June 2026
EMBRACING
THE MESSY
MIDDLE
page 6
EXPLORE
GRADE 3
BEACH SCHOOL
page 24
LEARNING
BUSINESS SKILLS
IN HIGH SCHOOL
page 32
All we ever have is one life, and that can give us a narrow frame. So stepping
outside of that, even for a moment, and getting a glimpse of another life
may be the rarest gift … It allows you to be bigger, more expansive.”
Nick Alchin, Head of College
Read the article A Message for Little Me on page 2.
02
A MESSAGE
FOR LITTLE ME
Oliver ’26 reflects on
stepping beyond his
comfort zone with the
Head of College
04
LIVING MUSEUMS
Grade 1
exhibitions inspired
by community
and inquiry
06
EMBRACING THE
MESSY MIDDLE
Understanding the
adolescent brain
through conversation
08
DEMYSTIFYING
CREATIVITY
Grade 10 musicians
learning to compose
and create
10
DESIGNED FOR
LEARNING,
BUILT FOR THE
OUTDOORS
Experiential spaces
that bring learning
to life
12
MORE THAN
THE ROLES
THEY PLAY
Drama productions
transforming risk into
trust and belonging
14
LEARNING
THROUGH
CONFLICT
Primary School
students navigating
conflict through
peacebuilding
frameworks
15
LEADING
ON CAMPUS
BIODIVERSITY
Students build a self-
sustaining dragonfly
breeding pond
18
GRADUATION
Celebrating the Class
of 2026, farewells and
new beginnings
22
NO SINGLE PATH
FORWARD
Alumni journeys
through unexpected
careers and impact
24
LEARNING WITH
THE TIDES
Exploring the
outdoors through
Grade 3 Beach School
26
CLOSING
THE GAP
Creating more
equitable pathways
through sport
29
COMING
TOGETHER, THE
KAMPUNG WAY
Grade 7 students
building connection
through Service
30
CELEBRATING
A LEGACY
Honouring five years
of Green Heart and
Kirtida Mekani’s vision
32
LEARNING
REAL-WORLD
BUSINESS SKILLS
Inside SSEP 2026
and student-led
sustainable ideas
34
MOMENTS
THAT BRING US
TOGETHER
A colourful
celebration of
community across
campuses
36
STEPPING INTO
THE FUTURE
AT CAREERS FAIR
2026
Exploring future
pathways with
industry professionals
COVER IMAGES
Front: Three students
embracing at the
2026 Dover Campus
Graduation ceremony
Back: Students and
their families together
at the 2026 East
Campus Graduation
ceremony
June 2026
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, Sean Gerard, Hazel Ong, Lucie Snape and Ashima Thomas
Photography: Elena Bell, Joseph Tan, Jules Wainwright and members of the UWCSEA community
Design: Ashley Chew and 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
UWCSEA East is registered by the Private Education Institution (PEI), part of
SkillsFuture Singapore (SSG) PEI Registration No. 200801795N | PEI Registration
Period 10 March 2023–9 March 2027 | Charity Registration No. 002104
Printed on 100% recycled paper with environmentally friendly inks |
MDDI (P) 013/03/2026 | MKT-2526
Oliver, Class of 2026, has been a
student at UWCSEA since K1. He
reflects on a conversation with Head
of College Nick Alchin about growing
up at UWCSEA, stepping beyond
comfort zones, and the lessons he’ll
carry with him after graduation.
If I were to write a letter to my K1 self,
assuming I could read back then, the
hardest thing would be trying to explain
how big my world has become. How
could I explain the dancing at Kahaani,
the excitement of Service trips overseas
and the rush of SEASAC to a kid whose
idea of success was a paper gold star
next to their name? Back then, my
world was the size of that classroom
cubby with my name on it, where I kept
my bag every day. As I grew, so did that
cubby-sized world, but eventually, I
couldn’t keep up. I kept running back to
the comfort of Swimming and Rugby,
staying within what was familiar,
avoiding what was beyond.
However, with the right encouragement,
I soon embraced the unfamiliar. I began
exploring new activities again, which
made me feel like a beginner and at
times, embarrassed. My feet, which
had been kicking through water and
running on the rugby field, suddenly
started tripping over each other on
the auditorium stage at CultuRama. It
pushed me back out of my comfort zone
and into a much wider world.
A
Message
for Little
Me
By Oliver Birch ’26, East Campus
2 | Dunia June 2026
Perspective for the
World Ahead
With graduation approaching for
the Class of 2026, I wanted to revisit
this idea of stepping beyond what is
comfortable. It felt like the perfect time
to sit down with our Head of College,
Nick Alchin, to talk about what this
means for students like me—whether
we’ve grown up at UWCSEA from
the start, or joined somewhere along
the way. I began by questioning one
of the core features of UWCSEA’s
holistic approach: “Why does the
school encourage exploration beyond a
student’s strengths?”
“Sometimes, the most learning comes
from your blind spots—your gaps,” Mr
Alchin said. By “blind spots,” he meant
the areas we don’t naturally excel in,
the things that make us uncomfortable
or unsure. This is often where the most
growth happens. He called this idea
‘Range’: the value of exploring beyond
what you already know. In a world
that’s constantly changing, specialising
in just one thing isn’t enough. “If life
were simple and controllable, you
could put all your energy into one skill
and master it,” he explained. “But life
isn’t like that—the rules are always
changing.” Hearing this made me reflect
on the times I refused to look at my
blind spots. I was ignoring everything
that was going on around me, and
limiting my view of the world.
I realised that this kind of narrow
focus doesn’t just apply to sports or
academics; it can also shape how we
see people.
Learning Through Others
in Service
As our conversation shifted further
into our holistic learning approach, I
thought about the pillars of Service. By
participating in different Service groups
across different pillars, I’ve gained a
broader perspective, not just within
East Campus, but across the local
community too.
As someone who has been at UWCSEA
since K1, I’ve experienced this firsthand
when learning about Bali Sharks in
Junior School and Bornean Sun Bears in
Middle School through my involvement
with the College’s Service programme.
I asked Mr Alchin how Service helps
students step outside of what we
already know and engage more deeply
with the world around us.
“We are all the stars of our own shows,
the centre of our own universes,” he
told me. He explained that because we
are so focused on our individual lives,
developing the skill to see things from
another perspective is actually one of the
hardest things we can do. On the surface,
Service helps those in need, but on a
deeper level, it teaches us to look beyond
what we already know and to understand
problems from other people’s points of
view—it teaches us empathy.
Hearing this made me think about
how often I truly walk in someone
else’s shoes, and see life beyond my
own experiences. For me, Service at
the College goes past simply helping
others; it is fundamental to recognising
the responsibility that comes with
understanding others more deeply.
A Gift to Take Beyond
UWCSEA
As our conversation drew to a close, I
asked a question that tied everything
together: What is the one thing Mr Alchin
hopes we, the students of UWCSEA,
carry with us after graduation?
His answer was not only closely related
to the UWC Mission, but also returned
to the skill we had discussed earlier—
empathy. He framed it as a gift for
ourselves, not just an act of service:
“All we ever have is one life, and that
can give us a narrow frame. So stepping
outside of that, even for a moment, and
getting a glimpse of another life may
be the rarest gift for you as well as the
person you meet, or serve. It allows you
to be bigger, more expansive, to live a
broader life and even to be more human
than you might ever have been.”
With this, everything came back
to the idea of range we have been
building since K1. We don’t step into an
auditorium or help the local Singapore
community for credit on a resume; we
do it so our world doesn’t remain the
size of a cubby, and instead is one that
is constantly being reshaped by what
we learn and who we meet. Eventually
with these qualities, this helps us move
beyond our own perspectives and into
those of others, rather than staying
confined to just our own.
When I think about my own
journey, this lesson has
surfaced again and again
through the paths I’ve taken.
Looking at my peers from the
Class of 2026, I see a range
of backgrounds, experiences
and perspectives—yet a shared
understanding at the core of
it all. Whether we joined at the
beginning or somewhere along
the way, we are all leaving with
a broader view of the world
and a lesson we’ll carry with us
wherever we go.
So in my letter to my K1 self, I would
tell young me to explore as much of this
world as I can, embrace the discomfort,
the mistakes and even the tears that
will come. This expanding world might
seem scary at first, but each step out is
a chance to grow. And in the uncertainty
ahead, the rare gift of perspective—the
ability to step into another’s life—is the
only gold star that truly matters.
June 2026 Dunia | 3
What if learning about
communities meant
becoming part of one?
For their first Unit of
Study, our Grade 1
students create a “Living
Museum,” exploring the
many roles that keep
a community running.
Each child chooses a
job to research, learning
about the skills, tools,
and ways it contributes
to the community. When
you wave a hand over
their “motion sensor”
button, the students
“come to life” to share
their learning, answering
questions such as: What is
your job? Do you provide
a good or a service? Do
people need or want what
you provide? What skills
and tools do you need?
This interactive unit goes
far beyond dressing up;
it helps students actively
develop three core areas:
Inquiry and Research
Skills
Empathy and
Perspective-Taking
Presentation and
Confidence
Grade 1
Explores
Communities
Living
Museums
Chef
Gardener
Tools
Inquiry and
Research Skills
Students dive deep into
the world of their chosen
job, asking questions,
exploring how it serves
the community, and
identifying the tools
and skills required.
This investigative
approach builds curiosity
and strengthens
understanding of how
different roles function.
Empathy and
Perspective-
Taking
By stepping into someone
else’s shoes, students
consider what it’s like to
perform a role, reflecting
on the contributions
each job makes to
others. This helps them
develop empathy and
appreciation for the
work people do in their
community.
Presentation
and Confidence
Through rehearsing and
performing as living
statues, students practise
sharing their learning
with others. They develop
communication skills,
confidence, and the
ability to engage visitors
in an interactive, hands-
on experience.
Informative posters and data
Motion sensor button
Why sitting with discomfort is exactly what our Middle School students need
“Our youth now love luxury,
they have bad manners,
contempt for authority …
they love to chatter instead
of exercise. Children are now
tyrants, not servants.”
While this might read like a frustrated
social media post, it’s actually a quote
from Socrates, in 400 BC. It turns out
that adults have been exasperated by
teenagers since the beginning of time.
Whilst it’s reassuring to know that
this dynamic is a common feature in
the relationship between adults and
adolescents, it gets us wondering, what
if that were no longer the case? Could
we change this perception of teenagers
by understanding more about them?
The Butterfly Metaphor—
but Messier
As we were preparing for a presentation
to reassure parents that the Middle
School is a time of great change, which
can be uncomfortable and can lead
By Leslie Davis, Social and Emotional Learning Specialist, and Lorna Walker, Head of Grade 7, Middle School, East Campus
Embracing the
MeSsy
Middle
to personal growth and development,
Lorna found a beautiful image of a
caterpillar turning into a butterfly to
illustrate the point that even if their
kids weren’t butterflies yet, don’t worry,
they will be. We loved The Very Hungry
Caterpillar version: eat a little, sleep a
little, and wake up beautiful. It’s neat,
clean, and romantic. Then Leslie spoke
with her mother, who raises Monarch
butterflies, and realised something
important: the metaphor was skipping
the messy middle. Before a caterpillar
becomes a butterfly, it disintegrates
completely inside its chrysalis, turning
into liquid—or “goo”—before rebuilding
itself. The transformation is far more
complex—and yes, a little yucky—than
most of us realise. We had seriously
underestimated the messy reality
behind the metaphor.
When we apply this metaphor to our
Middle School students’ experience, we
notice that they are in the “goo”. It’s
messy, non-linear, and confusing. Our
students are caught in the in-between,
dissolving who they were as children
to figure out who they are as adults.
As teachers and parents, our job isn’t
to “manage” this mess, but to connect
with it. This shift from watching from
the sidelines in exasperation to sitting
with adolescents in the “goo” is at the
heart of our beliefs.
Understanding the
Adolescent Brain
Research from David Yeager in 10–25:
The Science of Motivating Young
People—a finding replicated in many
other books (Lorna has an excellent
reading list if anyone’s interested!)—
states that adolescents, in the process
of becoming adults, are driven by a
need for status and respect and to
be given opportunities to show how
capable they can be.
At the same time, from an adult
perspective, we see highly volatile
emotional landscapes and a lack of
consistent consequential thinking,
6 | Dunia June 2026
which can make their drive for
independence feel scary to adults.
This interesting duality is a result of
adolescents’ brains getting a major
makeover. Roughly, the amygdala (the
feeling centre) is overactive, while the
prefrontal cortex (the logic centre) is
still very much under construction.
When we see behaviour through the
lens of biology rather than defiance,
everything changes. Understanding
that young people want to be seen as
competent and need opportunities to
learn by trying and making mistakes
makes us more intentional about how
we approach conversations with them.
Instead of “respect me because
I’m older,” we become thinking
partners, mentoring students
through trial, error, and self-
discovery. Leading with
empathy helps their nervous
systems settle, and that’s when
real learning happens.
For example, when students want
to talk about friendship issues, we
meet them with empathy instead
of judgement. We might start with,
“That sounds hard. I’m sorry,” then ask,
“What have you tried?” That’s when the
magic happens. We listen and are often
amazed by the sophisticated analysis
and strategies they suggest all on their
own. When using this approach, we see
our role shift from problem-solving to
helping them find the courage to act.
From Goo to Butterfly
It isn’t always smooth. Sometimes we
nudge, set boundaries, or help widen
perspectives. But we are consistently
amazed by the wisdom and self-
knowledge students display when we
get out of the way and listen.
Next time you witness a sudden
outburst or a world-class eye-roll,
remember the “goo”. Behind that
behaviour is a young person trying to
find their footing in an increasingly
complex world. By staying curious
rather than furious, we can provide
the support they need as they go from
‘‘goo’’ to a butterfly.
Let’s TALK!
(An acronym to guide conversations)
We use a simple reminder to help
bring intention to our conversations.
Our acronym says it all: Let’s TALK.
Tune in
Notice when something’s up.
Ask
Be curious, not judgemental.
Listen
Validate feelings and stay calm.
Keep connecting
Follow up if wanted.
June 2026 Dunia | 7
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Demystifying Creativity
Behind the process of ‘making’ and ‘shaping’ in Grade 10 Music
There is a common misconception that creativity relies solely
on a sudden spark of divine inspiration, or that the arts are an
exclusive club reserved only for inherently “arty” people. As
UWCSEA students in the Grade 9 and 10 Music programme
are discovering, this isn’t really true.
Eivind Lodemel, Head of High School Music at East Campus,
explains: “Creativity has ‘method’ to it. And if you look at
creative pursuits in all contexts—leadership, management,
the technology sector for example—it’s not that you were
‘just inspired’ to do something, it’s that you’ve learned the
frameworks and tools.”
Composing from the Blank Page
To teach the frameworks and tools, UWCSEA’s Music
Department has purposefully integrated immersive, real-
world experiences into the Grade 9 and 10 Music curriculum.
For example, students at East Campus undertake an intensive
eight-week project in which they arrange a piece of music for
a professional string quartet to play live in class.
They start by choosing a piece of music they are passionate
about, infusing their personality and creative style into the
task right from the start. One Grade 10 Music student, Link,
chose ‘Shiveria Town’ from the video game ‘Super Mario
Odyssey’, while his classmate Esha chose the indie-pop song,
‘As the World Caves In’ by Matt Maltese.
“The inspiration for the arrangement stemmed from the
meaning behind the song, not only through the lyrics, but
also the melody and rhythm,” said Esha.
Putting a Spin on Tradition
The students must draw on the 300-year-old chamber music
format of the string quartet to create a live arrangement of
their modern songs.
“It is a challenging task,” says Vera Boyadzhieva, an
Instrumental Teaching Programme teacher and a regular
volunteer for the string quartet. “The students must think
about texture, balance, and the individual character of each
instrument. They also need to be familiar with specific string
techniques such as articulation, bowing styles, double stops,
use of pizzicato, and range, in order to write music which is
both expressive and playable.”
It’s a steep learning curve, especially for students who have
never played a string instrument. Esha, who is a vocalist,
composed her arrangement over several weeks. “I have
always focused on my vocals. However, I carried forward
some principles … and while this seemed to work in my mind
and sounded good on MuseScore (software), it did not work
for the actual quartet,” she said. “This is where the teacher
feedback I received during the project was extremely helpful.”
For Link, the challenge was finding the correct musical key.
When he finally heard his arrangement played live, “It was like
I had imagined it, but it sounded better in real life with the
musicians right there,” he shared.
“The idea of having music that is going to be played by real
people; there’s something great about that,” says Eivind.
“It’s a different type of learning experience, and it sets our
students apart.” He noted that, nowadays, composing relies
heavily on digital platforms which can create arrangements
that are physically impossible for humans to actually play.
8 | Dunia June 2026
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Real-world Learning and Feedback
A defining part of the evaluation is observing how students
handle on-the-spot feedback. After performing the piece for
the class, the musicians ask questions about the arrangement.
Each student composer must articulate their musical
decisions with their peers listening in. This exercise is designed
to be challenging, mimicking a real-world scenario, albeit in a
supportive environment.
writing, paying attention to their use of texture, harmony and
instrument technique, and I note any areas that may need
clarification or correction.”
“Hearing the piece I arranged played by the actual string
quartet was surreal, especially for a song that has had a big role
in my life,” says Esha. “While the feedback and experience were
a little intimidating, it was extremely helpful and taught me a
whole new area of music I had never been exposed to before.”
While only a handful of Grade 9 and 10 Music students
may go on to pursue a musical pathway, they all benefit
from gaining the tools to harness their creativity in any
collaborative environment.
“You get to know the frameworks, the technical components,
and gain the expertise,” says Eivind. “And when you bring it all
together, that’s how you are creative.”
For Esha, being on the course has fuelled her aspirations
to become a composer: “The versatility and creativity of
this course is extremely rewarding and something I really
appreciate. I have been able to take my singing to lengths
I wouldn’t otherwise have been able to, like singing in
Portuguese and recording a song in the stairwell! In the near
future, I hope to take my passion for music forward by writing
and releasing my own songs.”
Hearing their work performed live
allows them to experience how their
imagination comes to life as music.
This makes the process authentic
and meaningful.”
Vera Boyadzhieva, Teacher, Instrumental
Teaching Programme, East Campus
“I approach each piece with curiosity and respect for the
original composition and for the student’s creative ideas,”
says Vera. “When I begin working on a piece, I try to fully
understand the student’s idea. I carefully examine their
June 2026 Dunia | 9
Early Exploration
From their earliest years, students are
encouraged to explore through touch,
movement, and curiosity.
Infant Rooftop Sky Garden
Perched above the Infant School building, this
space offers distinct learning stations where
students independently explore water play,
sandpits, climbing structures, large logs for
obstacle courses, a kitchen area, and a textured
walkway. Planters filled with herbs and flowers
provide a natural setting for sensory and
observational activities.
Peace Gardens
Situated in the Junior School playground, these
purpose-built raised garden beds offer students
daily opportunities to observe insects and plant
growth up close, developing patience, curiosity
and respect for living systems.
Sharpening Practical Skills
As students grow, these experiences shift from foundational exploration to
collaboration, environmental stewardship, and problem-solving.
Survival Island
This untamed oasis of trees, logs, and small hills offers a wild contrast
to the rest of campus. Hidden trails provide the perfect landscape for
nature sketching, exploration, and wildlife observation. It is also the ideal
setting for OEd-led activities; here, right outside the Sports Complex,
students learn to slackline, build shelters, pitch tents, rope climb, and make
fire safely.
The Rain Garden
Tucked behind the Main Hall, this garden features natural exploration
areas, a mud kitchen for creative problem-solving, and a pond where
students track tadpole-to-frog life cycles. Serving as an outdoor classroom
for wildlife surveys and focused tasks, it is also a welcoming space where
Local Service partners are invited to enjoy dedicated “Nature Time.”
Gardens by the Bus Bay
Along the perimeter road near the bus bay, students care for shared
outdoor spaces through planting, maintenance and wildlife observation.
The area includes pathways, planters, a bee hotel, a Super Tree structure,
and the custom-built coop housing the “Golden Girls,” our resident Buff
Orpington chickens.
East Campus outdoor classrooms turn nature
into a tool for hands-on, experiential learning
At UWCSEA, outdoor learning is integral to every student’s journey. Across
East Campus, nine purposefully designed outdoor spaces give students
the chance to explore ideas in a more hands-on way—whether through
observation, experimentation, or simply being in a different environment.
Developed by the Service and Sustainable Development (SSD) Team and
supported by the Facilities Department, these spaces are now used across
the K–12 Learning Programme. From Sustainable Development Education
and Outdoor Education to everyday lessons and play, they offer a different
way of engaging with learning. Over time, students become more
confident and resilient, developing a stronger, more intuitive connection to
the environment around them.
Designed for Learning,
Built for the Outdoors
10 | Dunia June 2026
Spaces for Collaboration and Leadership
As students grow more familiar with these environments, they use them
with greater independence, engaging in sustained projects and College
Service leadership.
The Primary School Hive and Middle School Hive
These flexible teaching spaces allow students to collaborate on projects,
carry out small-group investigations, and present ideas. The Middle School
Hive, located outside the Exam Hall, is equipped with a projector and
screen, serving as a hub where Junior and Middle School gardeners care for
the surrounding plants.
Herb Garden
Near the composting bays below Santai, students move through
pebble pathways lined with herbs, edible plants, and fruit trees, which
lead to a quiet seating area. Here, students harvest passion fruit and
mulberries while learning hands-on about sustainable growing systems,
food cultivation and composting. The High School “Permaculture
Design Solutions” Environmental Initiative also uses the space to gather
ingredients and create sustainable drinks for community events.
The Nest
On the 6th-floor rooftop near the Science Department, this space
supports long-term environmental projects and student-led initiatives.
K–12 Urban Gardeners care for raised garden beds and native rainforest
saplings as part of the High School Environmental Initiative’s Rainforest
Restoration Project. The area also hosts IB Science lessons, student-run
workshops such as Live Lighter, and nature-based arts and crafts activities
with Local Service partners.
More Than Just Outdoor Spaces
In addition to these outdoor classrooms, our
campus also features dedicated facilities designed
specifically to support the Outdoor Education
programme. Across campus, elements like the
climbing walls, High Ropes courses, and the Infant
School stairwell (utilised for abseiling) allow
students to test themselves at height.
By developing these skills on campus, students
build confidence before taking on more
demanding experiences beyond school. These
spaces help bridge everyday learning with the
challenges of wilderness expeditions, making the
transition feel more accessible and supported.
Rather than standalone structures, these
facilities are part of a wider learning
environment—adaptable spaces that continue to
evolve as students, staff and partners find new
ways to use them. Together, they bring learning
into the open in ways that are practical and
provide valuable hands-on experiences.
Explore the
outdoor learning
spaces here!
June 2026 Dunia | 11
MORE THAN THE
Roles They Play
Roles They Play
By Leslie Stellwagen, Head of Middle School
Drama, Dover Campus
When Middle School students took to the stage
this year, under the direction of Drama Teacher,
Paul Lucas, in Look Up, they weren’t just telling a
story about a group of teenagers who step away
from adult control to search for truth, identity,
community, and a place where they can fully be
themselves. They were, in many ways, living it.
While the performance marks the final moment on
stage, much of the learning happens in the process
that leads there. Rehearsals became a space where
students could take risks, support one another,
begin to find their own voices and understand who
they are, together.
For many students in the cast, taking on a character
became a way to better understand who they
are. Emilia, Grade 8, reflected that the experience
helped her “not listen to what people say and
just be myself,” while Oksana, Grade 7, shared
that the fear of judgement fades when you learn
self-acceptance and understand that everyone is
working towards the same goal.
Over weeks of rehearsals, the dynamic begins
to change. What starts as a group of individuals
becomes a close-knit cohort. As Hriana, Grade
8, observed, working together over time builds
relationships, even between people who didn’t
know each other at the start. Sophia, Grade 6, also
shared how the experience strengthened friendships
and created new ones, while Tessa, Grade 7, simply
valued being part of something bigger than herself.
At first, it was really hard to perform in front of
the other cast members, but once we got to
know each other, we became a community.”
Inés, Grade 8, Dover Campus
12 | Dunia June 2026
This sense of trust is intentional. As a Department,
Drama teachers consciously cultivate an inclusive
environment where young people feel safe when
taking up leadership positions.
This begins early in Grade 7, when students are
encouraged to take on mentoring roles within
productions, supporting younger cast members
and setting the tone for collaboration. Rahee,
Grade 8, reflected on this responsibility, sharing the
importance of staying positive and making the most
of the opportunity to guide others.
As students move into High School, these
leadership opportunities expand. In student-led
productions, they take on roles as writers, directors,
and designers, shaping performances from concept
to stage. Some also return to support the Middle
School Drama Club as Service volunteers, where
they have earned the affectionate nickname of
“Elders” from younger students.
For Grade 10 students Mason and Sonia, this role
has been incredibly rewarding. Mason reflected on
learning not just acting techniques, but how to lead
and teach a group, while Sonia valued the opportunity
to deepen her understanding of drama while building
connections with younger students.
Beyond our current students, we also provide
opportunities for recent graduates to return to the
department as interns. This allows them to apply
the skills they’ve developed in a professional setting.
Taking a gap year, Rohan Davies, Class of 2025,
returned to support us as a guest lecturer, assistant
director for Middle and High School productions,
and mentor for student directors.
“The Drama Department was incredibly welcoming,
creating the perfect environment to grow into the
wider world,” he shared. “I was treated as an adult,
which pushed me to take responsibility, adapt to
new situations, and learn how to lead. You have the
space to figure out what to do, rather than being
told what to do. At the same time, you know that if
you do ever get stuck, you can ask for help.”
What we are building within the co-curricular Drama
at UWCSEA, is more than a performance on stage
or a polished final show. It is a space where students
build a sense of community and grow in confidence.
They also learn to lead along the way, even when
things don’t quite go to plan. By the time they leave,
what stays with them is something more grounded
and real: a sense of confidence that has been earned
and can be carried into whatever comes next.
June 2026 Dunia | 13
Learning Through
Conflict at the
Grade 5 Peace
Conference
Students explore peace, conflict
and their role in shaping both
On a typical school day, a Grade 5
classroom might look like any other,
until students walk in and realise
something is off.
A small group is quietly given a
different role. They become “the
government”, with greater access to
resources, information, and decision-
making power, everything they need to
complete the task set for the class.
For everyone else, the experience
begins to shift. Some are told to sit,
while others must stand. A few are
allowed to speak, while others are asked
to stay silent. Gradually, even access to
simple materials disappears.
It doesn’t take long for confusion to
turn into frustration, as only a select
few are heard and able to succeed.
At UWCSEA, this moment marks the
start of a Grade 5 Unit of Study on
“Peace”, where students discover that
peace is not as abstract as it seems—
beginning within themselves, extending
into relationships, and connecting to
the wider world.
Not All Conflict is Negative
That first classroom experience
becomes a powerful entry point into
conversations about fairness, justice,
and conflict. Students reflect on how it
felt when rights were unequal and how
quickly tensions escalated. From there,
they begin to define what a fair and
inclusive community, in the classroom
and beyond, might look like.
A central focus of the unit is
understanding conflict as a natural part
of life. Students are introduced to five
approaches to conflict resolution—
competing, collaborating, compromising,
avoiding, and accommodating—and
consider how each might be used in
different situations, and which responses
help to de-escalate tension or may
instead escalate it.
Teachers then guide students to pause
and unpack what lies beneath these
moments, from differing perspectives
to miscommunication. Through this,
students begin to see that conflict does
not always have a single “solution”,
but can be navigated in ways that
build understanding and strengthen
relationships.
In class, this often plays out in familiar
ways—disagreements during group
work or frustration when ideas are not
acknowledged—prompting students
to listen more closely, ask questions,
and find clearer ways to move forward
together.
Finding Their Role in the World
Building on this, students connect
these everyday experiences to broader
global issues. Through examples ranging
from gender equality and civil rights
movements to individuals challenging
barriers around disability, they explore
how conflict can lead to positive
change, and how organisations such
as the United Nations contribute to
peacebuilding efforts.
In one scenario, a student struggles
during a performance because a
partner is speaking too quietly, making
it difficult to follow cues. Students
consider how different responses might
unfold—one that escalates the situation
through frustration and blame, and
another that promotes peace through
calm communication and a more
collaborative approach.
This thinking culminates in a “Peace
Conference” led by High School Initiative
for Peace students, where Grade 5
learners reflect on their role in creating
change. Through interactive sessions and
relatable school scenarios, they explore
stereotypes, prejudice, discrimination,
and what it means to be an upstander
rather than a bystander, and how they
might take action to support others.
Grounded in the “Circles of Peace”
framework, students move from personal
peace to interpersonal relationships, and
outwards to global perspectives.
What stays with them is
a simple but powerful
understanding: peace is
not something distant, but
something they shape every
day, starting with “me”.
By Andrea Strachan, Primary School Curriculum Coordinator, Dover Campus
14 | Dunia June 2026
L E A D I N G O N
CAMPUS BIODIVERSITY
Students turn their passion for nature into a project benefitting the community
Contributors: Effie, Lydia, Grade 11 and Karan, Tiger, Jamie, Grade 10, Dover Campus
PROBLEM
The Green Heart and the
new Tree Nursery attract a
lot of mosquitoes.
SOLUTION
Dragonflies prey on
mosquitoes at every stage of
their life cycle. Encouraging
more dragonflies in the area
could help keep the number
of mosquitoes under control.
OUTCOMES
This would reduce the need
for chemical fogging and
the risk of mosquito-borne
diseases like dengue.
June 2026 Dunia | 15
It was a “love and passion” for nature
that brought the students in the
Campus Biodiversity Service group
together. Strangers at first, they
initially connected through Google
Chat in the Dover Campus Wildlife
Observation group, sharing photos
of birds, reptiles, and insects spotted
on campus and beyond. The group
eventually evolved into a small
community. They started meeting in
person after school on Thursdays—
and they haven’t looked back.
Inspired by Nature
The inspiration to build a dragonfly
pond struck after a trip to Dover
Meadows. Students noticed that
there were few mosquitoes, even near
a flooded area. They hypothesised
that dragonflies were responsible for
controlling the mosquito population.
And so, the group got to action.
“We had the idea to create a dragonfly
breeding pond using the three cement
bowls that were originally filled with sand
just opposite the bus bay,” explained
Karan and Hangming (former Student
Leader of the group), a Grade 12 and
former Student Leader of the group.
Our primary objective was to attract
maintain for about half a year, and
then expanded the pond to the two
remaining cement bowls. Through
loving, consistent maintenance,
continuous development and
unwavering commitment, the students
created a self-sustaining ecosystem
hosting frogs, fish, aquatic plants
and the all-important dragonflies.
They subsequently received official
confirmation that the pond didn’t pose
any concerns about mosquitoes.
A Living and Breathing Project
“We recently finished building the
two other ponds, and what is left
now is equally important: the general
maintenance. We are also planting
more trees around the ponds to provide
shade, and planning to add more types
of aquatic plants to attract more
dragonflies and other wildlife,” said
Lydia, one of the group leaders.
The group’s research, experimentation,
data collection and analysis contribute
to a knowledge base about biophilic
design, or design that fosters a human
connection with nature and enhances
wellbeing. The knowledge is being used to
improve the Dover Campus environment,
and will be useful in the future.
dragonflies to breed in the pond as a form
of biological pest control. While helping
to reduce the mosquito population, it
would also increase biodiversity.
“A permanent, self-sustaining pond
ecosystem could house aquatic plants,
shrimp, fish, dragonfly nymphs, and
act as a drinking water source for birds
and other animals, potentially even
attracting more birds to Dover Campus.
It could also provide educational
opportunities for students in all grades.”
Testing the Waters
The students needed to convince the
Facilities Department. As Effie shared,
this required a detailed process of
research, creating sketches, ideating
designs and drafting specifications.
They had to think about a power source
for a water pump, plus the aquatic
plants and materials they’d require.
They submitted a detailed proposal.
“After we pitched the idea to the
Facilities Department, we built a
prototype pond, and saw potential for
a long-term project,” said Karan.
A few months later, the plan was
approved. The group started with
one pond which they were able to
16 | Dunia June 2026
To read this story
in more detail, visit
UWCSEA Spotlight.
A Shared Passion for Nature
The spirit of inclusion runs deep with
this Service group. They’ve found
friendship buoyed by their shared
interests and passions, and they
want to bring the whole UWCSEA
community along on their journey.
They are organising a Dover Campus
wildlife photography exhibition, “where
the UWCSEA community is welcome
to submit and share their amazing
sightings and photos. The selected
pieces will be printed on the new
signage, and the winner will receive a
prize!” they said.
This is a strong example of how
students are empowered as agents
of change with a community to rally
behind them, in a learning environment
that fosters both a deep sense of
belonging and the courage to innovate.
The Sky’s the Limit
The group plans to continue pushing
their biodiversity goals, with several
upcoming projects focused on birds.
These include installing nesting boxes
in the trees, putting up collision-
prevention window stickers and
updating Dover Campus bird signage.
“With the impact of urbanisation and
deforestation, many birds have lost
their natural habitats,” says Lydia, “this
is one way we can try to support them.”
Taking the same project development
approach, the students have started
researching the trees on campus.
Eventually, they plan to work with
the IDEAS Hub to build the bird nest
boxes themselves and, hopefully, install
them with the support of the Facilities
Department.
It’s one of the many ripples of impact
that the pond continues to generate.
Another, can be observed in the way
students have embraced this project,
as Jamie shared: “When I first started
in this group, I joined purely because
I loved animals. However, now our
group has become something much
more fulfilling. I have seen our project
have real-life benefits, and that
really motivates me to continue. Our
dragonfly pond has brought many
animals to our campus, and we have
seen many dragonflies and their
nymphs at the pond. Seeing this is really
magical to me; this Service group has
allowed me to directly affect the lives of
animals that share our campus.”
June 2026 Dunia | 17
From their early days on campus to their final walk across the stage, we have so much to celebrate. On Saturday, 23 May,
proud families and staff gathered to honour our graduates and everything they’ve achieved together—from the way they
supported one another through tough days to the lifelong bonds they’ve built. We are immensely proud to watch them
step beyond our gates, carrying the UWCSEA spirit and values out into the world. Congratulations to the Class of 2026!
GRADUATION
Congratulations and farewell, Class of 2026
“We spent so much time counting down the days,
running against deadlines and exams, always
looking towards the finish line. But standing
here now, looking out at all of you, the finish
line doesn’t seem as important as the room we
stand in. Though now it’s time to say ‘Goodbye’
to our friends, know that the relationships you
have built at UWC transcend. We will run into a
Dover student, perhaps where we least expect
it—so remember we’ll see each other again;
sometime somewhere.”
Rehan Banerjee ’26 and Julie Lee ’26
Student Speakers, Dover Campus
352
students
23
scholars
52
countries
62
boarders
DOVER CAMPUS