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Entrance and selection criteria

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UWCSEA seeks to enrol students who will be able to embrace the opportunities offered by the College, and who are committed to our mission and vision. All applications are reviewed to determine whether the applicant will be able to benefit fully from the opportunities offered by UWCSEA.

Entrance criteria

Applicants need to demonstrate age-appropriate qualities and skills that will enable them to thrive in all five elements of our learning programme. These include but are not limited to:

  • a positive approach to learning, as reflected in effort grades (typically, eligible applicants will be consistently in the upper levels of effort and approach within their current school’s assessment bands); please note that this is just as important to us as academic attainment
  • an academic profile that indicates the applicant can progress with confidence in our learning programme (typically, eligible applicants will be consistently in the upper levels of assessment within their current school’s assessment bands).
  • positive and collaborative classroom behavior and social interactions with peers, as reflected in report comments
  • active engagement in activities and extracurricular interests, in relation to opportunities available in the child’s current context
  • English proficiency levels that will enable the student to access our learning programme, possibly with additional EAL (English as an Additional Language) support that we are able to provide
  • individual learning needs that can be supported by our Learning Support provision

All applicants who meet our entrance criteria, and so are eligible to be offered a place, are placed in the application pool to be considered for available places in the upcoming academic year.

Allocation of places to eligible applicants

If there are more ‘eligible applicants’ than there are places available, we consider a variety of factors when  allocating places. These factors depend upon the section of the school and grade that your child is applying to join. Above all, our allocation policy is driven by our mission, along with our commitment to diversity and variety of experience, as described below. We are looking to build balanced and diverse cohorts in each grade level, taking into consideration a range of factors, including but not limited to:

  • personality
  • background and variety of experience
  • interests and activities
  • proactive involvement in school and community life
  • the applicant’s potential to flourish within our learning programme
  • the applicant’s potential to embrace the College mission and values (for applicants to Grade 6 or above)

Other factors we take into consideration include:

  • gender balance within the grade applied for
  • applicant’s age within the age-range of the grade applied for
  • whether the applicant has a sibling currently enrolled at the same campus
  • placing siblings applying at the same time, where possible and appropriate
  • whether or not the applicant, or their parents, previously attended UWCSEA
  • whether or not the applicant previously applied to UWCSEA

UWCSEA's definition of diversity and variety of experience

In keeping with our mission and ethos, we seek to build a diverse student community that represents a variety of backgrounds and experiences. We believe that our students’ learning, interactions, and growth through the five elements of our learning programme is all the more exciting and enriching when they interact with peers who bring a diversity of backgrounds, life experiences, and perspectives to campus. We therefore look for diversity and a variety of experience in a number of ways, including but not limited to the following:

  • gender, ethnicities, nationalities
  • cultural, religious, and linguistic diversity
  • countries or regions of current and previous residency
  • variety of personalities (along the continuum from extroversion to introversion, among other things)
  • educational backgrounds (including types of schools, curricula studied, academic and other educational opportunities and experiences)
  • academic interests, talents, and skills; future aspirations (for older applicants)
  • extra-curricular interests, hobbies, and pursuits
  • variety of family backgrounds (nuclear, extended, interdependent, single-parent, blended families, career backgrounds, number of siblings, and other aspects of family situations)
  • special educational and other needs or circumstances