Junior School Guide

DOVER CAMPUS

MissionThe United World College movement makes education a force to unite people, nations and cultures for peace and a sustainable future. We educate individuals to take responsibility for shaping a better world.

VisionUWCSEA will be a leader in international education. We will have a worldwide reputation for providing a challeng-ing holistic education with an emphasis upon academic achievement, service to others, environmental steward-ship, teamwork and leadership.

Company Registration No. 197000825HCharity Registration No. 00142MICA (P) 027/10/2010Printed October 2010

Junior School Guide 1

Welcome to the Junior SchoolIt is my great pleasure to welcome you and your child to the Junior School at the Unit-ed World College of South East Asia (UWCSEA).

As teachers, we are incredibly fortunate in this school to have the opportunity to en-gage with such a diverse group of wonderful children whose parents are so completely committed to supporting their endeavours and ours. Whatever reputation we enjoy as a school, it has been earned for us by this community, working together to achieve a broad-based, holistic education for the children in our care. As Principal of Junior School, it is an honour to take on the responsibility of ensuring that the College’s val-ues are at the forefront of all we do.

I hope you find this guide useful and that it answers any queries you may have about the school. You are always most welcome to come and see your child’s teacher, Head of Grade, the Vice Principals or myself if you have any concerns.

The two Vice Principals in Junior School are Fiona Read, Vice Principal (Pastoral) and Nancy Fairburn, Vice Principal (Curriculum). We work together to ensure that we chal-lenge not only the students, but also our own thinking about how to achieve the best for them.

I hope your child will settle in quickly and that they will avail themselves of the many and varied opportunities that the College presents for them.

Kind regards,

Brian Ó MaoileoinPrincipal of Junior School

2 Junior School Guide

Junior School staffOur staff are passionate about their jobs and the children under their care.

They offer students an opportunity to develop through a diverse curriculum and a wide range of activities. These pro-grammes and activities are designed to help students discover their interests and strengths. The staff provide a safe and caring environment, which allows stu-dents to challenge themselves and make mistakes.

The Principal, Vice Principals, Heads of Grade, Specialist Subject Teachers and Class Teachers are responsible for the care of the children. The Heads of Grade lead teams of teachers to provide a car-ing, challenging, orderly and stimulating environment for the students within their respective grades.

Staff are appointed to oversee the cur-riculum subjects in each grade, assisted by the Vice Principal (Curriculum), Curric-ulum Coordinators and Literacy Coaches who are in charge of curriculum develop-ment. There are also teachers who are in charge of the equally important areas of Activities, Local and Global Service. Experienced specialists teach Music, Physical Education, Languages, Art and Information Technology.

The class teacher has the responsibility of delivering lessons in the core subjects and monitoring progress through assess-ment. Naturally, their role is also pastoral, ensuring the environment they work in is safe and contributes to the students’ personal and academic growth. Class teachers are sensitive to the needs of the children in their class and seek to ensure that they are able to benefit fully from ev-ery aspect of school life.

Every student is part of a “tutor group” that is under the care of a class teacher. This teacher covers the core subjects and is supported by specialists who are responsible for subjects such as Music, Art, PE and Languages. The students’ classrooms are grouped around shared learning spaces (pods), encouraging a sense of affinity within the grade.

Pastoral care (student well-being) is the main responsibility of the class teacher who closely follows the personal develop-ment of their students in the class and maintains communication with parents about their progress and developmental needs. Each grade also has a Head of Grade who assists teachers and parents. All are supported by the Vice Principal (Pastoral) who has an overarching re-sponsibility for the pastoral care of the Junior School students.

Pastoral support happens, as in most schools, via one-to-one case confer-ences. However, these tend to be reac-tive meetings and we try to minimise the need for them by addressing pastoral issues in pre-emptive, proactive ways – such as assemblies, circle time, grade talks and through a focus on the SEAL (Social Emotional Aspects of Learning) programme within tutor group time, which happens for 25 minutes each morning.

We also involve the community, which has proven the most effective resource of all. Grade 5 and Middle School students organise playground activities for other students as part of their service commit-ments (Peer Play and Helping In Primary School) and this has a wonderful effect on the atmosphere of the playground. Through evening talks, such as on Inter-net safety, bullying, emotional well-being, and tips for parents of teenagers, we try to provide parents and carers with knowledge they need to keep abreast of issues. This team approach to education and well-being is a key element of our Pastoral programme.

Pastoral support

All teachers hold full teaching qualifica-tions, with the majority having previous experience working in international schools before joining UWCSEA. Many have held positions of responsibility in their previous schools. All teachers con-duct Activities after school and join the experiential education trips.

There are 13 teacher assistants in the Junior School who work closely with the teaching staff, while three full-time secre-taries manage the Junior School Office.

Many nationalities are represented in the student and teacher body. The cur-rent Junior School staff includes teach-ers from Australia, New Zealand, United Kingdom, United States of America, In-dia, Canada, Singapore, Malaysia, Spain, Argentina, China and Ireland.

Junior School Guide 3

The Primary School curriculum is structured around a holistic, inquiry-based approach to learning. Guided by the UWCSEA profile and learning principles, students study Literacy, Mathematics, Languages Science, Social Studies, the Arts and PE. They also have time dedicated to exploring concepts through transdisciplinary units.

The UWCSEA profile defines the skills and qualities our community members develop through our learning programme.

• critical thinker and problem solver• creative and innovative• collaborative• communicator• self-manager• concerned and committed• principles• resilient• self-aware

The curriculum is designed to enhance a child’s natural curiosity and to foster independence and an enthusiasm for learning. Skills of communication, think-ing, research, social behaviour and self management are developed in a progres-sive order, recognizing children’s differing learning styles and the varied pace at which each child learns.

In all areas of the curriculum, the staff pro-vide students with a range of stimulating, challenging experiences and activities.

Our philosophy

• Students learn best when they are active in their own learning not by passively absorbing knowledge.

• Students develop character and learn through challenges, many of which occur outside the classroom.

• Students are provided with opportunities to create products of substance of which they can be proud. These include portfolios, artwork, models, plays, concerts, research papers, events and computer presentations.

• A variety of teaching methodologies are employed to reflect the varied learning styles of the students.

• The variety of nationalities and cultures within each class is a key learning resource.

• When teachers present concepts or information they do so engagingly, creatively and by taking full advantage of available technology.

• Students are encouraged to take control of their own learning process and are provided with frequent opportunities to reflect on this process.

Junior School curriculumThe units of inquiry give students the op-portunity to explore concepts by drawing together elements of the different subject areas into a meaningful whole. This ap-proach builds on the prior knowledge of the students to help them to construct new and modify existing understanding. Inquiry is a powerful methodology for achieving enduring understanding. How-ever, we recognise that inquiry not al-ways the most efficient way of achieving understanding and direct teaching can be an equally important strategy.

Units of Inquiry

4 Junior School Guide

Our overarching literacy goal is for stu-dents to become independent lifelong readers and writers, who communicate effectively through listening, speaking and presenting. With this in mind, we believe students need to think as readers and writers and have authentic opportuni-ties to practise these skills for sustained periods of time. The framework of reading and writing workshop, along with word study, (e.g. spelling, phonics and gram-mar), provide for these opportunities and allow for whole class, small group and individualised instruction while allowing students opportunities to scaffold their learning at individualised rates. In addi-tion to providing students with a balanced approach to Literacy through the work-shop framework, we recognise Literacy is not isolated to one specific area of study. It is transdisciplinary by nature and oc-curs all day, every day, living within all traditional subject areas. Where appropri-ate, Literacy is integrated into Units of Inquiry and other areas of the curriculum to make for more powerful learning con-nections.

A wide range of Literacy resources is available, to both students and teachers, to support the Literacy curriculum. In ad-dition to the extensive book collection in the David Watson Library, each class has a wide variety of genres in the classroom library for individualized reading.

The Primary School Mathematics cur-riculum has been developed to ensure students receive a thorough conceptual grounding in basic mathematical skills and processes with the aim of producing mathematicians who can use these skills in context in order to solve problems and who have a positive attitude towards mathematics.

The Junior School Mathematics cur-riculum aims to develop the students’ mathematical understanding and nurture a healthy attitude towards the subject. We believe that students must be able to think critically about complex issues; ana-lyze and adapt to new situations; solve problems of various kinds; and communi-cate their thinking effectively.

Early mathematical experiences lay the foundation for future expertise. It is intended that through imaginative, differ-entiated and practical activities, students will take a great deal of enjoyment from their learning, as well as recognise the importance and daily relevance of math-ematics.

Mathematics at all levels includes discus-sions; manipulation of concrete materials; investigations; problem solving; practice and consolidation, and mental maths.

Literacy Mathematics

The Mathematics curriculum is divided into four main strands: 1. number – includes pattern and func-

tion, number systems, computation, decimals/percentages/fractions and numerical patterns

2. data handling – includes graphing and probability

3. measurement 4. shape and space

Students in Grades 2 and 3 are taught Mathematics by their classroom teachers. From Grade 4 onwards, the students in each grade are placed in sets according to their prior mathematical attainment. Placing the children in sets enables us to cater more effectively for each student.

We use a variety of published materi-als and manipulative resources to help students move from a concrete to an ab-stract manipulation of numbers.

Junior School Guide 5

Languages Other Than English

Social Studies and Science are taught entirely within the transdisciplinary units in the Programme of Inquiry. This allows for in-depth exploration and the natural integration of these two important sub-jects.

Science is an exploration of the inter-relationships among the natural, physical and material worlds. It is viewed as a way of thinking and a process that strives for balance between the construction of meaning and the acquisition of knowl-edge and skills. The classrooms provide opportunities for students to engage in scientific investigations by making accu-rate observations, handling tools, record-ing and comparing data, and formulating explanations using students’ own scien-tific experiences and those of others. Stu-dents gain experience in testing their own assumptions and thinking critically about the perspectives of others to develop their ideas further.

Social Studies is the study of people, their environment and their society. Students develop skills and knowledge necessary to participate actively in their classroom, school, community and the world; to understand themselves in rela-tion to others. The six transdisciplinary themes under which the teachers have designed and written the various units are all closely related to Social Studies.

The Primary School Art room is a great space, with plenty of natural light and all the equipment needed to provide a broad art curriculum. Junior School students ex-periment with a variety of techniques and materials. The aim is to allow the children access to a range of styles and to enjoy the process of making art.

Across all grades the units are planned, where appropriate, in connection with the Primary Curriculum to reinforce and enhance the learning that is happening in the classroom.

Art is about communication and find-ing the confidence to express yourself through a form that is right for you. Each grade level experiences skills that are re-visited every year in order to build on that confidence. These projects cover all the main elements of art from painting to 3D work, exploring through direct observa-tion, imagination, the work of artists and styles in the past, present and the locality.

The Junior School has an art exhibition towards the end of the school year to cel-ebrate the work of each child.

ArtSocial Studies and Science

The aims of the language courses are for the students to enjoy learning a new lan-guage, gain experience in communication and discover a new culture. Classroom activities are designed to engage and motivate younger students, who have four periods of Chinese or Spanish each week. In Grade 5 there is also the oppor-tunity to start French at a beginner level.

The courses are theme-based and em-phasise speaking and listening skills through games, songs, repetition and role-play.

The children learn about the cultures of the countries studied through a variety of activities, led by specialist teachers of that particular language.

6 Junior School Guide

The aim of the Junior School Music pro-gramme is to motivate interest and stimu-late musical enjoyment in a fun learning environment. Students are encouraged to develop an aesthetic response by experi-encing music discovery through Singing, Movement, Listening, Performing and Composing.

Students have 70 minutes of music each week in which they explore the main con-cepts of music including rhythm, melody, texture, tone colour, dynamics and form. The curriculum for each year group is linked to at least one Unit of Inquiry and is delivered using Kodaly and Orff tech-niques. Western music forms and music from a range of cultures are used to pro-vide an interesting and truly ‘international’ feel to the curriculum. Performances and workshops from visiting cultural groups are also encouraged.

Grade 2, 3 and 4 students learn the re-corder and are encouraged to use it as a resource for classroom music projects to compliment their developing xylophone and glockenspiel skills. During the year a six-week ‘Introduction to Strings’ unit is offered in Grade 4 which allows all students to experiment, explore and play either a violin, viola, cello or double bass during their class lesson. In Grade 5 the ‘Brass Programme’ allows all students to explore and play a cornet, tenor horn, euphonium, baritone or tuba for a similar amount of time.

Students are encouraged to join one of our many musical activities which include: Junior School Orchestra, Beginner Band, Grade 2 Singers, Junior Singers (Grades 3 to 5), The Sopranos (Grade 5 acapella choir), Grade 3 Recorder Club and the Grade 4 and 5 Recorder and Orff En-semble.

Information and Digital Literacy Information and Digital Literacy (IDL) is not identified as a particular subject area, but is recognised as a tool that facilitates learning throughout the curriculum. The aim of the IDL curriculum is to infuse the use of computer technologies to intro-duce, reinforce, extend, enrich, assess and assist students towards mastery of curricular targets. Digital Literacy special-ists co-teach in the computer lab, conduct staff development in the use of digital lit-eracy skills and collaborate with teachers and students to integrate the available technologies into student inquiries.

The IDL objectives and expectations fol-low the National Education Technology Standards (NETS) suggested by the International Society for Technology in Education, through which:• students demonstrate creative

thinking, construct knowledge, and develop innovative products and pro-cesses using technology

• students use digital media and en-vironments to communicate and work collaboratively, including at a distance, to support individual learn-ing and contribute to the learning of others

• students apply digital tools to gather, evaluate, and use information.

• students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources

• students understand human, cultural, and societal issues related to tech-nology and practice legal and ethical behaviour

• students demonstrate a sound un-derstanding of technology concepts, systems and operations

Physical Education

Students are given a broad-based curric-ulum combined with sporting activities to promote an individual desire to be physi-cally active throughout life; fostering en-joyment, developing self-confidence and social competencies, through the acquisi-tion of skill and knowledge in individual, team and outdoor pursuit activities.

All students attend two, 70-minute Physi-cal Education (PE) classes each week, with lessons taught in modules to build on technique and skill in order to help students’ knowledge and ability of differ-ent sporting pursuits. Focus areas such as aquatics, court games, gymnastics, movement, adventure and field games are taught on a rotational basis and allow students to develop their overall physical fitness, basic techniques and knowledge and understanding of the basic rules, within a game or activity.

As well as focusing on their physical and social development, students are expect-ed to be self-reliant and to be personally well organised to develop independence further.

Whilst competition is introduced and encouraged, emphasis is on participa-tion in an enjoyable, safe and non-threatening environment. The focus on enjoyment and learning is encouraged in PE lessons, and in our Day of Sport pro-grammes, which enriches lifelong partici-pation in health-related physical activities.

Music

Junior School Guide 7

Additional academic information Academic support

Homework

Regular home study habits instil self-discipline and reinforce skills learned at school; however we are realistic in the amount of time spent on homework. The amount of work sent home varies ac-cording to the need and the grade level. Teachers do not provide work over and above these limits, nor do teachers set homework for the sake of setting home-work.

Homework encourages students to con-solidate, rehearse and practise work done in class and gradually to prepare for the requirements of Middle School.

Specific guidelines for each grade level are clearly stated in the first section of the organiser, which all students receive at the beginning of the academic year. This provides guidance in terms of what is expected and how long children are ex-pected to spend on homework tasks. Reporting and feedback to

parents

Parental involvement is crucial to chil-dren’s success in school. Ongoing clear communication between home and school is vital for the well-being and prog-ress of each child.

The reporting cycle comprises a number of elements. Formal reports are sent home twice yearly. Teachers also meet with parents for formal conferences twice a year, with an option of a third confer-ence toward the end of the year. The first meeting, early in Term 1, is designed for teachers to listen to parents to get a bal-anced picture of their students in terms of personality, interests, past education, etc. The second meeting, part of a Student-led conference during Term 2, allows parents, teacher and student set student targets and goals together.

Each student keeps a portfolio and this is shared with parents and sent home for review. Apart from formal conference op-portunities, teachers are always willing to meet with parents if requested. We also have opportunities for parents to observe lessons or join in activities with their child throughout the year.

In reporting to parents, the school en-deavours to be open, honest and encour-aging. Each child is considered a unique individual with varying talents, abilities and needs.

Library

The David Watson Library is dedicated to the needs of the Primary School. It’s ex-tensive collection is continually expanding with a wide variety of materials, including books, ebooks, DVDs, magazines and audio books. All students have a sched-uled library class once a week with their homeroom teacher, and throughout the year each class works on research skills with the Teacher Librarian to support spe-cific units of inquiry. Students also learn to become proficient users of the library’s online catalogue.

Junior School students are encouraged to develop a love of reading and learn-ing and so are welcome to come to the library during morning and lunch play-times. If they have an after school Activity that begins late, they are also welcome in the library after school until it begins.

Parents are also invited to set up a library account and take out materials to share with your child.

Learning Support

The Learning Support programme is de-signed to help students develop an active approach to their learning. Specific help is provided with activities and concepts related to core academic subjects.

Learning Support teachers work with groups of students to enhance their learn-ing. Students are included in the Learning Support programme when they are not making progress in the normal differenti-ated classroom. Parents are always con-tacted before any support begins.

Occasionally the learning support teacher may suggest that an outside professional become involved in the assessment of a child. We ask that parents keep the class teacher informed of any extra support that students receive outside school.

8 Junior School Guide

Servicecare deeply. The student-centred ap-proach enables committed students to take action to address their concerns. Although GCs help to raise funds for vari-ous organisations, the value to students goes much further. They are educated about global issues; they are introduced to concepts of leadership and organisa-tion and encouraged to establish their own initiatives.

There are four categories of GC projects: 1. children’s projects 2. environment projects 3. empowerment projects 4. education and health projects

In the Junior School, each year-group supports a different GC:Grade 2 - Tabitha (Cambodia)Grade 3 – Blue Dragon (Vietnam)Grade 4 – Bali Bridges (Indonesia)Grade 5 – Vietnam Hope

The GC groups run a lunch time Activity throughout the year. In addition, there is a GC Executive Activity which aims to raise awareness and understanding of GC throughout the Primary School and sup-port initiatives which take place.

Focus Days

A mufti day is a day where students come to school in clothes of their choice, and everyone is invited to give a donation for the privilege of not wearing uniform for the day. UWCSEA calls these ‘Fo-cus Days’ as they are held as a way of bringing attention to a chosen cause in response to a disaster or a major event connected to our GC programme. They usually result in interesting discussions in class about the current event or the need people are facing.

We do not have regular mufti collections, limiting them to when there is a real need.

For more information on the Primary School GC programme please visit: www.uwcsea.edu.sg/gc.

Service is an integral part of a UWC edu-cation. From K1 to Grade 12, students learn to show concern for their environ-ment and to care for people around them. Students participate in local and global service projects both during and after school. Every student is encouraged to be involved in some way, and to take their service commitments seriously. Their par-ticipation is highly valued by those with whom they work.

At every age level, curriculum links are increasingly made between service and the Units of Inquiry. From Grade 3 on-wards, students are encouraged to reflect on their service experiences in a Ser-vice Passport, a journal recording their thoughts on and reactions to the service they have performed.

College ServiceCollege service takes place on the UWC-SEA campus. Activities may include being a monitor in the Library, becoming a bud-dy to younger students in our ‘Peer Play’ activities or taking part in the campus gar-dening service to enhance the environ-ment for all. There is also a Junior School ‘Ambassadors’ programme for which individual students are nominated by their classmates and a Junior School Student Council whose ideas are presented to Senior Management monthly.

Local Service All Junior School children participate in the Local Service programme which involves people from the wider Singapor-ean community. This may involve visiting elderly Singaporean residents at a nearby nursing home or hosting a group from the Genesis School. Singaporean children from a local after-school care facility also come for literacy and art activities admin-istered by UWCSEA staff and students. Other Junior School students utilise their IT expertise teaching domestic workers computer skills.

Global Service

Global Concerns (GC) are service proj-ects which take place outside Singapore, and form the third tier of UWCSEA’s Ser-vice Programme. The GC programme is a dynamic initiative enabling students to put their ideals into action by establish-ing project groups which actively address specific issues about which the students

In line with the philosophy of UWC, each year students have a number of opportu-nities to go on school trips and residential expeditions.

Expeditions

Early in the school year, each grade com-pletes an expedition involving overnight stays. These vary according to the grade level and last from one to five nights. Ev-ery student is expected to participate. Grade 2 students spend a night at a school camp within Singapore; other grades venture to Malaysia - Grade 3 goes to a horse riding lodge for two nights; Grade 4 visits Pulau Sibu for three nights, and Grade 5 students travel to Taman Negara for five nights.

All expedition activities are well within the capabilities of the students, though they may be challenged to try something for the first time and to overcome initial anxi-eties. The result is a more confident child, proud of their efforts. Each adventure requires a level of commitment from the student and offers the chance to succeed in a novel setting. Students enjoy these trips, and are often surprised to find that they possess the determination, adapt-ability and sense of teamwork to rise to the challenges presented. Our objectives on these expeditions would be impossible to achieve within the classroom setting; the experiential learning aspect of the curriculum is one of the cornerstones of our ethos as a College.

Team challenge/individual achievement

An important component of every grade expedition is the idea of ‘Team Chal-lenge’ activities, in which students are given challenges to overcome as a group. Developing a sense of the individual’s own responsibility to this group effort is a very important aim of the Experiential Programme.

In Grade 5, each class group spends half a day tackling the College’s High Ropes course under the guidance of qualified Outdoor Education staff. This activity is designed to enhance the students’ sup-port for each other and is always a high-light of the first term.

Experiential education

Junior School Guide 9

As students progress through the Junior School, they are offered more opportuni-ties for leadership and teamwork. Local and Global Service programmes allow students to take the lead in initiatives for fund raising or active care and they are encouraged to initiate activities support-ing their chosen causes.

The Student Council is also active. Each class has two elected members who take responsibility for representing their class through committees or creating and lead-ing teams to complete a project.

At the end of Grade 5, students work together to present a showcase of their learning in the Primary School. This promotes leadership within the context of teamwork. Students work in small teams to develop a common presenta-tion, with each student taking the lead on one important aspect. Students are guided through this process by an adult mentor but are expected to carry out the research, implementation and final pre-sentation independently.

Junior School students can also partici-pate in a number of GC-related Activities designed to foster leadership, teamwork, and initiative.

Leadership and teamwork

Sport

Optional trips

Grade 5 students are able to join an op-tional holiday trip to Perth during the end of Term 2 break, and Grade 4 students have an opportunity to travel to Bali with one of their parents to spend a week working at an orphanage. Participation is optional and places are limited.

School trips

UWCSEA actively supports out-of-class learning activities. These take place regularly during the year and class teach-ers send home detailed information in advance about all activities outside the school. Parents are sometimes asked to volunteer to supervise students on these outings.

Performing artsAll students participate in a variety of dra-ma and musical productions throughout the year. Depending on the grade level this can include via class assemblies, United Nations Day performances and curricular performances. All grades com-plete two performances per year, one of which is an Arts Festival performance, the other a curriculum-linked performance. These programmes enable the students to experience the thrill of performing in front of an audience. The students enjoy the excitement of the lights, the cos-tumes, the make-up and the stage. Op-portunity’s for public artistic performance are a key facet of what we do and are considered a key element of our curricu-lum. However, to ensure that core curricu-lum time is not disproportionately affected by rehearsals, we assign specific artistic elements to each grade level rather than having every grade perform at every event every year.

There are also opportunities for Junior School students to participate in a num-ber of other performance activities. These include the Junior Choir, Junior Band and Junior Strings. This year, the Choir will also be involved in the ‘Encore 2011’ con-cert at the Yong Siew Toh Conservatory, together with their East Campus counter-parts and Middle School students.

A full programme of sport is offered to Junior School students through the after school Activity programme. The seasonal programme has opportunities in 10&U (Grades 2 to 4) and 12&U (Grades 5 and 6) age groups. All students who sign up are enrolled; there are no trials and as many participants as possible are includ-ed in inter-school games.

The College enters teams in all competi-tions offered by the Athletic Conference of Singapore International Schools (AC-SIS). This currently includes: badminton, basketball, cricket (boys), cross country, gymnastics (girls), netball (girls), rugby (boys), football, swimming, tennis, touch football, and track and field.

In addition, all students participate in two ‘Days of Sport’ organised by the PE dep-tartment each year - one is swimming-based and one is games-based.

As a part of the holistic education offered at UWCSEA, we offer a comprehensive Activities programme in which students are encouraged to participate. These ac-tivities present an opportunity for students to discover new talents and make new friends through the sharing of common interests.

A variety of activities is available for the students to choose from, including sports, music, art, drama, service and curriculum based activities. The programme runs across four seasons each year, allowing students to try as many new activities as possible throughout the school year.

It is our hope that all students will take the opportunity to become involved in the activities that are offered.

Activities

10 Junior School Guide

Student expectations and responsibilityThe school has a positive atmosphere and excellent behaviour is expected of all students. We aim for self-discipline and individual responsibility, and seek to build a partnership between students, teachers and parents. Any breaches of discipline are handled within this framework. In the event of serious misdemeanours, parents are notified immediately and invited to at-tend a meeting at school with their child.

Behaviour in the Junior School

We encourage students to show initiative, display common sense, develop a sense of self-discipline and begin to show in-dependence and respect for themselves and others. We therefore do not have an extensive list of school rules but expect all students to: 1. take responsibility for their atten-

dance. 2. be responsible for their behaviour

and ensure their actions are appro-priate to the learning environment they are in, as well as being enthusi-astic within the lesson and/or activity.

3. display self-discipline and behaviour that promotes an atmosphere of re-spect for students, teachers and our whole community.

4. work together for the good of the community. We all want to feel suc-cessful in what we do.

We have specific policies on computer and Internet usage, bullying, and some prohibited items - such as not bringing toy weapons to school - to which all students are expected to adhere.

We also have school policies on lost property, bringing money to school, class parties and birthdays, student place-ments, etc that we are happy to explain fully prior to enrolment. Full details are explained during orientation and are available on the eCommunity intranet.

Attendance and absences

We expect regular and punctual atten-dance. Children who attend regularly are more likely to be successful and make progress at school.

Teachers do not provide work for stu-dents who are absent. If children are absent for a sustained period of time (e.g. travelling) we suggest they keep a daily diary and read for at least 30 minutes each day.

Letters to both the Principal and class teacher are required prior to your travel if: • you intend to travel with your child

while school is in session • both parents are out of Singapore at

the same time

The College requires that at least one parent resides in Singapore on a perma-nent basis. Failure to comply with this will result in a child having to withdraw from the College. If both parents need to be out of the country at the same time for any reason, parents are required to submit a ‘Nomination of a Supervisor dur-ing Temporary Parental Absence’ form. Failure to do so is considered neglectful of children’s safety and parents will be asked to explain the circumstances which led to this situation arising.

Admissions and withdrawals

The academic year starts with an ori-entation day. Full details are sent to all families in July prior to the start of term, along with an introduction, information on your child’s teacher and a welcome let-ter. If your child joins the school after the start of the school year, the Principal will contact you to arrange a meeting prior to your child’s first day of school.

If withdrawing your child from the Col-lege, adequate notice must be given in writing to the Admissions Department. The withdrawal notification deadlines are sent home at the beginning of each school year and can be viewed on the College website.

Parental support

Parental assistance

Parents are warmly invited to join our team of helpers. Parents are contacted by the end of the first month of the school year to establish a database of helpers and a ‘class representative’ is selected for each class. It is important to let the children settle into the school’s routines and it is a few weeks after the annual ex-peditions in Term 1 before parents begin their support in the classes.

Some of the ways in which parents assist include: • working alongside children to support

classroom programmes • helping with class excursions and

field trips • helping to construct teaching appara-

tus and resources • assisting on sports days • helping the class in the library • maintenance, repairing and catalogu-

ing of resource materials • sports team coaching • assisting with the school shows • helping with ‘special event’ days • ‘class representative’ • cooking • computers • supporting the Service and GC pro-

grammes

Parents’ Association (PA)

The PA is an active, invaluable body in the College community, and welcomes the support and involvement of all par-ents. Each grade has a parent represen-tative and there are representatives for different nationality groups. Details of PA activities can be found on the College on-line calendar as well as the PA webpage.

Junior School Guide 11

UWCSEA aims to be as environmentally friendly as possible and has instigated a communications programme relying largely on online mediums. Designed to keep our community informed of College events and news, it also delivers key personal information such as reports and assessments in a secure environment.

Organiser

All students have an organiser or home study diary, which is a vehicle for day-to-day communication between home and school. Parents are encouraged to write any notes or messages to the class teacher, and teachers also use this book to communicate with parents. At times students write reminders for themselves and Grade 5 students use their diary as a reminder for homework and tasks they need to complete at home. Our web-based system represents an electronic extension of this type of communication.

In addition to the organiser, parents can communicate with teachers via phone, email and in person.

eBrief and Dunia

Each Friday, members of the UWCSEA community are emailed the eBrief news-letter containing important information for the coming week. All parents are asked to read the eBrief as it is the main vehicle through which we communicate details of upcoming events.

UWCSEA also produces ‘Dunia’ maga-zine, a celebration of life at UWCSEA, containing articles and reports from all parts of the College community.

eCommunity intranet

Parents are issued with a UserID and Password to access the eCom-munity intranet portals and other online systems, which contain key information, including: • individual students’ attendance

records, medical records and reports and assessments

• staff contact information • parents’ online address book • calendars • news and notices

Parents also use online systems to keep school records update for themselves and their children including: • contact details• emergency contacts • email addresses • medical information

Communications

Meetings and presentations

The College wants parents to feel closely involved in the life of the school and able to contact the staff for an appointment. Information evenings and a number of other presentations are on the annual calendar.

Information evenings are held for parents to keep them informed about pertinent matters at the grade level. For example early in Term 1 there is a Junior School Programme Evening where parents are introduced to the wealth of academic and other opportunities available to students. There is also a presentation for parents new to UWCSEA.

Information evenings are also held to keep parents informed about pertinent matters involving the grade, for example to provide information on expeditions. Other topics addressed at information evenings for parents have in the past included Internet Safety, parenting, Third Culture Kids, and Supporting Literacy. An ‘Into the 6th Grade’ evening (usually in Term 3) is held for parents of Grade 5 students moving into the Middle School.

Once every term, the Junior School Principal also hosts a Principal’s Forum, designed to keep parents up to date with developments and events at the school and to obtain feedback.

12 Junior School Guide

Lunch and snack

Set school lunches, costing around $4, can be purchased via Sodexo, the Col-lege’s caterers. These are ordered in advance, with order forms sent home every month. Students have a choice of main course (Western, Chinese, Indian, salad or packed lunch options are avail-able; there are daily vegetarian and Halal options offered) and a drink. Grade 2 students eat their lunch in class while students in Grades 3 and 4 eat in the canteen. Grade 5 students are able to bring money to purchase their own lunch from the canteen.

Students may, of course, also bring their own packed lunch from home.

Students from all grades may purchase snacks from the canteen at morning and afternoon breaks and after school but not during the lunch break.

All Junior School students eat their lunch from 11:30am to 11:50am. The breaks have been timed so that the Junior School can have adequate use of the campus play areas and canteen.

Drink bottles and drinking water

All students are encouraged to carry a water bottle that closes tightly. This can be used throughout the day, including in class. Please ensure it is labelled with the student’s name. There are numerous water fountains providing chilled, filtered drinking water; to reduce the environmen-tal footprint of the College, bottled water is not sold on the campus.

Sun sense

All students must wear a hat for PE, lunchtime sports, sports team practices, sports days and for any outside activi-ties. UWCSEA sun hats are available from the uniform suppliers. Students without a brimmed hat are not allowed to play outside where there is no cover. We also recommend students keep a roll-on sunscreen to apply before going outside.

Medical matters

The online medical form must be com-pleted for all new students and the school must be informed of any specific disabili-ties or allergies. The system can be up-dated at any time with changes to medi-cal information, for example a diagnosis of asthma.

Students who contract infectious illnesses (such as measles, mumps, mycoplasma and chicken pox) or who have any other illness need to be kept at home until the virus has passed the infectious stage. We are required to inform the Ministry of Health of its occurrence and also to let other members of the class know of pos-sible infection.

College Clinic

The on-campus medical clinic is well equipped to handle minor injuries that occur in school. Most teachers, teacher assistants and secretaries receive regular first aid training. In the case of serious accidents, every effort is made to contact parents immediately. In an emergency the child is taken to the clinic and, if nec-essary, to the nearest hospital (NUH).

Food allergies

The school must be notified of any aller-gies your child has. Parents are required to complete an ‘Individual Health Care Action Plan’ (IHCAP) form. It details the specific procedures to be followed in each child’s case. The College’s staff will not be held responsible for any deviation from these procedures but will endeav-our to do their best in the student’s best interests.

Health and well-being

A contracted transport company provides buses to and from the College every school day. Modern, air-conditioned bus-es with seat belts arrive before 8:05am in the morning and leave the campus at 3:15pm and 4:35pm (for those participat-ing in after-school Activities). The buses serve most areas of Singapore.

Secure bicycle racks are provided for those who cycle to school. Cyclists are required to wear a helmet and to follow the appropriate road regulations.

If driving children to school by private car, parents are encouraged to carpool. Visit www.uwcsea.edu.sg/carshare for details.

Uniforms

The uniform is designed to be comfort-able in Singapore’s climate. The students themselves had a voice in its design.

The Primary, Middle, Upper and Senior Schools each wear a different colour of collared shirt. In Junior School, students wear the turquoise polo shirt with grey shorts, culottes or skirts. Grade 5 stu-dents may also opt to wear long grey trousers. There is a grey school jumper, and shoes should be black.

A separate PE uniform is worn for PE les-sons, and sports uniforms are provided for students participating in representative team sports.

All students are provided with details of the full uniform policy during orientation, covering items such as jewellery, foot-wear, hairstyles and more.

Transport

ValuesThe UWCSEA community expects members to:• behonestandactwithintegrityinallthattheydo• avoidprejudicebydevelopingviewsbasedon evidence and reasoning • becompassionateandmorallyresponsible• embracechallengeinordertomaximisetheirpotential• offerhelptootherpeople• takeaninterestinandenjoyfriendshipswithpeopleof all cultures and backgrounds • minimisetheirharmfulimpactontheenvironment

UWCSEA prepares its students to be:• sensitiveandcompassionate• educatedforachangingworld• highachievers• freefromprejudice• constructivelyenergetic• creativeinaction• self-confidentandengaging• preparedforresponsibilityandservice

Photography credits: Henry Chang; Q. Yang; Dav Rue Media; Joseph Tan; Joy Stevenson; Junior School staff and parents.

Printed on 100% recycled paper

United World College of South East AsiaDover Campus1207 Dover RoadSingapore 139654T +65 6775 5344F +65 6778 5840

AdmissionsT +65 6774 2653F +65 6773 0203admissions@uwcsea.edu.sg

www.uwcsea.edu.sg