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About Us

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About Us

UWCSEA is a united, welcoming community, spread across two campuses that embrace students and their families .
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Guiding Statements

Our Guiding Statements help to ensure that our students are equipped to enact the mission throughout their lives . 
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Learning

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Learning.

A UWCSEA education is values-based and holistic, developing young people who will build a more peaceful and sustainable world. Learn more.

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K–12 Concept-Based Curriculum.

Our curriculum is designed to help students develop knowledge, skills and understanding through five elements of our learning programme. Learn more.

Community

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Students

The passion and energy of our diverse community of students is what makes our campuses come to life. Learn more.

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Scholars

Our scholars come from a wide range of backgrounds and bring unique perspectives and experience to our community. Learn more.

Admissions

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Welcome

A welcome from our Director of Admissions and introduction to our process. Learn more.

UWCSEA runs an annual application cycle

Applications for 2024/2025

Applications for the 2024/2025 school year will open on 1 September . 2023 Learn more.

Careers

CAREERS

If you are as inspired by our mission to make education a force to unite people...Learn more.

Working at UWCSEA

We welcome applications from prospective colleagues who will contribute to our diverse community…Learn more.

Our Big Ideas

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Our Big Ideas

As a learning community, we engage with the world of ideas to connect concepts and put ideas into action. Learn more.

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Kishore Mahbubani Speaker Series

Join our KMSS sessions as we engage as a community with leading thinkers and conversation shapers from Singapore. Learn more.

Support Us

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Support us

The UWCSEA culture of giving and service is central to our identity as a mission-aligned community. Learn more.

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Impact of Giving

The generosity of our community has had a significant impact on individuals and groups in Singapore, the region and globally. Learn more.

K–12 curriculum

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K–12 curriculum

A Concept-Based Curriculum

Our curriculum is concept-based which means it is centred around big ideas and concepts that transfer across time, place and situation. This transfer is critical to students being able to apply their learning in today's world and prepares them for an unknown future. This conceptual approach also supports students who are joining us from different countries, educational systems and backgrounds. 

Our programme provides age-appropriate challenges which encourage our students to:

  • learn to think independently, laterally and critically about the world
  • form an understanding of sustainable development
  • develop cultural awareness
  • recognise complexity and the interconnectedness of many global issues
  • lead and act with integrity in a globalised, rapidly changing world

Learning is organised around the development of transferable ideas (concepts), which may be disciplinary (narrow focus within a specific field or subject) or interdisciplinary (broad focus across multiple fields or subjects) and is designed to develop the knowledge, skills and understandings that will challenge our students to take responsibility for shaping a better world.

Watch the short video below which explains a concept-based curriculum. 

Concept-based curriculum explained

So whilst knowledge and skill acquisition is vital, it is not the end goal in a concept-based learning environment. Instead, by using their knowledge and skill learning, students form and express conceptual understandings, which are able to transfer to new situations and contexts. This allows our students to apply critical thought in any situation, now or in the future. 

This concept-based curriculum is shared across our campuses, and our professional development programme ensures our teachers are supported in developing their classroom practice in concept-based teaching and learning (CBTL).

Curriculum structure

We have a written curriculum in four of the five elements of our learning programme: academics, outdoor education, personal and social education, and service.

Our model for curriculum development at UWCSEA reflects a three-stage design process called ‘backward design.’ This means that we start with what we understand students should know at the end of their schooling, and work back from there. For each of the elements, our senior educators identified the desired attainment goals at the end of Grade 12, and worked backwards to kindergarten.

Our educators identified key concepts (which we call 'our Standards'), some of which are further broken down into 'Strands' and sub-strands to support learning pathways through the more complex disciplines. Each Standard has age-appropriate 'Conceptual Understandings' which are used by teachers to develop units of learning in each grade. By connecting each lesson to a larger Conceptual Understanding, our teachers create opportunities for students to demonstrate understanding or 'Benchmarks', in an age-appropriate way. 

In the High School, the Standards, Conceptual Understandings and Benchmarks specifically take into account the requirements of the external examining bodies that set the IBDP examinations.

What this looks like in practice

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Academics example:
Physics

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Dover OE MS Outdoor Education

Outdoor Education example: Expedition skills

Explore here

East JS PSE 11

PSE example:
Safe Behaviours

Explore here