The College Magazine Summer 2024

C 

The 

OLLEGE 

The Summer 2024 Beijing 

............................................................................... 

Dulwich College Beijing Presents... 

Learning by Leading 

............................................................................... 

+ Roadmap to University 

+ Behind the Scenes of the FAME Musical 

+ Founder's Day

From Friends of Dulwich 

Welcome to Friends of Dulwich (FoD)! 

As another wonderful year at DCB 

comes to a close, the FoD committee 

would like to share highlights of our 

year together. Thank you to each and 

every one of our parent volunteers 

at DCB for your contributions to 

the various events, activities, social 

benefit projects and for making our 

school the very special place that it 

is. 

From the moment your child/children 

join DCB, your family becomes 

a cherished member of the FoD 

community. This community connects 

you and your family with our school. 

The 2023-2024 FoD committee is 

made of 24 dedicated members who 

work very closely together to bring 

forth fantastic activities and events 

for the community. FoD-led activities 

and events are carefully planned, 

approved and voted on by committee 

members during the monthly 

meetings, and supported by relevant 

school departments. 

In 2023-2024, FoD has successfully 

organised a range of wonderful 

activities and eents, including: 

Coffee & Books: 

Parent workshops (photography/ 

film/candle making) 

Easter egg hunt 

Second-hand book fair 

Festival campus decoration 

Car boot sale 

Year 8 - Year 13 parents gathering 

Community Engagement: 

2024 HongBao distribution 

FoD Cultural Club: 

Junior School CNY gala show 

Paper cutting workshop 

Cultural trip to Cao Xueqin Trail 

Dance club 

Chinese opera club 

Intangible Cultural Heritage 

activities 

FoD Event Coordination: 

April 2024 Colour Run Beijing 

FoD Enrichment Fund Projects: 

Visionary Braille Guidebook 

Lion Dance Club 

Indoor golf putting green 

FoD Connection Lunch 

FoD Lion Supporters: 

Dad’s football club 

Dad’s basketball club 

Parents frisbee club 

FoD Parent Choir 

FoD Tennis Club: 

Community tennis tournament 

We welcome all of you to come and 

join our future FoD activities and 

events! Please keep an eye on the 

FoD newsletter and make sure to 

mark your calendars! 

We wish you all a wonderful summer! 

Chairs of the FoD Committee 

HaiFeng Cao & Barbara Tsui 

beijing.dulwich.org

C O N T E N T S 

Head of College Message 


Student Leadership Roadmap 

Meet the Senior School Prefects 

Junior School Leadership Journey 

Budding Leadership in DUCKS 

An Educational Journey of Entrepreneurship 

Student-Led Clubs for Change 

Making Global Citizens in MUN 

Academic Excellence 

Roadmap to University 

What Makes a "Successful" University Application 

Congratulations, Class of 2024 

Meet the Class of 2024 

Nurturing Young Minds with Inquiry-Based Learning 

Performing Arts 

FAME the Musical 

ISCMS Music Festival 

Spring Ensemble Showcase 

Junior School Sound of Spring 

MADD Festival 

Visual Arts 

Sports 

DUCKS Teddy Bear & Sports Day 

ACAMIS & ISAC Tournaments 

HOUSE 

Live Worldwise 

Dulwich Olympiad 

Worldwise Academy Women for Conservation Forum 

Book Day 

Visiting Scholar from the University of Notre Dame 

Make It Real with Our Planet 

Student Wellbeing 

Community 

Founder's Day 

Why is DCB Special to Me 

Hear from the DCB Alumni 

Family of Schools 

Cover: Younlun Z and other DUCKS students await the Class of 2024 graduation parade 

Editor, Design & Layout: Jackie Park, Diana Tsang and Yadi Zhou 

Editorial Support: Cecilia Liang 

Graphic Designer: Faye Zhang 

Contributors: Jett Brunet, Christine Buxton, Andrew Carey, Edrie Chau, Anthony Coles, Sally Corben, Jacob Dong, Kim Fong, 

Luella He, Shengli He, Jens Hildebrandt, Catherine Ho, Gavin Hornbuckle, Rachel Hsu, Jamie Jones, Kwiyoung Kim, Emily Laws, 

Sunkyung Lee, Anaïs Marechal, Shauna McFaul, Kelsey Pichery, Kevin Rossall, Robert Simmons, Richard Todd, Chloe Whitehouse, 

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

Photography: Kidsphoto Studio, Student Media Team, other DCB students and teachers 

The College Magazine (Beijing) 

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1


Dear DCB Community, 

As the school year ends, it's time to reflect on the 

remarkable journey we’ve had at Dulwich College 

Beijing (DCB). This year, we've continued our unwavering 

commitment to delivering excellence across our five 

educational pillars, fostering an environment where every 

student thrives and excels. Let's take a moment to celebrate 

some of the highlights from each pillar: 

At DCB, academic excellence is ingrained in our DNA. 

We're proud to maintain our continued strong standing in 

academic achievement, thanks to our dedicated faculty 

and cutting-edge resources like the University and Careers 

Counselling (UCC). This year, our students have continued 

to excel in various academic pursuits, laying the groundwork 

for their future success. Our Class of 2024 have gained 

entry to some of the world's premier universities, which is a 

testament to their remarkable resilience and talent. 

The spirit of competition 

and camaraderie was alive 

and thriving at a number of 

sport activities and events 

throughout this year, including 

Dulwich Games, Olympiad and 

sport fixtures among international 

schools. Our athletes showcased their athletic prowess and 

the values of teamwork and sportsmanship. 

In our competitive sports programme, we have seen 

outstanding team efforts this year across all of the core 

sports played across Beijing and regionally. Success can 

be evaluated in many ways. Besides the win-loss ratio, 

enjoyment levels and the sheer volume of participants this 

year has told us the sports programme is in a very healthy 

position. Thank you to Ms Hannah Marshall, Director of 

Sport, for her vision and dedication to revitalising this DCB 

pillar after the pandemic. Our students learn invaluable life 

lessons that extend far beyond the playing field, and we are 

excited for an expanded offering next year. 

Creativity knows no bounds at DCB, and our vibrant arts 

community is a testament to that. From the spectacular 

performances at FAME to countless other showcases, our 

students have dazzled audiences with their talent and 

passion for the arts. Their creativity knows no bounds, 

enriches our community and inspires us all. The strength of 

our tremendous music programme was on show for all to 

see on this year's incredible Founder's Day. 

DCB is more than just a school; it's a hub of experiential 

learning and exploration. Learning beyond the classroom 

takes on many forms, from student-initiated extracurricular 

activities (ECAs) to residential trips, as well as immersive 

trips to places like Dunhuang and beyond. Our students have 

had countless opportunities to broaden their horizons and 

discover their passions. These experiences shape them into 

well-rounded individuals ready to take on the world. 

2 beijing.dulwich.org


I’m grateful for the hours that our staff provide so that our 

students can enjoy a balanced and rich education at the 

College. 

Global Citizenship (GC) is at the heart of everything we 

do at DCB. Our commitment to embedding GC principles 

in learning and teaching ensures that our students are 

prepared to navigate an interconnected world with empathy 

and understanding. By instilling these values, we're shaping 

the future leaders and change-makers of tomorrow. 

In closing, I want to extend my heartfelt gratitude to the 

entire DCB community, including Friends of Dulwich, for 

your unwavering support and dedication throughout 

the year. Also, I would like to acknowledge the College 

Leadership Team and all leaders across the College for 

navigating the waters and steering our ship with a steady 

hand. To those students and families relocating this year, 

may your next chapter be filled with much happiness. 

Looking ahead to the summer, exciting changes are on 

the horizon, including the renovation of the Junior School 

canteen. This revamped space will provide an even more 

inviting environment for students to relax and refuel in the 

middle of the day. Thank you to the team of staff who have 

planned for this renovation. 

As we anticipate the start of a new academic year, there's 

much to look forward to at DCB. We're thrilled to announce 

that more visiting professionals, such as Dr Grace Dong 

Dodge, will be joining us to provide invaluable insights and 

consultation to our students. Additionally, programmes 

like Ignite: Switzerland will continue to set DCB apart, 

offering unique opportunities for academic and personal 

growth for our Year 9 students. Furthermore, the rollout 

of our education pillars' roadmaps will provide a clear path 

forward, ensuring that every student receives the support 

and guidance they need to achieve their goals. 

Together, we've achieved remarkable things, and I have no 

doubt that another fantastic year lies ahead. As we continue 

to navigate the ever-changing landscape of education, 

let us remain steadfast in our dedication to excellence, 

innovation, and community. Here's to a summer filled with 

rest, rejuvenation, and excitement for the adventures that 

lie ahead. 

See you all in the new academic year! 

Warm regards, 

Anthony Coles 

Head of College 


3


Dulwich College Beijing Student Leadership Roadmap 

Leadership Differentiation 

Leadership Integration with Masterclass Programme 

Giving Back to Our DCB Community 

Applying Leadership Qualities in 

Everyday Life with Integrity 

Living Worldwise 

Value Focus: Integrity 

Leadership Focus: In & Outside of School Community 

Leadership and Coaching / Mentoring Skills 

Leadership Capability Focus: Trustworthiness 

Real-World Links to Experts and Collaborative Projects 

Leadership Awareness 

Value Focus: Responsibility 

Leadership Focus: Self 

Leadership & Developing 

Leadership Potential 

Alumni 

Value Focus: Responsibility 

Leadership Focus: In-School 

Community Leadership 

& Honing Leadership Styles 

Leadership Capability 

Focus: Initiative 

Portfolio Project: Narrative 

CV of My Learning Journey 

Leadership Roles Available: 

Student Council 

JMIT 

Magazine 

MUN 

House Captain 

Prefect 

Student Ambassador 

Year 6 

4 pillars - 

Enrichment 

Curriculum & Learning 

Service to Others 

Local to Global 

Leadership Identification 

Value Focus: Confidence 

Leadership Focus: Multicontext 


Leadership Styles 

Leadership Capability Focus: 

Problem-Solving 

Portfolio Project: 

Identifying Community 

Challenges 



JMIT 

Magazine 

MUN 


Year 5 


Self-discipline 


Executive Student Council 

Student Council Rep 

Wellbeing Champion 

Form Captain 

Wellbeing Rep 

Service Rep 

Sports Captain 

Key Stage House Lead 

Year Group House Lead 

U12 team captains 

Year 7 

Year 8 

STUDENT LEA 

4 

Leadership Exploration 

Value Focus: Openmindedness 

Leadership Focus: Peer 


Leadership Skills 


Teamwork 





Form Captain 

Wellbeing Rep 

Service Rep 





Year 9 

Leadership Engagement 

Value Focus: Resilience 

Leadership Focus: Group 


Wider Leadership Skills 


Conflict Management 





Form Captain 

Wellbeing Rep 

Service Rep 




U14 team captains 


Year 10 

Leadership Identification 


Leadership Focus: 

Multicontext Leadership & 

Developing Leadership Styles 


Problem-solving 





Sports team captains: 

Varsity and Junior Varsity 

Sports Captains 


Year 11 

Leadership Differentia 

Value Focus: Respect 

Leadership Focus: In-sc 

Community Leadership 

& Honing Leadership S 

Leadership Capability F 

Initiative 

Leadership Roles Availa 

Executive Student Cou 



House Leadership posit 


Varsity and Junior Varsi 

Sports Captains


Leadership Engagement 

Leadership Exploration 

Leadership Awareness 

Leadership Introduction 

Value Focus: Resilience 

Leadership Focus: Group 


Wider Leadership Skills 


Conflict Management 


Social-Emotional Buddy 

Interventions in Y3 



JMIT 


Value Focus: Open-Mindedness 

Leadership Focus: Peer 


Leadership Skills 


Teamwork 


Portfolio Discovery and Goal 

Setting 



JMIT 




Developing Leadership 

Potential 

Leadership Capabilities 

Focus: 

Communication: public 

speaking, motivating peers, 

problem solving, feedback 



Playground Pals 

Sustainability Squad 

Tech Champions 

House Captains 


Value Focus: Respect 


Developing Leadership 

Awareness 

Leadership Capabilities 

Focus: 

Communication: listening, 

building relationships, 

inclusion, teamwork 



Playground Pals 

Sustainability Squad 

Tech Champions 


Year 4 

Year 3 

Year 2 

Year 1 

DERSHIP DEVELOPMENT 

Year 12 

4 pillars - 

Enrichment 




consisting of 19 prefect portfolios 

Year 13 

4 pillars - 

Enrichment 




consisting of 19 prefect portfolios 

Alumni 

tion 

Leadership Consolidation 

Leadership Generativity 

Leadership Integration 

hool 

tyles 

ocus: 

ble: 

ncil 

ions 

ty 

Value Focus: Integrity 

Leadership Focus: In & 

Outside of School Community 

Leadership and Coaching / 

Mentoring Skills 


Trustworthiness 





Prefect 

Head Students 

House Leadership positions 





Value Focus: Kindness 


Perfecting Leadership and 

Paving the Way for the Future 


Communication 





Prefect 

Head Students 

House Leadership positions 




Giving Back to DCB 

Community 

Applying Leadership 

Qualities in Everyday Life 

with Integrity 

Masterclasses in Senior 

School 

Alumni Network 

Living Worldwise 

LIVE 

5


A Step-by-Step Leadership Journey from Early Childhood to Adulthood 

By Kevin Rossall 

Deputy Head of Senior School – Wellbeing & Whole College Designated Safeguarding Lead 

Leadership is a critical aspect of personal and 

professional growth, and its importance cannot be 

overstated if a student is to have a real chance at making 

an impact on the world. At Dulwich College Beijing, we 

recognise that the development of leadership values, 

skills and competencies is essential to the success of 

our students both during their time at our school and 

beyond. 

That's why we are excited to announce the launch of 

the Dulwich College Beijing Leadership Roadmap, 

which is an initiative that aims to document the student 

leadership journey, from Year 1 all the way up to Year 13 

and beyond as part of our Alumni network. 

accessible to all students, regardless of their age or 

experience. We recognise that every student has the 

potential to be a leader, and we want to provide them 

with the tools and resources they need to flourish in 

doing so. 

At each year on the roadmap, you will see a specific 

value focus which is based on our Dulwich Values. Each 

year also has a skill and competency focus that will 

cyclically develop, year on year, during a student's time 

here at DCB. 

The Leadership Roadmap is based on the four pillars of 

"Local to Global", "Service to Others", "Curriculum and 

Learning", and "Enrichment". These pillars underpin all 

our programmes and initiatives, and we believe that they 

provide a framework for leadership development that is 

relevant to our students' lives and experiences. 

It was inspired by the coming together of the three 

schools in our College and wanting to find a way to 

document all of the wonderful work that goes on in 

developing the future leaders of tomorrow – all of which 

happens from the moment a new student arrives at DCB. 

One of the key objectives of the Leadership Roadmap 

is to provide a clear understanding of the sheer volume 

of opportunities for leadership development that is 

DUCKS Playground Pals on duty during playtime 

These start with the self, then move to leading others, 

leading groups, leading whole-school initiatives, leading 

initiatives outside of school, and developing and honing 

leadership approaches to then be able to train younger 

students in the school how to effectively lead. 



We believe that this approach will enable our student 

leaders to better understand the role they play in the 

school community and to work more effectively with 

their peers and teachers. We also benefit from being part 

of an education group where students can collaborate 

across continents with other leaders in their field. 

Through events like the Student Leadership Conference, 

where representatives from each school come together 

to share ideas and discuss common issues, students have 

been able to learn from each other and collaborate on 

projects that benefit the whole school community. 

Senior School Prefect Launch Assembly 

In many year groups, some students will go above and 

beyond these expectations. This is encouraged. But as a 

bare minimum, the skills and competencies part of the 

roadmap is what we expect all our students to develop. 

Through leadership experiences, our students will 

have the opportunity to participate in a wide range of 

leadership activities, including sports teams, House 

captains, prefects with specific portfolios that benefit 

the school community and other leadership roles. These 

activities will enable our students to develop a wide 

range of other skills and qualities, including teamwork, 

communication, problem-solving, and creativity. 

These will, in turn, develop students academically and 

personally. 

Another important objective of the Leadership 

Roadmap is to promote collaboration and cross-school 

communication by bringing student leaders together 

from all the schools. 

The Leadership Roadmap also aims to help our students 

develop the skills and qualities they will need to be 

effective leaders in whatever field they choose to pursue 

as a career. We believe that the skills and qualities our 

students develop through this initiative will enable them 

to become effective leaders in a rapidly changing world. 

We also believe that the Leadership Roadmap will 

help our students develop a sense of empathy and 

understanding of different perspectives. This will enable 

them to build stronger relationships with their peers, 

teachers, and other members of the school community, 

and to make a positive impact on the world around 

them. 

As we continue to implement the Leadership Roadmap, 

we look forward to seeing the growth and development 

of our student leaders. We are committed to providing 

them with the tools, experiential opportunities and 

resources they need to succeed, and we are excited to 

see the positive impact they will make on the school 

community and the world beyond. 

Our students have the opportunity to participate in 

service projects, cultural exchanges and other activities 

that enable them to develop their leadership skills and 

make a positive impact on the world around them. 

Through these experiences, we hope to inspire our 

students to become active and engaged citizens who 

are committed to making a positive difference in the 

world. We believe that this is the key to creating a better 

future for all of us, and we are proud to be a part of this 

important journey. 

Junior School House leaders supporting the DUCKS Sports Day - 

a cross-school tradition at DCB 


7


Meet the Senior School Prefects! 

By Steven W 

Senior School Communications Prefect 

At the beginning of Term 2, the handover ceremony 

from our outgoing Year 13 Prefects to our incoming Year 

12 Prefects marked the official transition to our new 

Prefects and Head Prefects. 

This year’s Prefect Team collectively embarked with 

hope, enthusiasm and the vision to Spark Passion, Ignite 

Tomorrow. 

Spark Passion, Ignite Tomorrow 

As Carmen de Z, the Head Prefect of the Service to 

Others pillar, remarked: "Sparking passion is all about 

stimulating interest and curiosity in what we do. It's 

about implicating the younger students into our projects 

and events, hoping to culminate in them a desire to get 

involved when they reach Year 12." She also used the 

lighthouse analogy to suggest that this year's Prefects 

will try their utmost to aspire toward this vision. 

At Dulwich College Beijing, the Senior School's prefect 

portfolios are divided into four pillars: Local to Global, 

Services to Others, Curriculum and Learning, and 

Enrichment. Each pillar consists of four different prefect 

portfolios, each of which is interrelated in its purpose 

and aims, coordinated by a Head Prefect. There are four 

Head Prefects and thirty-one Prefects in the 2024 Prefect 

Team. 

Now, let’s meet our DCB 2024 student Prefects! 

Local to Global Pillar 

Prefects of the Local to Global Pillar aim to connect 

DCB students with the world and beyond, extending 

our responsibilities to that of a member of our planet. 

Together, they wish to further their current projects and 

provide more opportunities for DCB students to engage 

with our society. The pillar is supervised by Mr Roger 

Smith and led by Head Prefect Sophie S. 

Let’s hear what they have to say: 


Head Prefect of Global Citizenship and Sustainability: Sophie S 


"Being placed in a new role was overwhelming for a lot of us. We were nervous yet excited 

to be selected and eager for the year ahead. Over the past few months, the prefects’ 

ideas have transformed into concrete plans and I am delighted to see that projects and 

events are happening throughout the school, with students eager to participate. I am so 

proud of how far the team has come and their hard work making an impact. I hope we 

can continue to enrich the school environment and ‘spark(ing) passion’ in the students 

who look up to the Prefect team as role models and their future selves.” 

Alumni, Careers and University Prefect: Zizai L 

“Being the Alumni, Careers and University Prefect has been more than fulfilling. Starting 

off with the year alone and as the first to speak in the prefect assembly allowed me to 

grow as an individual and appreciate and cherish the responsibility that comes with my 

role. With guidance from Aston, the previous perfect and with the help of Ms Tomaszun, 

members of the UCC and other members of my pillar, I have already begun a few projects 

such as Alumni talks and IB/IGCSE Q&A. This role has allowed me to understand the 

interconnection within the Dulwich College Beijing community and how it extends beyond 

the campus and across the world.” 

Sustainability and Global Citizenship Prefects: Laetitia H and Easton T 

“Our teachers and the previous prefects helped to facilitate 

the handover process very well. While I was caught off guard 

by the workload at first, with their help, I now feel more 

confident with my responsibilities. I'm proud to be a part of 

the prefect team and I look forward to more cross-portfolio 

collaboration with the other prefects!” 

- Easton T 

“Transitioning to prefect really taught me the vast amount of 

effort and time that goes into every event in our school. I'm 

glad I can now be involved in this process as well, creating fun 

and insightful events all year round for the students to enjoy!” 

- Laetitia H 

Active Citizenship Prefects: Alex L, Aaron H and Daniel L 

“I feel that the prefect handover process was very smooth; the 

past prefects gave us insight into their journey, which allowed us 

to understand its values and challenges.” 

- Aaron H 

“Being a prefect consists of responsibility with various potentials. 

During the handover process, I've acquired meaningful and 

diversified visions of this role.” 

- Alex L 


9


Service to Others Pillar 

The Service to Others prefects aims to empower students to take part in a wide variety of events and projects and offer 

the necessary assistance in student studies and social life. The pillar is supervised by Mr Kevin Rossall and is led by the 

Head Prefect Carmen de Z. 


Head Prefect of Service to Others and Wodehouse Prefect: Carmen de Z 

“This year, the prefect team is united under one vision: Spark Passion, Ignite Tomorrow. 

What does this truly mean? ‘Sparking passion’ is all about stimulating interest and 

curiosity in what we do. This vision views the prefect team from a holistic perspective, 

aiming to leave an impact on the school community through long-term approaches and 

projects. Secondly, ‘Igniting Tomorrow’, is about leaving behind a legacy, a trace of our 

values, ambitions and hopes for improving the school and DCB community. This year, 

all portfolios will be striving to improve younger student participation and remove that 

barrier between the prefect portfolios and the student body. So that together, we can 

spark passion and truly ignite our tomorrow.” 

College Links Prefects: Angelina Z and Elena T 

“Applying to be a prefect was one of the best decisions I have made. Although this 

role comes with great responsibilities, the experience of building upon the former 

prefects’ work and initiating our own projects, which create positive impacts, is 

invaluable.” 

- Angelina Z 

“Having been a prefect for two months, I have gotten many opportunities that I 

appreciate and cherish. I am able to connect and work with the younger students 

at the school which gives me much inspiration and excitement. Being a prefect 

is so much deeper than the title and role. It is about the connections you make 

within the school, and those connections are what I will cherish the most.” 

- Elena T 

Communication and Language Prefect: Steven W 

“Communication and Language was a role I did not expect, but sometimes life’s 

surprises come to yield infinite interests and learnings. With the guidance of Jimin 

B, last year’s Communications Prefect, I came to confront and resolve the unique 

challenges of interlinking our prefects with the student body.” 

-Steven W 

Health and Wellbeing Prefects: Rebecca K, Lynn K, Rachel M 

“Together with my fellow well-being Prefects, with whom I had frequent discussions 

and showed great teamwork, we implemented successful projects such as the 

Wellbeing Champion training, Junior School Wellbeing Champions, Morning Music 


and IGCSE/IB transitions. It was fulfilling to see our ideas 

come true, and I'm excited to implement more of our planned 

projects!” 

- Rachel M 

“Taking up the role of Health & Wellbeing Prefect from 

the previous prefects Angel W and Mia H was tough, as I 

had massive shoes to fill. The legacy they left through the 

Wellbeing Champion system, their dedication and their overall 

impact on students’ wellbeing have truly left a lasting mark on 

the DCB community - and I am inspired to lead with the same 

enthusiasm and passion. I used to be afraid of leadership roles 

and doubted my capabilities, but after becoming a Prefect I realised that such doubts only exist in the mind and facing 

your fears will only make you stronger. ” 

- Rebecca K 

Student Support Service Prefects: Vicky M and Jiaying G 

“Serving as the SSS prefect has always been a 

privilege and an opportunity to support our students’ 

transformative academic and personal journey 

with our very own insights, experience and advice, 

hoping to both enrich and empower students' school 

experiences.” 

- Vicky M 

“It’s been an honour to be selected as a prefect! I find 

it incredibly fulfilling to provide resources, guidance 

and acknowledgements of achievements to make sure 

students feel happy and supported here.” 

- Jiaying G 


Curriculum and Learning Pillar 

The Curriculum and Learning Prefect team’s ambition lies in promoting exciting studentled 

initiatives in various fields of interest, such as STEAM and Visual Art. As well as to 

guide DCB students into their path of academic success with the Approaches to Learning 

portfolios. The pillar is supervised Mr Stephen Kaye and led by the Head Prefect, Carol Q. 


Head Prefect of the Curriculum and Learning Pillar and Owens House Prefect: Carol Q 

“The prefect position has always been highly regarded by the students of DCB. It is an 

absolute privilege to be chosen by my peers and teachers as one of the Head Prefects. 

My assigned pillar: Curriculum and Learning, aims to enhance the overall learning 

experience at DCB. There are many exciting projects in the works….and we can’t wait for 

the students to experience them!” 


11


Approaches to Learning Prefects: Lian C and Gary Z 

Poetically, “charted my course, paved my way, now I can 

continue the projects, come what may.” 

- Gary Z 

Art Prefects: Amy W and Selena Z 

“The perfect transition has been an 

insightful and vigorous process, and 

I’m really glad to have learned from 

last year’s Art Prefects so Amy and 

I can introduce new projects and 

continue current ones this school 

year!” 

- Selena Z 

STEAM Prefects: Hillary T, Susie Y 

Media & Marketing Prefects: Jason Z, Cathy T, Charlize A-Y 

“The prefect role made my IB life much more exciting and 

thrilling. It really alleviated some challenges and motivated 

me to improve and contribute my efforts to the field of 

STEAM at school as I knew my talents and passion could 

be channelled to improve the school life experience. The 

transition was quick and simple; we had a lot of work, but it 

was smooth and successful. Overall I'd say you are reminded 

of being a prefect by its responsibilities and standards of 

being a role model for the school.” 

- Hillary T 

“We found it very challenging, yet we are still excited to start 

new STEAM events in school, and we acted out our ambitions 

by hosting a real trip to a robotics competition.” 

- Susie Y 

“The prefect handover has been a valuable experience for me. Learning from past 

prefects taught me about the weight of responsibility and provided me with insights and 

techniques from their experiences. It has been a testament to my growth, illustrating the 

importance of accountability and the lessons learned that come with leading others. This 

experience has shaped me into a better Media Prefect.” 

- Charlize A-Y 


“During the handover process, I received lots of guidance and 

advice from the previous prefects, the marketing team, Ms 

Ni and Mr Kaye. They were all very helpful and supported us, 

allowing us to quickly get involved with media coverage of 

numerous school events.” 

- Cathy T 

“The process was very smooth, and with the help of the 

previous prefects, I was able to quickly adapt to the new 

position.” 

- Jason Z 


Enrichment Pillar 

Together, the Enrichment Prefects initiate and coordinate the events from which we derive 

our DCB spirit; they establish our communal atmosphere as lively and enjoyable. Their 

responsibilities range from sports events and House competitions to Model United Nations 

conferences and awe-inspiring performances. 

This year, they are supervised by Ms Klaudia Tomaszun and led by the Head Prefect and 

Soong House Prefect Tim Z. 


House Prefects: Tim Z, Valeria S, Carol Q, Carmen de Z, Aishling Z 

“The DCB House system has given me the most unique high-school experience. With passion and dedication, being the 

House Prefect motivates me to lead Alleyn towards success!” 

- Aishling Z 


13


“Learning from the past Prefect team has provided me 

with precious insights and lessons that will shape my 

approach as the new Head Student. I understand the 

responsibilities and challenges that lie ahead of us and 

am committed to leading with integrity, enthusiasm and 

a collaborative spirit. My vision for DCB is driven by the 

belief that every student has unique talents and potential 

waiting to be unlocked. Therefore, I aim to create a 

nurturing and inclusive environment that encourages 

student involvement. Through engaging initiatives and 

projects, I envision enriching the lives of our students, 

fostering their passions and equipping them with 

essential skills for the future.” 

- Tim Z 

Sports Prefects: Natalie H, Marco M 

Performing Arts Prefects: Viktoria H, Kevin S 

Expressing our Gratitude and Looking Forward 

As sincerely expressed by our Prefects, this successful 

transition was only made possible under the guidance of 

the Senior School Leadership Team and the Prefect Team 

of 2023. We feel very fortunate to have two groups of 

friends and teachers on our side while we march through 

the year of 2024. 

“The prefect handover went very well as the past prefects 

gave me a lot of information about what is required from 

me, how I need to be a role model and what my main 

focuses should be for the upcoming year.” 

- Viktoria H 

MUN and Debating Prefects: Rachael H, Olivia K 

The previous Year 13 Alleyn House Prefect and the 

Wellbeing Prefect say that they believe the new Year 12s 

are "making progress", and that they really "learned a 

lot" from the younger students at DCB. Since the Year 13 

Prefects also participated in the interviews of the Prefectselection 

process, all the applicants had inspired them 

with new ideas for school projects. As the past Prefects, 

they believe that younger people have more knowledge 

than they might first assume. During the application 

process, some advice for the future applicants is that 

they could make demonstrate their passions more 

through giving real life examples of what they do. 

Carried by our motto, "Spark Passion, Ignite Tomorrow", 

we enter the new year with bright hopes and ambitions. 

However, this isn’t limited to the Prefects; we wish that 

you, as a member of the DCB community, can join in this 

common striving for the betterment of our school and 

our international community. 



Reflections on the Junior School Leadership Journey 

By Jett Brunet 

Head of Junior School Student Leadership & Agency 

We set an ambitious vision for both Student Agency 

and Student Leadership this year which we would 

begin to put into action elements of our Student 

Leadership Development Roadmap (p5). This roadmap 

clearly outlines how students can develop their student 

leadership capabilities, both with and without an official 

leadership role. 

In Junior School, some key elements of this roadmap 

include using SMART goals and a Portfolio to document 

learning. Students are invited to demonstrate their 

progress by creating a range of evidence, reflecting on 

their learning and curating a leadership portfolio that 

can be shared with their families, peers and teachers. 

Imagine if students begin to create this portfolio 

from a young age, how many outstanding examples 

of leadership and transformative skills would this 

Portfolio be filled with by the time students discuss their 

candidacy with universities and/or future employers? 

Student Agency 

Our Portfolio system is not only used by student leaders 

to demonstrate their growth, but is also used by all 

Junior School students this year as part of a year-long 

trial to reimagine how we assess student learning to 

better provide a wider range of "snapshots" that show 

how students learn throughout the entire academic year. 

Why Portfolios? 

Portfolios enable students to represent their learning 

over time by creating and selecting different types 

of examples of their work, which we call evidence. 

Portfolios help to develop student agency according to 

our Student Agency Mission and Vision. 

Student Agency Mission 

DCB students have the ability to set 

meaningful goals and the skills to achieve 

them. 

Student Agency Vision 

DCB students are enabled to set their 

own meaningful learning goals, develop 

their autonomy, learn iteratively 

towards mastery, find their purpose and 

nurture positive, resilient interpersonal 

relationships which enables them to follow 

their interests and practice transferable 

lifelong skills on clearly outlined learning 

pathways. 

Our Experience 

We timetabled 7 lessons throughout the year to try using 

Portfolios with our students. We showed them how to 

think about their current strengths and weaknesses. 

Once students had identified some areas to improve, 

we showed them how to create colour-coded goals that 

were S.M.A.R.T.: 

Specific: 

What exactly do you want to improve? 

Measurable: 

How are you going to check that you are improving? 

Achievable: 

How can you make sure this is possible and not too 

much or too little? 

Relevant: 

How is this linked to your overall learning goals? 

Time-bound: 

What is your exact deadline to meet this goal? 

This helped students to write meaningful goals, staff to 

support them and families to better understand what 

their children were working on and how they could help 

them along the way. Students then began to create 

evidence of their learning and write reflections about 

what they had achieved. As we come closer to the end of 

the year, students will look back at everything they have 

added to their Portfolio, to share their progress with 

their family, peers and teachers. 


15


Our Next Steps 

Throughout this year’s Portfolio trial, we discussed how 

things were going and if any changes needed to take 

place. We added the colour-coding after our first session 

based on feedback that we received to make this better 

for everyone. 

Going forward into the 2024-2025 academic year, we 

look forward to seeing how our students integrate 

SMART Goal setting, evidence creation and reflections 

into their approach to learning. By learning how we 

learn, we can develop our agency and drive our own 

learning forward. 

we did a survey. I think it is a very good way to speak up 

to the school and have everyone's voices heard. You can 

represent your class to do things and sometimes you 

can have masterclasses when people who are leaders 

come and teach you. Student Council members will have 

meetings every Wednesdays and will discuss important 

things. It is fun. 

- Alexander W, JS Student Council member 

Student Leadership 

Student Leadership Mission 

DCB students lead themselves and others 

according to our Dulwich Values to 

become change agents for our community, 

and beyond. 

JS Student Council Meeting 


Student Leadership Vision 

DCB students identify and act on 

opportunities to lead themselves and 

others with guidance from our Student 

Leadership Development Roadmap, 

develop their Student Leadership 

Capabilities, and strive to become positive 

change agents for our school, across EiM, 

our community and beyond. 


Throughout this academic year, I have thoroughly 

enjoyed working with the Junior School Student Council. 

Their open-mindedness at such a young age has made a 

huge impression on me and Noah. Their confidence and 

willingness to share their opinions have made it amazing 

to work with them, and I was incredibly impressed by the 

amazing character of these young leaders. 

- Pacey Q, Year 10 Student Leads member 

The Student Council this year was very educational and 

interesting. We had a chance to have an assembly and 

The House Captains and Deputies have done an 

impeccable job this academic year at DCB! They have 

been excellent role models for the whole Junior School 

to look up to as they consistently displayed our Dulwich 

Values daily. I want to use this opportunity to say a HUGE 

THANK YOU for all your hard work and effort this year 

and that the Junior School will deeply miss you when 

you go to Year 7. Well done for steering your House with 

leadership, kindness and guidance towards maintaining 

a truly remarkable House spirit and a place of belonging. 

- Jamie Jones, Junior School Head of Houses 

I was immensely proud to be the Wodehouse House 

Captain because I can help DUCKS and Junior School 

students manage House events. We can also collect 

House points every week, and Mr Jones will add up all the 

House points and give out the House Cup. I have learned 

how to be a better House Captain and how to show our 

DCB Values better outside of school. I also know how to 

be a better leader. 

- Aurora K, Wodehouse Captain 

Junior School Prefects 

Working with the ten Junior School Prefects has taught 



me about collaboration and understanding. Through 

different projects, I noticed each individual change and 

develop in their own ways, reminding me of my time 

when I was their age. Over the course of this year, we 

have embarked on many creative journeys, making 

videos, speeches and supporting others in Junior School. 

I am incredibly thankful for the experience because I am 

so impressed by these students, and I cannot wait to see 

where they go next. 

- Elena T, Senior School College Links Prefect 

This year, as a Junior School Prefect, I enjoyed every 

meeting with my teammates. We introduced the Year 6 

students to Senior School in one assembly. To achieve this 

goal, we made leaflets, videos and even a script to follow 

when we got onto the stage during our Assembly. In my 

opinion, one of the most important elements of this role 

is teamwork. We allied with the Year 12 Prefect groups 

to make a huge project to guide the Year 6s into Year 7. I 

love being a JS Prefect! 

- Johnny S, Junior School Prefect 

This year, Junior School Prefects did a variety of things, 

like helping the Senior School students set up the booths 

for the Christmas shops. It has been really fun. For 

the Year 6 transition day, we worked with two Year 12 

students in making a brochure and videos about the 

difference between Year 6 and Year 7. 

- Amelia T, Junior School Prefect 

the responsibility of representing our school with 

utmost professionalism. These Student Ambassadors 

effortlessly connected with both prospective families 

and current members of our community. Their genuine 

passion for our school was palpable in every interaction, 

whether they were discussing academic programmes, 

extracurricular activities, or simply sharing anecdotes 

from their own educational journey. It has been a real 

pleasure working with them! 

- SeeKay Leong, Director of Admissions and Marketing 

I became a Student Ambassador this year. It was my first 

student leadership role. Getting this role made me feel 

very proud. I get to meet with new people and introduce 

the school to everyone. It's very fun planning and 

memorising the words and working together with my 

group. The last time we led a school tour, we introduced 

people to all the places in the school. We worked together 

and talked about plans. It was very fun! They asked us 

questions and we talked about our school together. I am 

very happy to become a Student Ambassador! 

- Bonnie L, JS Student Ambassador 

Junior School Student Ambassadors getting ready for DCB 

Open Days 

Dulwich Dudes Magazine 

Student Ambassadors 

Elena T and Junior School Prefects 

As I reflect on the various Open Day events at DCB, 

one thing stands out above all else: the incredible 

contribution of our Junior School Student Ambassadors. 

These children, ranging from Years 3 to 6, took on 


Exploring the magazine drafting process with JS student 

leaders has lent me new perspectives and intrigue to 

a subject that was previously, for me, constricted to 

independent works. Through our collaborations, I can 

notice the creativity of the young leaders trying to 

make their words heard to create an impact. It's really 

inspiring, and I look forward to continuing working with 

these aspiring leaders. 

- Steven W 

Senior School Communication and Language Prefect 

17


As part of the Dulwich Dudes Magazine Team, we have 

been doing a collaboration with Dulwich College in 

London about various subjects, such as food in school, 

subjects, residentials, ECAs...So many more! When we 

aren't doing the collab, we’re working on our zines - mini 

magazines that can be about absolutely anything! We 

also had Y13 leaders in Term 1 come and support us in 

writing. We had so much fun! 

- by Ruei Hsuan H, Dulwich Dudes Magazine member 

Junior Masters in Technology (JMIT) 

JMIT is a great leadership role especially because the 

full name of it is Junior Masters in Technology. It is also 

educational because you can learn some cool stuff about 

hacking, anti-plagiarism, how to protect your password 

and a lot more! But the thing that I like the most was 

that we can get badges and certificates when the session 

has finished and at the last lesson, they showed us a 

super cool hacking website that we could hack videos 

and stuff to learn how to protect our community against 

hacking. But really, it was just so cool! 

- By Evan Z, JMIT member 

Reflecting on our journey with JMIT, it's inspiring 

to witness the growth and empowerment of Junior 

School students in navigating the digital world safely. 

Through interactive sessions and hands-on activities, 

we've equipped them with crucial skills to understand 

technology's potentials and pitfalls. Witnessing their 

curiosity flourish into informed decision-making is 

truly rewarding, emphasising the importance of early 

education in online safety. We are extremely grateful 

to take on this responsibility and look forward to grow 

along with the Junior School students. 

- Hannah, Haerin, Nena, Y10 JMIT Student Leads 

Junior School Model United Nation (MUN) 

Collaborating on leading MUN this year has been a 

real pleasure, as we have brought different strengths 

to the role which has made the programme even more 

engaging and enjoyable for the students. At our first 

in-person conference since 2019 we saw the growth 

and development of the students as they engaged in 

stimulating debates, negotiated with fellow delegates 

and skilfully crafted resolutions to address global 

challenges. Seeing them cultivate their diplomatic skills, 

critical thinking abilities, and public speaking prowess is 

tangible evidence of how valuable MUN can be. We know 

that we've been lucky enough to work with and empower 

students who could be future leaders in the realm of 

international affairs and diplomacy. Good luck in Year 7, 

delegates! 

- Damian Lee, Model United Nations Lead 

When I arrived at the busy Shanghai airport, I was 

immediately struck by the energy and excitement of the 

city. The towering skyscrapers, crowds of people and 

constant activity made me feel eager for what was to 

come at the MUN conference. 

The MUN conference was amazing. I got to represent 

my country and discuss important global issues with 

students from all over the world. The other participants 

were incredibly knowledgeable and skilled at making 

persuasive arguments. They challenged me to 

communicate my country's position effectively. 

This conference was a transformative experience. It 

pushed me out of my comfort zone and helped me 

develop critical thinking and diplomatic skills. I left feeling 

inspired to stay engaged with the important problems 

happening in the world. I am grateful for the opportunity 

to take part in it. 

- Sophia L, JS MUN member 

Garden Ambassadors 

Year 10 students leading the JMIT 

It has been a fantastic opportunity for the new Garden 

Ambassadors to embrace their responsibility. They 

are mentored by Senior School students, learning how 

to design a garden, select appropriate crops for the 

season, plant them effectively for flourishing growth, 

and consider long-term care. Additionally, they become 

mentors themselves to the DUCKS. This experience has 

been an exceptional privilege to witness, as students 



from each of the three schools work together, learn 

together and support one another towards the common 

goal of creating the first successful College garden. 

It's immensely rewarding to observe their enthusiastic 

engagement in outdoor learning and their reconnection 

with nature in a meaningful way. 

- Samson Swanick, 

Director of Global Citizenship and Sustainability 

I became a Garden Ambassador this year, which is a 

great opportunity because we could have an outdoor 

ECA. There was another farm ECA called Farm Master, 

but we needed to take the bus to go there. This ECA 

allowed us to farm at our school. We planted seeds here. 

It was quite an interesting opportunity. Anyone can join 

this ECA, and our Garden Ambassador team can teach 

them. 

- Ace K, JS Garden Ambassador 

EiM Student Leadership Journey 

I had a vision to create a unique student leadership 

programme for all students in Junior School across our 

Education in Motion family of schools. Working with 

our Group Head of Sustainability and Global Citizenship, 

d'Arcy Lunn, and our EiM Head of Events and Educational 

Partnerships, Edgar Zillmann, we created a blended 

learning programme that consisted of 4 online sessions 

and 1 in-person conference, this year held at Dehong 

Xi'an. 

It has been a pleasure to see students come together 

from Bali to Beijing, Seoul to Shanghai, and many places 

around the world, to develop their leadership capabilities, 

connect with other and develop a year-long action 

plan which they documented in a leadership portfolio. 

It has been a privilege to work with so many teacher 

leads across EiM, d'Arcy and Edgar and our incredible 

student leaders, to bring about outstanding learning 

opportunities that just wouldn't be possible without the 

power of so many of us across EiM coming together to 

become changemakers for the good of our local and 

wider global communities. 

As I look to the future of our EiM Student Leadership 

Journey, it fills me with pride to have been there at the 

start to bring this programme to life, and I very much 

look forward to seeing how this leadership programme 

develops over time. 

- Jett Brunet, 

Head of JS Student Leadership & Agency 


EiM Junior School Leadership Journey - a cross-school 

collaboration programme for Junior School students across the 

group 

As I sat down on the train back to Beijing, I still couldn't 

believe what happened. I met so many different people 

from different EiM schools and I am still even in contact 

with them! I also learnt so many interesting things that I 

hadn't even thought about before! Also, we had so much 

fun as we didn't just sit there listening to the teacher talk 

for 3 hours (which was what I expected it to be). In fact, 

we learnt things in the way of games! 

This leadership programme not only helped us meet new 

people and become more social, but it also helped us 

develop into a leader as we started to learn all the ways 

to become a good leader all the way back in September 

2023! We learnt how to become a good leader by 

learning leadership skills such as how to keep a positive 

attitude towards your group and having knowledge 

about the task we are working on...Despite challenges 

we faced during the sessions, we stayed positive, making 

our journey to Xi'an as best as it could have been! 

- Sophia L, a EiM Student Leadership Journey member 

19


Budding Leadership in DUCKS 

At Dulwich College Beijing, we believe in nurturing 

student leadership skills from a young age. From 

the moment students enter DUCKS, they are 

presented with numerous opportunities, both within 

and beyond the classroom, to develop their leadership 

abilities. 

Leadership roles such as House Captain, Student Council, 

and Playground Pals enable children to step forward 

and cultivate essential attributes and skills, including 

confidence, collaboration, and problem-solving. 

DUCKS House Captains are typically elected in Term 1. 

This school year, we celebrated our new House Captains 

with a House kick-off event. The House system, a longstanding 

tradition at DCB, fosters students' sense of 

belonging and connection. Since its introduction in 

DUCKS, every DCB student has become part of a House, 

creating a sense of team and family across the entire 

College. 

Belonging to a House allows DUCKS students to 

collaborate with different peers and teachers, enhancing 

their confidence and ability to meet new people while 

developing crucial life skills in building communities and 

friendships. 

The DUCKS Student Council (StuCo) comprises one 

representative per class from Years 1 and 2. The 

Student Council members are mainly responsible for 

conveying the voice of their respective classmates and 

communicating issues and ideas to the school. 



StuCo members are also responsible for certain student 

initiatives. For example, during the Earth Week this 

year, DUCKS were busy working on a Global Citizenship 

portfolio, which contained evidence of how their class 

had taken action this year and worked towards one or 

more of the Sustainable Development Goals. Our DUCKS 

Student Council reviewed applications and the successful 

classes earned a “GC Badge”. 

The unit also introduced basic planning skills, fostering 

independence and confidence in managing tasks and 

preparing them for future organisational challenges 

along their journey of leadership. 

For this unit, one class explored fashion and designed 

their clothes using traditional fabrics and recycled 

materials, another focused on working in teams to design 

the organisation's logos for our UOI food products, 

while another focused on drama productions guided by 

their 'Big Idea question': How are events planned and 

organised. 

DUCKS StuCo is reviewing the Coral Reef presentation during 

the Earth Week 

All the students in Year 1 and Year 2 are welcome to 

apply for the role of class representative and each 

candidate must go through a formal presentation and 

election process. Being part of the Student Council 

empowers students to shape the school environment 

and foster positive change. 

Year 1 students designing LOGOs for their organisation 

Playground Pals are responsible for leading some 

playground games and monitoring the use of equipment 

during playtimes. They ensure that everyone is included 

and that Dulwich Values are present during playtimes. 

The learning of leadership skills is not only limited 

to what is provided by the formal positions, but also 

embedded in the daily learning as well. 

In one of DUCKS’s Unit of Investigation "Organisation" 

this school year, students developed essential leadership 

skills including understanding organisational planning, 

personal responsibility, teamwork, categorisation, and 

communication. They practised making decisions and 

taking ownership of their learning, working cooperatively 

in groups, organising their own production, and taking 

on challenges where they could. 

Year 2 students learning how drama productions are planned 

and organised 

At DUCKS, one of our aims is to foster independence in 

all children. By fostering independence, we empower 

students to think critically, make decisions, and take 

responsibilities for their actions. When children are given 

opportunities to tackle challenges on their own, they 

gain self-confidence and a sense of accomplishment, 

all leading to a path of growing leadership mindset and 

skills. 


21


An Educational Journey of Entrepreneurship 

At Dulwich College Beijing, we are committed to 

offering our students an education that brings 

learning to life through experiences that "make it 

real" for them. Built upon the collaborative efforts of our 

staff, parents, partners and other community members, 

our students have the opportunities to lead their own 

educational journey in various formats that help them 

acquire and reinforce the knowledge and skills essential 

for the pioneering future of entrepreneurship the 

students aspire for. 

Dulwich Startup Warriors Programme 

For the first time ever, 40 Key Stage 3 students took part 

in a 20-week entrepreneurship programme called the 

Dulwich Startup Warriors Programme. 

First place: Kiddleloop by Daniel K, David Z and Ella H 

Second place: Dollision by Eva C 

Third place: Footflex by Francisco Z, Daniel S, Bryan F 

Honorable Mention: EcoRest by Mike P 

Done in partnership with Singapore-based EdTech 

company Ascend Now, the programme offered 

our budding entrepreneurs a safe space to build 

their businesses from scratch, from ideation and 

brainstorming to final execution, with seasoned 

entrepreneurs from diverse backgrounds guiding them 

throughout the entire process. Students then had to go 

through several rounds of pitches, and the top 10 would 

go head to head in the final round called the Bullpen of 

Champions. Here, our students pitched their products to 

a panel of entrepreneur-gurus for a shot at winning up 

to 10,000RMB in seed funding. 

Congratulations to all our participants. Here are the top 

four business pitches during our first-ever Bullpen of 

Champions: 

Mr Stephen Kaye, Senior School Deputy Head: Academic 

and co-organiser of the Dulwich Startup Warriors 

Programme, shared how proud he was at how the 

students have grown throughout the programme and 

looks forward to what they can achieve in the future. 

"The students learned the fundamentals of what it 

takes to start a business in terms of knowledge, skills 

and, most importantly, mindset. Over the six months 

of the program, our students have developed tenacity, 

resilience, and creativity in the face of adversity. I hope 

that as these students grow older, they will be able to 

use what they have learned to better our school, the 

local community and the wider world." 

At Dulwich College Beijing, we encourage our students 

to make the most of what we offer here at the College 



to make their mistakes, learn from them and eventually 

become successful in their respective fields of passion. 

Year 8 Ella H, co-founder of the winning business idea 

pre-loved clothing platform Kiddieloop, shared how her 

team had decided to create a service with sustainability 

and community in mind. "We had a list of problems we 

wanted to solve while making a sustainable impact. We 

decided on Kiddieloop where we would also create a 

community that everyone shares our values." 

Kiddieloop addresses the rapid growth of children's 

clothing with an eco-conscious twist. They enable 

parents to sell or donate gently used children's clothing, 

allowing others to purchase vetted items. Sellers earn 

a percentage, and charitable donations are also made 

from proceeds. 

Dollision founder Year 7 Eva C shared how winning 

second place is one of the first steps in her dreams of 

becoming the first female CEO of a doll empire, where 

the dolls are uniquely equipped with learning materials 

on the 17 SDGs. "Not only can our dolls educate kids 

about SDG goals using accessible and trendy content, 

but as a girl, I can understand and relate with our target 

audience too!" But she also added how the event made 

her see that, regardless of whether she won or not, the 

joy she had while working on this passion project of hers 

is something that doesn’t need a reward. 

Sports enthusiast team Footflex, who placed third, 

shared that their product was inspired by how being 

passionate about different sports can make purchasing 

shoes not only unaffordable but unsustainable as well. 

They aim to create interchangeable soles that not only 

allow sportspeople to affordably continue their passion 

for sports but also create a better alternative for the 

planet. "With the seed funding, we could work out 

a complete set of prototypes to make our soles real 

products." 

Arianna Sasia, Ascend Now partner and co-organiser 

of the Dulwich Startup Warriors Programme, also 

shared how proud and impressed she was with the 

students. "The students' commitment and resilience are 

impressive. They did this after their school hours, on top 

of all their homework and other activities." 

This programme allowed our students to showcase 

their innovative ideas while reinforcing the importance 

of collaboration, resilience and sustainability, where 

ingenuity meets impact, and where every idea has the 

potential to make a difference. As Mr Anthony Coles, 

our Head of College, pointed out, "We should never 

underestimate our students. They are highly capable, 

adaptable and creative. It’s no wonder they have excelled 

in this challenge to ideate and execute a business plan. 

Thank you to Mr Stephen Kaye for supporting the teams 

throughout this long and sophisticated process." 

Project Visionary 

Financial literacy is vital for informed decision-making, 

and yet over 17 million visually impaired individuals 

across China do not have the luxury of accessing this 

information, including older teenagers who choose to 

work early. And thus Project Visionary was born. 

Led by Year 12 Economics students Jason Z, Gary Z, 

Jayden N, Tim Z, and Ethan N, Project Visionary was 

the team's submission to the renowned China Thinks 

Big (CTB) competition, where Senior School students 

across China pitch projects that aim to innovatively 

tackle societal issues. The group conducted surveys 

and interviews as evidence for this niche need, and put 

together a braille book on financial literacy for Senior 

School students called Grasping Future: A Financial and 

Legal Guide for The Visually Impaired Youth. 

Ms Kim, a parent of one of the student participants, 

described the event as a great experience for those 

interested in going into business one day. "I tried to 

refrain from guiding my son and instead encouraged 

him to experience everything on his own, discuss among 

teammates and experience both failure and success. 

Although they did not achieve victory, I hope that the 

experience of reflecting on their own and going through 

trials, understanding what they need to improve and 

what they did well, will be a meaningful experience for 

success as an entrepreneur in the future." 


23


To ensure accessibility beyond braille proficiency, the 

team also produced a podcast and established a digital 

presence. Their impactful work has garnered praise from 

recipient schools and financial experts, highlighting their 

commitment to inclusivity and social impact. 

As was shared by one member, “Project Visionary 

was created as our submission for China Thinks Big. 

However, our experiences helping the visually impaired 

develop greater financial literacy motivated us to 

continue this project outside of the competition. We've 

made significant progress as of now, and are looking to 

continue creating impact.” 

Joining 71 other global finalist teams, the Project 

Visionary team went to showcase their project at 

Harvard University during the Global Finals in April. The 

team placed third for Team Showcase, an honour given 

only to 20% of the global finalists, representing the top 

10% of the 800 teams participating in the global round. 

Additionally, this project received the Outstanding 

Project Award for the CTB Hackathon, awarded to only 

one out of six teams in the Global Finals. 

and development. The Fund primarily comes from 

FoD’s income from community engagement activities 

merchandise sales at the College’s events. 

In collaboration with local NGOs and local schools 

for students with disabilities, 100 copies have been 

distributed nationwide, which included feedback 

requests and feedback from financial experts and the 

20 schools the team collaborated with further validated 

their social impact. Looking ahead, Project Visionary aims 

to expand its reach nationwide and form partnerships 

with organisations like Be My Eyes, demonstrating the 

transformative potential of youth-driven initiatives in 

promoting equitable futures. 

Dulwich Investors 

A group of six Year 12 students advanced to the finals of 

the esteemed Wharton Global High School Investment 

Competition hosted by The University of Pennsylvania. 

Over several months, Tim Z, Wei N, Marco M, Jayden N, 

Hyunsu K, and Alex L diligently managed an investment 

portfolio for a specific case study. 

As of this writing, recipient schools have expressed 

their gratitude, underscoring the effectiveness of the 

guidebook. 

The project has also received support and funding from 

the Friends of Dulwich (FoD) Enrichment Fund. DCB’s 

FoD Enrichment Fund is a perfect example of how a 

parent-school partnership can benefit student learning 

The competition began last September and our 

students have come a long way, successfully navigating 

through the initial rounds, submitting detailed reports 

and a video presentation, facing tough questions and 

challenges and responding adeptly in real-time to secure 

their spot among the final 10 out of the initial 4000 

teams that signed up. This accomplishment speaks 

volumes about their dedication, strategic thinking and 

collaborative spirit. 



DCB Senior School’s Student-Led Clubs for Change 

By Catherine Ho 

Head of Senior School Business and Economics 

Our Generation Z’s are faced with many challenges 

- whether these be environmental, economic, social 

or political. This is why Global Citizenship Education 

(GCE) has become so urgent and pertinent as it plays 

an important role in preparing and nurturing this 

generation for the many ways they will face and solve 

these challenges. 

At Senior School, our GC Champs Federation is one 

way of bringing together students and their particular 

passions to wrestle with what being a Global Citizen 

means in our community and beyond. Student leaders 

of Sustainable Development Goal (SDG) related ECAs 

meet to share and to work together to mobilise our 

community towards greater understanding of these SDGs 

while at the same time grappling with the complexities 

and interdependence that are characteristic of 21stcentury 

challenges. 

The Activism Club organises events and workshops 

that revolve around difficult yet important issues such 

as race, gender and sexuality. Together, they attempt to 

enact solutions that promote a more diverse, equitable 

and inclusive environment. 

The Ocean Pandas Club aims to raise awareness and 

discuss solutions to challenges to marine life, such as 

endangered species, coral bleaching issues, and much 

more. The club also organises trips to Qinzhou and is 

deeply involved with a scientific research team there, 

which they have been helping raise funds for and supply 

with new technical items. 

The DCB Econossentials is a student-led society 

dedicated to promoting economic interest and literacy, 

inviting all discussions regarding real-world economic 

affairs, as well as producing monthly school-wise 

journals analyzing the hidden economics within the 

DCB community and beyond. The ECA holds inclusive 

economic group discussions open to all knowledge 

levels, lectures where we introduce new economic ideas 

and collaborate on The Monthly Econossentials Journals. 

Women’s Health Menstruation (WHM) tackles the issue 

of period poverty by providing free online menstruation 

knowledge for young teenage girls, raising funds through 

advertisements and by using the profit of selling cultural 

ornaments to donate sanitary products in rural areas 

within China. Due to menstrual poverty and menstrual 

shame, many physical and psychological problems arise 

that severely impact the healthy growth of a woman. 

Project Zero aims to recycle HDPE (Type 2) and PP (Type 

5) plastics and remould it into useful products for school. 

Our GC Champs Federation is comprised of the following 

ECAs, or Extracurricular Activities: 

The Global Goals Club is the largest student-led group 

in the school that commits to promoting sustainable 

living and global goals. Through teaspoons of change, 

the Global Goals Club aims to inspire and empower the 

community to be the changing force that will help build 

a better world by 2030 

DCB Senior School's GC Champs Federation is not 

just shaping students into Global Citizens but actively 

transforming our community. While leading the clubs 

within the areas of their passion, these students are 

learning about global citizenship and actively deepening 

their understanding of these issues while practising 

ways to be part of the solution. Together, let's foster a 

community that understands the true essence of Global 

Citizenship and actively contributes to positive change! 


25


Making Global Citizens in MUN 

By Andrew Carey 

Senior School Teacher of History and Humanities 

Amid the intense energy of a Model United Nations 

(MUN) conference, delegates representing various 

countries busily tapped away at laptops and engaged in 

frantic note-sharing over amendments to a resolution. 

A nervous younger student steps up to make their first 

point of information, or a more experienced delegate 

gives a passionate speech calling out an amendment or 

questioning the value of a resolution. This is the joy of a 

Model United Nations conference, with students acting 

as delegates representing different countries as they try 

to find multilateral solutions to the world's numerous 

difficulties. 

acknowledged MUN's significant role in fostering global 

youth engagement. In 2023, it passed Resolution 77/336 

titled "Model United Nations", celebrating MUN and 

"the important role of youth in the promotion of peace 

and security." 

DCB students from Year 7 to 12 have participated 

in conferences in Beijing, Shanghai and Suzhou this 

academic year. Older students have chaired and led 

committees, such as the Environment Commission or 

General Assembly, taking on vital leadership roles and 

helping to make a conference successful. Younger or 

less experienced students have also thrived as active 

delegates, winning several prizes, including Best or Most 

Diplomatic Delegate, in recognition of their skills in 

debate and diplomacy. 

For Dulwich College Beijing, the pinnacle of all this 

activity is our conference, DIMUN, held in March, which 

draws in nearly 200 middle school students from China 

and beyond. With the theme "Stencilling Diplomacy", the 

conference encouraged delegates to develop layered, 

diplomatic solutions, similar to the art of stencilling, 

where each layer represented a unique perspective that 

collectively formed a solution to the issue. 

As Anitra C in Year 9 says, "Model United Nations is 

that chance that we as students have to make a small 

difference in our fast-paced and ever-changing world. To 

pass any resolutions…you must negotiate, compromise 

and use a whole plethora of skills that MUN helps in 

honing." 

Impressively, this conference is run and organised by the 

students themselves. This year’s event was hosted and 

organised by Secretaries-Generals Rachael H and Olivia 

K, Deputies Hillary T and Sophie S, Head of Tech Laetitia 

H, Heads of Admin Elena T, Rizzy P, and Heads of Press 

Jason Z and Amy W, under the guidance and support of 

Ms McCaw, Mr Carey and Ms Tomaszun. 

MUN is a simulation activity where students learn about 

diplomacy, international relations and the workings of 

the UN. Annually, it draws hundreds of thousands of 

participants to conferences that take place all over the 

world. Many of its delegates go on to leadership roles in 

fields such as law, government and business, including 

roles as diplomats or within the UN itself. 

In fact, at this Year's BEIMUN conference, we heard 

from Sara Yun herself, a former MUN delegate and 

now US Consul General in Shenyang. The UN has also 



In an era characterised by 

polarisation, hostility, and 

discord, DIMUN XIV: Stenciling 

Diplomacy strived to serve 

as the cornerstone, enabling 

delegates to comprehend 

and appreciate the depth and 

intricacies of negotiations, 

bridging gaps and fostering a 

global community poised for meaningful dialogue and 

joint problem-solving. "It’s exceptional seeing how some 

delegates advance from being unable to speak at the 

start of the conference to gradually developing courage 

and confidence at the end." Carmen de Z, a Year 12 

committee chair of the Special Conference, stated. 

However, MUN is about more than just conferences, 

debates and resolution writing. It is another part 

of encouraging our students to be Global Citizens. 

According to UNESCO, global citizenship is about 

recognising our interconnectedness with the worldwide 

community and actively contributing to positive change. 

country and research an issue from a different national 

perspective than they might be used to. While preparing 

their resolutions, they must work with other countries 

to negotiate and understand where ground should be 

given to ensure the best solution for the whole planet. 

This helps participants recognise their place within an 

interconnected global society. It teaches them about 

the importance of interdependency between countries, 

promoting a broader sense of belonging and collective 

responsibility. 

Moreover, through MUN, students gain valuable 

experience and knowledge of several issues facing the 

world today. At DIMUN, for example, students in the 

Environment Commission discussed the issue of nuclear 

energy as an alternative solution to fossil fuels. At the 

same time, those in the Security Council sought solutions 

to conflict within the Democratic Republic of Congo. In 

doing this, they gained a deep understanding of conflict, 

the environment, systems of inequalities and historical 

events that are crucial to understanding these topics. 

This process enhances their ability to analyse situations 

from multiple viewpoints and foster understanding of 

complex issues. In turn, it helps them become more 

rounded global citizens. 

DCB students in SUZMUN in May 2024, six students in the 

chairing committees - Rachel C, Rachael H, Sophie S, Carmen 

De Z, Lloyd K and Kaden F 

Next school year, MUN will return, and our delegates 

look forward to catching up with friends from different 

schools across China and further afield. DIMUN will 

be back in March, and I urge anyone who wants to 

understand the world around us to give it a go. In doing 

so, you can embrace your role as a global citizen and 

continue to Live Worldwise. 

MUN is a fantastic forum for our students to engage in 

this practice. Students take on the role of representing a 


27


ROADMAP TO UNIVERSITY 

Whether you are aiming to attend university, start a career, take a gap year, or complete your national service, the University and Careers 

Counselling (UCC) team is here to support you along the way. 

DUCKS 

JUNIOR 

SCHOOL 

Year 7 

Year 8 

Year 9 

Investigate jobs & careers 

Learn life skills 

- resilience 

- independence 

Set SMART goals for personal 

growth 

Be self-aware 

Learn self-management skills 

Broaden your world view 

Explore and develop your passions 

Settle into Senior School 

Develop good study habits and 

communication with teachers 

Explore your interests through 

participating in ECAs 

Continue to explore your interests 

through participating in ECAs 

Reflect on your strengths and 

personality 

Explore careers and see what’s 

out there 

Consider your “work values” 

and ideal work environment 

Reflect on your academic 

interests 

Choose your IGCSE subjects 

Year 11 

Year 10 

This year you will be assigned to a university counsellor 

If you will apply to universities in the United States, take the 

PSAT/NMSQT 

Be more selective when choosing activities. Depth over breadth. 

Take on leadership roles. 

Develop your intellectual curiosity – explore subjects on your own 

Explore careers more in detail 

Take your IGCSE exams 

Meet with your university counsellor about your IB Subject Options 

Welcome to high school! 

Grades will now be listed on your academic transcript that is 

sent to universities 

Participate in different types of activities including: Global 

Citizenship, Sport, Art, Academic 

As you move into Year 11, consider which activities you will 

start to specialize in and possible take on leadership roles 

Schedule a meeting with any of our university counsellors 

Pre-Year 12 

Year 12 

Pre-Year 13 

Year 13 

Use your summer wisely. Read about a topic that 

interests you. Participate in summer courses, 

research opportunities, or internships. You can 

even create your own passion project such as 

starting a small business, composing music, or 

using coding to develop a video game. One 

summer activity is not better than another. The 

most important thing is to pursue something 

that interests you. 

Welcome to IB! 

Apply for leadership roles 

Take the SAT/ACT 

Research if you will need to take a language 

proficiency exam (TOEFL, IELTS, TOPIK, TestDAF) 

Meet regularly with your university counsellor 

Develop a list of universities 

Write drafts of your university essays 

Finalize your CV or activities list 

Ask your teachers for letters of recommendation 

Use your summer wisely. Read about a topic that 

interests you. Participate in summer courses, 

research opportunities, or internships. You can 

even create your own passion project such as 

starting a small business, composing music, or 

using coding to develop a video game. One 

summer activity is not better than another. The 

most important thing is to pursue something that 

interests you and dedicate time and effort to it. 

Meet regularly with your university counsellor 

Finalize your short list of universities 

Write your application essays 

Apply to universities or plan your gap year 

Keep up your grades! They still matter after you 

receive an offer! 

Take your IB exams 

Enrol in your university 

Join the Worldwise Alumni Network (and come 

back and visit!) 

Crafted by our DCB University and Careers 

Counselling (UCC) department, this roadmap 

serves as our community’s visual guide of our 

students’ journey from DUCKS to university and our 

UCC’s role in it, ensuring that every student and parent 

understands the path ahead. 

Journey to Pre-university 

From DUCKS to Year 9, we foster academic potential 

while nurturing a culture of learning through play, 

sparking a passion for discovery. We empower our 

students with the tools to thrive in their diverse interests, 

free from the constraints of the fear of failure, all while 

grounded in our Dulwich Values. 

Our vibrant community is a cornerstone of support for 

our students' endeavours – from teachers organising 

new events that cater to shared interests, to others 

dedicating years crafting courses that prepare our 

students for the future. 

Then, from Year 10, our university counsellors start off 

the process by meeting the students as a year group, 

explaining their roles in guiding them towards their 

best-fit universities and becoming the bridges to their 

universities of choice, and then more frequent one-onone 

sessions in the succeeding years. Our counsellors 

support our students in numerous ways, including: 

• offering students personalised guidance in mapping 

out their university journey and ensuring individual 

pathway development that’s the best fit for students 

and their families, 

• ensuring that students have a better understanding 

of the universities that they show interest in, 

• finding opportunities for students to learn more 

about these universities through university fairs, oncampus 

university talks and college visits, 

• explaining the do’s and don’ts during these 

important years (such as focusing on quality rather 

than quantity for extracurricular involvement), 



• helping them brainstorm their college essays 

• and more. 

As part of a family of schools with schools around the 

world, our university counsellors can also tap into 

our shared resources and expertise found across our 

EiM family of schools and play a big role in being our 

students’ bridges to the universities around the world. 

This is in line with our promise to create opportunities 

that transcend geography and allow our students to find 

the institution that fits them best. 

Parent Community 

At DCB, parent involvement is crucial to the success 

of our students. Our three schools regularly conduct 

Parent Academies on a wide variety of subjects to 

support parents and help them better engage with 

their children’s learning and personal growth, and 

partnerships such as Tooled Up Education offer parents 

access to evidence-based advice. 

During a recent presentation to parents, Ms Flora Meng, 

one of our UCC Counsellors, emphasised the significance 

of helping their children but 'without taking the steering 

wheel'. "We need to support our students and let them 

take ownership of their own applications. As parents, 

let’s listen to the students with interest and curiosity and 

let them take the driver’s seat." 

To help parents better see through the air of mystery 

that often clouds university applications, we hold 

relevant talks throughout the academic calendar for 

parents across all school groups. This allows parents 

to not only hear from the experts but also to ask their 

questions and help them understand the university 

application journey better. Some examples include: 

• Visits by university experts, such as UCC counsellors 

from our network of schools during our EiM UCC 

Counsellor Exchange Programme 

• Visits by experts such as Dr Grace Cheng Dodge, 

former Director of Admissions at Wellesley 

College, as well as the former Associate Director of 

Admissions at Harvard University 

• and more. 

show strong academic results," Dr Gavin Hornbuckle, our 

Head of University Counselling and Careers, explained. 

"The question is how do you stand out." 

He also added how a student’s individuality is important 

for universities. "With so many applications, universities 

can only look at so many. So naturally they’ll seek 

students who can make meaningful contributions to 

their communities." 

Ms Stephanie Zhang, another University and Careers 

Counsellor, shared how being part of a family of schools 

offers an abundance of resources and support from 

the entire group of schools that span continents. "We 

want your children to take advantage of that and all the 

expertise our network offers.” 

Ms Meng also advised parents against constant 

reminders and suggested being a supportive listener 

instead. "Instead of persistent prodding, help them come 

up with a system that can help them stay organised." 


As Dr Hornbuckle shared in his interview, getting into 

university shouldn’t be a competition with the person 

you’ve known for years, but against yourself. "It's not 

about competing against the students sitting next to you 

here at DCB; it's about competing against yourself to be 

the best version of yourself that you can be… (Universities 

will also look at) how students develop those qualities in 

themselves as they go through their CVs and how they 

bring it out in their essays." 

As Anthony Coles, our Head of College, said to last year’s 

graduating batch, their goal should be to use their lives 

and talents as vehicles for the creation of a better world. 

"You now have a Dulwich education under your belt. Our 

hope is you will use it to make a positive difference to 

people, society and the planet. Our collective wish for 

each of you is for you to be a good person, to care about 

others and to carry yourself well. Continue to think of 

others, maintain friendships and make more." 

Advice 

"When it comes to university applications, most students 


29


What Makes a "Successful" University Application 

At DCB, our counsellors possess an unparalleled 

understanding of the student journey through 

secondary school, higher education, and careers. 

They can leverage the shared resources and expertise 

available within the EiM family of schools, ensuring that 

the specific needs of each student are aligned with the 

dynamic requirements of universities and employers. Our 

counsellors also provide invaluable guidance to parents 

as they navigate the often complex path to university for 

their children. 

Unmasking Selective Admissions Myths 

In March, we welcomed counsellors from Dulwich 

College Shanghai Pudong (DCSPD) and Dulwich College 

Seoul (DCSL) in a three-school University and Careers 

Counselling Exchange Programme, providing our families 

valuable insights into global university systems. 

of IB applications per year and IB applicants are highly 

competitive at institutions like MIT and Berkeley. 

The school transcript is the most important part of the 

application - TRUE 

Test scores, essays and activities will not replace poor 

grades, and universities consider academic trends, which 

is why course selection is very important. 

Applying ED can positively influence a decision - TRUE 

Applying Early Decision can positively influence 

admission chances, demonstrating a strong interest in 

the institution since students who apply for ED must be 

willing to commit to the university if accepted. Some 

schools will even accept up to 50% of their students 

from ED. 

SAT or ACT scores can make all the difference - FALSE 

SAT or ACT scores, while considered, do not solely 

determine admission outcomes, with many universities 

adopting a test-optional approach or ignoring them 

altogether as students tend to only submit very high 

scores. A reminder that the transcript is the most 

important part of the application and that low grades 

but high test scores, , might be mistaken as laziness. 

In his presentation Myths of US Selective Admissions, 

Mr Paul Sweet, the Director of University Counselling 

at Dulwich College Seoul, shared insights from his time 

working at highly selective universities such as Boston 

College. His talk covered a wide range of topics from the 

use of Demonstration of Interest, Legacy and athletics 

in admission to what can be controlled in the admission 

process and what cannot, as well as what to consider 

when transferring to a boarding school abroad. Here are 

some of the popular myths he talked about: 

US universities are not aware of the IB Diploma - FALSE 

Contrary to popular belief, US universities are very 

aware of the IB Diploma, with more IB schools in the 

US than in any other country. University admissions 

officers are professionally trained and read thousands 

Drawing from his extensive experience in US admissions 

and international UCC counselling, Mr Sweet also shared 

these valuable lessons: 

Parental support is crucial throughout the 

university application process. 

University rankings are just a starting point and 

should not be the sole determinant. 

Universities are not looking for perfection. 

There is not just one school for you. 

A university decision does not define an 

individual's worth. 

Ultimately, university is what students make of it! 



The Humanness behind the Scenes 

In April, DCB welcomed Dr Grace Cheng Dodge, a highly 

respected figure in the field of education known for her 

expertise as a school administrator, college counsellor 

and admissions professional. She was also the Head 

of School of the Taipei American School, the former 

Director of Admissions at Wellesley College (Wellesley, 

MA, USA) and prior to that, was an Associate Director of 

Admissions at Harvard University (Cambridge, MA, USA). 

their academic journey. And that’s why “best fit” is so 

important. 

As Dr Hornbuckle further explained, 'fit' goes beyond 

a university's reputation or its ranking in the global 

academic hierarchy. Instead, it encompasses various 

factors that matter to each individual student, including: 

Academic Programs: Does the university offer 

academic programmes that align with the 

student's interests and career goals? 

Location: Does the university's location match 

the student's preferences, whether they want to 

study close to home or immerse themselves in a 

new culture? 

Financial Considerations: Can the student afford 

the tuition and living costs at the university? 

Are there scholarships or financial aid options 

available? 

With a wealth of experience and specialised knowledge 

in the selective admissions process of colleges and 

universities in the United States, Dr Dodge provided 

insights into the US college system, shared admissions 

trends and priorities and offered valuable perspectives 

on the admissions processes of selective institutions in 

the US. 

Throughout her engaging discussion, Dr Dodge shared 

anecdotes and practical tips from her extensive 

career, enriching our community's understanding of 

the nuanced criteria that top-tier institutions seek in 

prospective students. Her emphasis on holistic student 

development resonated deeply with attendees, inspiring 

a renewed commitment to fostering well-rounded 

individuals capable of thriving in competitive academic 

environments. 

Understanding the "Best Fit" Factor 

Our own Head of University and Careers Counselling, 

Dr Hornbuckle is a seasoned professional in this field 

who has worked from both sides of the globe. Success, 

he believes, should be measured by the fulfilment 

and personal growth a student experiences during 


Cultural and Social Environment: Does the 

university's culture and values align with the 

student's own beliefs and values? 

Career Opportunities: What kind of career 

support and opportunities does the university 

provide? Will it help the student achieve their 

long-term goals? 

"Values and character are really important to a lot of the 

universities that our students mentioned that they want 

to go to," Dr Hornbuckle shared, "So what (universities) 

are really looking for after the students have made that 

hurdle is, How are you going to be as a roommate? How 

are you going to be as a member of that community? 

What are you going to bring?" 

As students embark on the exciting journey of choosing 

their future academic homes, it's vital to remember that 

this journey is about nurturing the potential within each 

student and ultimately shaping them into successful 

individuals prepared for the challenges and opportunities 

of the world beyond academia. 

31


Congratulations Dulwich College Beijing Class of 2024! 

On Monday 20 May, our Class 

of 2024 took their final stroll 

as students around the 

campus that has been their second 

home for many years. It was a day 

to commemorate their hard-earned 

diplomas and the many challenges 

they’ve overcome. It was also a day 

of tender exchanges with friends 

and teachers, who helped shape and 

strengthen them into the remarkable 

individuals they are today. 

The Class of 2024 has received offers 

from universities in 10 countries. These 

include well-known universities such as 

the University of Southern California, 

highly regarded liberal arts colleges 

such as Middlebury College, and the 

extremely competitive Computer Science programme at 

the University of Illinois at Urbana-Champaign. 

In addition to the United States, the Class of 2024 has 

seen success in the United Kingdom, with offers of 

admission from Durham University, University College 

London and the University of the Arts, London, just to 

name a few. We are equally proud of our 2022 DCB 

graduate who submitted his application through our 

UCAS (Universities and Colleges Admissions Service) 

centre and was admitted to the University of Cambridge 

to study Law. 

In Canada, the Class of 2024 has been admitted to The 

University of Toronto, The University of Alberta, The 

University of British Columbia, and Queen's University. 

The University of Hong Kong, the Chinese University of 

Hong Kong and the Hong Kong University of Science and 

Technology have also offered our students places, as has 

IE University in Spain. 



teachers, too, and that they, too, should have their own 

graduation ceremonies. She spoke about the exciting 

yet daunting life after graduation and highlighted the 

importance of growth through tough times. "Don’t be 

afraid to take risks and do things your own way. Don’t 

feel like you have to follow the crowd or live up to other 

people’s dreams and expectations. This is your journey 

and your chance to go out and try new things." 

“Because that’s what we do, right? We’re Dulwich – 

we're lifelong learners.” 

The celebrations continued in the Wodehouse Theatre, 

where the formal Graduation Ceremony took place and 

our graduates were serenaded with performances. In 

her opening address, Clare Anderson-Au, our Head of 

Senior School, gave our graduating students a glimpse 

of the rite of passage that many of them will soon go 

through: living independently. In her poignant message 

to the Class of 2024, she reminded them to always 

strive for their goals, no matter how challenging they 

are. "Remember what you value, remember what is 

important to you. Remember where home is, and never 

ever settle for 'okay'. Celebrate your successes, who 

knows what life will be, but celebrate them anyway, as 

they will be uniquely yours to celebrate, and yours alone. 

Remember that you are unique – singular, uncommon 

and one-of-a-kind." 

Following this, Anthony 

Coles, our Head of 

College, added that this 

celebration is not just 

an accomplishment by 

the students but by their 

parents and by their 

teachers as well. "I would 

also like to take a moment 

to thank our fantastic 

faculty and staff, past 

and present, who have 

dedicated themselves to 

our graduates, education and their growth. To the parents 

whose unwavering support has been instrumental in 

the success of this class, let’s not forget your influence. 

It takes a real partnership to bring the best out of our 

students." 

Eujean Lee, our second alumna to share her thoughts, 

added that if she were asked to go through Dulwich 

all over again, her answer would be a resounding yes. 

"Once an Alleynian, always an Alleynian," she said. "Stay 

connected and Live Worldwise. Stay curious. Go explore 

the world; make the world yours." 

As Mr Coles said, “Don’t be afraid to make your own 

paths. Continue to Live Worldwise and be a trailblazer, 

a champion of change, because you are all capable of 

making a positive impact on individuals, society and the 

planet.” 

Join us in congratulating the Class of 2024 as they enter 

the next stage of their lives. 

Zoe Barrett, one of our two alumni speakers, humorously 

noted how events like this are an accomplishment for 


33


Dulwich College Beijing Class of 2024 University Offers 

Offers updated as of 22 May 2024 




35


Meet Class of 2024 Aidan S: 

A Journey from DUCKS to DUKE 

Aidan S joined Dulwich College Beijing during the final 

year of DUCKS (called Early Years back then). Aidan's 

journey took a transformative turn when his Classroom 

Teacher cast him as the Fantastic Mr Fox in the Year 3 

play, igniting his passion for theatre. "Since then, I’ve 

loved participating in productions," Aidan recalls this 

defining moment of his childhood at DCB. 

Now in his 11 and final year at Dulwich College Beijing, 

Aidan S, last academic year's Head Boy, Service Leader 

and Head of the Interact Club, stands among the 1,984 

students admitted to Duke University, with a recordlow 

4.1% acceptance rate for Regular Decision for the Class of 2028. 

Aidan playing with local kids in rural Guizhou 

"I’ve been very passionate about community 

service since Year 10,” Aidan admitted, adding 

how the recent service trip to Guizhou has now 

become one of his happiest moments. “During 

the trip, I was still in bed when I opened my phone 

and saw that I had just been accepted into Duke. 

With my friend Aaron next to me, I screamed for 

maybe 5 minutes before finally going downstairs 

for breakfast where I shared the good news and 

received so many hugs – this was one of the 

happiest moments of my life." 

"Community service isn’t just about helping others; it’s also about understanding and building 

relationships and inspiring a leadership mindset," Aidan shared, crediting his journey to 

his longtime teacher Ms Tomaszun. "Helping others is about really understanding them, 

developing that relationship to provide what they really do need." 

Aidan also has a deep love for history, fostered by dedicated teachers like his History teacher 

Ms Catherine McCaw, who facilitated engaging discussions and debates. "I’ve always been 

passionate about history and have been privileged enough to travel around the world like 

with my parents and visit museums and historical sites. When I took History as a subject, Ms 

McCaw taught us to look at how different historians from around the world can have different 

'objective' views on the same event." 

Looking forward to Duke University, Aidan values the location, the vibrant student life and 

robust service programmes, which tells him that he can continue his passions outside of 

academics. When asked what he’ll miss the most about DCB, Aidan instantly said, “my DCB 

community,” and the profound relationships he has formed. 

36 

beijing.dulwich.org


Meet Class of 2024 Susan C: 

An Imperial Journey to Medical Biosciences 

What attracted you to your university? 

SC: During a visit to London in Year 7, I remember thinking, 'I'd 

like to stay here one day.' I like London’s busy urban environment 

and diverse internship opportunities. 

After starting the IB programme, my interest in medicine and 

biomaterials, inspired by my Chemistry class, led me to switch 

one of my subjects to Biology. I was already interested in applying 

to Imperial College London, so last summer I participated in 

an internship led by a professor there, where I learned about producing scientific literature 

reviews and gained even more insights into the innovative academic environment at Imperial 

College London's Engineering School. 

I admire Imperial College's self-study approach in the Medical Biosciences course and the 

opportunities to conduct experiments and showcase our ideas to other students. Speaking 

to a DCB alumnus who studied Chemical Engineering at Imperial for both his Bachelor's and 

Master's degrees, he highlighted the rigourous academics and diverse student body, which 

excites me about exploring and seeing things from different perspectives. I’m looking forward 

to exploring the field and myself, too. 

How has DCB prepared you for university? 

SC: DCB offers both iGCSE and IB programmes. These curricula have a strong emphasis on 

critical thinking and time management, which helped me to effectively thrive through my 

university journey as universities are looking for students who can adapt to new challenges 

and pursue continuous intellectual growth. Through presentations, debates and written 

assignments, DCB encouraged me to articulate my ideas clearly and effectively. This has been 

crucial in university settings, where effective communication is essential for collaborating with 

peers and participating in group discussions. 

What advice do you have for students embarking on their university journey? 

SC: Remain adaptable and open-minded. Explore new opportunities and subjects and seek 

support from teachers or counsellors when needed. 

I’ve been planning since the start of iGCSE, but COVID-19 impacted our final grades for iGCSE, 

and it took two months to resit our exams. And with increased coursework and extracurricular 

activities, it’ll only get more demanding. So if you're feeling anxious about the future, believe 

me when I say I know how it feels. But it's normal, so try not to get overwhelmed. Keep an 

open mind and be flexible with your plans. Take me, for example. I was on the sports teams 

like football, basketball, and even volleyball until I had an injury that stopped all that. My goals 

and interests then evolved. 

So remain adaptable and be willing to explore new opportunities, new subjects, or new areas 

of interest. If you need help, don’t hesitate to reach out – whether it's academic assistance 

from teachers, or guidance from counsellors – everyone is going to help you. 


37


Meet Class of 2024 Endora Y: 

From DCB to UCLA 

Endora's journey from DCB to UCLA, the 

most applied-to four-year university in the 

US, is a testament to her transformation, 

determination and personal growth. 

Endora's school journey was enriched 

by her involvement in various leadership 

roles. Since joining DCB in Year 7, Endora 

has made the most of her stay at Dulwich 

College Beijing by actively taking on various leadership roles. She was a House leader in Year 9, 

then a House Deputy Captain in Year 10, a House Captain in Year 11 and then Head Girl - the 

top Prefect role - in Year 12. "The House system is one of my most cherished experiences," she 

explained. "I love it when everyone is together celebrating." 

She co-led the Myanmar School Project, a service-based ECA that aims to help raise awareness 

and funds for children in need in Myanmar, especially children in need of school supplies. “My 

motivation for service is more of a self-driven responsibility. 

Location was one of her reasons for choosing UCLA. "I wanted to go to a university in Southern 

California," she shared. Initially considering mostly only liberal arts colleges, she realised that 

UCLA offered a more ideal setting to embark on a new chapter of self-discovery and academic 

exploration. "I think I will quickly adapt to the vibrant community at UCLA." 

Endora credits her well-rounded mindset to her 

experiences at DCB. "Here I discovered so many 

of my passions, like theatre and dance and 

music, which I still want to do in college even if 

I'm pursuing another major. DCB has helped me 

with the way I talk to people and how I'm going 

to approach the diversity in America." 

Endora began planning her university 

applications in Year 11, meticulously preparing 

essays and meeting requirements by the 

Endora performing at Leaver’s Assembly summer of Year 12. Prepare early, advised 

Endora, "because the schools you might think 

you want at the start of your university journey may not be the ones you end up deciding 

on. So, you need time to think about that and to change your minds." She also suggested 

remaining authentic in college applications. "Be real with yourself. The university journey is the 

perfect opportunity to reflect on all you have done during the past four years." 

As Endora embarks on her new adventure at UCLA, she will miss the vibrant personalities 

and supportive environment of her DCB peers and teachers. "We have so many unique 

personalities in our Class of 2024 that I will never meet anywhere else, and also our teachers, 

too." The Class of 2024 holds a special place in her heart. 

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Meet Class of 2024 Eddy J: 

Cracking the UIUC Scholar Code 

In 2011, a then Year 1 Eddy J was already delving into basic 

programming, his keyboard clatter and tapping echoing his 

growing interest in the world of programming. Fast forward 

to today, as a member of the Class of 2024, Eddy reflects on 

his journey from those early days to soon pursuing Computer 

Science (CS) at the prestigious Grainger College of Engineering 

at the University of Illinois Urbana-Champaign (UIUC), the 

second-highest-ranked US university for CS (CSRankings.org) 

with a 6.7% acceptance rate, as part of the James Scholar 

Honors Program, all while leaving an indelible mark on the 

DCB community. 

When Eddy was 8, his mother signed him up 

for an introductory programming course for 

Python. It wasn’t until she personally picked 

him up from class one day that she noticed 

her 8-year-old amidst his much taller, 14 

to 16-year-old classmates that she realised 

the class was intended for older students. 

But the age gap didn’t faze Eddy; he was so 

engrossed in the course that he didn’t even 

give it a second thought. 

Eddy is also passionate about sports, teaching, and music. “I’ve been in both the male and 

mixed voice choir every year since coming here. I also played the saxophone in our school’s 

jazz band. I’m extremely fortunate to have so many musical opportunities at DCB – we have 

so many musical events that all students can take part in. It really adds so much to the student 

experience." With his passion for Computer Science, it’s no wonder that Eddy later pursued 

a role as a STEAM Prefect. Leveraging his passion for teaching, he shared that one of his 

favourite experiences at DCB was getting to teach the Junior Master in Technology (JMIT) ECA. 

Embarking on the journey to university, Eddy found the teaching approach of UIUC welcoming 

and even refreshing. Enamoured by its personalised curriculum, flexible learning resources and 

its tranquil learning environment, he couldn’t help but feel excited. 

Although seemingly counterintuitive, Eddy's advice to those about to venture into their 

university journey is to work hard and play harder. "When writing essays, burnout is your main 

enemy. When you’re spending three, four hours every day doing head-hurting self-reflection, 

it’s easy to forget to take care of your other demands as a living person. Recognise your 

sources of joy and never let go of those. " 

"I'll miss our community – being able to attend school with my Class of 2024 friends and 

seeing my teachers on a regular basis. I feel like, at DCB, everyone likes working together and 

supporting each other, and I really feel happy at school, and I'm going to miss that." 


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Meet Class of 2024 Nathan C: 

Had My Heart Set on NYU 

Having spent the last 13 years of his life at DCB, one could say that Nathan C practically grew 

up here. The Year 3 boy who once walked around campus with a basketball tucked in the fold 

of his arm would grow to develop his love for sports while also embracing entrepreneurship, 

learning the ins and outs of a small business firsthand at 11 years old by reselling sneakers and 

later on investing in stocks at 13 years old – all this before even considering university. Soon he 

will be off to the Big Apple, as part of New York University's Class of 2028 cohort hailing from 

103 countries. Founded in 1831, New York University is one of the world's foremost research 

universities, ranked seventh among private research universities, with an 8% acceptance rate 

intake for the Class of 2028. 

Nathan attributes his diverse skill set and 

commitment to social causes to DCB's 

encouragement of students to explore a wide 

range of subjects, with the Dulwich Values 

adorning classrooms serving as constant 

reminders. "We were taught the values in 

Junior School, but even more so in Senior 

School." 

"I started my university research at the start 

IB CAS Week (Group 4 Projects) 

of Year 10, and since then, I always had my 

heart set on New York University." Renowned 

for being a leader in global education and its diverse student body, with more international 

students than any other American university, New York offers a multicultural environment that 

comes with varied perspectives on academic discourse. "I love NYU's seamless integration with 

the city, allowing me to immerse myself in the vibrant diversity of New York. The international 

acceptances at NYU span across Asia, Europe, Australia and Africa – and that's what makes it 

so exciting." 

As a child, Nathan harboured dreams of becoming an entrepreneur. While preparing for his 

university applications, his University and Career Counsellor reminded him that not all founders 

and entrepreneurs major in Business. "The support here was phenomenal – from the individual 

subject teachers themselves and from the counselling group. They gave me their perspectives 

on what I could choose for university because it might not just be limited to business." 

For students embarking on their university journey, Nathan advises against fixating solely 

on rankings. "University rankings take into account different factors that might not resonate 

with your own personal goals or values," he also adds, "Of course, university is important, but 

university is just the beginning of everything, not the end; there’s so much more to what you 

could do and achieve in your life." 

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Preparing Learners for the 21st Century 

By SunKyung Lee 

Senior School ATL Coordinator 

DCB has taken a bold step towards preparing our 

learners for the 21 century, ensuring they are equipped 

with essential skills that extend beyond the classroom. 

We believe that education must evolve beyond the 

traditional focus on delivering information and rote 

memorisation. With the vast accessibility of knowledge 

through various means, our teaching and learning 

approach must prioritise conceptual understanding, 

contextual application and skills-based learning. 

One way we foster the development of essential skills 

at DCB is through the implementation of Approaches 

to Learning (ATL). These skills, adapted from the IB 

programme, encompass five key areas that are crucial for 

successful learning and for thriving in life beyond school. 

These five ATL skills are: 

Thinking Skills: We encourage our learners to think 

critically, creatively and independently. Through 

engaging activities and thought-provoking challenges, 

we stimulate their ability to analyse, evaluate and solve 

problems effectively. 

Research Skills: In the digital age, the ability to gather, 

evaluate and synthesise information is essential. We 

provide our learners with the necessary tools and 

guidance to conduct meaningful research, fostering 

their ability to navigate a vast array of resources and 

developing a discerning approach to information. 

Social Skills: We foster an inclusive and supportive 

environment that encourages teamwork, respect for 

diverse perspectives and the development of strong 

interpersonal skills. 

Communication Skills: Through various platforms 

and activities, we empower our learners to express 

themselves confidently, articulate their ideas persuasively 

and listen actively, ensuring they can communicate 

effectively in a range of contexts. 

Self-Management Skills: Adaptability, organisation and 

self-reflection are essential skills for lifelong learning. 

By enabling learners to set goals, manage their time 

efficiently and reflect on their progress, they foster 

a growth mindset and a commitment to continuous 

improvement. 

At DCB, nurturing ATL skills is not an afterthought 

but an integral part of our educational approach. We 

have developed a comprehensive long-term plan that 

promotes the development of these skills through both 

explicit and implicit teaching and learning practices. 

ATL skills are seamlessly integrated into our curriculum, 

ensuring that students have ample opportunities to 

apply and refine these skills across various subjects and 

disciplines throughout their educational journey. 

Furthermore, we recognise the importance of 

extracurricular activities in fostering the holistic 

development of our learners. From participating in 

collaborative projects to engaging in community service 

initiatives, our learners are encouraged to apply their 

skills in real-world contexts, developing a strong sense 

of social responsibility and an understanding of the 

interconnectedness of their learning with the world 

around them. 

DCB is committed to preparing learners for the 

complexities and uncertainties of the 21st century. 

We ensure that our students are equipped with the 

essential tools for success in both their academic 

pursuits and their future lives. Through a comprehensive 

and holistic approach to education, DCB empowers 

learners to become adaptable critical thinkers, effective 

communicators, and responsible global citizens. At DCB, 

our learners can embark on a transformative educational 

journey that prepares for a world of endless possibilities. 


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Nurturing Young Minds with Inquiry-Based Learning 

Here at DUCKS Dulwich College Beijing, we believe 

in creating a warm and nurturing environment 

where families and the school unite to help 

children thrive with values that are reflected in our 

behaviours, interactions, and decisions. We understand 

how important it is for students to have a positive start 

to their first school experience in order to fully embrace 

learning. That's why we prioritise a safe and happy 

environment that enables our students to take risks in 

their learning and build healthy relationships. 

To do that, we go beyond academic rigour and care 

about the overall development of the whole child. We 

aim to help students grow into well-rounded individuals 

equipped with the adaptability, sense of self and selfworth 

and resilience to pursue their aspirations in a 

fast-changing world. We believe the diversity of our 

DUCKS community will provide them with the necessary 

strength and creativity needed to achieve this goal. 

In DUCKS, We Aim For Growth To Be Intrinsic 

Here at DUCKS, we encourage our students to be 

curious, to have the desire to ask questions and 

then have the self-drive to find the answers. This is 

because we embrace an inquiry-based, conceptually 

driven curriculum taught through the framework of a 

transdisciplinary Programme of Investigation. 

The Programme of Investigation allows learners many 

opportunities to develop their understandings across 

a broad range of concepts; however, there are seven 

disciplines which not only have their own value, but also 

provide students with the knowledge and skills necessary 

to explore the transdisciplinary units in-depth. 

These disciplines include: Personal, Social and Emotional 

Development; Communication & Language, Physical 

Education; Literacy, Mathematics; The Arts (Music, Visual 

Arts, and Drama); and Understanding the World (Science, 

History, Geography and Technology). It encompasses the 

concepts, skills, knowledge and values that we believe 

are key for twenty-first century learners and supports our 

college vision that our students "have the knowledge, 

skills and motivation to make a positive difference to 

people, society and the planet." 

Studies have shown that an inquiry-based, conceptually 

driven curriculum increases rigour and cognitive load, 

thereby continuously fostering student interest and 

engagement. This results in developing lifelong learners 

able to demonstrate increased, intellectual risk-taking, 

and encourages metacognition – which is exactly what 

we want for our DUCKS students. 

Our 5 Units of Investigation, and What an Inquiry- 

Based Learning Looks Like 

Throughout the school year, our learners engage in five 

Units of Investigation. Each unit explores a "big idea" 

that leads to deep understanding and meaningful action. 

We start each unit with an exciting and age-appropriate 

learning experience that encourages and inspires 

children to ask questions about what they'd like to learn. 

These questions, along with guidance from the teachers, 

form the foundation of their inquiry. 

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For example: during an Exploration Unit, our Reception 

students explored how things change to come up with 

answers to the big idea 'Change happens all around us'. 

They also enjoyed a Mad Science show that highlighted 

different examples of change and allowed students to 

ask questions about different change processes. 

During our Expression Unit, Year 1 students answered 

the big idea, 'Music can be used to express ideas, 

feelings, stories and cultures'. The children enjoyed 

a silent disco and then went through a series of 

experiences to allow them to explore music deeply, 

including making instruments, listening to music from 

different cultures and telling stories through music. 

we value real-world, authentic learning experiences 

that ignite excitement and promote curiosity as these 

experiences often leave a lasting impression on the 

children and support the application of skills and 

conceptual understandings. Educational visits, for 

example, not only provide highly motivating learning 

contexts but also offers students the opportunity to 

demonstrate independence and apply their learning in 

and out of school. 

Each unit includes specific concepts, knowledge, skills 

and core values that are taught across various subject 

areas mapped across the DUCKS. We believe that 

learning is effective when it has a clear purpose. This is 

why we strongly encourage student voice and ownership 

of their learning to allow them to make connections in 

a variety of situations, leading them to attain a broad 

range of understanding and acquisition of skills that will 

serve them for the rest of their lives. 

At DUCKS, learning takes place in various shapes and 

places 

At DUCKS, we advocate for outdoor learning as we 

believe that it is key to the healthy development of 

children. Our Programme of Investigation includes 

various field trips, and learning engagements take place 

outside on a daily basis, particularly in Foundation Stage 

where all classrooms are adjoining an outdoor play area. 

Our curriculum uses the standards from the English 

National Curriculum and the Early Years Foundation Stage 

Framework as the structure for pitch and progression 

throughout DUCKS, and the seamless alignment with the 

Junior School to support the transition from Year 2 to 

Year 3 is carefully planned to ensure the development of 

a balanced child. 

At DUCKS Dulwich College Beijing, we are dedicated to 

nurturing young minds and fostering a love for learning. 

Through our inquiry-based curriculum, engaging learning 

experiences, and emphasis on outdoor and realworld 

exploration, we empower students to become 

lifelong learners who are curious, critical thinkers, and 

compassionate global citizens. Together, we create a 

supportive environment where every child can thrive, 

develop their unique talents, and build a solid foundation 

for future success. 

Learning is effective when it is adapted and applied, or 

when we 'make it real' for our students. Here at DCB, 


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JUNIOR SCHOOL 

SOUNDS OF SPRING 

The Junior School Sounds of Spring concert was a 

delightful celebration of youthful talent and seasonal 

joy. Nearly half of the Junior School students 

participated, confidently showcasing their musical 

talents. We thank our Head of JS Music, Ms. Shauna 

McFaul, and the Music department for organising 

such a delightful event. 


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DCB STUDENTS 

GET MADD 

IN SHANGHAI! 

By Shauna McFaul 

Head of Primary Music 

A select group of students from Years 5 and 6 travelled 

to Shanghai to participate in the first in-person MADD 

Festival since 2019! The MADD Festival is a muchloved 

tradition for Dulwich students and staff alike. As 

a celebration of the creative arts, the acronym MADD 

stands for music, art, drama and dance. This event 

happens annually and brings together Year 5 and 

6 students from all Dulwich and Dehong schools to 

collaborate and celebrate together and schools take 

turns hosting the event. Our host this year was Dulwich 

College Shanghai Puxi. 

At this year’s festival, students participated in art, choir, 

orchestra, world percussion, rock band, dance and 

drama groups, working with students and teachers from 

other schools. Drama students had the opportunity 

to work with UK author Adam Bushnell as their guest 

clinician. During the two days, students participated 

in sessions and rehearsals, preparing their work and 

performances. Students also had the opportunity to see 

a concert performed by a Chinese traditional chamber 

ensemble that performed all kinds of music ranging from 

video game music to movie soundtracks to Argentine 

tango to traditional Shanghainese music- it was a real 

treat! 

All students presented their work from the 

festival. Music groups performed a concert on 

an outdoor stage. Students in drama performed 

a collection of myths with a script and story 

created by the students themselves. Dance 

performed three pieces and included both 

Chinese traditional dance and contemporary 

styles. The artists created Brazilian Carnavalinspired 

clothing using recycled material and 

presented the designs in a fashion show. It was 

a fun-filled event for all students involved! 

Well done to all the students who participated! 

We are looking forward to travelling to Suzhou 

for next year’s MADD festival. 

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Photo collage by Sally Corben 

Junior School Head of Art and Design 


53

Visual Arts 

DUCKS Artworks 

By Jacob Dong 

DUCKS Teacher of Art 

Flower 

Paintings 

Yimian C, 2CA 

Haokai Y, 2MW 

Ivanka W, 2MW 

Bella S, 2CA 

Ian W, 2CB 

Winter 

Bear 

Portraits 

Albert Y, 2CB 

Dica W, 2MW 


Visual Arts 

Aaron S, 2CB Ryan Z, 2MW Perry P, 2CA 

Max H, 2LW Louis C, 2MW Harper D, 2CA 

Foam 

Sculptures 

Jiawei H, 1MM Michael Z, 1LE Darian W Z, 1LE 


55

Visual Arts 

Jungle 

Paintings 

Moon F, 1JO 

Youran P, 1DM 

Youlun Z, 1SB 

Debora C, 1JO 

Insects 

Portraits & 

Sculptures 

Bright C, 1SB 

Jacus C, 1SB 


Visual Arts 

Elizabeth L, 1DM 

Domi W, 1DM 

Casey Q, 1DM 

Chase Z, 1MM 

Harrison L, 1MM 

Diana H, 1MM 


57

Visual Arts 

Junior School Art 

By Sally Corben 

Junior School Head of Art and Design 

Silk Road Flags 

Linked to their 'Back to the Future' topic, 

Year 3 students delved into the countries 

along the Silk Road, focusing on the 

intricate patterns found in textiles. They 

embarked on a journey to design and print 

their own carpets, utilising a three-colour 

reduction block technique. Additionally, 

students applied hand sewing techniques 

to meticulously create a French hem around 

the edges of their creations, adding a touch 

of craftsmanship to their work. 

Gabriel, 3 Bamboo 

George, 3 Bamboo 

Hannah, 3 Bamboo 

Summer, 3 Bamboo 

Zachary, 3 Bamboo 

Fiona, 3 Blossom 

Jonathon, 3 Blossom 

Vivien, 3 Blossom 


Visual Arts 

Reuseable Takeaway Cups 

Aligned with the theme of 'Teaspoons of 

Change', Year 4 students engaged in a handson 

project aimed at sustainability. They crafted 

reusable takeaway cups from clay, drawing 

inspiration from the diverse patterns found on 

animals. By closely observing these patterns, 

students designed cups that reflected the beauty 

of nature while also considering functionality. 

Through mathematical calculations, they ensured 

their cups were the ideal size to accommodate 

silicone lids, thereby promoting the reduction 

of paper cup usage. This initiative not only 

encouraged environmental consciousness but 

also contributed to the preservation of animal 

habitats. 

Olivia, 4 Hilary 

Sophie, 4 Hilary Tokuto, 4 Hilary Aurora, 4 Kingsley Marcus, 4 Kingsley 

Suri, 4 Kingsley 

Eric, 4 Zheng He 

Jayden, 4 Zheng He 

Winnie, 4 Zheng He 


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Visual Arts 

Migratory Flying Birds 

Relating to their 'Migration' topic, Year 5 students engaged 

in the art of observational drawing by capturing the flight 

of birds. Through research, they explored the reasons 

behind bird migration, paying close attention to proportion 

and texture as they sketched. To enhance their drawings, 

students learned a variety of watercolour techniques, 

which they applied to their large-scale bird illustrations. 

This interdisciplinary approach not only deepened their 

understanding of migration but also cultivated artistic skills 

and appreciation for the natural world. 

Ace, 5 Curie 

Keri, 5 Hawking 

Evan, 5 Curie 

Alex, 5 Hawking 

Chenrui, 5 Hawking 

Leo, 5 Hawking 

Flora, 5 Hawking 

Andrew, 5 Curie 

Ryan, 5 Curie 

Jojo, 5 Curie 

Valentina, 5 Curie 

Alan, 5 Hawking 

Emma, 5 Hawking 

Alisa, 5 Curie 

Allen, 5 Curie 

Esmee, 5 Hawking 


Visual Arts 

Shopping Bags: 

Linked with their class topic, 'It's Electric', 

students explored the visual patterns 

generated by various electrical waves. 

They leveraged these patterns to design 

rubber block prints utilising three distinct 

colours. Employing a reduction print 

technique, students layered their prints to 

produce complex, patterned fabric. With 

each additional colour, students engaged 

in precise carving, gradually building upon 

their design to achieve a multi-layered and 

visually captivating textile piece. 

Through a sustainability lens, students 

then repurposed their patterned fabric into 

reusable shopping bags. Expanding upon 

their sewing proficiency, they employed 

techniques such as sewing French hems 

and French seams, while also integrating 

handles into their bag designs. This holistic 

approach not only fostered creativity and 

practical skills but also instilled a sense of 

environmental responsibility by promoting 

the use of eco-friendly materials and 

reducing single-use plastic consumption. 

Allison, 6 Stan Lee 

Johnny, 6 Stan Lee 

Nathaniel, 6 Stan Lee 

Chloe, 6 Tan 

Yiyun, 6 Tan David, 6 Yang Pheobe, 6 Yang 

Sunny, 6 Yang 


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Visual Arts 

SENIOR SCHOOL ART 

Eva K, 7CKE 

Hannah S, 7EAC 

Christine H, 7TCA 

Bowen F, 8TPY 

Andy C, 8PCO 

Natalie H, 12RHW 


Visual Arts 

Kasey C, 9KPL 

Melinda M, 8SZO 

Movin Z, 9GDA 

Clara W, 9VLU 

Jia Ying G, 12RHW 

Jolanda Z, 12JBG 

Charlize A Y, 12NWF 


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Visual Arts 

By Richard Todd 

Senior School Head of Art 

In the revised Bloom's Taxonomy creativity is rightly at 

the pinnacle. The highest of human achievements is 

that of the creator, the maker, the innovator, those who 

bring into existence something of value, something that 

improves the world. Our young creatives, despite a highly 

scheduled life where they face demands from every 

quarter, every moment of their lives still manage to find 

what it takes within themselves to make things of beauty 

on a daily basis, from exploring art in cookie shapes to 

designing armour, from imaging containers that hold a 

universe to seeing ancestry and daily struggles in the 

objects around them. Please join us in celebrating the 

very unusual ability of creating on a daily basis. 


Visual Arts 


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Sports 

Teddy Bear 

Gymnastics 

Excitement filled the air as Dulwich College Beijing DUCKS 

recently hosted its much-anticipated Teddy Bear Gymnastics 

event. This year's event boasted an adapted format that 

welcomed parent helpers into the mix, adding an extra layer 

of community involvement. The highlight of the day was 

undoubtedly the Teddy Bears Picnic Lunch, which brought 

smiles to the faces of both children and adults alike. 


Our DUCKS had a fantastic time unleashing their energy on their 

annual Sports Day. The yearly event is one of the highlights of the 

DUCKS academic calendar, and it’s no surprise that our students 

were incredibly excited from start to finish. Throughout the day, 

our energetic students competed in a range of activities that saw 

them sprinting, jumping, bouncing, throwing and more, and the 

day culminated in a thrilling 50m finals for the students and a 

Teachers and Parents Relay Race. 

Sports 

DUCKS 

Sports Day 


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Sports 

DCB Hosted 2024 ACAMIS and ISAC Tournaments 

The DCB campus experienced back-toback 

excitement, with the school hosting 

both the ISAC (International Schools 

Athletic Conference) and ACAMIS 

(Association of China and Mongolia 

International Schools Sports League) 

tournaments and achieving fantastic 

results, including several top placers. 

Congratulations to our amazing Lions! 

Here's a snapshot of our achievements: 

ISAC Volleyball 

U12 Girls A - 1st place 

U12 Boys A - 1st Place 

U14 Girls A - 2nd place 

U14 Girls B - 1st Place 

U14 Boys A - 2nd Place 

U14 Boys B - 5th Place 

ACAMIS Basketball 

Girls – 2nd 

Boys – 2nd 


Sports 

2024 All-Star Swim Meet 

By Brant Gao 

Head Coach of DCB Swim Academy 

In May, 48 students from our DCB swim team 

participated in the three-day 2024 Asian All-Star 

Swim Meet. They earned numerous gold, silver 

and bronze medals and consistently placed in the 

top 6. Of special note was Jenna M, who broke the 

competition record of the 50-metre breaststroke in 

the 13-14 girls' group with a time of 33.66 seconds. 

Thank you to all the participants and to our 

supportive parents who came and cheered for the 

excellent swimmers. 

Below is our list of awardees: 

Johnny S 2 gold 2 bronze, 

Alisa Z 1 bronze, 

Jenna M 2 gold 1 silver, 

Collin S 1 silver 3 bronze, 

Howard Z 1 bronze, 

Gavin L 1 silver, 

Benjamin S 1 silver 

2 Relay Silver medals 

(Sophia C, Jenna M, Amy Y, Amber W, Vanessa C) 


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HOUSE 

HOUSE 

DRAMA 

Photos By The Student Media Team 


HOUSE Singing 

HOUSE 

Photos By The Student Media Team 

The College Magazine (Beijing) 71

HOUSE 

DUCKS 

HOUSE 

DAY 


HOUSE 

Junior School 

House-a-Thon 

By Jamie Jones 

Junior School Head of Houses 

DCB’s Junior School House-a-Thon event was a day filled with 

excitement and energy. Throughout the event, the school 

grounds were transformed into a bustling arena of activities 

which included obstacle course racing, yoga, handball and 

computer game coding. These activities were all designed to 

challenge the participants' skills of teamwork, determination 

and resilience. The exhilarating event also brought together 

the students and teachers from all of our 5 Houses in a spirit of 

camaraderie. 

One of the highlights was handball, where teams had to 

rely on their teamwork, agility and stamina. The cheers and 

encouragement from spectators added an extra layer of 

energy to the atmosphere, motivating the participants to push 

themselves that little bit further. 

Amidst the excitement and friendly competition, there 

were moments of adversity and challenges that tested the 

participants' resilience. Whether it was trying to master their 

yoga routine or trying to code their game to make it through to 

the final for assessment, the students demonstrated remarkable 

determination and perseverance. They encouraged one 

another, picked themselves up and continued demonstrating 

the school's values of resilience and open-mindedness. 

As the day drew to a close, a sense of accomplishment and 

joy was evident to see. Participants exchanged high-fives 

whilst celebrating their individual achievements of collective 

sportsmanship that had been fostered throughout the event. 

The Junior School House-a-Thon was a resounding success 

and a big congratulations to Soong for winning the overall 

competition. 


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Dulwich Olympiad 2024 

From 18 to 22 March, 53 Dulwich College Beijing 

students took part in the quadrennial Dulwich 

Olympiad 2024, a vibrant five-day celebration of 

Sport, Drama, Music and Art across our family of schools. 

This year's Olympiad was hosted by Dulwich College 

Singapore and saw 13 schools, 891 students, 59 artists, 

79 actors, 143 musicians and 610 athletes across our 

Dulwich International community, including students 

from Dulwich College, the founding school in London, 

and James Allen’s Girls’ School, taking part in this unique 

opportunity to learn new skills, form lasting connections 

with their peers that transcends borders, gain a deeper 

appreciation for cultural diversity, and celebrate the 

values of teamwork, sportsmanship, and creativity that 

are central to the Dulwich ethos. 

The Dulwich Olympiad is a truly unique network-wide 

event celebrating students and communities across 

our family of schools. This event, which takes place 

once every four years, combines a number of Sport, 

Drama, Music and Art competitions and activities, giving 

students from across the world the opportunity to meet 

their peers, often for the first time, learn about other 

cultures and the other schools in the network and to 

create new friendships across borders. The first Dulwich 

Olympiad took place in the vibrant city of Beijing in 

2015, whereas in 2019, 400 years after Dulwich College 

was founded, over 900 students from 11 schools around 

the world gathered in London for the second Dulwich 

Olympiad. 

Megan L, one of our Year 10 students who took part in 

the Sports competition, shared how excited she was on 

the first day. "I decided to take my chances and started 

talking to many people there since we all had a common 

interest. That was probably one of the best choices I 

made since I met a lot of new people from different 

countries and schools who were all nice and friendly. I 

can't wait for the next time we meet again!" 

Shared Anthony Coles, our Head of College, "The 

dedicated staff, alongside Mrs Anderson-Au and myself, 

couldn't be prouder of our students' enthusiasm 

and attitude. They represented DCB with pride and 

demonstrated outstanding character, under at times, 

trying hot conditions. A special thanks to our chaperones 

and coaches for their guidance and care of the team. 

Many thanks also to the parents who travelled to 

Singapore to support our students; their presence 

was truly appreciated and contributed to the standout 

performance of our team." 




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Worldwise Academy Women for Conservation Forum 

Worldwise Academy, an award-winning initiative 

of Dulwich College Beijing, is a platform 

that brings leaders and practitioners from 

various professional backgrounds to the College to 

share their insights and experiences with our students 

and community members. This year's WWA Women 

Empowerment Forum, "Women for Conservation - 

Empowering Women to Protect the Planet", spotlighted 

three extraordinary female leaders who have dedicated 

their careers to environmental conservation and 

safeguarding our planet, whose work has demonstrated 

exemplary leadership and dedication to preserving the 

Earth for future generations. 

Yue Pan 

Vice Chairman and Researcher of Panwenshi 

Biodiversity Research Institute 

Yan Shi, PhD 

Director of China CSA Network, Founder and 

Executive Director of Shared Harvest, China Co- 

President of the International CSA Network (URGENCI) 

Ms Pan is a part of the Panwenshi Biodiversity 

Research Institute, where she started by helping in the 

communication, network application, data collection 

and analysis of ultra-high-definition surveillance systems 

in the field. Later on, she shifted her focus to daily 

operations and management of two research bases in 

Chongzuo and Qinzhou, Guangxi, and began to involve 

herself in the behavioural and socio-biological research 

of wild animals. Ms Pan is mainly responsible for 

population viability analysis of endangered white-headed 

langurs and Chinese white dolphins using mathematical 

models and computer simulation techniques. 

Dr Shi is a notable figure in sustainable agriculture in 

China. She established the first community-supported 

agriculture (CSA) farm in the country, known as Little 

Donkey Farm. The farm grows and supplies organic 

vegetables to local families while also renting land to 

urban dwellers interested in agriculture. Later, Dr Shi 

founded Shared Harvest, a leading model in modern ecoagriculture 

in China. Her outstanding achievements have 

earned her global recognition, including being selected 

as a "Young Global Leader" by the World Economic 

Forum in 2016 and being named one of the "20 Food 

Leaders Under 40" in the world by the NGO Food Tank. 

In June 2023, she won the 15th John Cobb Common 

Good Award, the highest award in the field of ecological 

philosophy and ecological civilisation worldwide. 

Yuhan Li 

The Regional Lead of the Shanshui Conservation 

Centre 



Ms Li’s work links wildlife conservation, community 

development and intercultural communication to 

achieve a human-nature coexistence world. Ms Li 

explores a wide range of issues, from national parks, 

community-based conservation and citizen science to 

illegal wildlife trade. Her team also implemented China’s 

first snow leopard ecotourism programme - Valley of the 

Cats, which has profound social and ecological impacts. 

The event was hosted by 

students Natalie H and Elena 

T. They, along with their 

peers, highlighted the need 

to recognise the urgency of 

addressing deeply ingrained 

gender norms. 

Tracy L, one of the leaders 

of the Women's Health 

and Menstruation student 

organisation, emphasised 

the importance of tackling 

biases that arise from a 

woman's biological reality, 

such as menstruation. This 

is necessary in order to 

promote a more equitable 

society. Her co-leader, 

Haruna K, shared an 

important reminder that 

we all belong to this world. 

People need to stand together and challenge biases to 

recognise and support that we all can contribute and 

pave the way for a brighter tomorrow. 

The panel discussion on 

conservation was ably 

moderated by Ryan D and 

Cindy J, who skilfully invited 

the panellists to share 

their thoughts on what 

conservation looks like in 

their respective fields while 

offering valuable advice to 

the audience. 

During the course of the discussion, Dr Shi explained the 

symbiotic relationship between agriculture and culture 

as a way of promoting conservation and advocated for a 

holistic approach to sustainable farming. She encouraged 

people to better understand the importance of 

embracing agriculture in their lives, starting by observing 

their meals better. 

Ms Pan eloquently expounded on her vision of 

'conservation', embodying a future where the sanctity 

of all life and the equitable coexistence of every species 

on Earth are paramount. Furthermore, she introduced 

the concept of the 'education of respecting life'. Through 

this, she implored children and young individuals to 

cultivate a deep-seated reverence for life by patiently 

observing the resilience and struggle inherent in the 

survival efforts of every plant, insect and animal. Such 

an understanding fosters a profound respect for each 

living entity, transcending to positively influence their 

perspectives and interactions with fellow human beings 

and the broader social ecosystem. 

Ms Li underscored the importance of coexistence 

between humans and wildlife, emphasising the need 

for mutual respect and understanding. She gave the 

example of the increasing number of raccoon dogs in 

Shanghai and pointed out that feeding them is not a 

form of coexistence but rather creates an unnatural 

dependency on humans, which has negative impacts on 

society. Our speakers also shared that there are many 

opportunities for students to be involved in conservation 

efforts, emphasising that they can start by choosing a 

cause that resonates with their passions and interests. 

Following the discussion, 

student Hillary T made 

an insightful observation 

of the progress women 

have made and the future 

we should aspire to. She 

pointed out that while it 

is important to celebrate 

the accomplishments 

of successful women, it 

is equally important to 

recognise their talents and 

skills despite the barriers 

and challenges they have faced. Our ultimate goal should 

be a society where events celebrating women are a 

thing of the past because obstacles preventing women 

from achieving their full potential have been removed, 

and we live in an equitable society where we celebrate 

people – men and women alike – on their merit and 

accomplishments, knowing no barriers pertaining to 

gender held anyone back. 


77



Notre Dame and DCB Unite in Inspiring Global Citizenship 

By Catherine Ho 

Head of Senior School Business and Economics 


research and spoke about the use of RCTs (randomised 

control trials), the importance of finding causality and 

the ways to creatively construct research methods. 

Although her time with us was short, the students were 

inspired by her life story and came away with a new 

sense of possibilities for their own academic pathways 

and life as Global Citizens. 

Here are some of the students' reflections on research - 

The partnership between Dulwich College Beijing and 

the University of Notre Dame in shaping the future 

generation of global citizens was further reinforced with 

the visit of Dr Eva Dziadula, a Teaching Professor at the 

University of Notre Dame. 

Our Key Stage 4 and Key Stage 5 students had the 

opportunity to get to know Dr Dziadula, a real-life 

academician, researcher and economist who has done 

extensive research on the economics of demography, 

immigration and labour issues. 

Starting off the event was an interview by Year 12 

students Jessica L and Kevin S to learn more about the 

life of a researcher/academician, what it means to be a 

Global Citizen and ways to prepare themselves now for 

the important work of research. 

"Dr Dziadula's presentation at DCB highlighted the 

quiet yet profound impact of academic research. It's 

a reminder that change-makers aren't always in the 

limelight but often work behind the scenes, contributing 

to our world's progress through diligent study and 

exploration. Her work exemplifies how dedication to 

research enriches our understanding of complex global 

issues like child labour." 

"As Dr Dziadula said, infusing passion into everything 

you do holds significant value. While it's easy to feel 

overwhelmed by the myriad of issues in our world, 

identifying areas of genuine passion empowers us to 

contribute to change, one step at a time." 

Students also shared how their understanding of Global 

Citizenship has been changed: 

"Although, sustainability does play a part in being a 

Global Citizen, when I hear about Global Citizenship now, 

I understand it as being open to new ideas and taking 

into account different perspectives; it’s about being 

able to think outside of the box and having a growth 

mindset." 

We are grateful for the partnership with the University of 

Notre Dame and for Dr Dziadula spending her afternoon 

with us. The impact she had left on our community is 

real and palpable. 

In the subsequent session, Dr Dziadula dialogued with 

the Humanities Year 13 students (Economics, Geography 

and Global Politics). She delved more deeply into her 

This event is a part of our DCB Worldwise Academy 

Speaker Series. The Worldwise Academy, an initiative 

by DCB, serves as a platform bridging students to 

the world of work. It has been honoured with the 

2022 International School Awards in the Pathways to 

Continued and University Education category. 


79


Make It Real with Our Planet 

DUCKS Earth Week 

In the last week of April, DUCKS painted the school green 

and blue to mark the start of Earth Week. 

This year, DUCKS shifted focus on how Earth Week is 

celebrated. We had time and space to reflect on ourselves 

as Global Citizens and celebrate all the amazing things 

we are already doing to build a more sustainable future. 

During the week, classes were busy working on a Global 

Citizenship portfolio, which contained evidence of how their 

class have taken action this year and worked towards one (or 

more!) of the Sustainable Development Goals. Our DUCKS 

Student Council then reviewed applications and successful 

classes earned a 'GC Badge' which have now been proudly 

displayed on their classroom doors. In addition to this, 

classes also took time to enjoy the beauty of nature and took 

their learning outdoors where possible. Learning Beyond 

the Classroom can spark curiosity and inspiration, whilst 

promoting wellbeing and a love for nature. 

Senior School Earth Day Fair 

Senior School Global Citizenship 

Prefects stand as exemplars of 

empowerment and responsibility. 

Through their dedication and 

initiative, they actively contribute 

to the vibrant tapestry of our 

school community, driving 

positive change and fostering 

a culture of inclusivity and 

excellence through the Earth Day 

Fair that they held in the quad. 

This event saw plenty of amazing 

and thought-provoking activities 

aimed at raising awareness of 

plastic as a global issue. 



Junior School Residential Trips 

Year 6 students embarked on a Scout-style 

jamboree at Tuobang Camp Site for three days of 

adventure. 

Year 4 experienced a two-day excursion to Kidult 

Land, a nearby farm offering exciting activities and 

camping, whilst Year 5 students headed for an 

overnight stay filled with adventures like kayaking. 

Meanwhile, we saw Year 3 enjoying a fantastic day 

visit to YuanMing Yaan, and another two-day trips 

to a Geology Rocks exhibition, a trampoline park 

and the unique experience of spending a night at 

school. 

Senior School Ski Trip 

During the Spring Holiday, a group of Students 

and staff travelled to Furano, Japan for the Ski and 

Snowboarding Trip. Amidst the stunning snowcapped 

vistas, our students immersed themselves 

in Japanese culture, relishing in the delectable 

cuisine and forging unforgettable memories on the 

slopes. From navigating the powder to indulging in 

traditional delicacies, every moment was filled with 

laughter and camaraderie. And let's not forget the 

epic snowball fights that added an extra dose of 

fun to this memorable adventure! 

SDG Kids 

On Founder's Day, SDG Kids held the "The Guardians of 

Nature, Protect Flagship Species" campaign, to call on 

everyone to pay attention to and protect these animals by 

promoting the importance of ecological conservation and 

maintaining biodiversity. 

At the same time, SDG Kids also advocate for everyone to 

buy agricultural products from the flagship species reserve, 

which is in cooperation with the villagers of the reserve or 

public welfare organisations to help villagers develop their 

livelihoods in a sustainable way and maintain a harmonious 

coexistence with nature and animals. 


81


Bipolar and Related Disorders 

By Dr Edrie Chau 

Senior School Social Emotional Counsellor 

Bipolar and related disorders (BD) are 

composed of “bipolar I disorder, bipolar II 

disorder, cyclothymic disorder, substance/ 

medication-induced bipolar and related 

disorder, bipolar and related disorder due to 

another medication condition, other specified 

bipolar and related disorder, and unspecified 

bipolar and related disorder” (APA, 2013, p. 

123). BD can be named as manic-depressive 

disorder which contains episodic courses 

(López-Muñoz et al., 2018). Under DSM-V, 

clinical symptoms that manifest with BD are under 

different categories (APA, 2013). 

In bipolar type I, manic episode happens persistently 

for at least 1 week and almost daily or if hospitalisation 

is required; depressive symptoms are presented for 2 

weeks. Both manic and depression symptoms can also 

be mixed and co-occurred. 

In bipolar type II, the occurrence of at least one time 

in his/her life on hypomanic (4 consecutive days and 

almost daily) and depressive episodes (2 weeks). Both 

bipolar I and II are not due to medications or substances. 

In cyclothymia disorder, symptoms do not meet criteria 

for hypomanic and depressive episodes during a 2-year 

period for adults but 1-year period for children and 

adolescents. The rest of the specified and unspecified 

bipolar and related disorders do not refer to any 

mentioned categories (APA, 2013). 

Etiology of Bipolar and Related Disorders 

Research have mentioned the possibilities of BD 

pathology by changing in oxidative stress, inflammation 

and dopamine. However, it is still uncertain about the 

etiological mechanism of BD (Guo et al., 2019). 

Genetic and Biochemical Aspects 

BD is actually a sophisticated genetic disorder which 

contains vital causes generating from genetic factors 

(Kim et al., 2016). Numerous genome wide studies have 

shown the related genetic inheritance to BD (Alladi 

et al., 2018). The unknown aetiology of BD 

seems to create some conflicting results 

which are not able to be replicated. Full of 

complex phenotypes and possible interaction 

environmentally with over 800 genes in BD 

could bring varied pharmacogenetic responses 

(Alladi et al., 2018). Under the epigenetics 

study, the changes of the DNA sequence 

do not affect the gene expression, e.g. DNA 

methylation, histone modifications, etc. (Alladi 

et al., 2018). 

From physio-pathological perspective, the alterations 

of DNA methylation of genes are critical for BD in 

dopaminergic as well as serotoninergic aspects. 

Evidence-based research demonstrates the relationship 

between DNA methylation of the Dysbindin (DTNBP1) 

gene promoter and the antipsychotic medication. 

The finding has shown the diminishing of DNA 

methylation of the DTNBP1 gene promoter in other 

psychotic illness patients. However, there was nothing 

to be found in the post-mortem brain samples in BD 

patients (Alladi et al., 2018). Last but not least, the 

reduced DNA methylation from induced lithium is 

appeared in lymphoblast cell in some of the BD patients. 

Low DNA methylation seems to be caught under BD 

patients with lithium monotherapy while comparing with 

BD patients with lithium and valproic acid (Alladi et al., 

2018). 

Neurological Aspect 

Research illustrates the dysregulation of brain DNA 

methylation which could become a potential role in 

BD (Burghardt et al., 2020). In a methodical review, the 

finding has shown the measurement of cortical thickness 

of brain regions for "single-nucleotide polymorphism 

rs1006737 in CACNA1C" which has further demonstrated 

the association between the BD and the thickness of 

cortical brain (Smedler et al., 2019, p. 182). 

Under the magnetic resonance imaging, the individual 

with BD shows the risk allele which is linked with brain 

cortical thickness of the CACNA1C polymorphisms 



(Smedler et al., 2019). Individual with BD has a relatively 

lower thickness in four brain regions: "left anterior 

cingulate, left paracingulate, left superior temporal gyrus 

and prefrontal regions bilaterally" (Smedler et al., 2019, 

p. 185). 

Socio-cultural Aspect 

Socio-cultural concerns such as familial support for 

individual with BD become indispensable (Nair et la., 

2019). For instance, a patient with BD may need to 

undergo the dialectic behaviour therapy (DBT) and 

the family may go ahead with the family-focused 

therapy (FFT). However, some family members may not 

understand the reason of attending the therapy as they 

do not suffer from any mental illnesses. Having said 

that, the familial support is important to the patient, 

particularly in trauma case (Nair et al., 2019). Relapse 

rate can be maintained in a low level if the patient 

receives sufficient familial or social support (Aldinger and 

Schulze, 2017). 

Interventions 

This section covers the evidence-based research which 

has shown to be the most effective psychopharmacologic 

intervention for BD. 

Psychopharmacological Intervention 

Evidence-based research is important in 

psychopharmacologic intervention for BD. The 

psychopharmacotherapy such as antipsychotics, 

anticonvulsants and mood stabilisers are essential types 

of mono-therapeutic medication. In general, 54.3% 

patients agreed with mono-pharmacological treatment. 

The use of antipsychotics for BD increased from 12.4 % 

to 51.4% from year 1997 to 2016 whereas the use of 

mood stabilizers reduced from 62.3% to 26.4% within 

the same period (Rhee et al., 2020). Prescription of 

antidepressant (without mood stabilizer) expanded from 

17.9% to 40.9%. Changes of psychopharmacological 

treatment have been taken place over the past 20 years 

(Rhee et al., 2020). Please consult your clinicians for 

professional advice. 

Psychotherapeutic Intervention 

The evidence-based psychotherapies (EBPs) such 

as cognitive behavior therapy (CBT) and familyfocused 

therapy (FFT) could work alongside with 

psychopharmacological treatment (Novick and Swartz, 

2019). Episodes of depression, hypomania and mania 

can be linked with varied pervasive symptoms that may 

lead to mortality, e.g. suicide. Research states that the 

mortality rate for patients with BD as compared with 

healthy individuals is high, i.e. dying 9 years earlier for 

females and 8 years earlier for males (Novick and Swartz, 

2019). Thirteen randomised controlled trials (RCTs) 

with in-person CBT have been investigated (Novick and 

Swartz, 2019). 

For instance, the discontinuing rates of lithium 

medication are low while working with CBT in the first 

6 sessions of treatment. In an 18-month period with 

25 psychotherapeutic sessions, the association of CBT 

shows tremendous improvements in symptoms and the 

relapse rates are 60% lower. In a 30-month duration, 

the relapse rate of BD is low and the association of 

CBT in BD can provide a better duration to depressive 

features. The finding has manifested CBT as one of the 

psychotherapies which can lower relapse rates, manage 

a positive control in depressive and manic symptoms and 

revamp psychosocial functioning. 

Last but not least, the mindfulness-based cognitive 

therapy (MBCT) could be explored as it is the third 

generation of behaviour therapy which combines the 

mindfulness and acceptance with changing thinking 

process. This can be delivered to individual or in group. 

Please consult your psychologist or counsellor for 

professional advice. 


83


Senior School Wellbeing Prefects Led World Health Week 

By Kevin Rossall 

Deputy Head of Senior School – Wellbeing & Whole College Designated Safeguarding Lead 

Throughout the week, students engaged in a 

variety of activities, starting with a heartfelt 

letter-writing session on Monday, where they 

expressed gratitude to the staff members who 

contributed to our health and wellbeing within 

the school community. Tuesday saw an engaging 

tasting activity combined with questions about 

food and nutrients, encouraging students to 

consider the importance of a balanced diet. 

Midweek, a lively DJ session in the HIVE was 

followed by the distribution of 'water' pins 

to promote hydration among students who 

brought water bottles. 

Thursday brought forth a health-themed 

Quizlet, challenging students' knowledge whilst 

fostering learning in an interactive manner. 

The week culminated in a spirited physical 

competition between teachers and students 

on Friday, promoting camaraderie and physical 

activity. 

We are delighted to share with you the success of the 

amazing World Health Week that we celebrated at 

DCB. Planned, implemented and orchestrated by our 

dedicated Health and Wellbeing Prefects - Rachel M, 

Lynn K and Rebecca K. The week was filled with insightful 

events aimed at promoting both physical and mental 

health among our students. 

The initiative aligned perfectly with the spirit of World 

Health Day, celebrated globally on 7 April, as designated 

by the World Health Organization (WHO). This year, the 

WHO focused on building a fairer, healthier world for 

everyone, underscoring the importance of health equity 

and the need to address the social determinants of 

health. 

Our Health and Wellbeing Prefects, along with the 

support of our incredible Wellbeing Champions, 

including Jerry W, Eva C, Hannah K, Evan Y, Della H, Vicky 

J, Ekaansh B, Amy P, Amy Y, Victoria W, and Aishling Z, 

collaborated tirelessly to organise a week brimming with 

activities to inspire reflection and action. 

In addition to these planned activities, our Health and 

Wellbeing Prefects and Champions also ensured that 

wellness was integrated into the daily routine, with brief 

stretch breaks and movement encouraged during class 

time over the school Tannoy system. These 1-2 minute 

broadcasts during period 3 served as gentle reminders 

for students to take a moment for themselves and 

prioritise their wellbeing amidst their academic pursuits. 

We extend our heartfelt gratitude to Rachel M, Lynn K, 

Rebecca K and all the Wellbeing Champions for their 

dedication and hard work in making World Health Week 

a resounding success. Their efforts have not only sparked 

important conversations about health but also fostered a 

sense of community and unity among our students. 

As we continue to prioritise the health and wellbeing 

of our students, we look forward to building on the 

momentum of World Health Week and implementing 

further initiatives to support the holistic development of 

our DCB community. 



When we make mistakes, we need to be kind to ourselves 

By Robert Simmons 

Junior School Counsellor 

Have you ever made a mistake? How did you feel? Were you able to move past it and 

show resilience? How does your child handle their mistakes? How do you help your 

child when they can’t move past the mistakes they have made? It is very important 

to model resiliency and uplift when children make a mistake, whether that is an 

academic, social-emotional, or even doing something they really enjoy. Find some 

time to have a family conversation around the following four questions and see how 

your child feels when they make mistakes. 

My ZPD didn’t go up this quarter, does this mean that my 

reading isn’t getting better? 

I keep messing up on the violin, it must be perfect so that I 

can play it for my upcoming recital. 

Although I really enjoy Maths, I find it quite hard at times. 

I don’t like the current Maths topic we are doing in class. 

I don’t have any friends, sometimes my friends like to play 

with others and not with me. When my friends play with 

others it makes me upset. 

These are just a couple of topic areas to help 

create conversations. Children are often 

worrying about how parents will respond 

when they make mistakes. This is a time to 

encourage your children and help them with 

building resiliency skills. 

This can also be modelled by you as a parent, 

by letting children know how you handle your 

mistakes. 


85

Community 

On 11 May, we celebrated Founder’s Day, our 

biggest annual community celebration, with a 

fantastic splash of events that included a 6-hour live 

concert, a cultural bazaar, an abundance of creative 

initiatives, and a fantastic showcase of arts, sports 

and performances from our community. 

On this day, students, staff, parents and the wider 

community came together to honour our rich 

heritage spanning over 400 years, thanks to the 

vision of the founder of Dulwich College and 

Elizabethan actor Edward Alleyn, connecting past, 

present and future. 


Community 


Community 

Festival 


Celebration 

Community 


Community 

90

Community 

91

Community 

92

Community 

93

Community 

94

Community 

95

Community 

Family Fun with Dulwich Community Programmes 

By Luella He 

Head of DCP and Sports Facilities 

Community events are a staple of our lives here 

at DCB. Events are organised by staff, parents 

and students, and help create opportunities for 

our community to connect and build deeper 

relationships. 

A Swingin' Success: 

Recap of the DCB Community Golf Tournament 

On 28 April, the greens of Jade Island Golf Club 

were alive with the sounds of laughter, cheers and 

the occasional thwack of a perfectly struck ball as 

the DCB Community came together for a day of 

golfing fun at our annual Golf Tournament. 

Students, parents and staff alike gathered to 

showcase their skills and enjoy a day of camaraderie 

on the course. With the stunning backdrop of Jade 

Island Golf Club, it was a day to remember for all 

involved. 

Celebrating Football Excellence: 

The DCB Rossoneri Cup 

On 1 May, the South Field was transformed into a 

battlefield of football prowess and sportsmanship 

as Dulwich College Beijing, AC Milan Football 

Academy, and PacificPine Sports came together to 

host the DCB Rossoneri Cup Football Tournament. 

It was a day filled with thrilling matches, heartfelt 

camaraderie and unforgettable moments as our 

House teams - Alleyn, Johnson, Owens, Soong 

and Wodehouse - competed in two exhilarating 

tournaments. 

Coach Andrea Galbiati and his team’s exceptional 

coaching throughout the tournament helped our 

students understand the principles of fair play, 

ensuring honesty and integrity on the field. In 

partnership with AC Milan Football Academy, DCB 

will be introducing additional football programmes 

aimed at nurturing the talent and passion of our 

young footballers. 


Community 

From Friends of Dulwich 

Coffee & Books 

By Eva Lin & Cynthia Su 

In recent months, the Coffee & Books (C&B) 

has organised a series of wonderful events and 

activities through Parents Workshops. These events 

have not only served as platforms for learning 

and growth but have also played a crucial role in 

bringing the community together. Here is a recap 

of the recent happenings: 

• Festival campus decoration 

• Easter egg hunting 

• Movie time with your kids 

• Second-hand books market & Roundabout 

Christmas flash gift market 

• Photography workshop with invited guest 

speaker 

• The getting together for Year 8 to Year 13 

parents, supported by our Year 13 parents C&B 

voluneers 

• Car Boot Sale themed "Reduce, Reuse and 

Recycle" 

• Handmade candles 

The Korean Community 

By Kara Kim 

The Korean community at Dulwich College Beijing 

recently engaged in a series of cultural and social 

activities that showcased their unity and heritage. 

They made kimchi together, emphasising traditional 

culinary arts and community bonding. They also 

participated in Coffee and Books voluntary work, 

promoting education and social responsibility. 

In preparation for DCB's Founders Day, Korean 

Representatives from DUCKS through Year 13 

gathered to plan their involvement in the event. 

Their efforts highlighted their dedication to sharing 

Korean culture and fostering a vibrant, inclusive 

school environment. Through these initiatives, the 

Korean community continues to enrich the cultural 

landscape at DCB. 


97

Community 

The Enrichment Fund 

By Wansha Yang 

With the strong support from the College 

Leadership Team, our FoD Enrichment Fund 

continuously aims to benefit more students at DCB. 

Among the projects applying for the fund, after 

recommendation by CLT and collective discussion 

by FoD, projects with more student benefits were 

selected. We are thrilled to share the exciting 

progress and achievements of these Enrichment 

Fund projects during the academic year 2023-2024: 

The service learning project by Gary Z, Jason 

Z, Tim Z, Ethan N, and Jayden N - Project 

Visionary. These Year 12 students created a 

comprehensive guide of finanacial literacy 

in braille and distributed to various schools 

for the visually impaired across 20+ regions 

within China. 

The Project Golf Putting Practice, initiated by 

Year 12 Ann Z, has added a communication 

and practice space for golf enthusiasts to the 

campus and encouraged more students to 

experience golf. 

Project Children’s Hope is a service-based 

ECA, including "Trail for Hope" and a charity 

concert planned for this summer to raise 

awareness and financial support for sick 

children’s homes through the harmonious 

power of music and unity. 

We are super proud of the success of these projects 

and deeply grateful to parents and students for their 

trust in FoD. FoD Enrichment Fund will continue to 

contribute to the well-being of the DCB community, 

and we believe there will be more brilliant projects 

to collaborate with in the future. 

DCB 

Teacher 

on the 

Wall 

DUCKS class teacher, Ms Christine Buxton, completed her endurance trail running activity that she has 

been training for since October last year. Over the course of three days, Ms Buxton, along with another 19 

women, scrabbled, ran and hiked a total of 64km. She climbed a total of 3500 meters and was on her feet 

for a total of 27 hours. 

With the help of our generous college community and friends, Ms Buxton has raised 9000RMB for a 

selection of charities supported by Roundabout. She has enjoyed being a Resilient Ren, Open-Minded Oli 

and Responsible Ryan. 


DULWICH COLLEGE BEIJING CALENDAR 2024/2025 

Month M T W TH F SAT SUN Description 

2024/ 

August 

1 2 3 4 

5 6 7 8 9 10 11 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

26 27 28 29 30 31 

5 - 7 Aug: New Staff Induction 

8 - 13 Aug: Teachers Planning Week (5 days) / Half day for DUCKS 

Orientation on 13 Aug 

14 Aug: New Families Orientation / Half day for JS & SS on 14 Aug 

15 Aug: 1st day of Term 1 

September 

October 

November 

December 

2025/ 

January 

February 

March 

April 

May 

June 

July 

1 

2 3 4 5 6 7 8 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 17 Sep: Mid-Autumn Festival Public Holiday 

23 24 25 26 27 28 29 

30 

1 2 3 4 5 6 1 - 3 Oct: National Day Public Holiday 

7 8 9 10 11 12 13 30 Sep – 4 Oct: National Day Holiday (1 week) 

14 15 16 17 18 19 20 

21 22 23 24 25 26 27 

28 29 30 31 

1 2 3 

4 5 6 7 8 9 10 7 - 8 Nov: Staff Professional Learning Day 

11 12 13 14 15 16 17 

18 19 20 21 22 23 24 

25 26 27 28 29 30 

1 

2 3 4 5 6 7 8 

9 10 11 12 13 14 15 18 Dec: Last day of Term 1 

16 17 18 19 20 21 22 19 Dec - 3 Jan: Winter Break 

23 24 25 26 27 28 29 25 Dec: Xmas 

30 31 

1 2 3 4 5 1 Jan: New Year Holiday 

6 7 8 9 10 11 12 6 Jan: First day of term 2 

13 14 15 16 17 18 19 

20 21 22 23 24 25 26 28 Jan: Chinese New Year's Eve 

27 28 29 30 31 29-31 Jan: Chinese New Year Public Holiday 

1 2 27 Jan – 7 Feb: CNY break 

3 4 5 6 7 8 9 

10 11 12 13 14 15 16 

17 18 19 20 21 22 23 

24 25 26 27 28 

1 2 

3 4 5 6 7 8 9 

10 11 12 13 14 15 16 

17 18 19 20 21 22 23 

24 25 26 27 28 29 30 27 Mar: Last day of Term 2 

31 

1 2 3 4 5 6 28 Mar – 4 Apr: Spring Break 

7 8 9 10 11 12 13 4 Apr: Tomb Sweeping Public Holiday 

14 15 16 17 18 19 20 7 Apr: Staff Professional Learning Day 

21 22 23 24 25 26 27 8 Apr: First day of term 3 

28 29 30 

1 2 3 4 1 May: May Day Public Holiday 

5 6 7 8 9 10 11 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

26 27 28 29 30 31 31 May: Dragon Boat Festival 

1 

2 3 4 5 6 7 8 2 Jun: Dragon Boat Festival Public Holiday 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 18 Jun: Last day of school (half day) 

23 24 25 26 27 28 29 19 Jun - 31 Jul: Summer Break 

30 

1 2 3 4 5 6 

7 8 9 10 11 12 13 

14 15 16 17 18 19 20 

21 22 23 24 25 26 27 

28 29 30 31 

181 teaching days 

First/Last Day of Term School/ Public Holiday Professional Learning Day 

Calendar Update: 5 September 2023

Community 

Little Lochies 

STICKER 

HERE 

orm the rst letter 

of 

your name in 

shaving foam, or 

roll it in PlayDoh 

(and 

more if you can!). 

Play a game 

of balloon tag, 

patting the balloon 

up in the air to a 

partner and 

back again. 

STICKER 

HERE 

SUMMER 

Challenges 

Use tweezers to 

move pasta tubes, 

or chocolate 

button 

from o 

buttons or Smarties 

STICKER 

HERE 

from one bowl to 

another. 

Form the 

 

 

your name in 

sand 

(and more if 

you can!). 

STICKER 

HERE 

Ask 

an 

adult to 

draw 

6 dots 

on a page. 

Join 

them with 

one continuous 

line. 

Worksheet 

Draw a 

picture 

of yourself 

for your 

new teacher. 

STICKER 

HERE 

Cut a 

piece of 

paper 

into strips. 

Use pegs 

to hang a 

pair of socks 

onto 

a clothes 

horse. 

STICKER 

HERE 

Complete 

a 12-piece 

jigsaw. 

Build the 

tallest tower 

you can 

from Lego, 

Duplo, or 

blocks. 

STICKER 

HERE 

Pedal a 

tricycle. 

STICKER 

HERE 

STICKER 

HERE 

STICKER 

HERE 

STICKER 

HERE 

Balance on 

one leg 

for at least 

 

STICKER 

HERE 

Balance 

a bean bag 

on your head 

and walk from 

one end of the 

room to 

another. 

Throw 

a ball 

overarm. 

STICKER 

HERE 

Put on your 

school coat 

and do up 

the zip. 

Walk down a 

staircase, 

one foot in front 

of another. 

STICKER 

HERE 

Wash your 

hands 

thoroughly 

with soap and 

water. 

Put on your 

shoes 

(make sure 

they go on the 

correct 

feet!). 

STICKER 

HERE 

Put on your 

wellies. 

STICKER 

HERE 

STICKER 

HERE 

STICKER 

HERE 

STICKER 

HERE 

Put on your 

school 

smock 

STICKER 

HERE 

Pair up 

four sets of 

shoes 

or socks. 

Eat 

your lunch, 

using a 

knife and fork 

correctly. 

STICKER 

HERE 

Plant 

some 

carrot seeds 

and enjoy 

watering them, 

and then, 

eventually eating 

the produce. 

Enjoy 

a story with 

an adult in an 

unusual place 

(up in a tree, on 

the beach, in 

 

STICKER 

HERE 

Enjoy 

spending time 

with a friend 

STICKER 

HERE 

STICKER 

HERE 

STICKER 

HERE 

100 

Copyright of www.tooledupeducation.com 

beijing.dulwich.org

WAN 

Hear from the Dulwich 

College Beijing 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 are 

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

Anaïs Marechal: From DCB to Parsons 

• DCB Class of 2022 

• Parsons School of Design, The New School 

• Second year of BFA Architectural Design 

Please share a memorable experience or moment from 

your Dulwich College Beijing years. 

I have many fond memories of DCB, but as the former 

Johnson House Prefect, I must highlight the weekly House 

Prefects meetings with Ms T, who always had chocolate in 

her office as a great antidote to our feeling swamped under 

the deep waters of IB and the hectic House events schedule! 

Physics classes with Ms Rogers are also among the moments 

I’ve taken away as some of my best at DCB. And, of course, 

lunchtimes in the IBCR (IB Common Room) where we could 

share the highs and lows of IB with the assurance of being 

understood! 

At the time, these moments were just part of our daily 

routine (and sometimes, not so enjoyable), but these are 

now the moments I miss the most as I realised how special 

the DCB community made them. More than a year after 

leaving DCB, I’m still amazed by how connected we are and 

how precious these high school friendships turned out to be 

and hopefully, will remain over the years. 

How has your education at DCB prepared you for your 

university life? 

DCB has taught me many interpersonal skills through various 

leadership positions and hard work. These skills have been 

incredibly helpful in building new connections in an unknown 

environment and settling into my new college life. I always 

felt DCB was a safe environment that allowed me to explore 


and develop skills I wasn't comfortable with just yet, such 

as public speaking. That encouraged me to try new things, 

eventually fail and learn from my successes as much as my 

mistakes. 

In short, DCB has helped me to learn how to tackle 

challenges. Not only was this motivating, but it allowed me to 

keep faith when hard times came around. 

What factors were most important in determining your 

"best fit" university? 

I primarily focused on their reputation in the field of study 

I was targeting. I also considered geographical location as 

an important criterion because I knew I wanted to be near 

a big city. It wasn't until Year 12 that I decided to study 

Architecture. I took Art for iGCSE but had to drop it to be able 

to take both Biology and Physics in IB, which were some of 

my prospective universities' requirements. I realised then 

how much I missed Art, so I searched for a way to combine 

Art and Sciences, which led me to Architecture. 

Parsons boasts an enriching community and offers a lot of 

resources for students to thrive. People here have a strong 

spirit of entrepreneurship with an inspiring drive. Its central 

location in Manhattan also offers students a lot to explore 

and learn from. After settling in here for over a year now, I 

have no regret about my choice: the vibrant city of New York 

has proven to be a great source of inspiration and motivation 

in the field I want to study. 

101

WAN 

Kim Fong: Meet One of DCB’s First Students 

We have the pleasure of hearing from one of DCB’s first students, Kim Fong. Kim graduated from 

DCB in 2013. He shares with us a glimpse into his not-so-straight path to studying Economics 

at the University of Cambridge and what motivated him to join the Swire Group, where he has 

been a valued member of the company for eight years now, to become the Head of Business 

Insights & Analytics at Cathay Pacific today. 

"There are so many memorable moments," Kim nostalgically 

shared when asked about his days at Dulwich College Beijing, 

but it’s his Senior School days that stood out the most. “I 

played a lot of badminton and table tennis then, so my 

favourite moments include training and playing in ISAC and 

ACAMIS competitions, and winning a gold medal in the U12 

ISAC table tennis.” He also has fond memories of the annual 

school trips he took part in. But, like many students, we’re 

not surprised to hear that his most memorable moments are 

ones spent with friends. 

Kim's DCB Life 

Kim Fong joined Dulwich College Beijing right when it first 

opened in 2005 to students from preschool to Year 9, and 

would grow with the school as the school expanded to also 

include the rest of the Senior School years. 

Kim shared how impactful his experience leading Beacons of 

Hope was while he was in Year 12. Run by Dulwich College 

Beijing’s Interact Club, an ECA that is still very much active 

today, the programme helped provide basic services to 

migrant children around the city. The opportunity offered him 

invaluable lessons that he still carries today. The project also 

received recognition from the Council of International Schools 

(CIS) and earned him and the founder the International 

Student Award for their leadership. Kim added, "Leading 

Beacons of Hope taught me the importance of working with 

others and careful planning. Without each of these, the 

project would not have started or completed successfully." 

Following His Passion to University 

Attending the University of Cambridge wasn’t Kim’s initial 

choice. He originally wanted to apply to the University of 

Oxford, but it didn’t have the degree he had his heart set on. 

"I shared my thoughts with my Maths teacher at the time, Mr 

Nolan Brook, and without any hesitation, he told me, 'If you 

want to study more Maths, why are you choosing Oxford? 

Choose Cambridge!' Little did he know at the time that his 

comment would make me reconsider my selection. And I am 

glad he did! I had a wonderful time in Cambridge." 

8 years and Counting at Swire Group 

Like many others, Kim did not start university with a clear idea 

of what he wanted to do next. "I only knew that I wanted to 

solve interesting problems and I wanted to contribute," he 

said. 

The Swire Group is a diversified conglomerate with 

businesses principally in Asia. Kim joined one of the operating 

companies, Cathay Pacific, and has been there for the past 8 

years. "I joined their internship programme in my penultimate 

year at university and was seconded to Cathay Pacific. 

Through the 7 weeks, I met some of the most wonderful 

people at work, including my direct managers, the Leadership 

development team and Swire management trainees. I truly 

felt they genuinely wanted me to succeed and supported me 

to get the most out of my internship. Now, eight years in and 

in the management programme, I still feel the same way." 

Helpful Experiences at DCB for University and Workplace 

"At DCB, apart from the subjects that you have to study – 

which in itself is quite broad because you have to study at 

least two languages, at least one Humanities and one Science 

all the way through Year 13 – there are many extra-curricular 

activities you can get involved in. I chose to focus on sports 

and charity work, and that has taught me about working with 

others, planning, organising, and with sports, performing 

under pressure. " 


WAN 

Rachel Hsu: Finding Success in a Niche Advertising Sector 

Rahcel Hsu, the former DCB student and the Strategic Planning Manager at EssenceMediacom 

for Airbnb, joined us as one of the panellists for the annual Worldwise Academy Summit. During 

the summit, she encouraged students to always ask questions, and to take advantage of the 

many resources and opportunities available to them. In this piece, Rachel further expounds on 

that whilst also reflecting on her days at DCB and her own journey to where she is today. 

Can you tell us more about your time here at DCB? 

I joined DCB at the end of Year 6 until Year 9 and moved 

away for a term before returning to DCB for two years. I was 

active in team sports, playing football and basketball Varsity. 

I was also active in the art programme, extending to drama 

and attended trips like the theatre trip to Jeju Island and 

photography trip to San Francisco. 

My exposure to different cultures helped me with the 

decisions I made from university to working in multinational 

companies, as my experiences helped me understand how 

the world worked. 

What it’s like to work in such a fast-paced industry? 

I started working in fashion and luxury marketing and am 

now in hospitality. I've also touched on logistics, the alcohol 

industry, and the entertainment industry. Because of the 

nature of our work, you don’t always get to choose the 

industry you’re assigned to, so it’s important to have the 

ability to find what’s interesting in your work. Everything has 

a certain storytelling method that you need to stick to while 

adapting to everything else that's new. 

And yes, this is a very fast-paced industry. Things change 

every day, every week, every month. Nothing you learn in 

school is going to be able to catch up to the actual changes 

that we are experiencing day-to-day. It sounds scary, but it’s 

also what makes working on the media side of advertising 

special. 

People in advertising might be developing campaign videos, 

what the visuals will look like, but that’s not what I do. I work 

with numbers. So, we figure out how much money a client 

should spend, the ROI, who we should talk to, what platforms 

we should use our advertisements on, metrics for success, 

etc. My concentration within the marketing field would 

appeal more to someone who wants to understand where 

the money goes and what it really means to a business. 

My industry is something that not a lot of students are aware 

of, and I would have liked to know that in high school: that 

Marketing has so many different elements to it. 

Has your experience at DCB helped you with your career 

today and if yes, how? 

Absolutely. I’ll stick to two main points: the ability to find 

similarities and to find what’s interesting in what you’re doing. 

These two are linked right back to DCB because both points 

are embodied in the curriculum. 

Someone scientifically driven would still be required to touch 

subjects like drama. We grew up being encouraged to try 

different paths with safety guard rails set up and guided by 

supportive teachers. I didn't really experience that in the 

other schools that I attended, and I've attended many so I can 

vouch for that. It's okay to not be the best at everything, but 

you'll feel free to explore. 

Say you had a magic wand and you could change one of the 

things during your DCB years. What would that be? 

One thing I would change is to not leave when I did and then 

to graduate from DCB. There’s a reason behind how the year 

levels are connected and structured, and having left in my last 

two years had an impact on my college selection process. 

I think I would have seen a bit more success if I had stayed 

at DCB and this is just a very honest answer. I think that with 

the way iGCSE bridged IB, finding your concentration over 

time was something of great importance at DCB, and that 

smoothness of transition would have been great for me when 

I entered college because I would have been more used to 

learning what you wanted with some electives and then 

having a concentration that you could do in college, too. 

Do you have any advice for our current students? 

Accept that you don’t know everything right now and that 

it’s okay to change your mind down the line. Recognise that 

being as knowledgeable as you are now is quite a privilege; 

don’t take it for granted. Know how to leverage the resources 

that you've gathered during your time there and know that 

a lot of students out there would have wished to have the 

experience that DCB students had in school. 


103


Excellence in the Creative Arts, Dulwich College 

By Dulwich College 

In this issue, we talk to Mary-Jo Doherty (Head of Art), 

Richard Mayo (Director of Music), and Kathryn Norton-Smith 

(Director of Drama) at Dulwich College on the importance of 

the Creative Arts and how creative thinking runs through the 

Dulwich DNA, providing opportunities for students to excel. 

Drama lessons are unshackled by convention – they steer, we 

challenge, they provoke, we think, they play, we laugh, they 

dazzle, and we are moved. 

What impact have your projects and initiatives had on the 

quality of learning? 

Mary-Jo: Student exhibitions, a cornerstone of our approach, 

foster measurable increases in ambition and academic rigor, 

particularly during exam years. The calibre of artwork by 

students taking GCSEs and A-Levels rivals that of art colleges 

and universities, as commented on by visiting examiners. In 

the art department, we take off the reins at an early stage 

which promotes student ownership, leading to greater 

diversity of unexpected outcomes. Our curriculum nurtures 

emotional growth alongside academic development. Through 

our 'Free Learning' (learning beyond the curriculum) events 

in the Lower School to visiting artist exhibitions, we promote 

risk-taking and unexpected outcomes, fostering action-based, 

practical learning experiences that resonate with real-life 

contexts. 

Dulwich College Drama pupils perform Pan's Labyrinth 

Richard: Music is a stimulus for those who play and those 

who listen for enjoyment. We are extremely fortunate that 

Cecilia McDowall, one of the country’s leading composers, is 

the College’s Visiting Composer. Composition, both pastiche 

and free composition, is taught and encouraged in the 

classroom and through our lunchtime Music Technology 

Clubs. 

What is the outstanding feature of your department? 

Mary-Jo: Our art school philosophy empowers students to 

believe in their creative potential. Individual progress, both 

on data sheets and in hearts, underscores the value we add 

to students' lives. Embracing digital and video sophistication, 

we redefine excellence beyond conventional forms, notably, 

our emphasis on sculpture sets us apart. At the core of our 

ethos lies the value of making, fostering an ideas-based 

department. 

Dulwich College Factory Year 13 Art Exhibition 

Kathryn: Recent dance projects have included Eco Week’s 

'Drowning in Plastic' when Year 8 pupils brought plastic waste 

from home to puppeteer as sea creatures. They researched 

ocean pollution and choreographed group pieces performed 

to an audience of pupils. The process enabled pupils to realise 

how theatre and dance have the power to change the world. 

Other annual projects include a mental health awareness 

scheme, an identity scheme and a commemoration of 

Holocaust Memorial Day. 

In the Art Department, individuality is celebrated as the 

cornerstone of creativity, where students are encouraged to 

challenge norms and break free from conventional artistic 

constraints conventionally seen in school art rooms. This 

isn't just an art department in a school; it's a sanctuary for 

innovation, where the boundaries of art are pushed beyond 

limits. As digital technology reshapes the artistic landscape, 

our students embrace the transformative power it offers, 

while equally valuing tradition as a creative source that has 

shaped our culture. It’s about daring to explore, experiment, 

and redefine what art means in an ever-evolving world. 



Kathryn: Dance and drama are delivered together allowing 

pupils to explore projects from different angles. Annually we 

have 24 House plays plus Upper, Middle and Lower School 

productions. We stage original works such as Finding the 

Folio, a joint Art, Drama and Archive project inspired by 

documents 'exploding' from the 1619 Treasury Chest. A 

company of Year 8-12 pupils recently visited Singapore to 

collaborate with schools across Asia in a mash up of Western, 

Butoh, Peking Opera and Suzuki theatre, involving workshops 

with the region’s leading creatives. 

many pupils are Grade 3 to Diploma level in standard, we can 

be ambitious in our choice of repertoire and venue. 

Dulwich College Chapel Choir sings Evensong at St Paul's Cathedral 

How do you ensure the arts are an embedded, productive 

and valued part of the curriculum? 

Dulwich College Middle School House Drama 2024 winner - Jonson 

In the theatre we encourage students to be fearless and 

experimental with new performance concepts and ideas. 

Drama & Theatre is popular at GCSE and A-Level, and 

external moderators commend students’ work as being of 

the highest dramatic order. Our pupils can act, direct, design, 

build and work technically within the creative team on sound, 

lighting and stage management. Dance is delivered hand in 

hand with Drama and taught by our Dancer in Residence in 

lessons, workshops, productions and Free Learning initiatives. 

Dance is a subject that blends creativity with physical activity, 

offering enriching experiences for our pupils from Year 3 to 

Year 13. 

Richard: Our programme of Music is inclusive and diverse, 

with approximately 180 performing opportunities each year. 

Classical, Jazz and Contemporary, Rock & Pop and electronic 

styles are embraced. Performances range from informal 

platforms for younger children, to formal occasions such as 

the College’s Carol Service at Southwark Cathedral and the 

Founder’s Concert with an audience of almost 3,000. 

As a large school, we benefit from substantial numbers of 

pupils committing to orchestras, choirs and bands, from string 

quartets to rock bands, from Chapel Choir to House choirs, 

from Baroque style to contemporary music technology. As 


Mary-Jo: The arts are deeply ingrained, valued and celebrated 

at the College. House competitions and Free Learning are 

showcased in assemblies, and events such as Holocaust 

Memorial Day and Folio 400 emphasise student participation 

and authorship. The school's commitment to Free Learning 

ensures art permeates every aspect of the curriculum. Iconic 

sculptures by Conrad Shawcross and Peter Randall Page 

enrich our environment, inspiring creativity. Whole-school 

initiatives with other schools such as 'The Nature of Things' 

promote collaboration, reinforcing the arts as a vital thread in 

the fabric of our community. 

Kathryn: Dance is embedded in the curriculum as well as 

in co-curricular and Free Learning programmes, so pupils 

experience the subject from all angles. 

Our approach to playmaking channels our 1600 Bankside 

heritage where Alleyn, Marlow, Henslowe and Burbage 

encouraged innovation and provocation to 'hold the mirror 

up to nature' in celebration of the power of drama to reflect 

the world. Our daring, our celebration of original thinkers and 

new practice, enriches our students daily from Year 7 to Year 

13. 

Richard: Music is part of both the academic and co-curricular 

programmes. It also features in the wider College context for 

whole year groups who hear performances by ensembles 

or individual pupils as well as singing in assemblies with the 

London Community Gospel Choir or through more traditional 

singing in Chapel. House Music is an annual competition and 

has four formats: Part Song, Electric, Instrumental and Super- 

Sized Singing for all the pupils and staff. 

105


8th EiM Student Leadership Conference 

By Education in Motion 

is a response to what its founding members saw as a need 

in youth education for programmes that address issues 

of leadership and global citizenship. JUMP! has delivered 

programmes throughout Europe, Asia, Africa, Australia and 

North America for over 30,000 youth in 30 countries across 6 

continents. 

The 8th EiM Student Leadership Conference with the 

participation of over 130 students and teachers from across 

12 schools in 5 countries was successfully held at Dehong 

Xi'an (DEXA) between 25 to 27 January 2024. Students 

and teachers from Education in Motion (EiM)’s family of 

schools gathered for this exciting event including Dulwich 

College International schools in China, Singapore and Korea, 

Dehong schools in China and Hochalpines Institut Ftan (HIF) 

in Switzerland. Dulwich College International’s founding 

school in London, Dulwich College, also participated in the 

conference. 

The EiM Student Leadership Conference is a global student 

event across our family of schools, encompassing different 

ages, campuses, countries and cultures, with the theme of 

enhancing student leadership and empowering students to 

lead positive change. In the conference's eight-year history, it 

was the first time for it to be held at a Dehong school and also 

the first EiM event ever held at DEXA. The conference aims to 

guide young students to become the positive change-makers 

in their communities and to “Lead Worldwise” – which 

means developing leadership skills to strengthen a sense of 

social responsibility, promote sustainable development, and 

contribute to positive changes in the world. 

The workshops were designed and facilitated by JUMP! 

Foundation, a professional education team invited by EiM, 

to lead student teams to explore and practice leadership. 

Aligned with EiM’s philosophy of a holistic education, 

JUMP! offers experiential education programmes, which 

In a world that has become more interconnected and 

accessible due to the influence of new media and 

globalisation, at EiM, we recognised the importance 

of fostering awareness among youth about cultures, 

communities and challenges that extend beyond the 

boundaries of their immediate environment. We aspire to 

cultivate a collaborative space where students converge 

to not only challenge and inspire one another but also to 

instigate positive change to make the world around us a 

better place. 

Under the guidance of teachers and external facilitators, 

students engaged in diverse interactive workshops and 

discussions across a three-day period. 

Topics included: 

Community Building and Change Making 

Leadership Skills Development 

Create a School Action Plan Framework 

The students' confidence, creativity, reflective abilities, 

communication skills, and leadership performance left 

teachers from around the world impressed and inspired! 

During the welcome ceremony, all teachers and students 

enjoyed a traditional Chinese instrumental performance, 

showcasing the essence of Chinese traditional culture. 

Musicians, including two DEXA students, played Chinese 

drums, suona and erhu to present a welcoming musical piece. 

The opening ceremony featured a percussion performance 

by students and a play "Four Seasons", both highly creative 

and marking the official beginning of the event! 

In addition to the intensive leadership-themed learning and 

discussions, students also visited the Datang Pagoda Street 

and Xi'an Film Studio to experience the ancient classic beauty 

of Xi'an. 



to collaborate and learn about student leadership 

capabilities and really to come away with a better 

understanding of who they are, what they can do to help 

their community and become change agents for good. 

As students return to their respective cities and schools, 

I hope that they remember the connections that have 

been made, and remember that leaders first listen and 

discover what their communities need. We hope that 

students will continue to engage with and benefit from 

the media, interviews, surveys and observations that 

were shared. 

The conference drew to a successful close on the 27, and 

students bid farewell after a highly engaging, collaborative 

and rewarding three days. They expressed that the themes 

of "communication, innovation, listening and responsibility" 

provided them with a clearer understanding and reflection 

on leadership and what it means to be a good leader. 

Empowered with new skills and a renewed sense of purpose, 

our students were eager to start thinking about how they can 

make a positive impact in their communities and contribute 

towards a more sustainable future. 

Edgar Zillmann 

EiM Head of Events and Educational Partnerships 

Organiser of EiM SLC 

Delighted to celebrate the triumph of our 2024 EiM 

Student Leadership Conference in Xi'an, hosted on 

the wonderful campus of Dehong Xi’an School. With 

participation from 12 international schools from Europe 

to Asia, over 130 student leaders and teachers engaged 

in a transformative learning experience. We collectively 

advanced our commitment in supporting our students 

and communities to Lead Worldwise. The enriching 

cultural excursions in Xi'an added a unique dimension, 

fostering cross-cultural understanding and unity. 

d’Arcy Lynn 

Group Head of Sustainability Global Citizenship 

Organiser of EiM SLC 

The 2024 Student Leadership Conference has been quite 

unique. We’re trying something new in this conference 

instead of us creating action plans. What we're actually 

creating here is a plan of how we will listen to our 

community and have a needs-based approach to creating 

positive change. I'm always delighted to see our students 

make friends so quickly, create wonderful moments and 

connections, explore important topics and issues, and 

learn from each other so that they can make positive 

contributions to their school and community. 

Jett Brunet 

Head of JS Student Leadership & Agency at DCB 

Organiser of EiM SL 

We facilitated three 1-hour sessions with Teacher Leads 

to share what we are currently doing regarding Student 

Leadership across our schools, and how we would like to 

develop student leadership across EiM. Students have 

come together here in Dehong Xi’an to work together 


107

The College Magazine Summer 2024

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