UWCSEA Dunia 2016-2017 Term 2

April 2017

BUILDING BRIDGES WITH BOARDERS

UWC REFUGEE INITIATIVE

ALUMNI REEF DEFENDERS

page 6

page 19

page 26

I was born and raised in a refugee camp in the end of the world, in a forgotten and impossible to reach corner of the great African desert. Yet, UWC put the time and the effort to reach that part of the world, and now here I am.�

Bachir UWC Costa Rica alumnus (2011–2013) from the Smara refugee camp, now studying at Brown University Read more on page 19

April 2017

02 ENDURING MISSION IN CHANGING TIMES Chris Edwards on leadership transitions at UWCSEA

04 SUSTAINABILITY AND SYSTEMS THINKING Enacting our mission through Grade 7 Humanities

06 BUILDING BRIDGES WITH BOARDERS UWC NC students connecting with the Primary community

08 ANNUAL REPORT Top-line highlights from the 2015/2016 Annual Report

10 1+5+7=PROJECT WEEK A critical part of the IB Diploma

12 CHANGING THE GAME Sports presenter John O’Sullivan visits UWCSEA

13 SEASAC ROUND-UP Sporting success beyond results

14 INFANT INDOOR PLAYGROUND

20 THE COMMUNITY OF THEATRE

26 ALUMNI REEF DEFENDERS

Introducing the newly renovated space on East Campus

Collaboration creates a unique bond

Creating sustainable solutions to blast fishing

16 MISSION ALIGNED ADMISSIONS How UWCSEA recruits High School students

18 SPOTLIGHT Home Language Week

19 MISSION IN ACTION: UWC REFUGEE INITIATIVE UWC’s commitment to refugees

22 TRANSFORMING PRECONCEPTIONS The true value of the Daraja GC trip

24 COLLABORATIVE TECHNOLOGY IMPROVING WRITING 25 COMMUNITY FAIR AND FAMILY FESTIVAL

28 EXTENDING THEIR INFLUENCE: TAKING ACTION IN THE INFANT SCHOOL A new activity raises awareness

COVER IMAGES

Front: Infant School discovery time, Dover Campus Back: Grade 1 Arts Festival, East Campus

Wrap-ups of two Parents’ Association events

Dunia is published three 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.

Stories, opinion, photos, videos and more https://perspectives.uwcsea.edu.sg

Editors: Courtney Carlson, Sinéad Collins, Molly Fassbender and Kate Woodford Design: Nandita Gupta Photography: Sabrina Lone and members of the UWCSEA community 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 2011–17 July 2017 | 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 2017–9 March 2023 | Charity Registration No. 002104 Printed on 100% recycled paper with environmentally friendly inks | MCI (P) 113/03/2017 | 064COM-1617

Enduring Mission in changing times

By Chris Edwards Head of College UWC South East Asia Over a period of, say twenty years, a football team will almost certainly lose every single original player, most likely replace its manager and quite possibly change its stadium. But the fans will stay loyal and chant the same name they chanted twenty years earlier. An orchestra undergoes a similar cycle.

Over an admittedly longer period than it takes for a football team to change all its personnel, an orchestra will see all the original musicians leave, its conductors retire and its concert hall rebuilt and relocated, and yet The Berlin Philharmonic continues as an entity everyone understands. Corporations and countries are bigger examples of the same things. People might mutter something about values or belief systems holding things together, but is that really true? A modern, pacifist, 2 | Dunia April 2017

French woman may take immense pride in being ‘French’ just as an executioner at a guillotine may have felt wonderfully ‘French’ two hundred and forty years ago. Being French is, perhaps, no more than a convenient, malleable story around which we rally in our loneliness.

France can’t feel or laugh or cry. Neither can Google, nor Real Madrid, nor the Singapore Symphony Orchestra.

What about a school? Does it make any sense for somebody who was at UWCSEA nearly forty-five years ago to stay loyal to the College today? None of the people that former student knew remain. The buildings are virtually all new. And—say it quietly—the mission statement did not exist. However high blown the rhetoric, is a school in any way different to the examples cited above?

Well, we can take a look at an interesting snapshot right now.

On both UWCSEA campuses we will soon be undergoing some senior personnel changes—just like an orchestra or football team—but I guess the main difference is that whereas the crowd or audience at the match or concert has little personal interaction with the players, a good school is founded upon relationships, and seeing a much loved teacher leave is different to watching the second bassoon play her last concert. The intensity, frequency and significance of interactions at school are markedly different, and when one factors in the trust and dependency of the students, the ambition and love of the parents as well as the care and passion of the teachers, it is little wonder that we are startled when the complex weave of school relationships is unpicked, even if the unpicking is really only thread by thread. We do not always immediately notice the new bright strand that has

OPINION

been added, usually because it does not lie in exactly the same place. Eventually, every strand on the tapestry will be replaced. But the image endures.

More prosaically, it’s worth noting that we are very fortunate at UWCSEA. On average, a teacher stays nearly nine years on Dover; and on East, where the campus has only just reached capacity, the average is already four and a half years. As with our student body, turnover is very low for an international school. Yet some people find it surprising that teachers ‘leave’ at all. Just as I used to think as a child that all teachers wore ties and tweed jackets when at home (and to be honest it took me some time to get used to the idea that teachers existed at all out of school), so there are those who feel a sense of betrayal when a teacher moves on. Questions are asked of schools that would never be asked of banks, trading houses or consultancy firms. Teachers

are traditionally supposed to be driven by vocation, and the longer and more geographically static the vocation the better. Something is ‘wrong’ when a teacher leaves in a way that it is not ‘wrong’ for an executive to switch firms.

“I do not regard this as a promotion” wrote a disappointed parent after we announced one of our colleagues was departing after many years of service for a major headship. I think they meant “Please, don’t leave us.” (It may shock some parents to know that the average tenure for an international school Head is two and a half years. I am due a carriage clock.)

Back to the question. When does UWCSEA stop being UWCSEA? For me, our identity crumbles at the moment we decide to educate people for a hard stop at eighteen (which some schools do very well). The certificate you clutch when you leave school counts for nothing if the hands that clutch it

are going to grasp and grab from that day on. The whole of life is a process of learning, and so long as we recruit teachers who believe and can inspire children to believe that, we will be recognisably UWCSEA. Who those teachers will be, I cannot say, but if they share ideas of unity, tolerance, kindness and empathy, they will be welcome— and necessary.

So like the orchestras and sports teams, companies and nations, we will honour our name while our people and our buildings come and go. The students, parents and teachers who gave us the opening day of UWCSEA are now treasured, sun-worn pictures on our walls. Soon, we too will be echoes.

April 2017 Dunia | 3

FEATURE

Sustainability and systems thinking

By Mark Porter Head of Middle School Humanities and Jo Wallace Teacher of Middle School Humanities Dover Campus Throughout the curriculum articulation process, the Middle School Humanities team have reviewed and created units of study in order to provide meaningful opportunities for students to develop their conceptual understanding within the discipline. One such example was the newly created unit for Grade 7: ‘Sustainability and Systems Thinking’1.

The creation of this unit has allowed the team to place Humanities at the heart of our College’s mission. Beyond ‘systems thinking’ and ‘geographical understanding’ the unit establishes strong links to our UWC values, in that the planned learning experiences encourage students to minimise their harmful impact on the environment. Furthermore, the unit connects to the qualities and skills of the UWCSEA Learner Profile, with ‘commitment to care’ and ‘critical thinking’ being at the core of the unit.

In recent years, the role of sustainability, both the concept and the movement, has shifted to become a more central theme within the discipline of geography, rather than an isolated idea or the basis of an ‘add on’ discussion. As a result, many educators now champion the way in which sustainability has given their subjects a new focus and status in the 21st century. Here at UWCSEA, with sustainability as our mission, and the world as our logo, it has been an easy and important choice to connect sustainability to the Humanities. Within the UWCSEA curriculum, the unit serves as a developmental stepping stone, which builds towards the K–12 standard: Sustainable development requires people to participate in decision-making and to take informed action. This is one of nine standards in Humanities that students return to in spiral learning from age 4 to 18.

However, there is always a challenge! When creating this unit, it was important to recognise the wealth of experience, understanding and opinions that our Grade 7s have already accumulated and developed. Their work through service projects, outdoor education, classroom learning and the Grade 5 Expo alone, informed us that many of our students are already convinced of the importance of sustainability.

In fact, many of them are already turning their beliefs and values into action within our community and beyond. It was

therefore important to plan a new perspective and experience as part of extending the learning offered through the unit.

The idea of ‘systems thinking’, traditionally bound to the IB years and beyond, brought this new perspective.

The unit aims to develop students’ ability to understand and apply ‘systems thinking’ to investigate sustainable issues and evaluate solutions in the world today. By studying the interrelated nature of our planet, and seeing our world and its problems as ‘systems’, human-created solutions to complex issues will (hopefully) become more effective. Using examples of successful circular systems from the natural world, such as ecosystems and the water cycle, students are able to adopt a ‘big picture’ view of interconnectedness, and reflect on the role, importance and value of each part of a system.

Their knowledge and understanding of sustainability is developed using the Compass Thinking2 tool which guides students through four crucial considerations to sustainability: Nature, Economy, Society and Wellbeing. The ‘economy system’ provides the main case study for the unit, and students identify the causes and consequences of this linear system, whilst exploring effective solutions currently being enacted in order to resolve issues of resource depletion and waste. Students then use these

1

“Systems thinking describes habits of thinking about how systems work and how actions taken can impact results seen over time. They encompass a spectrum of thinking strategies that foster problem-solving and encourage questioning.” - Waters Foundation, http://watersfoundation.org/

2

Compass Education, http://www.compasseducation.org/

4 | Dunia April 2017

develop an important ‘sense of place’ and connection and care towards their environment, whilst deepening their understanding and respect towards the UWC movement and mission.

So what do the students think of the new learning brought about by curriculum articulation? Students in Grade 7 had the following comments on the Sustainability and Systems Thinking unit field trip: “I really loved the trip, and I find that my understanding of systems in general has developed quite a lot. This is especially true for natural systems, as we learnt how natural systems never have any wastage whatsoever. Though we had already learnt this in class, it was great to see it in action.”

“One of UWC’s greatest values is being sustainable so the unit helped us learn about it.” – Diya Narayanan “I think that the opportunity to go to Marina Barrage helped enhance our previous learning on sustainability and it was also a great introduction to our new unit. I feel it is important for us to educate ourselves about the environment so we can minimise our impacts and teach others.” – Anoush van der Kam

The big picture dimensions as the criteria from which to assess and evaluate their chosen solution. As geographers, the case studies are drawn across the world, allowing students to build their own ‘world view’ regarding the varying ways in which humans value and interact with their environments and natural resources.

Students start their learning journey in their immediate surroundings, with a tour of (and as a result, an appreciation of) the sustainable features and behaviours of the Dover Campus and its community. Created by Gordon Hirons and the Environmental Stewardship Council, the tour highlights the ‘geography in action’ at play within the campus, as part of the Service programme.

Nathan Hunt, UWCSEA’s Director of Sustainability reflects on how this type of work builds on the UWC mission, “Articulating the curriculum has been absolutely vital to furthering our aim to enable students to comprehend and take action to shape a better world. Having a curriculum that carries our students from K–12 is not merely ensuring a continuation of the learning from year to year, and developing a consistency of language and approaches, it is an essential part of how Sustainable Development is enacted through education. In their 2015 Agenda for Sustainable Development that launched the new Global Goals, the United Nations declared that ‘the interlinkages and integrated nature of the Sustainable Development Goals are of crucial importance in ensuring that the purpose of the new Agenda is realised.’3

Building on the ‘out-of-the-classroom’ experience, the Humanities team also organise a sustainability field trip, this year held on UWC day, during which all Grade 7 students visit Marina Barrage and Gardens by the Bay. This provides an opportunity for students to better understand how the two sites work towards the four dimensions of sustainability, whilst also becoming better acquainted with their home (or home for now) Singapore. By exploring sustainability within Singapore, students are able to

Articulating our curriculum is a process of ensuring that these interlinkages are made both conceptually, through shared understandings within Humanities and across other disciplines and practically, by allowing teachers to integrate their teaching with other areas of the Learning Programme such as Service and Outdoor Education. This ‘joining-up’ is exactly the intellectual and strategic thinking that is needed to ensure we achieve our mission.”

Learning in their own environment

3

https://sustainabledevelopment.un.org/

April 2017 Dunia | 5

FEATURE

Building bridges with boarders

By Andrea McDonald Grade 5 Teacher and Boarding Assistant Houseparent East Campus Every few weeks, Grade 12 student Blen Menghesha makes her way to the Infant Block. Despite her rigorous IB Diploma Programme schedule, Blen takes time to visit some of the College’s youngest students, her adopted K1 buddy class. She has been dropping in over the course of the school year, to the great delight of her younger peers. Blen and K1 teacher Imogen Piccilli were partnered together last school year, and have built an even stronger bond this year.

Imogen recounts Blen’s involvement with her class, “Blen has been sharing stories about her family and home life in Ethiopia. The K1s have been learning about the life of a boarder and what life is like in her home country. She loves interacting with the 4- and 5-year-olds, and playing alongside the children in the classroom. She is very much like a big sister!”

This same scene is mirrored across the Primary School. This year more than 40 UWC National Committee (NC) students1 in the East High School have been ‘adopted’ by a Primary School class.

These senior students commit to engaging with their respective class several times over the year, but many go beyond that and spend time with their buddy class weekly. Not only does the ‘Adopt a Boarder’ programme strengthen community bonds between students of different ages, it celebrates the diversity of the College. High School students are exposed to leadership opportunities and, as a result, become much-loved role models to the younger students. Families resident in Singapore also have the chance to gain insight into new cultures, by welcoming their child’s boarding buddy for a home-cooked meal or outing.

These connections can lead to long-term relationships—even after students have graduated.

Community bonds and home away from home One of the many positive aspects of the Adopt a Boarder programme is that students new to UWCSEA are quickly 1

connected with the wider school community. With 2,500 students on campus and 160 in Tampines House, older and younger students alike can find the scale intimidating. In addition, many of the NC students are abroad for the first time, having left younger siblings and a strong family structure.

The chance to integrate in a small class environment, with a rapt and receptive audience of young students, can transform a student’s experience and provide a sense of commmunity.

Nanakwame (Nana) Nyarko-Ansong has benefitted from his connection with Kim Duffy’s Grade 3 class: “I feel [the younger students’] excitement in getting to know me and it touches me the way they share their interests and day-to-day adventures.

They often call my name and run up to me shouting, ‘We miss you Nana from Ghana!’ When I am stressed out and wandering in a sea of students … having these Grade 3 students call my name inspires me and makes me happy!”

Teachers will often request a NC student from their home country or who speak a shared home language, giving both of them the opportunity to speak their language and helping ease the student’s transition. Primary teachers Isabel Valenzuela and Arlene Van Staden typify this. Isabel enthusiastically welcomes Chilean students into her class, whilst Arlene’s bond with Dutch student Goya Van Den Berg has provided them with the chance to catch up regularly on news from their homeland.

Leadership skills and role models Sten Leinasaar, in his first year at UWCSEA, goes into his adopted Grade 4 class each week and seizes any opportunity he can to meet with the children. He and his buddy teacher, Paul Baird, communicate early in the week and plan activities for the last hour of class on Friday. In a recent session, Sten planned and taught the students some traditional Estonian games. He has formed a strong bond with the students while also developing his leadership skills. Sten has learned a lot too, “Never would I have guessed that these kids could teach

NC students have been awarded a scholarship by the UWC National Committee in their home country. There are currently 156 UWC National Committees around the world.

6 | Dunia April 2017

Photo courtesy of the Joshi family

me more than I can teach them. But that is exactly what has happened.”

The magic inherent in having older students visit a class, is in their ability to teach their younger peers and to be a role model for different qualities and skills valued at UWCSEA. NC students will share topical discussions ranging from issues they advocate for, to the value and method of taking notes with their Primary School buddies. The older students have a tremendous impact on their younger peers; lessons and skills being taught are suddenly validated by the more senior students. Luiza Britton, a Grade 5 student, recalls learning notetaking from Sena Kpodzro, her Grade 12 buddy: “Sena showed us her notes and talked about using bullet points to summarise key information. We saw that the skills we are learning in our workshops get used right through High School.

Her Chemistry notes looked very complicated but precise.”

Similarly, Grade 11 student Djordje Petrovic helps his buddies in Grade 3 class with their writing skills every Thursday after lunch. Head of Grade Julie Day sings Djordje’s praises, “He engages the students in talking about their writing and supports them with their next steps. He models writing for them and gives them feedback.” Recently he has been helping students understand the different components of fairytales.

Cultural exchange UWC’s mission to make education a force to unite people, nations and cultures is living and breathing in the Adopt a Boarder programme. Boarders are welcomed into their buddy class and encouraged to share their cultural customs. Some well-timed geography lessons and map skills are developed by the younger students as they eagerly look for where their boarding buddy is from. For many this is a first chance to learn about their buddy’s home country.

Although the Primary students are enthralled with their new understanding of their buddy’s culture; as is often the case, learning goes both ways. For many NC students, who arrive

with limited English, the time spent with their buddy class provides a platform to practise speaking English in a safe, positive and encouraging environment. Savaira Drau has been paired with Mary Newbigin’s Grade 1 class for two years now.

Her English skills have vastly improved since first moving from Fiji in 2015. Mary’s enthusiasm for her adopted boarder has not only provided opportunities for Savaira to interact with her Grade 1 students, but also to develop her confidence in speaking, and even practise giving presentations.

Family connections Adopted boarders often form bonds with families they initially met through their buddy class. Once introduced, families are often keen to build relationships with boarders from their home country—or even, as in the case of the Joshi family, their home continent. Kuntal and Sheetal Joshi hail from Tanzania and have sons in Grades 8 and 10. When their younger son was in Grade 5, they began hosting NC students from Africa.

The students were thrilled when the Joshi family invited them for dinner with the tempting dish of Ugali—a maizebased porridge renowned in many countries in Africa. Word spread—across campuses—and the dinner parties have grown to become regular calendar events: dinner with the Joshis, weekends at the Joshis, and students’ visiting families are even welcomed into the Joshi home.

Kuntal explains, “As a family, we welcome NC scholars from Africa and around the world to open our minds and hearts and share experiences about the world at large. We otherwise live in our comfortable cocoons and really don’t see the world in its true sense. Our family has gained a tremendous amount through these personal and group interactions … We find this interaction with African scholars very welcoming and we, together with our boys, find it heartening. We are truly enriching our lives … and this interaction and sharing really enables us to be global citizens.”

April 2017 Dunia | 7

FEATURE The UWCSEA Annual Report 2015/2016 was published in January 2017, providing up-to-date statistics on the College learning programme and operations. In a new introduction from Chris Edwards, Head of College, he pointed out that it’s difficult to enjoy an Annual Report, as “it’s like reading a history book full of accessions, battles and grain harvest reports but without the overarching emotional narrative that explains why the year was so special, happy and successful.” However, the Annual Report provides much information about the College’s “reach and accomplishments”, and gives a very transparent view of our activity to our whole community.

Included in the report are sections on student achievement in each element of the learning programme; information about the College community, including results of the annual parent survey; the business report incorporating Human Resources, Admissions and the financial statements for the College; and a summary of the activity in College Advancement.

The report includes a large number of statistics that describe the breadth and depth of our activity. A selection of these statistics is below.

Read the full report online at www.uwcsea.edu.sg/AnnualReport. If you would like a printed copy of the report, please contact Farhani Alias, Communications and Marketing Officer (farhani.alias@uwcsea.edu.sg).

5,525

Community

Students on both campuses

Financials

3,725

Families on both campuses

99

Central admin 1% Marketing and Communications 1% Boarding salary and benefits 1% Boarding exp 2% Educational resources 4%

Other contributions 1% Boarding fees 4%

Nationalities

65% Teachers salary and benefits

Maintenance and operations 5%

Sundries and other fees 5%

Dover Campus Income

Depreciation 5%

Dover Campus Expenditure

Administration salary and benefits 6% Educational support salary and benefits 10%

Tuition fees 90%

Central admin 1% Marketing and Communications 1% Boarding salary and benefits 1% Boarding exp 3% Educational resources 4%

Other contributions 1% Boarding fees 5%

Depreciation 4%

Sundries and other fees 5%

East Campus Income

Administration salary and benefits 5% Maintenance and operations 7%

Tuition fees 89% 8 | Dunia April 2017

Educational support salary and benefits 9%

East Campus Expenditure

65% Teachers salary and benefits

Class of 2016 IB Diploma results

Outdoor Education

Students

500

29.6%

40–45

7.4% 36.0%

35–39

25.4%

UWCSEA

8.4%

0.6%

<24

19.2%

Applications received UWCSEA

Worldwide (2015)

ISC = Independent Schools Council

†

Dover Campus

Posts advertised

East Campus %A* UWCSEA 29.9

33.2 34.5

%A* ISC†

3,165 56

25.8%

Worldwide

(I)GCSE results June 2016

Human Resources

28.3%

24–29

36.4 30.0

Student hours spent overseas

19.3%

30–34

Average IB Diploma Score

%A* UWCSEA

769,176+

IB Diploma score comparison

66.6

%A*–A UWCSEA

61.9

%A*–A ISC

96.8

%A*–C UWCSEA

%A*–A UWCSEA

62.2

%A*–A ISC

61.9

50%

97.1

%A*–C UWCSEA

90.8

%A*–C ISC

Net Promoter Score (NPS)

34.5

%A* ISC†

from parents

90.8

%A*–C ISC

Activities participation The average number of activities that students in each grade took throughout the year.

Activities at Dover Campus 9 6

10 8

8

8

6

6

4

K1

K2

G1

G2

G3

G4

G5

9

8 6

G6

G7

5

G8

5

4

5

5

G9 G10 FIB G11 G12

5

K1

6

K2

Service

166

111

100

Number of Global Concerns

Number of Local Service partners

Number of College Services

Activities at East Campus

11 9 6

5

G1

G2

G3

G4

G5

G6

7 5

5

G7

G8

5

5

7 4

G9 G10 FIB G11 G12

$1,354,205

Money raised by students through the UWCSEA Service programme

April 2017 Dunia | 9

FEATURE

1 + 5 + 7 = PROJECT WEEK One week, five stages, and seven learning outcomes

By Kate Lewis (Dover Campus) and Viki Cole (East Campus) Project Week Coordinators Project Week is the highlight of High School for many UWCSEA students, representing a chance to travel outside Singapore with a group of like-minded peers to work on a worthwhile project.

In this article, we will discuss how the three core elements of one week, five stages and seven learning outcomes, come together to create an incredible learning journey that culminates in Project Week.

One week All Grade 11 students are taken off their regular timetable for one week in order to complete a Project Week trip. The trip is not a holiday, in fact it is quite far from it as students only gain approval for a project with a worthwhile purpose that helps fulfil the official International Baccalaureate Diploma Creativity, Activity and Service (CAS) requirements.

Project Week is also the culmination of the Outdoor Education programme, providing an opportunity for students

to pull together and implement prior learning from their Outdoor Education trips in earlier grades, into one, practical week. Experiential trips are planned to give students skills they need for a successful and safe Project Week. It is also a rite of passage and a coming of age experience that demonstrates the faith and trust our community has in the abilities of our students.

Independent travel for teenagers is not undertaken without significant trip preparation and protocols.

Five stages Months before Project Week, students begin working on the five stages of CAS requirements of the IB Diploma.

Grade 11s start with the Investigation stage where they identify their personal interests and how they might use their skills for a meaningful CAS experience.

Students share Project Week dreams and ideas.

Next comes the more arduous Preparation stage. Students form groups of three to five, and take on different responsibilities to ensure

they plan a safe and worthwhile trip.

They follow a checklist and clarify their roles to ensure sound trip planning procedures such as budgeting, First Aid, considering the impacts of ‘voluntourism’, and, most importantly, risk mitigation.

After multiple checks by the group’s teacher supervisor, Outdoor Education staff and Project Week coordinators, the students are ready for the Action stage. After months of meetings, assemblies, iPAL uploads, ID cards and form checks, the students are finally free to travel, without parents or staff, to their chosen destination and project. They implement their plan and become the decision makers and problem solvers.

Throughout the process students are encouraged to consider the Reflection stage, to focus on what they have learned, not just about trip planning, but about themselves as individuals and their ability to work in groups, especially when challenges arise. They might reflect on how they have changed as they become more mature and empowered.

From left to right: Reforestation project in Kep, Cambodia; students volunteering with an elephant conservation project with PAW GC.

10 | Dunia April 2017

When the the trip is completed, the Grade 11s enter the stage of Demonstration; they consolidate their learning by explicitly stating in their CAS portfolios, what, and how, they learned and what they achieved. This brings the formal assessment to a close.

In addition, they informally share their accomplishments with their peers, friends and family. So what exactly do they learn?

Seven learning outcomes For students to successfully graduate with an IB Diploma they must complete seven learning outcomes. Through Project Week students are able to demonstrate all seven learning areas and that they have: 1. Increased their awareness of their own strengths and areas for growth They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.

2. Undertaken new challenges and develop new skills A new challenge may be an unfamiliar activity, or an extension to an existing one. As with new challenges, new skills may be shown in activities the student has not previously undertaken, or in increased expertise in an established area.

3. Planned and initiated activities Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example ongoing school activities in the local community, as well as in small student-led activities.

4. Worked collaboratively with others Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in kindergarten.

5. Shown perseverance and commitment to their activities At minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise.

6. Engaged with issues of global importance Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally.

7. Considered the ethical implications of their actions Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical compositions, in personal relationships). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers.

The reality however, is that Project Week is not about the numbers. It’s about the development of skills—independence; initiative; communication; collaboration; conflict resolution; cultural awareness; community action; leadership and responsibility. The numbers 1, 5, 7 represent the logistics that help to create empowered individuals who are better prepared for the transition to life beyond UWCSEA.

From left to right: Teaching English in Cambodia; learning to surf for an active project in Bali.

April 2017 Dunia | 11

COMMUNITY NEWS

Changing the Game

By Ian Deeth, Head of Primary School Activities and Nick Dunn, Chair of Activities East Campus “We have a chance to teach our children and our athletes the awesome joy of being a warrior. Of seeking challenge, battling for personal excellence, of striving to be a better person each day, and living and playing with a purpose and embedded in values … We make this choice to create warriors not winners and we may not fill our mantle with trophies, but we will fill the world with happy, resilient, purposeful people who will make an impact beyond the game.” – John O’Sullivan With students participating in multiple sports across agegroups, UWCSEA’s sports programme has seen extensive expansion in the past five years. Many of our students train hard in their quest to push their performances to their optimum.

However, we believe it is important that our community has an opportunity to reflect on what is required for our student athletes to develop their skills individually even as they strive to be the best that they can be. As a result, the College recently invited John O’Sullivan to share his inspiring messages on children and sports through a series of keynote presentations and workshops with three key groups: our student athletes, parents and coaches.

With a wealth of practical knowledge, garnered through years of hands-on work with young sports people, their coaches and their families, John presented his tailored sessions and then invited questions from each group. While the focus was

John O’Sullivan John launched the Changing the Game Project in 2012 after two decades as a soccer (football) player and coach at all levels in the USA. He is the author of well-known books that seek to ‘return youth sports to our children’: Changing the Game: The Parents’ Guide to Raising Happy, High Performing Athletes – Giving Youth Sports Back to our Kids and Is it Wise to Specialize? He is a widely sought-after public speaker and has presented in schools, universities and sports academies around the world.

John’s writing has also been featured in many publications including The Huffington Post and Soccer America. He is widely known for his engaging TEDx Talk Changing the Game in Youth Sports.

12 | Dunia April 2017

slightly different for each group, the messages highlighted the importance of why we love sport; quite simply, because it is fun!

His message was also a warning that the passion and the love for the sport that a child starts out with can be lost in a quest for achievement, recognition and winning at all costs.

A small number of our students aim to be professional athletes.

The majority of our students play for the love of sport, and they put in the work and time to get better because they want to.

That’s what being a part of our sports teams teaches you—to give your all for the intrinsic satisfaction, as well as the benefits that come from regular physical activity and the social and emotional boosts this provides.

The qualities of resilience and self-awareness, as well as the skills of collaboration and self-management are now at the forefront of UWCSEA’s sports programme and our vision is to align these with our motivated and purpose-driven student athletes who will develop positive, lasting memories of playing sport at UWCSEA. The College has set objectives for each age group and is working with research on Long Term Athlete Development (LTAD) in order to develop a healthy attitude to sports and high performance athleticism. Feedback from students, parents, coaches and sports specialists in the Singapore community, who were also invited to attend John’s presentations, makes it clear that his positive messages are aligned with our own. We look forward to working with our community to further implement our athlete development programme.

COMMUNITY NEWS

Sporting success extends beyond record SEASAC results

By Gavin Dinsdale, Head of High School Activities East Campus 2016/2017 has been a very successful year in sport, with an impressive 19 SEASAC Championship trophies across the College. This success is the cumulative effect of several years of sports development, not just a single season. We strive for a sporting culture in which learning from failure as well as success is central. Students take responsibility for their learning in sport, both individually and as teams. They take an active part in answering “How do we continually improve?”, and teams work toward building resilience and mastery where high performance becomes a habit.

While this year’s record results provide one way to quantify sporting success, it is certainly not the only measure we use.

East athletes Hugh Goovaerts (Rugby) and Lachlan Elliott (Swimming) each received the Sportsmanship Award at the SEASAC championships for outstanding contributions to fairplay.

Hundreds of student athletes gain from personal development, friendship and enjoyment, which offer a range of success stories.

Many students will have fond memories of championship wins this year, but far more will recall other highlights and reflect back on their own success and development. Going forward, we will keep asking “How do we continually improve?” across all sports and measure successes both small and large.

Dover Phoenix 2016/2017 SEASAC results

East Dragons 2016/2017 SEASAC results

Division 1 unless stated

Division 1 unless stated

Sport

Girls

Boys

Sport

Girls

Boys

Badminton

3rd

5th

Badminton

2nd (Division 2)

2nd

Basketball

Champions

3rd

Basketball

5th

Champions

Cross Country

2nd

2nd

Cross Country

Champions

Champions

Football

2nd

4th

Football

Champions (Division 2)

Champions

Golf

3rd

2nd

Golf

6th

6th

Gymnastics

Level 8 – Champions Level 7 – Champions Level 6 – 2nd Level 5 – 3rd

Level 5 – Champions

Gymnastics

Level 7 – 2nd Level 6 – Champions Level 5 – Champions

Level 3 – 3rd

Softball

2nd

3rd

Softball

7th

Champions

Swimming

Champions

2nd

Swimming

2nd

Champions

Tennis

Champions

3rd

Tennis

6th

Champions (Division 2)

Touch/Rugby

Champions

2nd

Touch/Rugby

4th

3rd

Volleyball

4th

Champions (Division 2)

Volleyball

Champions (Division 2)

4th April 2017 Dunia | 13

INNOVATIVE SPACES

Construction zone Large blocks allow students to build any variety of structures.

Model-making area and testing ramp Budding engineers can design their own vehicles and then test their roadworthiness on the giant ramp.

â&#x20AC;&#x2DC;Big behavioursâ&#x20AC;&#x2122; play zones (not pictured) Students can also engage in physical activity and gross motor development in designated areas by playing football, running, or riding tricycles or scooters.

The Remakery Students’ imaginations are unleashed as they invent new objects with a variety of reclaimed materials in this creative reuse centre.

Infant indoor

playground The re-developed undercover East Infant School playground provides intentional, provocative and inviting learning spaces. These include a modelmaking area and testing ramp, a construction zone, a creative reuse centre (‘The Remakery’), a large role-play area, and a ‘Pop-up Playground’.

The Remakery, inspired by Remida (a cultural project associated with Reggio Emilia in Italy), was established thanks to gifts to the UWCSEA Foundation and is organised and stocked with reclaimed materials by the Junior School LEAP College Service group. Similarly, the Pop-up Playground utilises larger reusable materials for students to create their own play space.

To learn more or to support The Remakery or Pop-up Playground, please contact infantschooleast@uwcsea.edu.sg.

Role-play area The child-sized houses and furniture along with dress-up materials allow for imaginative roleplaying.

Pop-up Playground (not pictured) Students have access to larger reusable materials such as cardboard boxes, crates and tyres for creative play and construction.

FEATURE

The UWCSEA High School Admissions process

United World Colleges are unique educational institutions, standing apart from other schools with their singular mission: to make education a force to unite people, nations and cultures for peace and a sustainable future. In pursuit of that mission and corresponding values, UWCs are thus obligated to select prospective students with not only excellent approaches to learning, but the highest potential to embrace and embody the mission.

Starting in 2015, Jonathan Carter, Director of Admissions for UWCSEA, began transforming the High School Admissions process; moving away from a series of four lengthy academic tests and a brief interview with the leadership team, to incorporate a new Assessment Day—an interactive and immersive experience designed to give prospective students a real feel for the College and an opportunity to show their true potential to live the mission. Jonathan explains, “We recognised that we were receiving accurate information about academic proficiency from the applicants’ schools, so there was no reason to test them again. We looked to create an Assessment Day that would be an invaluable experience and opportunity for both the College and the applicant—to give them a chance to showcase their true selves in a series of different tasks and exercises in relation to the mission.” Jonathan also took inspiration from the selection process for the UWC national committee scholars, who often undergo a series of interviews, activities and tests over a period of months designed to drill down to their core strengths and abilities and to distil their commitment to the UWC mission and their skills and assets as a community member.

The Assessment Day is an active and immersive experience; prospective students leave their ties and blazer at home and come dressed in sneakers and jeans, ready to get moving. This is a day that challenges the students’ ideas, perspectives and puts them in front of current staff and students. The day starts with an introduction and welcome for families—parents and applicants—before the parents are given a tour of the College and the applicants participate in an interactive session about the UWC movement and the nature of education.

Rather than a typical slide show presentation about the College, Jonathan sets a series of questions for the group, designed to challenge and explore their ideas about education, meaningful diversity and where in their hearts the College can help shape a better world. Jonathan emphasises to families that this day is not only about the College getting information about them, but that they should also be evaluating and trying to get a deeper understanding of the College; this is a day for mutual learning and commitment.

16 | Dunia April 2017

After the education session, students then have individual interviews with the members of the High School Leadership team. A pizza lunch is provided and UWCSEA students join in for informal socialising. Applicants are then taken on a student-guided tour of the College. The applicants then move into the Games session—a series of exercises designed to look at social interaction skills, and the willingness to take on challenges, to participate and to be present (and not looking at their phones). The day culminates with a 60-minute forum; led

by UWCSEA student facilitators, in which the group discusses an open-ended question such as “Should the death penalty be banned?” or “Should rich people be obligated to help poor people?” UWCSEA students who participate in the Assessment Day are volunteers who go through two training sessions in advance in order to adequately prepare for the experience.

aligned with the mission

Detailed reflection takes place after the Assessment Day, giving weight not only to the feedback from Admissions and leadership staff, but also from current UWCSEA students who were involved in the lunch, tours and forum. Jonathan says, “The new process has empowered our current students to take the mission into their hands. They are encouraged to deeply reflect on the prospective applicants and their potential contributions to UWCSEA. The process is also very uniquely ‘UWC’ as it gives our students a real voice, which creates a sense of responsibility and engagement. Our students are very astute and pick up on behaviours or skill sets demonstrated through social situations that might not have come through otherwise.”

Radu Lunggu, a UWCSEA Grade 11 student facilitator volunteer, reflects on his experience, “Leading the forum was a real chance to help the school to choose the suitable students who will represent the UWC movement in the best way …

As the main leader and facilitator, I was challenged by the participants as they were quiet and not engaged in the discussions. I had to show initiative and ask them challenging questions, thus persuading them to debate and talk more.”

The UWCSEA High School Admissions is an example of how changing processes can have an impact across the College that truly reflects the UWC mission and ethos. There are few things more important for the College than the people who make up its community, and a community that is united in common purpose from the start brings us a few steps closer to fulfilling our unique mission.

April 2017 Dunia | 17

SPOTLIGHT

Home Language Week Coinciding with International Mother Language Day on 21 February, Home Language Week at Dover Campus was a week-long recognition and celebration of the diversity of language that exists within our community. During this week, there was a variety of activities across the campus both within and outside of the classrooms for Grades 2–12. As a final culminating celebration, Friday, 24 February was an ‘own clothes’ day where students came to school dressed in clothes that represent the language(s) they speak.

FEATURE

MISSION IN ACTION UWC Refugee Initiative

I was born and raised in a refugee camp in the end of the world, in a forgotten and impossible to reach corner of the great African desert. Yet, UWC put the time and the effort to reach that part of the world, and now here I am.”

Bachir, UWC Costa Rica alumnus (2011–2013) from the Smara refugee camp, now studying at Brown University Recent statistics on refugees are overwhelming. 65.3 million forcibly displaced people worldwide. 21.3 million refugees, of whom half are under 18. Ten million stateless people without access to basic rights. 34,000 people forcibly displaced every day as a result of conflict or persecution.

But while the numbers may show the scale of the issue, they also underline the limitations of statistics.

Statistics don’t tell us anything about the unimaginable loss behind the numbers, or of the individual stories and complex causes that must be part of understanding the complete picture.

Most problematically of all, statistics can mean we remain overwhelmed by the scale of the problem and distanced from our ability to respond.

Statistics don’t make us take action, but individual stories can.

For many years UWC has educated refugees from areas of conflict. There are currently 50 scholars from refugee backgrounds studying at UWC colleges around the world. These young people from places with complex histories and uncertain futures bring a unique perspective to our UWC communities.

Their shared experience with others who are impacted by the current global crisis provide the UWC movement with an important insight into reality for young displaced people. Most importantly, they ensure that the voice of young refugees are voices in

our communities, instead of unknown stories behind statistics.

While agencies and individuals around the world work to meet the basic needs of displaced people and provide them with some stability, the UWC movement has looked to the future.

Knowing that post-conflict countries require ethical leaders with a bias for action, the movement has launched the UWC Refugee Initiative, which aims to raise US$7.5 million for an additional 100 IB Diploma scholarships per year for refugee students, beginning in August 2017. Providing young refugees and their peers from around the world with a UWC education that unites people, nations and cultures can help to guarantee the peaceful and sustainable future the world so badly needs.

Finding students who can benefit from the programme is challenging.

Typically, young refugees will have very broken educational backgrounds. Many will have attended multiple schools in multiple countries and some will have had periods with no education at all. They are commonly multi-lingual but their academic English may not withstand the rigours of the IB Diploma.

The UWC National Committees, particularly those connected to areas of conflict (Sudan, South Sudan, Palestine, Jordan, Nigeria, Lebanon, Syria and Iraq), work with government agencies, local schools and charities to find the students who can benefit

from the programme and whose families are willing to let them take up the scholarship.

Currently, the students attend UWC Atlantic, UWC Mostar, UWC Red Cross Nordic and UWC Dilijan. These colleges are close to where many of the refugee students’ families are located and have specific support systems designed to meet the unique needs of refugee and stateless children. UWCSEA is supporting the UWC Refugee Initiative through the establishment of the UWCSEA Kay Everett Scholarship Fund. Kay, Class of ’91, was a humanitarian lawyer who dedicated her career to supporting refugees and individuals of stateless status. Kay passed away in August 2016 at the age of 43, just days before her UWCSEA 25th class reunion. In honour of her commitment to fighting inordinate immigration detention and to being a powerful voice for the voiceless, some of her UWCSEA classmates joined together to initiate the scholarship in her name. Visit www.uwcsea.edu.sg/ supportus to learn more.

Maya Angelou said that the ache for home lives in all of us. For those young refugees who can’t yet go home, a UWC scholarship can provide a bridge to opportunities that may eventually bring them home to help rebuild their countries.

Photo courtesy of UWC international April 2017 Dunia | 19

FEATURE

The community of THEATRE The East High School Drama and Music departments have staged two impressive theatre productions so far this school year: Macbeth in December and Jesus Christ Superstar in February. From Shakespeare to Andrew Lloyd Webber, from classical drama

to a rock musical, the shows captivated audiences and brought these familiar stories to life in new and unexpected ways. As we considered how to feature these productions, rather than reporting on the unique elements of the productions themselves, a

common theme emerged from the students involved— the community that forms through the shared experience of theatre.

‘Community’ is a word that is used a lot at UWCSEA. As we dedicate ourselves to the

UWC mission, community is vital if we are to achieve peace and a sustainable future. Within our two large campuses, smaller communities at school, grade, or activity levels can help people to feel connected to one another and the

By Hector Martin Dit Neuville, Grade 9 and Macbeth cast member, East Campus Walking into the first rehearsal, I felt lost and overwhelmed by the age difference and experience that was around me.

Being in Grade 9, I was one of the youngest in the High School cast. It turned out, that the experienced actors weren’t very intimidating at all. They instead led and pushed the others toward achieving what they had themselves learned in previous years. The entire company cared as much about helping each other as they did about themselves and it was amazing to watch and be a part of. As a sports player, and someone who loves rugby in particular, I could see a strange but bold connection between the two activities. In both, there was a strong sense of togetherness and group. In both cultures there was a sense of team first …

By Hugues Martin Dit Neuville, Grade 12 and Macbeth cast member, East Campus Seven years. Seven different productions … Stepping off stage after the last production night of Macbeth … it was difficult to walk away from the stage and acknowledge the fact that there will not be a ‘next time.’

There is a sense of community and belonging built through theatre that is unparalleled in any other activity. When you find yourself immersed in a group filled with a wide variety of different personalities—the school’s athletes, musicians, dancers and intellectuals—all pre-existing social barriers are subconsciously torn down for the time you share each week. The moment you step into the Black Box, everyone finds themselves on a level playing field. The person sitting opposite you in French class that you never had the opportunity to speak with suddenly becomes your closest friend, and the basketball team’s captain who seemed to rule the world no longer seems as intimidating …

Turning my sights on university and my future … I can be sure that all the qualities that theatre has rewarded me with will allow me to integrate myself easily into any environment I find myself in, and feel comfortable overcoming any challenges life will undoubtedly throw my way.

20 | Dunia April 2017

College. The same is true for students involved in theatre productions. The experience of coming together as cast, crew and musicians, sometimes with little else in common, can forge a unique bond and community among those involved.

Four students involved in Macbeth and Jesus Christ Superstar wrote about their personal experience along this theme. Brothers Hector and Hugues were both part of the Macbeth cast. For Hector, it was his first production, whereas

Hugues was performing in his final school show after seven years of involvement in drama productions. Elisa and Aryana were co-assistant directors for Jesus Christ Superstar and reflect on the community formed through this show as well as during

their involvement in theatre over the past six years.

By Aryana Thapliyal, Grade 12 and Assistant Director of Jesus Christ Superstar, East Campus An integral part of what makes theatre at UWCSEA so special is the community that is built: slowly, but steadily.

For five hours each week, future doctors, architects, lawyers, entrepreneurs and musicians occupy one space, collectively living and breathing theatre … When you’re faced with the challenging task of bringing a script to life, you tend to forget the essays and tests that are due the next day … For those five hours, all you see are students working as one force to produce a piece that transports the audience to a new world …

By Elisa Benham, Grade 12 and Assistant Director of Jesus Christ Superstar, East Campus For the past six years, the start of every year had me looking forward to the same activity. No other experience could compete with the anticipation of hearing the words ‘audition’, ‘production’, ‘cast’ and the excitement that I knew was coming in the months ahead. During my time at UWCSEA, these words meant more than just another opportunity… they were an invitation to join a group with whom you would share sweat and tears, laughter and joy … This was the community that being involved in drama offered …

This year, I was given the wonderful opportunity of being co-assistant director for the musical production of Jesus Christ Superstar … The role presented its unique challenges … and for the first time, I understood what the phrase ‘behind the scenes’ actually meant … What made Jesus Christ Superstar carve a place in my heart were the relationships forged, the casual conversations with our lighting designer and sound crew, and the quiet back stage dancing during performances …

Being part of a production is truly a enriching experience. It engages the mind and spirit, whilst requiring solid stamina.

Theatre invariably leads you down the path of openmindedness and acceptance of varied approaches. It equips you to be respectful of others’ opinions and sensitive to other cultures. It teaches you to be human. That is something I will carry with me for the rest of my life.

From comedies and dramas to a rock opera, there is always an opportunity for everyone to take part … I was afraid that I would miss out in the theatre scene by not being able to take IB Theatre, but I laugh at myself now for having that thought.

Drama never leaves anyone out …

Although assistant director was a completely new role to me, the whole drama experience—devising, developing, laughing and crying—remained there, mainly because a production cast never changes. A cast is a family and no matter who you are or what your role is, you are still an invaluable member of that family—the drama family.

April 2017 Dunia | 21

FEATURE

Daraja trip transforms preconceptions

By Urja Gaurav, Grade 10 and Sofia Razmilovic, Grade 8 East Campus In a world where too many walls are being built, building a bridge, building a really strong bridge, is seminal. Daraja Academy (meaning ‘bridge’) is a secondary school in Kenya that provides education, opportunity and independence to girls who may otherwise not be able to attend school.

Beyond academics, students are taught to produce their own food, think independently, and stand up strong. The school is equipped with everything the students need to pave their way into a bright future; it is a school of promise, a school built to create leaders, a school built for greatness.

Most importantly, Daraja Academy teaches these dedicated young women that they are valued.

UWCSEA East has been working with Daraja as a Global Concern (GC) for four years now. In that short span of time, awareness of the gender empowerment-focused Daraja GC has grown from “What is Daraja?” to wide recognition of the group. Every Tuesday and Thursday at lunch we meet as a Middle and High School GC group to discuss any upcoming events, and how to tackle them. Being part of Daraja GC has really helped us to develop our resilience and leadership, as different members are encouraged to take the lead in new ways over time.

We are privileged to be able to visit Daraja Academy. Each year, after the eagerly anticipated service trip, students come back having learnt a great deal. Whether through time spent with the wonderful students at Daraja, going on a safari, or staying the night at the Twala village, this trip is truly an unforgettable experience. But most importantly, the service trip further strengthens our bond with the students at Daraja, helping us build meaningful connections. We’ve been transformed by gaining firsthand experience of the culture in Kenya and broadening our worldview thanks to insights from the Daraja girls.

During this year’s trip to Daraja Academy over the Lunar New Year holiday week, the East students were equally stretched through the very experience of being in Africa as well as getting a closer view of the selection process for students to attend Daraja. Following are two student accounts from those experiences.

Learn more To learn more about Daraja Academy, please visit: www.daraja-academy.org. To learn more about the Daraja GC including the next service trip in October 2017, please contact eastdarajaacademy@uwcsea.edu.sg.

22 | Dunia April 2017

The selection interview at Daraja

Changing my preconceptions

By Aparajitha Anantharaman Grade 10, East Campus

By Helena Kotschenreuther Grade 12, East Campus

She enters the room with a dignified stance, bows down her head, a gesture of respect, and says a quick hello to the panel of six administrators in the room. Eunice’s voice shakes slightly, as she introduces herself and sits down.

“Tell us about yourself, who you are, what you do,” invites one of the senior staff members.

Growing up, I’d always been told that there’s a lot of poverty in Africa. Society draws this image of Africa as seemingly a single country, covered with half-naked orphans who have large bellies and illfated futures. I wasn’t sure what to expect when visiting Daraja Academy in Kenya.

No photo or explanation of the place can prepare you for the reality.

As she begins talking about her family and what they do for a living, I cannot believe what I am hearing. Her father is a pastoralist, meaning that the family keeps moving from place to place while tending to cattle and goats. As a result of the interruptions to her education, though she’s applying to join Form 1 (Grade 9), Eunice is already 18 years old.

This trip was unlike many ‘service’ trips.

We didn’t build houses or try to ‘teach’ the girls at Daraja. On the contrary, we got to share their time and joy. I can wholeheartedly say that this was one of the most incredible experiences of my life. Being there turned my preconception of poverty-stricken Africa into a place of hope. Daraja does not have the elaborate facilities or technology that we have, yet their students have a stronger optimism and sense of purpose than we can imagine. To them, their education at Daraja is a gift.

“Nobody in my family has gone to school. Not even Class 1. We all just stay at home. In our culture, it is only correct for men to herd, and women to get married away, to collect water and firewood, look after the children; in the Masai culture, people think that educating a girl is a waste of money,” Eunice explains.

“Do you think education is important in Kenya?” asks another senior staff.

There is a moment of silence as Eunice gathers her thoughts, before bursting out. “Yes,” she says, “Because when you educate a girl, she will always go back to the community and help her people.

I want to be a lawyer. I will go back to my community and help our women gain their rights.”

Photo by Jabiz Raisdana

My respect for Eunice blossoms when she says this: her determination, her hope, are emboldening. Despite being a young Kenyan woman who has been told that educating her would be a waste of money, Eunice responds with altruism. She will use her education to empower her community.

The Daraja girls are some of the hardest working people I’ve met in my life. They study for hours every day after school in order to break the cycle of poverty they were born into. They love to sing and dance just like us. They stress about school and the future just like us. They’re students, trying to make it through school just like us. Our privilege just gave us a lucky head start.

I have always complained about having two hours of study time, held in the air-conditioned comfort of my room.

These girls relish their daily three hours of studying. I have always known that I have things most people will never get to experience. I am sure we are all aware of that. But being aware and realising it are very different. No data set about poverty that you study in Geography or Economics will ever make you realise just how privileged you are until you are dropped into a different world.

April 2017 Dunia | 23

FEATURE As the department’s Tech Mentor, Paul has been at the forefront of exploring the use of UWCSEA’s purpose-built Online Learning Platform (OLP) to both enhance skill development and amplify the writing process.

One element of this has been looking for ways to improve how feedback is provided to students in a goal-directed fashion.

Collaborative technology improving writing

By Andrew McCarthy Assistant Director of Learning Technology UWC South East Asia “The teaching and learning of writing is challenging. In my experience, guiding students through the writing process is most effective when supported by formative assessment and frequent, goal-oriented feedback. At UWCSEA, this has been enhanced by the use of technology,” explains Paul Turner, teacher of Middle School English and Tech Mentor for Middle School teachers at Dover Campus.

In Middle School English classes, students develop the craft of writing through a guided, ongoing and iterative process using a number of tools. They first explore and develop ideas through writing or sketching in paper notebooks, and subsequently draft, revise, edit and publish final work online.

24 | Dunia April 2017

For students in Paul’s classroom, the first submission in the writing process is often a photo of the students’ brainstormed ideas in their writer’s notebook, which is uploaded to the OLP. Through conferencing, Paul and his students then use this artifact to explore ways to extend and structure the initial ideas. These conferences can take place in class or by using the voice record and/or written comments options available in the OLP which allows students and teachers to collaborate more effectively and efficiently than relying only on classroom contact for an exchange of ideas.

Once students have selected, developed and organised their best ideas, they then draft their pieces of writing using Google Docs. Google Docs is particularly effective in the drafting and revision process as it allows for self or peer assessment through the use of the commenting function. Comments most often consist of reflections and suggestions on the in-progress draft. These Google Docs are accessible via the OLP, which provides student-friendly lists of success criteria (often called ‘I can

statements’) to prompt self and peer assessment and to provide feedback. The feedback process helps guide and develop student writers rather than simply measuring success.

As Tech Mentor, Paul supports his colleagues in the Middle School English Department to move “everything onto the platform, which supports the documenting of the writing process and makes the evolution of a piece of writing visible.” Paul has worked with the team to construct a framework of communication that effectively supports the learning of the writing process via the OLP. As students proceed through the stages of the writing process, they are provided with an extensive, easily referenced and purpose-driven channel of communication that nurtures the growing writers. With their work accessible in one location, both students and teachers can focus on the writing and interact with feedback in a timely fashion, independently tracking each student’s progress.

The evolution of the UWCSEA OLP in the last 12 months has meant that teachers in all departments can collate work across a class, read and annotate different drafts, and provide either written or audio feedback in one place. The College’s continuing goal for the OLP is to put the most effective and powerful tools at the fingertips of all our teachers, thereby improving student learning.

… attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes.”

Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL

COMMUNITY NEWS

Community Fair The Parents’ Association Dover placed ‘sustainability’ centre stage in planning and hosting its biggest event of the year, the Community Fair. The focus of the Fair revolved around the UN’s Sustainable Development Goals: the 5Ps—Partnership, Planet, People, Peace and Prosperity: Partnership – with students, parents, staff and our generous sponsors, supporting our efforts in creating awareness and raising funds for our Global Concerns.

Planet – we provided a platform to showcase sustainable, ethical vendors. ‘Re-use’ stalls included ‘Common Threads’ selling nearly new clothing and the ever popular PACE book sale. Flavoured water from

drinking urns did a roaring trade, quenching thirsts without the sugar fix. Our ‘zero waste’ ambition is under way, with reusable drinking cups, crockery and cutlery.

People and Peace – the atmosphere was fantastic— friendly, buzzing and above all engaged in supporting the mission and values of the school.

Prosperity – in the pursuit of fun and community spirit, we raised over $80,000 for the numerous programmes and student-/ parent-led initiatives.

A huge thank you to the entire UWCSEA community and friends of Dover Campus for making this happen!

Family Festival The sun was shining brightly (and warmly!) on the more than 3,000 attendees at the annual East Campus Family Festival on Saturday, 25 March. There was an effervescent energy in the air and delight on so many children’s faces as they made their way around the many games, rides and activities.

In full force was the core spirit of our campus community— passionate parent volunteers and dedicated staff and students who worked together to make sure every aspect and detail were covered. The Parents’ Association East (PA East) once again brilliantly facilitated the largest campus event of the year, bringing together the East community for a fun-filled and entertaining day.

Our Global Concerns (GC) and Focus groups did an outstanding job showcasing their work and that of their partner organisations at the booths in the GC Bazaar and hosting activities around campus. Several sustainability-focused College Service groups were also on hand to share the work they do in composting and gardening as well as to support the event’s minimal waste objectives.

The generosity of both sponsors and attendees will help PA East to support our Global Concerns groups and other special projects.

Sincere thanks to PA East and all the students, parents, staff and friends who helped make the day a success!

April 2017 Dunia | 25

ALUMNI STORIES

Alumni ‘Reef Defenders’

By Brenda Whately Director of Alumni Relations UWC South East Asia While completing his SCUBA Dive Master qualifications in Hong Kong after graduating from UWCSEA, Adrian Chan ’14 was surprised and appalled to learn that blast fishing was still practised in many locations around the Asia Pacific region. Even in Hong Kong, he was told, it had started up again after a hiatus since 2011.

A few months later, as he headed off to Sydney, Australia to attend the University of New South Wales (UNSW), he had this on his mind. He says, “UWCSEA was a significant part of my development but I feel it gave me a distorted view of the world. I saw the world for how it should be, rather than how it actually is.” After finishing a year at UNSW, he took the brave step to move back to Hong Kong to instead work for the marine conservation and consultancy company Oceanway, where he had taken his diving lessons and interned the previous year, to learn more about blast fishing. He says, “It’s a very destructive method of fishing which kills not only the species being targeted but also the surrounding marine life and habitat. I wanted to find a sustainable way to put an end to it.”

26 | Dunia April 2017

Adrian then set up his own non-governmental organisation (NGO), Reef Defenders which now operates in Malaysia, Philippines, Hong Kong and Indonesia. Philip Woodhead ’06, another UWCSEA alumnus and scuba diver who worked for Oceanway, soon joined him. Phil studied International Relations at Leeds University, UK after graduating from UWCSEA. He says, “I guess UWCSEA’s mission and values have been instilled into me as I am working in marine conservation and consultancy and also with Reef Defenders, trying to eradicate blast fishing for a more sustainable future.”

“What attracted me to Reef Defenders was Adrian’s unique way of resolving the blast fishing issue and the clear vision and plan he set out to achieve his goals.

Reef Defenders is a group of young divers who have witnessed the destructive effects that blast fishing has on the coral reefs and the marine ecosystem. It is an illegal, non-sustainable and destructive fishing method.

Our mission is to eradicate blast fishing in Southeast Asia. However, instead of using the traditional method of enforcement, where the local authorities try to catch and arrest the perpetrators, Adrian observed that most of these fishermen are doing

Two UWCSEA alumni are working to implement sustainable options in place of destructive blast fishing. it simply to survive. They sell only what is left over.

Many of the blast fishermen are teenagers. The idea of throwing teens in prison is not a satisfactory solution to anything.”

Their approach to learning more about the issue included interviewing some of the fishermen. Adrian describes their tactics, “We used a non-confrontational approach, letting them know that we were not interested in catching them; that we were just interested in learning. Our data collection showed that most of the perpetrators are people who have had few opportunities.

Instead of trying to catch them, we need to come up with alternative ways for them to make a living.”

Reef Defenders monitors various sites by performing underwater surveys of the health of the coral and fish populations and installing equipment that measures pressure waves to detect the presence of blast fishing.

They collect and record the data and prepare reports to submit to the local authorities. Adrian says, “We were amazed to find that in a 400-square kilometre area in a marine reserve in Malaysia, the detection equipment was recording thousands of blasts every month!”

Adrian reports that the NGO is now in the process

of finding a partner to start aquaculture farms in Malaysia and is actively raising funds to further this and other efforts.

They extend their work by collaborating with several related NGOs and will attend a blast fishing symposium in April 2017 to investigate further sustainable solutions. In early 2017, Reef Defenders was featured as part of Discovery Channel’s Frontier Borneo series.

They are already experiencing results.

Phil says, “We have been successful in places like the Tunku Abdul Rahman Park and the island of Mabul in Malaysia where we have completely eradicated the practice of blast fishing.

But further out from these locations it continues.

Adrian is planning to return to university in Hong Kong, but will continue to work with Reef Defenders. Phil will also continue his work in Hong Kong, and has also volunteered his time as a mentor in the UWCSEA Dover IDEAS Hub. For more information about Reef Defenders, please visit their website https://thereefdefenders. org or their Facebook page, https://www.facebook. com/ReefDefenders.

Photos courtesy of Adrian Chan and Philip Woodhead April 2017 Dunia | 27

COMMUNITY NEWS

Extending their influence: taking action in the Infant School

By Alice Whitehead Grade 1 Teacher Head of Primary School Global Concerns Dover Campus “So what is ‘service’ and why do we do it?” I asked a group of K2 and Grade 1 children who are attending the Infant Service after school activity this season.

“It’s about helping the world and taking care of people that are sick,” says Cathal.

“It’s planting trees and taking care of the environment and not hunting down animals,” claims John Jae. “We do it because it helps the world and the environment and it helps us,” says Bhavia.

These understandings may seem simplistic, but to an Infant School child the problems in the world are fairly simple. If things are broken, they can and should be fixed, and this can be done by all of us pitching in to help, and above all, being kind.

The Infant Service activity is a new addition to the optional after school activity programme at Dover Campus and aims to introduce some of our youngest students to the concept of ‘service’ and to build on the understanding of what it means to serve others and take responsibility for shaping a better world, in line with the UWC mission.

This activity runs in addition to the Service curriculum in the Infant School, which includes learning about the Global Concerns projects the Infant School is affiliated with and a yearly Service learning experience. Service experiences for K2 and Grade 1 students include hosting an afternoon tea for elderly residents of a local care home, and visiting senior community homes to deliver gifts (purchased with money earned at home through doing jobs). K1 students have looked closely at how to make people feel welcome and

28 | Dunia April 2017

created activities for hosting children from Street 11, a local kindergarten, and they spent a number of weeks playing together and building relationships.

The students who participate in the Infant Service activity can eventually become Service ‘ambassadors’ in the Infant School who talk to their peers and families about what ‘service’ means. “We listen very carefully to tell our parents so we can do it one day.

We teach our parents about Service often,” says Joaquin. Each week the ambassadors report back to their class, sharing what they have done at the activity the day before. This is made easier by the use of a blog which includes photographs and video about each week’s learning.

One of the key components of the activity sessions is the concept of taking action. The children undertake small tasks around the College to learn in a hands-on manner how they can help.

This includes things like picking up rubbish on campus or watering plants.

Last season the students worked on a bigger project and organised a bake sale to raise funds for the two Global Concerns projects that the Infant School are connected to: Mumbai Mobile Creches and ACRES. Where possible the action taken is studentinitiated and we have found our young learners have plenty of ideas about how they can help! As part of the sessions there have also been visits from older students to talk about the Service work that they have done. The children learn about how action in Service can start and at this level much of it begins in their immediate environment by helping people they know. The Service team recently visited the Facilities Department on Dover Campus and helped them to clean up rubbish and leaf litter.

As Lyla, a Grade 1 student says, “Service makes the world a better place. It brings peace and love to the earth.”

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EAST GRADE 1 ARTS FESTIVAL Students were involved in every aspect of ‘Bringing Stories to Life’ from script writing, to costume design, to music selection and choreography, displaying their creativity and collaboration throughout.