IB Systems Transformation: Leadership for Change

A new learning experience at UWCSEA

With the intersection of technological change, social change, political change and climate change, the future world of work will be vastly different from now.

Innovating for an uncertain future is a strategic focus here at UWCSEA, and one of many ways that we are embracing this shared responsibility is through the development of a new pilot course option for the International Baccalaureate (IBDP) titled IB Systems Transformation: Leadership for Change.

IB Systems Transformation: Leadership for Change is an innovative new double standard level course, designed by UWCSEA in partnership with the IB, and is for students looking for further challenge and authentic, project-based experiences in their learning journey. This course will also help shift the IB Diploma worldwide towards a more flexible model with more real-world learning, more authentic assessment and greater student agency.

The IB selected UWCSEA and UWC Atlantic to partner with them in designing the pilot course as part of its wide-ranging, multi-year review of the diploma programme with the potential to introduce it globally from 2030.

The first cohort of students began this course in August 2024.

At UWC, innovation is central to our ethos, and the launch of this new International Baccalaureate (IB) pilot at UWC South East Asia underscores our commitment to advancing learning methodologies for the emerging needs of a changing world. It is integral to our mission to cultivate the next generation of visionary leaders as we equip our students with the knowledge, skills and mindsets crucial for navigating the complex global challenges of our times.
Faith Abiodun, Executive Director, UWC International

IB’s Director General Olli-Pekka Heinonen visited our campus in April 2025 and sat down with Grade 11 Systems Transformation student Hannah to talk about UWCSEA’s new pilot course, IB Systems Transformation: Leadership for Change.

Watch this interview to hear how the IB and UWCSEA are partnering to pioneer this exciting course.

IB Systems Transformation: Leadership for Change explained

This course represents exciting innovation in the IB Diploma offering through which students are given the opportunity to deep dive into real-world projects in mission-aligned areas of interest. Through project-based learning students will explore how to connect and lead others; how to understand and navigate complex systems; and how to be resilient and adaptable in the face of challenges and failures.

Course design

The course has been carefully designed by a team of passionate and experienced educators in partnership with the IB and in collaboration with students. There are five distinct areas in which skills and capabilities will be taught and assessed in this course. These are:

Project-Based Learning explained

Project-Based Learning (or PBL) is defined as "a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge." (PBL works). In this course, students are asked to work on a project of choice that connects to one of three UWCSEA Mission-aligned areas of focus: Sustainability; Intercultural Understanding; Peace Building.

Students learn through projects that are immersive, hands-on and led by curiosity. If a student is interested in coding, sports, arts, history, biology or design for example, they will be able to pursue projects relevant to their chosen direction.

Examples of potential projects

SUSTAINABILITY

How can changemakers improve recycling behaviours through a multidisciplinary approach?

Recycling Behaviours

Students start by learning from experts and mentors in the areas of behavioural science, design and gamification. By employing some of the techniques from these disciplines, they can identify ways to improve recycling behaviours in the local community and take purposeful action.

INTERCULTURAL UNDERSTANDING

How can changemakers engage with diverse teams to learn from one another and build cultural understanding?

Shifting neighbourhoods

Students might do primary and secondary research on a particular neighbourhood in Singapore, uncovering narratives of change, growth, and the interplay of various cultural and generational influences. They could work together to decide the best method and platform for sharing these narratives.

PEACEBUILDING

What are the systems affecting pathways for refugees?

Refugee Pathways

Students will work with Amala, a school for refugees, to investigate systemic challenges affecting refugees entering into work and further education. By identifying barriers in specific communities and geographical locations, students can support Amala in finding leverage points and pathways for their students.

This approach to learning builds student agency and deeper understanding of complex issues, real world problems and how to approach them. UWCSEA Students who select this course as part of their IB package will enjoy a more bespoke, relevant, and flexible IB package that supports their personal ambitions and builds their capacity in the five curriculum strands.

Students will:

Build the mindset, skills, and resilience needed to plan for positive change, challenging existing mindsets, leveraging networks, and fostering personal growth for a lasting impact on communities. (Changemaker Mindsets)
Build approaches to problem-solving that are iterative, empathetic, and flexible; using failure, feedback, and expertise to generate innovative solutions, by understanding root causes and context. (Design Thinking)
Learn how to use systems thinking tools to map and model interconnected systems, enabling integrated planning for positive change while recognising inherent complexity. (Systems Thinking)
Become a leader who can empower others to effect positive change, adapt leadership style, and build effective teams. (Leadership)
Develop skills to effectively plan, organise and implement positive change initiatives. (Project Change Management)

Authentic assessment

‘IB Systems Transformation: Leadership for Change’ is assessed entirely by coursework, balanced over the two years of the programme.

Assessment objectives for the final IB coursework components are connected to the five curriculum strands which are not taught in isolation but rather permeate the entire two years of the course. Course designers considered authentic ways of assessing these five curriculum strands to a high level, allowing students opportunities to demonstrate complex thinking and mastery of key skills.

External Assessment
Type of assessment	Format of assessment	Weighting of final grade (%)
Impact analysis	Students plan and undertake a self-directed project focused on a real-world issue of their choice. They write a project report focused on the project’s impact on the community and the progress made towards the intended goals.	30
Competencies portfolio	Students curate and annotate four artefacts from their course portfolio. These artefacts evidence the development of competencies relating to leadership and changemaker mindsets.	20

Internal Assessment
Type of assessment	Format of assessment	Weighting of final grade (%)
Comparative case study	Students undertake a comparative case study analysis. Part A of this task consists of a collaborative group activity where students engage with a case study produced by the IB. Part B of this task consists of an individual presentation of their comparative analysis.	20
Project proposal	Students create an individual project proposal which is pitched to a panel audience for feedback. The project proposal write-up includes a systems map and has a particular focus on knowledge, skills and understandings associated with project management.	30

Course options

It is important for students and parents to understand that Systems Transformation: Leadership for Change is a course within the IB Diploma, it is not a separate diploma. Once a student graduates they will have successfully completed and will be awarded their IB Diploma. What this course offers as an alternative to two Standard Level courses is the opportunity to really deep dive into a complex problem and work on solutions over an extended period of time. Assessment is woven into the course by way project milestones and outcomes rather than the traditional 'end of course exam'.

This course is a unique and incredibly valuable opportunity for students who are about to enter the real world to operate in a real-world way, on complex real-world problems, and engage with real-world professionals throughout their final years in High School. A student's additional IB subjects are taught in tandem, as they would are in the traditional approach to the IB Diploma.

To imagine what this might look like for a student, you can view some example packages below:

Students who begin their High School journey with us in Grade 9 will progress through the UWCSEA Grade 9 and Grade 10 courses which also incorporate project-based learning and assessment preparing students for their final years and the IB Diploma in Grades 11 and 12.

The natural building of skills and competencies throughout the entire High School learning journey, coupled with the incredible real-world internship and mentoring opportunities available through our community and alumni networks, serves to put UWCSEA students on a path to success; giving them the skills and competencies they need to embrace the exciting opportunities which await them.

To find out more about the UWCSEA Grade 9 and 10 academic programme, please Click here

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IB Systems Transformation: Leadership for Change explained