June 2025
UWCSEA
CLASS OF 2025
GRADUATION
page 6
TOK: THERE’S A
QUESTION FOR
EVERYTHING
page 28
IMAGINATIVE
PLAY IN A
GRADE 1 POD
page 22
Knowledge isn’t just about agreement; we want to shake
our students out of their intellectual comfort zone of being
able to debate perspectives, and explore a real world
where we often have to choose a course of action even
when certainty is not achievable. We want them to unpack
what counts as knowledge, and why, think critically about
authority, bias, and the power of perspective.”
Paul Sharry, Head of Theory of Knowledge, East Campus
Read the article There’s a question for everything on page 28.
02
THE WORLD
OUR CHILDREN
WILL LIVE IN
Nick Alchin,
Head of College
04
UWCSEA
CHANGEMAKERS
A visit from the IB
Director General
06
GRADUATION
Congratulations,
Class of 2025
10
MEET RICO
Dover Counselling and
Wellness expert dog
12
EAST DRAGONS
CIRCUS SHOW
A show like no other
14
SAY IT YOUR WAY
Home Languages’
HLP-ers Service
16
A SEAT AT
THE TABLE
Students voice what’s
on the menu
17
SPOTLIGHT ON …
Incredible edibles
18
CHALLENGE
ACCEPTED
Staff go beyond the
comfort zone
20
FRAMES AND
FACES
Artist-in-Residence
Damián Siqueiros
22
INNOVATIVE
SPACES
A world in a pod at
Dover Campus
24
MORE THAN
METRICS
Exploring student
wellbeing data
25
TUNING IN
Programmes that
are helping families
understand emotions
26
EXPLORING
THAILAND
Grade 8 outdoor trip
28
EXPLORE TOK
IB’s most
intriguing subject
30
FIRST NOTES TO
FINAL CHORDS
SEASAC Music Festival
31
THINKING AND
DESIGNING
THOUGHTFULLY
Grade 8 ideas for a
accessible world
32
YOUNG AND
THE INVESTED
East’s Investment
Society
34
UNPACK THE PAST
Student-directed
theatre
36
SHIFTING
MINDSETS
Student Peer Coaching
38
VIEWS MAY
CHANGE, BUT
ROOTS REMAIN
Sunil Amrith ’97’s
take on migration and
community spirit
41
MOMENTS
THAT BRING US
TOGETHER
A look at
community events
44
CELEBRATING
THE POWER
OF GIVING AT
UWCSEA
UWCSEA Foundation
COVER IMAGES
Front: Students at East
Campus Graduation
Back: Students
on-stage at Dover
Campus Graduation
June 2025
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, Joanne Cheong, Sinéad Collins, Sean Gerard, Hazel Ong, Lucie Snape and
Ashima Thomas | Photography: Elena Bell, Joseph Tan, Jules Wainwright and members of the
UWCSEA community | Design: Nandita Gupta
UWCSEA Dover is registered by the Private Education Institution (PEI), part of SkillsFuture Singapore (SSG)
PEI Registration No. 197000825H | PEI Registration Period 18 July 2023–17 July 2027 | Charity Registration No. 00142
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perspectives.uwcsea.edu.sg
When I was around 11 years old, my
mother arranged piano lessons after
school for me. I hadn’t asked for
them, and I was not a good student. I
would walk slowly up the road, arrive
10 minutes late to an elderly teacher
who had a habit of shutting her eyes
during my lessons—more in disgust
than reverie, I think, though possibly
just old age. After some months, I told
my mother that I wanted to give up
the lessons. You’ll regret it when you are
older and you’ll wish you could play, she
warned me; and I was sensible enough
not to disagree. Yes, I expect I shall, I
said, but I won’t next week after school
on Wednesday. The lessons ended, and
of course, my mother was right; I have
regretted that choice for decades.
Regret as a
universal experience
I expect many of us have been through
similar experiences. They may even
be a daily staple: Fancy another drink,
knowing you’ll regret it tomorrow? Just
another episode on Netflix? Neglect
that run, again, to lie in bed another
hour? We’ve all done it.
According to some views, this is an
irrational failure. We should take into
account how we will feel about things
in the future. This is expressed most
clearly in the ‘no regrets’ approach to
life, which suggests it’s a failure not to
consider the so-called ‘future self’—the
self that will look back and wish we had
made different choices. Philosopher
Derek Parfit puts it like this [if] we …
neglect our future selves [it’s] because
of some failure of belief or imagination
(Parfit, 1984, p. 327). And that might
sound right—after all, our future self
is just us, in a few hours or years, so
it makes no sense to shortchange the
person who we will shortly be. But
it turns out, perhaps, to be more a
problem of empathy than belief or
imagination. Neurological studies seem
to indicate, bizarrely, that we do not
think of our future selves in the same
way as we think of ourselves. In fact,
when we think of our future selves, we
literally use the same parts of our brain
as when we think of strangers!
The implications of this are stark. As a
parent and a teacher, it might mean that
my appeals to my children and students
about the future are unlikely to be
effective (the 11-year-old me certainly
did not care about the future-me’s
regrets, even though I was only briefly 11
and have decades of regrets). And if we
see our future selves as somehow ‘other’,
then no wonder we don’t take them into
consideration; it’s like saying do this now
so that some future stranger can benefit
in years to come—hardly compelling!
And it completely explains why it’s not
an effective strategy to ask kids to study
for distant career rewards or to avoid
smoking because of health risks decades
in the future. We need to find alternative
ways to appeal to the present.
Considering our future selves
This problem is really one of attention.
From friends and family to teachers in
class, to social media giants, to emails,
to advertisers, to hobbies, there are
many calls for our attention; often
right in our faces, insistent, and hard
to ignore. But they are, as we know,
often distractions, and filmmaker Wim
Wenders wrote about the monopoly of
the visible, which wrongly dominates
our attention (Wenders, 1991). It’s
interesting to see that the existential
threat of our time—climate change—
has largely arisen because it is so hard
to pay attention to things that are
decades away, even when they will
dramatically affect our future selves.
Alas, the decades are passing and things
are now far more urgent and dangerous
than they would have been, had we paid
proper attention sooner.
The job of leadership is often to direct
attention to the less visible. For me, the
The world our
children will live in
By Nick Alchin, Head of College, UWCSEA
2 | Dunia June 2025
OPINION
emotive approach of attending to the
type of world we want to leave for our
children turns out to also be the most
rational approach. As well as pointing
at the future, it is anchored in the
present, because our emotions about
our children are very much our present
reality—there is no stronger pull on us
when their wellbeing is at stake. For
me, this helps to ‘see the big picture’,
‘play the long game’ or ‘take the
balcony view’ (as it is called in different
leadership approaches) because it
connects us to future generations via
the present. Furthermore, this idea has
a venerable history. Eighteenth-century
philosopher and economist, Edmund
Burke, described society as a partnership
… not only between those living but
[also] between those who are living,
those who are dead and those who are
to be born. Former US President Teddy
Roosevelt also spoke of the present-day
minority of humanity. Environmental
lawyer Edith Brown Weiss, in her book
In Fairness to Future Generations (1989),
recommended that the United Nations
designate a ‘High Commissioner for
Future Generations’. Written in modern,
systems-speak language, thinking
about the type of world we would
want to leave for our children implies
an ecosystem of care that extends not
only across space to other nations,
not only across differences to a wide
variety of people, but also across time
to our descendants.
Learning from history
and looking to the future
That doesn’t mean that anything is
straightforward; certainly in terms
of climate change, there are no easy
answers. If there were, then we’d likely
have found them already—now there
are only hard choices ahead. I know
some advocate for an approach that
stresses the willpower to abstain from
consumption as the solution—but
my 11-year-old piano-playing self was
fully, if unwittingly aligned with English
economist Nassau William Senior, who
said to abstain from the enjoyment which is
in our power, or to seek distant rather than
immediate results, are among the most
painful exertions of the human will (Senior,
1836). We should not count on it.
The way forward here has to be an
approach that makes a tight link
between the present and the future.
It has to involve avoiding a narrow,
individualist mindset that ultimately
views the world as an economic
resource, no more than a means to
an end. It means we need to bring our
kids, our students, to places of natural
beauty and wonder, and to help them
understand systems and science well
enough to want to act now, not out of
some sense of deferred gratification,
or through gritted teeth, but out of
genuine sense of connection and
appreciation. It means teaching them
ways to engage with people with very
different ideas from them, in ways that
do not push people further apart and
create a polarised, fractured society. It
also means developing a deep sense of
empathy that goes beyond the people
who are in front of us here, today, and
that extends across space and time.
In practice, these forms of thinking,
these habits of leisure, need to form
a thread across childhood—at school
and home—if they are to inform the
way of being that we need as adults.
It’s all our work to educate peoples,
nations and cultures for peace and a
sustainable future.
References
Parfit, D. (1986). Reasons and Persons. Oxford
University Press. | Wenders, W. (2018). The
Visible and the Invisible. The Norton Lectures on
Cinema, Mahindra Humanities Center, Harvard
University. | Weiss, E. B. (1989). In Fairness to
Future Generations: International Law, Common
Patrimony, and Intergenerational Equity. Tokyo:
United Nations University Press | Senior, N.
W. (1836). An Outline of the Science of Political
Economy. London: W. Clowes and Sons.
June 2025 Dunia | 3
Contributing to the world as
CHANGEMAKERS
The IB Director General visits UWCSEA to
and the partnership behind it, is reshaping
INTERVIEW
We were honoured to welcome Olli-Pekka Heinonen, Director
General of the International Baccalaureate (IB), along with members
of the IBO executive team, to East Campus in March 2025.
During the visit, Head of College Nick Alchin shared how our shared
mission with the IB—and the strength of partnership—can drive
meaningful educational change. A highlight of the day was a dedicated
session on our pilot course, IB Systems Transformation: Leadership for
Change. IB Teachers Clayton Chmiel and Eivind Lodemel, together with
IBDP Coordinators Andrew McCarthy and Gemma Dawson, presented
how the course empowers students to explore complex systems and lead
real-world change. Students from the cohort shared their projects with
members of the IB team, inviting them into their thinking and showing
how they’re mapping systems, identifying leverage points, and testing
ideas that could shift the way we respond to challenges.
Through this innovative course, and our ongoing collaboration with the
IB, UWCSEA is not only preparing students for the future; we’re equipping
them with the tools, confidence and mindset to shape it.
“It’s such a unique and once-in-a-lifetime kind of opportunity in the
field of learning—it’s such an innovative way of learning. The thing I love
about it the most is that it helps me take my passions from my other
core subjects and put them into the real world. And it’s through such
a safe, supportive environment that I feel like it’s really empowering as
a student to feel in control of my own learning and in control of what
I can contribute to the world as a changemaker.”– Hannah, Grade 11,
East Campus
Hannah, who is currently enrolled in the course, had an opportunity
to interview Olli-Pekka. Read excerpts from their video interview
and explore more about the UWCSEA – IB partnership in piloting this
transformative course.
What role do student and teacher voices play in shaping the final
version of this programme, and how can our school help refine it for
the intended global rollout in 2030?
“That’s why we’re here: we’re hearing your experiences with the course.
We are hearing the voices of teachers. … I would say that in a way, you’re
making history with what you’re doing, because it’s not only about
the IB schools, but me coming from [the] national system of Finland, I
know that the questions that you are involved with and the solutions
that you’re creating are the questions that all education systems in the
world would like to have solutions [for]. So you contribute to the whole
education community of the world.”
We know the high-quality work of
excellence that is done in the school
(UWCSEA), and as we are piloting
something that is new, we want it to
happen in an environment where we
know that there are capabilities of
learning from a new approach.”
Olli-Pekka Heinonen, IB Director General
4 | Dunia June 2025
explore how the Systems Transformation pilot course,
education
Learn more about the visit and watch the full
interview here:
How does the IBDP and Systems Transformation prepare students
for the future of work and global challenges, and what skills or
mindsets does it prioritise?
“… we see that the world is more networked, more connected. And
what that means is that those interconnections of a system become
more important, that the valuable things actually happen between
different elements of the system. For example, let’s take the loss of
biodiversity or the climate change challenges or the situation with
the polarisation of opinions—those are all questions that are systems
challenges. There won’t be a technology that will solve them, but they
are challenges that are connected to us as humans. How do we behave?
How do we consume? How do we treat each other? How do we look at
the world? Those are the things that become essential. … We want to
create a school which is a safe environment for students to be, a place
to practice those kinds of skills and then be ready for the world and be
changemakers, truly making a difference in their lives.”
You have spent some time with our students in their sessions now.
Are there any moments that stood out to you from your interactions
with the Systems Transformation students?
“There were many of them, actually. When I was listening to you all,
one of you said that being capable of doing something in a way that
you don’t really know what the outcome will be. To have that capability
of doing something that you are very motivated about, but also live
with the uncertainty of how will it turn out when you go further in the
process? That’s not a very traditional education. We often think that
there is a right answer at the end. But with the work, the projects that
you are doing and the teamwork that you’re doing, it is, in a way, creating
something new every time, which is unique. And I was so thrilled to hear
your stories about that. And I must say that I’ve been very passionate
about this pilot before, but now I’m really convinced that this will be a big
thing, for the future.”
Students from the cohort sharing
their project ideas with members
of the IBO executive team.
June 2025 Dunia | 5
Another year, another bittersweet goodbye. On Saturday, 24 May, the Class of 2025 Graduation ceremony brought
everyone together to celebrate both the journey our graduating students have taken and the one that lies ahead.
As we send them off into the world, we know they’ll carry the lessons, friendships, and spirit of UWCSEA with them.
Congratulations to the Class of 2025—your adventure is just beginning, and we’ll be cheering you on every step of the way!
GRADUATION
Congratulations and farewell, Class of 2025
We’ve been challenged in many ways,
and we’ve had to learn to grow, reflect,
and take accountability. Our memories
may live on in walls and places but, at
the end of the day, they belong to us,
and the people with whom we’ve made
them. We’re not only moving forward;
we’re bringing forward everything we’ve
built together. No matter where we go,
a part of this place goes with us.
Roye Ganju ’25 and Abena Gwak ’25
Student Speakers, Dover Campus
343
students
25
scholars
56
countries
60
boarders
DOVER CAMPUS
As soon as you graduate, it doesn’t matter
what grade you were in or even if you are
East or Dover. You become part of a global
family, a network of people who will enter
your life in the most unexpected places.
The UWC network is one of the greatest
gifts you’ll ever receive, not just for jobs
or opportunities, but for perspective. So
don’t treat today as an ending. Treat it as
a handshake.
Zal Dastur ’01, Guest Speaker
281
students
26
scholars
54
countries
54
boarders
EAST CAMPUS
But despite all the unknowns, there’s one
thing that will always tie the 281 of us
together. It’s a philosophy. The idea that
we dedicate our lives to the service of
others, not out of compulsion, but out of
compassion. To live with purpose, guided
by empathy and a shared desire to leave
the world in better shape than we found
it. If there’s anything a UWC education
has given us, it’s direction.
Prakrit Anand ’25
Student Speaker, East Campus
8 | Dunia June 2025
Before they step on stage to receive their certificates and walk off as UWCSEA alumni,
our students get one last chance to soak up every hug, every cheer, and every tear.
At Dover Campus, the Leavers’ Assembly felt like a full-hearted goodbye—speeches
that made us laugh and cry, and performances that reminded us just how much they’ve
grown. The Primary School’s Leavers’ Song, a tradition that never fails to tug at the
heartstrings, had everyone wiping away a tear or two. The Grand Walk around campus
felt like a final hug from the community that has cheered them on all these years.
At East Campus, the Final Assembly was just as moving, with samba drums pulsing and
smiles shining through the tears. Parents, staff, and friends gathered along the Grand
Walk, which ended at the Plaza—a place that has held so many beginnings and now, a
beautiful farewell, giving our Grade 12 students the send-off they truly deserve.
It’s a powerful reminder that while they leave to become changemakers, they’ve always
had a home here, and always will.
What is Graduation without its iconic farewell?
Meet Rico!
This three-year-old Golden Retriever, part-time
therapist and full-time good boy, can be found
every Wednesday at the Counselling and Wellness
Centre on Dover Campus. He listens (without
judgment), offers hugs (on request), and has an
uncanny ability to turn a stressful day into a better
one. As an official member of the Counselling
Team, Rico supports students in ways that words
sometimes can’t.
A ruff day
remedy
Whether a student’s feeling anxious
or unsure where they fit in, Rico
helps shift the focus. Suddenly,
they’re smiling, opening up, or
connecting with someone new.
He’s this walking icebreaker.”
Ben Hill, School Counsellor,
Counselling and Wellness Department
10 | Dunia June 2025
A lesson in acceptance and belonging
Walking into the Counselling and Wellness Centre can
feel intimidating, but when you notice Rico trotting
over, ears perked and tail thumping against the floor,
suddenly everything feels a little lighter. Stroking
his soft fur or sitting beside him releases oxytocin,
the “love hormone”, which naturally calms the body
and mind.
“He’s like a pattern interrupt,” says Counsellor Ben
Hill. “Whether a student is feeling anxious or unsure
where they fit in, Rico helps shift the focus. Suddenly,
they’re smiling, opening up, or connecting with
someone new. He’s this walking icebreaker.”
Rico’s magic isn’t just one-on-one. He creates quiet
bridges between students who feel nervous in groups,
and even those who carry fears as personal as a fear
of dogs.
Take Sia, now in Grade 2:
“When I was little, a dog jumped on me and scared
me, so I thought all dogs were dangerous. I was
too afraid to go near them. But in Grade 1, Mr Hill
introduced me to Rico. He was calm and friendly, and I
slowly built the confidence to stroke him. Soon, I even
let him lick me! Now, I’m not afraid anymore—and I
really want a puppy of my own. Thank you, Rico and
Mr Hill, for helping me.”
One of the best things about Rico is that he teaches
by example. His presence isn’t just comforting—it
models respect and empathy. Students learn that
not every interaction is about them; Rico has his own
moods and needs, just like people. Some days he’s
playful, others he needs space. The Counselling Team
is intentional about making every interaction a choice
for both students and Rico. In learning to connect with
him, students learn how to connect with each other.
At UWCSEA, belonging isn’t just an idea—it’s lived
every day. Rico shows how something small and
thoughtful can make a big difference. Just by being
himself, he brings people together, lifts spirits, and
reminds students they’re not alone. Sometimes, all it
takes is a wagging tail, a gentle nudge, and a well-
timed goofy grin to say: you belong here.
COMMUNITY NEWS
Rico gets comfortable with students visiting the Counselling
and Wellness Centre on Dover Campus.
June 2025 Dunia | 11
East Campus Dragons Circus Show and the art of coming together
A SHOW LIKE NO OTHER
Step right up, take your seat, and prepare to be mesmerised
by the dazzling acts of UWCSEA’s very own East Dragons
Circus Show! In November 2024, the Main Hall transformed
into something a little more striped—a green-and-white big
top bursting with lights and an electric atmosphere. With over
70 ringmasters, acrobats, clowns, and characters from Grades
6 to 12, this Circus Show tumbled, twirled and tightroped its
way into the hearts of a packed audience.
The magic continued as the cast returned just before the
Term 2 break , performing again for Primary School students.
This time, the young audience stepped into the tent, wide-
eyed and curious, taking in all the colour, chaos, and charm.
Beyond the noise and excitement, each act celebrated
connection, creativity, and the values of Service, resonating
with the audience and setting the show apart through its
international collaboration.
Old friends, new acts and
a long-standing partnership
From knife juggling and fire twirling to giraffe unicycles, aerial
silks and a life-sized elephant puppet (a star from past Dover
Campus Drama productions), this year’s East Dragons Circus
had it all. Organised by students in the Circus activity group,
the show incorporated elements from across the College,
including support from the gymnastics, drama, dance and
music departments.
Adding a special dimension to the performance were 12 young
performers from Blue Dragon Children’s Foundation—a long-
time Global Concerns (GC) partner of UWCSEA in Vietnam.
Side-by-side, the Blue Dragon GC and Circus Club, teamed
up with Middle and High School students to choreograph,
rehearse and co-create the performance.
This Service partnership has grown over the years through
events like CultuRama, UWC’s Got Talent, and previous
circus shows, making their return to East Campus feel like a
homecoming. Since the inception of East Campus in 2010, the
Circus Club has continued to grow, bringing together students
from across disciplines and passions to collaborate, create
and perform as one dynamic ensemble under our very own
Big Top.
Kim Miller, Asia Pacific Partnerships Lead at Blue Dragon,
shared that performing in Singapore was a meaningful
opportunity for the children of families and communities,
many of whom had experienced trauma after Typhoon
Yagi: “They turned that pain into something creative. They
choreographed their performance, wrote the rap song, and
supported each other as they overcame personal challenges.
Their confidence grew tremendously, and they learned to
ask for help and appreciate the dedication of the other
student performers.”
Students also shared their experiences of the show:
Working with students from other sections and the
Blue Dragon performers made everything better.
Their performance was beautiful and inspiring.
Just watching it got me more excited to be part of
the event.”
Freya, Grade 7, East Campus
I saw how hard the other students rehearsed and
how many years it must’ve taken them to learn their
skills. It makes me want to practise even more so I
can be better too.”
Manh, Blue Dragon Children’s Foundation performer
This joyful circus with a profound mission
transforms entertainment into an act of Service.
Every laugh and cheer contributes to rescuing and
empowering children. It’s a reminder that Arts and
Service are not separate—together, they create
lasting change.”
Videep, High School student and Blue Dragon GC leader
For students, staff, and performers alike, the experience
served as a reminder that the arts can bridge backgrounds,
build communities, and spark change. The shows have
raised over S$10,000 for Blue Dragon Children’s Foundation,
supporting creative outreach for street children and young
people rescued from trafficking in Vietnam.
Whether soaring through the air or sharing a quiet moment
backstage, each person walked away with more than they
arrived with:: a deeper connection to themselves, to each
other, and to the UWC Mission that brought them together.
Don’t miss the magic as the Circus Show returns in the
new school year in November 2025, so stay tuned!
Fellow cast member and Grade 7 student, Sophia, also shared
that, “It was really fun getting to work with different people
from around the school. We encouraged each other, made
new friends, and learned so much together.” Grade 2 student,
Edie, shared, “I really felt happy and excited. It made me
want to be part of the circus” after having experienced the
full show.
COMMUNITY NEWS
June 2025 Dunia | 13
Student HLP-ers are helping peers learn, share, and shine—
in the languages that feel most like home
Say
it your
way
A little ‘help’ goes a long way, especially when it’s in your home language! Across both East and Dover campuses, students in
Grades 11 and 12 volunteer their time to support peers in learning and celebrating their home languages through the HLP-ers
Service. These student helpers work closely with experienced language teachers from the Home Languages Programme (HLP),
blending technical language instruction with personal connection. The programme offers a unique space where students not
only develop language skills but also share culture, hobbies, and stories, making learning both meaningful and enjoyable. For
these HLP-ers, it’s about more than teaching; it’s about connecting with others and creating an environment where everyone
feels understood and included simply by speaking their own language.
Teaching is personal
Yuki, Grade 11, Dover Campus
For Yuki, the HLP-ers Service isn’t just about teaching a
language, it’s about creating a space where students feel
comfortable and valued as they learn. “I’ve always loved
teaching,” Yuki says. “From helping my sister learn to read
the clock to supporting friends with homework, it’s just
something I enjoy.” But for Yuki, the deeper reason for joining
HLP-ers was the magic of language itself.
After moving between more than six schools,
I found that speaking Japanese helped me build
incredible connections. Nothing beats the look
on someone’s face when they realise you share a
home language. That’s the experience I want to
share with younger students.”
At school, where English is often the main language everyone
gravitates towards, Yuki finds comfort in speaking Japanese
with close friends. This daily ritual becomes a small escape
from routine, a chance to relax and be himself. Using slang
and expressions that don’t translate into English, speaking
Japanese after class feels like a familiar refuge, just like the
language he uses with his family at home.
Primary School student in a HLP Hindi class.
East Campus students learning with the support of
a student HLP-er during Japanese class.
14 | Dunia June 2025
For HLP-ers like Yuki, Jessi, and Nami, it’s not just about guiding others, but walking alongside them. As they show that
language is a two-way street, they’re also paving the way, reminding the next wave of HLP-ers that while our languages
may differ, connection is always possible. By sharing the parts of their language that feel like home, they open the door
for others to find that feeling too.
Nami, Grade 12, East Campus
Outside the classroom, Nami sees herself as an engaged and genuine learner, something she brings fully to her role as a HLP-er
supporting younger fellow Japanese students. “Being half-Japanese, this activity allowed me to connect with my identity and
support younger learners in a language I care about deeply.”
She reflects on how the experience offered a chance to both teach and learn: “When I enjoy something, I commit to it fully, and
I truly enjoyed the opportunity to contribute meaningfully and demonstrate leadership.”
Over time, Nami developed a strong understanding of how her students learn. “Some were outgoing and lively, others quiet
and focused. I found that using games and friendly competition helped engage both groups.”
In the final lesson she led, she designed a fast-paced activity that encouraged active learning through play. She also applied a
teaching technique she’d picked up from her own teacher: using an ‘exit ticket’ to help students consolidate what they learned
and stay engaged.
I believe my involvement in HLP-ers shows both my enjoyment and commitment to learning and leadership,
as well as my willingness to innovate in and beyond the classroom.”
Jessi, Grade 11, Dover Campus
Jessi joined the HLP-ers Service because it connects deeply
with her culture and personal experience.
Connecting through culture and language
I was excited to support students working on their
home language alongside English—it felt like a
meaningful way to help create a more inclusive
environment. It’s about creating a space to connect
through language in a very international school.”
She enjoys the balance between formal language learning and
personal connection. “Working alongside language teachers,
I try to bring warmth, sharing hobbies like reading or chatting
in Spanish. Those moments show real progress, not just in
language but in friendship.”
Speaking Spanish at school gives Jessi a comforting way to
express herself fully, creating a space where she feels both
at ease and proud of her cultural identity. She believes the
HLP-ers Service plays a vital role in making UWCSEA more
inclusive, as sharing language alongside culture helps new
students feel a stronger sense of belonging.
FEATURE
Jessi and her fellow student HLP-ers at a meeting with Dover Campus’
Head of Multilingualism K–12 and First Languages, Pilar Jimenez.
June 2025 Dunia | 15
Student voices are transforming
what’s on the menu and why it matters
A seat
at the table
TIM Grade 9, Dover Campus
“In a school setting, a ‘food community’ represents more
than just shared meals; it’s a space where nutrition, culture,
sustainability, and student voice intersect.”
A long-time advocate for student voice through his five years
on Student Council, Tim saw this project as a meaningful next
step. His involvement began with early-stage discussions around
concerns such as quality, accessibility, and sustainability. Over the
weeks, he facilitated conversations, sometimes literally over lunch
and helped shape respectful, constructive dialogue between
students and the food provider.
One memorable moment stood out: “When Kelvin, the Head
Chef, highlighted a point raised by my team, that was a turning
point. It felt like my voice mattered.” The experience has
sharpened his leadership and diplomacy skills and deepened his
belief in collaborative change.
At UWCSEA, where cultures, beliefs and backgrounds intersect daily, food plays a central role in shaping how students feel seen,
connected and at home. As the College transitions to a new food service provider, Smorgasbord, students have been leading
conversations that go beyond what’s on the plate. They’re advocating for a food culture that nourishes not just the body, but
the community, bringing forward ideas rooted in wellbeing, sustainability and cultural understanding.
“Students have long collaborated with the Facilities and Operations Team to improve food services, and the transition to
Smorgasbord was no exception. They were excited about the change and connected curriculum projects to the real-world shift,
conducting market research, gathering feedback across grades, and sharing insights directly with the new vendor.” – Kelly Low,
Project Manager for Facilities and Operations Team.
Here’s a closer look at how four students—Tim, Dheer, Vedant, and Fionn—have taken part in shaping the future of food at
the College.
DHEER Grade 10, East Campus
“As part of a team project in Critical Perspectives, I used
Systems Thinking to explore how small changes in food
service could have ripple effects on wellbeing, logistics,
and social connection. It helped me understand how
different parts of the canteen are connected—and how
changing one element can influence the whole.”
Instead of relying on surveys, Dheer and his team opted
for in-person interviews to gather more meaningful
insights. “I was surprised by the overall dissatisfaction—
no one rated the canteen five stars,” he reflected.
One moment that stood out to him was learning
from Chinese students who felt their cuisine wasn’t
authentically represented. “It opened my eyes to how
food is about more than taste—it’s about identity,
belonging, and culture.”
VEDANT Grade 10, East Campus
“We collaborated in groups to brainstorm ideas and discuss the
best outcomes for us as students to contribute.”
For Vedant, nutrition isn’t just a side note, it’s foundational.
“It has a great effect on your health and also your mood, which
can change the way people approach things.” His group focused
on this aspect for their Critical Perspectives project, working on
practical changes, like reducing long queues and improving layout.
He valued working closely with Kelly: “She listened to what
students were saying, and that partnership made students feel
like active participants rather than passive consumers. It shows
that change is possible when you take action.”
FIONN Grade 10, East Campus
“We had a responsibility to improve the food for
everyone at school, and that motivated me even more.
I like helping others, and with our Critical Perspectives
project, this felt like one of the best ways I could
do that.”
Fionn joined the focus group because he saw food as a
thread that ties the community together. “Lunchtimes
are one of the key ways we centre ourselves at school,
and this was one of the best ways I could help others.”
His motivation wasn’t just about food—it was about
building something better for everyone.
RESEARCH
A student focus group exchanging their ideas with Head Chef, Kelvin.
16 | Dunia June 2025
In the Edible Garden on Dover Campus, students are growing more than just food. With their hands in the soil each week, the
Incredible Edibles Service group tends a thriving garden that has become a space for learning, experimenting, and caring for the
environment, for others, and for the future. From reviving the Primary School garden to experimenting with climate-adapted
tomatoes, composting, planting, harvesting and adapting to the seasons, they’re finding small, tangible ways to live out the
UWCSEA Mission—one seed, and one shared effort at a time.
INCREDIBLE EDIBLES
SPOTLIGHT ON …
SPOTLIGHT
June 2025 Dunia | 17
For these UWCSEA staff, growth lives just
beyond the comfort zone
CHALLENGE
ACCEPTED
You might not guess it from their day job titles, but off campus, these UWCSEA staff bring a spirit of adventure to everything
they do—running ultra-marathons, tackling physical challenges, climbing mountains, and accomplishing exceptional feats that
showcase what’s possible with resilience.
ANGELA ERICKSON Head of Libraries, Dover Campus
Angela was inspired by the documentary ‘Cholitas’ about five
indigenous Bolivian women who climbed Mount Aconcagua
in Argentina. She decided to model the behaviour that she
teaches her students: that they can do hard things. So, she set
her sights on climbing the 6961-metre mountain herself.
She started training hard. For months, Angela attended
Dover Campus fitness classes, walked up Bukit Timah hill
every weekend, and climbed staircases of neighbourhood
blocks with a backpack full of books. She summited both
Kota Kinabalu and Mount Kilimanjaro in preparation for the
challenge. All along the way, fellow teachers and members of
the UWCSEA community walked, exercised, hiked, trekked
and climbed alongside her. One teacher even cooked her food.
During the climb, Angela faced many moments when she
wanted to turn back—it was the coldest and most tired she’d
ever felt.
“I just told myself to take ten more steps, and when that was
too much, I told myself four more steps. I just kept counting
four steps over and over again,” she said.
On Saturday, 11 January, when her all-woman team became
the first in their cohort to summit Aconcagua, Angela was
flooded with emotion. For her, the accomplishment would
not have been possible without the support of the UWCSEA
community. Speaking to students at a Grade 10 Assembly, she
emphasised that she did a hard thing, and the same people
who cared about and supported her are the same people who
care about and support them. So, they can do hard things too.
I just told myself to
take ten more steps,
and when that was
too much, I told
myself four more
steps. I just kept
counting four steps
over and over again.”
COMMUNITY NEWS
18 | Dunia June 2025