Singapore
International, British curriculum
Ages 3 to 16

One World International School

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CurriculumInternational, British
Language of instructionEnglish
Age RangeAges 3 to 16
International Baccalaureate Yes
Yearly fees (G7): SGD $19,857
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Quick summary of key school information

Language of instruction English
Native English teachers
Extra languages (other than English)
Class sizes Average 24 students / class
Maximum 24 students / class
Extracurricular activities
School bus
Yearly fees: SGD $19,857
Address: 21 Jurong West Street 81, Singapore 649075

All the details about this school in their own words

We have organised the information available for this school into 6 sections and 35 questions. Click or tap on the name of each section to read more.
Number of students

355

Number of nationalities represented in the school

40

Most common nationality

We have a 30% nationality cap for any one nationality to maintain diversity.

Ratio of local students to international students

We have a nationality cap on enrolment. No more than 30 percent of admitted students represent a single nationality. Applicants to our Nanyang campus come from more than 40 nationalities, spanning six continents. Creating a vibrant community focused on building cross-cultural relationships, OWIS encourages students to be open-minded, lifelong learners who are well-prepared to navigate the challenges-- and appreciate the myriad advantages-- of living and working in a global society.

Max. number of students per class

Early Childhood - 18
Primary & Secondary - 24

Average number of students per class

Early Childhood - 18
Primary & Secondary - 24

Does the school employ teaching assistants?

Yes. For Early Childhood up to Grade 1

Native English speaking teachers

Yes

Language support for students not fluent in English

Yes, we offer EAL up to Grade 6. After Grade 6 we expect students to be proficient in English.

Additional language classes offered by the school

Mandarin

Use of technology in the classroom

We believe in leveraging technology as a tool to enhance individual and group learning outcomes. Educators at OWIS incorporate technology into everyday explorations to help create well-rounded, global citizens.

Students who feel safe in their learning environment tend to perform better in school and life, so maintaining a safe and secure campus is a priority. State-of-the-art security and surveillance systems use cutting-edge technology to keep students out of harm's way. Each child has a safety net from which they safely explore their world.

Cutting-Edge Hardware Supports 21st Century Learning Skills:
Students use a variety of learning technologies, from Apple TVs to iPads, on any given day. Classrooms at OWIS are designed for inquiry to help students make sense of the world around them. We recognize the role that cutting-edge technology plays in the quest to create authentic learning situations in the classroom. Our students rely on technology to navigate the information highway. iPads and MacBooks equip the students of the 21st century with tools that utilize rapid Wi-Fi to explore the world further. Interactive LED screens and speakers help optimize student engagement in each classroom.

Access to Superb Hardware Spearheads the Need for Innovative Software Solutions:
Top-notch hardware does no good in an educational setting without innovative software to tap into its potential. Software and educational applications are screened to ensure students at OWIS have access to top-rated, high-quality software solutions. We believe students rise to the occasion when presented with challenges. Educational software must be designed to engage students in a way that sparks their curiosity and ultimately enhances their learning outcomes.

Safety, Security, and Technology:
Students secure their belongings in lockers with secure access controls. The latest security and surveillance systems monitor activity on campus and alert the proper authorities to defuse any potential threat to students or staff quickly. Students and staff deserve to feel safe in their learning environment. Our goal is to provide access to a safe and secure setting from which students explore, create, and solve their own inquiries based on individual interests.

Technology enhances lifelong learning as students master various forms of technology throughout their educational career. When students understand how the specific types of technology facilitate learning, they embrace the constant updates that come with it fluidly.

Do teachers assign homework to their students?

Children should not view anything to do with their own learning as being work. Therefore we avoid the term ‘homework’ and refer to it as ‘learning at home’. We try to encourage children to enjoy their own learning so much that they want to share their learning with their parents at home. There is no research or evidence to suggest that enforced or compulsory homework has any positive impact on academic success for young learners. Rather we believe in providing opportunities for learning at home that encourage discipline, self management and enable students to share their learning with their parents. In young learners, learning at home should be a pleasurable experience and not a battle ground, particularly when it doesn’t positively impact academic success.

Our students in Early Childhood and up to Grade 1 are encouraged to read regularly with their parents or carers to develop a love of reading and books as a core skill that underpins our curriculum.

In Primary school, we have project based learning which extends and deepens conceptual understandings from the UOI at school. These projects are process driven rather than focused on the end product and are scaffolded according to the grade. These projects incorporate STEAM (Science, Technology, Engineering, Art & Maths) to embrace the transdisciplinary skills and knowledge within the curriculum.

In Secondary, we introduce a more disciplined approach to learning at home. With subject specific projects to deepen and extend the skills and knowledge taught at school.

Students receive regular feedback on all learning at home.

Approximate hours of homework given

OWIS recognises that learning is continuous and may come from outside provision such as ballet classes, sports clubs, music tuition and additional languages which we know are important to a child’s overall development.
Learning at home should never be a battle and if it is, we would question the values of that learning at home. At OWIS, the learning at home is fun, engaging and embedded in real life experience through directed play.

Uniform required

Yes

Waiting list

Yes

Entry evaluation for students

We review previous school reports and if required we will assess students before entry.

Brief description of entry evaluation required

If required, we evaluate using age specific assessments in English and Maths. We will also interview students for higher grades.

Deadline for registration (new academic year)

N/A

Students can join after academic year begins

Yes, as long as there are places available in their grade.

External examinations or assessments available

Our students complete 9 IGCSE's at the end of Grade 10. We are currently a candidate school for the IB DP which will be taken in Grades 11 and 12.

Results in these examinations

As a new and growing school we have not had any graduating classes yet.

Do students practice religion at the school? What religion?

No

School bus service available

Yes

Dedicated staff/programs for students with special learning needs

Whilst we do not have a Learning Support department, we can support individual students that require differentiated teaching and learning within the classroom.

The school supports gifted, able and talented students

We individually differentiate to ensure all students are challenged.

Student access to education psychologist

No

School start time

8:30am

School finish time

3:00pm

Qualities and characteristics best defining the school

Non-compromising affordable international school in Singapore.

Teaching approach of the school

Concept-driven.

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