Community Engagement

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At UWC Thailand, community engagement is an integral part of our educational model, fostering a commitment to sustainable development and promoting shared humanity.

Through participation in community projects, our students develop empathy, leadership skills, and a sense of social responsibility. We provide opportunities for students to apply classroom knowledge to real-world challenges, supporting local and global communities through initiatives like beach clean-ups and sustainability projects. Community engagement is not just about helping others; it is a catalyst for personal growth, cultivating essential skills and deepening understanding of the world. We encourage students to become active agents of positive change, making a meaningful impact both within and beyond our school community.

Early Years and the Primary Years Programme

Service participation is integral to our Primary Years Programme (PYP) promoting engagement, leadership, and the internalisation of our school's values in real-life situations. Our students are empowered to become active global citizens, making connections between their learning and the community and identifying areas where they can make a difference. With a focus on marine ecology and the environment, our students engage in social and environmental programs and fieldwork, culminating in the PYP exhibition.

Grade 6-8 Middle Years Programme

In grades 6-8, UWC Thailand students engage in experiential learning and service activities to develop their leadership, event planning, and social entrepreneurship skills in real-life situations with community partners. The Action as Service program is delivered through the Experiential Learning Curriculum, building on the ‘service as action’ component in primary school and continuing as an essential part of the learning process. Students are encouraged to make connections between what they learn in their MYP and their surroundings, considering what they can give to the community and what benefits the community can bring to them. Through Experiential Learning and service activities, students develop a sense of self and responsibility in their community and gain awareness, concern, and responsibility for the local and global community. Students may participate in a range of actions, from small-scale changes to larger projects and lobbying for change.

Grade 9 & 10 Middle Years Programme

The Experiential Learning curriculum in grades 9 and 10 at UWC Thailand empowers students to take on leadership roles and plan, organise and implement service activities, reflecting their growing maturity and autonomy. Through the use of the Personal Project platform, students are encouraged to apply their skills and talents in service that makes a meaningful contribution and has a positive impact. Grade 9 students focus on developing leadership skills through the Bronze Duke of Edinburgh scheme, while Grade 10 students focus on developing their skills as social entrepreneurs through a personal learning plan.

Our Experiential Learning curriculum aims to promote high levels of student involvement in planning for action, with authentic connections to the curriculum. Regular opportunities for self-directed student reflection, consideration of ethical issues, and guided practice in critical reflection are also emphasised. We stress the quality of interactions with our service partners, providing diverse opportunities for service with others throughout the programme. This includes learning about important issues, informing others, engaging in advocacy, organising and taking individual and collaborative action, mutual exchange principles and sustainable activities and relationships.

Grade 11 and 12

In Grades 11 and 12, all UWC Thailand students, regardless of their academic pathway, participate in the International Baccalaureate (IB) Creativity, Activity, and Service (CAS) program. CAS provides a framework for our students to engage in meaningful service activities that benefit themselves and the community.

Our students take part in a wide range of service activities, including direct service, advocacy, and fundraising, enabling them to develop leadership skills, empathy, and a deeper understanding of the world around them. They collaborate closely with community partners to identify areas of need and design projects that have a positive impact. Our students have received international recognition for their work, including several awards.

Through their participation in CAS, students have discovered that the abilities and knowledge acquired significantly support their academic endeavours, such as data gathering and research for internal assessments and the extended essay. We hope their commitment to service continues throughout their lives, and they continue to engage in service activities long after leaving UWC Thailand.

We are proud of our students' dedication to service and their contribution to creating a more just and sustainable world. The IB CAS program is a testament to their character and their commitment to making a positive impact on the world.

There are three ways of trying to win the young. There is persuasion, there is compulsion, and there is attraction.
You can preach at them; that is a hook without a worm. You can say ‘You must volunteer’; that is the devil.
And you can tell them ‘You are needed.’ That hardly ever fails.

~ Kurt Hahn, UWC Founder

Global Concerns

The Global Concerns fund is a crucial component of our school's commitment to community engagement. This fund provides support for student-led community engagement programmes that address a variety of issues that our students are passionate about. Throughout the year, students plan and execute fundraising initiatives, including the Primary Marketplace, the middle school student stalls at the Festival of Light, and the student-run Shaka cafe. The money raised is used to purchase necessary equipment and supplies, support construction programmes, or provide emergency relief, ensuring that the projects are sustainable and appropriate.

Our students work directly with partner organisations to make a positive impact on the communities they serve. By working with local organisations, we can better understand the community's needs and develop more meaningful and effective community engagement projects. The Global Concerns fund is a testament to our school's commitment to community engagement and our belief in the power of student-led initiatives to make a difference in the world.

Project Week

Project Week is an integral part of the International Baccalaureate (IB) Diploma Programme, specifically within the Creativity, Activity and Service component. Project Week provides students with a dedicated timeframe to plan, execute, and reflect on a collaborative community engagement project that addresses a need or social issue.

During the Project Week, students have the opportunity to apply their knowledge, skills, and talents in a meaningful and impactful way. They work in groups or teams, typically consisting of fellow classmates, to identify a project of interest or relevance to their local community or beyond. The project could focus on areas such as education, environment, healthcare, poverty alleviation, advocacy, or any other social cause. Nevertheless, students have an opportunity to organise their project week around Activity or Creativity components of CAS.

The planning phase is a crucial component of Project Week. Students are encouraged to conduct thorough research, consult with community stakeholders, and develop a detailed project proposal. This involves setting clear goals and objectives, outlining tasks and timelines, and considering the available resources and logistics required for project implementation.

Once the planning phase is complete, students actively engage in executing their project during the designated week. They collaborate with community organisations, Non-Government Organisations, or other relevant entities to implement their initiatives. This could involve activities such as organising workshops, fundraising events, awareness campaigns, volunteer work, environmental initiatives, or any other form of community engagement that addresses the identified need.

Throughout Project Week, students apply their creativity and critical thinking skills to overcome challenges, adapt to unexpected situations, and effectively collaborate with team members. They also develop leadership qualities, communication skills, and an understanding of the ethical considerations involved in community engagement work.

Reflection is a key component of Project Week. Students are encouraged to critically evaluate their experiences, identify the impact of their service work, and consider the broader implications of their projects. Reflection can take various forms, such as written reflections, group discussions, presentations, or multimedia documentation. It allows students to deepen their understanding of social issues, gain self-awareness, and recognide the personal growth that comes from engaging in meaningful community engagement.

Project Week not only contributes to the students' personal and social development but also aligns with the IB's mission of fostering responsible citizenship and encouraging students to become active contributors to society. It provides an opportunity for students to make a positive difference in their communities, develop a sense of empathy and social responsibility, and develop lifelong skills and values that go beyond the academic realm.