December 2023
UN NIGHT AND CULTURAMA
DESIGN MEETS PURPOSE: NEW EAST CAMPUS PLAYGROUND
INDIVIDUAL BEFORE DISABILITY
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page 13
page 22
I hope to encourage people to view me and those with similar experiences to mine, as person-first or identify-first, before they see our disabilities. I strongly believe that fostering a positive and open attitude towards people from all walks of life is crucial to achieving greater inclusivity and belonging. Let’s educate ourselves and work towards that goal.” Luca, Grade 9, UWCSEA Dover Read the article Seen and heard: individual before disability on page 22.
December 2023
02 CURIOSITY AND EXPLORATION
13
20 LEARNING WITH ITIME
Nick Alchin, Head of College
The new East Campus Primary School playground
An innovative approach to conceptbased teaching for our youngest learners
06 UN NIGHT AND CULTURAMA Meet our student cultural ambassadors
10 STUDENT AGENCY IN ACTION
Students exercise leadership beyond the classroom
12 A SPACE FOR DREAMING
Dedicated to Kaira and all the dreamers in our community
DESIGNED BY STUDENTS
14 INNOVATIVE SPACES Explore the playground
16 FOLLOW YOUR CREATIVE SPARK UWCSEA students find spaces for self-expression
18 CELEBRATING UWC DAY A look at UWC Day celebrations for 2023
22 INDIVIDUAL BEFORE DISABILITY
A journey towards greater diversity, equity, inclusion, and belonging
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SETTING THE STAGE, TELLING THE STORY A look at the creativity behind UWCSEA Theatre Productions
30 SPOTLIGHT ON … The gardens of UWCSEA East
31 A HEALTHIER COMMUNITY
24 HOPE THROUGH EDUCATION
UWCSEA recognised for Healthier Dining Programme
UWCSEA, PACE and CSB Partnership for Refugee Empowerment
32 LEADERSHIP FOR CHANGE
The IB Systems Transformation pilot course designed for the future of learning
34 COMING FULL CIRCLE
Closing 15 years of Green Gecko GC
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SCALE NEW HEIGHTS ON THE HIGH ROPES! Explore your adventurous side with our new East Campus High Ropes and Climbing course
COVER IMAGES
Front: Junior School students playing during break time on Dover Campus Back: UWCSEA students playing a friendly football match
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.
Read. Publish. Share. Subscribe. Visit the newsroom of UWCSEA: perspectives.uwcsea.edu.sg
Editors: Sarah Begum, Sinéad Collins, Hazel Ong, Tara Diong, Shaiful Rashid, and Lucie Snape | Photography: Janrius Rogers, Joseph Tan, Jules Wainwright and members of the UWCSEA community | Design: Nandita Gupta and Grace Hong UWCSEA Dover is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) CPE Registration No. 197000825H | CPE Registration Period 18 July 2023–17 July 2027 | Charity Registration No. 00142 UWCSEA East is registered by the Committee for Private Education (CPE), part of SkillsFuture Singapore (SSG) CPE Registration No. 200801795N | CPE Registration Period 10 March 2023–9 March 2027 | Charity Registration No. 002104 Printed on 100% recycled paper with environmentally friendly inks | MCI (P) 035/02/2023 | MKT-2324
Curiosity and exploration: looking ahead with both imagination and nostalgia
OPINION
By Nick Alchin, Head of College, UWCSEA I was speaking with a Grade 12 student recently, who had been with us for many years. He enjoyed his time with us, but wished that he’d had a chance to do the UWCSEA Grade 9 and 10 programme, as his sister was doing. We spoke for a while, and at the end he said that he expected his sister would one day say the same thing to me— that there would be some new innovation that in some distant future she would wish she had been part of. I told him that I very much hoped that was the case, that I would let him know if his sister did indeed make the same point, and I would tell her that her elder brother felt exactly the same way. We laughed together, but he had a great point: it’s true there is always room for improvement, not least because the world around us is changing, and as a College we will always retain our hunger to continually adapt to better meet the needs of students and broader society. I believe we will indeed continue to work toward the UWC Mission, to innovate and develop our programmes and practices. Sometimes this can involve incremental changes which adds up to a lot over the years; progress in Concept-based Teaching and Learning, moving to support greater inclusion, developing technology—these and many other things are all slow burns that we’ve pursued over many years. Others have been more discontinuous; becoming a K–12 school; using our own curriculum instead of the Primary Years Programme; moving away from IGCSEs. These happen at a point in time, and such changes are more rare, but equally profound. Both modes of change are important, and both are captured in our new Strategy under the Curiosity and Exploration commitment. It captures an essential part of our identity–our relentless determination to adapt and be better. The critical question is, of course, is better in what ways? How? When? At the expense of what else? and I have seen two attitudes to this change. One attitude is to point to the rapidly changing world as a reason for stability and tradition in our education. The other is to see it as a source for creativity and exploration. Both attitudes are right. Educator Neil Postman captured it well when he wrote two books; Teaching as a Preserving Activity and Teaching as a Conserving Activity.
We can think of this as approaching the future with two attitudes; one of nostalgia and one of imagination. The nostalgia attitude is one we feel when we remember our own childhoods, and perhaps feel angst about the possibility of radically different things ahead for our children. There’s love and care and desire for continuity here. But an attitude of nostalgia risks the implication of few expectations, aside from the hope of preserving the status quo or reverting to less technological times; it may overlook the progress we have made in the intervening years since our youth. The imagination option arises when we see possibility and promise, and yearn for things to be better for our children than they were for us. It stresses optimism and more meaningful opportunities than we experienced, or perhaps than we can even imagine. Again, there’s love and care behind this approach; but an attitude of imagination risks overlooking the cost of perpetual progress, and may overlook how much value there is in what we already have. This is not just a debate playing out in education. Life today differs a great deal from life 50 years ago in so many ways that it’s hard not to think there will be further rapid change ahead. At the same time it’s also hard not to question the very foundations on which this change has been built. We can no longer confidently rely on technologies as an unqualified good; nor unquestioningly assume confidence in the processes and leaders of our public institutions; nor take for granted infinite natural resources, a stable climate, or social change that benefits all. The choice, therefore, cannot be between fearlessly marching into the future or backing into it with the same tools and ideas we have today. The task of shaping the future is open only to those who are ready to adopt imaginative attitudes, while deeply understanding our history and the directions in which we are already moving. We must not, therefore, jettison either imagination or nostalgia, for they both have things to teach us. This notion of looking in two directions at once struck me forcibly when I came across the New Map of Life from the Stanford Longevity Centre. Today’s conceptions of old-age, and the reality December 2023 Dunia | 3
UWCSEA STRATEGIC COMMITMENTS 2023–2030
EXCEPTIONAL PEOPLE AND TEAMS We will attract, retain and grow outstanding people and teams, and build our organisational strength and capacity.
OUR WORLD CLASS UWC EDUCATION We will continue to provide exceptional educational experiences, guaranteeing a holistic and values-driven, rigorous education that will contribute to a peaceful and sustainable future.
IMMERSIVE LEARNING We will ensure that our students’ learning is rich in experiences, relationships, and connections to people, places, organisations and ideas.
A SENSE OF BELONGING We will create and sustain a sense of belonging for all members of our community, past, present and future.
CURIOSITY AND EXPLORATION We will leverage our sense of curiosity and pioneering spirit to drive incremental and disruptive innovation, and sustainable change.
UWC MISSION UWC makes education a force to unite people, nations and cultures for peace and a sustainable future.
I don’t know what the future may hold, but I know who holds the future.” Ralph Abernathy, Civil rights activist and Baptist Minister
of life for many elderly folk, rightly give us reason to look back (nostalgically) at multi-generational living and lament a loss. Drawing on this, and with a profound understanding of demographic realities, the report (imaginatively) outlines a compelling vision for the future whereby rather than dwelling so anxiously on the costs incurred by an ‘ageing’ society, we should reframe the conversation around measuring and reaping the remarkable dividends of a society that is, in fact, age-diverse. It is this type of approach that we seek in education—not one that dismisses the past, that seeks to wipe the slate clean and start again in technological utopia, but one that honours and builds from where we are, even though we cannot be sure of the exact destination. As Antoine St Expury said as for the future, [our] task is not to foresee it, but to enable it. Finding the golden mean between nostalgia and imagination in education will determine the way we expand the values and capabilities of today’s children, to create what is to come. Civil rights activist and Baptist minister Ralph Abernathy stresses our responsibilities when he writes I don’t know what the future may hold, but I know who holds the future. The surest guarantors of our future are individuals and the ideas they have in their heads, including their values— intellectual, moral, and social. So that leads us to the first of our strategic commitments: Exceptional People and Teams. We must continue to attract outstanding people. We want to attract the most outstanding people to join us. So we will foreground our Mission as we want valuesdriven people; we will remove systemic barriers to increase the diversity of our candidate pool; we will work on our recruitment practices; we will seek to diversify our staff body to reflect that our of community; we will show flexibility and compassion for those in need; we will be inclusive in consultation (recognising that this requires vulnerability and risk, and the presumption of positive intent) and transparent in decision-making. We want to develop and grow all our people so that they all leave saying (as some currently do) “I learnt more in my years here than I did in the rest of my career”; we will retain professional learning as an expectation and a right, not a privilege or reward for individuals; we will review and recognise development through each contract; we will run annual tiered leadership courses open to all, not just leaders; we will support postgraduate study. We will continue to focus on our culture, foregrounding our values. We will seek to reinforce the spirit of active listening
to understand (pausing, paraphrasing and asking mediative questions); we will rely on our Community Agreements to reinforce the culture we want; we will depersonalise differences by pointing to data; most of all, we will be kind and open and vulnerable. Within Exceptional People and Teams and Curiosity and Exploration lies the daily experience of our students and our community, which are further defined through two more strategic commitments. Immersive Learning focuses on ensuring that our students have rich experiences at school, within and beyond the classroom. Our definition of immersive learning is when students are deeply engaged in the challenge and joy of deep and holistic learning; when the school experience speaks not just to the intellect but also to values, character and aspirations. Immersive learning leads to lifelong impact, and to the sense of obligation to apply learning for the greater good. Sense of Belonging allows that schools are defined by the relationships that exist within them. UWCSEA is committed to being a community where all individuals have a sense of belonging, and where different identities and ways of being are respected and valued. We recognise belonging for all as an outcome of our individual and collective behaviours, and that just as our current community finds belonging, so too must our past community (alumni), and future community (potential families and staff members). Organisational theorist Henry Mintzberg once described strategy as being akin to the blinkers on race horses— something necessary to stop us from getting distracted. For us, the UWCSEA Strategy is our Mission come to life, for today and for the near future. It helps us to take the best of the past and create a new future. Our Mission and Strategy together provide the blinkered focus on both our deeper longterm purpose and on the students in front of us today. It would be wonderful to be able to set out a full roadmap of the upcoming decade, one that clearly indicates the precise steps and processes we can follow. In truth such maps are impossible; but because we know our destination, we will create the path by walking it. In the coming decade the UWCSEA Strategy will ensure our gaze is looking forward and backwards simultaneously, and that we carry the best of our past with us, as we journey to the future. References Gardner, J. (1993). On Leadership. The Free Press. | n.a. (2021). New Map of Life. Stanford Centre for Longevity. | Toulmin, S. (1990). Cosmopolis. University of Chicago Press. December 2023 Dunia | 5
COMMUNITY NEWS
From culture to choreo Meet our student cultural ambassadors for UN Night and CultuRama
When ticket sales for United Nations (UN) Night and CultuRama open, snagging tickets is always a mad rush for anyone who’s ever wished to attend. Ask any of our lucky showgoers about their experience, and they’ll gush about the mind-blowing extravaganza on stage, with several student-led performances representing the many countries that make up our UWCSEA community. These yearly celebrations are more than just a showcase of spectacular performances by our students, they highlight our community’s dedication towards embracing our diversity and valuing unity. What’s the secret behind the scenes, or perhaps the question should be, WHO is behind the scenes? Meet the brilliant minds backstage—our cultural ambassadors! This dedicated group of students are the masters of their own choreography, pouring their utmost effort into authentically portraying their culture and traditions. Their goal is to cultivate a sincere understanding and appreciation for diverse cultures, fostering genuine cultural awareness in every captivating performance.
MOHAMED ABEID, Grade 12, CultuRama Tanzanian Dance Cultural Ambassador, East Campus We represent a bridge between our country’s cultural heritage and the world. We play a pivotal role in shaping creative decisions on the promotion and preservation of the culture. I think the role of a cultural ambassador is important because it ensures the preservation and accurate representation of the unique traditional heritage of the specified culture. I highly value open communication, which includes facilitating cultural workshops to address concerns, clarify doubts, and emphasise the importance of respecting and being sensitive towards cultural representation; this ensures we all share a common understanding. From the moment I applied as a lead creator, I started visualising the performance and drew inspiration from memories of my family and my tribe’s cultural dances. I carefully selected songs that I believed embodied and represented my culture. After all the hard work, imagination, and hours of rehearsal put into the performances, seeing it come to life on stage was the most captivating moment of my experience. The dance moves, the music, and the smiles coming from my group having fun as one big family were my favourite parts. I will always cherish the profound sense of unity and collaboration that permeated every aspect of this project, spanning from the intense rehearsals to the amazing final performance. It was truly heartwarming to witness individuals from diverse backgrounds and cultures uniting with a shared passion for representing Tanzania’s culture as their own.
This experience has strengthened my connection to the broader UWCSEA community by highlighting the power of shared values and the mutual understanding that transcends differences, fostering a stronger sense of belonging and a collective purpose within our community.” 6 | Dunia December June 2023 2023
SOKTHEARA, Grade 11, UN Night Cambodian Dance Cultural Ambassador, Dover Campus As cultural ambassadors, our role extends beyond planning, time management, and execution. We’re responsible for representing our countries and people in a manner that is both authentic and respectful. Fostering a supportive learning atmosphere was my priority and I was committed to creating a positive experience for all dancers, regardless of their backgrounds. I gradually introduced the performance routine and checked in on everyone during rehearsals. To me, success lies not only in sticking to the plan but also in our ability to overcome challenges as a united team that respects one another. It also requires adaptability to address any unforeseen circumstances that could occur during the performance, such as wardrobe malfunctions or the dancers’ unfamiliarity with my traditional costumes. When preparing for the performance, I spoke to older members of my family and even professionals in my country. I spent hours online researching and studying cultural appropriateness and worked towards best representing my cultural attire with tailors. During the long break, I dedicated time to perfecting my dance, with the help of my mum and grandma. I had up to two rehearsals weekly with my team, lasting up to 1.5 hours each. I also managed logistics, reviewed recordings and communicated with the Drama department. We work closely with our dancers too, encouraging a positive approach to learning new choreography with which they are not familiar, and they meet us halfway with their readiness to learn/explore new cultures; building our communication as a team beyond just dancing skills. My favourite moment in this entire journey was right before our last performance. My team members’ spirits and commitment ignited something in me, which is almost indescribable. Even under incredible pressure, nerves, and exhaustion from the back-to-back performances, we all were still cheerful and eager to give our best; it made me truly appreciate and admire the team.
My determination to bring my culture onto the stage goes beyond my own worries and fears, and it made me feel seen in our large, diverse community. By embracing my own culture and learning from others who were on the same journey, I realised that the support from members of our community, made me feel so much more connected to UWCSEA, and I’m already thinking of ways to give back to our community.”
Embracing our community Being part of this richly diverse community presents us with the opportunity to explore, exchange and engage with cultural ideas from around the globe. With UN Night and CultuRama, the world truly is our stage, where our backgrounds and identities cross paths. Here, we get to dive into a melting pot of cultural ideas, exchanging and engaging with one another to bring our diversity to life through dance. Once the curtains close, these experiences don’t just entertain; they empower, enlighten, and leave us with a sense of unity and respect for one another that lasts far beyond the applause.
December 2023 Dunia | 9
COMMUNITY NEWS
Student agency in action Shaping learning and leadership beyond the classroom
What if you could transform your interests into an extracurricular activity and have it integrated into the UWCSEA Activities Programme? Follow Maia and Frank, student activity leaders on both East and Dover campuses, as they share first-hand how they facilitate student agency through after-school activities and experiences. Together with their activities leaders, they’re committed to enriching the after-school activities programme with unique student-led interests and ideas.
Leadership Symposium | Maia, Grade 12, East Campus The Leadership Symposium is a club of passionate and driven students who are dedicated to serving as the bridge between student leaders, club members, and school staff. Our mission is to inspire, educate, and empower our peers by providing a platform where they can connect with prominent leaders in Singapore, learn valuable leadership skills, and build a strong community. The Leadership Symposium offers a unique and immersive experience that complements the UWC Mission and UWCSEA’s Learning Programme. We work on ways to connect students with accomplished leaders in their fields, learn from their journeys and explore various leadership styles and approaches. Beyond the individual benefits, the symposium also plays a crucial role in building a sense of community at UWCSEA. Throughout the year, we organise activities such as public speaking workshops, team-building activities and reflection exercises that offer students hands-on experiences. We also host an annual symposium, where we invite influential leaders from various fields, such as business, entrepreneurship, and social activism, to share their experiences, and provide insights and practical advice to students on how to navigate the complex world of leadership. By participating in these activities, students can develop their leadership skills, gain exposure to realworld leadership scenarios, and create networks with experts in their chosen fields. Our motivation is to instil the belief that leadership is not solely about titles but about making a meaningful impact, developing essential skills, and fostering a supportive culture and community. As the founder of the Leadership Symposium team, I noticed a need for a support system for student leaders at UWCSEA. This insight inspired me to initiate the symposium, where I’ve provided strategic direction, collaborated with a dedicated team, and organised events to empower student leaders, foster community, and fill this gap in our school’s student leadership landscape.
It’s important to us that students at UWCSEA have the guidance and resources they need to thrive in their leadership roles and make a positive difference in our school community and beyond.” Being a part of the Leadership Symposium has been an exciting learning experience for our team, we’ve discovered with many different paths to effective leadership through collaboration, adaptability, and effective communication. We fully intend to apply these skills as we navigate our education at UWCSEA and when we then go on to graduate and face the challenges of the world beyond. 10 | Dunia December 2023
Student-Led Activities Wiki (SLAW) Frank, Grade 12, Dover Campus I believe that with the overflowing talents and diversity that make up our student body, the most valuable resource we have is each other.” We are part of the Student-Led Activities Wiki (SLAW) team, a group of students responsible for reviewing new student activity proposals to ensure the quality of sessions and then the promotion of these activities to students. Although independent, we work closely with the Activities Department and other student organisations to make sure our efforts are recognised and beneficial to the community. SLAW has a mission to ‘connect the student community’: matching the supply of passionate activity leaders with the demand of equally enthusiastic student members, to make the best and the most efficient use of their materials. Our team understood the struggle many students face when it comes to deciding which activity to join and what that process was like. We needed to raise awareness about the various student-led initiatives offered under the Activities Programme, which is a key component of our UWCSEA education. To us, successfully connecting with the student community is when student leaders feel content and supported with running their activities, especially with a group of engaged members. To boost peer engagement, we worked with Mike Staples, the Director of Activities on Dover Campus, to create the initial SLAW website for activity leaders. Building the platform required web development skills and mobilising student and staff resources. SLAW is now a dedicated team overseeing all aspects of Student-Led Activities (SLAs), including website maintenance and updates; proposal reviews and approval meetings; leadership training; activity promotion; sign-up and attendance feedback. Following this year’s successful LifeCON, our first Student Life Convention at Dover Campus, featuring student leaders from over 40 activities, we plan to host it again to promote clubs and attract new student members. Launching an initiative that is now integrated into the school processes has been transformative. It has been a collaborative effort involving our team and various school departments (Activities, Facilities, Communications, and more). We’re determined to continue serving the community through SLAW, fostering cooperation and empowering students to achieve more, by encouraging their involvement in our student-led activities as a way to explore and nurture their leadership potential.
As students, we’re always looking for opportunities to contribute meaningfully, and by fostering connections among our peers, and the wider community outside the classroom, we hope to take more steps in making our education at UWCSEA a collaborative journey where we get to shape our learning experiences. December 2023 Dunia | 11
FEATURE
A space for dreaming If I have seen further it is by standing on the shoulders of Giants.” Isaac Newton The story of UWCSEA is a story of people and ideas. It is a story of successive generations of students, staff and parents, and of countless acts of courage, resilience and purpose. Above all, it is the story of an idealistic mission, brought to life by people who dreamed of a more peaceful and sustainable future for everyone, and took action to make it happen. Our College today is the legacy of those who came before us, and today’s students are building their legacy for the next generation. Just as we honour and remember those who have left our community, we must also create a space where this generation can dream and plan the future. Out of this belief in the importance of remembering the past while we dream of the future, the concept of a Dreaming Space on Dover Campus was born. It is being built in part to remember Kaira Karmakar, our beloved Grade 11 student whose life was cut tragically short last June. Kaira was an exceptional student who embodied the UWCSEA values and embraced everything the College had to offer. She was an editor of Interscol, Secretary General of MUN, Chair of Ladakh Global Concern (GC), had published her first book in 2020 and left behind a set of over 150 artworks. As she blazed a trail, no friend or acquaintance was left behind. She collaborated, helped, supported, and shared her blessings freely. The loss of a young person of such promise and potential feels like the loss of a whole future of possibilities. But Kaira’s dreams and actions are not lost. They live on in her friends, in her work with Global Concerns groups, in her contribution to the Arts, her care for others and her commitment to making a difference. In the same way, all those that our community has lost live on, and the Dreaming Space is a place where we can go to remember them all and to dream of the future. The space will be next to the Tent Plaza and will be sheltered by the four trees that currently stand on its edge. To this natural space, we will add foliage and plants: Lantana to represent liveliness, energy and positivity; Sandpaper Vines to promote peace and wellbeing; Plumeria for creation and recreation; Palm for resilience and openness. At the centre will be a Peace Lily, the perennial, a symbol of hope and harmony. Benches will allow the community to sit in quiet contemplation before they take the action the world needs, while solar-powered lights will make the space stand out in the darkness at the end of the day. A quiet space in the hum of daily life on campus reminds us that all great action begins with an idea, often thought up during moments of quiet. A plaque in the space will remind us of its purpose. Construction is beginning and the space will be opened after the December term break. We are proud to honour our former community members this way, and hope the space will inspire this generation to build a legacy that matches the one they inherited.
“When she was young, she used to fly above the green ground, and now she flies in the deep blue sky.” From ‘Chasing Wind’
KAIRA KARMAKAR, 2006–2023, student, friend, author, dreamer This Dreaming Space is dedicated to Kaira and all the dreamers and doers in our community, past, present and future, especially those who went before us and created a vision of a better future. We hope everyone who comes here will look up at the sky, dream and look forward with hope. This hope should lead to action, a commitment to building a better world for everyone.
12 | Dunia December 2023
FEATURE
Design meets purpose: new East Campus playground Designed for students, by students Pauline Markey, Primary School Principal, East Campus (an excerpt)
Whose playground is it anyway? Over many years, students on the East Campus Primary School Student Council have campaigned to have improvements made to the playground, gathering feedback, ideas, hopes, dreams and suggestions from their fellow students through their Student Council Representatives (Reps). The playground now stands as a tangible outcome of students’ agency, empowerment and leadership in their learning journey. Through their hard work and effort, they were able to turn their ideas into a real playground that mirrors their journey as changemakers— curious, capable, and competent individuals with rich potential and valuable experiences in learning. We strive to create the conditions for students to be active participants in their learning; competent in knowing how to learn and how to act as cocreators of their learning journey and future. We want them to feel empowered and have the efficacy and desire to enact positive change and inspire others to do so too, as our UWC Mission compels us to do. We call this student, or learner, agency. Viewing students as curious, capable and competent young people, rich in potential who bring with them a wealth of experience to their learning, is a key feature of student agency.
The realisation of the playground for the students, many now in Middle School, is an example of providing authentic and meaningful opportunities for students to take ownership of their learning and see the results of their hard work, effort and agency come to fruition.
The journey from idea to realisation From request to completion, the East Campus playground has been a studentled project. Students were involved in all stages of the process, from the initial vision of what they would like their play spaces to look like, collating and organising student ideas, to deciding on which of the different tenders and proposals to choose. With the goal of improving the student play experience, the Student Council have initiated many improvements to their playground. This has included adding a loose parts section for imaginative and creative play, purchasing other playground equipment such as table top games, the addition of a ‘community’ piano and the development of a Friendship Corner. As far back as September 2021 (yes that’s at least how long the students have been campaigning for this) the Student Council Reps surveyed their Primary School friends and collected their ideas over many months. They worked together knowing this was the most effective way to make a difference. With over 1,000 students in the East Primary School, this was no easy task. There were lots of different opinions and ideas but it soon emerged there was a need for different zones, namely a Chill Zone, Creative Zone, Challenge Zone and Zen Zone. The process provided great learning. Not all students agreed, some students’ ideas were even met with strong resistance from other students and, as expected, some ideas were not quite practical; a Merry-Go-Round, water park and an electric fence around a football pitch, to name a few!
There were also discussions about this space and other playspaces and the purpose of each. Our Facilities Department were partners in the journey. Aman Chauhan, Director of Campus(es) Development and Elvin Kwek, Facilities and Operations Manager shared the ideas we collected with five different companies who brought back design proposals. This was reduced to three designs that were then shared with students to gather their feedback once again. The Facilities Team then took over, attending to finances, budgets, country of manufacturing, sustainability lenses or, what the students termed, ‘the other boring stuff … blah blah blah’. One key requirement expected from the company that would be awarded the tender, was to be able to utilise some of the equipment that was to be removed to make way for the new playground, elsewhere for a community that would benefit from the equipment. We are pleased to share that the company agreed to this commitment and many parts of our old, previously loved, equipment are being enjoyed by children in a City Charity programme in the Philippines. After two long years, students returned in August 2023 to a playground that has transformed into a series of zones where the opportunities for imaginative and challenging play are endless. As requested by the students, there are areas dedicated to low, medium and high intensity play. From ‘Gardens by the Bean Bags’ to ‘Changi Airport – get ready to fly’, this year’s students have been involved in naming the different zones. Over the past three months what has become clear is that looking at the physical features of the playground nowhere near captures the scope. This is only revealed by observing the students’ interactions with each part of it and how varied this is on any given day. Only then do you capture the true transformation; something quite magical, where creativity, challenge and imagination really come to life. December 2023 Dunia | 13
INNOVATIVE SPACES
East Campus Primary Outdoor Playground Designed for curious young minds, the redeveloped playground on East Campus encourages explorers to investigate the world at their own pace and with their own unique intentions. Zones were set up to suit a variety of activity levels—from low to high intensity play.
Flying fox ‘Creative’ spot Swing set
‘Chill’ spot
‘Creativity Cove’ low active zone These are dedicated spaces for low intensity play and are made up of smaller ‘Chill’ and ‘Creative’ spots where students can dream up new tunes on the community piano, build the next miniature skyscraper with building blocks or lounge in our Gardens by the Bean Bags with a good book. Students can take time out to relax and chill in these spaces whilst still enjoying themselves.
Monkey swings
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Slides
Climbing nets Hammocks
‘Changi Airport– Get Ready To Fly’ semi active zone This zone is for medium intensity play, suited for 5–12 year olds. Within this zone children can play on the flying fox, a swing set, trampolines, spinner bowls, wacky spinners and rock climbing cubes. Needless to say, this is a popular zone with students during break time.
‘Slidescrapers’ active zone For children aged 6 and above, this is the zone for high intensity play with various challenging components including hammocks, climbing nets, monkey swings, and slides.
December 2023 Dunia | 15
FEATURE
Follow your creative spark! UWCSEA students By Kristjan, Grade 12, Dover Campus and Jose Zarate–Mancilla, Head of High School Film, East Campus Grab the microphone and roll the auto-cue! Self-expression takes centre stage as students turn our everyday spaces into outlets for entertainment and creative expression.
Dover Campus: Open Mic—a night of spoken word Get ready to be captivated by the electric atmosphere of the Dover Open Mic Night! Promising an unforgettable showcase of talent, this newly-launched monthly series hosted at the Heritage Cafe, features staff and students showcasing their creative prowess through music, spoken word, and comedy performances. The reason I started Dover OpenMic was because I felt the lack of a platform where students and other members of the school could perform, speak, and share their ideas. To quote our events manifesto, “To give our school community more possibilities to perform and tackle the challenge of publicly performing, a skill we’re encouraged to master in school.” The goal is to provide our community with a platform for open performances and the only thing that I would want 16 | Dunia December 2023
the audience and performers to take away from the event is to feel that their voices are heard, along with the opportunity to connect with people around them beyond the classroom. “When I first heard about Kristjan’s proposal to establish the Open Mic event I was excited. The aim to create an iconic event to increase opportunities for quieter voices to be showcased to the Dover Campus community truly aligns with who we want to be. One of the things I love about working in a UWCSEA is that student initiatives are encouraged, and so the fact that this was coming from a student was also very special. The event was a joy to support—as Kristjan was collaborative in his approach. We know that storytelling and the Arts are powerful ways for us to engage with our differences and this event is perfect for that. We hope to turn the Open Mic event into a permanent feature within our Dover Campus community and by encouraging initiatives like this, it showcases how brilliant ideas can spread, amplifying their impact.” – Ellie Alchin, Director of Teaching and Learning As High School students, we find ourselves in a critical stage where our independence and responsibilities are growing. I feel that it’s important that we have an avenue for self-expression,
to explore public speaking and performance in an environment like UWCSEA, that is warm and inviting. This serves as a valuable springboard for diving into the deep waters of our future. I hope to encourage more participation, tapping into the hidden talents within our community. With the involvement of teachers in the performance aspect, I want to break the notion that teachers are just tools for academic success, and through Open Mic, it is an opportunity to showcase the diverse qualities beyond their role as educators. The atmosphere filled with cheerful, encouraging people and helpful staff gives a positive experience that every performer needs. I am hoping to get more and more people involved with the event as there is definitely more talent in our community than any of us could think about, and hopefully continue to grow the Open Mic family.
Scan the QR code for an Open Mic recap:
find spaces for self-expression and entertainment East Campus: tune in to the DragonsTV news and variety show! Have you tuned in to DragonsTV yet? Get your weekly download of all things newsworthy from their 10-minute episodes! Run by students, this news and variety show covers a range of topics from school bulletins to fun segments such as the adorable Pets of East. With thoughtful, critical, and occasionally casual discussions, our student presenters both inform and entertain their audience, delving into topics ranging from student life to global events and beyond. Letting our audience in on the creative side of our students, the show gives our students a platform to express themselves creatively while at the same time, offering hands-on experience on how to put a news show together. Each episode is guided by three essential questions: Does the content empower, educate, and/or entertain our audience? While it’s not mandatory to address every point, every segment should aim to cover at least one. What makes this student-led activity so unique is its ability to tackle both educational and entertaining content, allowing students the flexibility to pursue and engage their passions and/or interests in a professional environment.
Whether it’s facts about the weather or animals, or behind-the-scenes roles, everyone contributes by anchoring, editing, or narrating segments aligned with their interests and comfort levels. The content showcased goes through a vetting system we’ve put in place, and the choice to implement any feedback is offered to students, allowing them the freedom to either incorporate it or maintain their creative vision. It’s acceptable if some segments don’t take off; what matters is the learning process and the commitment to keep trying. Through persistence, trial and error, and applying their lessons to subsequent projects, students can eventually produce a segment they take pride in and that we can feature. “DragonsTV is a great place to find a like-minded community of people who like film, public speaking, and working behind the camera. It’s a great learning environment where you’re involved in a variety of tasks, whether it’s designing the website, setting up lighting, or filming an episode. It’s just a really fun activity and it’s a great community with people who are really supportive and friendly.” – Chiara, Grade 8
outside-the-box mentality. It is very hard, at any school, to make friends outside of your grade level, having students from all levels of Middle School and High School in one room allows the older students to mentor the younger students and build relationships. This is particularly poignant when Grade 12 students are on their way to graduate and have to pass the mantle to their next group of leaders. “Since joining DragonsTV, it has now become one of my favourite activities. As an anchor and scriptwriter, I learned a lot about current global issues. Being an anchor has also taught me to learn how to improvise if something goes wrong. And the way we work through making each episode connects us as a team and with our audience.” – Diya, Grade 6
Catch their episodes here (Google sign-in required):
What makes DragonsTV an inviting space is that it is open to students from Grades 6–12. This cross-grade collaboration encourages a thinkDecember 2023 Dunia | 17
COMMUNITY NEWS
Celebrating UWC Day!
Shaping a sustainable future Every year on 21 September, we celebrate UWC Day. The annual celebration of the UWC Mission and values is an important day for all 18 UWCs around the world, as we collectively celebrate the UWC Mission. Aligned with the theme, Shaping a Sustainable Future, our Dover Campus held engaging activities like mulching for Primary School students and a peace concert in the Middle School. High School students connected with Heron Halloway, a World Wildlife Fund speaker during their assembly time. Simultaneously, East Campus students bonded across grades with their buddies, enjoying diverse activities. These activities served to develop a deeper shared and personal understanding of shaping a sustainable future and included peer-to-peer talks, individual reflections and shared activities. There was also an assembly featuring music, circus, and gymnastics performances celebrating the talents within the UWCSEA East community. Let’s always cherish the strength and potential of our UWCSEA community in fostering global peace and sustainability!
In collaboration with all UWC schools and colleges, the UWC Sustainability website was initiated by UWC Robert Bosch College, and endorsed by the UWC International Office. Explore the website to discover our College’s sustainability journey, along with insights from other UWCs, the topics we care about, our activities, initiatives, and progress towards achieving our goals for peace and a sustainable future!
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December 2023 Dunia | 19
OPINION
Learning for today and the future with iTime By Andrea Strachan, Primary School Curriculum Coordinator, Curriculum Research and Development Lead and Geraldine Brogden, Primary School Instructional Coach, Dover Campus Every international school wants to educate their students to meet the challenges of the future that they will live and work in. At UWCSEA, this is embedded in our Mission: to educate individuals to embrace challenge and take responsibility for shaping a better world. But how do we design a curriculum, and models of teaching and learning, that will help students reach these goals?
action. They emerge when students, and our alumni, mobilise their learning in complex, real-world situations in service to our Mission. The five UWCSEA competencies described here reflect both the breadth of our holistic Learning Programme and the ways that students and alumni can be seen to be enacting the Mission:
At UWCSEA, we offer a bespoke curriculum that is tailored specifically to the needs of our unique College and is responsive to the diversity found within our community of learners. It is informed by current research from around the world in connection to learning outcomes and instructional practices, and is concept-based. We also leave space for what can be described as ‘the emergent curriculum’—this is the curriculum that emerges from the child. We are committed to finding space for this emergent curriculum, and for students to have voice, choice and autonomy over their learning. We want students to explore their own interests and passions while developing both academic and intellectual learning outcomes. Academic outcomes are content-driven, and consist of acquiring smaller bits of information (e.g., learning the alphabet or multiplication facts). Intellectual outcomes are based on the development of the mind, with an emphasis on critical thinking, reasoning and wonder. Both academic and intellectual outcomes are essential for preparing students for learning and life both today and in the future. The World Economic Forum has identified ‘skills on the rise’ in terms of competencies that are becoming increasingly important in our changing world. These skills include creative thinking, analytical thinking, technological literacy, curiosity, lifelong learning and other essential literacies. UWCSEA has also articulated its Mission Competencies which are the knowledge, skills, understandings and dispositions that can be identified as demonstrations of our Learning Programme in 20 | Dunia December 2023
• Essential Literacies: Critically and creatively integrating and adapting literacies essential to supporting communication and problem-solving in local and global contexts • Interpersonal and Intercultural Understanding: Engaging with the cultures, politics and identities of self and others, including the norms and values that underlie one’s actions • Peacebuilding: Building peace in local and global contexts • Sustainable Development: Engaging with complexity, understanding multiple futures, taking the role of steward and developing sustainable solutions within environmental, social, economic and political systems • Self and Community Wellbeing: Building wellbeing in self and others, whilst supporting a sense of connectedness and autonomy In response to a need to create space for emergent curriculum, and opportunities to nurture the development of our Mission Competencies, students at Dover Campus Primary School are provided with weekly opportunities to take part in iTime.
During iTime, students have the choice whether to research, develop a skill or create.
What is iTime? iTime is an opportunity for students to explore their passions and interests while developing a broad range of skills in a selfdirected, meaningful and appropriately challenging learning environment. Success is measured through the process of exploration and discovery, rather than the outcome. Students are given the necessary tools and skills to take ownership of their learning journey, guided and mentored by a skilled teacher. Our iTime programme was inspired by the work of Kath Murdoch, an educational consultant for inquiry-based learning who will be returning to UWCSEA in February 2024 to work alongside our teachers as we continue to build and refine this component of our programme. In the Primary School at Dover Campus, iTime begins in Grade 2, building upon our Infant School Discovery Time (time for collaborative, play-based, self-directed learning). Beginning in Grade 3, students have access to our IDEAS Hub as part of iTime. In this creative learning space, they can engage with 3-D printers, robotics, coding, laser cutters, green screens, and a variety of other tools to help them bring their ideas to life. The IDEAS Hub is also open to students in Grades 3–5 during lunch times, and welcomes families and other members of our community to this space after school. During iTime, students have the choice whether to research, develop a skill or create. Students participate in a variety of iTime ‘cycles’, which involve moving through the stages of a design process (inquiring, developing, creating and evaluating). Some cycles are entirely student-directed, while others are connected to grade-level Units of Study. For example, students in Grade 3 create a working model using electrical circuits in one of their iTime cycles as part of their unit on electricity. In Grade 4, students engage in an iTime cycle focused on creating products to sell for their Market Day. This project-based Unit of Study focuses on sustainable businesses and entrepreneurship. Our Primary School Learning Programme culminates with our Grade 5 Expo, in which children engage in a self-directed research project and apply skills developed during iTime as part of their interactive displays.
Throughout their UWCSEA journey, students are supported in engaging critically with knowledge and skills to draw out big ideas, or conceptual understandings. Teaching strategies that support concept-based teaching and learning include, but are not limited to, inquiry-based learning, play-based learning, direct instruction, and project-based learning. Project-based learning is an expression of our UWCSEA Learning Principles in action, providing students with ownership of their learning. It immerses children in educational experiences that allow them to think critically, have opportunities to connect with real-world experts and share their learning with an authentic audience. Students gain important skills such as collaboration, communication, and the ability to transfer their learning independently. This learning model provides students with a structured but flexible way of learning that encourages them to think outside of the box and apply their newfound skills beyond the classroom. iTime in the Primary School prepares students for projectbased learning experiences that continue into Middle and High School. Examples include the Identity Project in Grade 6, Changemakers in Grade 7, and the Film Project in Grade 8. There are also elements of this approach in many of our UWCSEA courses, and it is the framework for our new IB Diploma course: Systems Transformation: Leadership for Change. In August 2024, we will welcome our very first cohort to this new course, developed in collaboration with the International Baccalaureate Organisation (IBO), and designed as a project-based learning model to be rolled out globally from 2030 onwards. In this innovative, action-oriented course, students will develop skills in leadership, design-thinking, system-thinking, and changemaking through a project-based approach, culminating in an Independent Engagement Project. iTime is just one example of innovative instructional approaches designed to support concept-based teaching and learning across the College. It supports the development of our Mission Competencies and skills for the future, beginning with our youngest learners. December 2023 Dunia | 21
FEATURE
Seen and heard: individual before disability
Working towards greater diversity, equity, inclusion, and belonging By Luca, Grade 9, Dover Campus Hello, my name is Luca, I am a Grade 9 student at UWCSEA Dover. I am diagnosed with cerebral palsy and I am a strong advocate for the visibility of people with disabilities. Throughout my life, people have treated me differently because of my disability. Sometimes, when people try to assist me, it feels as if they’re treating me like a child, which can be frustrating. At times, people either stare at me or try to avoid me. These two things are very different but they both have the same effect, which makes me feel sad and alienated. I wonder a lot about those reactions. I believe people are more than capable of noticing, feeling and thinking. These situations are common, and through my story, I hope to share insights into the experiences of people with disabilities, so you can better understand us and the challenges we face.
A journey of confidence My disability became increasingly obvious to me when I was in K1. I was reserved and quiet. During playtime, while my able-bodied friends were climbing and engaging in various activities, I distinctly recall feeling so alone and upset, and as a result, I felt “less than” them. It wasn’t that I lacked friends, but rather the feeling that I couldn’t join when they played. I believed I was letting them down and holding them back. I’ve had experiences where the people around me have been made to feel responsible for me as a caregiver and that is why I hold independence as a core value. I’ve learned a lot about the distinction between friend and caregiver. Trying to integrate myself into a community took a lot of effort, as it meant constantly feeling like I was examined and dissected under the microscope of curiosity. I think it’s very important to learn how to act when we encounter a person with a disability. Throughout my life, I have come up with numerous ways to deal with it.
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I want others to understand the impact that behaviour can have on those of us with disabilities, as it is something we struggle with. Although I’ve made more progress, it doesn’t mean that it is easy. My interest in advocating for persons with disabilities peaked when I was listening to a podcast called, Short and Curly by ABC Production, and they had asked their listeners to send in a question. My call went through, and I asked, “When does curiosity become rudeness?” That question sparked a whole podcast episode where they interviewed me to share my experiences. Throughout my life, I have encountered several misconceptions and a range of other adversities as a result of my disability and I have had to find ways to get around these and develop a set of strengths to help me navigate the world I live in and prove these assumptions wrong.
Fostering inclusivity While my disability has shaped me, it does not define me.” I started getting involved in projects that amplify my voice and the voice of those with cerebral palsy. I took part in the recent TED-Ed talk hosted on Dover Campus, sharing about how I want to be viewed for my strengths and that while my disability has shaped me, it does not define me. It felt really amazing to have presented to an audience and have a space for people to listen. It made me feel very heard and made me feel like I was doing something that mattered—that’s very close to me—I want to do things that matter. I was able to share how I have developed numerous strategies to cope with social discomfort during interactions with people who aren’t familiar with me, including flexibility, emotional management, grit, willpower, determination, and patience.
I hope to encourage people to view me and those with similar experiences to mine, as person-first or identify-first, before they see our disabilities.” I knew few people shared my experience and I felt proud to be able to verbalise that experience in my own way. I’m also the youngest member of the Diversity, Equity, Inclusion, and Belonging (DEIB) student group. We meet every Monday, and my teammates and I work together on projects that give me a sense of purpose and connection with other diverse members of the student body. It always feels like I’m a part of something bigger than myself, and I think it’s very important as it allows me to share the day-to-day challenges that I face—when lifts aren’t working or venues are not accessible—in a safe space. I’m very glad I can experience and contribute to this space at UWCSEA and I’d like to imagine that I’ve impacted the lives of those I’ve interacted with in a small way. As a College, with our Mission centred on education as a force to unite people, I strongly believe that fostering a positive and open attitude towards people from all walks of life is crucial to achieving greater inclusivity and belonging. Let’s educate ourselves and work towards that goal. I thought of a simple guide that everyone can work into every aspect of our community life.
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Educate yourself and your peers about celebrities and role models with disabilities. Check out actor with hearing impairment Rose Ayling-Ellis; Stephen Hawking, a theoretical physicist with motor-neuron disease or actor Emma Watson, who has been diagnosed with ADHD.
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Complete an accessibility checklist on your activities and venues to ensure experiences that provide people with disabilities an opportunity to participate meaningfully.
Be actively inclusive and aware of behaviours that could make others feel invisible. If you have a question for a person with a disability, address it with them directly instead of those around them.
Understanding is made easier when you put the person before the disability by using a person-first language. Ask questions about us as individuals and our preferences rather than assuming we are all the same. Be patient and know that this will take time.
I hope to inspire others to create and engage in opportunities that provide a platform for our stories to be shared. I hope I’ve encouraged you to reconsider your perspective on me and all individuals with disabilities. Let’s come together to celebrate our strengths.
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FEATURE
HOPE THROUGH EDUCATION: UWCSEA, PACE and CSB Partnership for Refugee Empowerment Bridging service and learning across communities
into action, we kickstarted the PACE Refugee Education programme, which funds essential expenses like teacher salaries and exam fees, coaches teachers and mentors students to prepare them for a future of their own making.
Supporting independence through education
Testing equipment and setting up the science laboratory at CSB in Johor, Malaysia with CSB.
By Michelle Lawlor, Co-Chair PACE Communications
Joining paths with Cahaya Surya Bakti (CSB) PACE (Parents’ Action for Community and Education) is a UWCSEA parent-led volunteer organisation devoted to instilling hope through education. Over the past two decades, PACE has collaborated with our partners on scholarship opportunities and school-building programmes aimed at uplifting children from disadvantaged backgrounds. In 2022, we identified Cahaya Surya Bakti (CSB) as a potential new partner, a non-governmental organisation (NGO) that manages seven schools and a community outreach programme in Malaysia. Their committed team focuses on delivering community-based support and education to some of the 50,000 refugee children, predominately stateless Rohingya people, who now reside in Malaysia. Driven from their homes in Myanmar by persistent threats of persecution and violence, these children and their families now face the harsh reality of being without passports and trapped without access to fundamental rights such as education, healthcare, and employment. Drawn to the resilience of these refugees, we wanted to find ways to alleviate their struggles. We were focused on one goal; to transform the lives of young Rohingya refugees by actively supporting their education. Putting our UWC Mission 24 | Dunia December 2023
As one of the only schools in Malaysia offering secondary education to refugees, CSB has become a vital partner for the United Nations High Commissioner for Refugees (UNHCR) organisations in Malaysia and the Philippines in a new re-settlement strategy: Complementary Education Pathways (CPath). CPath grants Rohingya refugees university scholarships, and ultimately citizenship, in a third country based on their education and language skills rather than protection needs. The emergence of higher education as a viable path to independence and statehood has been a gamechanger for CSB and their students. Traditionally, Rohingya families withdraw their children from school at puberty. The girls are expected to remain at home until they are married and the boys are asked to find employment in order to help support their families. When the first four CSB graduates embarked on a journey to the Philippines in August 2022 to pursue university degrees, it transformed perceptions about the value of further education within the Rohingya community, and the momentum has been growing ever since. While CSB had already taken steps to establish a secondary school and celebrated its first batch of graduates, our PACE team saw the opportunity to significantly scale it up by providing access to finances, expertise, and resources. We wanted to ensure the long-term sustainability of the programme for every CSB student aspiring to pursue secondary education. Through community events like PACE Quiz Night, our annual signature event, and the overall dedication of UWCSEA parents, we were able to cover CSB’s recruitment of Science and Mathematics teachers as well as other essential expenses such as rent, transportation and exam fees. Conversations with CSB Principal, Lulu Alkaff, identified many needs that money alone could not solve. It became apparent that PACE should extend the program to incorporate the expertise and resources of UWCSEA staff and students. Passionate about the prospect of advocating for refugees, especially young women through education, Angela Erickson,
Interim Head of Library at Dover Campus, and Rachel Ingram, Head of Grade 11 and Teacher of Science and Coordinated Chemistry, responded to PACE’s call for help and played a crucial role in establishing the CSB science laboratory. After over 150 hours of planning with PACE and CSB staff, they participated in the first official visit to CSB for UWCSEA volunteers in May 2023, transporting over 20 boxes of equipment and books to set up the space for the science laboratory and learn more about the programme. “Creating a science laboratory with a limited budget was quite difficult and involved many conversations about safety, space and curriculum,” said Rachel, who was inspired by the obvious dedication and drive of the CSB team to improve the lives of the students in their care. Rachel is a core volunteer with her involvement in the development of a hands-on curriculum and teamwork with the CSB teachers to build their capacity to develop a range of tools that facilitate teaching and learning in the school. Together with Angela, they have weekly sessions with CSB Science teachers to support their ongoing lesson planning and professional upskilling. “The teachers at CSB were incredibly enthusiastic and we worked well together to produce a priority list of equipment to furnish the laboratory. Without a doubt, the biggest challenge was balancing the safety of the students, given limited storage options, and providing equipment that enabled them to access all that they needed from the curriculum.” Already the new Science teacher has put the effort to good use, having conducted more than 300 classes and 50 experiments. A dedicated team of PACE parents also went on a Service trip in September to grow an edible garden on a nearby property to provide the school community with leafy green vegetables, herbs and fruit to supplement their weekly diet. The garden is maintained by a CSB student gardening club that spends its weekends tending the plants and ensuring the food goes to good use.
Integrating our partnership with the Service learning curriculum Collaborating with CSB has ignited an initiative spark among UWCSEA students, motivating them to leverage their skills and interests in support of the CSB community. Our students have taken the lead in finding opportunities to share their knowledge and resources, applying what they’ve learned from our Service learning curriculum, and transforming our values into action. Under this umbrella, both the Global Service and Local Service programmes have welcomed two new additions to our network of NGO partners, Voluntary Welfare Organisations, and charities in Singapore—the CSB Global Concerns (GC) group and the CSB Service group on Dover Campus. The student groups are also in the process of connecting with an existing GC on East Campus, Voices with Refugees, for future joint projects that can further the work of PACE and CSB.
With the leadership of Kate Lewis, Project Week Coordinator, Veronica Jansen, Middle School GC Coordinator and Claire Cosantino, Middle School English Teacher, CSB GC is a team of over 36 High School students and 19 Middle School students. The teams joined hands to raise funds and awareness at College events such as United Nations (UN) Evening, ‘Gifts that Give,’ and Community Fair whether through the manning of booths, selling food and unique merchandise, including hand-quilled magnets and jewellery crafted by CSB students. The collaboration among the GC students has not only made for more successful fundraising efforts but also united us across different schools to collectively contribute to positive change. Through their fundraising efforts, students are also trying to raise awareness about refugee education for the Rohingya community, and how this is being supported through our work with CSB. Together, they have raised nearly $9,000 to support the programme. Meanwhile, High School’s Head of Local Service, Frankie Meehan, also introduced an online tuition service involving 40 Grade 11 students working closely with CSB’s Principal and the PACE team. This CSB Service group, supported by teaching leads, Akane Yoshida, Chloe Wong, Kate Lewis and Lee Ownsworth, empowers students to take on the role of academic guides in planning lessons and then adapting them to suit the individual needs of each CSB student, based on their strengths and chosen areas of focus. Four student groups (10 students each) meet online every week during term time with their CSB counterparts. Most sessions involve personalised one-on-one coaching in English, Mathematics, Coordinated Sciences or Computer Science. The focus of each session is negotiated in advance with the CSB students and their teachers. Maths is very popular at present as students prepare for an imminent exam and our students often share their computer screens or stand at a whiteboard demonstrating how to work through an equation.
Peter Hammond, High School Teacher of Physics and Science in conversation with Physics and Mathematics Teacher Fadzilah. December 2023 Dunia | 25
At face value, this partnership might be viewed as “UWCSEA students helping young refugees pass their exams”, but
the actual experience is more profound for both parties. The CSB students express gratitude for the boost to their academic learning, but they have also told their teachers that they enjoy the chance to have authentic English language conversations in English. In fact, many have opted to continue joining the weekly meets after their exams end. Meanwhile, their UWCSEA buddies have been awestruck by the ambition and commitment of the CSB students. It has been humbling to learn through direct experience how precious and potentially life-changing education is for young refugees. UWCSEA student Service groups will continue to be responsive to the needs and preferences of our CSB partners. We hope to find ways to provide our students with more explicit coaching and teaching skills, including specific techniques for maximising online learning. Together we look forward to exploring new avenues to collaborate with PACE and CSB.
Elisabeth, Grade 11, CSB GC co-chair 2022–2024
Amelie, Grade 10, High School CSB GC member
The set-up of our GC was a months-long endeavour, but with the extensive planning for the CSB proposal led by myself and Mattia (my co-chair), we pitched the idea and secured a unanimous vote to officiate CSB as a GC! The invaluable support of and meetings with CSB Founders (Soraya and Lulu), the PACE group (Kirsten and Neha), as well as the collaboration with UWCSEA East, were key to our GC’s success. Overall, this journey was a challenging yet immensely rewarding experience. It enriched my understanding of Global Concerns and the power of collective action for those we can support in other communities. Our weekly presentations to our team gave rise to amazingly successful events like the Community Fair, UN Night, Gifts that Give, and other events. I look forward to leading and bringing another great year for CSB in 2023/2024!
Being able to contribute to an initiative that provides education as a pathway to a brighter future aligns with both our College Mission and my personal values. My goal for CSB and its students is to alleviate the challenges they face during their IGCSE experience whether it’s through my active participation as a Grade 11 tutor or through fundraising for essential resources like science labs, and organising day trips, bake sales, and other initiatives to raise awareness about the cause.
The ‘English as a Second Language’ (ESL) guidance includes brief presentations presented by a pair of UWCSEA students, before the lesson moves to ‘breakout’ rooms where each student works with 1–2 CSB partners. The lessons are based on topics as wide-ranging as culture, lifestyle, interests, sports, media, science, fashion, phones and careers — allowing for very authentic interactions that boost the CSB learners’ fluency while also extending their range of vocabulary and reinforcing accuracy. “The CSB students are incredibly appreciative,” says Kate, “and they give honest feedback about what works for them, which is helpful for us.” Occasionally, one UWCSEA student may find themselves coaching a group of CSB students, which presents an opportunity for collaborative problem-solving and sometimes lively discussion.
Niamh and Francesca, Grade 11, new CSB GC co-chairs and presenters When it came to selecting a new GC for our outstanding team we couldn’t find anything that clicked—until we came across CSB. It is everything we are passionate about in a GC, and we knew everyone else would agree. When we presented it to the group, it was a unanimous vote in favour. We believe education is the single best way to empower individuals and allow them to break free from the poverty cycle, giving them opportunities to transform their lives and futures. CSB has given us the perfect opportunity to make a difference, and through our online tutoring Service to CSB students, we have seen firsthand the impact we are making as a GC. CSB has intensified our appreciation for the work that UWC does—it pushed us to apply for GC Executive and we are now even more involved in UWCSEA’s fantastic GC programme. Samarth, Grade 7, Middle School CSB GC member Service is an important part of UWCSEA, with it being one of the five main pillars of a UWCSEA education, and requires one to utilise many values of UWCSEA, especially the values of commitment and compassion. The CSB GC makes us demonstrate these values and more, we must display commitment when we have to give up some lunch times to fundraise to help Rohingya refugees get an education, and we must display compassion when we understand the plight of the Rohingya refugee community so that we can better help them. Also, the educational goal of UWCSEA is to educate individuals to embrace challenges and take responsibility for a better world. I feel that being part of the CSB Service, or any Service in fact, helps us to take responsibility for a better world.
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Shiv, Grade 11, CSB’s UWCSEA tuition buddy The mentoring programme with CSB helps me do Service in an area that I am good at while establishing connections with kids my age. I was lucky to have ample resources and support in UWCSEA when I took my IGCSEs last year and these kids are doing the same with a fraction of the support and resources. Their hard work and dedication inspire me. Jake, Grade 11, CSB’s UWCSEA tuition buddy I chose to join CSB because I found it to be a unique Service at our school, a lot of the other options focused on helping people in Singapore, but oftentimes people here are already quite well off. In being a part of a Service that helps refugees in Malaysia, I find my actions to be extremely impactful. I think the people we work with, who are going through their IGCSEs just like us here, only with fewer resources, are at a critical point where doing well could translate into a much better future, and I’m glad that I can help with their journey. Rachel, Grade 11, CSB’s UWCSEA tuition buddy I chose to join the CSB Service group because of its meaningful dedication to actively supporting refugee students for their upcoming IGCSE exams through online mentoring. I found this Service very impactful as I could help them succeed academically as well as provide them with opportunities for a successful future. While teaching them, I could also reflect on myself and come up with plans that would lead to effective lessons. Thus, CSB allows me to provide crucial assistance for students to overcome educational barriers and achieve their academic goals.
It is rare to see a Service so perfectly enact our UWC Mission to—make education a force to unite peoples, nations and cultures for peace. The weekly interactions are much more than academic tuition. The intense engagement of the CSB students and the patient, adaptive communication style of the UWCSEA students match well with our values of commitment, compassion, inclusion and integrity. Our Guiding Statements pledge to give our students multiple opportunities to develop the qualities and skills in our Profile. This Service certainly provides those opportunities.” Frankie Meehan, Head of Local Service, UWCSEA Dover
CSB GC team photo.
A dedicated parent community So far, from a handful of eager parents, our volunteer team has now expanded to almost 200 members, comprising teachers, administrative staff, students, and parents while our programme has seen the successful construction and creation of the CSB science laboratory and edible garden. Other plans kickstarted by PACE are underway, for example, an upcoming CSB ‘Fitness Zone’ that will feature a facility and programmes designed, sourced and created by the UWCSEA East’s Grade 10 and 11 Sports Science students. This new addition to the partnership will not only cultivate essential health and wellness support for CSB students but also foster a hands-on learning approach for students on East Campus.
As PACE continues its unwavering commitment in partnership with CSB, extending our impact within our community towards Rohingya Refugees, the collaboration has fostered stronger connections collectively striving towards positive change aligned with our UWC Mission. Led by the dedication and passion of our PACE members—UWCSEA parents have been a driving force behind PACE’s 23-year history with the College. Whether bonded by kinship, shared experiences, or a common purpose, our families of volunteers symbolise a groundbreaking relationship reflecting the strength and resilience of our parent community. It has inspired an innovative approach to integrate our Mission with its curriculum and nurturing the spirit of collective action and shared responsibility right at the heart of our UWCSEA community.
This is a unique collaboration, created, funded and driven by the parent community, which has galvanised UWCSEA students, staff and parents into action behind a single cause that perfectly aligns with the UWC Mission. The partnership between PACE, CSB and UWCSEA has evolved into a strategic alliance that enhances UWCSEA’s learning experience while addressing the challenge of improving refugee education. By engaging UWCSEA students and staff in coaching, mentoring and practical support, and leveraging the resources and skills of the parent community in aid of CSB, we have created meaningful connections and Service opportunities that benefit both communities.” Neha Patel, PACE Chair
At the time of writing this article, the PACE annual fundraising campaign was underway. Quiz Nights held at Dover and East campuses and other events held in November raised $150,000. These funds are earmarked for supporting CSB's Secondary School programme, and facilitating the recruitment of a dedicated Computer Science teacher and developing the Fitness Zone. Currently, CSB Secondary Students have no access to fitness, health, or wellness facilities and programmes. PACE has enlisted the expertise of East Campus Sports Science IB teachers and students to create a ‘Fitness Zone’ for CSB students. This pioneering initiative not only supports physical wellbeing for CSB students, but also embodies UWCSEA’s strategic commitment to ‘Immersive Learning’ by providing our students with rich educational experiences and fostering vibrant connections.
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FEATURE By Anna Parr, Head of Drama, East Campus
SETTING THE STAGE, TELLING THE STORY A look at the creativity behind UWCSEA theatre productions
You expect to see queues forming outside the studio each time the Drama department announces a call for auditions. Acting roles were traditionally popular in many of our productions over the years, but at UWCSEA East, there is now just as much interest in the directing and production roles and in the creative and collaborative effort that brings the story to life—including design and backstage elements. UWCSEA East Drama encourages students to explore not just their passion, but their capacity to grow in roles that are new to them. Whether in costume or lighting design, students are urged to step beyond the stage and embrace the myriad of opportunities backstage. In doing so, they become integral contributors to the theatrical tapestry. This year, there were just as many students signed up for offstage roles as those who auditioned. The sign-ups were open to both students enrolled in Drama classes and those who weren’t. The students need to understand the value that the Arts have in society, now more than ever, to make sense of our complicated world. The design elements are a large part of what creates the magic and enables deeper connections to be made for
Lexie, Jamie, Yena, and Shayna are four students who’ve shared their experiences of working as production crew in costume, lighting and sound design, and stage management this year. Each production is a culmination of four months of work for the student directors, designers and actors. The skills, knowledge and understanding built over time are extraordinary but what stands out the most is the strong sense of collaboration and community that is created each year.
Lighting “Last year I did sound design for Frankenstein and loved it so much that this year I’m doing lights for Jekyll and Hyde. I’ve always loved Drama, but being on stage isn’t really for me. It was such an amazing experience being able to be part of something I loved but without having to be on stage. I was able to be a part of the design process and found myself sitting in rehearsals and looking at how I can bring the world to life with sound. This year I have been learning about new software for lighting which is so helpful for my drama classes to have this
28 | Dunia December 2023
knowledge. It’s been really cool to play around with lighting and watch videos and resources to find out how much really goes into the designing process. First I had a read-through, then I read [the script] again myself and annotated the script and thought about ways I could make the scenery more realistic using lighting. I sat in rehearsals and saw the staging and how that would change the lights. I had a chat with my director and we talked about our ideas. I make edits and changes based on that.” – Lexi, Grade 10, Lighting Designer and Operator for Jekyll and Hyde
Sound “I used to do theatre backstage in my last school but I didn’t have as much freedom. Here, the roles are counted as equally as the actors and focuses more on collaboration with the directors. I wanted to develop technical skills by looking at creative intentions. I really wanted to get more skills that I could take to university. I had watched a lot of productions in the past and I wanted to be a part of something like that.
the audience. The costume, lighting and sound design are a significant part of the learning for our students. Students do not always want to perform and yet they are keen on being creative and having a voice in interpreting meaningful work. Many of our alumni, having participated in our department’s opportunities, have gone on to excel in directing, producing, stage managing, and technical theatre management, honing their design skills. At the heart of the productions programme is the department’s desire to support the personal growth of students and enable them to reach their full potential in either an on-stage or offstage role. Drama productions at UWCSEA put community first, and demand a collaborative approach working towards a common goal, delivering clear intentions and above all a message that centres on expressing the human condition.
The process starts in April with interviewing directors for the following year. The Drama Department encourages the students to explore culturally diverse scripts or recontextualised concepts that tell a range of global stories, to help them find a connection with our place in the world as well as ground them in a context that connects with our community and our UWC Mission. This is the fourth year that UWCSEA East Drama is producing student-directed, designed and performed productions for the November Theatre programme in one festival. Official training programme for design roles in its student productions began in 2020. Students have the opportunity to upskill in the areas of lighting and sound, costume design and fabrication, hair and make-up as well as stage management. The first two weeks are spent in workshops and then once a week they receive guidance from the experts in the related field.
I work with the Audio Visual team, the directors and the Artist-in-Residence to brainstorm ideas and look at looping or other effects. Not having a script is definitely a challenge as this is a student-devised production. I am looking forward to the final show and I hope I can find the sounds to match the images being created.” – Jamie, Grade 12, Sound Designer and Operator for War of the Worlds
scratch, and finding ways to do this in a more sustainable way. Although this is a lot to navigate, it is definitely a worthwhile experience working with the costumes team.” – Yena, Grade 12, Lead Costume Designer for Red Leap, Jekyll and Hide, Boy Overboard and Once on This Island
Costumes
“I picked the production role for the festival because of my passion for filmmaking and scriptwriting. I wanted to gain some experience in what this would be like in theatre. I feel like the production crew can sometimes be overlooked when the audience is shown the final pieces of work, so knowing that our school provides the opportunity to gain experience and value the crew off stage as well as the creative process surrounding production is quite nice. The most exciting part of being backstage, especially during student productions is how much autonomy and freedom we get to create our interpretation of the play.” – Shayna, Grade 11, Stage Manager for the Student Theatre Festival
“As I am planning to go into Fashion Design in university, I signed up to be a part of the Costumes team this year to build on my experience as well as learn the differences between the process of costume design and fashion design. Working in costumes this year has helped me understand the thorough process of costume designing and making that goes into a production. This included taking measurements, identifying characteristics of each character in the play and finding ways to incorporate these details into their costumes, tailoring existing garments in the inventory or making new garments from
Stage management
December 2023 Dunia | 29
SPOTLIGHT
SPOTLIGHT ON …
THE GARDENS OF UWCSEA EAST
Recipient of the NParks Garden of the Year Award The lush gardens on East Campus aren’t just scenic backdrops; they’re hubs for community gatherings and catalysts for studentled environmental initiatives. Student teams work on stewardship, and teachers hold outdoor classes for enriched learning. These spaces offer a refreshing retreat and genuine connection with nature. In September 2023, UWCSEA East earned a top 10 spot out of 253 participants, clinching the Garden of the Year Award in NParks’ Community in Bloom Garden Awards. This achievement highlights our commitment to a beautiful, environmentally sustainable campus. 30 | Dunia December 2023
INTERVIEW
A recipe for a healthier community UWCSEA awarded Healthier Dining Programme accreditation By Aman Chauhan, Director of Campus(es) Development and Ashu Sharma, Sodexo Operations Manager In this age of growing awareness around what contributes to good health, it becomes imperative in a school environment to ensure that healthy eating choices are available to the diverse dietary needs of K–12 students. Needless to say, a strong system needs to be established to support a child’s healthy eating habits.
control points and ensuring through formal engagements that there is consistency in the offer and in turn, consistency in the community’s dining experience.
UWCSEA has been awarded the Healthier Dining Programme accreditation by the Health Promotion Board (HPB) of Singapore, recognising our ongoing efforts to improve and strengthen UWCSEA’s food services since 2016. As the first international school in Singapore to receive this certification, it reflects the collaboration with our food services partner, Sodexo, dedicated towards maintaining the nutritional standard of our meals. “This accreditation represents the trust that an international school like UWCSEA puts in local health bodies such as the HPB,” says Ashu Sharma, Operations Manager, Sodexo.
Our food journey UWCSEA established its food services policy for the College in 2016, setting the strategic direction and identifying key tangible outcomes. Our food offerings have come a long way since then, as we went on to implement a Traffic Light System that guides students to make healthy choices, educate the community on allergen awareness, set expectations on food preparation, continually improve our recipes and find ways to replace sugar and fat content with alternatives that contain higher nutritional value. Our popular salad bar offering is a wonderful example of what is possible when everybody works together towards healthier goals. The food services policy strengthened further in formalising the commitment to health with our partner, Sodexo. On the ground, the College Operations Team actively engages the community to identify their dietary needs and at the same time communicate ongoing improvements to the process. The Operations Team played a key role in identifying critical
The certification process The HBP provided stringent criteria for us to meet in order to gain accreditation. We consulted with qualified nutritionists to review and revamp our menu items to introduce healthier offerings. For example, we started including wholemeal options on the menu. We reviewed the sugar content of our beverage selections. Beyond re-examining food content, we partnered with speciality chefs to innovate recipes and made changes in the overall supply chain management so that only the best ingredients are used. Part of the accreditation requirement was to submit documentation on ingredient brands, recipes, nutritional analysis of recipes, and portion sizes for review. The work does not stop there. The College continues to build on what we have achieved. Most recently, we added acai bowls to the menu. It was a fascinating process whereby High School students researched the nutritional value of acai bowls, looked at what was offered in the local market, performed a student survey and then worked with our chefs to design the offer. It has been very well received so far.
I believe our health is the most important asset that we all must look after. By providing healthier choices on our campuses we have not only enhanced our relationship with food but with our body and soul too. After all, food is a real enabler of wellbeing, mental, physical and spiritual. Food to me and I am sure to many is an emotional affair. Aman Chauhan, Director of Campus(es) Development, UWCSEA December 2023 Dunia | 31
OPINION
IB Systems Transformation: Leadership
The transformative pilot course set to shake up the International Baccala
By Eivind Lodemel, Head of High School Music, East Campus The world is calling for education to change and UWCSEA is leading the way. We invite students, parents and alumni to join us as we continue to make education a force to transform systems and develop the leaders of the future.”
IB working group holds a planning session with Jenny Gillet from the International Baccalaureate.
What is ‘Systems Transformation’? It sounds confusing! Choosing subjects at school can be confusing at the best of times. Students must navigate a range of seemingly conflicting interests and priorities, and parents and teachers who care deeply will want to help. As the Systems Transformation course is a new addition to this mix, I want to take this opportunity to explain how the course has been designed and why we are choosing to do this work now. 32 | Dunia December 2023
My name is Eivind Lodemel, and I am the current Head of High School Music at UWCSEA East. I am really excited to be working as one of two course designers, along with a wider steering committee, on the new International Baccalaureate Diploma Programme (IBDP) pilot course, IB Systems Transformation: Leadership for Change. This course, which will be available to Grade 11 students at Dover and East campuses from August 2024, will support students in gaining essential skills for their future and pursuing an IB Diploma with greater agency and adaptability. We know this course will be a great opportunity for our students, but it will also help shift the whole IB Diploma worldwide towards a more flexible model with more real-world learning and student agency. We are so lucky to be in a school that has the innovative capacity and the connections to the IB that ensure our students get the most relevant and forward-thinking education possible. For me, being part of this work is an accumulation of many years with the UWC Movement. I first came to UWCSEA as a National Committee scholar from Norway in 1999. I graduated in the Class of 2001 and came back to teach at the East Campus in 2012. I came back because of the sense of purpose that underpins all our work. It is also this purpose that has led us to partner with the IB to create the new and innovative Systems Transformation course.
After a lot of research, discussions with universities and a range of professionals, the IB and UWCSEA have found that in order for students to be future-ready, they will need transferable skills. This is not breaking news. But what are these skills? What might a student learn that would be transferable to a range of professions and also likely to remain a relevant skill set 30 years from now? How do we make sure that we continue setting high standards for the skills our students will gain? These questions have brought us to focus on five main areas, which will form the curriculum for Systems Transformation.
The five areas of the course are: • Project Management • Systems Thinking • Design Thinking • Leading for Positive Change • Changemaker Mindset Each of these areas is its own discipline, rigorous and academic, while at the same time being useful and applicable to almost any problem-solving or creative challenge found in professional situations. All of these areas can be studied in university or beyond, they are associated with specific careers in
for Change
aureate their own right, and we believe they are inherently useful, agile and essential for the future.
they will then use these skills to drive positive change, where and when that change is needed.
Immersive learning, curiosity and exploration
Why are we doing this?
The Project-Based Learning model that we will use to deliver this course will allow students to learn these skills through projects that are immersive, hands-on and led by curiosity and interest. Because of this model, students who are experts or interested in, for example, coding, sports, arts, history, biology or design, will all be able to pursue projects relevant to their direction. Because of this design, the Systems Transformation course will be part of a much more bespoke and relevant IB package that supports each student’s path. This way, every student gets the education that they need.
The future of schools, the future of work Most of us National Committee scholars arrive as idealistic students, believing in the UWC Mission and with many big ideas about how to make a change. I am still that same idealistic person, but as I get older I have embraced that change and idealism must be paired with pragmatic thinking and practical solutions to make a lasting impact. This is why I am so excited about the new course, because it is framed by big and ambitious ideas about creating positive change in the world, but it focuses the attention towards the practical tools needed for this work. This balance ensures students will go away with real transferable skills they can apply to any field, industry or workplace. We hope, of course, that
The world is calling for education to change. Wherever you look, someone is discussing outdated models of education, how much technology is going to change how we learn, and the need for more personalised approaches. The Organisation for Economic Cooperation and Development (OECD) states, “Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.” We are taking on our part in this shared responsibility. Our new UWCSEA Strategy also addresses the future of school and the future of work, and the need to be more flexible as we move towards an uncertain future. This new course is one of many ways in which UWCSEA is leading the way in innovating and updating our current educational models.
Why are we creating this course now? UWCSEA is arguably a unique environment in the world of education. We have enormous capacity with regard to the energy our exceptional people and teams bring, as well as a Strategy that supports driving incremental and disruptive innovation. The IB recognises this, which is why they have asked UWCSEA and UWC Atlantic, out of the thousands of IB schools in the world, to design the pilot for this Systems
Transformation course. Our agility, expertise and long-standing relationship with the IB puts us in a unique position to be instigators and partners in the innovation they are seeking.
How does this benefit our students? I have been part of the UWCSEA community for close to 25 years and I am familiar with the concerns students and families have. How do I make sure I am successful? How do I develop skills that are relevant to my own future? How do I make sure that what I do is recognised and valued? In his blog article ‘When Purpose Meets Performance’, Head of College, Nick Alchin addresses some of these concerns and talks about the ‘synergy’ between a mission-aligned education and academic education. We have good reason to believe that students who have taken part in independent, project-based learning with a greater purpose, will be very highly regarded as they move into the next steps of their journey.
The power of our community We are now undertaking an extensive and exciting challenge—writing example projects that can be used in the teaching of our Systems Transformation course. We hosted a series of collaborative workshops involving alumni, parents, students and all members of our community in November and December to seed powerful project ideas for our innovative IB pilot course. We look forward to shaping the future of IB learning together.
December 2023 Dunia | 33
COMING FULL CIRCLE: closing 15 years of Green Gecko Global A journey of service, commitment and compassion
Visiting Green Geckos in Cambodia, meeting the kids and experiencing the culture, witnessing firsthand the life that they came from, inspired me to want to help any way I could … even if that meant jumping out of a plane at 15,000 feet.”
Green Gecko GC selling hand-grown potted plants at Community Fair
In collaboration with grassroots non-governmental organisations (NGOs), UWCSEA’s Global Concerns (GC) programme offers students a unique insight into our partners’ challenges. Student groups take the lead in addressing specific development and environmental issues through research, advocacy, fundraising, and informed direct action. Green Gecko GC is one such student group, and after a 15-year partnership with the Green Gecko Project based in Siem Reap, Cambodia, the NGO has arrived at its planned conclusion. Green Gecko was founded by Tania Palmer in 2004 to support the most vulnerable of children in Cambodia: those living and working on the streets. At the time, Tania and her husband, Rem Poum, carved out a home for 32 children and embarked on a 20-year commitment to breaking the cycle of poverty affecting these children and their families. Their programmes focused on education, reuniting children with their families, and supporting communities to build their social and economic capacity. In 2008, two 10-year-old UWCSEA students, Corissa McNamara ’17 and Zachary Intrater ’17, successfully proposed a new GC partnership between UWCSEA and the Green Gecko Project. Thanks to Corissa and Zachary, the Middle School Green Gecko GC was established on Dover Campus, and Corissa’s passion hit closer to home, inspiring her brother Jake McNamara, to follow in her footsteps and start a GC group in the High School. In December 2011, Jake, then in Grade 9, took his fundraising to new heights—literally. Jake leapt from a plane at 15,000 feet, skydiving for the first time, to raise funds for the children at Green Gecko. He believed in the programme’s impact of providing children a place to live, learn and grow in a safe environment. 34 | Dunia December 2023
Jake McNamara ’12, first High School Green Gecko GC member
“I remember when Jake first came to me with the idea and ever since its inception, this GC has been more than a GC. It’s been a place of belonging for so many students over the years all sharing a passion to help others. It has been an honour to have seen so many students gain so much from being a part of this journey.” – Simon Beesley, High School Learning Support Coordinator and Green Gecko GC Mentor, Dover Campus Green Gecko Founders Tania and Rem have raised a beautiful Gecko family, seeing all the children fulfil their educational aspirations, encouraging them to follow their dreams and find their self-worth to break from the cycle of poverty. UWCSEA’s Green Gecko GC spans generations of students who are incredibly grateful for the opportunity to partner with Green Gecko.” Susan Edwards, Head of GC, Dover Campus Since its inception, Green Gecko GC has undergone remarkable growth, thriving as a community and creating long-lasting memories for generations of students. For more than a decade, our students engaged with Green Gecko during their annual Project Week (pre-Covid-19) trips. A total of 12 trips have been made where students would travel to Siem Reap, and organise learning activities like English as an Additional Language (EAL) lessons for the Green Gecko community. Beyond Project Week, our teachers and families also visited Green Gecko as volunteers. These visits were more than simply opportunities to share resources, they were also to connect with the community in different ways, such as
INTERVIEW
Concerns UWCSEA hosting a visit from Green Gecko members
through arts and crafts, learning the traditional martial art of Bokator, or working at the community garden. Back on campus, our students were well-known for hosting booths at annual events like United Nations Night, Dance Show, and Rock Show. They sold signature red roses with special delivery services and merchandise crafted by Green Gecko families. These booths featured products from Green Gecko’s upcycling initiative, Rehash Trash, which empowered economically disadvantaged women who turned roadside waste into stylish household items. Despite Covid-19 challenges leading to its closure, Rehash Trash craft makers transitioned into new small businesses, demonstrating resilience nurtured by the initiative. The $55,000 proceeds from Rehash Trash sales supported Tertiary Scholarships and community projects, sponsoring aspiring physiotherapists like Kim Khoun and Srey, who now contribute vital healthcare services to their community. Having met its objectives, Green Gecko has closed its doors, therefore, marking the closure of Green Gecko GC as well. The work of Green Gecko has left an indelible mark on generations of UWCSEA students and volunteers, not only providing an enriching collaborative experience, but also imparting invaluable lessons on how to foster sustainable community development. Tania’s vision of seeing the community achieve self-sufficiency has become a joyful reality. The children and their families that Green Gecko had set out to support 20 years ago, have become empowered individuals who now contribute back to their community, completing the organisation’s mission and transforming this ending into a celebratory milestone and of course, Tania and Rem continue to be part of the community support base. Now, the Green Gecko students have seamlessly transitioned to join another GC, Indochina Starfish Foundation (ISF) GC
15
years
Up to
55k
As young as you all are, you are leading the way in making this world a better place. Thank you Corissa and Zachary for planting this seed. To the young leaders and all contributors who were a part of this programme, a resounding thank you from the adult world for creating a ripple of positivity and service that continues to grow.” Tania Palmer, Founder of Green Gecko Project (previously known as Kids in Cambodia), leveraging their valuable experience to support and advocate for a similar cause. Embracing a new chapter with another partner long supported by the UWCSEA community, the focus remains on the importance of education. Although it’s hard to say goodbye, we are delighted to continue our commitment to supporting positive change in Cambodia.
“Being part of Green Gecko is the greatest highlight of my time here at UWCSEA. Time may sweep away the memories and moments I had with Green Gecko, but it will never be able to sweep away the hope, strength, and passion I found within this little Gecko community. It ignited something in me, that I think I will carry far beyond UWCSEA. As we close this chapter alongside our friends near and far, I envision a future where opportunities continue to grow for the Cambodian community. Our shared Mission has bound us together, and I am confident that our collective efforts will pave the way for a promising tomorrow.” – Soktheara, Grade 11, Co-Chair of the final cohort of Green Gecko GC
raised
12
Project Week trips
December 2023 Dunia | 35
FEATURE
Scale new heights on the high ropes! Explore your adventurous side with our new East Campus High Ropes and Climbing course By UWCSEA Foundation and East Campus’ Physical Education (PE) Department Currently offered to several Grade 9 classes and Grade 10 students who select the Adventure Elective, the High Ropes and Climbing course is one of the latest highlights to be included in the High School PE programme on East Campus. The course consists of a series of high ropes challenges in which participants must cross each element successfully (and with conviction) before moving up to the next, more challenging setup. The focus is on risk–taking, trust, and coaching and whilst it can be nerve-racking for beginners, the high ropes provide climbers with a healthy dose of adrenaline to fuel growth through vulnerability and a sense of achievement.
The course challenges participants to go beyond their comfort zones—sometimes dramatically—and recognise fears that may block personal achievement. With UWCSEA’s Physical and Wellness Education goal in mind, the course is designed to empower students to navigate life’s challenges and to value their physical, social, and mental wellbeing through leading an active lifestyle. “The beauty of the High Ropes and Climbing course is that it gives students an opportunity to push themselves and build confidence; to receive and offer support to their peers; accomplish challenges and problem-solve; and find success in a safe and controlled way.” – Chris Newman, Head of Outdoor Education for UWCSEA East
Preparing for High Ropes and Climbing Over four lessons students progress through the High Ropes and Climbing course, moving from their comfort zone to the growth zone of the learning framework. Lesson 1 Students undergo safety training with their PE teacher. They learn to wear their helmet, harness and safety rope correctly and are taught to use the roller equipment and pulley system. They then practise how to turn and manipulate the pulley system, how to go through the junction while on the ground, and how to work with each other while on the line. When they’re finally up, the training continues and students learn how to get on and balance on the line while practising safety measures and supporting each other. Lesson 2 Things get interesting in lesson 2. Students progress through the course by following a different route, going through it blindfolded as they are led and supported by a partner, or they move through the challenges backwards! Lessons 3 and 4 In lesson 3, students climb up the rock wall to the 6th floor before using the auto belay device to lower and in lesson 4, the difficulty level is increased with students passing or leading each other.
It’s a challenging course and students may feel nervous during their first time up the course. We plan to expand the programme to more students in the future, as additional staff members undergo training to become qualified climbing leaders. The High Ropes and Climbing course will continue to make an important contribution to experiential learning and personal empowerment within the campus community.” Raymond Kentish, Head of the PE Department
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UWCSEA Careers Programme Join us and inspire the leaders of tomorrow, today!
Akib Khan ’09 shares his professional journey since UWCSEA with High School students.
Last year we secured over 80 internships in 25 companies for our High School and undergraduate students. Now, we’re expanding our programme! Partner with us and explore how you can support our High School students in preparing for their future. If you can offer: Career advice | Guidance on university and field of study selection | Company visits | Internships | Networking opportunities and introductions to valuable contacts
Get in touch with us at internships@uwcsea.edu.sg
A SCORE TOWARDS A COMMON GOAL! On the pitch, our students on both Dover and East campuses test their footwork during football matches, proudly representing their teams and coaches. These athletes aren’t just scoring goals, they’re cultivating independence and making global connections when they compete on both national and international levels. For our UWCSEA players, it’s more than just a game; it’s a heartpounding journey of shared passion and unforgettable memories!