June 2012
Graduation 2012
UWCSEA profile
Kishore Mahbubani Speaker Series
Grade 5 Exhibition
Many articles in this edition have
expanded content in eDunia—look
for the symbol as you read the
magazine and visit eDunia for more
photos, video, music and expanded content.
Other stories only featured in eDunia:
Top story
Preah Sara Pech School
Follow the progress of the
Cambodian school being
funded by the sale of laptop
accessories at our two campuses.
Primary School
Arts events online
Infant and Junior School
artwork, and the K1 Arts
festival, are showcased online.
Middle School
Arts online
Cadenza Music concert and the
MS Art Exhibition
Singapore in World War II
Grade 7 visited the Ford Factory and Labrador
Park as part of the unit Triumphs and Tragedies:
Singapore in World War II.
High School
NYAA
Read one student’s journey to
obtaining the NYAA Bronze
Award.
Community
Graduate stories
Dr Mallika Ramdas, Head of
University Counselling on Dover
Campus follows up with some
UWCSEA graduates who are living the mission.
KUMA School opens its doors
The KUMA school welcomed its first students
on 5 June following a two-year effort by the
East Campus community.
Activities
Counterpoint
Dance show based this year
on the idea that when the
Arts coincide with Science, the
reaction can evoke one’s emotions.
Looking to the
future with
our graduates
Welcome to the last Dunia of the
2011–2012 academic year. It has
been another extraordinary year for
the College, and we can collectively
look back with pride and a sense of
accomplishment on all that has been
achieved. From the opening of our new
campus in Tampines, to the graduation
of our Class of 2012 on Dover, it has
been another positive and fruitful year.
Traditionally, our final Dunia honours
our graduating class, and this edition
is no different. There is an article and
some photos and you can visit eDunia
for a video and photos of the event,
and for a story about some of our
former graduates, written by one of our
university counsellors who has visited
them at their universities.
The Class of 2012 is significant for us
as a College, since for the first time we
are graduating students who have been
with us since their first days of school in
K1. These students have had their entire
primary and secondary education at
UWCSEA, and we have helped to shape
their understanding of what education
can and should be. As educators,
we are constantly refining both our
understanding and our practice so that
we are preparing our students for the
realities of our global society and their
responsibilities within it (read more
about this recent work in our UWCSEA
profile article on page 3). The founder
of UWC, Kurt Hahn, dedicated his life
to helping people discover that there is
more courage, strength and compassion
within them than they know. Above
and beyond what all our students learn
through all the elements of our learning
programme, we hope that they learn
that they have both the ability and
the responsibility to make a positive
difference in the world.
A former graduate of UWCSEA, Melissa
Kwee (Class of 1990), described it thus:
“It is not what one does that makes a
difference but rather how one does it.
The greatest changes are made up of
millions of tiny steps, small fragments
of effort and care that make the
mountains move. I believe all of us
whether in the private, public or not-
for-profit sector, have the capacity
to enable others, to show them care
and respect, to offer an inspiring vision
or to defend a defenseless person.
These small actions are what define
our UWCSEA ideals as universal
ideals, and the pursuit of them not
an elusive privilege but a right and a
joyful responsibility.”
We wish all our families a restful
summer and look forward to the
start of another exciting year at
UWCSEA in August.
By Julian Whiteley
Head of College
The end of the 2011–2012 academic
year marks the end of my seventh year
as the Head of College at UWCSEA.
Those seven years have been years of
both incremental change and rapid
transformation, of strategic visioning
and of day to day operations, of
honouring the past and building the
future, of careful reflection and bold
action. In short, they have been exciting
years, during which the College has
been through extraordinary growth and
has further extended its influence into
the world of international education.
In looking to the future of the College,
our guiding question is ‘who do we
want to be?’ For UWCSEA, the answer
is that we want to be a leader in
international education, offering a high
quality, holistic education to students
from the international community.
For those of us who are part of the
College community, these are familiar
words, but they are no less important
for being familiar. The ideas are also
inextricably linked: we become a leader
in international education by providing
the best possible experience to our
current students. Our primary focus is
on continually improving the education
we are offering our students each day.
Our focus for the next three years is laid
out in our strategic plan, incorporating
five strategic aims, summarized below.
While the expansion of the College
has inevitably resulted in a focus
since 2009 on the physical learning
environment, and this will continue as
we complete the Dover Campus master
plan, the most significant strategic
focus for our students is the first one:
the development of the five elements
of the UWCSEA Learning Programme.
It is worth saying a bit more of the first
of the actions related to this area: the
articulation of the curriculum K–12.
The ‘curriculum articulation’ project
on the surface seems to resemble the
kind of work that many international
schools engage with periodically (i.e.,
the analysis and documentation of
what is happening in the classrooms
to ensure the following of best
educational practice and continuity for
students as they move through grade
levels). However, at UWCSEA we are
embedding the articulation process
in our mission, our educational goal
and the five elements of our learning
programme. We are asking some
fundamental questions. What kind of
global citizens do we want our students
to be? What do we want them to
know and understand as independent
learners? How should they behave?
What skills do they need? How do
the answers to these questions apply
to the rest of our community? A
further article in Dunia, describing
the UWCSEA profile that was
developed as part of the articulation
process, helps to explain this further.
There is no doubt that this process, as
well as benefitting our current students,
will help us to reach our goal of being
a leader in international education, a
leader that is both of service and of
influence in the world of education.
Exciting times indeed.
Strategic directions at
UWC South East Asia
• Articulate the Learning
Programme from K–12
• Integrate technology into
the Learning Programme
• Implement the College
Environmental Policy
• Refine and expand the
Service Programme
• Implement the new
College Admissions
System
• Establish the East
Campus as a quality
international school with
a UWC ethos
• Expand the Scholarship
Programme
• Implement the Dover
Campus Master Plan
• Implement the Staff
Professional Learning
Programme
• Establish the UWCSEA
Centre for International
Education
• Develop the whole College
Communications System
• Develop the Outdoor
Education Centre on
Sibu Island
• Health and safety
• Create a reserve fund for
each campus
• Establish alternative
sources of income
through the UWCSEA
Foundation
• Utilise the College
facilities on a commercial
basis
• Develop an endowment
Develop the five
elements of the
UWCSEA Learning
Programme
Actively address social
and environmental
issues
Extend our reach and
increase the diversity
of our community
Enhance our high quality
learning environment
Ensure long term
financial stability
Strategic aims
Objectives
By Nancy Fairburn and Lizzie Bray
“The crux of success or failure is to know
which core values to hold on to, and
which to discard and replace when
times change.”
Jared Diamond
Author and scientist
Globalisation in the 21st Century
has presented new challenges. The
world economy has become more
interconnected, social tension has
increased as the gap between the
rich and poor continues to widen, the
population is growing at an alarming
rate and an extraordinary strain is being
placed on the environment. Alongside
these changes, traditional structures
and hierarchical systems within both
workplaces and wider society have been
flattened or seen enormous shifts.
To meet these challenges, individuals
are in great need of both independence
and a global perspective so that
they can effectively collaborate,
communicate and think critically
in order to provide innovative and
creative solutions. These skills are
interconnected with personal qualities
such as resilience, self-awareness, being
principled and a commitment to care.
Skills and qualities for the 21st Century
In 1962, Kurt Hahn championed
the importance of developing the
whole person and founded the
UWC movement based upon the
ideals of a holistic, experiential,
values-based education.
“I regard it as the foremost task of
education to ensure the survival of these
qualities: an enterprising curiosity, an
undefeatable spirit, tenacity in pursuit,
readiness for sensible self denial and,
above all, compassion.”
Kurt Hahn
UWCSEA has always maintained a
strong emphasis on values-based
education. Each of the skills and
qualities identified by Hahn are as
relevant today as they were 50 years
ago, and are required as we strive to
meet the College’s educational goal
of readying our students to embrace
challenge and take responsibility for
shaping a better world.
During the past year, the College has
focused on redefining the specific
qualities and skills that are essential
for learning today and that best
prepare our students for the future. We
have worked to answer fundamental
questions such as ‘What are the
specific competencies that will prepare
our young people for the challenges
that lie ahead?’ and ‘How can these
competencies be successfully taught
and learned in school?’
Fittingly, the process began with the
UWC mission and centres on our values
and philosophy.
“The UWC movement makes
education a force to unite people,
nations and cultures for peace and
a sustainable future.”
UWC mission
A thorough review and analysis of
current international research and best
practice was expanded considerably
this year as staff from across the
College became involved in refining
and reshaping the UWCSEA profile.
The process has identified nine key
competencies—four qualities we expect
learners to ‘be like’ and five skills we
expect learners to ‘be able to do.’
These competencies can be taught and
learned in developmentally appropriate
ways from Kindergarten to Grade 12.
They also reflect our expectations for
the entire UWCSEA community, not
just our students.
The qualities and skills that together
make up the UWCSEA profile are
outlined on the opposite page. They
complement each other to create a
whole that is greater than the sum of
the parts. This is a complex process
where, for example, the ability to
collaborate effectively must draw
upon an individual’s understanding
of language and culture, ability to
communicate, practical digital skills, as
well as being principled and resilient.
Similarly, the successful critical thinker
and problem solver relies upon their
ability to persevere, facing challenges in
a principled manner. To demonstrate a
commitment to care requires awareness
and action. These actions depend
upon the skills of critical thinking and
problem solving, collaboration and
communication.
UWCSEA
Mission and Values
LEARNER
UWCSEA
Profile
l
ti
l
The UWCSEA profile
CRITICAL THINKER
and PROBLEM SOLVER
Critically solve complex problems
based upon informed and ethical
decisions
(inquiry, questioning, connection,
analysis, synthesis, evaluation)
CREATIVE and INNOVATIVE
Think creatively to produce
original works or to develop
innovative ideas
(originality, imagination, curiosity,
adaptability, connection, persistence,
risk-taking)
COLLABORATIVE
Work collaboratively in diverse
settings to learn and lead by
influence
(cooperation, participation,
leadership, flexibility, adaptability,
responsibility, trust)
COMMUNICATOR
Communicate effectively
according to audience and purpose
(communication, interpretation,
perspective, intent)
SELF-MANAGER
Take responsibility for managing
and directing one’s learning
(metacognition, independence,
perseverance, diligence, organisation,
responsibility)
CONCERNED
and COMMITTED
Demonstrate a commitment to
care
(stewardship, caring, empathy,
compassion, open-minded, service,
sustainability)
PRINCIPLED
Act with integrity and honesty
with a strong sense of fairness and
respect for self and the dignity of
others
(integrity, honesty, responsibility,
respect, fairness)
RESILIENT
Anticipate, persevere and confront
challenge
(optimistism, confidence, courage,
diligence, perseverance)
SELF-AWARE
Develop intellectual, physical,
spiritual and emotional balance to
achieve personal well-being
(self-discipline, self-esteem,
self-confidence, reflection)
SKILLS
QUALITIES
Embedding the profile
in our programme
Learning is most effective when it
takes place in context, and when the
learner is appropriately challenged
with a range of opportunities and
experiences to develop these qualities
and skills. For this reason, the UWCSEA
profile is being embedded into all five
elements of our learning programme.
For example, resilience is developed as
learners gain the confidence to perform
on the stage, practise a new skill in
mathematics, bounce back from a
challenging match or persevere on
an expedition.
While learners need a variety of
opportunities to learn in context, they
must also be provided with the time to
reflect on their experiences in order to
refine and improve future thoughts and
actions. Our UWCSEA profile provides a
framework through which our students
and staff can self-assess and strengthen
the qualities and skills they need today
and in the future.
To fulfill our mission and educational
goal, these qualities and skills must
be internalised as part of our regular
practice, always being considered,
refined and improved upon. If Kurt
Hahn were here today, he would
recognise that the competencies
of the UWCSEA profile underpin
an experiential, values-based,
holistic education that develops
students as independent learners
and global citizens.
References:
Ballanca, James and Ron Brandt eds. 21st Century
Skills: Rethinking How Students Learn. Solution
Tree Press: Indiana, 2010.
Trilling, Bernie and Charles Fadel. 21st Century
Skills: Learning for Life in Our Times. John Wiley &
Sons: California, 2009.
Peterson, Christopher and Martin E. P. Seligman.
Character Strengths and Virtues: A Handbook and
Classification. New York: Oxford University Press,
2004.
Wagner, Tony. Seven Survival Skills for the Future.
New York: Basic Books, 2008.
Our UWCSEA community is committed to being aware, able and active. As
global citizens and independent learners, the members of our community lead
by influence to embrace challenge and take responsibility for shaping a better
world. Below are the skills and qualities that our community members will
develop through our learning programme.
Personal and
social education
By Philip Meehan
Counsellor, UWCSEA East
In international schools, the only
constant is change. Jobs change, friends
move away and new friends arrive. With
over 110 students leaving UWCSEA
East this month, the Counselling
Department has recently hosted
two parent sessions and a number of
student sessions to gather individuals
and discuss how they can make their
transition to a new home or school as
thoughtful as possible.
The sessions were based on the R.A.F.T.
framework of transition, introduced in
the book Third Culture Kids: Growing Up
Among Worlds by David C. Pollock and
Ruth E. Van Reken. In it, the authors
discuss the importance of thinking
carefully about a number of elements
that can be overlooked in the chaos that
is moving: reconciliation, affirmation,
farewells and think destination.
‘R’ is for Reconciliation, where
individuals consider if there is a
relationship they want to repair before
they leave. In this age of Facebook, you
can’t simply say that you’ll never see a
person again and negative feelings can
linger for years.
‘A’ is for Affirmation, where an
individual thinks about who they would
like to say thank you to. This can help
bring about closure, in the case of a
special teacher, or a way to solidify a
friendship before moving away.
‘F’ is for Farewells as people think about
how they want to spend their last few
weeks. For kids, this might take the
form of a last sleepover or play-date,
Leaving well
Working towards a thoughtful transition
or simply a last trip to Orchard Road
for a movie with the gang. It can also
be about what you will miss about
Singapore, which may be the only home
some kids know. Friends of mine who
moved to Africa last year tallied on a
chart all the dumplings they ate over
their last five months here as they knew
the family favourite would be hard to
come by in their new home. The tally
was well over 1,000 by the time the
movers came.
Finally, ‘T’ is for Think destination.
Spend time thinking about the good
things to come, but also what the
family is nervous about. From language
to culture to food to being able to find
the washroom in a new school, we don’t
know what kids are thinking unless we ask.
The sessions gave both parents and
students a chance to walk through the
RAFT framework. Participants also
shared some of the experiences they
have had over the years. For some June
brings about the first move overseas, and
for others it is the fifth in as many years.
Some thoughts and suggestions that
came from the sessions include:
• Give kids a camera to go on a ‘photo
safari’ of their favourite places in
Singapore.
• When saying goodbye, accept that
this is a loss.
• If you can, have kids visit their new
school beforehand.
• If you can’t, see if there’s a walk-
through video of the school. If not
and your kids are concerned about
the new place, ask for one.
• When repatriating, try to mix with
people who have similar experiences
because you’ve changed! Think about
what parts of your old life you want
to resume when you return.
• It’ll take time to settle in, and
that’s OK.
Leavers’ sessions are held in December
and May when families typically
leave the College, but the Counselling
Department is always available as you
think about your next home.
What’s in a name?
Recently, the College made the
decision to change the name of
the Pastoral Care programme to
Personal and Social Education.
This was driven by the need to be
more specific about the intentions
and purpose of this element of the
learning programme. The words
pastoral care did not capture
what we provide for our students
through the various activities
and support mechanisms that
make up the programme (not to
mention the fact that to many
people the word ‘pastoral’ connotes
countryside!). Personal and Social
Education expresses more clearly
that our goal is to provide students
with opportunities to examine
how they are connecting to their
learning, friends, family, technology
and the outside world. The name
may change, but the purpose and
importance of this programme
remains the same.
Academics
By Frazer Cairns
Head of Dover Campus
Hooke’s law has long been a staple
of physics teaching. Generations of
children have applied weights to a steel
spring, watched it stretch (longing
for the spring to snap, sending the
weights crashing to the floor) and then
used the data to calculate the spring
constant, ‘k.’ These children have then,
automaton-like, gone on to attack
examination questions of the form,
‘A 5 kg mass is placed on a spring of
constant k = 0.37 N/cm …’ However,
as a physics teacher, I have often
wondered what exactly my students
have learned that is transferable,
particularly given that current research
suggests that students learn best when
learning focuses on tasks that require
problem solving, creativity and critical
thinking. How do spring constants
connect with a deeper understanding
of science?
The solution lies in our approach to
curriculum planning. One can find
many examples of where a textbook
or a list of interesting activities and
essential/canonical material is being
‘covered.’ This style of planning means
we may remember playing with springs
in a lesson but have no idea of the
conceptual understanding this lesson
was intended to develop. An alternative,
and more effective, form of curriculum
development reflects a three-stage
design process called ‘backward design.’
This reverses the order, delaying the
planning of classroom activities until
learning goals have been clarified and
assessments designed. Structured
this way, the planning process helps
avoid the twin problems of ‘textbook
coverage’ and ‘activity-oriented’
teaching, in which there are no clear
priorities and little in the way of
underlying purpose.
As Stephen Covey wrote in 1994,
“To begin with the end in mind means
to start with a clear understanding of
your destination. It means to know
where you’re going so that you better
understand where you are now so that
the steps you take are always in the
right direction.”
The three-stage design process—
identify desired results, determine
acceptable evidence, plan learning
experience—looks deceptively simple,
self-evident even. It quickly becomes
clear that all three stages require deep
reflection. For example, in thinking
about what you want your students to
learn, you need to prioritise the desired
results into three categories, which
can be imagined as a set of concentric
circles. The outer circle represents
knowledge ‘worth being familiar
with.’ The middle circle encapsulates
knowledge and skills ‘important to
know and do.’ Finally, the inner circle
represents what Wiggins and McTighe
call “enduring understanding”—the
fundamental ideas that you want
students to remember days and months
and years later, even after they’ve
forgotten the details of the course.
While this word ‘understanding’ lies
at the heart of the backward design
model, its meaning is complex.
Understanding (which is not the same
as knowing) involves sophisticated
insights and abilities, which can be
reflected in varied performances and
contexts. Looking again at my stretched
springs, one has to ask what is the
big idea that I am trying to convey,
what should be enduring for my
students—that springs stretch? That a
particular spring has a particular spring
constant? Or perhaps something more
fundamental linked to an understanding
that matter is made of atoms and that
this gives a structure specific properties.
If we are teaching for understanding
then this needs to be assessed.
Whereas common practice is that
assessment is generally thought of at
the end of the unit, once the teaching
is completed, the backward approach
requires that teachers determine what
they would accept as evidence that
students have attained the desired
understanding as they begin to plan.
Again, understanding is complex and
evidence gained from traditional testing
alone is insufficient. Assessments need,
then, to allow students to reveal their
understanding, and this is done most
effectively when they are provided
with complex, ‘authentic’ opportunities
to explain, interpret, apply, shift
perspective, empathise and self-assess.
When applied to complex tasks,
these ‘six facets’ of understanding
provide conceptual lenses through
which teachers can better assess
student understanding.
The process a teacher goes through as
they develop a unit of learning, asking
themselves how lessons connect to a
larger understanding of a key concept
within a discipline, is much more
complex than a list of 10 activities to
be completed in 10 lessons. However,
through it one hopes to engage and
challenge students long after the course
itself is over.
Reference: Understanding by Design, developed by Grant Wiggins and Jay McTighe
‘Backwards planning’ in course design
By Brian Ó Maoileoin
Junior School Principal
Dover Campus
Congratulations to our Grade 5
students on this year’s Grade 5
Exhibition, which has been a
tremendous success. Looking at the
real-world issue of ‘Limited Supply,
Unlimited Demand,’ this year’s theme
demanded of our students a self-
directed exploration of the theme:
‘The Choices We Make Impact Upon
our Planet’s Resources.’ And the
exhibition demanded of its audience
that they would walk away with a call
to personal action—to leave with the
tag-line ‘It’s in Our Hands’ buzzing in
our ears. Knowledge is important too,
but it is the ability to connect the dots
of various bits of knowledge to foster
an understanding of a larger connecting
concept, and to illustrate it to others,
which gives this knowledge purpose.
Rarely do we see students of this age
engaging in an independent inquiry of
this magnitude and depth, and rarely do
we see them equipped with the skills
and the attitudes to do so effectively,
so cogently and with a message that
was so grounded, real and achievable.
Each student was part of a small team,
and it was the responsibility of the
team as a whole to make it a success.
Within each team, each student was
accountable to their own contribution
as well—a cooperative effort, driven
by the collective work of individuals.
Our Grade 5 students have done
themselves and our community proud
this year as have our past generations.
We were wholly impressed by their
presentation skills, by the passion that
they displayed for their areas and by
their independence.
In many ways, the exhibition is a chance
for our students to showcase what we
are pretty sure we already knew about
them—that they are ready for the next
stage of their schooling and ready to
knock the socks off the Middle School
It’s in Our Hands
teachers who will be fortunate enough
to take them forward and prepare them
for High School and beyond. We have
been very lucky in Primary School to
have met these children and to work
with them and with their parents.
Earnestly, we wish you all the very
best of luck for the future, and we look
forward to seeing what these students
will achieve. They are ready.
“We cannot be a train with passive
passengers listening to their iPod;
we are a school that needs active
contributors, and the Grade 5 Exhibition
radiated a sense of intellectual (and
pedagogical) vibrancy that gave me
tremendous hope.”
Frazer Cairns, Head of Dover Campus
Photos by Ryan Bollhorn
FIBxEast hones
communication skills
The ability to present ideas effectively
is increasingly important for today’s
global citizens. Just as the Grade 5
Exhibition helps students to develop
their research, communication and
presentation skills, there are multiple
opportunities for students to perfect
the art of making presentations during
their years at UWCSEA.
These skills are also key to being
successful in the International
Baccalaureate Diploma Programme
(IBDP). The final term project for the
East Foundation IB (FIB) students
this year was designed to develop
public speaking and presentation
skills, research and refining skills and
to develop creativity while exploring
a topic of interest. This project also
supports preparation for the Theory
of Knowledge Presentation, Language
Oral Presentations and Extended
Essay research, all elements of the
IBDP. The project culminated in
a ‘TED Talk’ style forum, where the
FIB students presented their three
to five minute talks to other FIB and
Grade 9 students.
To better prepare for their
presentations, workshops were
arranged for students. Katie Day,
Teacher Librarian, worked with
students on researching their topic,
refining the focus of their broad topics
and reflecting on the validity, purpose
and importance of their topics. James
Dalziel, Head of East Campus, met with
smaller groups and concentrated on
presentation skills while Guy Roberts,
IB Diploma Programme Coordinator,
focused on writing abstracts (a
short summary of their talks) and an
essential skill for the Extended Essay.
FIBxEast went live on 6 June, when
the East FIB students were assigned
a presentation room, predetermined
by the category of their talk topic.
Grade 9 and other FIB students had
their choice of venue and theme for
four sessions of four talks each. Talks
ranged in subjects from the arts, sports
and business to service, values and
human rights. It was a fantastic day
of learning and sharing among the
High School students at East with a
focus on preparation for some of the
requirements of the IBDP.
Lend a Hand
On Wednesday, 16 May, students
launched the third UWCSEA East
Grade 5 Exhibition with an opening
ceremony for the parents, followed by
students showing their work. The ‘Lend
a Hand’ exhibition brought research
and knowledge closer to the students’
realms of direct experience and
highlighted successful cross-curricular
collaboration.
Students describe their experience
below:
“The exhibition has made us use all the
knowledge and skills we have acquired
during Junior School. UWCSEA’s goal
is to educate individuals to embrace
challenges and take responsibility for
shaping a better world, so each year each
grade has a different Global Concern and
service to support. With all of our Global
Concerns and services, it has made us
aware about how so many of the people
in the world need our support and how
we can lend a hand to make the world a
better place.”
Rhea
“One important part of our research
was gathering information about
communities and organisations. We
focused on primary resources because
on the Internet the information given
could be irrelevant or even inaccurate.
It’s better to speak to a person who is
involved in the organisation. Some of us
met people from our organisations, some
of us emailed our primary resources and
some of us even used Skype to speak to
contacts in different countries.”
Dylan
“Along with our presentations, we also
did different exhibition work in our
specialist classes. We made a sculpture
in Art to represent our central idea,
and in Music we worked in Garageband
composing music pieces which we had
the chance to use in our exhibition
presentation. In addition, we did work on
‘Lend a Hand’ for our language classes.
In Chinese we taught other students how
to speak Chinese by making interactive
videos. In French we made posters
about MSF, and in Spanish we did similar
exhibition work in the Spanish language.”
Megan
“During the process of the exhibition, we
had many winding paths to go through
as we worked collaboratively with our
groups. Some of these were smooth and
some a bit rough. Some of our challenges
involved finishing art sculptures and
writing pieces on time, finding enough
relevant information during our research
and technology not always making
things easy. We overcame our struggles
by getting more organised and planning
ahead of time and cooperating with our
other group members.”
Manini
10
As a part of the IB HL Biology course,
all students attend a five-day field
course on the Malaysian island of
Tioman. Tioman is located in one
of the most outstanding areas of
marine bio-diversity in the world.
Under the guidance of experienced
biologists, students are introduced to
the wonderful flora and fauna found
on the reef, the seashore and in the
rainforest, increasing their awareness,
knowledge and understanding of the
inter-relationships found within these
coastal habitats.
Elaine Teale
Head of Biology, Dover Campus
a midnight seashore survey. Although
it was late and although we were
exhausted, we managed to work well
together and learnt the different
methods of sampling. We were also
lucky to see blue-dotted sting rays, sea
cucumbers, algae and crabs.
The following day, we went to the
rainforest. Like in the mangrove
‘expedition,’ the Eco-fieldtrip staff led,
explaining the characteristics of the
plants that we passed. This time, we
compared the primary and secondary
rainforests. We used instruments
new to us, but managed to get an
understanding of the methods of
sampling through working together.
As we were heading back from our
lunch beside a mother willow tree, we
saw a snake eating a chameleon. Its
jaws were wide open, grabbing hold of
the chameleon and swallowing it bit
for bit until you could the see the full
contours of the chameleon inside of the
snake. It was amazing to see it up-close;
the trip was just getting better and
better, although obviously not for
the chameleon!
The next day was a beautiful day,
perfect for the snorkeling adventure.
We first snorkeled through the
mangroves where we examined the
roots up-close under the water. It was
amazing to see it from underwater and
to see how stable and how solid the
roots were. We then went over to a
region with a disturbed coral reef and
collected images underwater along a
transect. Corals are living animals in a
myriad of different shapes and colours.
However, in this region all we saw were
crushed corals with no colour and no
life. It was really upsetting to see how
much damage humans cause to the
marine environment, and the lack of
awareness of the damage. We then
headed over to an undisturbed marine
environment. It was like examining a
completely different world and the
comparison made us realise the beauty
of nature and the negative impact we
can have on it.
Throughout this trip, I learnt much
more about ecology than I would
have learnt in a classroom. I learnt to
work in a group, the different methods
of sampling by actually conducting
them and learnt the context of ecology
in a very practical and real sense.
But most importantly, I learnt the
importance of conservation and how
ignorant we are to the importance of
nature and to the things we destroy
every minute of our lives. Thank you to
all the staff and the teachers for making
this one of the best lessons yet. It
was truly a great experience.
Photos by Gregory Tan
Grade 11 Biology field
trip to Tioman Island
A student’s view of the
Grade 11 Biology field trip
By Sheena Carlsen, Grade 11
Before we knew it, we were out
exploring the rainforest and learning
about mangroves. Before the trip, I
had read a bit about the mangroves,
and knew that they have many long
and deep roots, which allow them to
be characteristically stable. However,
when we entered the rainforest and
actually saw the mangroves, with their
numerous roots, we realised what
an amazing and completely unique
ecosystem this is. The more the staff
explained, the more I realised the value
of mangroves, and how they actually
can help to protect against natural
disasters, and thereby why preserving
the mangroves can benefit countries
economically as well.
That night, we had to get up at 1am to
catch the best low tide and conduct
11
By Aditya Krishnan, Grade 9
Coursework is an opportunity for the
student to complete tasks outside of
exam conditions, while using all the
required skills, allowing students to
further investigate a subject. Different
subjects in IGCSE have different
amounts of coursework; courses
like Global Perspectives are based
completely on coursework, while
subjects don’t have any.
For IGCSE Geography students,
although examinations are critical
in determining their grade, a
major sector of their assessment
is determined by their coursework.
Coursework is an assignment completed
independently by the student, and in
Geography involves investigating a
given hypothesis.
Grade 9 Geography students completed
their mock coursework on the topic
of coastal erosion, investigating
how processes (such as the force of
the waves) change the shape of the
Singapore coastline. The hypothesis was
that natural processes were the only
ones shaping the coast, and through
thorough analysis, we could support
this hypothesis or prove it wrong. To
investigate this, we were dropped off
Waveometers, inclinometers and coursework
at a slightly less busy section of East
Coast Park, where we would analyse
two beaches.
The first location has considerable
influence from the government;
they had placed breakwaters (strong
concrete walls placed a distance from
the sea to slow down the force of the
waves, causing slower erosion). The
breakwaters had refracted and changed
the direction of the waves, and so
the beach was a beautiful curve and
the sand slope smooth. The second
location, about five minutes walk from
the first, was considerably different;
without government interference,
the beach was flat and bumpy and
completely straight. This aesthetic
difference itself showed us the
difference human interaction makes.
At both locations, we measured
pre-determined variables with
instruments that we had built. We
built ‘waveometers’ (moveable paddles
screwed on a stick with a protractor)
to place a little way into the sea,
to measure the force of the waves
(in degrees) when it splashed onto
and out of the shore. We also built
‘inclinometers’ (instruments to measure
incline or decline) and by taking a lot
of data, managed to work out and plot
the slope of the beach. We measured
other variables, including wave height,
the acidity of the water and the speed
with which waves transported material
with a variety of designed instruments.
We kept variables controlled in both
locations and took multiple readings for
accurate results.
The mock coursework was submitted
by the entire grade on Friday, 11 May,
allowing teachers time to mark them
according to the IGCSE standards
and provide feedback for the final
coursework that will take place in
Grade 10 on Pulau Ubin.
The mock coursework was a fantastic
learning experience, teaching us
far more than we could ever learn
sitting in a class. We could all design
our own instruments, take readings
and analyse results for an area
that we were all very close to and
understood. We went as far as we could
to get down our detailed ideas and
theories, and in doing so, expanded our
own skills in concise writing (we had a
strict word limit!) and learning beyond
the syllabus to satisfy our curiosity. The
experience was enjoyable and has left
all Grade 9 geographers longing for the
final coursework.
Photos supplied by Aditya Krishnan
12
Class of 2012
On Saturday, 26 May, UWCSEA
celebrated the achievements
of the Class of 2012 at their
graduation ceremony. 316 students
graduate from UWCSEA Dover
this year, representing 52 different
nationalities—testimony to the
wonderful diversity within the
UWCSEA student body. The Class
of 2012 was also significant, since
for the first time, students who have
been with UWCSEA since their first
days of school in K1 graduated from
Grade 12. Below are extracts from
speeches on the day.
“Academically, intellectually therefore,
we are confident you will continue to
grow and will succeed at university
and beyond.
But perhaps more important than this,
are the attitudes and values we have
seen develop in you during your time
at the College and which will be so
important to you in the future. I have
seen some of the strongest friendships
grow in this class. Such friendships
survive distance and time; not binding
you exclusively to the friends you have
made here, but supporting and guiding
you in forming equally nurturing
friendships in the future.
And whilst you have grown from the
sharing of ideas, interests and the
amazing talents of those within your
own community, you have also reached
beyond this. Your empathy for others,
your care and compassion, coupled with
the drive to take action, is a real force
for change.
Behind me are 52 flags symbolising
the nations represented in this
graduating class, our most diverse
to date. As a group of 316 individuals
from varied backgrounds and
different experiences, it is no small
task to create the remarkable
community you have become.
We will miss you next year but are
confident that you will flourish in the
new communities you help create!”
Di Smart
High School Principal
Dover Campus
“Tonight is … about applauding the
involvement, the energy and the
sheer personality that the Class
of 2012 have brought to the College.
It’s about recognising the huge effort
and commitment required to complete
such a demanding programme as
the International Baccalaureate. …
This is indeed a very special evening
for the whole community, bringing
together graduates and all those who
have guided and supported them
through these important years: their
teachers, their families and of course
their friends.”
Gary Seston
Vice Principal, Pastoral
Dover Campus Senior School
“As we climb the ladder in life and move
on to a new stage in life, it is important
for us to realise that our journey has
just begun. More than ever before, our
ethos and values will be put to the
test. To this I say, now is the time to go
out there into the troubled world and
use all the skills we have honed in this
school. Now is the time to let the UWC
values shine so as to give light to others.
Now is the time to make a difference
in your community, your nation and
the world at large. Reflecting on what
we have achieved as a grade and seeing
my classmates’ many talents, I have no
doubt that we can be the change we
want to see in the world.”
Osman Ban
Chair, Student Council
Class of 2012
13
Graduation
“UWCSEA is more than an educational
institution. It’s a family. The teachers
are our parents. You are my brothers
and sisters. We have our own tribal
characteristics that mark us wherever
we go, no matter how old we get or
which country we find ourselves in.
I have every belief that you will carry
the UWC spirit with you as you go,
supporting you when you least think
you’ll need it. The real thing I’ve kept
from UWCSEA is that it doesn’t matter
which university or career choice you
make. What matters is the life choice
you make. Service to others, embracing
multiculturalism and actively engaging
with the world around you is not a
profession, it’s not a university degree
... it’s a lifestyle—one which each of
you has the capacity to take, in many
different directions.
Take what UWC has given you and run
with it. Go on. Get your hands dirty.”
Nidhi Kapur
Class of 2001
Guest speaker
“Every group of graduates is special and
remembered in their own way. During
their time in the College, the members
of the Class of 2012 have demonstrated
time and again that they embody the
characteristics we value in our students.
As independent learners, they think
critically, are creative and innovative,
work together in collaborative ways,
are communicators and self-managers.
As global citizens they are concerned
and committed, principled, resilient
and self-aware. What the world needs
now are young people just like our
graduates, young people who have the
skills and qualities to take responsibility
for shaping a better world.”
Julian Whiteley
Head of UWCSEA
(extract from programme)
14
Activities
Student Sports Council members
on both campuses proudly
launched the Dover Phoenix and
East Dragons mascots during
their respective Sports Awards
Dinners this term. Alto Ono, one
of the students who led the effort
to identify mascots and select
designs for UWCSEA this year,
writes about the careful thought
and hard work that went into
the process.
By Alto Ono, FIB G10
East Student Sports Council
Bringing the idea of a mascot for UWC
South East Asia into reality was a
long journey. The initial idea of having
a mascot started in 2008 at Dover
Campus long before the East Campus
had opened. At the time, the College
leadership had some concerns about
having a mascot—“How can we create
a mascot that is positively portrayed
in all cultures and fits with the mission
and values of UWCSEA?” Finding such a
mascot seemed like an impossible task.
For several years, the idea of a mascot
was brought up but never became a
reality. However, the students never
gave up. This year, as part of building
a new school, a new culture and new
traditions at UWCSEA East, we were
determined that UWCSEA would have
a mascot that the students, faculty
and parents could proudly wear, cheer
and support. Although we East High
School students were new to UWCSEA,
we joined the journey and began to
convince people to support the idea of
a mascot.
In November, the Student Sports
Council at UWCSEA East started to
work with our peers at Dover, the
Communications Department and
the College leadership to create
a mascot that would fit with the
values and ethos of UWCSEA, have
appropriate associations in all cultures
and help support the ‘One School,
Two Campuses’ philosophy.
After much careful
research, we decided
that the Asian dragon
and phoenix answered
our requirements. As
individual creatures,
their associations fit with
our school values: the
dragon is gracious, wise,
powerful and noble, the
phoenix prosperous, connected with
peace and a symbol of a
constant striving spirit.
Together they represent
the yin and yang in Asian
mythology—they are
both complementary and
competing—representing
the connection between
our two campuses.
The design itself retains the colours
of blue for Dover and green for East.
There is a subtle reference to ‘E’ and
‘D’ in the individual mascot designs,
and together they make a single
globe, which connects back to our
College logo and mission. We are
grateful for Gregory Parker in the
Communications Department for this
clever and beautiful design.
Though the journey to create a mascot
for UWCSEA was long and tough, the
result was well worth it. Now we call
on the entire UWCSEA community—
students, staff and parents—to adopt
our mascots and proudly wear, cheer
and support our teams, activities and
schools as the UWCSEA East Dragons
and the UWCSEA Dover Phoenix.
Go teams!
UWCSEA rallies around the Phoenix and Dragons
15
Element magazine
Element magazine, the
English Department
magazine that showcases
talented young writers from
across the Primary, Middle
and High Schools at Dover
Campus, was launched on Thursday,
17 May. The launch event featured
readings by students as well as
guest speaker Shamini Flint. The
magazine is available as an online
flipbook in eDunia.
UWCSEA East’s first High School
production brought together FIB
Drama and Music students in a
unique collaboration. The Tony-award
winning play by Mary Zimmerman,
Metamorphoses, is a modern adaptation
of Ovid’s poem of the same name.
Students were responsible for the
stagecraft, design, acting and music
in the production. The FIB Music
Metamorphoses brings change to East Campus
students composed all of the music and
performed the original score live during
the performances.
Visit eDunia to see a slideshow of
photos from the production set to some
of the original music along with an
article by FIB student Jamie Buitelaar
who acted, sang and designed
costumes in the production.
UWCSEA 2012
16
Outdoor
Education
For photo
showcases of
other Grade 9
expeditions
including tall ship sailing,
mountain biking in Phuket,
and adventures on Java
Lava and Langkawi,
visit eDunia.
By Sanchita Bhatia (East) and
Bhavishya Ramchander (Dover)
During the Easter break, Grade 9
students from both the UWCSEA Dover
and East Campuses came together
for an experience to perform an
extraordinary feat trekking 90km in a
week, going up to 4,237m high.
When we reached Kathmandu, we
were welcomed with open arms and
traditional scarves. The astonishing
thing was, the Nepali people may not
be the richest people in the world, but
they were happy. We then went to
Umbrella Foundation, and met children
who might have lost everything in life,
but they were not afraid to pursue their
dreams. We interacted with them and
learnt their stories. One of them even
said she wanted to empower and help
kids like herself when she grew up. We
learnt from them to appreciate what
we have.
The next day we started trekking. The
weather was not on our side, as it
immediately started hailing. Trekking
in the Gokyo Valley for 10 days tested
our patience in various degrees, because
just when you feel you are almost at
the peak of the mountain, you find out
Everest trek: reaching for the sky
that in fact there are miles to go. It
taught us how life is, you feel that you
have reached your goal but all you need
to do is keep on trying. What especially
struck us was that while we were
complaining about how hard it was,
these Nepali porters carrying luggage
twice their weight kept on going on. It
inspired us to push ourselves harder.
So what made the
Everest trip so special?
From learning to appreciate what we
have to never giving up even if the top
of the mountain seems so far away, the
best was the relationships we built. All
of us pushed each other to go on when
we felt desolate. This is an example of
compassion that each UWC student
should have. We did have our rewarding
moments like our snow fight on the
peak of Tengboche and the night there
under the stars surrounded by snow-
covered mountains. The breathtaking
panorama of nature still feels like a
dream when we remember that we
were physically present there. Today,
we can say that we made it, with each
other’s help, and that is something we
will never forget.
Photos by Bhavishya Ramchander
17
Sea kayaking
in Sibu, Malaysia
By the time the College breaks at the
end of this academic year, Grade 7
students will have returned from their
sea kayaking expedition around the Sibu
Islands chain as part of the Outdoor
Education programme.
Paddling in specialist sea kayaks with
three dry compartments for kit storage,
students clocked up between 25 and
30km under their own steam. An
amazing journey, the students were
all challenged at various points. They
pushed on and did their best to work
together, found solutions and enjoyed
the wonders of an adventure expedition
within a beautiful environment.
Traveling by kayak, sleeping in tents,
cooking their own food outside, all the
while building skills together and
determination to succeed.
18
Service
By Cathy Elliott
Head of Local Service
UWCSEA Dover
Service in Singapore
Unlike other service projects in the
college, local and College service
usually involves direct interaction
with clients; indeed this becomes
mandatory in Senior School. Face to
face service, especially with the elderly
or intellectually disabled, takes students
out of their comfort zone and exposes
them to very different lifestyles. Service
is a two-way experience, for the giver
as well as the receiver. It is not always
easy for our students to forge on-
going relationships with the people
they meet, and often harder for them
to believe that they are making a real
difference to that person, if progress
seems very slow.
UWCSEA is an active contributor to 42
local service partners, with students
interacting with around 1,000 people
on their weekly visits. This contribution
is greatly valued by our partner
organisations, some of whom we have
been working with for decades.
Focus on MINDS
One of UWCSEA’s longest-running local
service partners is MINDS (Movement
for the Intellectually Disabled of
Singapore), with whom we have had a
partnership for over 30 years.
The relationship between UWCSEA and
MINDS extends before the memory of
anyone currently attending the College.
The first organisation to receive weekly
visits from our students was the former
Tampines Home, first in Hougang,
then Thomson Road and now called
Mindsville@napiri in Ang Mo Kio. This
is the only residential home run by
MINDS. Andrew Bennett, the former
Head of College, led this group for more
than 20 years.
Visits to MINDS Clementi Training and
Development Centre (TDC) have run
for 18 years, along with shorter periods
of collaboration with Lee Kong Chian
Gardens School and this year at the Ang
Mo Kio TDC. Over the years we have
been involved with MINDS, we have also
been involved with other schools and
at SIA MINDS (where clients assemble
Students at all levels in the College
have many and varied opportunities
to participate in service projects,
interacting with other members of
the College community and voluntary
organisations within Singapore. As
students progress through the schools,
the expectations of their contributions,
as well as their skills and the nature and
depth of their reflections, increase.
Cathy Elliott and Singapore President Tony Tan
19
By Susan Edwards
Head of Global Concerns
Dover Campus
Timothy Thong is a
Grade 11 student at
the Dover Campus,
and a member
of the Baobei
Global Concern. A
member of the 1st
violins of the Singapore National Youth
Orchestra, he has been learning the
violin since he was 3½ years old. His CD
Dances of Life, comprising well-known
violin pieces by Bartok, Beethoven and
Sarasate, as well as two compositions
by Singaporean composer, Dr Zechariah
Goh, was produced for sale as a fund
raising effort of the Baobei GC.
“Although I have been studying the
violin for many years now, it was not
until recently that the thought occurred
to me that I had never used the fruits
of my musical education for a truly
meaningful pursuit.
The choice of a Singaporean composer
(Dr Zechariah Goh) The selection of
pieces was deliberate. I view culture as
an essential part of identity, and being
a Singaporean, it was only natural that
the compositions Lenggang Kangkong
and Suriram were included. Lenggang
Kangkong adds to the livery of the
other established works and reinforces
the themes suggested by the CD title,
Dances of Life. The sweetness of Suriram
also reminds me of how all lives should
be treasured, including those of the
children at the Baobei orphanage.
It was no easy task getting there.
I remember one specific recording
session in which an 8-minute section
required two hours of recording.
What really kept me going was not
the prospect of finally finishing the
recording, but the vision of helping an
orphan get a much needed operation.
My hope is that this effort will put a
smile on a child’s face and lead to a
new life.”
All proceeds from the sale of this CD
will go to the Baobei Foundation,
a charity based in Shanghai, China,
whose purpose is to provide life-saving
surgeries to Chinese orphans
born with gastro-intestinal or
neurological birth defects.
Dances of Life
supports Baobei GC
Singapore Airlines’ headphones). Some
groups now visit the campus weekly,
and all enjoy the special events such
as the Christmas Party and UWC Day.
Each location is unique and students
have always found the services both
challenging and rewarding.
MINDS’ 50th anniversary dinner was
held on 25 May 2012, with President
of Singapore Tony Tan attending as the
guest of honour. UWCSEA received a
special award for our years of service,
based on the consistent commitment
of our students and staff. In fact, such
is the level of our commitment across
a number of their centres, UWCSEA
contribution was recognised as a ‘Top
10’ corporate supporter.
UWCSEA places great value on the
shared history and ties that have
resulted from our over 30 years of
collaboration. Students currently
volunteer at MINDS Clementi Training
and Development Centre, MINDSville@
Napiri, MINDS Lee Kong Chian Gardens
School and SIA-MINDS Employment
Development Centre.
Left: MINDS Clementi, 2009. Above, clockwise from top left: SIA MINDS ‘Skate Club’ 2008; students
visiting Tampines House in the mid-1980’s; the 1999 Social Service Christmas Party; Tampines House
residents visiting the beach in the 1980’s.
“I admire the fatherly quality that some
of the other members of the service have,
when they are doing activities with the
people at MINDS. I think that this quality
is important when it comes to doing
service, as you have to be patient and
understanding with the people there …
I think that practising this via
participation in a service is a good way to
improve both your personality and the
environment of Singapore’s community.”
Upper School student
MINDS Clementi
“I believe that we had such a huge impact
in these people’s lives with our picnics
and arts, but I think more importantly,
these people had an impact on my life.
Before I started Mindsville, I was worried
because I had a lot of issues with my
patience with others. I was scared on
my first visit because I did not know
how I would react to the people there.
I believe that after a year, the people we
helped taught me more self-restraint and
increased my tolerance.”
Senior School student
Mindsville@Napiri
20
By Anthony Skillicorn
Head of Service, East Campus
One of the challenges facing our global
service programme is distance. While
many Global Concerns projects are
not easily reachable, the geographical
location of The Island Foundation on
neighbouring Bintan has enabled a
very successful relationship to develop
in a short period of time. The Island
Foundation is dedicated to working
with coastal communities in the Riau
Archipelago to help improve their
income, health and education, and their
primary projects include education
and literacy, sustainable village
development and marine conservation
and education. These diverse
programmes as well as the proximity
to Singapore enable UWCSEA staff,
students and parents to engage with
The Island Foundation in several ways.
UWCSEA staff are able to work
alongside The Island Foundation in
assessing the level of English of their
students and developing a culturally
suitable and sustainable curriculum
for the local residents who visit The
Island Foundation’s learning centres.
The UWCSEA language and curriculum
specialists have guided this curriculum
development in consultation with their
counterparts on Bintan.
The Island Foundation’s close location
also enables their teachers to make
periodic visits to UWCSEA East for
professional development. They are
able to observe lessons at UWCSEA and
also participate with and lead students
in activities to practise their teaching.
Another major benefit of our work
with The Island Foundation is that
Grade 1 learners benefit a great deal
Just a ferry ride away
Global service closer to home
from visiting Bintan and learning from
the traditional communities whose
relationship with nature and the sea
is based on skills and knowledge
which are threatened by the forces of
modernisation. Grade 1 families travel
to Bintan several times each academic
year. These visits might include learning
about traditional fishing practices and
the importance of caring for the sea
from local fishermen as well as a
work project.
As our relationship with The Island
Foundation develops further, it is also
planned that Grade 11 students make
weekend service trips to Bintan and that
it becomes a Gap Year destination.
Visit eDunia to read more about
Grade 1’s visits with The Island
Foundation.