UWCSEA Dover 9-10 Snapshots and Highlights – Term 3 2025
Dear parents,
Welcome to our Second edition of ‘Snapshots and Celebrations’ of the Grade 9 and 10 UWCSEA Learning Programme June 2025!
Please enjoy this opportunity to peek into what our students have been learning in their courses this year
Contents Page
Links to subject pages
English Literature and Language
English as an Additional Language
School Supported Literature and Language (SSL)
Chinese Literature and Language
French Literature and Language
Japanese Literature and Language
Korean Literature and Language
German
Chinese - Second Language
Chinese
French
Spanish
Social Enterprise
Ethics
Geography
Global Politics
History
Psychology
Science
Computer Science
Sports Science
Mathematics
Dance
Drama
Film
Food Science and Nutrition
Music
Design Technology
Visual Arts
English Literature and Language “NarrativesofourWorld”
Meaningful Experiences in G9 and G10 English
Students in Grades 9 and 10 English courses reflect positively on a wide range of meaningful and engaging experiences that not only enhanced their understanding of literature but also honed their critical thinking and communication skills
Interactive methods such as Socratic seminars, creative projects like propaganda posters and mock trials, and acting out scenes from plays were highlights. These activities deepened comprehension, boosted confidence, and encouraged collaboration
Students also valued analyzing diverse texts like 1984 , DearMartin, and PurpleHibiscus, which fostered connections between literature and real-world issues Units on rhetoric and current events further emphasized the relevance of their learning
The curriculum’s variety, inclusive discussions, and opportunities for self-expression created a dynamic and supportive environment making the English classroom a space for meaningful growth and engagement
English as an Additional Language “NarrativesofourWorld”
EAL Narratives of Our World
A UWCSEA exploration of language and literature concepts, tailored for English Language Learners
Narratives of Our World (EAL) has taken the same course as Narratives of Our World English, but tailored it for the English Language Learner Both the Grade 9 and 10 courses cover the same units, at the same time, and using the same conceptual questions.
The key distinction lies in the EAL course's added focus on explicit English language instruction This includes targeted lessons on grammar, vocabulary development, and cultural norms for academic writing in English This approach equips ELLs with the language proficiency and conceptual understanding needed to transition smoothly into the mainstream English course
Students in the School Supported First Language course focus on developing linguistic and literary competencies through exploring four units (Identity and Language, Culture and Contexts, Sustainability and Environmental Issues and Global Citizenship) The course o ers students ample opportunity to reflect on their learning and to demonstrate this in creative ways like producing a book, creating a YouTube video or making a podcast
“Identity and Language” our first unit is one our students really enjoy in G9. It appeals especially, because the exploration and inquiry in this unit allows them to understand who they are, their place in the world, and the factors that have shaped them. The following quotes capture some of their thoughts about the importance of their language:
Students who are learning Chinese as their 1st language mainly focus on their abilities and skills, including reading and analyzing contemporary Chinese novels, short stories, and essays.
Reading modern Chinese literature, including works by Lu Xun, Ba Jin, and other influential authors
Learning about di erent literary theories and critical approaches to analyze texts Identifying themes, motifs, and symbols in the texts Discussing characters' development, traits, and relationships Analyzing narrative structures, points of view, and stylistic elements Engaging in group discussions about the interpretations of texts and their relevance to contemporary society Writing analytical essays on the themes, characters, and narrative techniques of the studied texts
Students are also encouraged to write their own short stories or poems inspired by the literature they have read Learning about the historical and cultural contexts in which the literature was produced Studying the lives and backgrounds of the authors to understand their influences and motivations Inviting authors or literary scholars to speak at the school and engage with students
Grade 10
We will explore literary genres of prose and play, as well as non-literary texts of exclusive interviews, comics, speeches and posters Alongside the literary and non-literary texts learning, we have whole book reading as well, which will target literary genres of prose and play
Throughout the whole year, essential concepts will be explored deeply For knowledge-based concepts, we will explore mainly sustainability and global citizenship As for process-based concepts, we will explore a series of key concepts, such as text clue, purpose, evaluation, conflict, audience, wording etc At the end of year, we would like students to gradually develop various reading and writing skills and construct their understanding of the following conceptual questions:
1 What can we measure sustainability, and what indicators or metrics are most useful for this purpose?
2 How does an author use text clues to unify di erent pieces of a text?
3 How does an author's purpose a ect the author's choices during their production of a work?
4 How can a reader evaluate how e ective an author's choices contribute to the delivery of their purposes?
5 Can global citizenship exist in conflict with national identity and patriotism, or are they compatible?
6 How does an author design various conflicts to help deliver their purposes?
7 How does the audience a ect the author's choices during their production of a work?
8 How do di erent ways of wording and phrasing contribute or hinder delivery of an author's choices?
Apart from academic domains, we value students’ holistic education as well,especially approaches to learning. Students will polish research skills, note-taking skills, reflection skills, communication skills and so on through various activities, such as group work, presentations, personal sharing, projects and so on
In the "Global Citizenship" unit, students examine complex global issues, engage with diverse perspectives, and explore the role of literature and communication in peacebuilding
Last year, G9 Japanese students explored the unit "Global Citizenship" during the second and third terms, focusing on the role of language in addressing global issues Through the study of war literature and related topics, students explored the complexities of peacebuilding by engaging with historical and contemporary perspectives They analyzed literary works documenting war experiences, such as “OnaSunnySummer Morning” , which examines the atomic bombings of Hiroshima and Nagasaki This unit encouraged students to approach these events with fairness and objectivity, incorporating perspectives from Japan, the United States, and neutral parties By understanding the historical context, international dynamics, and racial biases that influenced decisions like the bombings, students gained insight into the importance of accurate, multi-faceted analysis
Discussions also emphasized the human su ering caused by the bombings, recognizing them as acts of genocide and inhumane violence, and reinforced the need for international cooperation to build a fairer, more peaceful society Students practiced evaluating information, exchanging ideas, and engaging in constructive debates, developing skills in argumentation, rebuttal, and fact-based reasoning
Through this unit, students not only honed their ability to appreciate and analyze diverse literary genres but also strengthened their commitment to fostering peace and understanding through dialogue and critical thinking
Students engaged deeply with questions such as: How does literature connect with the world? What is the relationship between war and literature? And what role does literature play in peacebuilding? As part of their exploration, they hosted a "Book Café" in class, delving into various works of war literature. These literary works serve as powerful tools for recording and preserving war experiences and raising awareness about the importance of peacebuilding
War literature transforms the harsh realities of human su ering into art, allowing authors to convey their thoughts and emotions to future generations It plays a vital role in fostering empathy, understanding, and a commitment to creating a more peaceful world
At the end of the unit, students selected a book related to peacebuilding, tailored to their interests and reading levels, and presented it to the class in a "Book Talk" Each student created an eye-catching promotional POP display, similar to the recommendation signs often seen in bookstores These designs included captivating slogans and distilled the essence of the book to entice their audience to read it
The challenge was to convey the appeal of their chosen book with creativity and enthusiasm, inspiring others to pick it up. Students then shared their insights and highlights through their Book Talks, fostering a deeper appreciation for the role of literature in understanding and promoting peace
In 2022, UWC was nominated for the Nobel Peace Prize by Alfred Bjørlo, recognizing its long-standing e orts to promote peace since 1962 Like previous organizational laureates, such as the UN World Food Programme and the International Committee of the Red Cross, UWC’s mission underscores the importance of education as a tool for building a more peaceful and just world
This nomination highlights the relevance of the "Global Citizenship" unit, where students examine complex global issues, engage with diverse perspectives, and explore the role of literature and communication in peacebuilding By fostering critical thinking and empathy, this unit empowers students to contribute meaningfully to UWC's vision of creating a better future
Korean Literature and Language (FirstLanguage)
Book Making and Publishing
Grade 9 and 10
Based on books that were read, our Grade 9 students engaged in the investigation of how authors evoke ideas of identity. This included investigations in History and Culture. Poems and graphic novels were included to give students exposure to a variety of genres The goal was to find themes of identity in Literature, and how di erent cultures may express identity di erently
Students collaborated to share ideas and make posters This was our approach to a Unit on Identity and Language which explores connections between childhood society adulthood artistic expression through language and how these factors shape how we communicate and how we see the world
Using these ideas, students created poems that dealt with aspects of their own culture and identity
Students type their poems and show them to their parents, who write their impressions of the poem by hand Through this process, parents are able to feel the student's ideas about their identity and the process of growing up This also becomes an important element that reflects the student's personality and identity Additionally, when grandparents see the poem, they are deeply moved The value of this activity becomes clear as parents and children recognize that this work is not about abstract characters in a book, but is connected to their own lives
This work was preparation for an activity in Grade 10 where students create and publish their own book, with their own ideas about identity and the factors they have explored that gives rise to their unique and shared identities.This is a Capstone project in Grade 10 where they also review and provide feedback on each other’s work
Students enjoy this exercise very much as it concerns them in their real world and so the relevance to their lives is obvious. It is also a very good introduction to the skills required for their IB Korean studies as well as introducing them to some of the themes in the IB course These include themes of Identity and Culture in works in di erent languages (translated) The creation and publication of their own book also fits into the Creativity, Action and Service (CAS) aspect of the IB Curriculum and so the UWC Course First Language Korean helps to lay a strong foundation for students’ later studies as well as giving them the opportunity to reflect upon themselves and their connections with others in the world.
German (FirstLanguage)
Unlock the Full Potential of German: From Literature to Real-World Issues
Our German First Language course for Grades 9 and 10 delves deep into the core of German culture, literature, and societal issues, tailored to foster an advanced understanding and appreciation of the language in its native complexity
Grade 9:
Language and Identity, Culture and Context
Exploration of Modern German: Dive into topics like youth language, migration, and cultural identity, using current examples from media and literatureInteractive Learning: Engage in debates, write essays, and participate in discussions that highlight the diversity of the German-speaking worldFeatured Literature: Experience 'Die Welle' by Morton Rhue dissecting themes that resonate with contemporary societal dynamics
Grade 10: Sustainability and Environment, Global Citizenship
In-Depth Analysis: Compare environmental activism with political approaches through the lens of German literature, including works by Juli Zeh
Creative Expression: Utilize poetry, theater, and storytelling to express and address pressing environmental issues Capstone Project: Conclude the term with a project that encapsulates your understanding and advocacy for sustainability in everyday life
Methodology and Assessment
Skill Enhancement: Advance your reading, writing, listening, and speaking skills through structured activities designed to challenge and expand your linguistic abilities
Collaborative Projects: Work in teams to analyze, discuss, and present on themes that bridge textbook learning with real-world applications
Join Our Community
Students of German as a second language are also welcome We promote a comprehensive, critical, and creative learning environment that prepares you not just for exams, but for a lifetime of appreciating and utilizing the German language in diverse contexts
Student quotes:
"During our debates in German class, I've learned how to better articulate my thoughts and respect di ering viewpoints It's more than just language; it's about understanding and connecting"
"Participating in debates has not only improved my German speaking skills but also made me more confident in public speaking and defending my ideas"
"'Die Welle' was an eye-opener for me Discussing its themes in class helped me see how language can influence and manipulate societal structures"
"Reading and discussing 'Die Welle' taught me so much about peer pressure and leadership Doing this in German made the lessons even more impactful, as we dissected the text and its language intricately"
Chinese (SecondLanguage)
Grade 9
In Term 1, students explore topics related to youth life, including teenage challenges and pressures Through activities such as peer interviews and constructive feedback writing, they enhance their speaking and writing abilities in meaningful, real-life contexts
To cultivate a lifelong reading habit, students are encouraged to read a variety of books, expand their vocabulary, and write thoughtful reviews This approach not only improves their language proficiency but also nurtures critical thinking and self-expression
Grade 10
In Term 2 of the G10 Chinese Second Language course, students will explore the theme of “Urban and Suburban Life” through a collaborative project presentation Working in pairs, students will select a city in China, such as Hong Kong, Shanghai, Taipei, Beijing, Qingdao, or Urumqi They will introduce the city’s basic information and analyze di erences between the city and its suburban areas, focusing on local development, transportation, public facilities, and lifestyle habits
To make the activity engaging, students will vote for the best team presentation, with each student casting three votes, adding a competitive dynamic This project will enhance students’ research and analytical skills as they independently gather and evaluate online resources It will also guide them in creating visually appealing and well-organized PowerPoint presentations
Through this activity, students build teamwork skills, learn to divide tasks e ectively, and improve their oral presentation skills The project develops critical thinking, fosters collaboration, and encourages an appreciation for diverse perspectives in the context of urban and suburban dynamics in Chinese-speaking regions
Through Chinese” (ForeignLanguage)
Grade 9
This G9 Chinese as a Foreign Language course is designed to enhance students' language proficiency in listening, speaking, reading, and writing Chinese The curriculum is structured around four key units: hobbies and school activities, relationships, travel, and language learning. Through engaging activities, such as discussions, group work, and projects, students will develop a deep understanding of Chinese language and culture
The course incorporates mini-projects to enhance practical language skills and cultural understanding In Unit 2, students will research and present the cultural significance of names in Chinese-speaking cultures. In Unit 3, they will create a travel brochure promoting a city in China. Finally, in Unit 4, students will develop a list of tips for junior students to help them learn Chinese e ectively
Grade 10
In Grade 10, we covered two topics: Health and Technology In the Health unit, we explored di erent aspects of healthy living, including diet, exercise, and sleep We used class discussions, presentations, and games to reinforce students' language skills
In the Technology unit, we discussed the advantages and disadvantages of using technology in daily life and learning From there, we talked about the “Four Modern Inventions” of China, which include cashless payment, bike sharing, high-speed rail, and online shopping, and how they have changed the way Chinese people live This culminated in a presentation titled “The Invention That Has Changed the World,” where students presented an object of their choice and discussed how it has changed the world
In Grade 10, apart from the usual reading, listening, and writing tests, we introduced a new component for speaking: describing a given photo for 2 to 3 minutes
French “Language and Culture” (ForeignLanguage)
Throughout the course, students explore concepts such as Identities, Well-being, Sustainable Futures, Digital Communication, Celebrations, and Artistic Expression from both a Francophone and UWCSEA perspective
This dual-perspective exploration encourages students to reflect on and deepen their own perceptions
A significant milestone of our first Identities unit was for students to create a poster about their perception of being a Third Culture Kid The lively oral sharing and comparison sessions with their peers not only demonstrated the depth of their reflections but also their ability to express these ideas in French, mastering comparative structures with adjectives as well as the imperfect and present tenses
On several occasions, students have the opportunity to take their learning beyond the classroom, enriching their vocabulary and enhancing their oral skills in a more unconventional and engaging manner
In the Celebrations unit, students participate in a festive potluck lunch, sharing a culturally diverse, social, and enjoyable moment together In alignment with our college mission and the French Noël spirit, students also organize a small Goûter deNoëlfor less fortunate elderly individuals in our neighborhood They take pleasure in planning the food to bring and rehearsing French songs, even when it pushes them outside their comfort zones
As part of a hands-on learning experience in the Community Solidarity unit, students plan and lead a service activity in French for primary students The smiles of the young children supported by the high schoolers reflect the mutual benefits of the experience combining our students’ social growth with their linguistic development
Students have the opportunity to voice their opinions on UWCSEA and global topics
In our units on Community Solidarity, Sustainability, and Well-Being, students compare our college’s approaches with how certain Francophone regions address similar issues Through this process, they develop their analytical and persuasive language skills, seizing the opportunity to express their opinions on the objectives and success of our school projects For instance, they debate arguments for and against making our social service program compulsory, propose improvements to promote a more balanced lifestyle in our studies and evaluate whether our green initiatives e ectively contribute to a more sustainable future
Of course, as this is also a language acquisition course, all activities and projects are designed around essential linguistic and communication concepts, providing students with practice to achieve a comfortable level of French by the end of Grade 10, preparing them for the Grade 11 French B course This naturally includes grammar and lexical exercises, comprehension activities, expression tasks, and an understanding of text types and their conventions in written pieces
Quotes from students
As a student who has enrolled in this course for two years, I would say that in the course not only do I interact with my teachers in class but I also expand the learning outside of the classroom and engage in activities/services with younger students or elderly people Through this course I really got to work on my oral skills through constant feedback from my teachers and active engagement in discussions with various new friends I made in the class - Beatrix
The French Language and Culture course is an excellent tool to dive deep into topics concerning the world It allows you to be a change maker in the society through the means of field trips and activities in the class For example creating a podcast with my friend regarding sustainable practices, it allowed me to dive deep into the topic and think about solutions It was a great way to learn”- Aashman
It perfectly balances learning grammar, improving communication skills, and exploring French culture while aligning with the school's mission It is a great foundation for anyone who loves languages and hopes to embrace new perspectives ;) - Selene
Spanish
“LanguageandCultures” (ForeignLanguage)
Grade 9
Our G9 Spanish students started o the year learning to narrate using the past tenses by telling their personal life stories They had the authentic opportunity to interview both Spanish speaking students in Grade 11 and Spanish speaking adult members of our community
During the unit “Healthy body, healthy life” G9 students learnt to talk about good habits that contribute to a healthy lifestyle and to comment on if they lead a healthy lifestyle or not (including healthy activities, sports and diet) Students learnt about the health benefits of the traditional Mexican diet and learnt to prepare authentic Mexican food
In our first G10 unit, How do we care for the environment?, students created and presented sustainability plans related to Singapore’s green plan
Students also conducted interactive study of sustainability initiatives in our Dover Campus Students then moved onto the unit of How do we help the community? In this unit, students learn to talk about and reflect on service in Spanish and students plan and run a service activity in Spanish for Primary Students
Students ended the year with the unit How does a culture express itself creatively? The culminating activity was a group research project on their choice of a form of creative expression in the Spanish speaking world and do an interactive presentation to the class
We’ve been busy in the UWC Social Enterprise course in Grade 9! Students have been designing social mobile enterprises with a big focus on the triple bottom line people, planet, and profit. Through market research and creative brainstorming, they’ve been building business plans that aim to make a real di erence Along the way, they’ve developed key entrepreneurial skills like creativity, self-management, commitment, and teamwork From mobile libraries to art on wheels - It’s all about turning big ideas into meaningful action and showing what it means to be mission-driven changemakers!
Grade 10
From human resources and interview simulations to tackling financial planning, our Grade 10 students are building core skills every future entrepreneur needs Through engaging with case studies of social enterprises, they’re thinking critically, honing their presentation skills, and pushing their creative boundaries.
Quotes:
“I loved everything about the interview simulations - it taught me so much about what recruiters consider when looking for candidates”
“This course has taught me how to approach problems creatively and make decisions considering varying perspectives”
This year, students took their first steps into the fascinating world of ethics in Ethics in Real Life! They began by considering the very foundations of ethics – can we really say something is right or wrong? They learned to discuss complex ideas like good and bad and considered di erent ways to approach ethical problems Imagine them debating the consequences of actions, thinking about their duties to others, and exploring the idea of being a "good person" – all valuable skills for navigating a complex world!
Later in the year, students encountered real-world ethical challenges in areas like business, technology, and even war They wrestled with di cult questions, practiced thinking critically, and began to develop their own vision for a better future Finally, students journeyed through ancient stories and folklore, discovering heroes, villains, and ethical dilemmas that have resonated across cultures and time They even created their own stories to explore ethical questions – how amazing is that?!
Grade 10
In Grade 10 Ethics in Real Life, students took another step forward, applying their growing ethical understanding to personal and societal issues What happens when things go wrong? How do we create a just and peaceful society? These are just some of the questions they explored this year! They also examined the role of money in our lives and considered the ethical implications of what we buy Can money buy everything, or are there things that should be o -limits? These are important discussions that will shape their understanding of the world
Perhaps most importantly, students took time to reflect on what it means to live an ethical life, day in and day out. Do their actions match their values? How can they make a positive di erence in the world? By the end of the year, students identified an ethical issue close to their heart and developed a plan for advocating for a more just and ethical solution! They are ready to use their knowledge to make a di erence
Geography
“UnitedWorldGeography”
Grade 9
An outdoor classroom for the 'River Landscapes' unit
Adventurous Grade 9 students conducted a field study at Bishan-Ang Mo Kio Park, focusing on the Kallang River They surveyed three locations along the river to examine how its characteristics, such as width and depth, change downstream This hands-on experience o ered students valuable fieldwork skills and a unique opportunity for experiential learning
Grade 10
As part of the “Living with Nature” unit, 60 Grade 10 Students the new United World Geograhpy (UWG) course ventured into Bukit Timah Nature Reserve for hands on fieldwork They gathered data on key indicators of rainforest health - tree trunk diameter, leaf size, vegetation density, biodiversity and more…! All to explore the essential question “How e ective is rainforest conservation in Buikit Timah?”
This immersive experience provided invaluable insights into environmental conservation e orts right in Singapore’s own backyard #UWCSEA uwcsea dover
G9 Units: Population Change and Unequal World
Overcrowding (impact of high population density on wellbeing)
Inclusion/ accessibility challenges
G10 Unit: Living with nature
Loss of biodiversity (due to construction of buildings and other infrastructure)
Urban heat islands (UHI) (high building density/lack of vegetation)
G10 Unit: Globalised World
G10 Unit: Climate Action
Dilution of cultural diversity Waste management (eg food, plastic, e-waste)
Urban homogenisation (buildings look the same loss of local architectural identities)
Infrastructure design (to adapt to/mitigate against impacts of climate change)
With this in mind, and taking inspiration from National Geographic’s Slingshot Challenge, students were asked to create a ‘call to action’ video
We held a screening event to showcase the short videos created by the students It was an inspiring event!
Global Politics
Global Politics
“A really interesting course - it's a great environment to be able to express opinions and discuss real life issues with other people in the class, and the content is extremely relevant to everything that we are experiencing both online and o ine in this day and age ” - Grade 9 student (2024-2025)
History
Celebrating Our Grade 10 Historians: A Term of Discovery and Connection
This term, our Grade 10 UWC History students undertook a meaningful and engaging project that extended their learning beyond the traditional classroom setting We’ve greatly enjoyed supporting them as they shared the outcomes of their e orts and the creative ways they've explored history with their friends and families
A central component of this project was the introduction of oral history, which gave students the opportunity to explore personal narratives and lived experiences By interviewing family and community members, students were able to connect with the past in a more personal way This approach not only deepened their understanding of historical events but also supported reflection on identity and the histories that shape us The emphasis on inter-generational connection added a rich, human dimension to their learning
We were pleased to receive very positive feedback from students, particularly regarding the element of choice and the opportunity to explore topics they found personally meaningful. This autonomy encouraged students to take greater ownership of their learning, often resulting in more engaged and thoughtful work.
To celebrate their achievements, we ’ ve gathered a selection of student submissions The projects are in a variety of formats and reflect the students' commitment, as well as the invaluable support provided by family whether through interviews, connecting them with other relatives, or o ering encouragement and feedback Parent involvement has made a real di erence in supporting both student learning and our home-school partnership
While class time for the project varied due to IGCSE exams, students approached their work with consistency and care They were also given the option to decide whether or not to share their projects with the wider community beyond our UWCSEA History classrooms
If you are interested in viewing some examples, please get in touch with either Mr Tim Davies (Head of History), Mr. Doug Wills or Mr. Dominic Burton.
The UWCSEA Psychology course invites students to explore the science behind wellbeing and performance, equipping them with practical strategies to improve their own lives Through this lens, they’ll develop the critical thinking skills needed to evaluate psychological research and apply evidence-based techniques to areas like happiness, health, academic success, athletic performance, and advocacy work
Students demonstrate their learning by completing a variety of creative assessments called "patches" such as podcasts, board games, magazines, or essays Each project is an opportunity to explore personally relevant topics, build arguments using psychological concepts and research, and reflect critically on the strength and limitations of that evidence An important goal is for students to transfer their understanding of psychology into real-world contexts or applications, as illustrated in these examples of student work
"The Book of Choices"
Created in response to the question, “Should we expose children to more stress so they cope better as adults?”, this interactive game-book leads players through key decisions in a child’s life It demonstrates how di erent stressors can impact development, resilience, and long-term wellbeing encouraging critical thinking about how early experiences shape future coping skills For various scenarios, the reader can choose how they would respond, and then see the future outcome of that choice
an Money Buy ppiness?"
his thought-provoking ard game, players vigate life events and ancial decisions to plore the complex ationship between ppiness and money nding fun with ychological insight, the me challenges players to nsider what truly makes happy, reasons why ppiness fades, and how soak up more happiness m things we enjoy
Science in Action: Students Explore Air Pollution with Visiting Expert
Recently, our students had the opportunity to engage with cutting-edge science and real-world environmental issues Dr Jim McQuaid from the University of Leeds visited and shared his expertise on the impacts of air pollution in Southeast Asia
Dr McQuaid presented his Air Quality Stripes visualization project, launched in August 2024, designed to encourage questions about air quality data He highlighted the global nature of air pollution, emphasizing that "PM25 doesn’t know borders" and that, according to his data, 99% of the world's population breathe more PM25 than the World Health Organization guideline
Dr McQuaid also discussed his current project in Central Kalimantan, Indonesian Borneo, where he has deployed over 100 sensors to study people's exposure to air pollution and assist the local government with data interpretation.
He demonstrated how his work combines Atmospheric Chemistry and Ecology, illustrating the interdisciplinary nature of science One notable project involved collaborating with Dr Wendy Erb from Cornell University to study the e ects of environmental changes on Orangutan and Gibbon behavior and health, using these animals as indicators of ecosystem health
Looking ahead, Grade 10 Additional Science students will have the opportunity to work on projects related to air quality data collected from sensors on campus after their exams This will allow them to apply what they've learned and explore factors a ecting air quality firsthand
Grade 9
Leanne’s (Grade 9) incredible work on her unit 1
biology cell project The brief was to produce a labelled 3D model of a plant or animal cell and Leanne really went above and beyond It was a real showcase of what is possible with the new courses as students can better utilise interdisciplinary skills and stretch their scientific understanding beyond the confines of a GCSE specification
Students use themselves to represent the radioactive decay of an isotope of lithium by alpha decay
Students develop an understanding of mass and atomic number, as well as the conservation of matter, in modelling radioactive nuclear decay They realise that the total number of nucleons stays the same before and after the reaction occurs
Grade 9 students learning about the electromagnetic spectrum observe the world through Infra-red radiation Emitted from galaxies and all living objects, thermal profiles can be used to diagnose illness, determine the components of distant celestial bodies, and locate casualties in disaster relief response The visible light spectrum constitutes only a tiny fraction of the observable universe Opening our perspective allows us to see more, learn more, and understand the world around us
Students use molymods to model chemical reactions
In this case, the combustion of ethene to make ethanol Students learn the molecular qualities of alcohols, and how the conservation of matter allows them to predict the products of a given chemical reaction In linking chemical formulae with visible molecules, students consolidate their learning with a hands-on practical approach
Grade 10
Computer Science “Computing4change”
Computer Science
“Everybody should learn to program a computer because it teaches you how to think”. – Steve Jobs
Computer science is a field that encompasses both theoretical and practical elements It involves the study of algorithms, system design, computer fundamentals and the hands-on approach to solving problems using hardware and software
A well-trained computer scientist is not only capable of understanding and utilising existing computer programs but also has the skills to develop new software, services, and innovative solutions to challenges that may not yet be recognized By mastering the design and creation of e ective software, learners transition from mere consumers of technology to active creators, empowering them to move beyond reliance on current o erings and shaping the future of technology
Zombie Apocalypse with Python
“This activity was to design a simulation that followed a criteria for a game design for the Zombie Apocalypse It helped me learn how to apply sequencing, decomposition and algorithmic thinking to Python It was so fun coding with my friends and creating my own Python game!”
- Alec , Grade 9 Student
Grade 9 Student Activity (Hands on Programming and gamification)
In the UWC Computer Science course, Grade 9 students learnt core programming skills such as sequencing, logic, loops and decisions by creating their own recipe algorithm and flowchart Come and join us in Computer Science to learn programming and have fun along the way!
Grade 10 student Activity
(Building network for a real-world scenario)
Grade 10 students designed their own network infrastructure using various parts of a network for a hospital in a responsible way. They also learnt about various data regulations, hardware components and databases required to solve problems in a real-world scenario
This term, UWC Grade 10 students worked on creating their own projects integrating Python programming skills To make their projects user friendly they used various libraries, APIs, GUIs (Graphical User Interface) and some even used databases to create some exciting games and applications Here are some of projects in progress:
Online Shopping Platform
An online shopping platform built using VS code and Tkinter It allows used to add, delete, update number of items added
Sora, UWCGrade10student
Grade 10
Calculus Tool
This is a calculus calculation and display tool Here the calculations are using the sympylibrary, when imported using from sympyimport * , the function di or di erentiate(expression, x) can give you the derivative of the expression with respect to x, the same goes to integrate(expression x) which is used for the indefinite integral, while integrate(expression, (x, lower bound, upper bound)) can give you the definite integral with the lower bound and upper bound defined Additionally, the display is done by importing matplotlibto render the expression as sympysymbols into latex form so it looks better Ryan, UWCGrade10student
This is an old game called boulder dash that my dad used to play “back in the day” You have to collect enough gems for the "next level door" to open in which case you are able to proceed to the next level as long as you get there in time without dying from the boulders I have used multiple python programming techniques These include for andwhileloops, functions, ifstatements(within functions as well), and since I wanted to use my own images for the game I needed to use a premade function - "pygameloadimage()"
Dan, UWCGrade10student
Tic-Tac-Toe Game Board
I developed a Lightweight, Tic-Tac-Toe game board with time control and match systempygame The board is a 2D-array Here Time control (the countdown) is made using pygame's deltatime feature it gives you the time elapsed for each frame I have also used a little bit of polymorphism, essentially functions with swappable definitions to achieve basic scene switching Rupert , UWCGrade10student
Boulder Dash
Sports Science “ForceFusion”
G9 Sports Science
Longevity
Over the past few weeks Grade 9 Sports Scientists have been exploring the research and daily habits behind living a longer, healthier life From investigating the lifestyles of people in Blue Zones to analyzing the role of nutrition, physical activity, sleep, and mental wellbeing, students have developed a deeper understanding of what it takes to thrive across a lifetime
Blue Zone Research & Presentation
Our Sports Scientists have just wrapped up an inspiring and insightful case study deep dive on Blue Zones regions of the world where people live significantly longer, healthier lives Students worked in teams to research and present case studies on areas such as Okinawa (Japan), Sardinia (Italy), Nicoya (Costa Rica), Ikaria (Greece), and Loma Linda (USA)
Each group explored the unique cultural, dietary, social, and lifestyle factors that contribute to the longevity of these communities Through engaging presentations, creative visuals, and thoughtful analysis, students showcased their understanding of how environment and daily habits shape wellbeing
Data Collection & Analysis
Furthermore, students have been investigating the statistical relationships between socio-economic factors and life expectancy rates amongst ASEAN countries It was found that health care spending has the highest correlation with longer life expectancy
Did you know that Japan has the highest life expectancy in the world at 85 years old?! In addition, Japan spends the most on healthcare (%of GDP) for their citizens
This unit not only deepened our knowledge of global health practices but also sparked valuable discussions about how we can apply Blue Zone principles to our own lives A big congratulations to all students for their curiosity, collaboration, and excellent presentation skills!
Mathematics
TrigVenture
A UWCSEA Mathematics journey into authentic applications of trigonometry and periodic functions.
One of our Grade 9 Mathematics units is Ride the Ferris Wheel. Students collaboratively study conceptual understandings relating to trigonometry in various contexts, before putting their knowledge, skills and understanding to the test in the ‘TrigVenture Challenge’
Students use clinometers to investigate right-angle and non-right angle trigonometry to estimate the height of the flyer from the ground This involves modelling the ride as a sinusoidal function and creating questions to explore; using bearings and trigonometry based on the landmarks visible from the ride
The work is then formalised into a report as the assessment for the unit
This excursion meets three key UWCSEA Programme Aims and Principles: Students are presented with a complex problem in a rich, real-life situation and must plan and organize themselves to solve the problem Their progress and thinking is captured in their TrigVenture Journal
Experiential Learning:
The deepening of the learning in this task hinges on this excursion as it provides the opportunity for students to develop essential literacies In the classroom students are often faced with well-structured math problems that provide them with all the information they need, which we know to be artificial when we consider what problem-solving truly looks like Through this excursion, students will have to model the ferris wheel context themselves from its foundation, visualizing the problem in three-dimensions and formulating a plan for solving the problem, then taking all measurements that they deem relevant and ensuring measurements are taken precisely
Collaboration:
On site during this excursion, students will work in groups of 2 or 3 to discuss the challenge, make a problem-solving plan and collect their measurements The collaboration is purposeful as complex problems often require multiple perspectives to reach a workable solution Through effective collaboration, students will take responsibility for their role in the group, monitor and review performance as they progress towards a common goal, and take action that adds value to their group ’ s purpose - all of which are elements of collaboration according to the University of Melbourne Assessment Research Centre
Agency:
As part of this assessment, students will be asked to formulate challenging trigonometry problems based on nearby landmarks This provides students with a valuable element of choice while still enabling them to meet the highest levels of each criteria It also increases ownership and therefore engagement for students
This outdoor adventure also explores elements of our Outdoor Education Curriculum in exploring:
● Healthy Relationships: How the dynamics of a group can support or hinder its ability to achieve desired outcomes
● Self Management: When individuals exercise a sense of agency, they can independently plan, manage and reflect on their personal organisation
Dance Evening 2025 was a celebration of student creativity and community through the art of Dance Featuring original student choreography across a range of styles - hip hop, jazz, contemporary, waacking and musical theatre The event showcased the diverse talents and stories of our Dancers in Action
This year, Dance Evening also highlighted the importance of giving back The event raised over $854 for the Blue Dragon Children’s Foundation, which supports children in crisis by providing shelter, education and employment pathways Our community’s generosity will help create opportunities for others, a reflection of the College’s commitment to building a more sustainable and peaceful future
Supporting a new generation of students to take the stage, our Grade 9 Dancers in Action led and choreographed Middle school students, supporting and encouraging them to bring their talents to life Their high-energy hip hop performance brought fresh excitement to the stage, connecting younger students with the broader dance community Students were also able to collaborate with our Grade 11 and 12 IB students through this event Throughout the evening, student choreographers brought personal narratives to life, exploring identity, resilience, friendship and change through powerful and original movement
This is just one of the many opportunities ‘Dancers in Action’ explore Nurturing not only technical skills but also creativity, leadership and a deep sense of belonging - key values of the UWCSEA educational experience. If you would like to see our Dancers in action, you can view the full performance here.
From introspective visual essays to socially engaged documentary storytelling, students in Grades 9 and 10 continued to hone their craft as filmmakers reflecting on identity, ethics, and the power of visual storytelling Here's a glimpse into what they've created and learned in the second half of the year
In Term 2, Grade 9 students explored the theme of Culture and Identity in Film through two powerful case studies: WhaleRider(2002)and ToKillaMockingbird(1962) Inspired by the 1962 film’s symbolic opening credits, they created short visual sequences using objects of personal significance These 'i-Dentity Projects' demonstrated students' ability to use mise-en-scène and visual symbolism to tell meaningful stories about themselves
“Each shot had its own deeper meaning I learned the value of cultural representation in film by choosing objects for my ‘box’ and realising how much they mean to me ” –
Grade 9 Student (Nikhil)
“This project helped me understand how even small props can connect us to a character’s life I thought more deeply about how to represent memory and identity through visuals” – Grade 9 Student (Mia)
Alongside this personal storytelling work, students developed their cinematography and lighting & sound skills in a short suspense project You can view one of the i-Denitity pieces HERE
“My objects weren’t from just one event they were from smaller, repeated moments that built up to have personal value Even if the audience doesn’t notice every item, they’re part of the visual story” – Grade 9 Student (Ben)
“Using foley and real sound e ects made our piece feel much more real We actually made scary sounds just by scraping chairs” – Grade 9 Student (Nikhil)
Grade 9 Spotlight: StrangerattheDoor
In Term 3, students took a deep dive into the horror and suspense genre with their ‘Stranger at the Door’ task This short thriller challenge required them to storyboard, film, and edit a suspense sequence, experimenting with lighting, framing, sound, and editing to build tension
“We aimed to show the character as a 'hikikomori' isolated and unaware, caught in their own world The lighting, sound, and shot composition helped build that vulnerability” – Grade 9 Student (Jinhee)
“The red backlight behind the demon blurred the face but still created a glowing, scary e ect It was a simple idea, but really e ective for tone” – Grade 9 Student (Aanya)
“I worked on colour grading starting warm and bright to convey safety, then slowly darkening the shadows and blacks as the mood shifted”
“We had challenges with light and space, but we adjusted and found creative ways to film I don’t think I would change much we planned well and worked fast.”– Grade 9 Student (Nikhil)
Despite challenges such as bright filming conditions or sound issues, students used creative camera setups and post-production editing techniques to bring their stories to life Many recorded their own foley, used handmade props, or adjusted their lighting setups in real time to achieve the desired mood
“I adjusted camera settings like aperture, shutter speed, and ISO to achieve the look we wanted Working with lighting conditions was tricky, but I learned how to problem-solve on the spot” – Grade 9 Student (Leo)
We’re now wrapping up the year with the Grade 9 Final Film Projects, where students apply their growing skills in an original short film of their own design
Grade 10 Highlights
In Term 2, Grade 10 students shifted their focus to Documentary Filmmaking, beginning with Human Postcards short stylised portrait documentaries that capture personal stories in under 60 seconds (One even featured Head of Grade, Mr Aidan Carr!)
“This project helped me think like a director balancing creative vision with real-world constraints I learned how lighting, framing, and editing all shape how a story feels Even our challenges, like overexposure and audio, became opportunities to problem-solve” – Grade 10 Student (Rupert)
“Ifilmedthevisualsbeforethe interview, soIhadtomakesurethey workedwithanythinghemightsay It wasachallenge, butitreallyhelped methinklikeafilmmaker”
From there, students developed documentary pitches based on UWCSEA’s Global Concerns (GCs) and Service groups This required them to research, plan, and present a full production proposal, including budget, narrative arc stylistic choices and ethical considerations
This unit introduced students to the real-world challenges of documentary ethics, production planning, and storytelling as social advocacy We are now concluding the year with the Grade 10 Final Film Projects, where students will apply their full range of production and analytical skill
Final Film Reflections
Throughout Terms 2 and 3, students in both grades have explored the personal and political power of film They’ve learned how to shape meaning through cinematography, sound, editing, and mise-en-scène, whether capturing a lived experience, building suspense, or pitching a documentary with social impact
We are incredibly proud of how our young filmmakers have grown not just in technical skill, but in voice, perspective, and creative courage We can’t wait to see what they create next
Food Science and Nutrition
Grade 9
In Grade 9, we began by exploring our cultural identities through the lens of food Students delivered presentations showcasing cuisines, ingredients, equipment, and traditions, with the aim of fostering a sense of community and belonging The students took pride in preparing and sharing a dish from their culture, while honing their cooking and preparation skills
We then focused on nutrition and well-being, helping students better understand the long-term health impacts of daily food choices After comparing and contrasting a variety of nutritional tools from around the world they collaborated to plan and prepare a healthy daily meal plan tailored to the specific dietary needs of a chosen target group
Grade 10
Grade 10 students continued their exploration of cultural influences on food choices, examining how factors such as laws, morals, customs, and habits shape our dietary practices. They learned that many cultural groups have specific guidelines regarding acceptable foods, food combinations, eating patterns, and behaviors, which must be considered when planning meals for diverse groups Students demonstrated their understanding by creating dishes tied to cultural celebrations of their choice and developing fusion dishes that combined elements of di erent cuisines, showcasing their knowledge of cultural backgrounds, ingredients, and techniques
The students also delved deeper into the science of nutrition and its practical applications They expanded their understanding of the nutritional, physical, chemical, and sensory properties of food while exploring how poor dietary choices, malnutrition, food allergies, and intolerances can contribute to various diseases and illnesses Using this knowledge, they designed specialised dietary plans for individuals at risk of health-related conditions. Students applied their culinary skills by preparing a variety of dishes from their meal plans, bridging theory with hands-on practice.
Music
Highlights of the UWC Music course - Student Views
“Being able to work with your peers together to make new music that you like and want to make” Olivia G10
“Taking UWC Music has been one of the greatest decisions I have made this year The course enables me to challenge myself to explore genres of music I am unfamiliar with and then try to compose my own interpretation of it Composing has been so fun and pushes me to think outside the box and be as creative as I can be” Leanne G9
“Getting the opportunity to play gamelan was a highlight of the UWC Music course because it introduced us to a unique and rich musical tradition from Indonesia” Anish G9
“I love the workshops and creative freedom we have with music in this course The resources we are taught are great and really elevate my musical knowledge in terms of both performance and composition” Edgar G10
“The UWC Music Course allows students to discover music in an in depth exploration of di erent styles, genres, and combinations of music It widened my view of what music means, and what kind of value it really holds One of the biggest highlights are the workshops where professionals come to teach us about di erent kinds of music, and how to make it” Ava G10
Why should other students take the UWC Music course?
● “It's great looking at di erent genres of music while also being able to participate in various workshops that deepen your understanding of the music you're looking at It's overall a great opportunity and experience to learn about di erent places around the world while also being able to put your own style into the music” Olivia G10
● “UWC Music is suitable for all music enthusiasts no matter what instruments you play, what genres you like, or the skill sets you have The course is designed to allow flexibility for students to make their own choices in challenges they want to take UWC Music is so much fun and I encourage everyone to take up this course!” Leanne G9
● “The UWC Music course values exploration and practical music making Compared to traditional music courses where there may be exams and a rigid structure, the UWC Music course shows students what music really means, and allows you to enjoy it” Ava G10
Design Technology “DesignThinking”
Grade 9:
In grade 9 Term 3, students have been exploring how to communicate their ideas e ectively They have been given the challenge of creating their own beach shack for Lazarus Island, with the project culminating in a physical scale model Students have had to consider a target user for the shack, as well as how to blend it seamlessly into the landscape of the island They have explored di erent methods of communication, including 2D plans, as well as volume modelling
Grade 10:
In grade 10 term 3, students have been working on an alternative speaker project and an independent design project, bringing together all of the skills they have learned from the course They were given the opportunity to identify their own design problem and explore relevant issues, keeping the client at the heart of the design process Students have covered various topics, including emotional design and usability
Student quotes:
“It’s a very open course, we don’t have to choose just one answer, we can make choices to improve, there is a lot of freedom in that”
“Lots of real-life examples we can connect to, like things related to Singapore.”
“We had to design our own solution to a real problem in school, so we all have our own focus. This process has been pretty fun as we have all been a ected by this problem in school”
“So far we have presented our initial ideas to the class and received peer feedback, then we have had the opportunity to change our solution based on this feedback Everyone is confident to give and get feedback, it’s really helpful”
Independent Project
Visual Arts
Classroom as Studio: A Hands-On Term of Art-Making
This Term 3, our Visual Arts classrooms have been buzzing with energy and creativity as students embraced the studio model - where learning happens through making, experimenting, and reflecting Our curriculum this term has focused on hands-on processes and personal storytelling, allowing students to think and work like artists
Grade 9
Students have been immersed in What’s Your Story?, a unit centered around artist books and zines Exploring how books can become powerful art forms, students experimented with gelli printing, lino cuts, image transfers, and collage to craft their own handmade publications Inspired by artists like Julie Chen, Kara Walker, and the grassroots zine culture of the Riot Grrrl movement, students challenged traditional ideas of storytelling, format, and audience Each book or zine became a personal and tactile expression of identity, values, and voice
Grade 10
Students have been exploring the art of animation in a unit titled Life in Motion: Exploring the Everyday. Through techniques like stop-motion, rotoscoping, and frame-by-frame drawing, students transformed ordinary routines into poetic, expressive animations Inspired by the work of Hayao Miyazaki, Emma Calder, and William Kentridge, students uncovered new meaning in daily rituals, revealing beauty in the mundane while exploring themes of time, memory, and identity The unit concluded with a celebratory in-class viewing of their animated shorts, where students shared and reflected on their creative journeys with peers
Throughout the term, both classrooms have been filled with creative risk-taking and meaningful making Whether animating the act of brushing hair or designing a zine about friendship, students have embraced the studio mindset; curious, hands-on, and reflective We look forward to celebrating and sharing their incredible work more broadly in the year ahead
