Dover Junior School overview

Junior School overview

UWCSEA is an exciting place to learn and grow, and our Junior School provides that all important bridge between the uninhibited curiosity of Infant School and the confident striding out of Middle School.

Our Junior School students are able to take full advantage of all the opportunities offered by the five elements of the UWCSEA learning programme: academics, activities, outdoor education, personal and social education and service. It is a truly exciting and crucial stage in their school careers and we aim, in partnership with parents, to make it a successful one for every individual. Our Personal and Social Education (PSE) programme provides transitional support for students as they join the College.

The Junior School is organised into smaller teams to ensure that students feel welcome and supported. The school day begins at 8am and ends at 3pm, and most students participate in the after school activity programme until 4.15pm.

We encourage parents to be as connected as possible to their child’s experience in school. Online portfolios created by each student during the year provides parents with a window into their child’s learning. Above all, we encourage face-to-face communication, and parents are welcome to meet with the class teacher at any time to discuss their child’s progress and wellbeing at school.

Students have a weekly timetable of lessons with specialist teachers, including languages, physical education, music and art. This helps them to approach Middle School, with its greater focus on specialist subject areas, which in turn amends the structure of their lessons to prepare them for the independence and self-regulated learning required in High School.

At all levels of the school, we provide exceptional opportunities for our students to develop independence and leadership skills, and the Junior School is no exception. At the heart of our educational philosophy is the belief that we prepare students not just for university, but for life, and it is the skills and qualities students develop, as much as the knowledge and understanding they gain, that will define the quality of the life they live. For this reason, students in the Junior School are encouraged to take on leadership roles, to experience both success and failure, and to grow in the belief that they can make a difference in the world.

Junior School capacity

* Students must be born on or between 1 September and 31 August. Refer to the age-grade boundary chart on our website for the planned year of entry for guidance, or contact Admissions.

Available places may be offered up to the start of Term 2 (January) of the school year.

About the UWCSEA curriculum

Developed from our Mission, our concept-based curriculum ensures that UWCSEA’s education is rigorous, future-focused and relevant to our entire student community, regardless of their educational background or at what age they join (or leave) the College. Our students are challenged through the all five elements of our holistic learning programme—Academics, Activities, Outdoor Education, Personal and Social Education and Service.

We have a written curriculum in four of the five elements of our learning programme: Academics, Outdoor Education, Personal and Social Education, and Service. In designing our curriculum to equip our students as agents of positive change in their lives beyond school, we started by identifying what we understood students should know, and be able to do, at the end of their schooling so as to take the next steps in life. For each of the elements, and each of the disciplines within that element, our senior educators drew from, and continue to incorporate, best practice and research from across the world to design and deliver a programme that supports students as they journey from kindergarten to Grade 12.

We started by identifying the key concepts (which we call ‘Standards’) in the four learning elements and in each academic discipline. These are sometimes broken into Strands and sub-strands so as to better manage the learning pathways through complex disciplines. Using the Standard identified in Grade 12, we then worked backwards, identifying how students might build their Conceptual Understanding of each Standard (or Strand or sub-strand) as they progress through each stage of learning from K1.

Each Standard has age-appropriate Conceptual Understandings attached to it, and these are used by teachers to develop units of learning in each grade and for each classroom. By connecting each lesson to a larger understanding of a key concept (a Standard, Strand or sub-strand) within a discipline, our teachers create opportunities for students to demonstrate evidence of understanding (we call these Benchmarks) in age-appropriate ways.

This curriculum model takes into account the reality of our international school community. Students who will spend only a few years of their overall schooling at the College are equipped for a smooth transition from one school system to another by our focus on transferable concepts rather than specific content. In the High School, the Standards, Conceptual Understandings and Benchmarks specifically take into account the requirements of the external examining bodies that set the (I)GCSE and IBDP examinations.

How the model works: English (First Language) curriculum example

In this example, all students work towards a Standard in writing for an audience. The Conceptual Understandings in each grade then outline what students should understand at each stage—in early Primary School this is a Conceptual Understanding around making deliberate word choices in their communication. By Middle School the complexity of the Conceptual Understanding has developed and students are asked to create pleasure and coherent meaning through their choice of words. This in turn is further refined in the High School as students in the IB Diploma Programme (IBDP) are asked to influence the reader through selective word choice.

K1–Grade 12

Standard: Writing expresses selfhood, creativity and intellect in a medium shaped by audience and purpose.

Grade 1

Conceptual Understanding: We create real or imagined experiences when writing stories by using characters and setting. Benchmark: Develop the story through character, focusing on specific actions.

Grade 7

Conceptual Understanding: All parts of a text work together to shape meaning. Benchmark: Write narratives, using time and plot deliberately in order to influence mood and focus attention on the important moments in a story.

Grade 11 and 12 (IBDP)

Conceptual Understanding: Writers manipulate structure to convey meaning effectively. Benchmark: Sequence and sustain structure to strengthen and develop the logic and persuasive impact of a claim.

Academics

Our academic programme is structured around a holistic, inquiry-based approach to learning. Guided by the UWCSEA profile and learning principles, in the Junior School the academic curriculum is integrated with a Personal and Social Education programme that supports our students as they explore issues such as friendships, family, personal identity and self-awareness.

A student’s main contact is with their classroom teacher who is supported by a teacher assistant. Specialist teachers are provided for Physical Education, Music, Art and Languages, and coaches work with classroom teachers to support Maths, Literacy and the integration of technology to support learning into the classroom.

The table below outlines the subjects covered in each grade. The exact number of periods per week per subject varies according to need; the average length is just under 40 minutes per period.

Language other than English/English as an Additional Language (EAL)

Students take a Language other than English or EAL as part of their timetabled lessons:

Grade 2: Chinese (beginner, continuation, advanced), French (beginner), Spanish (continuation), EAL

Grade 3: Chinese (beginner, continuation, advanced), French (continuation), Spanish (beginner and continuation), EAL

Grade 4: Chinese (beginner, continuation, advanced), French (beginner and continuation), Spanish (continuation), EAL

Grade 5: Chinese (beginner, continuation, advanced), French (continuation), Spanish (beginner and continuation), EAL

Some other home language (mother tongue) classes are taught after school in small groups. These classes are available subject to demand as an additional cost. See our EAL and Languages factsheets for information or contact Admission.

Literacy

Our overarching literacy goal is for students to become independent lifelong readers and writers, who communicate effectively through reading, writing, listening, speaking and presenting. To help students achieve this goal, we use a framework of reading and writing workshop, which provides a clear structure for students to gain skills and develop confidence.

We also recognise that Literacy is not isolated to one specific area of study. It is transdisciplinary by nature and occurs all day, living within all traditional subject areas. Where appropriate, literacy is integrated into other areas of the curriculum to make for more powerful learning connections.

A wide range of Literacy resources is available to both students and teachers, to support the Literacy curriculum. In addition to the extensive book collection in both libraries, each classroom has a wide variety of genres in an individual classroom library.

Activities

A vital part of student life and learning, our activities programme is designed to provide students with opportunities to discover new interests, develop their strengths and pursue their passions. Participants have the chance to make likeminded friends from across age groups and interact with students from other school sections.

The Activities programme runs across four ‘seasons’ each year, allowing students to try as many new activities as they would like throughout the school year. It is divided into sports, arts (dance, drama, music and visual arts and music), leadership, clubs and special interests.

Activities take place during lunch or after school in fixed time slots, and students who take the bus home are provided with an ‘activity bus’ to take them home after activities have concluded at no additional cost. Teachers and parents work with students to make sure they are not over-extended and can manage their time.

Phoenix Sports, Health, Fitness and Wellness

The strong sports programme includes representative opportunities in badminton, basketball, climbing, cross country, football, gymnastics, hockey, netball, rugby (boys), softball, swimming, tennis, touch football and volleyball. A number of other sports, such as fencing and ultimate (Frisbee), are offered on a recreational basis in addition to activities such as fitness, yoga, dance and meditation.

Drama, Dance, Music and Instrumental Teaching

Student have the opportunity to participate in a number of music ensembles and perform in five or six concerts per year. The instrumental teaching programme offers access to music lessons on a number of instruments to students in the Junior School. Instrument hire is also available.

Performance opportunities are available at various points in the year as students have a number of opportunities to participate in additional performance-based activities, such as dance and drama.throughout the year.

Art, Design and Technology

This diverse group of activities meets a wide range of creative, inventive, problem solving, and artistic needs. Activities that promote these skills and qualities are taken from the fields of technology, art, craft, writing, technology, cooking, construction and robotics.

Language, Culture and Global Affairs

Many other activities are designed to appeal to students with other talents and interests, including special interests such as leadership roles on student councils, service groups, public speaking and more. Classes developing age-appropriate literacy skills in the Home Languages programme as well as activities that support the development of language skills in Chinese, French and Spanish for learners of these languages are also offered.

Outdoor Education

Our Outdoor Education programme in the Junior School takes students into unfamiliar environments to share the experience of developing new skills away from the comforts of home and family, often for the first time.

The main aim is to set each student up for success. In each new environment, students are challenged to develop their levels of decision making as they are given opportunities to take risks, to show compassion to others, to demonstrate initiative and enterprise, skill and care, teamwork and leadership.

An important component of every grade expedition is the idea of ‘team challenge’ activities, in which students are given challenges to overcome as a group. Developing a sense of the individual’s own responsibility to the group effort is a very important aim of our outdoor education programme.

Grade-level expeditions

In a typical year, Grades 3, 4 and 5 travel early in the school year in order for the peer group to form bonds that will benefit the students in the classroom as well as the playground throughout the year. Grade 2 students settle into their routines and travel later in the year, generally in Term 2. The expeditions have previously been:

• Grade 2 spend a night at the Singapore Zoo

• Grade 3 enjoy a Forest Adventure Camp in Malaysia for two nights

• Grade 4 visit Pulau Sibu in Malaysia for three nights

• Grade 5 travel to Gopeng, Ipoh in Malaysia for four nights

Every student is expected to participate, as the opportunities for personal and social development offered by participation in these expeditions are impossible to replicate in the classroom. The trips are an additional cost.

All activities and venues are thoroughly checked and annually reviewed to ensure safety of all participants.

Optional trips

Grade 4 students have the opportunity to travel to Bali with one of their parents and UWCSEA staff on a service trip to undertake a volunteer project at one of the children’s homes supported by the Grade 4 Bali Bridges Global Concern. When possible, UWCSEA will recommence overseas travel and trips, operating in accordance with the College’s robust health and safety guidelines, and a new sustainable trips framework.

Personal and Social Education

In the Junior School, we understand that in order for learning to be effective, students must feel secure and supported. The Personal and Social Education (PSE) element of UWCSEA’s Learning Programme is focused on teaching students to better understand themselves and how they relate to one another.

Student wellbeing is a primary responsibility for the class teacher who closely follows the personal development of their students and maintains communication with parents about their progress and developmental needs. Teachers are supported in this endeavour by a Head of Grade and Vice Principal.

In addition to teaching the core subjects, the class teacher also delivers the PSE programme through dedicated sessions each week. Creating a culture of wellbeing and mutual respect is a foundational principle within all classrooms and teachers integrate key messages into their teaching across the curriculum. To create a sense of community and belonging within the grade the students’ classrooms are grouped around shared learning spaces (pods) and there are many opportunities for students to engage with other classes.

Activities such as circle solutions, assemblies, grade talks and a consistent focus on personal relationships help our Junior School students to explore topics of friendship, communication, self-discipline and responsibility. PSE is both proactive and responsive. Much of what we teach is planned based on predictable issues that arise at each grade level. However, there are times where the lessons and assemblies will be based on response to a particular need that has arisen.

Using older students as mentors has also proven to be an effective way to ensure wellbeing on the playground. Grade 5 and Middle School students organise playground activities for our younger students to ensure all students are engaged in play.

Through information sessions, such as on Internet safety, bullying and emotional wellbeing, we support parents and guardians in keeping up to date with issues that are current for their children.

Professional guidance from the counsellors in our Counselling and Wellness Centre is also available for students and families if necessary.

Technology

The use of technology to enhance student learning is deeply embedded in the Junior School. We provide an appropriate device for all primary aged students to use in the classroom, including to develop an eportfolio in order to share their learning. Students use individual laptops, which stay in the classroom and are not brought home.

We have a strong focus on professional development for teachers which in turn helps to ensure that students use technology extensively and appropriately. Junior School teachers are supported by a digital literacy coach who helps to maximise the use of technology for learning.

Students are supported in their use of technology by the introduction of ageappropriate digital citizenship concepts as part of the PSE programme.

Service

Service is at the heart of the UWC ethos and even our youngest students become involved in service activities. The programme empowers students to become aware, able and active contributors in their community.

Students participate in College, local and global service projects both during and after school. Every student is encouraged to be involved in some way, and to take their service commitments seriously. From Grade 3, students are encouraged to reflect on their service experiences by recording their thoughts on, and reactions to, the service they have performed.

College and Singapore Service

College Service takes place on the campus, and activities may include being a monitor in the library, becoming a buddy to younger students in our ‘Peer Play’ activities or taking part in the campus gardening service. All Junior School students also participate in local Singapore service, which may involve visiting elderly residents at a nearby nursing home or hosting a group from the Genesis School. Singaporean children from a local after-school care facility also come for literacy and art activities hosted by our students and staff. Other students utilise their IT expertise teaching computer skills to domestic workers. Students also have an opportunity to volunteer for service-based activities linked with organisations such as Riding for the Disabled and ACRES.

Global Concerns

Global Concerns (GC) are service projects which take place outside Singapore, and form the third tier of our service programme. Through the GC programme, students are educated about global issues, introduced to concepts of leadership and organisation and encouraged to establish their own initiatives. Where possible, links are made between classroom learning and issues raised by the GC, and students are encouraged to take personal action based on their interests and passions.

For more information, please contact Admissions

+65 6774 2653 | admissionsdover@uwcsea.edu.sg

www.uwcsea.edu.sg/admissions