Annual Report 2016/2017 | 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 2017–17 July 2023 | 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 2017–9 March 2023 | Charity Registration No. 002104
Printed on recycled paper with environmentally friendly inks | MCI (P) 116/03/2017 | 066COM-1718
UWCSEA Dover 1207 Dover Road Singapore 139654
UWCSEA East 1 Tampines Street 73 Singapore 528704
www.uwcsea.edu.sg
Annual Report 2016/2017 | 3
Message from Anna Lord, Chair of Board of Governors .........................................................................................................4
Introduction from Chris Edwards, Head of College .................................................................................................................5
UWCSEA guiding statements and governance ........................................................................................................................6
UWCSEA learning programme ..............................................................................................................................................8
UWC movement.....................................................................................................................................................................12
UWCSEA governance.............................................................................................................................................................14
Student achievement...................................................................................................................................................................18
Academics................................................................................................................................................................................21
Activities.................................................................................................................................................................................. 35
Outdoor education................................................................................................................................................................40
Personal and social education ............................................................................................................................................43
Service......................................................................................................................................................................................46
Our community...........................................................................................................................................................................50
Scholars ................................................................................................................................................................................... 55
Community feedback.............................................................................................................................................................57
Business report............................................................................................................................................................................. 62
Human Resources..................................................................................................................................................................64
Admissions.............................................................................................................................................................................. 67
Finance..................................................................................................................................................................................... 70
Statement of financial position ...........................................................................................................................................71
Statement of profit and loss and other comprehensive income ..................................................................................72
College Advancement..................................................................................................................................................................74
Foundation...............................................................................................................................................................................76
Statement of financial position ...........................................................................................................................................78
Statement of profit and loss and other comprehensive income ..................................................................................79
Foundation financial report.................................................................................................................................................80
Alumni Relations.................................................................................................................................................................... 82
Donors 2016/2017.................................................................................................................................................................84
CONTENTS
4 | Annual Report 2016/2017
MESSAGE FROM ANNA LORD
CHAIR OF BOARD OF GOVERNORS
I am pleased to introduce
the UWCSEA Annual Report,
which provides information
on the UWCSEA learning
programme and operations for
the 2016/2017 school year.
The 2016/2017 school year
was an extremely successful
one for the College, as
we reported the highest
IB Diploma results in our
history and remained full
and in demand in a highly
competitive market. It was
also a significant year for the Board of Governors as Charles Ormiston retired
as Chair after six years of his leadership. It was a privilege to be elected as his
successor. As a member of the Board for the last five years, I have been honoured
to work with an exceptional group of volunteers, who give generously of their
time and talent to support the strategic direction and long-term sustainability of
the College.
UWCSEA is unique in being both a member of the UWC movement, a global
network of 17 schools and colleges with an idealistic mission, and the largest
international school in Singapore, with all the market-driven considerations
that implies.
As a member of the UWC movement, a delegation from UWCSEA attended the
UWC Congress in Trieste, Italy in October 2016, to discuss the long-term future
of the movement and how it remains relevant in a difficult and unknown future.
The Congress included the launch of the UWC Refugee Initiative, an ambitious
programme that is responding to the dramatic escalation in the number of
young displaced people fleeing conflict, persecution or environmental disaster,
by raising money to provide UWC scholarships for 100 refugee students every
year for the next five years. The UWCSEA community responded generously as
always and two students are now studying at UWC Mostar and UWC Dilijan as
a result of donations. Also thanks to the generosity of donors, UWCSEA was able
to fund a four-year movement-wide study of the impact of the UWC education
by researchers from Harvard Graduate School of Education, led by Professor
Howard Gardner. At the same time, 3.5% of school fees are given towards the
UWCSEA scholarship programme. All these contributions, as well as ongoing
work with our sister schools and colleges, moved UWCSEA closer to the heart of
the UWC movement during 2016/2017.
In Singapore, our focus was on our responsibility to the long-term sustainability
of the College. Strong governance is critical in supporting this, and during
the 2016/2017 year the Governance Committee articulated and expanded
governance procedures and processes, including restructuring the Board
committees, revising the Governor selection and induction process, establishing
both Whistleblowing and Conflict of Interest policies and hiring a new Board
Secretary. The Board also worked closely with management to review the
financial structure of the College and decide on a model that will ensure future
students can benefit from the same quality education on offer today.
2016/2017 saw significant development in the area of child safeguarding, with
the establishment of a safeguarding policy and accompanying practices and
training that will ensure this critical area is an ongoing focus for the College.
Time was also spent establishing a risk register and debating the related issues
of diversity and inclusion. Together with colleagues from Singapore American
School, the Board received further training on corporate governance, and
Governors and members of the senior leadership teams began a process of
preparing for a new strategic plan for the College.
Governors are rarely involved in the day to day life of the school and it can
sometimes seem that the Board is removed from the reality of students, parents
and the College community. Discussions and decisions by the Board always have
the needs of current and future students at their heart, and we are continually
reminded of what a privilege it is to be accountable not solely to the bottom
line but to this remarkable community of students, staff and parents and to the
mission that unites us.
I’d like to thank the College leadership, staff, parents, students, alumni and
friends who together contribute so much to our success. Thank you for another
great year at UWCSEA.
Anna Lord
Annual Report 2016/2017 | 5
INTRODUCTION FROM CHRIS EDWARDS
HEAD OF COLLEGE
When I was a boy, my annual
school magazine contained
an article on the military
cadets (they were called the
Combined Cadet Force or CCF)
that always began the same
way: “This year, the CCF has
gone from strength to strength.”
The phrase has stuck with
me because, even as a school
boy, with each passing year
I believed it less. Could
everything really be getting
better and better? Surely
not. Cite the evidence. But of course there wasn’t any. The words were probably
written in haste by a well intentioned teacher who felt that things were chugging
along nicely. I doubt if anybody ever questioned whether or not the CCF was
really going from strength to strength; it was a comforting enough phrase that
served a purpose and kept morale high.
Forty years on, there are moments when, I confess, I’d quite like to hide behind
“UWCSEA is going from strength to strength” because on a macro level at least it
feels true enough for 2016/2017. Our governing body has worked tirelessly and
coherently (which is not a given in schools), and under the first year of our new
Chair, Anna Lord, UWCSEA has set a marker in the sand for all to see: we are one
of the largest K–12 international schools in the world with two full campuses,
outstanding public examination results and a programme whose breadth is possibly
unrivalled. In a year of extraordinary achievement, I thank Anna and the Board of
Governors for their wisdom as they help guide and guard this great college.
But for a non-profit of our size and significance the handy atmospherics need
to be replaced by meaningful specifics. And as we look at those specifics we
see that although the past year was indeed a gratifying success story, we must
also acknowledge that the educational environment in which we exist is more
complex and nuanced.
Ironically, it is to some extent an environment we created. Once upon a time,
the UWC movement was a lone voice, or at least a trailblazer in areas such as
service, outdoor education, and holistic education in general. It was an oasis
in a desert of national system ‘international’ schools with predominantly
homogeneous populations. Indeed, there was a perceived weirdness about UWC
schools in which, albeit secretly, they rather revelled.
Now it is very different. You could visit websites of most big international
schools, cut and paste their welcome pages, and in some cases persuade the
sitting Heads into thinking that nothing had been changed. What is more, these
like-sounding programmes read increasingly like the programmes of UWC: they
are holistic, with service, outdoor activities and an awareness of existing with,
and maybe even impacting upon, the immediate environment in which they
operate. Imitation may be the sincerest form of flattery, but ask a Detroit auto
worker what else it can lead to if one doesn’t recognise the challenges and so
continually expand one’s own vision and subsequently improve the offer.
The annual report suggests that UWCSEA’s determination to use Kurt Hahn’s
educational philosophy not as a bolt-on to, but the quintessence of that offer will
ensure that authenticity, quality and passion will prevail and differentiate. If only
these statistics could capture the enthusiasm, drive and levels of engagement that
give life to many of the numbers. For example, the number of students engaged
in service is, frankly, a spurious measure if we are not talking about meaningful
partnerships and two-way relationships. Similarly, while we are delighted to
see the IB average up where it is, that same average would be shameful if we
discovered that our students were uniformly operating below their optimum levels
and that we were not adding value. (I’m delighted to say the opposite is true.)
So we must be careful. But it would be doing the UWCSEA community a
great disservice if we did not rejoice in the astonishing sweep of learning and
participation that is revealed here, from parents, students, staff and friends
of the College: the selflessness, the gifts of time, the helping hands, and
the realisation that self optimisation, while important, only becomes truly
meaningful when it leads not to accumulation and status, but to impact.
A huge amount of work has gone into this report, and I am deeply grateful for it.
It is an honest, crucial account. However, there are profound truths that will be
forever out of reach in any reckoning such as this. And around that deep core is
an effervescence that also transcends charts, graphs and tables, but helps define
us, and beats in the hearts of our community.
Chris Edwards
6 | Annual Report 2016/2017
Annual Report 2016/2017 | 7
UWCSEA GUIDING STATEMENTS
AND GOVERNANCE
8 | Annual Report 2016/2017
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
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individuals to embrace
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UWCSEA
PROFILE
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LEARNING
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UWCSEA LEARNING PROGRAMME
Annual Report 2016/2017 | 9
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.
10 | Annual Report 2016/2017
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
Annual Report 2016/2017 | 11
12 | Annual Report 2016/2017
UWC MOVEMENT
UWC South East Asia is a member of the UWC movement, which was founded in 1962 by Kurt Hahn, the 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 four that take students before the IB Diploma in Grade 11.
There are now 17 schools and colleges in the movement. 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 schools and colleges in the UWC movement.
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
443
Age group
16–19
UWC ADRIATIC
Duino, Italy
1982
Opened in
Student population
182
Age group
16–19
UWC ISAK JAPAN
Karuizawa, Japan
2014
Opened in
Student population
175
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
194
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
Annual Report 2016/2017 | 13
STRATEGIC DEVELOPMENTS UWC MOVEMENT
During the 2016/2017 school year the UWC movement, led by the International Office, held the UWC Congress in Trieste, Italy, with a theme of ‘Connect-Challenge-
Celebrate’. The congress brought together nearly 1,000 students, alumni, school leaders, National Committee members and friends of the movement to discuss important
topics for the movement, including the development of the UWC Strategy for 2018 and beyond. The movement also launched the UWC Refugee Initiative, which aims
to raise the funds for an additional 100 scholarships every year for refugee students to attend UWCs around the world. During 2016/2017, thanks to the generosity of the
UWCSEA community, two scholarships were awarded to refugees from Palestine and South Sudan, who now attend UWC Mostar and UWC Dilijan, respectively.
In 2016/2017, the International Office also developed a draft centralised selection process for all students entering Grade 11. Thanks to the support of UWCSEA, funding
was secured to support a movement-wide impact study in partnership with Harvard University Graduate School of Education. Once again, the UWCSEA Head of College
was a member of the International Board.
UWC IN MOSTAR
Mostar, Bosnia and Herzegovina
2006
Opened in
Student population
200
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
205
Age group
16–19
UWC MAHINDRA
Pune, Maharashtra, India
1997
Opened in
Student population
240
Age group
16–19
UWC-USA
Montezuma, New Mexico, USA
1982
Opened in
Student population
235
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
915
Age group
2–18
UWC THAILAND
Phuket, Thailand
2009
Opened in
Student population
380
Age group
2–18
14 | Annual Report 2016/2017
UWCSEA GOVERNANCE
INTRODUCTION
UWCSEA is committed to the highest standards of corporate governance. The UWCSEA Board of Governors recognises good governance as critical in supporting the
school in achieving its mission and educational goal. Good governance begins with the Board of Governors and requires that they set the tone for the organisation.
The Board of Governors is one of the principal bodies with the fiduciary obligation to ensure that the College acts to further its stated objectives, and that the
College has appropriate systems in place to properly account for and safeguard the funds and assets of the College. The Board of Governors works closely with the
management and stakeholders of the College to shape the vision, chart the major directions, and develop programmes and initiatives to produce a strong and enduring
impact for the College in Singapore and beyond.
UWCSEA BOARD OF GOVERNORS
During 2016/2017 the UWCSEA Board of Governors comprised 19 members. The maximum number of Governors is 21. The Board includes respected business/industry
leaders, academics, educators, entrepreneurs, and professionals.
Governors do not receive compensation for their Board service. Those Governors that are staff members do not receive additional compensation for their Board service.
COMMITTEES, MEETINGS AND REVIEWS
The Board has six committees:
• Education and Talent, which sets and oversees education and talent
management strategies
• Finance and Infrastructure, which oversees the College’s finances and its
physical and digital infrastructure
• Governance, which is responsible for nominations and governance matters
• Audit and Risk, which oversees audit and risk matters
• Engagement, which is responsible for improving the engagement and
outreach of the College locally and globally, including the UWCSEA
Foundation
• Committee of Chairs, which functions as a coordinating and management
committee for the Board and its committee Chairs, as well as a
compensation committee
Governors periodically re-evaluate the committee structure to ensure it is effective, strategic and forward-looking. The Board carries out formal Board effectiveness
reviews, both externally every five years and internally every two years.
The Board meets four times each year. Each Governor is usually a member of one committee, which also meets four times per year.
COMPOSITION
The Board consists of three groups of Governors:
• Ad Personam Governors – The majority of Governors are appointed by
the Board itself through a rigorous selection process. Many Ad Personam
Governors are parents of current students of the College. To ensure the
Board benefits from independent thinking, there are also several non-parent
Governors.
• Ex-Officio Governor – The Head of College (Chris Edwards)
• Interested Party Governors – These are elected directly by their
constituencies and include two parent-elects and two common room-elects,
one each from the Dover and East campuses.
Annual Report 2016/2017 | 15
GOVERNOR SELECTION AND INDUCTION
The Board recruits Ad Personam Governors through a robust process that responds to clearly defined skill requirements for the Board. Candidates are first co-opted as
Advisers to Board committees. New Ad Personam Governors are only selected from that pool of Advisers who have served on a Committee. Appointments are based on
an assessment of the following factors:
• professional skills and fit with Board requirements
• role models for UWC values and culture
• demonstrated ability to contribute to a Board
• past contributions to UWC/service institutions
• impact on Board diversity
• leadership potential
• positive impact on Government relations
There is a comprehensive induction programme for all Advisers and Governors that includes information about the College and the Board, an induction session
with the Board Secretary, and meetings with the Chair of the Board and other Governors.
TERM LIMITS, REVIEWS, RECRUITMENT AND INDUCTION
Governors serve a maximum of two three-year terms. Only the Chair may serve an additional term of three years. The College and the Board holds its Governors
and Advisers to a high standard and regularly evaluates each against the following criteria:
The Governor:
• is prepared for meetings
• listens to and challenges others, when appropriate, while maintaining an
atmosphere of respect
• contributes and participates in a manner consistent with UWCSEA values
• has made meaningful contributions to key decisions
• attends most meetings and is highly attentive when present
• contributes overall
WHISTLEBLOWING
The College has a Whistleblowing policy through which members of the
UWCSEA community may, in confidence, raise concerns about possible wrong-
doing or improprieties in financial or other matters within the organisation. The
Board thoroughly and appropriately investigates matters brought to its attention
through the policy and takes appropriate follow-up action.
CONFLICT OF INTEREST
The College has a Conflict of Interest policy, which requires Board and staff
members to disclose conflict of interests in the performance of their duties.
In the case of the Board, the policy requires Governors and Advisers to report
potential conflicts to the Governance Committee, which may impose remedies
specific to the situation.
OTHER POLICIES ON CORPORATE AND INDIVIDUAL BEHAVIOUR
The Board is also subject to, or will adhere to, the College’s policies on
corporate and individual behaviour, including the Board of Governors
Guidelines, Confidentiality Policy, Harassment Policy, Staff Safeguarding Code
of Conduct, and the Equal Opportunities, Access and Disabilities Policy.
CHECKLIST
In addition to the application of good governance practices as a corporate
entity, the Board of Governors has adopted best practices in key areas of
governance that are closely aligned to the principles enunciated in the
Code of Governance for Charities and Institutions of a Public Character (the
‘Code’). In line with the disclosure requirement by the Charity Council that all
charities are required to disclose the extent of their compliance with the Code,
UWCSEA’s Governance Evaluation Checklist can be found at the Charity Portal
website (www.charities.gov.sg).
16 | Annual Report 2016/2017
UWCSEA BOARD OF GOVERNORS: MEMBERS AUGUST 2016 TO JULY 2017
Charles Ormiston
Chair (until January 2017)
Ad Personam Governor
Will Kennedy-Cooke
Ad Personam Governor
Anna Lord
Chair (from January 2017)
Ad Personam Governor
Alexander Krefft
Chair of Governance
Committee
Ad Personam Governor
Thierry Brezac
Ad Personam Governor
(retired January 2017)
Nicholas Chan
Ad Personam Governor
Subodh Chanrai
Ad Personam Governor
Margarita Encarnacion
Interested Party Governor –
Parent Representative
Surinder Kathpalia
Chair of Audit and Risk
Committee
Ad Personam Governor
Michelle Sassoon
Ad Personam Governor
Priti Devi
Chair of Engagement
Committee
Ad Personam Governor
Kenneth Stirrat
Interested Party Governor –
Common Room
Christopher Edwards
Ex-Officio Governor
Head of College
Andrew McCarthy
Interested Party Governor –
Common Room
Benjamin Hill Detenber
Ad Personam Governor
Julianne Martin
Interested Party Governor –
Parent Representative
Doris Sohmen-Pao
Ad Personam Governor
Davy Lau
Ad Personam Governor
David Maxwell
Chair of Education and
Talent Committee
Ad Personam Governor
Alexandra De Mello
Interested Party Governor –
Parent Representative
(retired March 2017)
Vivek Kalra
Chair of Finance and
Infrastructure Committee
Ad Personam Governor
Annual Report 2016/2017 | 17
ADVISERS
Heather Carmichael
Subodh Chanrai
(until appointment as Governor 2 June 2017)
Shelly Maneth
COMMITTEES (as of January 2018)
AUDIT AND RISK COMMITTEE
Surinder Kathpalia, Chair
Heather Carmichael (Adviser)
Chris Edwards
Shelly Manneth (Adviser)
Kenneth Stirrat
EDUCATION AND TALENT COMMITTEE
David Maxwell, Chair
Heather Carmichael (Adviser)
Chris Edwards
Margarita Encarnacion
Benjamin Hill Detenber
ENGAGEMENT COMMITTEE
Priti Devi, Chair
Subodh Chanrai
Chris Edwards
Julianne Martin
Michelle Sassoon
Doris Sohmen-Pao
FINANCE AND INFRASTRUCTURE COMMITTEE
Vivek Kalra, Chair
Chris Edwards
Robert Harayda (Adviser)
Will Kennedy-Cooke
Andrew McCarthy
David Maxwell
GOVERNANCE COMMITTEE
Alexander Krefft, Chair
Nicholas Chan
Chris Edwards
Surinder Kathpalia
Davy Lau
COMMITTEE OF CHAIRS
Anna Lord, Chair
Priti Devi
Vivek Kalra
Surinder Kathpalia
Alexander Krefft
David Maxwell
18 | Annual Report 2016/2017
Annual Report 2016/2017 | 19
STUDENT
ACHIEVEMENT
20 | Annual Report 2016/2017
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 disciplinary knowledge, skills and understandings
alongside the skills and qualities of the UWCSEA Learner Profile.
All five elements of the programme complement each other to create a whole that is greater than the sum
of the parts. This is a carefully planned and purposeful process, where students develop understanding in
disciplinary and interdisciplinary ways. For example, students gain deep disciplinary understanding in our
academic programme, which may be applied in outdoor education or service when students encounter and
grapple with real world situations. The skills and qualities identified in the UWCSEA profile are embedded in all
five elements of the programme.
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.
This section of the Annual report is an overview of the main highlights of the 2016/2017 year in each of the five elements.
THE UWCSEA CURRICULUM
The UWCSEA curriculum is concept-based. This means that students develop significant understandings which can be transferred across time, place and situation,
whilst acquiring knowledge and skill. This allows our students to apply critical and creative thinking to any context. Each discipline (or area) has standards, which are
statements that express the ‘big ideas’ and ways of thinking of the discipline. These standards run from K1 to Grade 12.
Each standard has grade level conceptual understandings, which are developmentally appropriate, that describe what a student should understand at each stage of
their development within that discipline. They build naturally in complexity from K1 to Grade 12.
Benchmarks start with a verb and express what the conceptual understanding might look like in terms of knowledge, skill and performance. These benchmarks and the
conceptual understandings they are based upon are what our teachers assess.
Below is an example of a standard in English, and the conceptual understandings for that standard in Grades 1 and 7 and IB Diploma.