An energised, enthusiastic team
When asked how it feels to be part of the inaugural Cambridge International team, Wilhelmina says, “It’s very exciting to be part of it. There’s a high awareness of the responsibility, but we look forward to welcoming the first cohort. We want to get these students immersed in UTS and UTS culture. Cambridge International won’t just focus on academics.”
Justin Chu is also looking forward to seeing the fruits of an intense period of preparation. He says, “We’ve been working with our curriculum developers on the depth and format of the curriculum. How can we best adapt or prepare our students to tackle the academic challenges? And we’re also working on the student experience. Student wellbeing is equally important to us.”
Geoffrey Pang also emphasises the importance of a supportive, student-centred environment. He says, “I want to make it a little easier for the student if I can. I know learning has never been easy. Nobody can do it for you. Before you can swim, you must enter the water for yourself. But we’re here to help and encourage students to rise to the challenges.”
Insights from personal experience
All three key team members contribute important personal insights. They’ve experienced the challenges of adapting to a new language and culture, and the rigours of the Cambridge International AS and A Levels. Their awareness informs a uniquely student-focused agenda with a balance of discipline and support.
“We know they’re very young, and far from home,” says Wilhelmina. “Supporting the emotional adjustment must be a priority because academic success can’t happen without that. The wellbeing of our students will be essential. Academic success will follow.”
Justin adds, “Communication will also be vital. We’re planning a regular Teams call where the student can review their progress with the parents and teacher in the meeting. That way parents will understand how their child is progressing.”
Geoffrey Pang agrees. He never forgets his own experiences as an international student. “I always tell my students, ‘whatever challenge or issue you have, I’ve been through it.’ They need to have courage and self-discipline, but they also need to know they can find support. We’ve built that into the program.”
Striking the right balance
All three are on the same page when it comes to creating the right balance of academic excellence and student wellbeing. Justin Chu says, “Parents need to look at both factors. For example, at UTS College we have a very strong academic team. Our teachers are very good at high stake exam preparation, and they’re subject matter experts. But student support is also vital.”
Student support and personal wellbeing through the Cambridge International program includes:
He adds, “I feel that the support services we offer at the College for under 18s are more extensive than a typical secondary school can offer.”
Tips for parents when exploring your child’s options
“Maintain the balance between support and pressure,” says Wilhemina. “It’s important to talk to your child and listen to them. If you become aware that they need more support, encourage them to let us know. Or contact us. As I’ve said, focus on the student’s wellbeing and their academic success will follow. It doesn’t work the other way around.”
Geoffrey echoes this. “As a father, I think parenting is about communicating. Each child has their own character. Some need more support and encouragement, but even if your child is more independent, keep talking. And of course, you and they can always talk to us.
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