UWCSEA students follow a UWCSEA-designed curriculum, based on standards,

essential understandings and benchmarks from K1 to Grade 8. Students in

Grades 9 and 10 follow the (I)GCSE programme, with students entering in Grade

10 following a Foundation IB (FIB) programme. Grade 11 and 12 students follow

the IB Diploma Programme.

18 | Annual Report 2015/2016

2015/2016 Annual Report | 19

IB DIPLOMA RESULTS

In May/June 2016, 500 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.

COLLEGE

Average IB Diploma Score

30.0

Worldwide

36.4

UWCSEA

500

Students

Pass rate

99%

UWCSEA

79.3%

Worldwide

Percentage receiving 40+ points

29.6%

UWCSEA

7.4%

Worldwide

(2015)

Percentage receiving bilingual diploma

24.4%

UWCSEA

28.5%

Worldwide

(2015)

Year

Number of

candidates

UWCSEA

percent

passed

Worldwide

average percent

passed

UWCSEA

average diploma

score

Wordwide

average diploma

score

2016

500*

99.0

79.3

36.4

30.0

2015

498**

98.4

80.8

36.2

30.2

2014

465***

99.8

79.4

36.8

30.0

2013

317

99.4

79.0

36.4

29.9

2012

311

99.7

78.5

35.8

29.8

2011

300

100

77.9

36.9

29.7

2010

295

98.9

78.1

36.0

29.5

*328 students on Dover and 172 on East | **322 students on Dover and 176 on East | ***323 students on Dover and 142 on East

IB Diploma score comparison

UWCSEA

Worldwide (2015)

36.0%

19.3%

35–39

25.4%

28.3%

30–34

8.4%

25.8%

24–29

0.6%

19.2%

<24

29.6%

40–45

7.4%

20 | Annual Report 2015/2016

Complete IB course listing for the Class of 2016

English is UWCSEA’s medium of instruction and courses are offered at Higher or Standard

Level unless otherwise noted.

Language A: Literature

Taught

Chinese; English; French; Hindi (SL); Japanese; Korean

School Supported Self-

Taught (SL)

Afrikaans; Belarusian; Burmese; Hungarian; Khmer;

Kinyarwanda; Lao; Norwegian; Thai; Turkish; Vietnamese

Language A:

Language and Literature

Chinese; Dutch; English; German; Spanish

Language B or ab initio

English B (HL); French B; French ab initio; German B;

Chinese B: Mandarin; Mandarin ab initio; Spanish B;

Spanish ab initio

Individuals and Societies

Business and Management; Environmental Systems

and Societies (SL); Economics; Geography; History;

Philosophy; Psychology; Science, Technology and Society

(SL)

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)

Mathematics

Further Mathematics (HL); Mathematical Studies (SL);

Mathematics

The Arts

Film; Music; Theatre Arts; Visual Arts

IB Diploma students

328

DOVER CAMPUS

Pass rate

98.5%

UWCSEA Dover

79.3%

Worldwide

Average IB Diploma score

30.0

Worldwide

36.4

UWCSEA Dover

IB Diploma score comparison

UWCSEA Dover

Worldwide (2015)

32.0%

19.3%

35–39

27.4%

28.3%

30–34

8.2%

25.8%

24–29

0.7%

19.2%

<24

31.7%

40–45

7.4%

SAT and ACT scores

162 members of the Class of 2016 took the SAT and 55 took the ACT. All scores, including

those from non-native English speakers, are included.

Range of middle 50%

Mean

SAT Critical Reading

SAT Mathematics

SAT Writing

ACT

560

690

627

620

740

675

590

710

652

27.6

UWCSEA Dover students

received a bilingual diploma

20.1%