The College Magazine Summer 2023

C The 

OLLEGE 

Summer 2023 Beijing 

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Dulwich College Beijing Introduces... 

The Journey of Global Citizenship 

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Integrating AI across the Curriculum and Beyond 

The 2023 Student Prefect Team 

Founder's Day

Welcome to Friends of Dulwich! 

As the parent committee of Dulwich College Beijing, 

Friends of Dulwich (FoD) committee aims to build 

bridges for better communication between families, the 

school, and our wider community. By doing so, we can 

help enhance the school experience of our children. 

All parents automatically become members of Friends 

of Dulwich once their children join DCB. We currently 

have over 20 FoD committee members volunteering for 

our community. Everybody is welcome to join our FoD 

committee to build a warm and vibrant community! 

As parents, we take pride in knowing that our children 

are receiving the best international education at Dulwich 

College Beijing. But as part of the DCB community, you 

should also know that Friends of Dulwich (FoD) plays an 

important role in linking you, your family and the rest of 

our community with our school. 

FoD’s primary mission is to strengthen the connection 

between DCB families and the school. To achieve this, FoD 

volunteers have created many opportunities and utilised 

various platforms and resources for parents to engage 

with the College. Here are some other activities we’ve 

been involved in: 

Groups 

FoD Public Welfare and Service Community 

FoD Parents’ Choir 

FoD Reading Club 

DCBM+ (DCB Moms Dance Club) 

Chinese Opera Club 

FoD Parents Badminton Club 

Events 

New Family Orientation Day and Friends Welcome Tea 

Annual Ball 

Teacher’s appreciation lunch and parties 

Culture Club and Connection Lunch 

Enrichment Fund 

DCB Friends raises money to benefit our own children 

here at DCB. Every year we make funds available to 

students, staff and parents who have proposed a special 

project or item that would enrich our students’ school 

lives at Dulwich College Beijing. This money can only 

be used for projects which the FoD Committee and the 

school believe will enhance and supplement the children’s 

experience in school. It is not intended to replace the 

school’s responsibility to fund the curriculum.Here are 

some projects that we have funded in the past: 

DUCKS Wellbeing Space 

Urban Art Wall 

Junior School/Senior School Art Department SD Printer 

DCB Robotics Competition 

Debate for Change Website & Badges 

DCB Roots & Shoots Project 

Senior School Graduation Yearbooks 

Junior School Chinese Topic Learning Field Trip 

Junior School/Senior School Scuba Equipment 

Senior School Camping Equipment 

Come and join one of our many FoD activities! Together, 

let’s enhance our children’s school experience here at 

DCB! 

beijing.dulwich.org

C O N T E N T S 

Head of College Message 

Live Worldwise 

Inspiring Tomorrow’s Global Citizens 

Earth Day 

DIMUN XIII 

The University of Notre Dame Partnership 

DCB Students Excited to Ignite in Switzerland 

Student Leadership 

The 2023 Student Prefect Team 

Exploring Student Leadership at DUCKS 

Student Wellbeing 

Raising Resillient Children 

Supporting Your Teens during Stressful Times 

Academic Excellence 

Class of 2023 Celebrates Stellar University Offers 

Integrating AI across the Curriculum and Beyond 

DCB Now Offers FutureTech at Key Stage 4 

Girls in STEMM 

Dulwich Game Jam 2023 

DCB Esport 

Performing Arts 

Student Band Rocks The Coronation Big Lunch 

The Tempest 

MADD 2023 

Senior School Spring Ensemble Showcase 

Dear Edwina Jr. 

Visual Arts 

Sports 

Fostering Growth Through Sports From DUCKS 

Junior School Sports Day 

HOUSE 

Community 

Founder's Day 

Hear from the DCB Alumni 

DCI News 

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Cover: Eleanor W, Rachael L 

Editor, Design & Layout: Jackie Park & Yadi Zhou 

Editorial Support: Cecilia Liang 

Graphic Designer: Faye Zhang 

Contributors: Jo Anderson, Jimin B, Jett Brunet, Edrie Chau, Anthony Coles, Sally Corben, 

Jacob Dong, Kyle Douglas, Rachel Garcia, Zoe Hatton, Niamh Holleran, Jamie Jones, 

Yosef Karasik, Shauna McFaul, Jared Rigby, Noemi Skala, Roger Smitch, Björn Shen, Sean 

Simkins, Yoo Sungjoon, Yvette Stride, Samson Swanick, Lan Wu, Friends of Dulwich, and 

our colleagues across the DCI network and many of our wonderful students and alumni 

Photography: Kidsphoto Studio, Dulwich College Beijing students and teachers 

The College Magazine (Beijing) 

1


Dear DCB Community, 

We will remember this school year for the time we moved 

out of Covid-19 restrictions and into a ‘new normal’. From 

January 2023, the change in how we live forced us to 

adjust to a faster pace of life at school. Thankfully, our key 

educational pillars returned in full, and students were able 

to enjoy a myriad of learning opportunities to grow not only 

in the classroom but beyond it too. Thankfully, we have 

officially returned to the DCB that everyone missed. Our 

community can now get back to being together to celebrate 

every highlight and milestone of our students. 

Exciting events, performances, productions, and sports 

are all back. The past months were fully packed, and 

everyone was extremely busy, but our students enjoyed the 

opportunities to perform and showcase their talents. 

The campus has 

been again busy 

with performances. 

During Term 

Two The Tempest was 

performed by Senior 

School students, and in 

Term Three, it was Junior 

School’s turn to shine 

in Dear Edwina. Groups and individual talents across 

numerous performances, including those at House events, 

Founder’s Day, Spring concerts and the soloists' concerts, 

provide yet another glimpse into students’ talent in 

performing arts. 

Our Class of 2023 celebrated their graduation with dinner, 

a parade around the campus and a ceremony. The Class 

has endured the most disruption of any graduating class 

during the pandemic. We are proud of them because they 

persisted, struggled through the challenges, and are now 

ready to launch into the next phase of their learning journey. 

I congratulate our newest International Old Alleynians on 

the offers they have received from outstanding universities 

from around the globe. These offers reflect their talents and 

passions and are well deserved. 

In terms of sport, another pillar in DCB’s educational 

offering, students of all ages across the College bounced 

back into physical activities during the final two terms. Our 

partnership with Pacific Pine Sports has boosted this pillar, 

and we look forward to even more growth next academic 

My congratulations also go to the IB art students and their 

teachers for having put up their creative and interesting IB 

Art Exhibition, which has graced our Atrium with an artistic 

flavour for three months. 

2 beijing.dulwich.org


year. The Lions proved formidable opponents across all 

of the major sports on offer, with some teams winning 

tournaments and many teams placing on the podium 

for others. Some of our Junior School students went to 

Shanghai to compete in the Dulwich Games and celebrate 

the spirit of sportsmanship together with students from 

other colleges in the Dulwich College International family of 

schools. Momentum is building, and we look forward to a 

full year of sporting fixtures next year. 

Learning happens not only within the classroom but at 

other times too. Students have enjoyed participating in 

programmes and activities that have given them the balance 

they need for their wellbeing and exposure to a range of 

interests. From the Dulwich Community Programme for 

DUCKS children to extracurricular activities in Junior and 

Senior schools, students have debated, solved problems, 

discussed culture, discussed issues, learned new skills, 

and competed in a host of national and international 

competitions. Residential trips returned, and in this 

academic year, Education in Motion introduced Ignite: 

Switzerland, a 12-week programme exclusively for the Year 

9 Dulwich students on the Hochalpines Institut Ftan campus 

in the alps of Switzerland. 

students explicitly using and developing the competencies 

next year. 

Last but not least, the power of our parent community was 

demonstrated at Founder’s Day in May, a true community 

event where we came together and celebrated our heritage, 

spirit, and culture as the DCB community. My heartfelt 

thanks to every student, parent, and staff member who 

has contributed to the success of the event. For the next 

academic year, we are looking forward to more parent 

partnership opportunities that will ultimately benefit student 

learning, and I always welcome parents to share with us 

their feedback and suggestions. 

Looking ahead to the next academic year, the College 

Leadership Team and our Staff will focus on the following 

College Priorities: Teaching & Learning, Global Citizenship 

and Community. 

Guided by these priorities, we will continue to deliver 

a holistic educational experience to our students and 

empower them to ‘Live Worldwise’. 

I wish everyone a relaxing and joyful summer holiday. I look 

forward to seeing you in the new academic year of 2023- 

2024. 

This year we defined a set of global citizenship 

competencies we wish to see students acquire across 

learning activities in classrooms and activities beyond the 

classroom. These competencies will guide our planning and 

inspire students to shape their worldview. The five buckets 

of competencies within the framework are being embedded 

in our curriculum across three schools, but we wish to see 

Anthony Coles, 

Head of College 


3


Inspiring Tomorrow’s Global Citizens 

In an increasingly connected and globalised world, the 

role of schools must go beyond academic learning. At 

Dulwich College Beijing (DCB), we are on a journey to 

connect with, care about, and act for all people and our 

world. This statement is underpinned by our mission to 

Live Worldwise and reflects our commitment to educate 

our students as the next generation of global citizens. 

But to do this, we must go beyond teaching global 

citizenship (GC) values as a subject. 

And as an educational institution, we here at DCB 

recognise that we have a responsibility to be part of the 

solution. Regardless of which field our students choose 

after graduating from DCB, we hope that their education 

with us helps impact their choices and puts them on a 

path to making a positive difference in the world. They 

need to go beyond who they are today and become the 

people tomorrow's world needs. 

DCB is firmly committed to the Sustainability and Global 

Citizenship agenda, and joining us this school year to 

ensure we stay on the path is Mr Samson Swanick, DCB's 

Director of Global Citizenship. He works closely with the 

different schools and their Global Citizenship Leads to 

ensure that Global Citizenship isn't just taught, but is also 

a lived experience for our community. 

The Global Citizenship Representatives 

For Mr Swanick, the creation of this role speaks volumes 

of DCB's continual growth and commitment towards its 

mission to Live Worldwise. His role is to strategise, direct 

and grow the Global Citizenship ethos within the minds 

and hearts of the members of our school. 

"I help simplify, clarify and guide 

students and staff through the 

academic frameworks, pedagogies, 

content and curriculum of global 

citizenship education, at every 

opportunity," explained Mr Swanick. 

"Ultimately, my role is to ensure that 

the culture of Global Citizenship is growing in all that 

we do and that students expand their capacities to be 

empowered and responsible agents of change in our 

interconnected world." 

Representing each of the schools is their Global 

Citizenship Leads: Ms Zoe Hatton from DUCKS, Ms 

Niamh Holleran from Junior School and Mr Kyle Douglas 

from Senior School. 

In addition to their teaching roles, they organise global 

events like No-Carbon November and Empathy Week 



that promote Sustainability and Global Citizenship, run 

related extracurricular classes and ensure that GC is 

infused into the curriculum. 

And age is no barrier to getting started 

on that journey. For DUCKS, Ms 

Hatton shares that, despite their age, 

our DUCKS' multicultural and dual 

language environment, along with 

the guidance of their empowered and 

well-trained teachers, ensure that they 

are well on their way to becoming truly global citizens 

that will make a difference. 

"In DUCKS, we strive to put Global Citizenship at the 

heart and soul of what we do,” shared Ms Hatton. “It is 

not an additional subject; it is our curriculum, it is our 

culture, it is our identity. 

Ms Holleran also runs the Junior 

School Professional Learning 

Committee for Sustainability – 

a team of Junior School teachers 

from different departments and year 

groups who discuss a range of ideas 

on how to reinforce Global Citizenship. "We constantly 

review the curriculum to see how we can intertwine 

global citizenship in everything we teach and make it 

more meaningful and consistent." 

But what is Global Citizenship? 

"Global citizenship refers to the individuals' awareness 

and commitment to these greater values for a better 

world," explained Mr Swanick, "and it asks us to 

embrace the power of our own choices and actions to 

acknowledge that what we do matters. It also highlights 

our individual responsibility: reflect on what kind of 

person we want to be, and then act to be the change we 

wish to see in the world." 

At DCB, GC isn't just part of the curriculum; it's slowly 

but surely becoming part of the school culture. It is alive 

in our many extracurricular activities (ECAs) and school 

trips. Mr Swanick explained that, as global citizens, our 

students are on a journey to connect with, care about, 

and act for all people and our world. 

"Though our young students may not necessarily have 

the vocabulary to fully comprehend the 17 different 

SDGs (Sustainable Development Goals), they can 

understand the concepts when introduced in an ageappropriate 

and relatable way. They also connect 

with nature, build relationships with others, practice 

mindful living, live sustainably and encourage fairness 

and belonging. Our special days and events allow the 

children to dive deeper into an SDG or Dulwich Value – 

like Kindness Week, for example, where we focused on 

our Dulwich Values character Kind Kate. " 

For our Junior School students, Ms Holleran explains 

that not only do Junior School students know about it, 

but they also need to start thinking about how to use 

that knowledge. "It means taking the responsibility as a 

person on this planet to help and support other people 

and the planet, and to try and make our planet a better 

and more sustainable place to live. It is important to 

cultivate this in our students because they need to 

understand the power and impact they have upon the 

planet and how much of a difference they could make to 

it." 


5


Mr Douglas explains further, 

expounding on the DCB's guiding 

phrase Live Worldwise. "Being a 

global citizen means respecting 

other people, the environment and 

treating everyone with kindness and 

courtesy. At DCB, we have the vision Live 

Worldwise. It's very much an idea that extends beyond 

school, beyond formal education. It's who you are, what 

you think and how you live your life. It is always looking 

for ways to help others to ensure that we are living in a 

more just society where everyone is treated with respect 

and dignity. That's what global citizenship is all about." 

changes they identify within their own lives and the 

wider world as they go on, so once they leave DCB, they 

feel fully equipped to make changes as they see fit." 

Mr Douglas adds that no action is too small to make 

a difference. "Small actions today can create a better 

tomorrow. Let's remember that small changes in our 

everyday lives can make a big impact on our planet." 

Ms Hatton agrees with this assessment. "You always 

think you should be doing more, but here in DUCKS 

we take small steps which we know add up to make 

a difference. We have a saying at DCB and across the 

Dulwich schools: Teaspoons of Change. 

What advice do our leaders have for our readers? 

As global citizens, we are all responsible for the 

wellbeing of the planet and its people: being respectful 

and understanding of different cultures and taking 

actions to make a positive impact on the world. 

For leaders looking to bring global citizenship into their 

organisations, Mr Swanick's advice is to be sensitive, 

humble, and honour the community and acknowledge 

that change takes time. "One of my main focuses is to 

support and even take up the torch of sustainability and 

global citizenship projects that have already happened 

or something that the community is familiar with and 

has engaged in. There needs to be a balance between 

something which is prescribed versus something which 

is organically created and embraced. We want students 

to have authentic connections; anything that is forced is 

often met with resistance." 

Each teaspoon of change, when put together, can make 

a huge difference. We've got a lot of projects going on, 

but the main goal is that children have the skills, values 

and the competency to go out into the world and be a 

good person. " 

As Co-Founder of Together We Can Change the World 

Jana Stanfield said, "We cannot do all of the good that 

the world needs, but the world needs all the good that 

we can do." 

Ms Holleran hopes that being educated through the lens 

of Global Citizenship will help students feel empowered 

to make a positive difference in the world one day. "I'd 

like to think that we are giving them the skills to make 



Farming ECA in Junior School 

How can parents encourage their children to better 

understand Global Citizenship? 

• Teach them about other cultures. Share stories, 

foods, and customs from different parts of the world. 

• Volunteer. Volunteer with your child at organisations 

that help people in need. This will help them learn 

about different challenges and issues around the 

world. 

• Travel. Take your child on trips to different countries. 

This will give them firsthand experiences of different 

cultures and ways of life. 

• Learn a new language. Communicate with people 

from different parts of the world 

• Read books and watch movies that are set in 

different countries or that tell stories about different 

cultures. 

• Encourage empathy. Encourage your child to think 

about how their actions impact others, both locally 

and globally. 

• Discuss current events. Talk to your child about 

current events happening around the world. This 

will help them understand global issues and think 

critically about how to solve them. 

• Practice sustainability. Teach your child about the 

importance of sustainability and reducing their 

impact on the environment. This will help them 

understand how their actions can affect people and 

the planet. 

• Support international causes. Support international 

organisations and causes that align with your values. 

This will show your child the importance of giving 

back and supporting people in need around the 

world. 

• Be a global citizen yourself. Lead by example. Show 

your child what it means to be a global citizen by 

being open-minded, respectful, and engaged with 

people from all backgrounds. 

Mr Swanick also added, "Albert Einstein (famously) said, 

'those that have the privilege to know have the duty 

to act.' Our dedicated students are growing with their 

knowledge, wisdom, and courage to embrace global 

citizenship, boldly taking action, and wielding their 

power to leave an indelible mark of progress and hope 

in their schools, lives, and communities, creating a more 

sustainable and just world.” 


7




DIMUN XIII: Student Diplomats Build Bridges at DCB 

By DIMUN Press Team 

On 17 March 2023, 

115 delegates from 

8 different schools 

took part in the 

much-awaited 

DIMUN (Dulwich 

International Model 

United Nations) XIII. 

The annual three-day 

event is a studentrun 

initiative that 

aims to cultivate 

critical thinking 

and diplomacy 

skills among young 

students by teaching 

them about important aspects of the United Nations 

through diplomacy and debate. 

DIMUN XIII opened with the theme of Bridging Divides, 

under the idea that, in an increasingly divisive world, 

cracks could be covered, and crevasses crossed by 

joining forces and building new solutions or bridges to 

connect us. 

The conference was led by Secretaries-General Eric C 

and Eva C as well as Deputy Secretaries-General Rachael 

H and Lily W and their core team: the Heads of Tech, the 

Heads of Press and the Heads of Admin. The students 

also collaborated with teachers such as Mr Wang, Mr 

Carey and Ms McCaw as well as Ms Tomaszun, who 

aided them in this tense journey into a face-to-face style 

of debate many had not seen in years. 

While highly anticipated, DIMUN XIII was nerve-wracking 

for many as it was the first DIMUN conference to take 

place completely offline in years. Nevertheless, the 

conference was a success, thanks to the hard work of 

everyone involved. 

Students met and interacted with many of their peers 

from different schools who also came with a variety 

of opinions and interests, and also had the honour of 

hearing from Mr Giuseppe Crocetti, the Chief of Mission 

of the International Organisation for Migration. 

Delegates debated on a total of 12 topics in six different 

committees where they were urged to sift through a 

variety of issues, ranging from increasingly relevant 

matters from the pandemic and epidemic protocols to 

environmentally thoughtful discussions on reducing 

dependency on fossil fuels. All were highly encouraged 

to speak and, after adjusting to the new environment of 

an offline DIMUN, raised their placards high and wide in 

an effort to get their best ideas heard. 

Throughout this conference, Dulwich students were able 

to showcase much of their strengths and nurture their 

skills without forgetting to enjoy themselves—some 

even won awards for their performances, such as Most 

Passionate and Improved Delegates. 

Shared Secretary-General Eric C, "We hope DIMUN was 

a valuable experience, as much as we worked hard for it. 

We were truly amazed by the avid participation and we 

thank everyone for their dedication, and hope that we 

will see all of you next year." 

Our sincere thanks go to all those who worked hard to 

ensure such an enjoyable experience, and we hope that 

this has been a delightful opportunity for all students 

regardless of age or committee. 


9


The Vice President For Internationalisation at the University of Notre 

Dame Visited DCB and Presented on Global Citizenship 

On Tuesday 14 March 2023, Dulwich College 

Beijing and the University of Notre Dame 

(Notre Dame) further strengthened their joint 

commitment to fostering the next generation of global 

citizens with the visit of Dr Michael Pippenger, the Vice 

President and Associate Provost for Internationalization 

at the University of Notre Dame. 

Under the theme Empowering the Next Generation 

of Global Citizens, DCB hosted a community event on 

campus and invited Dr Pippenger to give a special inperson 

presidential talk on global citizenship to DCB 

students, parents, staff, and other community members 

at the event. 

“I am grateful for the invitation to speak to the Dulwich 

College Beijing community,” says Dr Pippenger. “Higher 

education institutions play a critical role in promoting 

international exchanges and partnerships and exposing 

students to different cultures and diverse perspectives. 

These efforts empower the next generation of global 

citizens to find common ground, respect and value 

diversity, and take action in meaningful ways.” 

DCB had decided on the topic of Empowering the Next 

Generation of Global Citizens for the event in partnership 

with Notre Dame because the two educational 

institutions share a commitment to global citizenship. 

DCB aims for its students to Live Worldwise and make 

a positive difference to people, society and the planet. 

Global citizenship is the keystone of DCB’s vision and 

mission, as well as one of the five educational pillars that 

form the foundation of DCB’s learning and teaching. In 

preparing for students to grow into the international 

leaders of the next generation, DCB strives to embed 

global citizenship into the curriculum and beyond-theclassroom 

learning. DCB aims for its students to foster 

a global mindset where they grow their literacies and 

capabilities to tackle global challenges. 

“Global citizenship underpins our mission to ‘Live 

Worldwise’ and acts as a guide for our actions, a focus 

for the academic programme, and has become a 

compass for our culture,” said Anthony Coles, DCB Head 

of College. “We are excited about Dr Pippenger’s visit 

and his presidential talk to the community because 

an event like this provides our students with a golden 



opportunity to open their minds to the thinking of 

someone who cares about humanity and the world.” 

This community event also commemorates the 

memorandum of understanding signed between DCB 

and Notre Dame in October 2022. The MOU outlines 

a series of academic opportunities for DCB Senior 

School students to access Notre Dame's Pre-College 

Global Scholars Program. Students who register for 

the program can attend college-accredited courses 

under four curricular themes, in addition to a variety of 

master classes, symposia, joint seminars, and summer 

study tours to the Notre Dame campus as well as other 

Notre Dame global locations. Students earn college 

credit (issued by the University of Notre Dame) upon 

completion of each course. Students who complete all 

four courses (one related to each of the four themes) 

will receive special recognition from Notre Dame 

International and Dulwich College Beijing. 

As a member of the President’s Leadership Council and 

an officer of the University of Notre Dame, Dr Pippenger 

leads Notre Dame International, the centralised office for 

the university’s global strategy. With a team of more than 

100 people around the world, he oversees international 

students, scholars, supports global faculty research, and 

runs Notre Dame’s twelve international locations. 

Dr Pippenger’s visit marks one of the earliest visits by 

a top leader from a prestigious US university to China 

since the pandemic began. The visit reinforces Notre 

Dame and DCB’s shared commitment to promoting 

cross-cultural literacy and preparing students for a world 

beyond DCB. 

Dr Pippenger's presidential talk is also a part of the DCB 

Worldwise Academy Speaker Series. DCB’s Worldwise 

Academy is a programme that creates a platform linking 

students to the world of work. Every year, DCB invites 

professionals and leaders from various professions and 

backgrounds to share their insights and experience with 

DCB students. The programme was also the recipient of 

the 2022 International School Awards in the Pathways to 

Continued and University Education category. 


11


DCB Students Excited to Ignite in Switzerland this Term 3 

By Roger Smith 

Assistant Head of Senior School 

Head of Key Stage Three 

In Term 3 of this academic year, the first group of DCB 

students to participate in the Ignite program touched 

down in Switzerland to begin their 12-week stay at the 

Hochalpines Institut Ftan (HiF) International School. 

The first few days involved students getting acquainted 

to their beautiful new surroundings, settling into their 

dormitories, and getting to know students from Dulwich 

College Shanghai (Puxi and Pudong), Singapore and 

Seoul. 

I asked the students two questions: 

How have the first few days gone with the Ignite 

Program? 

Jonathan H 

“The first day was amazing. In the bus 

we drove past the mountains which 

felt like something out of a video 

game. When I arrived at the school 

the view was stunning! The sun was 

shining through the mountains, the 

trees were swaying through the wind and the snow 

was reflecting the sunlight just like in the movies! The 

food was also really good, and I was surprised by how 

cozy and comfortable the dormitories were.” 

Gabriella H 

“My first few days have been pretty 

fun and exciting overall. Surprisingly, 

I'm not suffering from jet lag, 

homesickness, or the ability to adjust 

to this new environment.” 

Kalli Y 

“My first few days in Ignite were 

exceptionally great! The alpine 

scenery is absolutely stunning, and 

exploring the nearby towns was 

exciting. I’ve made many good friends 

and I’m looking forward to my elective 

classes and further activities in nature!” 

kind.” 

Dalia W 

“It has been going well. When I first 

arrived, I was a bit hesitant whether I 

would like it or not, however I didn't 

need to worry – the food is AMAZING, 

the view is beautiful and the staff and 

students here are really upbeat and 



Crystal Y 

“My first few days in Switzerland is 

going amazing! It’s really nice being in 

a new environment with people from 

different places. HIF is surrounded by 

mountains, so it’s a really different 

feeling from Beijing. Everyone here is 

really kind, and I made many new friends! On April 10th, 

we went on a walk to Scuol, and the sight of an entire 

town surrounded by mountains was stunning! I’m really 

enjoying these first few days, this is definitely a once in a 

lifetime experience!” 

What are you looking forward to most in the next 

twelve weeks? 

Noah M 

“I am most excited about mountain 

biking and being able to roam freely 

around Ftan once we gain more 

independence. Hiking is also excellent, 

allowing us to see mother nature in 

its most organic form wonderfully. I’m 

also delighted to meet new people and learn in a new 

environment with cultural differences.” 

Jason L 

“I am looking forward to next week 

when we can go mountain biking! 

That is my favourite activity and the 

first thing that got me interested in 

this Ignite program.” 

Noel L 

“I am looking forward to the exciting 

itinerary that the Ignite programme 

has prepared, and I anticipate much 

personal growth. I am also looking 

forward to canoeing and hiking.” 

Clark Z 

“Passion Project, because it involves 

creativity and other skills that are 

interesting.” 

We’re looking forward to hearing more of our students’ 

stories of their stay in Switzerland once they are back! 


13


Introducing... the 2023 Student Prefect Team! 

By Jimin B 

Communication & Language Prefect 

The vision for the Prefect Team of 2023 is: 

All Approaches, One Purpose. 

All Approaches refer to the diverse activities at DCB. This 

year is made for students to seize the day and take the 

opportunities given: ECAs that suit your interests, House 

events that require your participation, and anything 

students have wished to initiate. We achieved this 

year's vision thanks to our fellow students’ immense 

engagement at DCB. 

One Purpose expresses the Prefect Team’s desire to 

unite as one school and a whole community. With COVID 

regulations no longer restricting the school, the 2023 

Prefect Team aims to strengthen the community spirit 

within the school by creating a stronger inter-college 

connection. 

Moreover, One Purpose is also about focusing on 

individual students’ approaches, utilising their strengths 

and passions and empowering DCB students to create an 

impact not only on the school community but on society 

as well. 

HEAD PREFECTS 

Vision: All Approaches, One Purpose 

Head Girl & Head Boy: Aidan S, Endora Y 

Deputy Head Girl & Deputy Head Boy: Angel W, Cheng 

Cheng Y 

"All 4 pillars are unified by our vision for this year: All 

Approaches, One Purpose. It emphasises our goal to 

not only maintain and enhance the participation in the 

diverse activities within our school, but also our desire 

to unite as one community under one purpose to make 

an impact on our community and society. We want our 

projects to revolve around greater communication, 

higher accessibility, and stronger inter-college relations. " 

The Prefect Team consists of 4 Head Prefects and 33 

members of the General Team, further divided into the 

four pillar groups: 

• LOCAL TO GLOBAL 

• SERVICE TO OTHERS 

• CURRICULUM & LEARNING 

• ENRICHMENT 



LOCAL TO GLOBAL 

Vision: Big Picture, Small Details 

Alumni, Careers, and 

University: Aston M 

“We hosted various panels 

and talks with other DCB 

Alumni and the university 

counseling team throughout 

the year detailing the 

university application 

process, course options, 

possible careers, and an 

insight into university life.” 

Community service: Catherine M, Cheng Cheng Y, Ryan S 

“We provided more servicebased 

projects for younger 

year groups, especially 

in Junior School and Key 

Stage 3, as we believe it 

is a fundamental part of 

their holistic learning. This 

includes service trips such as 

Yunnan and Myanmar and 

more exciting assemblies 

promoting service.” 

Global Citizenship: Gwendolyne D, Lea B, Michelle W, 

Sunny L 

“This year, the Global Citizenship, Sustainability, Diversity, 

Equity, and Inclusion portfolios merged, and a new 

working framework has been created to encapsulate the 

essence of Global Citizenship, which consists of Cultural 

Literacy, Service and Interdependence, Sustainability, 

Social Justice and Fairness, and Diversity and Identity. 

Our main aim is to strive to branch out to other schools 

in Beijing and establish a new over-arching organisation 

within the school that is directly concerned with matters 

under our portfolio. 

With a busy and exciting start to the year, we have had great success within the DCB community of strengthening our 

cultural and sustainable values. Through events such as Empathy Week, International Women's Day, and a memorable 

meeting with Songqiao Yao, our awareness of respect as students has grown over this period. We as Global Citizenship 

prefects have been working hard to effectively carry out upcoming projects such as school trips, the screening of 

Chasing Coral and workshops!” 


15


SERVICE TO OTHERS 

Vision: Serve to Change 

College Links: Elise S, Paris L, Sophia X 

“We hold an essential role in the school’s 

connection by making students feel 

comfortable when moving into higher year 

groups or being in the background of other 

projects that may need communication. 

The main projects we carried out this year 

were the Year 9 transition to IGCSE and 

the Year 11 transition to IB information 

sessions. Students found these sessions 

helpful as they could ask questions about 

the subjects to widen their knowledge of 

the scope regarding their subject choices.” 

Communication & Language: Jimin B 

“I am in charge of our school's 

college-level communications and 

strategic messaging which includes 

showcasing school life on different 

external platforms. During the 

year, I created an introduction to 

the Prefect Team’s portfolios and 

published a Prefect section in the 

newsletter, informing the Dulwich 

Community about what the 

prefects have been working on for 

the past few weeks.” 

Student Support Services: Elizabeth S, Jolie S 

“The main project we worked on this year was the 

tutoring system where students received academic aid 

from IB students and the PA system, an announcement 

we made every morning of Tuesday during form time. 

Moreover, we are creating an anonymous platform 

where students can inform their teachers about any 

questions or feedback they might have.” 

Health & Wellbeing: Angel W, Mia H 

“This year, we aimed to guide students, initiate 

programs, and overcome the stigma toward 

counseling to promote a more caring and 

interconnected Dulwich community. A few months 

ago, we launched a new peer mentoring organisation, 

Wellbeing Champions, which allowed students from 

all years to talk to trained peer mentors for guidance. 

We worked hard on this project to increase the reach 

of Wellbeing Champions to be a safe and trusted 

resource for students to ask for support openly.” 



CURRICULUM & LEARNING 

Vision: Opportunities beyond learning 

Approaches to Learning: Kathy T, Suah R 

“Our role in the school community is to open 

gateways to methods of learning and to improve 

different learning systems, whether direct or indirect, 

so that students all may find learning easier, friendlier, 

and more enjoyable. We are working on the Student 

Voice Project, a communicative channel formed on 

the basis that an apt learning environment is created 

upon a close-knit community that works together to 

help each other improve.” 

Art: Ellie K, Alice X 

“This year, our critical project was the Prefect board. 

We chose to display each prefect individually to 

showcase each portfolio better and allow for a closer 

connection with the student body. This year, we 

continued supporting and encouraging participation 

in art-based projects. We took charge of the Art 

Communication ECA and started a few more strands 

of art-based ECAs, such as one on art history. 

Furthermore, we helped other portfolios create pins 

and posters and designed the Wellbeing Champion 

pins. 

STEAM: Duncan L, Eddy J, Lily C 

“We led several STEAM ECAs at school such as Velocity, a club dedicated to teaching students 

about machine learning through autonomous racing, and Helion, a club that helps students 

learn to design and build robots. We improved the variety of STEAM ECAs and organised 

smaller, in-school competitions for the future for students to demonstrate their STEAM skills 

by solving fun challenges.” 


17


CURRICULUM & LEARNING 

Media: Brian W, Exton J 

“Major media-related plans enhanced the 

DCB experience: we made sure to further 

increase and improve the availability of 

media opportunities for the community to 

give students a chance to help improve the 

community through passion and hard work. 

Media at DCB worked together to become 

interconnected to give students a better 

experience in school.” 

ENRICHMENT 

Vision: Transparency is the key to participation 

HOUSE Captains 

Alleyn House: Iris S 

Johnson House: Yolanda Z 

Owens House: Henry Z 

Soong House: Konstantin M 

Wodehouse House: Grace J 

“As a collective community of the House system, we 

encouraged students to cultivate enthusiasm, grow 

confidence, shape innovative House events, and 

harvest fruitful experiences. 

As the Core of the House system, we are the 

backbone upholding not only Senior School but the 

whole College as well. We want to involve the younger 

students at Junior School for a potential collaboration. 

This would not only bring our community closer but 

also shape our young global leaders for tomorrow.” 

Here are some of the House events that have taken 

place this school year: 

• Sports day 

• House E-sports 

• House Drama 

• House Singing 

• House Film 

• House STEAM 

• House Debate 

• House Maths 

• House Art 

• House football 



ENRICHMENT 

Performing Arts: Ethan Z, Megan D 

“This year, we introduced events, performance 

opportunities, and even music festivals to allow fellow 

performers to get more chances to showcase their 

unique skills. Another goal we aimed for is to be more 

inclusive with ECAs and events so that students with a 

passion for the performing arts can participate in the 

activity they prefer.” 

MUN/Debating: Eric C 

“My main goal for this year was to provide as many 

opportunities as possible so that students of different 

years can engage in global and moral issues. One big 

project I carried out this year was DIMUN XIII, which 

took place in March. DIMUN is a MUN conference 

that Dulwich College Beijing holds annually, and it was 

fascinating to have the conference completely offline 

this year. Some other projects included Junior School 

Approaches To Learning sessions on communication 

skills focusing on public speaking and fundraising debate 

tournaments across schools.” 

Sport: Claire C, Nathan C 

“One of the main projects we launched this year was the 

sports representatives’ program. This project involved 

students from every year group volunteering to become 

the sports representative and being responsible for 

organising and leading sports events. This created a link 

between students and the sports department, voicing 

suggestions and initiating new sports events. Additionally, 

we planned other events and competitions – interactive 

activities that encourage student participation amongst 

students.” 


19


Play, Lead, Inspire: Exploring Student Leadership at DUCKS 

At Dulwich College Beijing, student leadership is 

an integral part of the student journey across the 

College and comes in many forms and shapes. It 

allows students to be engaged in the school community 

by raising their voices and positively contributing to 

matters they consider meaningful for their school. 

At DUCKS, we recognise that safe risk-taking connects 

the different parts of your brain that promote social, 

emotional, and academic achievement. As a result 

of safe risk-taking, children gain self-confidence and 

problem-solving skills. 

Children can then apply these skills to new situations, 

such as sharing their thoughts and ideas with others, 

even if they are unsure, reaching out to new friendship 

groups or putting themselves forward for leadership 

positions such as House Captain or School Council. This 

offers our students opportunities to develop student 

agency, even from a young age. 

The DUCKS Student Council is responsible for conveying 

the voice of their peers and ensuring that their school 

strives to be better for them, their community, and 

the environment. The Student Council comprises one 

representative per class from Years 1 and 2. 

Representatives of the DUCKS Student Council echo the 

voice of their respective classmates. They communicate 

potential issues, problems, and ideas to the council and 

vice versa. 

Consequently, representatives and Student Council both 

give and receive feedback from the class on Student 

Council initiatives. They may also be responsible for 

driving an investigation, an interview, or a survey to 

undertake within their class. 

All students are welcome to apply for the role of class 

representative. Each candidate has to prepare a speech 

and deliver it to their class on the voting day. Their fellow 



DUCKS Student Council 

DUCKS House Event 

classmates will then elect their representative, 

sometimes resulting in a tie. Eleven representatives are 

currently sitting at the DUCKS Student Council. 

The Playground Pals is a newly created role. Playground 

Pals are responsible for leading some playground games 

and monitoring the use of equipment during playtimes. 

They ensure everyone is included and has a friend to 

play with. 

All students can apply to become a Playground Pal 

by submitting a video explaining why they would be 

good in this role and why they think Dulwich Values 

are important during playtimes and when playing their 

favourite game. 

The House system allows students to demonstrate 

responsibility by taking ownership of their behaviour and 

attitude and earning House Points. Each academic year 

sees the appointment of two Year 2 House Captains per 

House, totalling a team of ten House captains who would 

DUCKS Playground Pals 

potentially continue to grow to take on future House 

leadership roles in Senior School. 

While the Student Council members lead by sharing 

ideas and making decisions for and on behalf of their 

class, House Captains and Playground Pals lead by 

example in the House events and daily playground 

games. 

In all these roles, student leaders understand the 

importance of their voices. They use their role as an 

opportunity to embody our Dulwich Values and set an 

example for the rest of the school. They develop their 

confidence and resilience while also developing problemsolving 

and communication skills. 

Our budding leaders show great responsibility in these 

roles and understand the importance of their mission. 

They are excited to help each other and take on the role 

for the benefit of others. 


21


Raising Resilient Children: 

The Role of Mindfulness in DCB’s Wellbeing Programmes 

Numerous studies over the years have attested to 

the many benefits that come with mindfulness, 

including improvement in attention, selfregulation, 

and overall wellbeing. At Dulwich College 

Beijing, our wellbeing programmes aim to ensure that 

every member of the community can and will flourish. 

And mindfulness – the practice of being present in 

the moment and non-judgmentally observing one’s 

thoughts, feelings, and surroundings – is key to this. 

In Junior School, the wellbeing curriculum spent 

nearly three years in development. It was driven by a 

passionate team of staff who felt that there needed to 

be a more positive outlook in terms of wellbeing and 

embed it in everything we do. Since then, mindfulness 

has been integrated into the curriculum. Teachers are 

encouraged to think of ways to bring wellbeing into their 

learning. This will give children the time to really reflect 

on their learning and give them the skills that they 

need to succeed. Mindful mornings are also included 

in the scheduled timetable, setting aside a protected, 

dedicated time for this really important part of the day. 

DCB’s Junior School wellbeing curriculum uses the DCB 

Values as a driver for what we need to achieve for our 

students to Live Worldwise. So whether it’s a 5-minute 

colouring time or a dedicated daily timeslot to look 

inwards and be mindful, these intentional moments 

are necessary for our students to lead healthy and 

independent lives as they learn to become responsible 

members of society. 

The importance of wellbeing to academic and overall 

success 

DCB is known for its academic rigour and achievements. 

However, as Sean Simkins, Junior School’s Assistant Head 

of Student Support Services, explained, “in order to 

access learning and succeed academically, a child has to 

be confident in themselves, understand how to regulate 

their own emotions and have the tools and the skills to 

be resilient and move forward. Otherwise, the amount 

of success that they have will be limited.” 

Teachers are encouraged to think of ways that they can 

bring wellbeing into their learning and to give children 

the time to really reflect on their learning and give them 

the skills that they need to succeed. 

MINDFULNESS 

ACTIVITIES TO TRY 

Mindfulness activities and ideas are important but remember to 

follow your child's lead! Here are some ideas to help you out. 

MINDFUL BREATHING 

MORAL STORIES 

YOGA 

ACTIVE ACTIVITIES 

LIKE SPORTS 

READING 

ARTISTIC ACTIVITIES THAT 

ENABLE CREATIVITY 

SING AND DANCE 

A GOOD RUN 

JOURNALING 

BREATHING 

EXERCISES 

In a nutshell: What actually brings about academic 

success is giving children the space to explore what their 

passions and skills are, learning how to channel that from 

a wellbeing perspective, and helping them apply those 

acquired skills and apply it to their academic learning. 

The importance of parent involvement 

Every child is unique, and everyone’s needs are different. 

And while Dulwich College Beijing supports all our 

students, some students will need more support than 

others. Shared Mr Simkins, “We work very closely with 

parents because we believe the parents are the drivers 

for their children's success. Parents need to be onboard 

and support us at home with the initiatives that we do 

in school, so we align what's happening in school and at 

home.” 

“It's about children feeling valued and knowing that their 

voice is valued, and for parents to understand as well 

that we value their children. To really drive our wellbeing 

agenda, we need the parents onboard.” 

And fortunately, Mr Simkins found much support from 

parents when it came to the student’s mental wellbeing. 

“Parents have been extremely open-minded to date 



and with all the new initiatives and strategies and ideas 

that we've presented to them, I'm very grateful for that 

and that's one of the reasons why I love working in our 

community: It's because our parents, staff and students 

– we’re all rock community.” 

Nana L, one of our Junior School parents, attests to the 

positive effects of the Mindfulness activities at school. 

“My daughter has been at DCB for 8 years now, and is 

going through the adolescent phase as an 11-year-old. 

I appreciate how the school uses Mindful Mornings to 

encourage children to communicate their thoughts and 

feelings, which has helped them open up to adults. I also 

thank the school for respecting our children’s privacy 

whenever they share. Now my daughter talks about her 

troubles at home more often and feels relieved after 

doing so, allowing her to focus better on other things.” 

Feeling safe and secure and having an allocated time to 

connect with people is a benefit of Mindful Mornings 

that another Junior School parent, Barbara T.W., agrees 

with. In fact, it has even motivated her older daughter 

to get to school even earlier than before. “I really like 

Mindful Mornings because it’s a good time for the 

children to bond and build trust with their classmates 

and their teachers.” 

For Mr Simkins, mindfulness shouldn’t just be 

programmes taught to children, but experiences the 

children fully understand and be empowered to lead. “A 

really important approach when looking at all the wellbeing 

programmes that we offer at school is their age 

and that it is developmentally appropriate. Teachers 

survey the students to find out what their interests are 

and what wellbeing means to them. These programmes 

should be building our students’ skills to enable them to 

have their sense of wellbeing, take control of their own 

wellbeing experiences, and be empowered to drive the 

development of their own mindful morning activities. 

It should be something that the students become 

proactively part of to learn what they need to flourish.” 


23


Supporting Your Teens during Stressful Times 

By Dr Edrie Chau 

Senior School Social Emotional Counsellor 

Overview 

Adolescents aged 10-19 years old account for 16% of 

global mental health statistics. Of these, 50% of mental 

health conditions start by age of 14, and most cases 

are undetected or untreated. According to the World 

Health Organisation, depression is a common illness 

with approximately 280 million people globally have 

depression. Suicide becomes the fourth leading cause of 

death in 15-29-year-olds. 

Feeling depressed vs having depression 

Feeling depressed and having depression is different. 

When children feel depressed, the sadness is temporary 

and short. It is an inevitable human emotion that can be 

triggered by a challenging or a disappointing event or a 

difficult experience. The negative feeling will fade away 

with adjustment or changes and they are still able to 

share their feelings. However, a person who is suffering 

from depression endures a persistent state of negative 

emotions. 

According to the Diagnostic and Statistical Manual of 

Mental Health, the diagnostic criteria covers single 

or recurrent episode. The symptoms during the 

same 2-week period showed a change from previous 

functioning. The severity can be mild, moderate, severe, 

and with features or remission. Symptoms to watch out 

for are helplessness, hopelessness, pessimism, feeling 

worthless and guilty, loss of interest in usually enjoyable 

activities, indecisiveness, trouble with memory, change 

in appetite or weight, excessive abruption in sleep, 

constant sickness and physical symptoms such as pains, 

stomach distress, aches. In some situations, the person 

himself/herself or the family member may not be able to 

notice that the person is depressed. 

Areas of the brain affected by depression 

Four areas of the brain are involved in the emotional and 

physical changes seen in depression. Prefrontal cortex 

helps to regulate emotion. People who are depressed 

have decreased activity in this section. Cingulate gyrus 

helps to associate smells and sights with pleasant 

memories of past emotions, and regulate the emotional 

reaction and aggression. With depression, there is 

“We are unable to see or feel 

your teens in pain. The 

immediate response is to 

cheer them up which may 

further enhance their 

uncomfortable feelings. 

Listening and acknowledging 

their feelings without any 

judgement and personal 

emotions are more helpful. “ 

increased activity in this area. The amygdala plays a role 

in regulating negative emotions, while the thalamus is 

responsbile for emotional changes. Overactivity in the 

amygdala and increased thalamus activity are commonly 

observed in individuals displaying signs of depression. 

Causes of depression 

In general, there are several potential causes of 

depression, but not limited to the following: 



• Biochemical imbalance 

• Psychosocial stressors 

• Cultural influences 

• Early childhood trauma 

• Brain structure 

• Family history 

• Medical conditions 

For teens, there are some potential social causes of 

depression which are not limited to the following: 

• Interpersonal conflict with peers 

• Bullying or harassment 

• Academic pressure and fear of failure with weak 

organisation and time management skills 

• Sleep deprivation 

• Social media influences with addiction usage 

• Family or parental perspectives 

Interventions for depression 

Combination of pharmacological and psychotherapeutic 

approaches is common and may work better in most of 

the cases. 

Pharmacological approach 

Selective serotonin reuptake inhibitors (SSRIs) are 

the most commonly prescribed antidepressants for 

depression which increase the neurotransmitter 

serotonin activity in one’s brain. Selective and 

norepinephrine reuptake inhibitors (SNRIs) increase 

the neurotransmitters serotonin and norepinephrine 

amounts in one’s brain. Noradrenaline and dopamine 

reuptake inhibitors (NDRIs) increase the levels of 

dopamine and noradrenaline in one’s brain. Each type 

of medication has its benefits and potential risks. Please 

consult your medical doctor. 

Psychotherapeutic approach 

The application of psychotherapy allows the person 

to learn skills to cope with negative feelings. There 

are different types of psychotherapy such as cognitive 

behavioral therapy (CBT) and dialectical behavior therapy 

(DBT). People with depression may respond better to 

one type than another. Please speak with your School 

Counsellor or Therapist. 

is to cheer them up which may further enhance their 

uncomfortable feelings. Listening and acknowledging 

their feelings without any judgement and personal 

emotions are more helpful. Encourage your teens to 

build a feeling vocabulary. Family dynamics can lead to 

conflict. Instead of pushing for everything to be shared, 

create a safe space for expressing thoughts and feelings 

using positive and encouraging statements. 

Disagreement or disobedience is not disrespect. 

Involving your teens in decision making and respect their 

choice. Encourage a positive and healthy relationship 

by replacing expectation with support. Encourage 

your teens to maintain a daily routine. Parent-teen 

mindfulness exercises can facilitate relationship and 

manage a stable emotional wellbeing nonjudgementally. 

Or try a connection ritual in a safe and comfortable 

environment such as a Saturday grocery activity and 

walking the dog together daily. Last but not least, believe 

that there is hope, and time is a great healer. 

Parenting and depression 

Parenting is a tough job, and it is even tougher when 

dealing with a teen with depression. It can be hard to 

see or feel your teens in pain. The immediate response 


25


DCB Class of 2023 Celebrates Stellar University Offers 

By Rachel Garcia 

Head of University and Career Counselling 

The Class of 2023 continues to receive good news with a 

current total of 306 university acceptances from around 

the world. The most recent acceptances include top 

universities from countries around the world. 

The most popular majors among our students at DCB are 

usually Economics, Business, or a STEM major. However, 

our students have also been accepted to study some very 

unique majors this year! Some of these include: 

◦ Veterinary Science 

◦ Aerospace Engineering with Pilot Studies (University 

of Liverpool) 

◦ Chinese Medicine (City University of Hong Kong) 

◦ Game Arts (University for the Creative Arts) 

◦ Entomology (University of California, Riverside) 

◦ Infectious Diseases (The University of Edinburgh) 

◦ Interdisciplinary Studies with Pre-Medicine focus 

(University College Utrecht) 

◦ Journalism (University of Hong Kong) 

◦ Kinesiology (California State University – Los 

Angeles) 

◦ Performance Design and Practice (University of the 

Arts, London) 

◦ Physics and Philosophy (University of St. Andrews) 

◦ World Bachelor in Business (Partnership between 

the business schools of: University of Southern 

California, Hong Kong University of Science and 

Technology, and Bocconi University) 

Some students have also received significant merit 

scholarships to the University of Hong Kong, University of 

California, Santa Cruz, University of Toronto, and McGill 

University. Merit scholarships are based on excellent 

academic performance, and excellence in long-term 

extracurricular activities and sometimes include an 

interview component. 

Congratulations to these students! Here is a list of all 

university offers as of 2 June 2023: 



DULWICH COLLEGE BEIJING CLASS OF 2023 

UNIVERSITY ACCEPTANCES 

UK 

Bristol, University of the West England 

Cardiff University 

Durham University (2) 

Imperial College London (4) 

Keele University 

King's College London (23) 

Lancaster University 

London School of Economics and Political Science (5) 

Manchester Metropolitan University 

Northumbria University, New Castle 

Queen Mary University of London (2) 

Queen’s University Belfast 

Soas University of London 

The University of Edinburgh (9) 

University College London (10) 

University of Bath 

University of Birmingham (3) 

University of Bristol (4) 

University of Cambridge (2) 

University of Essex 

University of Exeter 

University of Kent 

University of Leeds (2) 

University of Liverpool 

University of Manchester (10) 

University of Nottingham (2) 

University of Sheffield (2) 

University of St Andrews (5) 

University of Surrey 

University of Sussex 

University of the Arts London (5) 

University of Warwick (10) 

University of York (2) 

USA 

Arizona State University Campus Immersion 

Art Center College of Design 

Babson College 

Barnard College 

Bates College 

Berklee College of Music (3) 

Boston College 

Boston University (4) 

Bowdoin College 

California State University, Los Angeles University of Minnesota, Twin Cities 

Carnegie Mellon University 

University of Missouri, Columbia 

Case Western Reserve University 

University of Pittsburgh 

Colgate University 

University of Rochester (2) 

Columbia University 

University of San Francisco 

Cottey College 

University of Southern California (3) 

Drexel University 

University of Utah 

Duke University 

University of Virginia 

Emerson College (2) 

University of Washington, Seattle (2) 

Fordham University (2) 

University of Wisconsin, Madison 

George Washington University 

Vanderbilt University 

Georgia Institute of Technology 

Wellesley College 

Gonzaga University 

Worcester Polytechnic Institute 

High Point University 

Lehigh University 

Canada 

Johns Hopkins University, Peabody Institute Fraser International College 

Loyola University Chicago 

McGill University (2) 

Massachusetts College of Pharmacy and Health Sciences Simon Fraser University 

Michigan State University (2) 

The University of British Columbia (4) 

New York University (2) 

University of Toronto (17) 

Northeastern University 

University of Waterloo (4) 

Northwestern University 

Western University 

Ohio State University (4) 

Pace University 

Asia 

Pennsylvania State University (2) 

City University of Hong Kong (2) 

Purdue University (2) 

Hong Kong Baptist University 

Reed College 

Korea Advanced Institute of Science and Technology 

Rensselaer Polytechnic Institute 

Ritsumeikan University - Osaka 

Rose-Hulman Institute of Technology Sophia University 

San Diego State University 

The Chinese University of Hong Kong 

Santa Monica College (2) 

The Hong Kong Polytechnic University (2) 

Stony Brook University 

The Hong Kong University of Science and Technology (4) 

Swarthmore College (2) 

The University of Hong Kong (6) 

The New School 

Seoul National University (4) 

University of California, Davis (6) 

University of California, Irvine (5) 

Europe 

University of California, Los Angeles (7) Eindhoven University of Technology 

University of California, Merced (2) 

Technical University of Delft 

University of California, Riverside (6) University College Utrecht 

University of California, San Diego (8) University of Groningen 

University of California, Santa Cruz (14) 

University of Chicago 

University of Illinois Urbana-Champaign (5) 

University of Massachusetts, Boston 

University of Michigan, Ann Arbor 

Offers as of 2 June 2023 

GRADUATE 


27


Integrating AI across the Curriculum and Beyond: 

How we teach and learn with technology at DCB 

By Yosef Karasik 

Director of Educational Technology and Innovation 

At DCB, we understand that technology should never 

be used simply for its own sake. The curation of tools 

and platforms is meticulously done, keeping in mind 

their impact on teaching and learning. We believe that 

developing all literacies is crucial for our students. As 

important as numeracy and literacy are, students must 

also develop computational literacy, and now more than 

ever, AI literacy. 

Developments in AI have made it accessible to individuals 

of all abilities and age groups. A strong foundation in 

Mathematics is no longer a prerequisite for understanding 

and applying AI. In fact, we believe that introducing AI 

at an early stage helps students develop curiosity and 

understanding of various concepts and changes in their 

lives driven by AI, such as autonomous vehicles, large 

language models, and many applications of generative AI. 

The tools and platforms we use are just one aspect of 

the change we're driving. We've had to rethink how 

technology is taught. In the past, students would bring 

their personal devices to an ICT lab and learn technology 

for an hour per week, just in case they might need it 

someday. 

Taking an interdisciplinary approach and drawing from 

research on effective learning, we redesigned the DUCKS 

and Junior School curriculum to embed technology 

learning into Language, English, and topic studies. 

Technology is now taught seamlessly – it isn't even on the 

timetable. 

We've provided continuous professional development 

and coaching to our amazing classroom teachers, 

empowering them to plan and teach with a technological 

lens in mind. Students now learn coding just in time 

and create projects that relate to their learning in other 

subjects. 

We incorporate AI as early as Year 3, where students use 

Teachable Machines to train their own models to solve 

real-life problems, such as distinguishing between dirty 

and clean plates in the canteen. 

As students grow older, they have ample opportunities 

to continue developing their curiosity and applying 

technology and AI in context. An example of this is the 

vast array of AI-related research topics our IB students 

investigate as part of their Extended Essays. Learning is 

still taking place, but rather than learning just in case, 

students are learning just in time. 

We recognise that the development of technology also 

brings risks and hazards to our students' safeguarding 

and wellbeing. For this reason, we designed a full college 

Digital Citizenship curriculum, which is incorporated in 

our planning sessions from Nursery all the way to Year 



13. We not only teach students how to be safe with 

technology and online, but also how to become 

productive contributors of digital content. 

As we continue to strive for excellence in education, 

one guiding principle we've embraced over the past few 

years is "Making learning real". To bring this principle 

to life, we've established partnerships with prestigious 

universities and innovative companies, such as AWS 

China, to enrich the learning experience and help 

students understand how their education can relate to 

real-life situations. One such example is Velocity, our 

DeepRacer club. This summer, we are partnering with 

InspiritAI, a US-based organisation founded by Stanford 

and MIT graduate students, to run a two-week summer 

camp on AI right here at DCB. 

them to design and create a card game, board game 

or video game related to a secret theme. Students 

who are successful in this competition will be given 

the opportunity to present their games to industry 

professionals and receive mentorship. 

Girls in STEMM (GIS) – Girls in STEMM is an initiative 

organised by the WEC (Women Empowerment Center). 

This year, students have made several company visits to 

STEMM-related disciplines. 

Chinese International High School Esports League – 

DCB’s Esports Team has just joined the newly founded 

CHISEL (Chinese International High School Esports 

League) which will see students from the 6 member 

schools across China competing against other schools. 

CreaTech – This year, schools across the Dulwich College 

International network got a taste of CreaTech, a series of 

STEAM programmes focused on creativity and technology, 

propelled by new and exciting interactive digital media 

learning opportunities through engaging visuals, sound, 

motion sensors and creative coding. 

AI summer camp with Inspirit AI – This AI bootcamp by 

InspiritAI will see our participating students learn from 

some of the best in the industry including Stanford and 

MIT Alumni about the fundamentals of AI concepts and 

create socially impactful AI projects. 

We believe that innovation should not only be limited to 

enrichment and extracurricular activities but should also 

extend to our core curriculum. With this in mind, we've 

spent the last 18 months designing a bespoke course 

for Year 10 and 11 students: FutureTech. This innovative 

course will teach students how to solve future problems 

using AI and robotics, equipping them with the skills they 

need to excel in a rapidly evolving world. 

By integrating real-world experiences, ECAs, and 

curriculum innovation, we're not only preparing our 

students for academic success but also instilling in 

them the mindset and practical knowledge necessary to 

navigate the challenges and opportunities of the future. 

Here are some activities we planned this year that 

demonstrate how the Technology department at DCB is 

making learning real for our students: 

Game Jam – The annual game-making competition is 

open to students across all DCB schools and challenges 


AI & Tech Expo – Earlier this year, we held our first ever 

AI & Tech Expo where selected DUCKS and Junior School 

students showcased their learning to our DCB parents. 

FutureTech - The new course (FutureTech) is an inhouse 

curriculum for Key Stage 4 (Years 10 and 11) and 

will be offered for the first time in AY 2023-2024. This 

is an innovative curriculum designed to develop future 

problem-solving skills with AI and robotics. 

Full College Digital Citizenship Curriculum – The 

curriculum aims to develop responsible, confident users 

of technology that connect with, care about, and act 

positively within our community and beyond to enable 

students to become change agents for the good of their 

community and beyond. 

DCB Hosts FIRST Lego League Challenge - an international 

competition for children aged 9-16 years old. This year's 

theme was Superpowered, and the competition aimed 

to inspire children to learn about science and technology 

through a fun and engaging experience. 

29


Dulwich College Beijing Now Offers FutureTech at Key Stage 4 

research and development skills, 

students will experience different 

domains of modern and emerging 

technology before undertaking their 

own piece of extended research. 

Dulwich College Beijing prides itself in its 

commitment to fostering innovation, creativity 

and a pioneering spirit, which is why we’re proud 

to launch our brand new course: FutureTech. 

In a rapidly changing and increasingly technologically 

driven world, it’s important that our students are 

equipped with the skills needed for tomorrow and stay 

competitive on a global scale. With our FutureTech 

course, we aim to do just that and more. 

The product of years of work by Yosef Karasik, Director of 

Educational Technology and Innovation, and Jared Rigby, 

EdTech Coach, DCB’s FutureTech course is a new in-house 

curriculum for Key Stage 4 (Years 10 and 11) that will be 

offered for the first time in the coming school year (AY 

2023-2024). This innovative curriculum aims to develop 

lifelong learners who can not only adapt to the rapidly 

changing technological landscape of the 21st century but 

also incorporate these tools within their own work. 

Mr Karasik believes that it is important that our students 

learn the skills to solve problems that we will have in 

the future. “FutureTech is Future-Problem solving using 

AI and Robotics. With this course, our hope is for our 

students to find the need – an issue our students are 

passionate about – and create a solution based on that.” 

Throughout the course, students will 

have numerous opportunities to work 

in collaboration with industry mentors 

to engineer novel solutions to current 

and future local or global issues. In 

Year 10, students will engage in a 

project-based learning approach in the 

following five curriculum areas: 

1. Cloud Computing and AI basics 

2. Natural Language Processing 

3. Computer Vision 

4. Autonomous Vehicles 

5. Robotics and IoT 

In Year 11, students will select one or more areas of the 

course to focus on. Working in research groups, students 

will develop a project which aims to solve a future 

problem. For this, they will need to collect research and 

data to support the need for their project. 

Research groups will then be paired with a mentor who 

is an industry expert in their research focus. By the end 

of Y11, students will present their product to the rest of 

the school and a panel of industry experts. In addition, 

students will be able to enter their projects to the 

Microsoft Imagine Cup and Intel AI Global Impact Festival. 

Here at Dulwich College Beijing, we believe that students 

learn better when they take ownership of their learning 

through projects that they are passionate about. We 

believe in the importance of using technology for the 

global good, and we want our students to have the 

skills to do that. As the world becomes increasingly 

interconnected and technology-driven, having a strong 

foundation in future tech subjects can be a valuable asset 

for students and schools alike. This programme will help 

prepare students for the jobs of the future and equip 

them with the skills they will need to make a positive 

difference. 

Project-based learning is at the heart of Future Tech. 

With a focus on data science, AI, and robotics - alongside 



Girls in STEMM 

By Joanne Anderson 

Senior School Head of Design and Technology 

Science, Technology, Engineering, Mathematics and 

Medicine (STEMM) encompasses a broad range of 

academic disciplines and professional fields that are 

collectively focused on advancing knowledge, innovation, 

and problem-solving. 

The future of our world lies in the hands of those who 

dare to explore the wonders of STEMM. As the need to 

adapt to technological advancement continues to increase 

exponentially, the need to empower and encourage girls 

to explore and pursue careers in STEMM has never been 

more important. 

DCB’s Girls in STEMM kicked off the year with an 

interactive presentation at our annual STEM Expo. They 

also had an exciting opportunity to engage with project 

presentations on applying new technologies to achieve 

the United Nations Sustainable Development Goals at the 

Tsinghua University. 

As part of the initiative by the Women’s Empowerment 

Council, DCB Girls in STEMM participated in a virtual 

visit to HPE and Merck and in-person visits to Intel, 

United Family Hospital’s Rehabilitation Department and 

Microsoft. 

to benefit rural and marginalised communities both 

locally and globally. 

By connecting girls with industry leaders and successful 

women in STEMM, these visits provided first-hand 

experiences that showcased the achievements of women 

in traditionally male-dominated fields. They also gave 

students the opportunity to discuss questions they had 

in relation to their careers, instilled confidence in their 

choices and encouraged them to continue pursuing their 

passions in STEMM. 

Michelle W, a Year 12 Chemistry student, shared that her 

decision to pursue a career in STEMM was strengthened 

by seeing real world projects apply science and technology 


31


Dulwich Game Jam 2023 

By Jared Rigby 

Learning Technology Coach 

As a computer science educator who regularly gets to 

interact with students from primary school all the way 

through to the end of high school, there is a constant 

thread that exists, irrespective of age. When students are 

asked, “Why do you want to study computer science?”, 

one of the most common responses is “Because I want 

to make my own video games”. This intrinsic motivator 

allows students to directly map concepts they’ve learnt 

within the computer science classroom, to massively 

popular real-world products they’ve interacted with 

throughout their life. 

Making a video game, though, is a complex undertaking. 

Building something of value requires multiple hours of 

debugging, testing, and user feedback. When taught 

as a standard unit of enquiry within the classroom, 

it can sometimes lead to a frustrating experience. A 

student’s game-making journey can be a slow, disjointed 

process, only allowing for minimal progress week by 

week and often finds students building a similar, if not 

the same, game as their classmates. I’ve been through 

this process myself and it left me wanting to provide an 

alternative experience for students who want to gain 

a more uninterrupted, hands-on experience in game 

development where they can drive their own learning 

outcomes. Enter the game jam. 

What is a game jam? 

A game jam is a hackathon for making games. Participants 

are challenged to design and build a video game in 

a limited timeframe. The time available is set by the 

competition organisers and will differ between contests. 

Most standard jams range from one weekend – as with 

staple game jams like Ludum Dare and the Global Game 

Jam – to one month – like GitHub’s annual Game Off or 

the challenging js13kGames competition. Here at Dulwich 

College Beijing (and across our wider family of schools), 

we opted for a weekend. This would allow students to 

use up to three days of uninterrupted time from Friday 

morning through to a submission deadline of early Sunday 

afternoon. 

A key feature of a game jam is the theme; a vital piece 

of information that’s kept secret from the students until 

the very start of the hackathon. Students are expected 

to incorporate the theme within their game and use it 

to help focus their initial brainstorming. A good theme 

should be open to interpretation and allow students to 

create a wide variety of experiences. The theme can also 

be leveraged to encourage students to consider widerreaching 

issues across societies and how they can use 

games to inform their audience. 

For our group of schools, we’ve made the decision to have 

the theme relate to one of the UN’s Social Development 

Goals (SDGs) each year. For this year, we decided to start 

with a theme of “Be less wasteful”, which directly ties 

in with SDG 12: “Ensure sustainable consumption and 

production patterns”. Using this theme as a guide, our 

students created games ranging from ocean clean-up 

collection games and forest preservation platformers, to 

the more out-of-left-field ideas like games focused around 

a sentient trash can or leading a bureaucratic visit to a 

factory to ensure safe and healthy work environments. 

Interdisciplinary opportunities 

Another added benefit of game-making is the opportunity 

for interdisciplinary learning and collaboration. 



Game jams are not 

only an opportunity 

for your tech-savvy 

students to dive headfirst 

into programming 

challenges, but they 

also present the chance 

to build cross-curricular 

links and demonstrate 

a wider variety of skills. 

A successful game 

jam team will require 

programmers, artists, 

musicians, narrative 

designers, and 

marketers. 

Working with partners 

In the run-up to the game jam weekend, we were able to 

collaborate with a wide range of partners from industry 

and academia. We heard about what it’s like to work 

on AAA titles from Colin Walder of CD Projekt Red, 

the realities of being an indie developer from Pill Bug 

Interactive’s Sean Walton, the latest game research from 

Alena Denisova at the University of York before finally 

virtually welcoming staff from Ubisoft China who provided 

our students with an online workshop about how to be 

successful in a game jam. 

Dulwich Game Jam 2023 Entries 

Theme: Be less wasteful 

After completing their games, students submitted their 

work to our guest experts for judging and feedback. Over 

100 students participated in the event and I’m happy to 

report that we had winning teams in the Juniors category 

(Year 5 and Year 6) as well as the Middle School category 

(Years 7, 8 and Year 9). Members of the winning team 

were invited to Shanghai for an in-person game-making 

workshop and careers day with the team from Ubisoft 

China. Congratulations to the winning students! 

Having just completed this process for the first time here 

at DCB, we’re already looking to make this an annual 

event that we can improve year after year. Here’s hoping 

we can find more time in next year’s calendar to keep the 

excitement for game-making high! For more information, 

please visit: gamejam.dulwich.org 


33


DCB Esport 

By Jared Rigby 

Learning Technology Coach 

DCB is proud to announce the foundation of a high-school 

esports league - CHISEL (Chinese International High School 

Esports League) – that currently consists of 6 member 

schools from across China: 

• Dulwich College Beijing 

• Dulwich College Shanghai Puxi 

• Dulwich International High School Suzhou 

• Shanghai American School - Pudong 

• Nord Anglia Hong Kong International School 

• Xiamen International School 

Esports have gained significant popularity worldwide 

in recent years, and the benefits of playing them are 

numerous. Some examples include giving our students 

the opportunity to develop their interpersonal soft skills 

such as collaboration, communication and leadership. 

With our new league, we aim to provide a platform for 

students to engage in a healthy competitive environment 

while developing skills that are essential for success in 

today's world. 

Communication is a crucial aspect of esports, and it is 

one of the primary ways that teams achieve success. 

Players must communicate effectively with one another, 

both verbally and non-verbally, in order to develop and 

execute successful strategies. This requires a high level of 

attention and active listening. 

knows what they can do to bring the team success. The 

experience of working with others towards a common 

goal is invaluable, and it is a skill that can be applied in 

many different settings. 

Esports also presents a great opportunity to develop 

leadership skills. Each team must have a leader who 

can organise and motivate the team to perform at their 

best. Effective leadership is a skill that is necessary in all 

aspects of life, and esports provides an opportunity for 

students to develop it in a fun and engaging way. I’ve 

been very grateful for my student leader Neli H who was 

instrumental in the creation of DCB’s esports club and its 

continued development. She has been working with me 

weekly for two years now to help run the ECA session 

for our students. She has also been coaching students to 

improve their skills in various games and providing advice 

to help them prepare for matches against other schools 

across China. 

Our first fixture saw us compete in a Dulwich derby with 

our friends at DCSPX in the popular Nintendo game Super 

Smash Bros Ultimate. Daniel W, Hannah H, and James T 

– selecting the characters Little Mac, Kirby and Inkling 

respectively – finished the day as 2-1 winners in a bestof-3 

battle. 

Collaboration is another skill that has close ties to 

effective communication. In order to be successful in 

competition, teams are required to work together to help 

develop each members’ skills and ensure that each player 

We are proud to be a part of this league with other 

esteemed schools and we look forward to organizing inperson 

events in the next academic year and further 

growing esports in our community. 



Student Band Rocks the 

Saturday 6 May saw the Coronation of His Majesty 

King Charles III, and the following day millions 

across the globe celebrated this momentous event 

with The Big Lunch – a post-coronation tradition that 

brings neighbours and communities together to share 

friendship, food, and fun. 

Dulwich College Beijing joined the British Chamber of 

Commerce in China and the British Embassy to bring the 

festive royal spirit to Beijing, with our Senior School Band 

The Dinosaurs treating guests to delightful renditions of 

British favourites past and present, ranging from the fun 

and energetic songs like Dua Lipa’s Break my Heart and 

Sweet Female Attitude’s Flowers to dreamy and romantic 

ballads such as Ed Sheeran’s Perfect and Frankie Valli’s 

timeless classic, Can’t Take My Eyes Off You. 

The event was held at the British 

Ambassador’s Residence, where over 300 

guests gathered to celebrate this once-ina-generation 

event and indulged in muchmissed 

British fare, enjoyed the music 

from our students and experienced a slice 

of British life in Beijing. The Coronation 

Big Lunch was a wonderful celebration 

of British culture and community spirit, 

bringing together people from different 

backgrounds and nationalities to share in 

the joy of this historic moment. 


35


The Tempest 

DCB Senior School Annual Production 




37


MADD 2023 | Journey 

Music | Art | Drama | Dance 

By Shauna McFaul 

Head of Primary Music 

Over 450 Dulwich College Beijing (DCB) Junior School 

students and Dehong Beijing students participated in Dulwich 

College International’s annual MADD Creative Arts Festival. 

The focus groups included Choir, Orchestra, Drama, Dance, 

Film, Visual Art and this year’s newest addition: Creative 

Writing & Performance Poetry! This year’s theme was 

Journey and was inspired by the beautiful picture book series 

by American author-illustrator Aaron Becker, who created 

videos for the children, guiding them through the festival. 

The MADD drama students had a blast learning all 

about the art of storytelling and using our voice, 

bodies, and minds to act out a story. Our thespians 

analysed stories, learned about emotions and facial 

expressions, acting, vocal characterisation, physicality, 

mime techniques, and various drama techniques. 

The talented performers collaborated together in 

groups and used their newfound skills to devise a mini 

performance. 



For Dance, students travelled away from the regular 

dance styles of K-Pop and hip-hop and were taken 

to the lands where African tribal dance, salsa, Indian 

Bollywood and Chinese traditional originated. Some 

aspects of their performance were completely created 

by the students through group work and collaboration. 

Our Art and Design students embraced illustration 

and created their own imaginary worlds just as Aaron 

Becker has in his books. They used wet on wet water 

colour techniques to create their own forest, city, 

or machine. Students also learned about wax resist 

techniques in the form of batik. Using delicate rice 

paper presented its own challenges, but the lanterns 

that our artists created turned out quite magical. 


39


Students participating in the Music focus groups for MADD 

explored the concept of "Journey" in a variety of ways. 

In choir, students explored the journeys represented in 

their lyrics and experienced the journey of developing 

and growing musically, pushing themselves to continue 

to improve and examine their strengths and areas for 

growth. 

The MADD orchestra students have been on a journey 

of discovery through Tolkien's Middle Earth, studying the 

leitmotifs of Rivendell and the Shire. 

In Creative Writing, students were thrown into the deep 

end of performance poetry and worked on both writing 

and performing memorable poems. They took part in 

poetry slams in their classes and collaborated on the 

poems themed around each book from the inspiring 

Journey series. Students were challenged to come up 

with compelling couplets and quipping quatrains that 

both tell and enhance the story as seen on the page. 



MADD Film has been an immersive and inspiring experience 

for our young aspiring filmmakers. Students had a sneak peek 

into the film industry with a masterclass from a celebrated film 

director, followed by hands-on experience of various aspects 

of filmmaking, including directing, cinematography, animation 

and editing. After learning the fundamentals, they put their 

new skills to work on a collaborative project. 

We’ve also had the pleasure to work with Spotlight Theatre 

School and choral educator and composer Ms Sherry 

Blevins. The students also had the honour of performing a 

commissioned piece “Let Your Journey Begin”, written by 

Australian composer Paul Jarman. 

As always, the MADD festival is a magical opportunity for our 

students. We are so proud to be able to offer such an enriching 

learning opportunity that focuses on celebrating the creative 

arts, which are indispensable in our students’ development. 


41


Senior School Spring Ensemble Showcase 




43





45

Visual Arts 

By Jacob Dong 

DUCKS Teacher of Art 

Artworks at DUCKS 

Year 1 - Music Instruments 

Sophia C, 1ZH Duran Z, 1LB Eva Y, 1LB Tingkai X, 1MM 

Paul S, 1LB Arielle L, 1MM Paris M, 1LB Milton H, 1LB 

Nursery - Drawing Game 

Reception - Water Painting 


Visual Arts 

Year 2 - Rabbit Portraits 

Chenrui W, 2LE Angela D, 2CB Vica W, 2LK Evan K, 2LK 

Kimberly M, 2CA Kiki W, 2CA Henry L, 2LK Evelyn N, 2MW 

Key Stage 1 - Collaborative Weaving Display 

Year 2 - Collaborative Puppet Theatre Display 


47

Visual Arts 

Junior School Art 

By Sally Corben 

Junior School Head of Art and Design 

Junior School students study the arts as part of 

the academic curriculum throughout the year. 

The extensive resources available allow students 

to exercise their creativity with a wide range of 

materials and media. 

Silk Road Flags by Year 3 

Students learned about reduction block 

printing. They used patterns found on artefacts 

from countries along the Silk Road to design 

their flags. 

After carving their designs into foam blocks, 

they stamped them onto fabric. They repeated 

this process with each colour, cutting away parts 

of their block, creating their 3 colour reduction 

prints. 

Once the printing was complete, they used 

a running stitch to create a French hem and 

progressed to embellishing their flags with 

weaving elements and adding beads. 

Amber K, 3 BLOSSOM 

Jasmine W, 3 BLOSSOM 

Chelsea X, 3 BLOSSOM 

Liz L, 3 BLOSSOM 

Olivia Y, 3 BLOSSOM Oscar Z, 3 BLOSSOM Jayden W, 3 BLOSSOM Yufei Z, 3 BLOSSOM 

48 

beijing.dulwich.org

Visual Arts 

Monogram Mosaics by Year 4 

Students explored and investigated ancient 

Greek and Roman mosaics, learning about the 

many layers and processes required to create 

the intricate designs. 

Benefitting from being able to use modern 

tools and techniques, students designed their 

own mini mosaic using an online application. 

Their mosaics used ancient border patterns 

and letters from either the Greek or Roman 

alphabet. 

Using modern glass tesserae and a re-useable 

grided guide, students built their mosaics 

following the patterns from their designs. 

Alex G, 4 HILLARY Alisa Z, 4 HILLARY Doris L, 4 ZHENG HE 

Flora S, 4 ZHENG HE Oscar Z, 4 HILLARY Pascal P, 4 ZHENG HE 

Ray L, 4 ZHENG HE Sarah W, 4 HILLARY Skyler Y, 4 ZHENG HE 


49

Visual Arts 

Self-Portraits by Year 5 

Inspired by ‘The Arrival’ by author-illustrator 

Shaun Tan, students have developed their 

pencil drawing techniques to create a 

range of tonal value and texture. Whilst 

drawing their portraits, students also 

learned about proportion and scaling. 

During this project, students also entered 

into discussions regarding the features 

of our faces that can give clues about 

a person’s heritage. We also made 

comments about how these ‘clues’ can be 

misleading. 

Yiyi H, 5 CURIE 

Kyle L, 5 CURIE 

Nathaniel Z, 5 CURIE Jensen N, 5 CURIE Adam Z, 5 JEMISON Cindy Z, 5 JEMISON 

Jenny C, 5 JEMISON Megan K, 5 JEMISON Serena W, 5 JEMISON Raissa S, 5 LIWEI 


Visual Arts 

Jewel H, 6 BLACKMAN Grace H, 6 BLACKMAN Scarlett, 6 BLACKMAN Amy L, 6 TAN 

Julia L, 6 TAN Anna S, 6 TAN Isa W, 6 TOLKIEN Chelsea Z, 6 TOLKIEN 

Story Light Boxes by Year 6 

Inspired by the papercut work 

of Hari and Deepti, students 

created these 4-layer papercuts 

depicting a scene from a myth, 

legend, fable, or traditional tale 

from around the world. 

Investigating visual space was 

important, as learning about 

foreground, middle-ground, and 

background to create each of the 

individually hand-cut layers. Ceci H, 6 YANG 

Yana Y, 6 YANG 

Precise cutting was also essential so the overall desired image could be achieved. 

Once each piece of paper was completed, they were layered into a frame and LED lights were 

attached to the back to allow the light the shine through the image. 

The College Magazine (Beijing) 51

Visual Arts 

GCSE ART 

Alex L 

Amy L 

Angelina C 

Capri W 

Brianna C 


Visual Arts 

Catherine Z 

Carol Q 

Charlize A 

Eason C 

Elena T 

Daniel L 


53

Visual Arts 

Erya Y Haoying G Jacqulyn S 

Jia Ying G Jolanda Z Lilly M 

Lynn K Mikhail B Molly L 


Visual Arts 

Natalie H Nathan G Olivia K 

Selena Z 

Sydney H 

Terry C Vicky M Yuhan Z 


55

Visual Arts 

The Collective: IB Visual Arts Exhibition 

Our talented IB Visual Arts students launched their 

IB Art Exhibition entitled The Collective. Named 

by the students themselves, The Collective 

represents their inclusive nature of diverse opinions and 

approaches to art within the group. 

DCB’s annual IB Visual Arts Exhibition is one of the 

highlights of the school calendar where our students 

conclude and celebrate a demanding two-year course 

of study. This year’s cohort’s works reflected the toll and 

challenges of the past few years. 

Senior School Head of Art Yvette Stride acknowledges 

these challenges and commends her students for 

delivering. Brimming with pride, she shared, “I 

congratulate the students on their resilience, in 

maintaining their artistic spirits during such a challenging 

time. I also congratulate them on their courage in 

displaying the most contemplative parts of themselves to 

a larger audience. Lastly, I congratulate the students for 

creating an environment in our classroom of acceptance, 

that allowed for critical feedback and authentic work.” 


Visual Arts 

Amy L 

My exhibition focuses on human 

relations, the encounters between 

people, and the emotional effects 

of people impacted by the outside 

world. My works are mainly inspired 

by bright dynamic objects juxtaposed 

with modern art, then adding more 

movement to the pieces. 

Human desire can be seen daily; 

however, how we respond to them 

can be reacted differently. I'm 

inspired by the artist Claes Oldenburg 

to show the desire of humanity 

through everyday life. 

Apple L 

"Everything is equally important" as Gerhard Richter once said, as he 

blurs his artwork to find the balance in focus. The body of artworks 

presented in this exhibition explores the concept of "to embrace". 

The artworks I have created showcase and reflect the inner 

complication of my personal experiences and the societal pressures 

I have faced and witnessed, simultaneously 'bracing' myself against 

pressures at the same time 'embracing' them for the great good 

and making my artwork relatable to not just myself but also a wider 

range of audiences, whom I would like to resonate with my artworks 

at first glance. 

Cathy M 

Time is a dimension in the 

modern scientific system, while 

in our daily life, we usually 

divide it into: past, present, and 

future. However, if there is no 

minute or second that can be 

called the present, where do the 

past and future begin? For this 

question, I explored the views of 

philosophers and was inspired 

by Nietzsche: "Everything 

separates and then unites, 

and the cycle of existence is 

permanently true for itself." 

The exterior is inspired by the 

aesthetics of Japanese Wabi- 

Sabi style. 


57

Visual Arts 

Diana T 

The archaeologist brushes away the 

layers of dust, and a world reborn 

emerges from the earth. You are 

beckoned to traverse through the 

epochs, where motifs of memories 

lost, history rediscovered, and 

antiquities adapted thread the pieces 

into an interweaving tale of the 

faraway past shrouded in mystery. 

Shades of ochres and tans wash over 

each artwork, reminding us of aged 

residue and stilled air. The antithesis 

of static versus movement is encapsulated in the centrepiece, The Stoic, The Story, and The 

Search. It contrasts how we can reminisce about the old days: as an inalterable fact to be 

studied and appreciated for a story coming to life, influencing our present. 

Emma Y 

My visual agenda contemplates the tension between the 

private and public domains within my immediate environment, 

capturing the routine and unremarkable entities and 

encapsulating seemingly insignificant moments in life. Inspired 

by Gerhard Richter’s defamiliarizing sentiments and Hirohiko 

Araki’s use of dyadic colour schemes, the pieces contemplate 

these themes within the realm of family and friends to 

considerations for societal implications, a junction between 

the intimate and detached. 

Kylee C 

Liminality is the tension between the ‘formerly’ 

and the ‘anticipatory’. These exhibition works 

intend to explore the complex and intricate theme 

of Liminality through the physical, emotional, and 

metaphysical by channelling my intimate personal 

experiences and relationships. 

The body of work uses bright saturated colours with 

a majority pink palette while showing unnerving 

scenes, inviting viewers into a liminal environment 

by disrupting visual norms. The intention is to create 

a feeling of discomfort for the viewer, confronting 

the audience with graphic imagery to generate 

a visceral response concerning the feelings of 

being overwhelmed. This series would be, to a 

viewer, reminiscent of walking into a perfume shop 

smelling all the overbearing smells, the nausea of 

overreacting candy, or even floral decay for some. 


Visual Arts 

Michael L 

Death is the eventual fate all 

things alive that would strip 

us of everything we deem 

comprehensible and drag us into 

the pit of the unknown. As a selfaware 

intelligent species capable 

of perceiving the future long after 

our own demise, we naturally 

feared and awed death. Although 

we are incapable of knowing what 

would happen to our conscious 

after the death of our physical 

body, we can explore the process 

of the latter’s demise. 

Ruiying S 

“The future will either be green or not at all”, goes a quote by Bob 

Brown.. Within my exhibition, I explored the toxic relationship 

between humans and the environment and how we cope with it. 

We cannot escape nature, as we are part of it. We must preserve 

it as it can be taken away within seconds. For the exhibition, 

the audience will move from the left to the right; as the pieces 

progress, my work demonstrates the juxtaposition of nature and 

technology. This is demonstrated by the medium I use, which 

starts with oil paint and ends with fusion 360 (a design platform). 

Stacey T 

This body of work aims to explore the 

emotion of fear, identifying its implications 

not only on the personal aspect but to the 

general and its effect on the public. Through 

inspiration from artist such as Francisco Goya, 

Ishibashi Yui and Francis Bacon, the range of 

works present a predominantly realistic style 

to enforce their applications in our daily lives. 

The works begin with more general aversions 

to enhance their terror, whereas further down 

the audience can experience more intimate 

pieces. This curation of works hopes to bring 

the audience on a journey of discomfort and 

intrigue to eventually explore a feeling of 

empathy and understanding as they realise 

they are not alone in their phobias, cultivating 

a sense of connection. This voyage through the gallery hopes to convey an idea 

of terror from being perceived by the masses to becoming more personal. 


59

Sports 

Fostering Growth Through Sports From DUCKS 

the social-emotional ability to learn in other fields. This 

can positively impact their future after DCB in universities 

and society. ” said Mr Oliver Du, the Primary PE teacher at 

DCB. 

At DCB, sport is one of the five pillars of our holistic 

education. Engagement in sports not only aids in 

students' physical development; it also helps enhance 

social, emotional, and time and stress management skills. 

“The strong character cultivated in sports will enable 

young students to become confident, resilient, and have 

The popular annual Teddy Bear gymnastics in DUCKS is a 

good example. Gymnastics is a special course in the British 

curriculum. It is also a sport that young students generally 

enjoy. The seemingly fun process of rolling, jumping, and 

body balancing incorporates sequence and collaboration. 

In Year 1 and Year 2, students design their sequences in 

small groups. Students learn the techniques in gymnastics 

and exercise their collaboration and creation. These 

learning are applicable in other sports programmes. 

Students proudly showcase their learning to parents and 

other school members during the Teddy Bear and DUCKS 

Sports Day. Most students will not practice one specific 

exercise for life, but the skills and teamwork acquired in 

the learning can benefit them in various future sports. 

Teddy Bear Gym 


Sports 

DUCKS Sports Day 


61

Sports 

Dulwich 

Games 


INTERSCHOOL COMPETITION 

Sports 


63

Sports 

Junior 

School 


Sports 

Sports 

Day 


65

HOUSE 

HOUSE 

Singing 

ALLEYN 

Johnson 


HOUSE 

OWENS 

SOONG 

WODEHOUSE 


67

HOUSE 

HOUSE MINECRAFT 

Suited up in their battle armours (that looked a lot 

like DCB House shirts), our Junior School Minecraft 

troopers banded together with their House teams 

to create a replica of the fortresses set for them by 

their House Captains. 

The idea of a Minecraft competition, the brainchild 

of Head of House Jamie Jones, came about after 

Mr Jones noticed how much the students loved 

the game. As much fun as Minecraft is as a game, 

when used as a design and collaborative education 

medium it is so much more. From a relatively simple 

concept, students have been able to innovate, 

collaborate, problem solve and demonstrate skills 

in creativity in a wonderful digital medium. 

Congratulations to Team Wodehouse for winning 

our first ever House Minecraft! We're already 

looking forward to next year's match! 

ALLEYN WODEHOUSE 

OWENS 

JOHNSON 

SOONG 

Senior School HOUSE DRAMA 


HOUSE 

Junior School Tour D' Fours 


69

Community 

Head of College Forum back on Campus 

The second for this school year but the first one 

back on campus since the pandemic first began, 

Term 2 Head of College Forum was a wonderful 

opportunity for our school leaders and parents to meet 

again. Our school leaders shared some general updates 

and the progress of each school on our College priorities. 

We also got to watch a special treat from our wonderful 

little DUCKS, who proudly sang their hearts out to show 

us how well they know our DCB values. 


Community 

DCB Masterclass: Community Learning for Everyone 

By Jett Brunet 

Head of Junior School Leadership & Agency, EdTech & 

Innovation Coach, Digital Safety Lead 

Our Junior School Student Council is proud to have 

participated in DCB’s first-ever Masterclass sessions. 

Parents, including Mr Tony Zhang and Mr Adam Stevens, 

as well as EiM’s Global Director of Education, Mr David 

Fitzgerald, gave talks on a range of interesting leadership 

topics, such as effective presentations, dealing with 

conflict, and active listening. 

Our Masterclass initiative seeks to tap into our 

community’s expertise and passion to foster the sharing 

of ideas with our students and to view Dulwich College 

Beijing as a learning lab where everyone, young and 

older, can learn from each other. We aspire to create a 

culture where engineers, academics, leaders of industry, 

teachers, students, in other words, community members, 

are invited and enabled to lead learning sessions, 

anytime, anywhere, both in and out of the traditional 

classroom. 

One of our pillars at DCB is Learning Beyond the 

Classroom. Learning from our community experts 

who make links to the real world can be very engaging 

and rewarding for our students and creates a bespoke 

curriculum that distils our knowledge and skills into 

a unique DCB experience. Each person that joins our 

Masterclass brings with them a unique vision and 

approach that provides our students with a different lens 

through which to interpret the world. 

Viewing learning through this type of real-world lens 

means that what we learn needs to be adapted to the 

realities of our setting here in Beijing. Imagine how 

engaging school life can be if we challenge students to 

apply their learning to solve local challenges and that 

their solutions bring about a visible, positive, tangible 

impact. A learning laboratory where everyone has a role 

to play and the community support to make it happen 

would provide students with the skills to be ready to 

tackle tomorrow’s challenges, today. 

Parents who are interested in leading a Masterclass 

session should start by identifying a topic that they are 

passionate about and want to share with our students. 

Then, parents should design a learning session that is 

adapted to the needs and interests of their audience. 

Remember that younger learners respond more positively 

to interactive learning activities that are studentcentred 

and that ask the audience to actively take part in 

activities, rather than passively listening to a lecture. 

Masterclass sessions aim to connect our families with 

our students and staff to empower every member of 

our community to lead interactive learning sessions. By 

viewing DCB as our own learning lab, we are reimagining 

how we learn & teach, and what it means to be supported 

and included in a forward-thinking school community that 

lives worldwise. 


Community 

After three years of absence, DCB Founder's Day 

was brought back in full force! Our Founder’s Day is 

an annual community celebration that pays homage 

to our rich heritage and the best of Dulwich, not 

just at DCB but also across the Dulwich College 

International family. 

That day saw a multitude of events starting with the 

Flag Parade that celebrated our diverse community 

and inaugurated the festivities and a line-up of 

spectacular performances that lasted into the early 

evening. With all the singing, dancing, music, food, 

football matches and cultural activities, everyone 

enjoyed the gathering on our south pitch and 

cricket pitch. 

This festival would not have been possible without 

the hard work and collaborative effort of our 

parents, students, staff, and partners. The stars 

of the day were of course our students, including 

our student prefects, performers, musicians, flag 

bearers, and student volunteers who organised and 

supported a variety of stall activities. Hundreds of 

students from all three schools graced the stage. 

They demonstrated our DCB Values to the whole 

community and all the guests at the event. 


Community 

From DCB Parents 

"After what felt like waiting for a four-year Olympic Games, DCB Founder's Day 

had finally arrived! The sunny summer day brought a lot of fond memories back. 

It wasn't just really good, but it was the best!" 

- Grace Wei 

"The day was so much fun! The performances were beautiful, the stalls were all 

crowded, the infrastructure was perfect. It was the Founder's Day that raised the 

bar for all the others! Thank you to all the parents, teachers and students!" 

- Angela Yin 

"Three years of pandemic was finally over, and our school was back to life. We 

had our first major event, parents, students and teachers are back together to 

party up. I love DCB!" 

- Kitty Liang 

"FoD moms were all so amazing! The day was like a travel through time! 

The atmosphere was so thrilling, parents were so active, and our hearts were 

invigorated! Love our community! After three years of waiting, of course, we now 

celebrate with the grandest gestures possible! We praise with the most intense 

singing, we collaborate with the most passionate dance, we show the whole 

world with the brightest fire lighting! Happy Founder's Day!!!" 

- Gigi Wang 


Community 


Community 


Community 

Festival Spirit at DCB 

Chinese 

New 

Year 

Celebration 


Community 

Junior 

School 

Lantern 

Festival 

Assembly 


WAN 

Hear from the Dulwich 

College Beijing’s Alumni 

We are happy to introduce a new series of interviews highlighting our International Old Alleynians, or IOA in short, 

namely, our Dulwich College Beijing alumni. Their childhood and teenage years at DCB behind them, they were 

happy to share fond memories of DCB and tell us about their journey since then. 

Noemi Skala: From Dulwich to UN Refugee Agency 

"Dulwich was my first real exposure to the field of psychology as well as to vulnerable populations. 

Parallel to studying psychology (my favourite subject!) during the IB, I was involved in Dulwich 

College Beijing's social projects, such as teaching English to children in a migrant school outside 

of Beijing. These early experiences sparked my wish to study psychology with a focus on child 

development." 

- Noemi Skala 

Dulwich College Beijing' 11 

Since Noemi graduated from Dulwich College Beijing (DCB) in 

2011, she has built a career as a psychologist who specialises 

in providing mental health and psychosocial support (MHPSS) 

for conflict- and crisis-affected populations in Europe, the 

Middle East, and East Africa. 

Noemi’s passion and dedication to MHPSS were influenced 

by her Dulwich experience, when she was already studying 

psychology and engaged in social projects working with 

vulnerable populations. After graduating, Noemi received an 

MSc. in Clinical Psychology and Cognitive Neurosciences from 

University of Munich, along with a BSc. in Psychology from 

the University of Bath. 

In 2020, Noemi was selected for the Mercator Fellowship 

on International Affairs, a German/Swiss 12-month young 

professionals programme that was composed of two work 

placements with international organisations. 

She chose a Danish non-governmental organisation (NGO) in 

Jordan for her first work placement and ended up with the 

Child Protection Unit of UNHCR, the UN Refugee Agency, in 

Kampala, Uganda. 

Among her many responsibilities, she went on field missions 

to evaluate MHPSS activities and advise implementing 

partners on adapting said activities based on context-specific 

challenges, such as increased gender-based violence and 

suicide rates in refugee settlements. 

"Uganda has assured me that no matter how hard, lonely, or 

tiring it may be at times, no matter how unsure the future is, 

no matter what my next adventure may be, this is the kind of 

life I want: living and working abroad to provide mental health 

and psychosocial support for vulnerable children, families, 

and communities in a humanitarian context." 

For Noemi, MHPSS is all about applying her acquired 

psychology knowledge to working with crisis-affected children, 

families, and communities and understanding not only their 


WAN 

unknown and fully embraced it. 

"Indulge in the unknown, because it is full of opportunity, 

potential, and room to grow. Think about what excites and 

interests you in this moment and go along that path, but 

don't be afraid to try new things." 

unique needs but also their resources and capacities. It is 

about destigmatising mental illness, sustainably empowering 

vulnerable populations to strengthen their own mental health 

and psychosocial wellbeing, and ultimately rebuilding their 

lives. That is her professional and personal goal. 

As a Worldwise citizen, Noemi was also able to understand, 

connect with, and empathise with a completely foreign 

culture. Arriving in Uganda marked her first time on the 

African continent, and she was positively surprised by how 

quickly she adapted to the way of life in Kampala. 

"I was surprised by how ‘normal’ living in Kampala felt after 

only a few weeks and how open other expats as well as locals 

were to helping me integrate and feel welcome." With the 

courage and enthusiasm that propel her deep commitment 

to changing the world for the better, she dived into the 

When asked for advice for current students and alumni who 

are looking to do something similar in the future, Noemi 

encourages young students to keep an open mind and to 

stay flexible. When choosing a career, she advises being loyal 

to one’s own beliefs and values rather than giving in to what 

societal or cultural norms may dictate. 

We are so proud of Noemi and the work she is now doing 

to make a positive impact on the world. Her life story is such 

an inspiration to our community and best represents what 

it means to Live Worldwise. We wish her all the best in her 

future endeavours as a psychologist providing mental health 

and psychosocial support for vulnerable populations around 

the world. 

At Dulwich, our students are community contributors. 

Our values-driven education nurtures students to become 

true global citizens, to be community contributors, to 

gain awareness of social and environmental issues, and to 

understand their role in the world. 


79

WAN 

Björn Shen: From Dulwich student to global music composer 

"Dulwich College Beijing created the foundation for me to grow as a musician by providing 

me with the community of friends and mentors and opportunities that allowed me to turn 

music from a hobby into a career." 

—Björn Shen 

Dulwich College Beijing'15 

Rubbing shoulders with entertainment industry 

giants at 23 

Four years ago, at just 23 years old, Björn Shen founded 

Brunch Music, a Beijing-based company that specialises 

in creating music for films, trailers, TV shows, games 

and commercials. Since its formation, Björn and his 

employees have already worked on projects with some of 

entertainment’s biggest names, including Stephen Chow, 

Sergio Pablos, and more. 

advantage of the robust music programme and the many 

Group-wide events and festivals like the Dulwich Festival 

of Music. Notably, he was the winner of the prestigious, 

ISCMS-affiliated Jenkins Award in 2015, which recognises 

outstanding music compositions by students at its member 

schools. That same year, with the support of his university 

counsellors and music teachers, he matriculated at Berklee 

College of Music, where he majored in Film Scoring and later 

on was recognised as an honorary graduate of the College. 

To add to the long list of incredible accomplishments under 

his belt, both he and his company had also signed with 

Creative Artists Agency (CAA), the talent and sports agency 

that also lists megastars Beyoncé, Ed Sheeran, and Ariana 

Grande among the artists they represent. 

Nurturing his passion for music at Dulwich 

Björn credits his time at Dulwich as having shaped his passion 

for music long before he caught his first “big break” into the 

entertainment industry. As he puts it, “Dulwich created the 

foundation for me to grow as a musician by providing me the 

community of friends and mentors and opportunities that 

allowed me to turn music from a hobby into a career.” 

Advice for the Dulwich community 

When asked what advice he could share with the budding 

music artists in our Dulwich community, he says, “Seek out 

opportunities to meet people who will push you creatively, 

and surround yourself with people who really inspire you. 

Music is ultimately not a one-person art - it’s an art that is 

shared, collaborated on, and communal.” 

Congratulations to Björn for his fantastic achievements; we 

are so incredibly proud of him and the talented, creative 

entrepreneur he has become. 

During his four years at Dulwich College Beijing, he took 


WAN 

Yoo Sungjoon: From Business Brains to Classroom Gains 

"Graduates of Dulwich have so many options worldwide. You could end up in Europe, the 

US or Asia. I believe there are no right choices - only good choices and better ones." 

—Yoo Sungjoon 

Dulwich College Beijing'17 

It’s only been five years since Yoo Sungjoon graduated from 

Dulwich College Beijing, yet he has already studied and 

worked in some of Southeast Asia's most exciting cities and 

even sailed around the world. 

And now it seems he has sailed full circle, recently returning 

home to not only his home country South Korea, but also 

taking up teaching and counselling at – you guessed it – 

Dulwich College Seoul! 

Throughout his varied, life-shaping experiences, Sungjoon has 

always been led by his passion and his sense of mission. This 

commitment to personal growth and purpose can be traced 

back to his days at Dulwich College Beijing. 

And at first, he thought that passion was business. "Our 

school offered economics and gave me the foundation for 

academia," he said. "As a co-founder of the Student Challenge 

Investor Club, we invested in the FTSE and learned the basics 

of finance." 

Sungjoon looked all set for a career in business and 

economics when he graduated from DCB and accepted 

a place at the National University of Singapore to study 

Business Administration. But things changed when he 

entered the field. “I couldn’t find a connection between our 

work and the real world,” he admitted. 

This realisation proved to be a turning point in Sungjoon’s life. 

However, he soon found a semblance of that initial spark of 

enthusiasm and excitement while circumnavigating the globe 

as part of his obligatory national service in the South Korean 

Navy. 

“We travelled the world: to the Middle East, the Americas, 

Hawaii,” said Sungjoon. “I was also stationed at the Korean 

Naval Academy as a language instructor and taught English to 

military officers. I enjoyed teaching (and) it got me thinking 

about it more seriously. After my discharge, I started working 

as an education consultant.” 

Confident that his future lay back in the classroom, Sungjoon 

reached out to his former school. 

“I spoke to Lucien Giordano (EiM Group Director of 

International Outreach and Alumni Engagement) about how 

I could work with the schools, supporting IB teaching and 

university counselling pupils,” he recalled. 

He then joined Dulwich College Seoul as a University 

Counsellor’s Assistant. He fondly remembered the University 

Counselling Support Summit. “I offered students my 

reflections on why I chose to study in Singapore. Graduates of 

Dulwich have so many options worldwide. You could end up 

in Europe, the US or Asia. I believe there are no right choices - 

only good choices and better ones.” 

The next chapter in Sungjoon’s life will see him in London, 

where he will study for a Postgraduate Certificate of 

Secondary Education (PGCE), the UK's professional teaching 

qualification. “London is a cosmopolitan city,” he said. “I 

would like to help second-generation immigrants with their 

studies.” 

Having gained many benefits from it himself, Yoo Sungjoon 

is a vocal advocate of Dulwich’s influential Worldwise Alumni 

Network (WAN). He encourages others to register and be 

active in the community. “I will be in Europe next year, where 

I intend to reach out to our alumni,” he said. “I urge all alumni 

to go online and input their data into the interactive map – it 

helps to make our community stronger.” 

In giving back to the community that once nurtured him, 

Sungjoon believes that his Dulwich years in Beijing left a 

profound mark on his character and is a testament to the 

transformative power of education, lifelong connections, and 

the desire to give back. 

And whenever he misses a slice of home, thanks to the 

Dulwich Alumni Network, he’s never too far away from 

“home”. Because as he himself has noticed, “It seems that 

wherever I go, I find a Dulwich campus.” 


81

DCI News 

Dulwich College’s Rare Shakespeare’s First Folio on Display 

By Dulwich College 

The First Folio is one of the great wonders of the literary 

world. Published in 1623, seven years after the death of 

its author, the First Folio was the first printed edition of 

Shakespeare’s collected plays, and the Dulwich College 

Archive holds one of the 50 remaining copies in the UK (there 

are 235 in total). 

The Dulwich College First Folio, which includes all 

Shakespeare’s Comedies and Histories, is believed to have 

been passed to the College in 1686 from the estate of 

the actor and bookseller William Cartwright. Cartwright 

performed with the King’s Company and is known to have 

played Brabantio in Othello and Falstaff in Henry IV Part I and 

Part II. 

The two volumes of Comedies and Histories (sadly the 

Tragedies are missing) contain evidence of possible use in 

theatrical performances. Handwritten notes, ink and water 

stains and burn holes suggest these volumes were well-used 

before they were left to Dulwich College. 

We’re delighted to report that the Dulwich College 

Folio, having been carefully wrapped and transported to 

Greenwich, is on display and part of an exhibition at the 

National Maritime Museum. The Tempest and the Thames 

exhibition, which opened on Friday 31 March, will run until 24 

September at the National Maritime Museum in Greenwich 

as part of the National Folio400 celebrations. 

The display can be found in the London Gallery (entry is free) 

and draws out the links between the nautical in Shakespeare’s 

works and the city in which he wrote them, and it makes 

unexpected and intriguing connections. 

Dr Joe Spence, Master of Dulwich College commented, 

“On the 400th anniversary of Shakespeare’s First Folio 

Dulwich College is delighted to partner with Royal Museums 

Greenwich to display its copy of this rare text and other 

contemporary treasures from its Archive. Edward Alleyn, 

who founded Dulwich College in 1619, was the theatrical 

impresario of his day. His diary records journeys from Dulwich 


DCI News 

to Greenwich, so we are delighted to be keeping a south 

London connection alive four centuries later. Alleyn’s legacy 

was educational, and we are certain that sharing the Folio 

with as wide an audience as possible in 2023 fosters his spirit 

in this year of national celebration.” 

Lucy Dale, Curator of Maritime History at the National 

Maritime Museum said, “This is a unique opportunity to view 

Shakespeare’s works in a new context. Shakespeare arrived in 

London at the height of England’s ‘oceanic turn’ and his works 

are infused with maritime themes, poetry and a distinct early 

modern ambivalence towards all that the oceans represent.” 

About the Folio 

Greg Doran, Artistic Director Emeritus of the Royal 

Shakespeare Company, visited the Dulwich College Archive 

recently and in a short film described the First Folio as a “much 

used and therefore, a much-loved copy”. 

Folio Facts 

Edward Alleyn, actor, philanthropist, impresario and founder 

of Dulwich College in 1619, worked alongside Shakespeare on 

Bankside and a note on the back of an envelope reveals he 

bought a copy of Shakespeare’s sonnets in 1609. 

The College is proud to contribute to the National Folio400 

celebrations and hope that many visitors will visit the 

exhibition. 

• The First Folio was the first time most of Shakespeare’s 

plays were collected together 

• The collection was made by John Heminge and Henry 

Condell, Shakespeare’s friends 

• Printing meant that many of them were saved for future 

generations 

• It’s called a First Folio because it was the first time 

Shakespeare’s plays were gathered together (there are 

second and third folios) and folio refers to the size of 

paper used. 


83

DCI News 

DUCKS Rainbow Kitchen Opening at Dulwich College Seoul 

By Dulwich College Seoul 

Dulwich College Seoul recently opened a brand new kitchen 

space for DUCKS. The space’s design was inspired by 

traditional Korean architecture known as hanok with wooden 

beams that make the space feel classic and modern at the 

same time, as well as welcoming and cozy. We named the 

space Rainbow Kitchen to reflect our values around eating a 

healthy plate of food of all colours. 

One recent day, we welcomed local Chef Ryan Phillips from 

Bear Foot Gardens for the Rainbow Kitchen Opening. 

After a ceremonious ribbon-cutting to officially open the 

beautiful space featuring our Head of College Gudmundur 

Jonsson and mc-ed by our Head of Primary School, Jane 

Smith, our youngest DUCKS students learned about healthy 

and sustainable eating from Chef Ryan. He also worked with 

our cooking apprentices in their chef hats and aprons to make 

a staple Mexican dish called chicken sope, which is like an 

open-faced taco topped with shredded chicken, black beans, 

salsa and fresh cheese students had made on the spot! 

Wellbeing and sustainability are important Dulwich values 

and Chef Ryan discussed why we should all do our part to 

reduce food waste and eat sustainably to combat climate 

change. 

After the cooking session, Chef Ryan, students and staff 

all helped out to clean up and a few lucky students got to 

sample the scrumptious dish, which they relished to the last 

bite. We would like to thank Chef Ryan for helping to kickoff 

our Rainbow Kitchen with gusto and sharing his time and 

expertise with us. Our students had a wonderful time and 

we look forward to seeing what amazing concoctions our 

students cook up in the new space! 


DCI News 

Dulwich launches second ESG report 

By Dulwich College International 

At Dulwich, we 

are committed to 

providing purposedriven 

learning 

experiences connected 

to people and the 

planet. Our students 

reflect the best of 

what we do in our 

mission to make a 

positive difference in 

the world. 

As a member of the Education in Motion (EiM) group 

of schools, we are pleased to see the launch of EiM’s 

second Environmental, Social, and Governance Report 

(2021-2022)—this second report is another milestone in 

our continued efforts to inspire our community to Live 

Worldwise and make a positive impact for people and the 

planet. 

It is important to model the behaviour that we want our 

students to adopt. That is why we are making it a priority 

to build ESG frameworks into our operations. In 2021/22, 

we continued to optimise our ESG governance structure 

to enhance accountability and implementation of our ESG 

agenda. 

We took proactive actions to protect the mental health 

of our community during COVID. Our comprehensive 

safeguarding framework ensures that safeguarding and 

child protection are at the forefront and the responsibility 

of everyone who works with children. We adopted a 

proactive approach to cybersecurity and data protection 

by consistently enhancing policies, procedures, training, 

and system architecture. 

At Dulwich, we see our students working towards future 

solutions today. We hope our sustainability and global 

citizenship initiatives can inspire our community in making 

even more positive changes across our family of schools. 

Dulwich Zhuhai Students Excelled in Global Competitions and Exam 

By Dulwich International Zhuhai High School 

By participating in global competitions in the subject 

fields they are good at, students further dive into 

their interests, which helps build up their portfolio for 

university applications and improve skills in independent 

thinking, problem-solving and team collaboration as well. 

The students at Dulwich Zhuhai are passionate learners 

who strive to achieve academic and holistic development 

and are willing to challenge themselves beyond the 

classroom. 

During the 2022-23 academic year, DHZH students 

have achieved remarkable results in different subject 

competitions around the world, including ranked First 

Place in the Asian High School Team Maths Competition, 

five Gold awards, four Silver and two Bronze in the UK 

Chemistry Olympiad, one Top Gold (global top 2.5%), 

one Gold (global top 7.5%) and two Bronze in the British 

Physics Olympiad, and multiple Group and Individual 

awards in the National Economics Challenge. Moreover, 

one DHZH student was awarded Top in China by the 2022 

Outstanding Cambridge Learner Awards for gaining the 

highest standard mark in English as a First Language in the 

November IGCSE exam series. 


85

The College Magazine Summer 2023

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