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Definition and principles of learning
How can there be peace without people understanding each other, and how can this be if they don’t know each other?

Lester B.Pearson

Early supporter of Pearson College, former Prime Minister of Canada, and Nobel Peace Laureate

The striking feature of the UWC is that they embrace the entire world. They are unique and they are conscious of their responsibilities.

Nelson Mandela

Late Honorary President of UWC, Former President of South Africa

We have realized our dream to create a dream school for you. Please go out and realize your dream and other’s dreams.

Wesley Chiu,

Member of UWC National Committee of China, board member of UWC Changshu China

The sense of idealism and a purposeful life really makes the UWC experience unique and its impact life-long.

Wang Yi

Co-Founder, Vice Chairman of Board and Executive Director of Harvard Centre Shanghai. Pearson 89-91

UWC was one of the ten members of the international schools association that created the International Baccalaureate Organization in Geneva in 1963 … today, they are taken in over 4,000 schools worldwide and have become the gold standard for university entrance.

Sir John Daniel

Chair of UWC International Board and International Council 

I regard it as the foremost task of education to ensure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self-denial and above all, compassion.

Kurt Hahn

German Educator, Founder of United World Colleges

Definition of learning

To achieve the UWC mission: “UWC makes education a force to unite people, nations and cultures for peace and a sustainable future”, UWC Changshu China defines learning as an iterative process in which we engage and inquire, reflect on the experience considering diverse perspectives, and intentionally apply what we learn to better ourselves, our communities, and the world.

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Principles of learning

To enact our definition of learning, and to always focus on our four competencies, we have created 10 principals of learning. At UWC Changshu China, we believe effective learning happens when it is:

Purposeful
We demonstrate competencies that will allow us to address present and future challenges and promote peace and sustainability.
Experiential
Our learning is experiential, encompasses multiple dimensions, and is extended when we explore the unfamiliar and take informed risks.
Intrinsically motivated
We have ownership of our learning and make informed and meaningful choices supported by evidence-based practices that support learner agency, relatedness and mastery.
Reflective, evidence-based and iterative
We value research and reflection as iterative processes based on transparent feedback, discussion, and collaboration that promote deeper learning and broader understanding of ourselves, our community, and the world.
Inclusive
We proactively seek out, engage with, support and embrace diverse perspectives, abilities and life experiences.
Community-oriented
We value community engagement and authentic service as opportunities to learn, grow, and bring about positive changes on our campus in our local Changshu community, and in other communities we are part of.
Social, emotional and ethical
We understand how our thoughts, feelings and behaviors influence our internal and social worlds. We develop genuine resilience and foster healthy and safe relationships with community members.

And we believe that effective learning must be supported by:

Community wellbeing
We understand that individual and group wellbeing is the foundation on which all other aspects of community life reside. Community environment, norms, systems, practices and relationships underpin this foundation.
Governance and leadership
Decision makers examine and develop systems and structures that promote our learning goals, mission, and values. While doing so, the process is transparent as possible, and thus creates trust between stakeholders
Sustainable, intentional use of time and space
The design of learning spaces and the structuring of learning time are sustainable and shaped by our intended learning goals and pedagogical model, which includes taking positive action around issues of sustainability.

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