Dulwich Highlights
Contents
About Dulwich
1. Our Heritage
2. Pioneering Spirit
3. One Family of Schools
4. Vision & Values
5. Diversity, Equity and Inclusion
Students Come First
6. Students Come First
7. Dulwich Difference – Personalised Pathways
8. Safeguarding
9. Student Support
10. Wellbeing – Compassionate Systems Framework
11. House System
12. Student Leadership and Societies
13. Campus Environment
14. Investing in Teachers
Academic Approach
15. Academic Rigour
16. Academic Excellence
17. Learning Languages
18. Educational Technology
19. SE21 Innovation
20. Library Resources
21. Flexible Learning
Holistic Curriculum
22. Sport
23. Performing Arts
24. Music
25. Art and Design Technology
26. Global Citizenship & Community
27. Sustainability
28. Outdoor Education (+ Forest School)
Dulwich and Beyond
29. University Places
30. Worldwise Alumni Network
31. Friends of Dulwich Parent Community
32. Accreditation
ABOUT DULWICH
Our Heritage
Dulwich College in London was founded in 1619 by Edward Alleyn, an actor and leading light of the theatre and contemporary of William Shakespeare in the Elizabethan/Jacobean era. He formed the school with the purpose of educating children from disadvantaged backgrounds starting with just 12 poor scholars. From these modest beginnings, the College grew to be one of the UK’s leading independent schools with its 70-acre campus, famous for its iconic clocktower and beautiful green open spaces, located in ‘SE21’ in South London. Alumnus P G Wodehouse spoke fondly of his schooldays there and referred to the College as 'Valley Fields' in his books. Also located close by are sister schools, James Allen’s Girls’ School (JAGS) and Alleyns (co-educational).
Today, Dulwich College is an academically selective independent day and boarding school where pupils from all backgrounds feel equally valued. Alleyn’s vision of extending educational opportunity to those who showed potential, regardless of background, has extended throughout the ages in the form of scholarships and bursaries, and in the 1940s the College introduced the ‘Dulwich experiment’, inviting applications for a free place at the College. Eddie George, then son of the local postmaster and later to become Governor of the Bank of England, was one of those recipients attending the College in the 1950s.
Pioneering Spirit
In 2003, British/Singaporean expat couple Fraser White and Karen Yung, were living in Shanghai and searching for an international school for their children. Having come through the UK independent school system, they couldn’t find a school that matched their expectations of academic rigour but with a rich holistic curriculum including sports, music, the performing arts and ‘outward bound’ school trips that nurtured well-rounded students with a global outlook. It was a chance meeting with the Head of Dulwich College in London that planted a seed which would eventually turn into a 100-year global partnership to set up a network of international schools – Dulwich College International (DCI). All schools maintain close links with the founding College in London, with regular exchange of ideas, teaching practice and staff and student visits.
This pioneering spirit, epitomised by the great explorer, Sir Ernest Shackleton, an alumnus of the founding College, continues to drive the group of schools forward today as we instil a sense of adventure in our students.
One Family of Schools
The Dulwich College International network of schools now comprises Singapore, Seoul, Yangon and in China: Shanghai, Beijing, Suzhou and Zhuhai, with plans to open in other international cities. Not only does this growing network provide parents with choice as their careers take them to new places, but it is also an invaluable source of support, sharing of best practice and opportunities for exchange for both students and teachers. There are a number of events in which all colleges participate including the Dulwich Olympiad, Dulwich Games and the MADD Festival for Music, Art, Dance and Drama. Graduating students also have the opportunity to take up positions as gap year assistants or interns throughout our network of schools.
The founding school, Dulwich College in London, has a close and forward-looking partnership with the growing network of Dulwich College International schools. This is underpinned by an exclusive worldwide charter agreement to champion the Dulwich name, ethos and best educational practice in the wider world. Dulwich College in London provides advice and support, for example, in the recruitment of high-calibre teachers from the UK, and also in terms of quality assurance with annual inspections of all schools by staff from London.
Vision & Values
Dulwich College (Singapore) is an international school founded on the ethos and values of the British independent schooling system, but with a global outlook and contemporary approach that reflects the diverse backgrounds of our students who join us from many different countries.
Vision: Live Worldwise: our students have the skills and motivation to make a positive difference in the world.
Mission: Graduate Worldwise: because we teach worldwise, students learn worldwise.
Values:
§ Students Come First
§ One Family of Schools
§ Pioneering Spirit
Motto: Detur Pons Mundo: Building Bridges to the World
The Latin word ‘Exhortando’ (inspire) appears in the Dulwich crest – inspiring students to seize the possibilities of tomorrow. The motto ‘Detur Pons Mundo’ – Building Bridges to the World – is lived out every day by providing a globally-relevant curriculum in an international setting that enables students to navigate a fast-moving world with ease.
Diversity, Equity and Inclusion
With many different nationalities represented at Dulwich, fostering an inclusive environment is a priority for students, staff and parents. As well as being embedded in the curriculum, Dulwich College (Singapore) is taking a whole-organisation approach to Diversity, Equity and Inclusion by assessing current state compared with global benchmarks and identifying any areas of opportunity. Singapore’s multi-cultural festivals are celebrated in school as are international key events such as Human Rights Awareness week, Gender Equality Advocacy Week, Black History Month, International Women’s Day and International Men’s Day.
STUDENTS COME FIRST
‘Students come first’ is at the heart of everything that we do at Dulwich. Whether it is in the on-campus or online environment, all our learning experiences are designed with the needs, talents and capabilities of our students as the focus. We believe that children should be respected and their views should be heard. Helping students cultivate their own voice and choice in the way they learn, and enabling them to become mature learners who can take ownership of their learning, is a big part of life at Dulwich. This is Student Agency and it is critical for academic success and university life.
The College provides a safe, secure and stimulating environment and believes in educating the whole child. Children gain knowledge and understanding of the world by questioning and actively solving problems and working collaboratively together. Awareness of the natural world and its resources is important as children learn to live their lives honestly with a spirit of respect for themselves and others. The College challenges each child to be the best they can be and supports them in developing a lifelong love of learning.
The Dulwich Difference – Personalised Pathways
Personalised Pathways represents the opportunity for students to follow a path that reflects individual choice, ability and personality, with enrichment opportunities both in and outside of school subjects. This starts in Early Years with the aim of learning being child-led, child-initiated and interest driven. Through child-led play, children develop their knowledge and skills at their own pace, navigating their own learning paths, guided by the teacher. The curriculum is designed in a way that promotes ‘voice and choice’ with learning opportunities woven around the areas of interest identified. Encouraging students to be the ‘agents’ of their own learning fosters knowledge acquisition and retention.
In Junior School, children continue to develop their passion and curiosity for learning. Teachers recognise that different students have different strengths and areas for growth and plan lessons accordingly to meet individual needs. Students are supported by teachers to be increasingly reflective about their work and to take greater ownership of their own improvement journey. Curriculum lessons cover a foundation of core subject knowledge and concepts, and students are encouraged to explore these concepts in new contexts of their own choice. In this way, not only do students develop a strong knowledge of the core subjects, but are also able to transfer learning between contexts and achieve deeper learning and thinking through comparison and analysis.
In Senior School, students now have a greater variety of I/GCSE options beyond the core subjects, including Film, Drama, Dance, Art, Design Technology, Physical Education, Food & Nutrition, Business Studies and Economics. Mandarin is taught at three levels: as a foreign language, as a second language and as a first language to cater for all abilities. First language arrangements also exist for European languages. At IB level new subjects such as Philosophy and Global Politics are being introduced.
Other examples of Personalised Pathways include the Outdoor Education programme (including the Duke of Edinburgh’s International Award) and the Ignite! Exceptional Performance Development Programme for students wishing to excel in Sport, Music or the Performing Arts. The annual Dulwich Challenge pin is awarded to those students who demonstrate a high level of commitment to the College in areas beyond academia, showing that they are preparing themselves to make a difference in the world.
Safeguarding
Because we put students first in all that we do, safeguarding and child protection are of paramount importance and we make certain that every step is taken to ensure the safety and wellbeing of each child in our care. It is our responsibility to ensure that each child forms stable relationships with adults, built on trust and consistent support for children’s individual needs. This child-centred approach guides the behaviour of all professionals in our school and is based on the United Nations Convention on the Rights of the Child.
Safe recruitment procedures and extensive background checks are in place for new hires, and the College undergoes an annual safeguarding audit. All staff take part in regular safeguarding training and students also have age-appropriate lessons in safeguarding.
Student Support
Dulwich College (Singapore) has a multi-disciplinary team of professionals to support our students throughout their journey across the College. The team includes Learning Support Teachers, English as an Additional Language Teachers, Social and Emotional Counsellors, University and Careers Counselling and the Nursing Team. A holistic approach to student learning and wellbeing is used through a philosophy of diversity, equity and inclusion. Our aim is to support our students in the most effective and least intrusive way possible. This can be through one-to-one coaching, small group sessions or within the classroom context. We seek to enable students to flourish through their own personalised pathways.
Wellbeing
Wellbeing classes are built into the curriculum as are a variety of physical education, drama, dance and music activities to keep students moving and allow them to express themselves through different mediums.
The College has also partnered with MIT (Massachusetts Institute of Technology) in Boston to introduce the ‘Compassionate Systems Framework’ which is a model of teaching and thinking that allows students to explore the interconnectedness of the world around them, and prepares them to understand and respond to complex and challenging global issues as identified by the UN Sustainable Development Goals. This approach not only supports the wellbeing and mental health of students, but also encourages deep-thinking skills which will serve them well into their adult lives.
House System
Students at Dulwich College (Singapore) each belong to one of four Houses with their own colour: Shackleton (green), Mandela (blue), Earhart (purple) and Lee (red). Each House is named after a pioneering leader from Europe, the Americas, Africa and Asia-Pacific – Sir Ernest Shackleton, intrepid polar explorer and Dulwich alumnus; Amelia Earhart, aviation pioneer; Nelson Mandela, anti-apartheid campaigner and Lee Sun Chau, doctor and pioneer for women in the medical field.
Being part of a House at Dulwich offers students a sense of belonging and camaraderie, with the opportunity to take part in friendly competitions as well as earning House points in lessons. In DUCKS, the focus is on helping the children to feel part of something that is bigger than themselves, engaging and supporting others while earning House points that relate directly to the Guiding Statements of the College. The House system helps younger children to develop attributes such as compassion and being gracious, determination and resilience as well as responsibility to others and kindness.
The House system also serves as a platform to make a positive difference within the school community and the wider world. Each House focuses on a different UN Sustainable Development Global Goal for the academic year, and this gives students the opportunity to collaborate with other students from across year groups, work closely with staff outside of their lessons, gain leadership experience and make a real impact by running events and projects for their peers.
Student Leadership and Societies
There has been a long history of students forming leadership groups within Dulwich dating back to the first student societies created in Dulwich College in London back in 1874. In line with the belief that ‘Students Come First’, Dulwich College (Singapore) is continuing this tradition with a strong focus on student leadership and nurturing students to ‘Graduate Worldwise’ with the skills, leadership experience and values which will make them happy, successful and engaged members of society when they leave school. There is a plethora of student leadership opportunities throughout the College, coupled with an extensive range of enrichment opportunities. Starting from a young age, children are encouraged to take on responsibilities within the classroom, as well as more formal leadership roles ranging from House Captains and Student Council Representatives to Community and Sporting Ambassadors, right up to Head Girl and Head Boy. Dulwich College International also hosts a Student Leadership Conference.
The Student Union of Societies is the umbrella structure through which students can meet and collaborate on an area of interest or simply enjoy a shared activity together. These societies, which are led by Senior School students and supervised by a member of staff, promote interest and learning in any area of life from Chess, Dungeons and Dragons and Robotics through to Music, Drama and Sustainability. They present a great opportunity for students to develop their leadership skills and ignite their passions.
Investing in Teachers
Good learning is a meaningful experience where students enjoy making connections between new and existing knowledge, skills and understanding. Students are engaged, challenged and are able to reflect independently and collaboratively on their progress.
Good learning takes good teaching, and we believe in recruiting the very best teachers and investing in their continuous professional learning and development. As part of the Dulwich College International network of schools, our teachers have access to a much broader range of opportunities for personal and career enhancement, including spending time or working at other Dulwich Colleges overseas to enhance their experience of teaching and learning in a different context. This enables the sharing of best practice and transfer of experience. Teachers are also supported by Directors of Education, who are leaders in their field, at both the College and DCI Group level.
Campus Environment
Our purpose-built state-of-the art campus designed with a ‘student-first’ approach offers outstanding facilities and first opened its doors in 2014. The design of our campus revolves around three main focal points to support our holistic learning philosophy – a green, sustainable urban environment, an open and conducive learning community and a reflection of shared values of community and culture.
The educational environment is designed to nurture the intellectual, physical, social, and emotional development of our students. The world-class facilities include a Performing Arts Centre, playing fields and gymnasiums, swimming pools, science and IT laboratories, an IB Centre, suites of music and art rooms, design and technology workshops, roof-top green spaces including a herb and fruit garden, dining rooms and coffee shops. Every classroom at our school is spacious, bright, well-furnished and conducive to collaboration and creative interaction.
Students, staff and all visitors to campus are encouraged to rethink, re-use, reduce and recycle. Measures to aid this include an onsite food waste composter and energy efficient building management systems with information made available to students.
ACADEMIC APPROACH
Academic Rigour
Academic rigour is not just about grades, entrance tests, exams or university placements – although these can be a welcome result of academic rigour. Academic rigour is a process and is about culture, the environment and the conditions that provide opportunities for all students to be engaged, challenged and supported. Dulwich College (Singapore) is an academically selective school with an emphasis on a rich, well-rounded education including sport, music, the performing arts and a wide range of other co-curricular activities. We believe education has to be as flexible, creative and adaptive as our increasingly complex, ever-changing world. This is why we equip our students with the character to stand up and stand out, now and in the future.
Learning is effective when it is personalised, relational, has a clear purpose and when it is adapted and applied. Following an enriched English National Curriculum with an international perspective, the approach is to bring out the best in every student from DUCKS (early years Pre-Nursery Toddler – Year 2; age 2-7), to Junior School (Years 3 – 6; age 7- 11) to Senior School (Years 7 – 13; age 11-18). The curriculum is designed to equip students to meet and exceed the end of year expectations of equivalent year groups in the UK.
§ DUCKS (Dulwich College Kindergarten School)
In DUCKS, the focus is on educating the whole child and progresses from Early Years Foundation Stage (EYFS) in Pre-Nursery (Toddler), Nursery and Reception to an enriched version of the English National Curriculum (ENC) in Years 1 and 2. The aim is to strike a balance between student self-guided exploration and explicit teaching of core competencies, particularly in reading, writing, phonics, maths and Mandarin, ensuring that children are able to meet developmental milestones and achieve their academic potential. Above all, the focus is on developing confident and happy children with a zest for life and a love of learning.
§ Junior School
As children move through the Junior School the structure of the timetable changes in line with their developmental age. All children receive banded learning for mathematics and Mandarin, but remain with their class teacher for most lessons up to Year 5. In Year 6, in preparation for the transition to Senior School, children are taught by different subject teachers for each area of the curriculum. The College also prepares students returning to school in the UK or elsewhere for success in 7+, 11+ and common entrance examinations.
The emphasis in Junior School is not only on deeper learning and the mastery of academic content, but also on developing critical thinking skills and an academic character that inspires self-motivated learners and long-term success. The goal is to foster the long-term retention of valuable knowledge, concepts and skills and the ability to transfer what has been retained into different contexts and situations.
§ Senior School
The approach in Senior School is to not only develop subject proficiency and skills, but also lifelong, transferable skills such as research, communication, thinking, social and self-management skills. This ensures students can take ownership of learning in school and life beyond, as well as developing a lifelong love of learning. In Years 7 and 8 the curriculum has been designed to develop individual subject-based skills and build knowledge and understanding to provide a strong foundation for the IGCSE, IB programmes and beyond. Dulwich is the only school in Singapore to offer a three-year IGCSE (International General Certificate of Education) programme which commences in Year 9, with a number of core and optional IGCSEs to choose from. Students then move onto the IBDP (International Baccalaureate Diploma Programme) in the last two years before university. The College will also be introducing the IB Career-related Programme (IBCP) from 2022 to give students more choice in specialist subjects and provide them with the future skills they need for the rapidly evolving workplace.
Academic Excellence
§ IB Diploma Results
In 2020, the first Dulwich College (Singapore) graduating cohort of Year 13 students achieved an IB average of 37 (out of 45 points) against a world average of 29 and a Singapore international school average of 34. The top 33% of these Year 13 students secured an average of 40 points. 42% scored 38+ points and 65% achieved results of 37+ points. More importantly, the College enjoyed a 100% pass rate with 100% of students securing their first choice of university for September 2020.
§ I/GCSE Results
107 students were assessed over 1059 different subject options. 53% of all grades were at A* or equivalent, 78% at A*– A or equivalent, 92% at A*– B or equivalent and 99% at A*– C or equivalent. These results were consistent with previous years' results: the percentage of A*– A grades in 2018 was 77% and in 2019 the figure was 75%. In total, 41% of students obtained A*/A or equivalent in all their I/GCSE subjects.
Learning Languages
At Dulwich, we believe that learning another language is not only highly stimulating for mind development at an early age, but is also a great way to develop a deeper awareness of and appreciation for other cultures. We cater to students at all levels from complete beginners to native speakers, tailoring classes accordingly.
From the age of two, children in DUCKS benefit from being exposed to Mandarin throughout the day, courtesy of the Chinese co-teacher who works in partnership with the class teacher to deliver a dual language programme. The programme exposes young learners to English and Mandarin in their natural learning context throughout the day rather than just through formal language opportunities. By providing an environment rich in learning opportunities, with one teacher focusing on English and a second on Mandarin, young children gain the confidence to use language with meaning rather than just through imitation.
In Junior School, students continue learning with daily Mandarin lessons and in Senior School students also start learning another European language (French/Spanish/German). We emphasise the relevance of language learning, and encourage students to enjoy using their language skills across a variety of contexts. We have introduced a first language programme which enables students who speak another language at home to develop their language skills and literary appreciation to a higher level, and we have a growing number of students who are accessing the bilingual diploma option at IB.
Educational Technology
At Dulwich College (Singapore), the use of educational technology is integrated throughout the curriculum to enrich the learning experiences students engage in. Building on a core foundation of digital literacy skills, students develop the agility required to take advantage of new technologies as they emerge, so they can embrace the opportunities of the future.
The focus on core academic skills, including being able to write by hand, remains. Where technology is used, it is to enrich the teaching of skills, not replace them. Devices and software are used to support and enhance learning and teachers are skilled at balancing this effectively alongside other practical learning, independent work, group work, whole class teaching and physical activity. Creative thinking drives the use of technology supporting a progressive and high level of skill acquisition throughout the College.
In DUCKS and Junior School, children have access to a wide range of school-owned devices (including pen-enabled devices) and applications. As the students grow in independence and proficiency and transition into Senior School, they bring their own devices. In time, students become confident, competent and responsible digital citizens who can use technology to not only enhance their own learning but also their own lives.
SE21 Innovation
SE21 is not only the postcode for Dulwich College in London, but is also the name of the Dulwich innovation programme:
S: Science, Technology, Engineering, Arts & Mathematics (STEAM)
E: Entrepreneurship and Environmental Sustainability
21: 21st Century Skills developed in our Approaches to Learning (ATL) Framework
Dulwich recognises that many of the jobs our children might be doing in 10 years’ time don’t even exist now. Nurturing students equipped with skills for the future workplace informs the College’s approach to STEAM and is underpinned by partnerships with cutting edge organisations such as F1 in Schools and Rolls-Royce.
Work will soon commence on developing a brand new SE21 hub and IB Centre at Dulwich College (Singapore). Students will be engaged in entrepreneurship and real-world problem solving, pulling in elements of engineering, filmmaking and project-based learning, including robotics, coding, CAD/CAM (computer-aided design and manufacturing) and virtual reality.
Library Resources
Dulwich has three libraries which serve as the much-loved hub of each school – a favourite place for students, staff and parents to immerse themselves in reading, research and learning. Each library is custom-built with different resources and a unique design to suit the ages of the students it serves, with a mission to inspire, develop and foster a passion for reading. Collectively the three libraries hold more than 45,000 titles, but in the 21st century libraries are no longer just the ‘keepers of books’ and they have embraced digital resources that can be accessed 24/7. Each library is staffed by a qualified teacher-librarian, library assistants and student and parent volunteers. In the knowledge that students come to reading with different challenges and experiences, the staff collaborate with teachers to run different events and challenges over the course of the year to extend and develop students’ reading. The teacher-librarians also deliver a curriculum that embraces information literacy skills, which includes educating our students to be academically honest and information-savvy when researching.
Flexible Learning
For a long time now, universities have been promoting hybrid or blended learning and we believe this should be our model for the future. A flexible learning programme rooted in the best educational research that places students at the centre can work equally well on campus or online. This approach can offer differentiated and personalised instruction that focuses on a competency-based model, rather than a time-based one. This is a pathway to personalised learning in the 21st century: one size has never fitted all and our children deserve the best.
Periods of E-Learning have given us the opportunity to refine our approach so that Dulwich is now well placed to provide holistic learning in any context. Beyond the technology, our emphasis is on recreating the Dulwich experience at home (when required) by ensuring we retain a healthy mix of drama, music, art and sport as well as academic subjects. Teaching is at its best when it’s interactive and engaging, so when learning does occur at home, it is always punctuated with a variety of activities including live lessons with teachers via video, pre-set tasks and fun elements such as quizzes and competitions. We practice safe, not social, distancing because we recognise that keeping the social connection and school spirit alive is imperative whatever the circumstances.
HOLISTIC CURRICULUM
One of the outstanding elements about an education at Dulwich College (Singapore) is the calibre of partners we work with to create bespoke programmes. From the Royal Shakespeare Company to Rolls-Royce, students have the opportunity to learn from exceptional practitioners who are leaders in their field.
Sport
Dulwich College (Singapore) is known for its sporting prowess and has achieved much success in local and regional inter-school competitions. Equally important, is the College’s belief that, whilst still competing at the highest level, all students should have access to sport, regardless of ability – the chance to experience being part of a team, and the great camaraderie and development opportunities that affords.
Students can take part in many sports at Dulwich including football, rugby, touch rugby, netball, basketball, athletics, tennis, badminton, swimming, gymnastics, cricket and hockey. At Dulwich, if 100 students sign up to play football or netball, then we will field as many teams as we need to give everyone the chance to play. As part of the Dulwich College International network, students can be selected to take part in the Dulwich Games and the Dulwich Olympiad and also in external competitions such as those hosted by ACSIS (Athletic Conference of Singapore International Schools), FOBISIA (Federation of British International Schools in Asia) and other prestigious international competitions to ensure students are challenged and given an opportunity at every level.
At Dulwich College (Singapore), sports and academic excellence go hand-in-hand, as students have the option to develop personalised pathways through sport and academic study, linking into their university and future career opportunities. In Senior School, students can elect to study Physical Education as a GCSE option (Years 9 to 11) and also Sports & Exercise Science at IB level (Years 12 to 13).
Underpinning all of our sporting endeavours is the notion of good sportsmanship and fair play, which applies to players, parents and coaches. This is encapsulated in our Dulwich College (Singapore) initials DCSG: Determined, Courageous, Skilful and Gracious. These behaviours define the individual character traits we nurture and develop through our sports programme.
§ Ignite! – Exceptional Performance Development Programme
At Dulwich College (Singapore) we have many students who have both academic and athletic aspirations. High performing sports students seeking to play to the highest standards have the ability to further develop their talents through the Ignite! Exceptional Performance Development Programme, a student athlete support programme focusing on four developmental pillars:
— Physical Conditioning – individual periodized training programmes and health and fitness plans
— Technical and Tactical Skills – sport-specific skills building
— Sports Psychology – the cognitive ability to think clearly under pressure and clear goal setting
— Lifestyle Mentoring – mentoring and support to balance all areas including academic performance, managing injuries and maintaining a healthy positive outlook
Performing Arts
Dulwich College in London was founded in 1619 by Edward Alleyn, an actor and leading light of the theatre and contemporary of William Shakespeare. Through his association with Philip Henslowe and Christopher Marlowe, Alleyn ignited the theatres on London’s Bankside with thrilling and groundbreaking plays. Alleyn was played by Ben Affleck in the Oscar-winning film ‘Shakespeare in Love’ and you could say drama and the expression of language is in our DNA. Pursuit of the arts is a staple of school life and we devote considerable resources to creating opportunities for our students to experience all areas of the arts.
Creative subjects allow physical exploration of creativity and problem solving. From learning how to compose a piece of music, create a piece of artwork, stage a performance and choreograph a dance to designing a product to solve a problem, the arts opportunities at Dulwich College (Singapore) ensure that our students are prepared for the challenges of the 21st century. All students are encouraged to take to the stage, whether that’s joining in Chinese New Year, Deepavali, Hari Raya or Christmas celebrations, treading the boards in the school play or performing at the MADD (Music, Art, Drama, Dance) Festival.
Through co-curricular partnerships, students can take extra classes in acting, public speaking and musical theatre to prepare for LAMDA (London Academy of Music and Dramatic Art) examinations. Dance classes are offered from Year 3 to Year 13 and students have the opportunity to work with Auckland Dance during a week's residency at the College. In addition, Dulwich College (Singapore) is an International Schools Theatre Association Global Partner school. ISTA produces and runs many workshops, festivals and other artistic and cultural events each year designed to inspire and engage
students and teachers alike.
With a magnificent Performing Arts theatre and two Black Box studios, there is plenty of opportunity for students to hone their craft. A highlight of the programme is the partnership with the RSC (Royal Shakespeare Company), when RSC actors from the UK visit the College and spend a week working with students and teaching them techniques to expand their range. Students can also enjoy the Dulwich Shakespeare Festival which is hosted by a different Dulwich College each year.
§ Ignite! – Exceptional Performance Development Programme
Students looking to specialise or develop a career in the Performing Arts can apply to join the College’s Ignite! Exceptional Performance Development Programme, which affords them extra development opportunities and coaching. Ignite! students can take on larger and more challenging roles in smaller cast performances, participate in specialised workshops not in the curriculum such as make-up artistry and masterclasses in audition technique and receive support in creating a performing arts portfolio. Ignite! students will also have a dedicated mentor from the faculty to nurture them in their pursuits and guide them in identifying a career path – whether that’s as a performer, creator, director, designer or choreographer.
Music
Music is an integral part of the curriculum starting in DUCKS where children are encouraged to sing, dance and listen to a variety of musical genres. In Junior School, every student is given an instrument which they can take home to practise. One instrument that you can’t take home to practise is the magnificent Dulwich pipe organ – the second largest in Singapore with three keyboards and 2,432 pipes! The organ is the centrepiece of the College’s 742-seat Alleyn Theatre for Performing Arts, and adds another dimension to the extensive music programme.
The College’s excellent music facilities include a music technology suite with recording and sequencing software and numerous musical applications, as well as well-resourced rehearsal, performance and practice rooms. Students are encouraged to explore, experiment, create, produce and perform a variety of musical styles in a local and global context. Senior School students can further hone their skills by joining the Dulwich College (Singapore) Music Society – a student leadership and service programme which gives students experience in organising, producing and directing student-led whole College music events including Battle of the Bands and The Voice.
Students have the opportunity to participate in an extensive range of orchestral, instrumental and choral ensembles and can join the school Philharmonic Orchestra, Choirs, Barbershop, Strings, Concert Band, Swing Band and even Rock School. Students also have opportunities to perform in public and work with professional musicians through events such as the MADD Festival (Music, Art, Drama and Dance), the Dulwich Festival of Music, Diversity Festival, ISCMS International Schools Choral Music Society Festival and FOBISIA music festivals. In addition, students can broaden their musical horizons through Dulwich partnership programmes such as singing with the Vienna Boys’ Choir or playing with musicians from Berklee College of Music, Boston USA.
§ Ignite! – Exceptional Performance Development Programme
Students who are dedicated to excellence in music and are already spending a considerable amount of extra time outside of school practising and performing can apply to join the College’s ignite! Exceptional Performance Development Programme. In preparation for a career in music, students work alongside music staff in the production of events, leading ensembles, sectionals, conducting and developing their musical talent and performance skills. The programme helps students to build up a network of contacts in the music industry by participating in workshops and talks by music professionals. They leave school with a comprehensive music performance portfolio, having developed excellence in more than one instrument (if they wish to do so) and having had exposure to the wider world of music through concerts, trips, tours and talks.
Art
Creativity is fundamental to the student journey at Dulwich College (Singapore) and students throughout the College have the opportunity to express themselves through a wide range of media. The College has a vibrant art programme within the curriculum and has cultivated collaborative relationships and partnerships with top educational and artistic institutions throughout the world, offering students direct access and exposure to creative industries, while developing transferable skills that will prepare them for life after Dulwich. Students have many opportunities to showcase their talents including regular exhibitions at the College, as well as inter-Dulwich contests such as the Dulwich Science Art Photography Competition. Students also have the opportunity to learn more about pursuing creative careers in design from IKEA, architecture from the Pomeroy Academy and art from the Singapore Art Museum and Lasalle College of the Arts.
Design and Technology (DT)
The Design and Technology curriculum challenges students to solve real world problems using state-of-the art technology and design principles. Coupled with the DT co-curricular activities, the extensive programme affords students many avenues to explore their passions including makerspace, fashion design, engineering, F1 in Schools and other STEAM (science, technology, engineering, arts and maths) challenges. Student leaders in design and art also take on the responsibility of spreading knowledge through inspiration, community activities and peer teaching.
Global Citizenship and Community
We are shaping the global citizens of the future and want them to be outward-looking with a keen sense of adding value to the community within which they live and a responsibility to nurture the planet for future generations. At two years of age, a child believes anything is possible. We believe they should never stop thinking that way. We believe intercultural understanding can be deliberately developed as a skill set and this is our route to achieving the vision of Graduate Worldwise.
Our partnership with United World Schools (UWS) is a great way to see our student leadership in action. UWS is a charitable organisation that works in some of the world's poorest regions to give every child access to free education. Dulwich College (Singapore) partners with them in the running of our sister school, UWS Ngang Som Toch Primary School, in Cambodia. Dulwich students have been selected as UWS Student Ambassadors where they have the opportunity to develop communication, project management and leadership skills, and increase their global awareness and knowledge of international development. Participation is an asset for future university and employment applications and students will also learn valuable workplace and employability skills. And, perhaps most importantly, these Student Ambassadors will be able to make a real and tangible difference to the lives of previously out-of-school children.
Students, teachers and parents are also very active in supporting a number of local charities in Singapore.
Sustainability
We have a unique responsibility to educate our students and our community about caring for the planet on which we all rely and which our children and grandchildren will inherit. Our relationship with the natural world not only sets an important example for our students but it also reflects our core values. We believe that we have a responsibility to equip our students with the scientific evidence and critical thinking skills required to inform their own decisions, and to empower them to take action to support the environment. Many aspects of our programmes, the curriculum, the activities students engage in and the events we hold for students are linked to the United Nations Sustainable Development Goals and we seek opportunities for our students to understand deeply these challenges.
At Dulwich College (Singapore), we have committed to 100% carbon neutral electricity and reducing the amount of single use plastic on campus. We focus on making smart design decisions both in the classroom and in building natural outdoor learning environments. Students participate in community initiatives such as beach clean-ups and can also access other opportunities across our network such as the annual Eco Explorers Camp.
In recognition of our efforts, WWF (World Wildlife Fund) has granted Dulwich College (Singapore) Silver Award status in the WWF Eco-Schools programme for championing a sustainable future and integrating sustainability into the College’s philosophy, culture and teaching.
Outdoor Education
At Dulwich College (Singapore) we believe that education goes beyond books, screens, bricks and mortar. The purpose of the outdoor and adventurous education programme is to develop creativity through exploration, build resilience through challenge and foster environmental, individual and social responsibility through community interaction. This can be achieved through a combination of outdoor play, adventurous activities, team building exercises, environmental service projects and expeditions in Singapore and beyond. Through these programmes, students are given the opportunity to connect with nature and each other, learn how to think critically, cope under challenging circumstances and adapt to change with compassion, empathy and integrity. In learning these vital life skills, students have fun, develop firm friendships and take away memories that last a lifetime.
Beyond the expedition programme, students can participate in many outdoor education programmes including Scouts, The Duke of Edinburgh’s International Award and other co-curricular activities. In Year 12, the DCSG programme culminates with the 'Shackleton Project', the most demanding of all the adventure challenges. Students who select this project spend 10 months planning every aspect of a week-long student-led expedition.
§ Forest School
Dulwich is the first international school in Singapore to introduce Forest School, accredited by the UK's Forest School Learning Initiative (FSLI), into the DUCKS early years programme. Dulwich is pioneering the movement here to provide real world learning and problem-solving opportunities to young children in a natural environment. Forest School builds on the Nordic concept of ‘Friluftsliv’ (open-air living) – going back to the forest – where the landscape itself provides both the stimulus and the arena of learning and has myriad positive effects on children’s physical and mental wellbeing. This allows children to develop and apply academic skills, build emotional resilience and learn to manage risk through self-initiated interactions with nature.
DULWICH AND BEYOND
University Places
Dulwich College International students gain places at world-class universities around the world, including Oxford and Cambridge in the UK, Ivy League+ universities in the USA such as Harvard, Yale and MIT and leading academic institutions in other countries, such as Australian National University, McGill University in Canada, Tsinghua University in China and Seoul National University in Korea.
At Dulwich College (Singapore), students benefit from an in-house team of highly experienced University and Careers Counsellors, who not only help them make informed choices about their future options based on their strengths and preferences, but also have excellent working relationships with the Admissions Departments of universities around the world.
In 2020, the first graduating cohort of Year 13 students from Dulwich College (Singapore) all secured their first choice of university for September 2020 at top universities in the UK, Europe, North America, Australia and New Zealand. Institutions included University College London in the UK, Polimoda in Italy, University of Notre Dame in USA, University of Sydney in Australia and the University of Otago in New Zealand. Their choice of studies reflected a broad spectrum of interests. Fields within the Social Sciences included Law, Economics, History and Chinese; the STEM field included Computer Science, Medicine and Health Sciences and the Creative Industries field included Music, Interior Design and Fashion Design.
Worldwise Alumni Network – International Old Alleynians
All Dulwich College International ex-students are invited to join the Worldwise Alumni Network as International Old Alleynians. As well as a great way to stay in touch with old school friends and connect with the DCI global community, alumni have access to a host of benefits. These include professional networking and social events, career counselling and mentorship opportunities, job boards and internships, community outreach initiatives and creative engagement in the spheres of innovation and entrepreneurship. There are also strong links with the Dulwich College in London Old Alleynians network, such as the Oxford and Cambridge dinners for students who went to university there, as well as other co-hosted events around the world in various locations including Singapore, Shanghai, Seoul, Hong Kong, London, Amsterdam, New York and Toronto.
Alumni can register by visiting the Worldwise Alumni Network website (minimum 18 years age requirement) and parents interested in mentoring, offering job opportunities or promoting business services are also welcome to sign up.
Friends of Dulwich Parent Community
Dulwich College (Singapore) has a very friendly and welcoming parent community, underpinned by a group of parent volunteers who make up the Friends of Dulwich (FoD) committee. There are also parent representatives for different nationalities to make sure everyone feels welcome and settles in as quickly as possible. FoD undertakes a range of activities including social events for parents and children, raising money for local Singaporean charities and supporting teacher, student and parent-led projects. In addition, they run the very popular Secondhand School Uniform Shop and coordinate lost property.
Accreditation
The Deputy Master (External) and Independent Schools Inspectorate ISI-accredited inspectors from Dulwich College in London visit Dulwich College (Singapore) to evaluate all areas of the College, including delivery of the curriculum, to ensure the Dulwich reputation for excellence is being upheld. Dulwich College (Singapore) is authorised by CAIE (Cambridge Assessment International Education) as well as Edexcel, AQA (Assessment and Qualifications Alliance) and CCEA (Council for the Curriculum, Examinations & Assessment) to offer courses leading to the GCSE and IGCSE examinations. The College is also an International Baccalaureate School and is authorised to offer the IB Diploma Programme and IB Career-related Programme.
The Committee for Private Education (CPE) – the Government body that regulates all Private Education Institutes (PEIs) in Singapore including international schools – has awarded the 4-Year EduTrust accreditation to Dulwich College (Singapore) in recognition of sustaining an excellent level of school management and high quality education standards and welfare for students. The College is also a member of the Council of International Schools (CIS) and is currently going through the rigorous process to receive full accreditation.
In addition, the College is a member of FOBISIA (the Federation of British International Schools in Asia) which not only promotes excellence in British-international education, but also hosts a number of regional sporting competitions and other events for schools in Asia.
