June 2023
CLASS OF 2023
CELEBRATES
GRADUATION
page 18
MEET
OUR NEW
DEIJ LEAD
page 6
AN OPEN STAGE:
UNITY THROUGH
THEATRE
page 28
Our explorations with this new wave of Artificial
Intelligence have just scratched the surface of what it
can do to support education. We want to foster students’
curiosity about how these kinds of digital platforms can
give them not just the tools, but also the skills, to thrive
in a future which hasn’t yet been created.”
Alison Forrow, Primary School Digital Literacy Coach,
UWCSEA Dover.
From Teacher to Student: An evolving classroom, page 34.
02
WHEN PURPOSE
MEETS
PERFORMANCE
Nick Alchin,
Head of College
06
OUR NEW DEIJ
LEAD
Meet Kim Cheah
08
CAMPUS
CASE STUDIES
Bringing our concept-
based curriculum to life
09
A DAY IN THE
LIFE OF…
AMAN SINGH
CHAUHAN
A typical day with
our Director of
Campus Development
– Facilities and
Operations
10
LEARNING FROM
OUR ALUMNI
A step into the
corporate world
12
ALL HENS
ON DECK
Sustainability and
chicken-based
learning
13
MIMIC MAKERS
Innovation inspired
by nature
14
CELEBRATION
DAYS
Dover and East
campuses honour
their communities
16
GAME ON!
Our athletes compete
with the region’s best
18
GRADUATION
Congratulations,
Class of 2023
20
THE GRUFFALO
PROJECT
Positive identity
through language
22
THE EVOLUTION
OF THE IBDP
The new programme
giving students
more freedom
24
EDUCATING
GLOBAL
CITIZENS
Students, public policy
and international
relations
26
AN OUTDOOR
ADVENTURE
AWAITS
The return of
international OED
trips
28
AN OPEN STAGE
Dover Campus unites
through theatre
30
EVOLVING
BEYOND DANCE
Dance and our
learning programme
on East Campus
32
ADDING IT UP
A new Dover High
School Mathematics
programme
34
FROM TEACHER
TO STUDENT
Turning Tool into Skill
for a Future with AI
36
CELEBRATING
CAREERS OF
SERVICE
Saying thanks to two
long-serving staff
COVER IMAGES
Front: Karen Borglund
and Vanshika Anand
speak at Dover
Graduation.
Back: Singapore
Minister for Law Mr
K Shanmugam at
a College-hosted
KMSS event.
June 2023
Dunia is published two times a year by UWC South East Asia. Reproduction in any manner in
English or any other language is prohibited without written consent. Please send feedback to
dunia@uwcsea.edu.sg.
Editors: Sarah Begum, Sinéad Collins, Tara Diong, Shaiful Rashid, Lucie Snape and
Jules Wainwright | Photography: Elena Bell, Janrius Rogers, Joseph Tan, Jules Wainwright and
members of the UWCSEA community | Design: Nandita Gupta and Grace Hong
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 2023–9 March 2027 | Charity Registration No. 002104
Printed on 100% recycled paper with environmentally friendly inks | MCI (P) 035/02/2023 | MKT-2223
Read. Publish. Share. Subscribe.
Visit the newsroom of UWCSEA:
perspectives.uwcsea.edu.sg
When purpose meets performance
By Nick Alchin, Head of College, UWCSEA
I’ve been reflecting on the many connections I have made during my first year as Head of College. Having been at the College
for so long, it has been fascinating to see the organisation from a new perspective, working with our Board of Governors,
looking across both campuses and now also externally, and being more deeply embedded in the operations of our complex
organisation. The learning curve has been—and remains—a steep one!
A highlight of the work has been consulting our community of parents, students, teachers, support staff, governors and
alumni on what we want in our next College strategy. One theme that emerged was an apparent tension; everyone cherished
the values-driven, holistic nature of our five elements, and also did not wish to see any dilution to the academic aspects of
our programme. Some even expressed concern that our academic programme was deteriorating as a result of our focus on
‘other things’.
Academics are deeply important to me, personally and professionally, and so here I want to share the evidence which
demonstrates our thinking around our academic programme here at UWCSEA; and by that I mean not narrow exam-driven
academics, but genuine, open intellectual endeavour—which creates exam success as a by-product.
Four broad sentiments or concerns have emerged from the conversations I’ve had with the community and I’d like to address
each of them, drawing on the research and my own writing on this topic over the last several years. You can use the QR codes
or links to connect to the original articles.
Academic excellence in our holistic programme
2 | Dunia June 2023
OPINION
they are facilitators of discovery
and learning.”
That said, it’s not a totally different
world, and there are continuities. One
such continuity is the need to know
a lot of things, despite technological
advances. Creative or critical thinking
doesn’t somehow happen separately
to what we know; facts are the bricks
from which we build creative and
critical structures. That’s why there is
a fundamental and massive difference
between knowing where to find facts
online and things in our brains. If
information is not in long-term memory,
it’s useless for critical or creative
thinking. Looking it up just doesn’t cut
it. There’s no tension between a focus
on skills and a focus on knowledge,
because knowledge-rich people have
the capacity to understand more, to
exercise greater critical analysis, to
solve problems more readily, and even
to be more creative. So we are not
abandoning knowledge anytime soon!
Another continuity is the presence of
International Baccalaureate (IB) exams
for our senior students. I have heard
it said that exams are anachronistic
and meaningless in the modern world;
that they only give a picture of what
someone can do in a compressed time
frame, and so should be replaced by
other modes of assessment. There is
some truth to this—complementing
exams with coursework is generally a
good idea—but as with any extreme
statement, there’s always an element
of well it depends … If a high stakes
exam were simply sprung on students
by surprise, and simply consisted of
factual recall, then it would indeed
be lamentable. Of course we don’t
have exams like this. Our exams
are scheduled well in advance, with
probing original questions that test
understanding and insight, in classes
that support increasingly independent
The first concern is some perceived
tension between Academics and our
Mission. In truth, these are not so
distinct. Anything that helps students
to begin to understand the ways
our world works—in all its immense
complexity and flawed systems—is
making a contribution to our Mission.
Academic learning—by which I do not
mean solely rote memorisation but also
guided inquiry and exploration — does
just that. So while it’s not enough, for
sure (hence our more holistic approach),
deep and rich academic education is
surely a necessary component and we
value it enormously. So here we see
more of a synergy rather than a tension.
The second concern is about how
academic education looks and feels
quite different to when parents were at
school. There are fewer grades, there’s
less emphasis on exams, there’s more
emphasis on skills such as collaboration
and communication. Should parents
be worried?
This speaks to the rapid pace of change
as our social and economic systems
transform. My conversations with
parents, and my own experience,
suggest that we really should not want
for our children the sorts of experiences
we had at school. Our kids are, frankly,
receiving a vastly better education than
most of us received, and we should
be rejoicing that it is different, not
lamenting it. Education has, like so
many sectors, improved a great deal. As
Franklin Adams pointed out, “Nothing is
more responsible for the good old days
than bad memory”.
Technological advances such as
ChatGPT (which is just the start of the
AI avalanche) makes our old worries
about Google search seem quaint. We
must adapt, and it would be far more
concerning if we were just doing the
same old and familiar things. Our focus
on transferable skills and conceptual
understandings is completely in
line with the direction of the most
successful education systems globally.
Singaporean Minister for Education
Chan Chun Sing recently wrote:
“Given the disruptions expected,
no amount of frontloading will
ever be sufficient to prepare our
people for life. While it is said
that we cannot teach curiosity
or creativity, we must certainly
not diminish them through rote
learning, distracted by chasing the
marginal last mark, and chasing
after the same narrow definition
of success. [As for our teachers],
beyond transmitting knowledge,
“Pursuing academic
excellence remains,
and will always
remain, at the heart
of our Mission.”
June 2023 Dunia | 3
student preparation by practising over
an extended period. Success in exams
like this will come for students who
genuinely understand, and who have
the organisation, determination and
discipline to prepare well over months.
These are, I suggest, some of the same
skills that are required at university and
in the workplace—so these high-quality,
carefully planned exams can indeed
tell us a lot. They should never be an
institutional target (that’s the very real
danger), but they are a useful measure.
Which brings me to the third concern
that parents share with me, which is
focused on the IB grades achieved by
our students. Unlike other schools,
UWCSEA does not heavily promote or
advertise the academic results of our
students. Is there something to hide,
especially in the High School where
College entrance is an important
factor? Should parents be worried?
We don’t make a big song and dance
about our grades—though they are on
the website—so perhaps it’s a natural
question to ask. But the answer is
simple: There is categorically nothing to
worry about.
“Intelligently
administered exams
serve as genuine
measures of a great
deal more than just
what happens in
exam halls.”
Our IB Learning Programme
is exceptionally broad and
personalised. We offer 41 IB
Diploma subjects. Among 10
competitor IB international schools
across Singapore, the average
number of subjects offered is
24, and no-one offers more than
30 subjects.
Distributions still hide individual
stories. While we are proud of those
achieving 45 points (top marks available
worldwide), we are just as proud of the
students whose 24 point Diploma was
hard-earned; or those with any score
achieved against significant adverse
circumstances (try taking exams when
you have been recently bereaved,
or are sick). Some students find the
High School years tough and some
have troubles that are substantial,
sometimes almost overwhelming.
But they are not overwhelmed; they
come through, and we are especially
proud of them. Having taught and
consulted in many schools, I can say
with absolute certainty that I have seen
many students succeed with us who
would not have succeeded elsewhere.
Our students are extraordinary, and
we go the extra mile, and ranking
these students via their Diploma score
entirely misses this point—as any parent
who has had a child go through the IB
years will know.
The final issue I am often asked about
is the comparison with our competitor
IB schools, some of whom are placed
The graphics show our averages
(Chart 1), which is a standard metric
that we use to compare with other
schools. But averages are misleading, as
they do not show ranges, so it’s more
helpful to look at distributions (Chart 2).
Here, we see even more stark evidence
that our students do very well indeed,
as compared with students worldwide.
4 | Dunia June 2023
higher in some (highly dubious) IB score
league tables. Because of our size, and
our holistic entry selection, this really
is a very poor comparison to make. Let
me explain! The vast majority of our
students take the full IB Diploma and
with 581 DP students in 2023, UWCSEA
has the largest IB cohort in the world
(average cohort size globally is 46
students). One excellent competitor
school to whom we are often compared,
has a cohort of 60 (out of 180 students)
doing IB; one reason these students
opt-in is to seek the academic challenge.
A more meaningful comparison is,
therefore, with the same cohort size.
Chart 3 shows the results if we take the
top 50 or top 100 students each year:
Year
Avg Score (Top
50 UWCSEA
students)
Avg Score (Top
100 UWCSEA
students)
2022
44.6
44.2
2021
45.0
44.6
2020
44.3
43.6
2019
43.9
43.1
2018
43.4
42.5
I am worried about presenting this
data. Proud of it though I am, the last
thing I want to do is to create a “top
50” club or some such nonsense, but I
also recognise the legitimate question
as to academic standards. The message
is clear; if you are very academically
capable, at UWCSEA you will be
supported to reach your potential.
Academic excellence has long been a
focus for us, and will always continue
to be so. The meaning of ‘academic
excellence’ will, however, continue to
evolve, along with the rest of society,
and I know we will continue to have
open and thoughtful conversations.
In my time at the College I have
never foregrounded the numbers.
That’s intentional—frankly, we are in
Singapore, and with this context we
may find Academics become vastly
over-emphasised if we let them. We
will, instead, continue to focus on
the big picture—a meaningful life
of contribution to a noble end—and
academic excellence will emerge, as it
always has done.
Scan QR code to view
the speech by Minister
Chan Chun Sing at
the Institute of Policy
Studies Singapore
Perspectives 2023
Chart 3
IB Diploma students
Average IB Diploma score
32.0
Worldwide
38.4
UWCSEA
Percentage receiving 40+ points
45.1%
UWCSEA
14.3%
Worldwide
Pass rate
99.0%
UWCSEA
85.9%
Worldwide
IB Diploma score comparison
UWCSEA
Worldwide
43–45
40–42
35–39
30–34
24–29
<24
21.4%
4.6%
9.7%
23.8%
23.6%
35.4%
28.0%
14.4%
23.1%
4.9%
11.0%
0.2%
576
Students
Chart 1
Chart 2
To read additional posts by Nick
Alchin related to this topic, please
scan the QR Code below and search
Nick’s blog for the following titles:
• Tests that fail
• Exam Time in HS: Be Careful
• Forget Google: Sometimes you’ve
just got to know a lot of stuff
• What should today’s math’s
lesson look like?
• If it ain’t broke - make it
even better
References
June 2023 Dunia | 5
INTERVIEW
Meet Kim Cheah,
the new DEIJ Lead at UWCSEA
Kim Cheah joined UWCSEA as the new Diversity, Equity, Inclusion, and Justice (DEIJ) Lead in January 2023. Prior
to joining UWCSEA Kim worked at Woodstock School (India), International School of Kuala Lumpur, International
School of Manila, Stamford American International School (Singapore) and two colleges (Colby College and Yale-
NUS College). Living-learning communities have inspired her growth as an educator, enriched by her diverse student
life roles. Students Chloe and Kai sat down with Kim to ask her some questions about her work in DEIJ so far, and her
hopes for her role at UWCSEA.
Wherever you are in your DEIJ journey, I hope to help co-create
frameworks, a knowledge-base and tools that we can build on, adapt,
and personalise, to achieve DEIJ outcomes, not just intentions.”
6 | Dunia June 2023
What was your personal journey to DEIJ
Advocacy?
Having grown up in Penang, Malaysia, my sense of identity
was determined by race and gender social constructs. This
shifted when I went to college in the US, and then again
when I returned to work at my alma mater. There, I initiated
diversity programmes after students’ shared experiences
of marginalisation and bias. Similar experiences were also
raised by colleagues and students at international schools.
My interactions with those affected by unjust systems and
structures ignited a passion within me; to become a trusted
resource, to continuously learn and take action.
As an international educator, my journey is closely tied to
my identity as a Chinese-Malaysian, an English learner, and a
first-generation college student, which has given me a deeper
understanding of my unearned privileges, including the ability
to navigate different worlds. This has driven me to be involved
in DEIJ work, striving to create inclusive environments where
marginalised individuals and those from disadvantaged
backgrounds can thrive.
Why is it important for the whole community to
be involved in DEIJ issues?
DEIJ is important because it’s easy to advocate for change
when it affects us, but we also know for change to be
truly meaningful and long lasting, it needs to involve the
community and a collective consciousness. Inequity is no
one’s fault, but is everyone’s responsibility.
Learning spaces offer an ideal opportunity to tackle DEIJ
issues, including conflicts and systematic inequities arising
from different perspectives and experiences. Schools teach
us how to problem-solve, build and repair friendships, and
explore our identities, making them the ideal starting point
for promoting equity and inclusion.
Why did you decide to take the role at UWCSEA?
When I made a decision to join UWCSEA and take on this
role, it was because there was a recognition internally that the
College could do better. The community was being honest
and reflective, thinking about where our values come from,
how we define success and who holds power in the UWCSEA
context. I could see that the College was committed to
taking intentional actions, creating inquiry-driven spaces,
and valuing diverse voices in the ongoing evolution of the
DEIJ journey. By making efforts to connect with Singapore
and cultivate relationships, we demonstrate our commitment
to a holistic, internationally-minded learning approach and
challenge any pervasive neo-colonial overtones. There is no
magic formula to total inclusivity and equity as the process
is fraught with change and challenges, and the College is
moving to embed and stitch DEIJ values into the fabric of
school culture.
What is the role of students in this work?
Student involvement and passion are highly-valued and
critical in this work. When students perceive themselves
as agents of change rather than feeling like a recipient of a
‘top-down’ approach, they are hugely capable of building
and using trust to achieve real outcomes and not empty
intentions. UWCSEA students have already started driving
some initiatives from leading discussions and groups on issues
and inviting others to join in, participating in councils and
decision-making bodies that influence overall policy, and
leading faculty training on disrupting bias. Sharing our stories
humanises complex concepts. The next step is to ensure
this is sustainable and systematic, and not dependent on a
handful of passionate individuals.
What is your advice for people starting on their
DEIJ journey?
Meeting people where they are and finding a balance
between challenge and comfort is essential to avoid polarising
viewpoints. Although it’s not easy, we need to trust the
process, learn from our mistakes, take time to listen and
remember to extend grace and understanding that this work
is messy, ever-changing and imperfect.
The work always starts with ourselves: here are steps I use as
a guide:
Listen and learn about yourself, reflect and
build awareness
Spend time with people who are not like you
Lean into discomfort and challenge yourself
Apply intercultural communication techniques
Be patient and know that this will take time
June 2023 Dunia | 7
COMMUNITY NEWS
Campus
Case
Studies
brings
learning
to life
UWCSEA is always looking for
innovative approaches to teaching and
learning, and nowhere is this more
evident than with our Campus Case
Studies programme, a partnership
between our Facilities and Academic
teams. It’s an effort to harness the
power of our concept-based learning
philosophy and take it where it works
best—outside the classroom.
“Campus Case Studies is a programme
that allows students to explore a
concept-based curriculum beyond
textbooks and outside of the classroom,”
says Gowtham Kanagaraj, UWCSEA
Facilities and Operations Sustainability
Planner. “It’s a way to share more
practical knowledge with our students,
matching what they are learning with
real-world applications that they can see
right here on campus.”
Half a dozen Facilities and Operations
staff, like Landscaping specialist Sidek
Kitan, have been trained in Concept-
based Teaching and Learning, and
by coordinating directly with our
digital literacy coaches, they are able
to tailor-make experiences suited to
what students in different grades are
currently studying.
So what does a Campus Case Study
actually look like? It could be a
biodiversity tour with Grade 5 students;
in-depth systems and data analysis
with Grade 9 Maths students; a tour of
sustainability features around managing
utilities with Grade 3 students; or
using the College’s digital dashboard
as a vehicle for discussing industrial
automation with Grade 12 students.
Dover Campus’ Grade 5 classes recently
received a campus tour focusing on
the case studies of hydrology and the
importance of biodiversity to keep our
campus thriving. With this experiential
learning, we are able to share knowledge
through greeneries and the methodology
behind it, with students learning just
a little more about how the campus
integrates biodiversity into daily life.
Another example is the Facilities’
Digital Dashboard, a custom-built
systems information display that tracks
water management, electricity, waste
management, solar, and other live data
points. This allows the Facilities team to
identify and correct inefficiencies with
the goal of increasing the sustainable
operations and enhancing the school’s
capacity to manage both short-term
problem-solving and long-term
development planning. Grade 9 classes
have come down to the Facilities
offices for live demonstrations of the
dashboard, to see how the dashboard
works, to explore the various data points
and to learn about how these contribute
to campus sustainability projects.
“We aim to give our students exposure
to the wide variety of real-life uses for
Mathematics,” says Dover Campus
High School Mathematics Teacher
Robert DeAbreu. “We also aim to show
them ways that Mathematics can be a
valuable tool in making decisions that
put sustainability first. Our visit to
the Facilities Office provided both of
these, and more. Students were able
to see for themselves how data can
drive responsible decisions and that
mathematical tools can help us make
meaning from vast quantities of data.
It also helps us to appreciate that rich
learning experiences can be found right
in our own community.”
The UWCSEA Facilities and Operations Team demonstrates
the practical application of our concept-based curriculum
8 | Dunia June 2023
FEATURE
A day in
the life of ...
Aman Singh
Chauhan
Director of Campus
Development
- Facilities and
Operations, UWCSEA
8.30–10am I meet team leaders and
the Head of College to discuss Health
and Safety, Child Safeguarding and any
major administrative and strategic work.
4.15–5.30pm Reviewing the largest
Facilities and Operations project this
year – bringing a large playground to
our beautiful East Campus. We are
very excited to add this wonderful
feature which will add so much joy to
the community.
4.40am Helloooo and good morning to
another beautiful day! My early morning
routine is always the same – drinking one
litre of lukewarm water, reading a book
and meditating. Then it’s time to wake
the kids and chat over breakfast.
6.45am I ride the bus for 45 minutes to
campus and use the time to catch up on
chats with my parents and siblings.
8–8.30am I do a quick check-in with
various team members. Helpdesk,
critical infrastructure review on digital
dashboard, bus service, security and
food services have my attention first
thing in the morning and I connect with
these leaders based on the priorities for
the day.
It’s 10.10am and on my way back to
my office I have a quick check-in with
the Food Services Manager and Head
Chef. We run a large operation with an
average of 7,000 meals a day! Then I
meet with our Procurement team to
work on a project that needs to go out
for the tender.
11.30am–12pm Lunchtime! I grab a
big salad bowl, and go to my favourite
hideout where I can talk to my friends
– ‘The Plants’ – they are always very
good listeners!
12–4pm A lot of meetings! But my
favourite one is with students working
on a technological accelerator to
reduce food waste on campus. My
engagements with students are
special as they are always creative and
inspiring.
4–4.15pm Time for a quick walk in the
garden, some dynamic stretching and a
cup of tea.
5.30–6.30pm Checking in with a new
colleague. Eva has joined our team in
the capacity of Environment Health and
Safety Manager and she shared that she
had a good day which makes me happy.
6.30–7.10pm I hit the gym, a
combination of cross fit and weights.
We have a wonderful fitness centre
on campus!
7.30pm I call it a day and head home,
where I quickly check to see if the kids are
still awake – Yipieeeee they are! We share
about our days and then it’s lights out.
8.45pm Time for dinner with my wife.
This is our time to connect and catch up
on the day.
9.30pm I reflect on my day and make
some mental thank you’s. Now it’s time
to recharge.
10.30pm Sleep time!
June 2023 Dunia | 9
Learning from our Alumni: a step into
FEATURE
Each year, 500 hopeful young adults graduate from our International Baccalaureate (IB) programme with many continuing on
to notable universities around the world to follow their dreams of becoming scientists, artists, writers, humanitarians, lawyers,
entrepreneurs and more. As the professional landscape grows more challenging and competitive, there is a greater emphasis on
the value of hands-on work experience.
Our Alumni team is dedicated to encouraging the career development of our students and young graduates. We’ve focused on
consolidating all our resources from our network of parents, alumni and partners to cultivate a community that learns from
each other through the exchange of career-related knowledge and professional skills.
To our alumni who have offered traineeships, internships, career advice, company visits and more, thank you for your support so
far! Your involvement has enabled our students and recent graduates to gain valuable insight into their desired career fields so
they can make informed choices for their future.
Career/
university talks
East Careers Week,
PA Careers Talk,
UAC events
Mentoring
CONNECT platform
and informal
introductions
Networking
UK Alumni Chapter
Company visits
Google, Asian
Development Bank,
Bloomberg, VISA, Abbott
Internships
From our Alumni,
Parents and
Business Partners
to our High School
students and
Undergraduates
internships available
80+
organisations
20+
countries
70+
alumni involved
1,153
Ever wondered what it’s like to experience the video production process for companies like Adidas or
work with children at a therapy centre?
Interested in researching at a private equity firm or exploring the tourism industry at a luxury resort?
If you’re in Grade 10, 11 or 12, find out more about our Career Development initiative and learn from
our alumni!
10 | Dunia June 2023
the corporate world
Company visits
Through social networking events such as the Singapore Alumni Chapter, we’ve also gained more endorsement for our
internship and mentorship programmes, with our new addition of company visits! Thanks to our alumni, our students have been
invited to visit the workspaces of industry giants such as Google, Asian Development Bank, Bloomberg, VISA and more!
Career/university talks
In collaboration with the Parents’ Association on both campuses and the University Advising Centre, our alumni have been
involved in annual events such as Careers Week and Careers Fair, to share their experiences in their professional journeys. They
have also engaged in over 35 sessions to help Grade 10 and 11 students discover their interests in career exploration and be
well-equipped with the relevant skills required for their careers.
Whether maintaining connections both personal and professional, the role of our alumni continues to evolve. Alumni
can inspire our current students and recent graduates as they begin to navigate the professional landscape—one
opportunity at a time.
Internships
With the tremendous support and interest from our alumni, our internship opportunities continue to grow offering significant
work exposure, with more than 80 positions available in over 25 organisations!
Mentoring and networking
Our mentorship programme works hand-in-hand with internships – 1,153 alumni and counting from up to 70 countries have
signed up as mentors to impart their skills and knowledge to our student mentees. As mentors, our alumni can provide valuable
guidance for our students in their career fields and grant potential work experiences.
Asian Development Bank
Bloomberg
VISA
June 2023 Dunia | 11
ALL HENS
ON DECK
An innovative approach
to sustainability
How do we introduce ideas and concepts around
sustainability, urban farming and permaculture all in one
all-encompassing, innovative programme? Would you have
thought poultry farming?
UWCSEA East buzzed with excitement when Chicken-based
Learning was introduced at the start of the 2022/2023 school
year. This programme offers numerous learning opportunities
that relate to United Nations Sustainable Development
Goal 11: Sustainable Cities and Communities, and that
engage students around sustainability, urban farming, and
permaculture while connecting them to the natural world
and animals. By learning how to care for a brood of happy,
healthy chickens, students can make informed food choices
and develop a greater understanding of where their food
comes from. Through Chicken-based Learning, we aim to
inspire a lifelong passion for environmental stewardship
and sustainable living, empowering our students to become
agents of change in their own communities and beyond.
Our gentle and easygoing Buff Orpingtons, a breed of chicken
native to the UK, have been hand-raised since hatching here
in September 2022. Soon after their arrival on campus in
October, our feathered friends answered several questions
from curious students who wrote to a dedicated email
address asking them everything from “What is your favourite
vegetable?” to “How did you learn how to type?”
COMMUNITY NEWS
By Valentina Zuin, Head of Environmental Sustainability,
and Jacyl Ware, Environmental Sustainability and
Stewardship Specialist, UWCSEA East
The design and implementation of Chicken-based Learning
was a labour of love spanning five years, reflecting the
dedication and commitment of our educators, students, and
the broader community. This ambitious initiative required
careful consideration and planning to ensure seamless
integration into the existing curriculum and effectiveness in
serving the educational needs of our diverse student body.
Through engaging students across various age groups and
interests, we promote environmental stewardship and a deeper
understanding of sustainable practices. Students of all ages
learn valuable life skills, such as cooperation, responsibility, and
problem-solving, as they collaborate to care for the chickens
and maintain the permaculture systems in place.
It’s all hands (or hens!) on deck. Grade 5 students play a crucial
role in the daily care, feeding, and health management of the
chickens. They are responsible for ensuring the chickens have
access to clean water, food and a safe and comfortable living
environment. K2 students explore the adaptive features of
chickens and learn about the composting benefits they provide.
Through this experience, young learners are introduced to the
concept of permaculture, which emphasises the importance of
closed-loop, sustainable systems.
The Primary School Leaders of Environmental Initiatives
support the programme, ensuring that all student interactions
are well-coordinated and effective. They lead student
sessions and provide opportunities for other students to
engage with the chickens, fostering a school-wide culture of
environmental responsibility.
High School Urban Gardeners contribute to the programme
by designing and constructing a customised, moveable
chicken tractor. This innovative tool allows the chickens
to help dig over the raised garden beds in the Rooftop
Nest (our environmental outdoor classroom), providing
valuable compost and pest management. This collaboration
between the chickens and students showcases the practical
applications of permaculture principles in action.
This hands-on approach provides real-world application of
Personal, Social, and Emotional (PSE) Curriculum Units that
are currently being planned for the next school year in both
the Middle and High School.
The success of Chicken-based Learning at UWCSEA East
serves as a testament to the power of hands-on, experiential
learning and the importance of incorporating sustainability
and permaculture into education. As our students become
more connected to the natural world and the food they
consume, they will be better equipped to address the
challenges of sustainable living in cities in the 21st century.
12 | Dunia June 2023
MIMIC MAKERS
Innovation inspired by nature
By Stephen Wooldridge, Teacher of Design and Technology,
UWCSEA Dover
UWCSEA Mimic Makers is a four-day, immersive learning
event held each year on Dover Campus. Grade 7 students
come together to engage in biomimicry projects, robust
discussions and to make cross-curricular connections. They
also gain a better understanding of how and why nature is
such an important learning and problem solving tool, with the
aim to develop a more sustainable and equitable future for all.
Through guided thinking, students were asked to identify a
problem that they then unpacked by identifying biomimetic
connections and using systems thinking skills.
Further enriching these discussions, students were joined by
special guest speakers and workshop leaders working within
the field of biomimicry who shared expertise in their areas
of work.
On Day 1, Dave Hutchins of the Biomimicry Institute
provided students with a Biomimicry 101 lesson that served
as an introduction to basic concepts. This was followed by
a workshop from Biomimicry Singapore Network led by Dr
Anuj Jain whereby students formed biomimetic connections
between nature and problems. On Day 2, Stéphane Lasserre
of B+H Architects gave a lecture to the students explaining
how he has harnessed nature in his work here in Singapore
and beyond. Stéphane also had his container garden—an
almost completely self-sustainable mobile greenhouse,
transported to the Dover Campus for the event so students
and the wider campus community could experience micro
gardening and maybe sample a crop or two.
Throughout the project, students worked in small groups,
assigning roles to investigate their chosen problem further,
exploring suitable solutions before ultimately creating a
proposed design that may solve the problem.
The teams collaborated to thoroughly explore biomimetic
models that could address their problem. They then designed
and prototyped a proposed solution, resulting in a wide range
of creative outcomes.
Exercising critical thinking skills, students were provided
with a number of opportunities to seek and provide feedback
which served as extremely useful touch points in their
progress where students were able to either persist or pivot.
UWCSEA curated its own awards, a unique set of five that
merited a range of skills sets and accomplishments in a
particular unit of study. Students were recognised for their
cumulative efforts beyond the four-day intensive learning
during the Mimic Makers event. The winning teams went on
to compete against other youth from around the world at the
Biomimicry Institute’s annual ‘Youth Design Challenge’.
“
”
I learned that nature has
various elements that can be
mimicked in order to improve
our world so that it has
greater sustainability.
“
”
Mimic Makers combines
urgency with agency in the
hope of actioning change
through a design-oriented
collaboration with science
and nature.
“
”
My favourite thing
about this project was
how the whole grade
got to be in the same
room and interact, as
well as the learning
environment being more
free.
WHAT STUDENTS SAID
“
”
“
”
“
”
“
”
I prefer project-based
learning since I have
plenty of freedom to
work on what I want,
and I can bond with my
friends simultaneously.
My favourite thing about
the four-day project
was the ability to
connect with my team
members and the other
people in the grade.
We got to
communicate
with each
other more
than normal.
I learned that plants like
the Colocasia plant or the
lotus have got microscopic
bumps on them making
them hydrophobic.
FEATURE
June 2023 Dunia | 13
CELEBRATION DAYS
Dover and East campuses celebrate
their communities in style
The College campuses came alive with
the much anticipated return of the
Community Fair on UWCSEA Dover
and Family Festival on UWCSEA East
this year. After a three-year hiatus,
the community reunited for a day of
exciting activities, delicious food and
wonderful performances. The events
were organised by our talented and
dedicated Parents’ Associations on
both campuses.
300
performers and
volunteers
9
carnival rides
Community Fair
DOVER CAMPUS
Over
2,000
attendees
50
vendors
4,000
books sold at PACE’s
used-book fair
14 | Dunia June 2023
A highlight of these events is always
the food and this year was no different
with a wide range of cuisines on offer
including Chinese, Indian, Japanese,
American, and Middle Eastern. The
food stalls were run by parents, staff,
and students, who brought their
culinary skills and family recipes to
share. Visitors sampled everything
from freshly made sushi and kebabs to
steaming hot curries and dumplings.
These community celebrations offer a
wide variety of activities for all ages. This
year children enjoyed bouncy castles, face
painting, and carnival games, whilst adults
browsed around the various goodies
stalls, enjoyed the pre-loved book sale
or challenged each other in the friendly
sports games! Our Global Concerns (GC)
groups were also able to showcase the
many causes they are passionate about
and raise money in support of their
chosen GC through the sale of handicrafts
and other merchandise.
The UWCSEA Family Festival and
Community Fair are a celebration of
our College’s diverse community. It is
a fabulous opportunity for families,
staff, students, and members of the
wider community to come together and
enjoy a day filled with food, fun, and
cultural appreciation.
100
volunteers
13
performances
Family Festival
EAST CAMPUS
Over
3,000
attendees
Over
100
GC stalls and vendors
40
vendors
COMMUNITY NEWS
June 2023 Dunia | 15
COMMUNITY NEWS
The SEASAC Championships were back in full swing for 2023! UWCSEA students from both campuses, our Dover Phoenix and
East Dragons, represented us in various sports both on our campuses and at other international schools around the region.
We’re so proud of all our students who took part. They trained hard and were dedicated in their efforts, demonstrating amazing
teamwork and an ability to perform under pressure. Our students have truly reflected the values of sportsmanship with their
confidence, resilience and determination. Go Phoenix! Go Dragons! Go UWCSEA!
GAME ON!
In the pool, on the court, or on the field, UWCSEA athletes
competed with the region’s best throughout the year
16 | Dunia June 2023
East Dragons SEASAC results
Sport
Girls
Boys
Badminton
3rd
2nd
Basketball
3rd
Champions
Cross Country
Champions
4th
Football
4th
2nd
Gymnastics
Level 5 – Champions
Level 7 – Champions
Level 8 – Champions
Level 3 – Champions
Level 4 – Champions
Softball
3rd
Champions
Swimming
4th
3rd
Tennis
4th
2nd
Touch/Rugby
3rd
4th
Volleyball
3rd
3rd
Dover Phoenix SEASAC results
Sport
Girls
Boys
Badminton
Champions
Champions
Basketball
3rd
3rd
Cross Country
4th
2nd
Football
4th
Champions
Gymnastics
Level 5 – 4th
Level 6 – 2nd
Level 4 – 3rd
FIG JR - Champions
Softball
Champions
2nd
Swimming
2nd
4th
Tennis
2nd
3rd
Touch/Rugby
Champions
2nd
Volleyball
Champions
2nd
June 2023 Dunia | 17
18 | Dunia June 2023
Graduation for our Class of 2023 was a memorable and emotional one! Our UWCSEA community united in joyous
celebration, honouring our graduates as they embark on their transformative paths as individuals and young alumni.
To the Class of 2023, we know that the future is bright for each and every one of you. You are all talented, creative,
and resilient individuals who will undoubtedly make a positive impact on the world.
335
students
27
scholars
42
countries
GRADUATION 2023
SATURDAY, 20 MAY
The time of year has come again where
you must find a bigger container. It is time
for you to choose how you want to fill
it. While the location and people may be
different, the realm of opportunities you
will be introduced to will only get bigger.
As your container fills up, you will not
only experience a myriad of achievements
but you will also face your fair share of
obstacles. How we all choose to react to
these obstacles is what our defining quality
as UWC students will be.
Karen Borglund ’23 and Vanshika Anand ’23
Student speakers