Junior School overview
East Campus
Our learning programme has been carefully planned to enable all our Junior School students to take full advantage of the opportunities offered by all five elements of our holistic education: 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 child.
The Junior School is organised in smaller teams to ensure that students feel welcome and supported. The day begins at 8am and lessons end at 3pm, although many students join Activities until 4.30pm. Our Personal and Social Education programme is designed to help our new students adjust to their new environment and routines.
Students stay in their class groups for lessons in specialist subjects, are taught in dedicated classrooms and facilities by specialist teachers in Physical Education, Music and Art. In their elected Language Other than English, students move classrooms and are grouped with students of similar ability from across the grade-level for these lessons with their specialist language teacher. This helps our students to approach Middle School, where they are taught in class sets by specialist teachers, before the greater independence and more self-regulated learning that is required in High School.
We encourage parents to be as connected as possible to their child’s experience in school. A grade-level blog gives parents a window into their child’s learning and students build and share an ePortfolio over the year. Above all, we encourage faceto-face communication and provide several opportunities to meet with the teacher through the course of the school year. Of course, parents are welcome to meet with the class teacher at any time, to discuss their child’s progress and wellbeing at 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 further education, but for life. We believe 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 (August 2024)
* Students must be born on or between 1 September and 31 August. Refer to our age-grade boundary chart for the planned year of entry for guidance, or contact Admissions.
In Grades 2 and 4, new places are created each year due to a new class being added to the grade level. In Grades 3 and 5, places become available if existing students withdraw from the College. 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 began 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
Guided by the UWCSEA profile and learning principles the academic curriculum in Junior School is structured around a holistic, inquiry-based approach to learning. This is integrated with a personal and social education programme that supports students in exploring topics such as friendships, family, personal identity and self-awareness.
A student’s main contact is with their classroom teacher. Students in Grades 2 and 3 also have one Teaching Assistant (TA) in their classroom community; one TA works across two classrooms in Grades 4 and 5. Additionally, there are
Junior School programme
specialist TAs who work across grades and the whole of the Junior School to support students as needed. Specialist teachers provide lessons in Physical Education, Music, Art and Languages, and coaches work with classroom teachers to support Mathematics, Literacy and the integration of technology in their classroom practice.
The table below outlines the subjects covered in each grade. The school week is divided into 40 periods, and while periods can vary in length according to the time of day and the day of the week, the average length is just under 40 minutes per period.
Number of periods per week
Junior School students spend most of their week learning in their classroom and grade-level communities. Teachers plan interdisciplinary and discipline-specific lessons, based on the Mathematics, Literacy, Science, Humanities, Digital Learning and Personal-Social Emotional Curriculums.
Mathematics
The Primary School Mathematics curriculum has been developed to ensure students receive a thorough conceptual grounding in basic mathematical skills and processes. Through imaginative, differentiated and practical activities, students enjoy the learning and recognise the application of mathematical concepts to everyday life.
We believe that students must be able to think critically about complex issues; analyse and adapt to new situations; solve problems of various kinds; and communicate their thinking effectively. Mathematics at all levels includes discussions, manipulation of concrete materials, investigations, problem solving, practise and consolidation, and mental maths.
Languages (Chinese, French, Spanish)
Students select a Language other than English as a part of their timetabled lessons:
• Chinese (beginner, continuation, advanced)
• French
• Spanish
Some home language (mother tongue) classes are taught after school in small groups. These classes are available at an additional cost, and are subject to demand. See our EAL and Languages factsheets for more information or contact Admissions.
Science and Humanties
Interdisciplinary Units of Study allow students to explore concepts by drawing together elements of the different subject areas into a meaningful whole. While focused largely on Science and/or Humanities, units can also incorporate aspects of the Literacy, Mathematics, Digital Literacy, Art, Music and Languages curricula.
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 workshop approach, which provides a clear structure for students to gain skills and develop confidence.
We also recognise it is not isolated to one specific area of study and is transdisciplinary by nature. Literacy occurs all day, every day, living within all traditional subject areas and so where appropriate, is integrated into other areas of the curriculum to make for more powerful learning connections. A wide range of literacy resources are available, to both students and teachers, to support the Literacy curriculum. In addition to the extensive collection in the Primary School Library, each class has a wide variety of genres in the classroom library for individualised reading.
Activities
Our Activities programme is a vital part of student life and learning. It is designed to provide students with opportunities to explore new interests, develop their strengths and pursue their passions. Participants also have the chance to make like-minded friends from across age groups and interact with students from other school sections. Teachers and parents work with students to make sure they are not over-extended and can manage their time. The 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 the categories: wellness for life, mind matters, arts and performance, Dragons sports, learn and lead, and create and innovate. Activities take place before school, as part of lunchtime or after school in fixed time slots. Students who take the bus home are provided with an ‘Activity bus’ to take them home after Activities have concluded.
Dragons Sports and Wellness for Life
The strong sports programme includes representative opportunities in athletics, badminton, basketball, cross country, football, gymnastics, netball, rugby, swimming, tennis and touch rugby. A number of other sports, such as martial arts and rock climbing, are offered on a recreational basis, as are Activities promoting well-being, such as yoga and meditation.
Arts and Performance
Students have the opportunity to participate in a number of musical and vocal ensembles and perform in showcase events each year. The Instrumental Teaching Programme (ITP) is an extension of the Activities programme and offers access to music lessons outside the academic curriculum on a wide variety of instruments. Instrument hire is also available. Students also have opportunities to be involved in drama showcase events at the end of the school year.
Mind Matters, Create and Innovate, Learn and Lead
Students with diverse interests and talents will find a plethora of clubs and special interests available. Popular Activities include inter-school debating, cooking, magic, chess, spies and secret agents, creative writing, journalism, traditional and digital arts, music technology and photography and robotics, to name just a few.
Home and Community Languages
Home and Community Languages Programme classes are offered at additional cost. Taught in small groups by a qualified teacher, the focus is on developing ageappropriate literacy skills. These classes are for students who want to maintain and develop competency in a language that is not taught in the academic programme.
Outdoor Education
A core element of our learning programme, Outdoor Education expeditions take 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 of our outdoor education programme is to set each student up for success. In each new environment, students are challenged to reveal their willingness 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 the programme.
Grade-level expeditions
Each grade level takes part in an appropriately-leveled programme of challenge while exploring new places. The expeditions have previously been:
• Grade 2 spend a night at the Singapore Zoo
• Grade 3 go to Desaru in Malaysia for two nights
• Grade 4 visit Pulau Sibu in Malaysia for three nights
• Grade 5 visit Malaysia on a four night adventure programme. Exact location TBC. During the pandemic, without travel available, the College supported a robust programme of local outdoor experiences. Our Outdoor Education specialists designed bespoke programme, using the existing facilities on campus, such as the Climbing Wall, creating learning opportunities in each of our four Outdoor Education curriculum Standards. When travel re-opened, the Outdoor education programme focussed on continuing both local and overseas programmes, giving students the opportunity to experience their campus, Singapore and Malaysia in new ways, while engaging in meaningful learning.
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.
The activities and venues are thoroughly checked and annually reviewed to ensure safety of all participants.
Optional trips
Students in all grades have previously been offered annual opportunities to travel with their parents to participate on family service trips. Generally the students plan activities to share with the hosts in-country while parents undertake a service project (i.e., house building, painting a dormitory, clearing a vegetable patch, upgrading facilities such as kitchens or demolishing a building).In the past these trips have traveled to locations in Bali, Cambodia, and Lombok to work alongside our service partners.
Personal and Social Education
We know that in order for learning to be effective, learners must feel secure and supported. The Personal and Social Education (PSE) element of our learning programme is focused on helping students to understand themselves and each other.
Student wellbeing is the main responsibility of the class teacher who closely follows the personal development of their students and maintains communication with parents about their progress and developmental needs. Each grade also has a Head of Grade who assists teachers and parents. All are supported by the Vice Principal who has an overarching responsibility for the wellbeing of students in the grades they take responsibility for, and also work where necessary with the Primary School Principal.
Every student is under the care of a class teacher, and this teacher covers the core subjects and also delivers the PSE programme through dedicated sessions, as well as by integrating key messages into their teaching. Assemblies, grade talks and a daily focus on personal relationships help our Junior School students to explore issues of friendship, communication, self-discipline and responsibility. A focus for 25 minutes during each class’ Morning Meeting time provides an opportunity for students to understand and explore their own development.
The grade-level classrooms are grouped together, and also share a large central learning space (pod) to encourage a sense of affinity within the grade. Through talks on topics such as online safety, emotional well being and changes we try to provide parents and guardians with knowledge they need to keep abreast of issues that are current for their children.
Professional guidance from the Primary School Counsellors is also available for students and families through our Wellness Centre.
Technology
The use of technology to enhance student learning is deeply embedded in the Junior School, and we provide an appropriate device for all primary aged students to use in the classroom. This is a tablet for the youngest students, moving to a laptop in the older primary grades. These devices 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 also supported in their use of technology by the introduction of ageappropriate digital citizenship concepts as part of the PSE programme.
Service
At UWCSEA East Campus, our junior school students actively participate in a comprehensive service program that aims to cultivate compassion, responsibility, and empower them as changemakers. Service learning is an integral part of our academic curriculum, providing students with opportunities to explore real-world challenges faced by communities locally in Singapore and globally. Through engaging interdisciplinary units focussing on topics such as Plants, Renewable Energy, and Migration, students gain a deep understanding of human and natural systems, which serves as a foundation for their service initiatives.
Local Service: Making a Difference in Our Community
Our Junior School students engage in age-appropriate, hands-on service projects that foster a sense of connection and care for others. Through research and investigation, students identify local issues and develop ideas for taking action. They have the choice to engage in direct action, indirect action, advocacy, or research to address these issues.
In partnership with local Voluntary Welfare Organisations, our students directly contribute to the community. They visit residential care homes for the elderly, collaborate with non-profit childcare centres, volunteer in community gardens, and create inclusive experiences on campus for people with intellectual disabilities. These connections with the community extend throughout middle school and high school, with over 30 ongoing partnerships with organisations in our local area.
Global Concerns: Empowering Students to Make a Global Impact
We are committed to nurturing global awareness and leadership skills in our primary school students. Through our Global Concerns (GC) program, each grade is twinned with a Non Governmental Organisation(NGO) in a neighbouring country. This initiative offers students the opportunity to explore global issues, develop leadership capabilities, and take action to raise awareness and funds.
By linking classroom learning with real-world challenges, students broaden their perspectives and deepen their understanding of interconnected global issues. Our current GC partnerships include the Blue Dragon Children’s Foundation in Vietnam, the Widhya Asih Foundation in Indonesia, and Epic Arts, Green Umbrella, and Kuma School in Cambodia.
Environmental Initiatives: Shaping a Sustainable Future
We firmly believe that shaping a better world starts with individual actions. Each grade has its own environmental initiative on campus, aligned with the United Nations’ Sustainable Development Goals. These initiatives provide hands-on learning experiences that empower students to become responsible stewards of the environment.
Students engage in various environmental actions, such as managing the primary school composting program, tending to community gardens, implementing paper recycling programs, and monitoring bird biodiversity through the Citizen Science app, iNaturalist. For more information,
+65 6305 5353 | admissionseast@uwcsea.edu.sg
www.uwcsea.edu.sg/admissions