The College Magazine Summer 2024
Dulwich College Beijing presents Learning by Leading - Roadmap to university - Behind the scenes of the Fame Musical - Founder's Day
Dulwich College Beijing presents Learning by Leading
- Roadmap to university
- Behind the scenes of the Fame Musical
- Founder's Day
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C<br />
<strong>The</strong><br />
OLLEGE<br />
<strong>The</strong> <strong>Summer</strong> <strong>2024</strong> Beijing<br />
...............................................................................<br />
Dulwich <strong>College</strong> Beijing Presents...<br />
Learning by Leading<br />
...............................................................................<br />
+ Roadmap to University<br />
+ Behind the Scenes of the FAME Musical<br />
+ Founder's Day
From Friends of Dulwich<br />
Welcome to Friends of Dulwich (FoD)!<br />
As another wonderful year at DCB<br />
comes to a close, the FoD committee<br />
would like to share highlights of our<br />
year together. Thank you to each and<br />
every one of our parent volunteers<br />
at DCB for your contributions to<br />
the various events, activities, social<br />
benefit projects and for making our<br />
school the very special place that it<br />
is.<br />
From the moment your child/children<br />
join DCB, your family becomes<br />
a cherished member of the FoD<br />
community. This community connects<br />
you and your family with our school.<br />
<strong>The</strong> 2023-<strong>2024</strong> FoD committee is<br />
made of 24 dedicated members who<br />
work very closely together to bring<br />
forth fantastic activities and events<br />
for the community. FoD-led activities<br />
and events are carefully planned,<br />
approved and voted on by committee<br />
members during the monthly<br />
meetings, and supported by relevant<br />
school departments.<br />
In 2023-<strong>2024</strong>, FoD has successfully<br />
organised a range of wonderful<br />
activities and eents, including:<br />
Coffee & Books:<br />
Parent workshops (photography/<br />
film/candle making)<br />
Easter egg hunt<br />
Second-hand book fair<br />
Festival campus decoration<br />
Car boot sale<br />
Year 8 - Year 13 parents gathering<br />
Community Engagement:<br />
<strong>2024</strong> HongBao distribution<br />
FoD Cultural Club:<br />
Junior School CNY gala show<br />
Paper cutting workshop<br />
Cultural trip to Cao Xueqin Trail<br />
Dance club<br />
Chinese opera club<br />
Intangible Cultural Heritage<br />
activities<br />
FoD Event Coordination:<br />
April <strong>2024</strong> Colour Run Beijing<br />
FoD Enrichment Fund Projects:<br />
Visionary Braille Guidebook<br />
Lion Dance Club<br />
Indoor golf putting green<br />
FoD Connection Lunch<br />
FoD Lion Supporters:<br />
Dad’s football club<br />
Dad’s basketball club<br />
Parents frisbee club<br />
FoD Parent Choir<br />
FoD Tennis Club:<br />
Community tennis tournament<br />
We welcome all of you to come and<br />
join our future FoD activities and<br />
events! Please keep an eye on the<br />
FoD newsletter and make sure to<br />
mark your calendars!<br />
We wish you all a wonderful summer!<br />
Chairs of the FoD Committee<br />
HaiFeng Cao & Barbara Tsui<br />
beijing.dulwich.org
C O N T E N T S<br />
Head of <strong>College</strong> Message<br />
Learning by Leading<br />
Student Leadership Roadmap<br />
Meet the Senior School Prefects<br />
Junior School Leadership Journey<br />
Budding Leadership in DUCKS<br />
An Educational Journey of Entrepreneurship<br />
Student-Led Clubs for Change<br />
Making Global Citizens in MUN<br />
Academic Excellence<br />
Roadmap to University<br />
What Makes a "Successful" University Application<br />
Congratulations, Class of <strong>2024</strong><br />
Meet the Class of <strong>2024</strong><br />
Nurturing Young Minds with Inquiry-Based Learning<br />
Performing Arts<br />
FAME the Musical<br />
ISCMS Music Festival<br />
Spring Ensemble Showcase<br />
Junior School Sound of Spring<br />
MADD Festival<br />
Visual Arts<br />
Sports<br />
DUCKS Teddy Bear & Sports Day<br />
ACAMIS & ISAC Tournaments<br />
HOUSE<br />
Live Worldwise<br />
Dulwich Olympiad<br />
Worldwise Academy Women for Conservation Forum<br />
Book Day<br />
Visiting Scholar from the University of Notre Dame<br />
Make It Real with Our Planet<br />
Student Wellbeing<br />
Community<br />
Founder's Day<br />
Why is DCB Special to Me<br />
Hear from the DCB Alumni<br />
Family of Schools<br />
Cover: Younlun Z and other DUCKS students await the Class of <strong>2024</strong> graduation parade<br />
Editor, Design & Layout: Jackie Park, Diana Tsang and Yadi Zhou<br />
Editorial Support: Cecilia Liang<br />
Graphic Designer: Faye Zhang<br />
Contributors: Jett Brunet, Christine Buxton, Andrew Carey, Edrie Chau, Anthony Coles, Sally Corben, Jacob Dong, Kim Fong,<br />
Luella He, Shengli He, Jens Hildebrandt, Catherine Ho, Gavin Hornbuckle, Rachel Hsu, Jamie Jones, Kwiyoung Kim, Emily Laws,<br />
Sunkyung Lee, Anaïs Marechal, Shauna McFaul, Kelsey Pichery, Kevin Rossall, Robert Simmons, Richard Todd, Chloe Whitehouse,<br />
Friends of Dulwich, and our colleagues across the DCI network and many of our wonderful students and alumni<br />
Photography: Kidsphoto Studio, Student Media Team, other DCB students and teachers<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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1
Head of <strong>College</strong> Message<br />
Dear DCB Community,<br />
As the school year ends, it's time to reflect on the<br />
remarkable journey we’ve had at Dulwich <strong>College</strong><br />
Beijing (DCB). This year, we've continued our unwavering<br />
commitment to delivering excellence across our five<br />
educational pillars, fostering an environment where every<br />
student thrives and excels. Let's take a moment to celebrate<br />
some of the highlights from each pillar:<br />
At DCB, academic excellence is ingrained in our DNA.<br />
We're proud to maintain our continued strong standing in<br />
academic achievement, thanks to our dedicated faculty<br />
and cutting-edge resources like the University and Careers<br />
Counselling (UCC). This year, our students have continued<br />
to excel in various academic pursuits, laying the groundwork<br />
for their future success. Our Class of <strong>2024</strong> have gained<br />
entry to some of the world's premier universities, which is a<br />
testament to their remarkable resilience and talent.<br />
<strong>The</strong> spirit of competition<br />
and camaraderie was alive<br />
and thriving at a number of<br />
sport activities and events<br />
throughout this year, including<br />
Dulwich Games, Olympiad and<br />
sport fixtures among international<br />
schools. Our athletes showcased their athletic prowess and<br />
the values of teamwork and sportsmanship.<br />
In our competitive sports programme, we have seen<br />
outstanding team efforts this year across all of the core<br />
sports played across Beijing and regionally. Success can<br />
be evaluated in many ways. Besides the win-loss ratio,<br />
enjoyment levels and the sheer volume of participants this<br />
year has told us the sports programme is in a very healthy<br />
position. Thank you to Ms Hannah Marshall, Director of<br />
Sport, for her vision and dedication to revitalising this DCB<br />
pillar after the pandemic. Our students learn invaluable life<br />
lessons that extend far beyond the playing field, and we are<br />
excited for an expanded offering next year.<br />
Creativity knows no bounds at DCB, and our vibrant arts<br />
community is a testament to that. From the spectacular<br />
performances at FAME to countless other showcases, our<br />
students have dazzled audiences with their talent and<br />
passion for the arts. <strong>The</strong>ir creativity knows no bounds,<br />
enriches our community and inspires us all. <strong>The</strong> strength of<br />
our tremendous music programme was on show for all to<br />
see on this year's incredible Founder's Day.<br />
DCB is more than just a school; it's a hub of experiential<br />
learning and exploration. Learning beyond the classroom<br />
takes on many forms, from student-initiated extracurricular<br />
activities (ECAs) to residential trips, as well as immersive<br />
trips to places like Dunhuang and beyond. Our students have<br />
had countless opportunities to broaden their horizons and<br />
discover their passions. <strong>The</strong>se experiences shape them into<br />
well-rounded individuals ready to take on the world.<br />
2 beijing.dulwich.org
Head of <strong>College</strong> Message<br />
I’m grateful for the hours that our staff provide so that our<br />
students can enjoy a balanced and rich education at the<br />
<strong>College</strong>.<br />
Global Citizenship (GC) is at the heart of everything we<br />
do at DCB. Our commitment to embedding GC principles<br />
in learning and teaching ensures that our students are<br />
prepared to navigate an interconnected world with empathy<br />
and understanding. By instilling these values, we're shaping<br />
the future leaders and change-makers of tomorrow.<br />
In closing, I want to extend my heartfelt gratitude to the<br />
entire DCB community, including Friends of Dulwich, for<br />
your unwavering support and dedication throughout<br />
the year. Also, I would like to acknowledge the <strong>College</strong><br />
Leadership Team and all leaders across the <strong>College</strong> for<br />
navigating the waters and steering our ship with a steady<br />
hand. To those students and families relocating this year,<br />
may your next chapter be filled with much happiness.<br />
Looking ahead to the summer, exciting changes are on<br />
the horizon, including the renovation of the Junior School<br />
canteen. This revamped space will provide an even more<br />
inviting environment for students to relax and refuel in the<br />
middle of the day. Thank you to the team of staff who have<br />
planned for this renovation.<br />
As we anticipate the start of a new academic year, there's<br />
much to look forward to at DCB. We're thrilled to announce<br />
that more visiting professionals, such as Dr Grace Dong<br />
Dodge, will be joining us to provide invaluable insights and<br />
consultation to our students. Additionally, programmes<br />
like Ignite: Switzerland will continue to set DCB apart,<br />
offering unique opportunities for academic and personal<br />
growth for our Year 9 students. Furthermore, the rollout<br />
of our education pillars' roadmaps will provide a clear path<br />
forward, ensuring that every student receives the support<br />
and guidance they need to achieve their goals.<br />
Together, we've achieved remarkable things, and I have no<br />
doubt that another fantastic year lies ahead. As we continue<br />
to navigate the ever-changing landscape of education,<br />
let us remain steadfast in our dedication to excellence,<br />
innovation, and community. Here's to a summer filled with<br />
rest, rejuvenation, and excitement for the adventures that<br />
lie ahead.<br />
See you all in the new academic year!<br />
Warm regards,<br />
Anthony Coles<br />
Head of <strong>College</strong><br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
3
Learning by Leading<br />
Dulwich <strong>College</strong> Beijing Student Leadership Roadmap<br />
Leadership Differentiation<br />
Leadership Integration with Masterclass Programme<br />
Giving Back to Our DCB Community<br />
Applying Leadership Qualities in<br />
Everyday Life with Integrity<br />
Living Worldwise<br />
Value Focus: Integrity<br />
Leadership Focus: In & Outside of School Community<br />
Leadership and Coaching / Mentoring Skills<br />
Leadership Capability Focus: Trustworthiness<br />
Real-World Links to Experts and Collaborative Projects<br />
Leadership Awareness<br />
Value Focus: Responsibility<br />
Leadership Focus: Self<br />
Leadership & Developing<br />
Leadership Potential<br />
Alumni<br />
Value Focus: Responsibility<br />
Leadership Focus: In-School<br />
Community Leadership<br />
& Honing Leadership Styles<br />
Leadership Capability<br />
Focus: Initiative<br />
Portfolio Project: Narrative<br />
CV of My Learning Journey<br />
Leadership Roles Available:<br />
Student Council<br />
JMIT<br />
<strong>Magazine</strong><br />
MUN<br />
House Captain<br />
Prefect<br />
Student Ambassador<br />
Year 6<br />
4 pillars -<br />
Enrichment<br />
Curriculum & Learning<br />
Service to Others<br />
Local to Global<br />
Leadership Identification<br />
Value Focus: Confidence<br />
Leadership Focus: Multicontext<br />
Leadership & Developing<br />
Leadership Styles<br />
Leadership Capability Focus:<br />
Problem-Solving<br />
Portfolio Project:<br />
Identifying Community<br />
Challenges<br />
Leadership Roles Available:<br />
Student Council<br />
JMIT<br />
<strong>Magazine</strong><br />
MUN<br />
Student Ambassador<br />
Year 5<br />
Leadership Capability Focus:<br />
Self-discipline<br />
Leadership Roles Available:<br />
Executive Student Council<br />
Student Council Rep<br />
Wellbeing Champion<br />
Form Captain<br />
Wellbeing Rep<br />
Service Rep<br />
Sports Captain<br />
Key Stage House Lead<br />
Year Group House Lead<br />
U12 team captains<br />
Year 7<br />
Year 8<br />
STUDENT LEA<br />
4<br />
Leadership Exploration<br />
Value Focus: Openmindedness<br />
Leadership Focus: Peer<br />
Leadership & Developing<br />
Leadership Skills<br />
Leadership Capability Focus:<br />
Teamwork<br />
Leadership Roles Available:<br />
Executive Student Council<br />
Student Council Rep<br />
Wellbeing Champion<br />
Form Captain<br />
Wellbeing Rep<br />
Service Rep<br />
Sports Captain<br />
Key Stage House Lead<br />
Year Group House Lead<br />
Student Ambassador<br />
Year 9<br />
Leadership Engagement<br />
Value Focus: Resilience<br />
Leadership Focus: Group<br />
Leadership & Developing<br />
Wider Leadership Skills<br />
Leadership Capability Focus:<br />
Conflict Management<br />
Leadership Roles Available:<br />
Executive Student Council<br />
Student Council Rep<br />
Wellbeing Champion<br />
Form Captain<br />
Wellbeing Rep<br />
Service Rep<br />
Sports Captain<br />
Key Stage House Lead<br />
Year Group House Lead<br />
U14 team captains<br />
Student Ambassador<br />
Year 10<br />
Leadership Identification<br />
Value Focus: Confidence<br />
Leadership Focus:<br />
Multicontext Leadership &<br />
Developing Leadership Styles<br />
Leadership Capability Focus:<br />
Problem-solving<br />
Leadership Roles Available:<br />
Executive Student Council<br />
Student Council Rep<br />
Wellbeing Champion<br />
Sports team captains:<br />
Varsity and Junior Varsity<br />
Sports Captains<br />
Student Ambassador<br />
Year 11<br />
Leadership Differentia<br />
Value Focus: Respect<br />
Leadership Focus: In-sc<br />
Community Leadership<br />
& Honing Leadership S<br />
Leadership Capability F<br />
Initiative<br />
Leadership Roles Availa<br />
Executive Student Cou<br />
Student Council Rep<br />
Wellbeing Champion<br />
House Leadership posit<br />
Sports team captains:<br />
Varsity and Junior Varsi<br />
Sports Captains
Learning by Leading<br />
Leadership Engagement<br />
Leadership Exploration<br />
Leadership Awareness<br />
Leadership Introduction<br />
Value Focus: Resilience<br />
Leadership Focus: Group<br />
Leadership & Developing<br />
Wider Leadership Skills<br />
Leadership Capability Focus:<br />
Conflict Management<br />
Portfolio Project:<br />
Social-Emotional Buddy<br />
Interventions in Y3<br />
Leadership Roles Available:<br />
Student Council<br />
JMIT<br />
Student Ambassador<br />
Value Focus: Open-Mindedness<br />
Leadership Focus: Peer<br />
Leadership & Developing<br />
Leadership Skills<br />
Leadership Capability Focus:<br />
Teamwork<br />
Portfolio Project:<br />
Portfolio Discovery and Goal<br />
Setting<br />
Leadership Roles Available:<br />
Student Council<br />
JMIT<br />
Student Ambassador<br />
Value Focus: Confidence<br />
Leadership Focus:<br />
Developing Leadership<br />
Potential<br />
Leadership Capabilities<br />
Focus:<br />
Communication: public<br />
speaking, motivating peers,<br />
problem solving, feedback<br />
Leadership Roles Available:<br />
Student Council<br />
Playground Pals<br />
Sustainability Squad<br />
Tech Champions<br />
House Captains<br />
Student Ambassador<br />
Value Focus: Respect<br />
Leadership Focus:<br />
Developing Leadership<br />
Awareness<br />
Leadership Capabilities<br />
Focus:<br />
Communication: listening,<br />
building relationships,<br />
inclusion, teamwork<br />
Leadership Roles Available:<br />
Student Council<br />
Playground Pals<br />
Sustainability Squad<br />
Tech Champions<br />
House Captains<br />
Year 4<br />
Year 3<br />
Year 2<br />
Year 1<br />
DERSHIP DEVELOPMENT<br />
Year 12<br />
4 pillars -<br />
Enrichment<br />
Curriculum & Learning<br />
Service to Others<br />
Local to Global<br />
consisting of 19 prefect portfolios<br />
Year 13<br />
4 pillars -<br />
Enrichment<br />
Curriculum & Learning<br />
Service to Others<br />
Local to Global<br />
consisting of 19 prefect portfolios<br />
Alumni<br />
tion<br />
Leadership Consolidation<br />
Leadership Generativity<br />
Leadership Integration<br />
hool<br />
tyles<br />
ocus:<br />
ble:<br />
ncil<br />
ions<br />
ty<br />
Value Focus: Integrity<br />
Leadership Focus: In &<br />
Outside of School Community<br />
Leadership and Coaching /<br />
Mentoring Skills<br />
Leadership Capability Focus:<br />
Trustworthiness<br />
Leadership Roles Available:<br />
Executive Student Council<br />
Student Council Rep<br />
Wellbeing Champion<br />
Prefect<br />
Head Students<br />
House Leadership positions<br />
Sports team captains:<br />
Varsity and Junior Varsity<br />
Sports Captains<br />
Student Ambassador<br />
Value Focus: Kindness<br />
Leadership Focus:<br />
Perfecting Leadership and<br />
Paving the Way for the Future<br />
Leadership Capability Focus:<br />
Communication<br />
Leadership Roles Available:<br />
Executive Student Council<br />
Student Council Rep<br />
Wellbeing Champion<br />
Prefect<br />
Head Students<br />
House Leadership positions<br />
Sports team captains:<br />
Varsity and Junior Varsity<br />
Sports Captains<br />
Giving Back to DCB<br />
Community<br />
Applying Leadership<br />
Qualities in Everyday Life<br />
with Integrity<br />
Masterclasses in Senior<br />
School<br />
Alumni Network<br />
Living Worldwise<br />
LIVE<br />
5
Learning by Leading<br />
A Step-by-Step Leadership Journey from Early Childhood to Adulthood<br />
By Kevin Rossall<br />
Deputy Head of Senior School – Wellbeing & Whole <strong>College</strong> Designated Safeguarding Lead<br />
Leadership is a critical aspect of personal and<br />
professional growth, and its importance cannot be<br />
overstated if a student is to have a real chance at making<br />
an impact on the world. At Dulwich <strong>College</strong> Beijing, we<br />
recognise that the development of leadership values,<br />
skills and competencies is essential to the success of<br />
our students both during their time at our school and<br />
beyond.<br />
That's why we are excited to announce the launch of<br />
the Dulwich <strong>College</strong> Beijing Leadership Roadmap,<br />
which is an initiative that aims to document the student<br />
leadership journey, from Year 1 all the way up to Year 13<br />
and beyond as part of our Alumni network.<br />
accessible to all students, regardless of their age or<br />
experience. We recognise that every student has the<br />
potential to be a leader, and we want to provide them<br />
with the tools and resources they need to flourish in<br />
doing so.<br />
At each year on the roadmap, you will see a specific<br />
value focus which is based on our Dulwich Values. Each<br />
year also has a skill and competency focus that will<br />
cyclically develop, year on year, during a student's time<br />
here at DCB.<br />
<strong>The</strong> Leadership Roadmap is based on the four pillars of<br />
"Local to Global", "Service to Others", "Curriculum and<br />
Learning", and "Enrichment". <strong>The</strong>se pillars underpin all<br />
our programmes and initiatives, and we believe that they<br />
provide a framework for leadership development that is<br />
relevant to our students' lives and experiences.<br />
It was inspired by the coming together of the three<br />
schools in our <strong>College</strong> and wanting to find a way to<br />
document all of the wonderful work that goes on in<br />
developing the future leaders of tomorrow – all of which<br />
happens from the moment a new student arrives at DCB.<br />
One of the key objectives of the Leadership Roadmap<br />
is to provide a clear understanding of the sheer volume<br />
of opportunities for leadership development that is<br />
DUCKS Playground Pals on duty during playtime<br />
<strong>The</strong>se start with the self, then move to leading others,<br />
leading groups, leading whole-school initiatives, leading<br />
initiatives outside of school, and developing and honing<br />
leadership approaches to then be able to train younger<br />
students in the school how to effectively lead.<br />
6 beijing.dulwich.org
Learning by Leading<br />
We believe that this approach will enable our student<br />
leaders to better understand the role they play in the<br />
school community and to work more effectively with<br />
their peers and teachers. We also benefit from being part<br />
of an education group where students can collaborate<br />
across continents with other leaders in their field.<br />
Through events like the Student Leadership Conference,<br />
where representatives from each school come together<br />
to share ideas and discuss common issues, students have<br />
been able to learn from each other and collaborate on<br />
projects that benefit the whole school community.<br />
Senior School Prefect Launch Assembly<br />
In many year groups, some students will go above and<br />
beyond these expectations. This is encouraged. But as a<br />
bare minimum, the skills and competencies part of the<br />
roadmap is what we expect all our students to develop.<br />
Through leadership experiences, our students will<br />
have the opportunity to participate in a wide range of<br />
leadership activities, including sports teams, House<br />
captains, prefects with specific portfolios that benefit<br />
the school community and other leadership roles. <strong>The</strong>se<br />
activities will enable our students to develop a wide<br />
range of other skills and qualities, including teamwork,<br />
communication, problem-solving, and creativity.<br />
<strong>The</strong>se will, in turn, develop students academically and<br />
personally.<br />
Another important objective of the Leadership<br />
Roadmap is to promote collaboration and cross-school<br />
communication by bringing student leaders together<br />
from all the schools.<br />
<strong>The</strong> Leadership Roadmap also aims to help our students<br />
develop the skills and qualities they will need to be<br />
effective leaders in whatever field they choose to pursue<br />
as a career. We believe that the skills and qualities our<br />
students develop through this initiative will enable them<br />
to become effective leaders in a rapidly changing world.<br />
We also believe that the Leadership Roadmap will<br />
help our students develop a sense of empathy and<br />
understanding of different perspectives. This will enable<br />
them to build stronger relationships with their peers,<br />
teachers, and other members of the school community,<br />
and to make a positive impact on the world around<br />
them.<br />
As we continue to implement the Leadership Roadmap,<br />
we look forward to seeing the growth and development<br />
of our student leaders. We are committed to providing<br />
them with the tools, experiential opportunities and<br />
resources they need to succeed, and we are excited to<br />
see the positive impact they will make on the school<br />
community and the world beyond.<br />
Our students have the opportunity to participate in<br />
service projects, cultural exchanges and other activities<br />
that enable them to develop their leadership skills and<br />
make a positive impact on the world around them.<br />
Through these experiences, we hope to inspire our<br />
students to become active and engaged citizens who<br />
are committed to making a positive difference in the<br />
world. We believe that this is the key to creating a better<br />
future for all of us, and we are proud to be a part of this<br />
important journey.<br />
Junior School House leaders supporting the DUCKS Sports Day -<br />
a cross-school tradition at DCB<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
7
Learning by Leading<br />
Meet the Senior School Prefects!<br />
By Steven W<br />
Senior School Communications Prefect<br />
At the beginning of Term 2, the handover ceremony<br />
from our outgoing Year 13 Prefects to our incoming Year<br />
12 Prefects marked the official transition to our new<br />
Prefects and Head Prefects.<br />
This year’s Prefect Team collectively embarked with<br />
hope, enthusiasm and the vision to Spark Passion, Ignite<br />
Tomorrow.<br />
Spark Passion, Ignite Tomorrow<br />
As Carmen de Z, the Head Prefect of the Service to<br />
Others pillar, remarked: "Sparking passion is all about<br />
stimulating interest and curiosity in what we do. It's<br />
about implicating the younger students into our projects<br />
and events, hoping to culminate in them a desire to get<br />
involved when they reach Year 12." She also used the<br />
lighthouse analogy to suggest that this year's Prefects<br />
will try their utmost to aspire toward this vision.<br />
At Dulwich <strong>College</strong> Beijing, the Senior School's prefect<br />
portfolios are divided into four pillars: Local to Global,<br />
Services to Others, Curriculum and Learning, and<br />
Enrichment. Each pillar consists of four different prefect<br />
portfolios, each of which is interrelated in its purpose<br />
and aims, coordinated by a Head Prefect. <strong>The</strong>re are four<br />
Head Prefects and thirty-one Prefects in the <strong>2024</strong> Prefect<br />
Team.<br />
Now, let’s meet our DCB <strong>2024</strong> student Prefects!<br />
Local to Global Pillar<br />
Prefects of the Local to Global Pillar aim to connect<br />
DCB students with the world and beyond, extending<br />
our responsibilities to that of a member of our planet.<br />
Together, they wish to further their current projects and<br />
provide more opportunities for DCB students to engage<br />
with our society. <strong>The</strong> pillar is supervised by Mr Roger<br />
Smith and led by Head Prefect Sophie S.<br />
Let’s hear what they have to say:<br />
8 beijing.dulwich.org
Head Prefect of Global Citizenship and Sustainability: Sophie S<br />
Learning by Leading<br />
"Being placed in a new role was overwhelming for a lot of us. We were nervous yet excited<br />
to be selected and eager for the year ahead. Over the past few months, the prefects’<br />
ideas have transformed into concrete plans and I am delighted to see that projects and<br />
events are happening throughout the school, with students eager to participate. I am so<br />
proud of how far the team has come and their hard work making an impact. I hope we<br />
can continue to enrich the school environment and ‘spark(ing) passion’ in the students<br />
who look up to the Prefect team as role models and their future selves.”<br />
Alumni, Careers and University Prefect: Zizai L<br />
“Being the Alumni, Careers and University Prefect has been more than fulfilling. Starting<br />
off with the year alone and as the first to speak in the prefect assembly allowed me to<br />
grow as an individual and appreciate and cherish the responsibility that comes with my<br />
role. With guidance from Aston, the previous perfect and with the help of Ms Tomaszun,<br />
members of the UCC and other members of my pillar, I have already begun a few projects<br />
such as Alumni talks and IB/IGCSE Q&A. This role has allowed me to understand the<br />
interconnection within the Dulwich <strong>College</strong> Beijing community and how it extends beyond<br />
the campus and across the world.”<br />
Sustainability and Global Citizenship Prefects: Laetitia H and Easton T<br />
“Our teachers and the previous prefects helped to facilitate<br />
the handover process very well. While I was caught off guard<br />
by the workload at first, with their help, I now feel more<br />
confident with my responsibilities. I'm proud to be a part of<br />
the prefect team and I look forward to more cross-portfolio<br />
collaboration with the other prefects!”<br />
- Easton T<br />
“Transitioning to prefect really taught me the vast amount of<br />
effort and time that goes into every event in our school. I'm<br />
glad I can now be involved in this process as well, creating fun<br />
and insightful events all year round for the students to enjoy!”<br />
- Laetitia H<br />
Active Citizenship Prefects: Alex L, Aaron H and Daniel L<br />
“I feel that the prefect handover process was very smooth; the<br />
past prefects gave us insight into their journey, which allowed us<br />
to understand its values and challenges.”<br />
- Aaron H<br />
“Being a prefect consists of responsibility with various potentials.<br />
During the handover process, I've acquired meaningful and<br />
diversified visions of this role.”<br />
- Alex L<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
9
Learning by Leading<br />
Service to Others Pillar<br />
<strong>The</strong> Service to Others prefects aims to empower students to take part in a wide variety of events and projects and offer<br />
the necessary assistance in student studies and social life. <strong>The</strong> pillar is supervised by Mr Kevin Rossall and is led by the<br />
Head Prefect Carmen de Z.<br />
Let’s hear what they have to say:<br />
Head Prefect of Service to Others and Wodehouse Prefect: Carmen de Z<br />
“This year, the prefect team is united under one vision: Spark Passion, Ignite Tomorrow.<br />
What does this truly mean? ‘Sparking passion’ is all about stimulating interest and<br />
curiosity in what we do. This vision views the prefect team from a holistic perspective,<br />
aiming to leave an impact on the school community through long-term approaches and<br />
projects. Secondly, ‘Igniting Tomorrow’, is about leaving behind a legacy, a trace of our<br />
values, ambitions and hopes for improving the school and DCB community. This year,<br />
all portfolios will be striving to improve younger student participation and remove that<br />
barrier between the prefect portfolios and the student body. So that together, we can<br />
spark passion and truly ignite our tomorrow.”<br />
<strong>College</strong> Links Prefects: Angelina Z and Elena T<br />
“Applying to be a prefect was one of the best decisions I have made. Although this<br />
role comes with great responsibilities, the experience of building upon the former<br />
prefects’ work and initiating our own projects, which create positive impacts, is<br />
invaluable.”<br />
- Angelina Z<br />
“Having been a prefect for two months, I have gotten many opportunities that I<br />
appreciate and cherish. I am able to connect and work with the younger students<br />
at the school which gives me much inspiration and excitement. Being a prefect<br />
is so much deeper than the title and role. It is about the connections you make<br />
within the school, and those connections are what I will cherish the most.”<br />
- Elena T<br />
Communication and Language Prefect: Steven W<br />
“Communication and Language was a role I did not expect, but sometimes life’s<br />
surprises come to yield infinite interests and learnings. With the guidance of Jimin<br />
B, last year’s Communications Prefect, I came to confront and resolve the unique<br />
challenges of interlinking our prefects with the student body.”<br />
-Steven W<br />
Health and Wellbeing Prefects: Rebecca K, Lynn K, Rachel M<br />
“Together with my fellow well-being Prefects, with whom I had frequent discussions<br />
and showed great teamwork, we implemented successful projects such as the<br />
Wellbeing Champion training, Junior School Wellbeing Champions, Morning Music<br />
10 beijing.dulwich.org
and IGCSE/IB transitions. It was fulfilling to see our ideas<br />
come true, and I'm excited to implement more of our planned<br />
projects!”<br />
- Rachel M<br />
“Taking up the role of Health & Wellbeing Prefect from<br />
the previous prefects Angel W and Mia H was tough, as I<br />
had massive shoes to fill. <strong>The</strong> legacy they left through the<br />
Wellbeing Champion system, their dedication and their overall<br />
impact on students’ wellbeing have truly left a lasting mark on<br />
the DCB community - and I am inspired to lead with the same<br />
enthusiasm and passion. I used to be afraid of leadership roles<br />
and doubted my capabilities, but after becoming a Prefect I realised that such doubts only exist in the mind and facing<br />
your fears will only make you stronger. ”<br />
- Rebecca K<br />
Student Support Service Prefects: Vicky M and Jiaying G<br />
“Serving as the SSS prefect has always been a<br />
privilege and an opportunity to support our students’<br />
transformative academic and personal journey<br />
with our very own insights, experience and advice,<br />
hoping to both enrich and empower students' school<br />
experiences.”<br />
- Vicky M<br />
“It’s been an honour to be selected as a prefect! I find<br />
it incredibly fulfilling to provide resources, guidance<br />
and acknowledgements of achievements to make sure<br />
students feel happy and supported here.”<br />
- Jiaying G<br />
Learning by Leading<br />
Curriculum and Learning Pillar<br />
<strong>The</strong> Curriculum and Learning Prefect team’s ambition lies in promoting exciting studentled<br />
initiatives in various fields of interest, such as STEAM and Visual Art. As well as to<br />
guide DCB students into their path of academic success with the Approaches to Learning<br />
portfolios. <strong>The</strong> pillar is supervised Mr Stephen Kaye and led by the Head Prefect, Carol Q.<br />
Let’s hear what they have to say:<br />
Head Prefect of the Curriculum and Learning Pillar and Owens House Prefect: Carol Q<br />
“<strong>The</strong> prefect position has always been highly regarded by the students of DCB. It is an<br />
absolute privilege to be chosen by my peers and teachers as one of the Head Prefects.<br />
My assigned pillar: Curriculum and Learning, aims to enhance the overall learning<br />
experience at DCB. <strong>The</strong>re are many exciting projects in the works….and we can’t wait for<br />
the students to experience them!”<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
11
Learning by Leading<br />
Approaches to Learning Prefects: Lian C and Gary Z<br />
Poetically, “charted my course, paved my way, now I can<br />
continue the projects, come what may.”<br />
- Gary Z<br />
Art Prefects: Amy W and Selena Z<br />
“<strong>The</strong> perfect transition has been an<br />
insightful and vigorous process, and<br />
I’m really glad to have learned from<br />
last year’s Art Prefects so Amy and<br />
I can introduce new projects and<br />
continue current ones this school<br />
year!”<br />
- Selena Z<br />
STEAM Prefects: Hillary T, Susie Y<br />
Media & Marketing Prefects: Jason Z, Cathy T, Charlize A-Y<br />
“<strong>The</strong> prefect role made my IB life much more exciting and<br />
thrilling. It really alleviated some challenges and motivated<br />
me to improve and contribute my efforts to the field of<br />
STEAM at school as I knew my talents and passion could<br />
be channelled to improve the school life experience. <strong>The</strong><br />
transition was quick and simple; we had a lot of work, but it<br />
was smooth and successful. Overall I'd say you are reminded<br />
of being a prefect by its responsibilities and standards of<br />
being a role model for the school.”<br />
- Hillary T<br />
“We found it very challenging, yet we are still excited to start<br />
new STEAM events in school, and we acted out our ambitions<br />
by hosting a real trip to a robotics competition.”<br />
- Susie Y<br />
“<strong>The</strong> prefect handover has been a valuable experience for me. Learning from past<br />
prefects taught me about the weight of responsibility and provided me with insights and<br />
techniques from their experiences. It has been a testament to my growth, illustrating the<br />
importance of accountability and the lessons learned that come with leading others. This<br />
experience has shaped me into a better Media Prefect.”<br />
- Charlize A-Y<br />
12 beijing.dulwich.org
“During the handover process, I received lots of guidance and<br />
advice from the previous prefects, the marketing team, Ms<br />
Ni and Mr Kaye. <strong>The</strong>y were all very helpful and supported us,<br />
allowing us to quickly get involved with media coverage of<br />
numerous school events.”<br />
- Cathy T<br />
“<strong>The</strong> process was very smooth, and with the help of the<br />
previous prefects, I was able to quickly adapt to the new<br />
position.”<br />
- Jason Z<br />
Learning by Leading<br />
Enrichment Pillar<br />
Together, the Enrichment Prefects initiate and coordinate the events from which we derive<br />
our DCB spirit; they establish our communal atmosphere as lively and enjoyable. <strong>The</strong>ir<br />
responsibilities range from sports events and House competitions to Model United Nations<br />
conferences and awe-inspiring performances.<br />
This year, they are supervised by Ms Klaudia Tomaszun and led by the Head Prefect and<br />
Soong House Prefect Tim Z.<br />
Let’s hear what they have to say:<br />
House Prefects: Tim Z, Valeria S, Carol Q, Carmen de Z, Aishling Z<br />
“<strong>The</strong> DCB House system has given me the most unique high-school experience. With passion and dedication, being the<br />
House Prefect motivates me to lead Alleyn towards success!”<br />
- Aishling Z<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
13
Learning by Leading<br />
“Learning from the past Prefect team has provided me<br />
with precious insights and lessons that will shape my<br />
approach as the new Head Student. I understand the<br />
responsibilities and challenges that lie ahead of us and<br />
am committed to leading with integrity, enthusiasm and<br />
a collaborative spirit. My vision for DCB is driven by the<br />
belief that every student has unique talents and potential<br />
waiting to be unlocked. <strong>The</strong>refore, I aim to create a<br />
nurturing and inclusive environment that encourages<br />
student involvement. Through engaging initiatives and<br />
projects, I envision enriching the lives of our students,<br />
fostering their passions and equipping them with<br />
essential skills for the future.”<br />
- Tim Z<br />
Sports Prefects: Natalie H, Marco M<br />
Performing Arts Prefects: Viktoria H, Kevin S<br />
Expressing our Gratitude and Looking Forward<br />
As sincerely expressed by our Prefects, this successful<br />
transition was only made possible under the guidance of<br />
the Senior School Leadership Team and the Prefect Team<br />
of 2023. We feel very fortunate to have two groups of<br />
friends and teachers on our side while we march through<br />
the year of <strong>2024</strong>.<br />
“<strong>The</strong> prefect handover went very well as the past prefects<br />
gave me a lot of information about what is required from<br />
me, how I need to be a role model and what my main<br />
focuses should be for the upcoming year.”<br />
- Viktoria H<br />
MUN and Debating Prefects: Rachael H, Olivia K<br />
<strong>The</strong> previous Year 13 Alleyn House Prefect and the<br />
Wellbeing Prefect say that they believe the new Year 12s<br />
are "making progress", and that they really "learned a<br />
lot" from the younger students at DCB. Since the Year 13<br />
Prefects also participated in the interviews of the Prefectselection<br />
process, all the applicants had inspired them<br />
with new ideas for school projects. As the past Prefects,<br />
they believe that younger people have more knowledge<br />
than they might first assume. During the application<br />
process, some advice for the future applicants is that<br />
they could make demonstrate their passions more<br />
through giving real life examples of what they do.<br />
Carried by our motto, "Spark Passion, Ignite Tomorrow",<br />
we enter the new year with bright hopes and ambitions.<br />
However, this isn’t limited to the Prefects; we wish that<br />
you, as a member of the DCB community, can join in this<br />
common striving for the betterment of our school and<br />
our international community.<br />
14 beijing.dulwich.org
Learning by Leading<br />
Reflections on the Junior School Leadership Journey<br />
By Jett Brunet<br />
Head of Junior School Student Leadership & Agency<br />
We set an ambitious vision for both Student Agency<br />
and Student Leadership this year which we would<br />
begin to put into action elements of our Student<br />
Leadership Development Roadmap (p5). This roadmap<br />
clearly outlines how students can develop their student<br />
leadership capabilities, both with and without an official<br />
leadership role.<br />
In Junior School, some key elements of this roadmap<br />
include using SMART goals and a Portfolio to document<br />
learning. Students are invited to demonstrate their<br />
progress by creating a range of evidence, reflecting on<br />
their learning and curating a leadership portfolio that<br />
can be shared with their families, peers and teachers.<br />
Imagine if students begin to create this portfolio<br />
from a young age, how many outstanding examples<br />
of leadership and transformative skills would this<br />
Portfolio be filled with by the time students discuss their<br />
candidacy with universities and/or future employers?<br />
Student Agency<br />
Our Portfolio system is not only used by student leaders<br />
to demonstrate their growth, but is also used by all<br />
Junior School students this year as part of a year-long<br />
trial to reimagine how we assess student learning to<br />
better provide a wider range of "snapshots" that show<br />
how students learn throughout the entire academic year.<br />
Why Portfolios?<br />
Portfolios enable students to represent their learning<br />
over time by creating and selecting different types<br />
of examples of their work, which we call evidence.<br />
Portfolios help to develop student agency according to<br />
our Student Agency Mission and Vision.<br />
Student Agency Mission<br />
DCB students have the ability to set<br />
meaningful goals and the skills to achieve<br />
them.<br />
Student Agency Vision<br />
DCB students are enabled to set their<br />
own meaningful learning goals, develop<br />
their autonomy, learn iteratively<br />
towards mastery, find their purpose and<br />
nurture positive, resilient interpersonal<br />
relationships which enables them to follow<br />
their interests and practice transferable<br />
lifelong skills on clearly outlined learning<br />
pathways.<br />
Our Experience<br />
We timetabled 7 lessons throughout the year to try using<br />
Portfolios with our students. We showed them how to<br />
think about their current strengths and weaknesses.<br />
Once students had identified some areas to improve,<br />
we showed them how to create colour-coded goals that<br />
were S.M.A.R.T.:<br />
Specific:<br />
What exactly do you want to improve?<br />
Measurable:<br />
How are you going to check that you are improving?<br />
Achievable:<br />
How can you make sure this is possible and not too<br />
much or too little?<br />
Relevant:<br />
How is this linked to your overall learning goals?<br />
Time-bound:<br />
What is your exact deadline to meet this goal?<br />
This helped students to write meaningful goals, staff to<br />
support them and families to better understand what<br />
their children were working on and how they could help<br />
them along the way. Students then began to create<br />
evidence of their learning and write reflections about<br />
what they had achieved. As we come closer to the end of<br />
the year, students will look back at everything they have<br />
added to their Portfolio, to share their progress with<br />
their family, peers and teachers.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
15
Learning by Leading<br />
Our Next Steps<br />
Throughout this year’s Portfolio trial, we discussed how<br />
things were going and if any changes needed to take<br />
place. We added the colour-coding after our first session<br />
based on feedback that we received to make this better<br />
for everyone.<br />
Going forward into the <strong>2024</strong>-2025 academic year, we<br />
look forward to seeing how our students integrate<br />
SMART Goal setting, evidence creation and reflections<br />
into their approach to learning. By learning how we<br />
learn, we can develop our agency and drive our own<br />
learning forward.<br />
we did a survey. I think it is a very good way to speak up<br />
to the school and have everyone's voices heard. You can<br />
represent your class to do things and sometimes you<br />
can have masterclasses when people who are leaders<br />
come and teach you. Student Council members will have<br />
meetings every Wednesdays and will discuss important<br />
things. It is fun.<br />
- Alexander W, JS Student Council member<br />
Student Leadership<br />
Student Leadership Mission<br />
DCB students lead themselves and others<br />
according to our Dulwich Values to<br />
become change agents for our community,<br />
and beyond.<br />
JS Student Council Meeting<br />
House Captains<br />
Student Leadership Vision<br />
DCB students identify and act on<br />
opportunities to lead themselves and<br />
others with guidance from our Student<br />
Leadership Development Roadmap,<br />
develop their Student Leadership<br />
Capabilities, and strive to become positive<br />
change agents for our school, across EiM,<br />
our community and beyond.<br />
Student Council<br />
Throughout this academic year, I have thoroughly<br />
enjoyed working with the Junior School Student Council.<br />
<strong>The</strong>ir open-mindedness at such a young age has made a<br />
huge impression on me and Noah. <strong>The</strong>ir confidence and<br />
willingness to share their opinions have made it amazing<br />
to work with them, and I was incredibly impressed by the<br />
amazing character of these young leaders.<br />
- Pacey Q, Year 10 Student Leads member<br />
<strong>The</strong> Student Council this year was very educational and<br />
interesting. We had a chance to have an assembly and<br />
<strong>The</strong> House Captains and Deputies have done an<br />
impeccable job this academic year at DCB! <strong>The</strong>y have<br />
been excellent role models for the whole Junior School<br />
to look up to as they consistently displayed our Dulwich<br />
Values daily. I want to use this opportunity to say a HUGE<br />
THANK YOU for all your hard work and effort this year<br />
and that the Junior School will deeply miss you when<br />
you go to Year 7. Well done for steering your House with<br />
leadership, kindness and guidance towards maintaining<br />
a truly remarkable House spirit and a place of belonging.<br />
- Jamie Jones, Junior School Head of Houses<br />
I was immensely proud to be the Wodehouse House<br />
Captain because I can help DUCKS and Junior School<br />
students manage House events. We can also collect<br />
House points every week, and Mr Jones will add up all the<br />
House points and give out the House Cup. I have learned<br />
how to be a better House Captain and how to show our<br />
DCB Values better outside of school. I also know how to<br />
be a better leader.<br />
- Aurora K, Wodehouse Captain<br />
Junior School Prefects<br />
Working with the ten Junior School Prefects has taught<br />
16 beijing.dulwich.org
Learning by Leading<br />
me about collaboration and understanding. Through<br />
different projects, I noticed each individual change and<br />
develop in their own ways, reminding me of my time<br />
when I was their age. Over the course of this year, we<br />
have embarked on many creative journeys, making<br />
videos, speeches and supporting others in Junior School.<br />
I am incredibly thankful for the experience because I am<br />
so impressed by these students, and I cannot wait to see<br />
where they go next.<br />
- Elena T, Senior School <strong>College</strong> Links Prefect<br />
This year, as a Junior School Prefect, I enjoyed every<br />
meeting with my teammates. We introduced the Year 6<br />
students to Senior School in one assembly. To achieve this<br />
goal, we made leaflets, videos and even a script to follow<br />
when we got onto the stage during our Assembly. In my<br />
opinion, one of the most important elements of this role<br />
is teamwork. We allied with the Year 12 Prefect groups<br />
to make a huge project to guide the Year 6s into Year 7. I<br />
love being a JS Prefect!<br />
- Johnny S, Junior School Prefect<br />
This year, Junior School Prefects did a variety of things,<br />
like helping the Senior School students set up the booths<br />
for the Christmas shops. It has been really fun. For<br />
the Year 6 transition day, we worked with two Year 12<br />
students in making a brochure and videos about the<br />
difference between Year 6 and Year 7.<br />
- Amelia T, Junior School Prefect<br />
the responsibility of representing our school with<br />
utmost professionalism. <strong>The</strong>se Student Ambassadors<br />
effortlessly connected with both prospective families<br />
and current members of our community. <strong>The</strong>ir genuine<br />
passion for our school was palpable in every interaction,<br />
whether they were discussing academic programmes,<br />
extracurricular activities, or simply sharing anecdotes<br />
from their own educational journey. It has been a real<br />
pleasure working with them!<br />
- SeeKay Leong, Director of Admissions and Marketing<br />
I became a Student Ambassador this year. It was my first<br />
student leadership role. Getting this role made me feel<br />
very proud. I get to meet with new people and introduce<br />
the school to everyone. It's very fun planning and<br />
memorising the words and working together with my<br />
group. <strong>The</strong> last time we led a school tour, we introduced<br />
people to all the places in the school. We worked together<br />
and talked about plans. It was very fun! <strong>The</strong>y asked us<br />
questions and we talked about our school together. I am<br />
very happy to become a Student Ambassador!<br />
- Bonnie L, JS Student Ambassador<br />
Junior School Student Ambassadors getting ready for DCB<br />
Open Days<br />
Dulwich Dudes <strong>Magazine</strong><br />
Student Ambassadors<br />
Elena T and Junior School Prefects<br />
As I reflect on the various Open Day events at DCB,<br />
one thing stands out above all else: the incredible<br />
contribution of our Junior School Student Ambassadors.<br />
<strong>The</strong>se children, ranging from Years 3 to 6, took on<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
Exploring the magazine drafting process with JS student<br />
leaders has lent me new perspectives and intrigue to<br />
a subject that was previously, for me, constricted to<br />
independent works. Through our collaborations, I can<br />
notice the creativity of the young leaders trying to<br />
make their words heard to create an impact. It's really<br />
inspiring, and I look forward to continuing working with<br />
these aspiring leaders.<br />
- Steven W<br />
Senior School Communication and Language Prefect<br />
17
Learning by Leading<br />
As part of the Dulwich Dudes <strong>Magazine</strong> Team, we have<br />
been doing a collaboration with Dulwich <strong>College</strong> in<br />
London about various subjects, such as food in school,<br />
subjects, residentials, ECAs...So many more! When we<br />
aren't doing the collab, we’re working on our zines - mini<br />
magazines that can be about absolutely anything! We<br />
also had Y13 leaders in Term 1 come and support us in<br />
writing. We had so much fun!<br />
- by Ruei Hsuan H, Dulwich Dudes <strong>Magazine</strong> member<br />
Junior Masters in Technology (JMIT)<br />
JMIT is a great leadership role especially because the<br />
full name of it is Junior Masters in Technology. It is also<br />
educational because you can learn some cool stuff about<br />
hacking, anti-plagiarism, how to protect your password<br />
and a lot more! But the thing that I like the most was<br />
that we can get badges and certificates when the session<br />
has finished and at the last lesson, they showed us a<br />
super cool hacking website that we could hack videos<br />
and stuff to learn how to protect our community against<br />
hacking. But really, it was just so cool!<br />
- By Evan Z, JMIT member<br />
Reflecting on our journey with JMIT, it's inspiring<br />
to witness the growth and empowerment of Junior<br />
School students in navigating the digital world safely.<br />
Through interactive sessions and hands-on activities,<br />
we've equipped them with crucial skills to understand<br />
technology's potentials and pitfalls. Witnessing their<br />
curiosity flourish into informed decision-making is<br />
truly rewarding, emphasising the importance of early<br />
education in online safety. We are extremely grateful<br />
to take on this responsibility and look forward to grow<br />
along with the Junior School students.<br />
- Hannah, Haerin, Nena, Y10 JMIT Student Leads<br />
Junior School Model United Nation (MUN)<br />
Collaborating on leading MUN this year has been a<br />
real pleasure, as we have brought different strengths<br />
to the role which has made the programme even more<br />
engaging and enjoyable for the students. At our first<br />
in-person conference since 2019 we saw the growth<br />
and development of the students as they engaged in<br />
stimulating debates, negotiated with fellow delegates<br />
and skilfully crafted resolutions to address global<br />
challenges. Seeing them cultivate their diplomatic skills,<br />
critical thinking abilities, and public speaking prowess is<br />
tangible evidence of how valuable MUN can be. We know<br />
that we've been lucky enough to work with and empower<br />
students who could be future leaders in the realm of<br />
international affairs and diplomacy. Good luck in Year 7,<br />
delegates!<br />
- Damian Lee, Model United Nations Lead<br />
When I arrived at the busy Shanghai airport, I was<br />
immediately struck by the energy and excitement of the<br />
city. <strong>The</strong> towering skyscrapers, crowds of people and<br />
constant activity made me feel eager for what was to<br />
come at the MUN conference.<br />
<strong>The</strong> MUN conference was amazing. I got to represent<br />
my country and discuss important global issues with<br />
students from all over the world. <strong>The</strong> other participants<br />
were incredibly knowledgeable and skilled at making<br />
persuasive arguments. <strong>The</strong>y challenged me to<br />
communicate my country's position effectively.<br />
This conference was a transformative experience. It<br />
pushed me out of my comfort zone and helped me<br />
develop critical thinking and diplomatic skills. I left feeling<br />
inspired to stay engaged with the important problems<br />
happening in the world. I am grateful for the opportunity<br />
to take part in it.<br />
- Sophia L, JS MUN member<br />
Garden Ambassadors<br />
Year 10 students leading the JMIT<br />
It has been a fantastic opportunity for the new Garden<br />
Ambassadors to embrace their responsibility. <strong>The</strong>y<br />
are mentored by Senior School students, learning how<br />
to design a garden, select appropriate crops for the<br />
season, plant them effectively for flourishing growth,<br />
and consider long-term care. Additionally, they become<br />
mentors themselves to the DUCKS. This experience has<br />
been an exceptional privilege to witness, as students<br />
18 beijing.dulwich.org
Learning by Leading<br />
from each of the three schools work together, learn<br />
together and support one another towards the common<br />
goal of creating the first successful <strong>College</strong> garden.<br />
It's immensely rewarding to observe their enthusiastic<br />
engagement in outdoor learning and their reconnection<br />
with nature in a meaningful way.<br />
- Samson Swanick,<br />
Director of Global Citizenship and Sustainability<br />
I became a Garden Ambassador this year, which is a<br />
great opportunity because we could have an outdoor<br />
ECA. <strong>The</strong>re was another farm ECA called Farm Master,<br />
but we needed to take the bus to go there. This ECA<br />
allowed us to farm at our school. We planted seeds here.<br />
It was quite an interesting opportunity. Anyone can join<br />
this ECA, and our Garden Ambassador team can teach<br />
them.<br />
- Ace K, JS Garden Ambassador<br />
EiM Student Leadership Journey<br />
I had a vision to create a unique student leadership<br />
programme for all students in Junior School across our<br />
Education in Motion family of schools. Working with<br />
our Group Head of Sustainability and Global Citizenship,<br />
d'Arcy Lunn, and our EiM Head of Events and Educational<br />
Partnerships, Edgar Zillmann, we created a blended<br />
learning programme that consisted of 4 online sessions<br />
and 1 in-person conference, this year held at Dehong<br />
Xi'an.<br />
It has been a pleasure to see students come together<br />
from Bali to Beijing, Seoul to Shanghai, and many places<br />
around the world, to develop their leadership capabilities,<br />
connect with other and develop a year-long action<br />
plan which they documented in a leadership portfolio.<br />
It has been a privilege to work with so many teacher<br />
leads across EiM, d'Arcy and Edgar and our incredible<br />
student leaders, to bring about outstanding learning<br />
opportunities that just wouldn't be possible without the<br />
power of so many of us across EiM coming together to<br />
become changemakers for the good of our local and<br />
wider global communities.<br />
As I look to the future of our EiM Student Leadership<br />
Journey, it fills me with pride to have been there at the<br />
start to bring this programme to life, and I very much<br />
look forward to seeing how this leadership programme<br />
develops over time.<br />
- Jett Brunet,<br />
Head of JS Student Leadership & Agency<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
EiM Junior School Leadership Journey - a cross-school<br />
collaboration programme for Junior School students across the<br />
group<br />
As I sat down on the train back to Beijing, I still couldn't<br />
believe what happened. I met so many different people<br />
from different EiM schools and I am still even in contact<br />
with them! I also learnt so many interesting things that I<br />
hadn't even thought about before! Also, we had so much<br />
fun as we didn't just sit there listening to the teacher talk<br />
for 3 hours (which was what I expected it to be). In fact,<br />
we learnt things in the way of games!<br />
This leadership programme not only helped us meet new<br />
people and become more social, but it also helped us<br />
develop into a leader as we started to learn all the ways<br />
to become a good leader all the way back in September<br />
2023! We learnt how to become a good leader by<br />
learning leadership skills such as how to keep a positive<br />
attitude towards your group and having knowledge<br />
about the task we are working on...Despite challenges<br />
we faced during the sessions, we stayed positive, making<br />
our journey to Xi'an as best as it could have been!<br />
- Sophia L, a EiM Student Leadership Journey member<br />
19
Learning by Leading<br />
Budding Leadership in DUCKS<br />
At Dulwich <strong>College</strong> Beijing, we believe in nurturing<br />
student leadership skills from a young age. From<br />
the moment students enter DUCKS, they are<br />
presented with numerous opportunities, both within<br />
and beyond the classroom, to develop their leadership<br />
abilities.<br />
Leadership roles such as House Captain, Student Council,<br />
and Playground Pals enable children to step forward<br />
and cultivate essential attributes and skills, including<br />
confidence, collaboration, and problem-solving.<br />
DUCKS House Captains are typically elected in Term 1.<br />
This school year, we celebrated our new House Captains<br />
with a House kick-off event. <strong>The</strong> House system, a longstanding<br />
tradition at DCB, fosters students' sense of<br />
belonging and connection. Since its introduction in<br />
DUCKS, every DCB student has become part of a House,<br />
creating a sense of team and family across the entire<br />
<strong>College</strong>.<br />
Belonging to a House allows DUCKS students to<br />
collaborate with different peers and teachers, enhancing<br />
their confidence and ability to meet new people while<br />
developing crucial life skills in building communities and<br />
friendships.<br />
<strong>The</strong> DUCKS Student Council (StuCo) comprises one<br />
representative per class from Years 1 and 2. <strong>The</strong><br />
Student Council members are mainly responsible for<br />
conveying the voice of their respective classmates and<br />
communicating issues and ideas to the school.<br />
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Learning by Leading<br />
StuCo members are also responsible for certain student<br />
initiatives. For example, during the Earth Week this<br />
year, DUCKS were busy working on a Global Citizenship<br />
portfolio, which contained evidence of how their class<br />
had taken action this year and worked towards one or<br />
more of the Sustainable Development Goals. Our DUCKS<br />
Student Council reviewed applications and the successful<br />
classes earned a “GC Badge”.<br />
<strong>The</strong> unit also introduced basic planning skills, fostering<br />
independence and confidence in managing tasks and<br />
preparing them for future organisational challenges<br />
along their journey of leadership.<br />
For this unit, one class explored fashion and designed<br />
their clothes using traditional fabrics and recycled<br />
materials, another focused on working in teams to design<br />
the organisation's logos for our UOI food products,<br />
while another focused on drama productions guided by<br />
their 'Big Idea question': How are events planned and<br />
organised.<br />
DUCKS StuCo is reviewing the Coral Reef presentation during<br />
the Earth Week<br />
All the students in Year 1 and Year 2 are welcome to<br />
apply for the role of class representative and each<br />
candidate must go through a formal presentation and<br />
election process. Being part of the Student Council<br />
empowers students to shape the school environment<br />
and foster positive change.<br />
Year 1 students designing LOGOs for their organisation<br />
Playground Pals are responsible for leading some<br />
playground games and monitoring the use of equipment<br />
during playtimes. <strong>The</strong>y ensure that everyone is included<br />
and that Dulwich Values are present during playtimes.<br />
<strong>The</strong> learning of leadership skills is not only limited<br />
to what is provided by the formal positions, but also<br />
embedded in the daily learning as well.<br />
In one of DUCKS’s Unit of Investigation "Organisation"<br />
this school year, students developed essential leadership<br />
skills including understanding organisational planning,<br />
personal responsibility, teamwork, categorisation, and<br />
communication. <strong>The</strong>y practised making decisions and<br />
taking ownership of their learning, working cooperatively<br />
in groups, organising their own production, and taking<br />
on challenges where they could.<br />
Year 2 students learning how drama productions are planned<br />
and organised<br />
At DUCKS, one of our aims is to foster independence in<br />
all children. By fostering independence, we empower<br />
students to think critically, make decisions, and take<br />
responsibilities for their actions. When children are given<br />
opportunities to tackle challenges on their own, they<br />
gain self-confidence and a sense of accomplishment,<br />
all leading to a path of growing leadership mindset and<br />
skills.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
21
Learning by Leading<br />
An Educational Journey of Entrepreneurship<br />
At Dulwich <strong>College</strong> Beijing, we are committed to<br />
offering our students an education that brings<br />
learning to life through experiences that "make it<br />
real" for them. Built upon the collaborative efforts of our<br />
staff, parents, partners and other community members,<br />
our students have the opportunities to lead their own<br />
educational journey in various formats that help them<br />
acquire and reinforce the knowledge and skills essential<br />
for the pioneering future of entrepreneurship the<br />
students aspire for.<br />
Dulwich Startup Warriors Programme<br />
For the first time ever, 40 Key Stage 3 students took part<br />
in a 20-week entrepreneurship programme called the<br />
Dulwich Startup Warriors Programme.<br />
First place: Kiddleloop by Daniel K, David Z and Ella H<br />
Second place: Dollision by Eva C<br />
Third place: Footflex by Francisco Z, Daniel S, Bryan F<br />
Honorable Mention: EcoRest by Mike P<br />
Done in partnership with Singapore-based EdTech<br />
company Ascend Now, the programme offered<br />
our budding entrepreneurs a safe space to build<br />
their businesses from scratch, from ideation and<br />
brainstorming to final execution, with seasoned<br />
entrepreneurs from diverse backgrounds guiding them<br />
throughout the entire process. Students then had to go<br />
through several rounds of pitches, and the top 10 would<br />
go head to head in the final round called the Bullpen of<br />
Champions. Here, our students pitched their products to<br />
a panel of entrepreneur-gurus for a shot at winning up<br />
to 10,000RMB in seed funding.<br />
Congratulations to all our participants. Here are the top<br />
four business pitches during our first-ever Bullpen of<br />
Champions:<br />
Mr Stephen Kaye, Senior School Deputy Head: Academic<br />
and co-organiser of the Dulwich Startup Warriors<br />
Programme, shared how proud he was at how the<br />
students have grown throughout the programme and<br />
looks forward to what they can achieve in the future.<br />
"<strong>The</strong> students learned the fundamentals of what it<br />
takes to start a business in terms of knowledge, skills<br />
and, most importantly, mindset. Over the six months<br />
of the program, our students have developed tenacity,<br />
resilience, and creativity in the face of adversity. I hope<br />
that as these students grow older, they will be able to<br />
use what they have learned to better our school, the<br />
local community and the wider world."<br />
At Dulwich <strong>College</strong> Beijing, we encourage our students<br />
to make the most of what we offer here at the <strong>College</strong><br />
22 beijing.dulwich.org
Learning by Leading<br />
to make their mistakes, learn from them and eventually<br />
become successful in their respective fields of passion.<br />
Year 8 Ella H, co-founder of the winning business idea<br />
pre-loved clothing platform Kiddieloop, shared how her<br />
team had decided to create a service with sustainability<br />
and community in mind. "We had a list of problems we<br />
wanted to solve while making a sustainable impact. We<br />
decided on Kiddieloop where we would also create a<br />
community that everyone shares our values."<br />
Kiddieloop addresses the rapid growth of children's<br />
clothing with an eco-conscious twist. <strong>The</strong>y enable<br />
parents to sell or donate gently used children's clothing,<br />
allowing others to purchase vetted items. Sellers earn<br />
a percentage, and charitable donations are also made<br />
from proceeds.<br />
Dollision founder Year 7 Eva C shared how winning<br />
second place is one of the first steps in her dreams of<br />
becoming the first female CEO of a doll empire, where<br />
the dolls are uniquely equipped with learning materials<br />
on the 17 SDGs. "Not only can our dolls educate kids<br />
about SDG goals using accessible and trendy content,<br />
but as a girl, I can understand and relate with our target<br />
audience too!" But she also added how the event made<br />
her see that, regardless of whether she won or not, the<br />
joy she had while working on this passion project of hers<br />
is something that doesn’t need a reward.<br />
Sports enthusiast team Footflex, who placed third,<br />
shared that their product was inspired by how being<br />
passionate about different sports can make purchasing<br />
shoes not only unaffordable but unsustainable as well.<br />
<strong>The</strong>y aim to create interchangeable soles that not only<br />
allow sportspeople to affordably continue their passion<br />
for sports but also create a better alternative for the<br />
planet. "With the seed funding, we could work out<br />
a complete set of prototypes to make our soles real<br />
products."<br />
Arianna Sasia, Ascend Now partner and co-organiser<br />
of the Dulwich Startup Warriors Programme, also<br />
shared how proud and impressed she was with the<br />
students. "<strong>The</strong> students' commitment and resilience are<br />
impressive. <strong>The</strong>y did this after their school hours, on top<br />
of all their homework and other activities."<br />
This programme allowed our students to showcase<br />
their innovative ideas while reinforcing the importance<br />
of collaboration, resilience and sustainability, where<br />
ingenuity meets impact, and where every idea has the<br />
potential to make a difference. As Mr Anthony Coles,<br />
our Head of <strong>College</strong>, pointed out, "We should never<br />
underestimate our students. <strong>The</strong>y are highly capable,<br />
adaptable and creative. It’s no wonder they have excelled<br />
in this challenge to ideate and execute a business plan.<br />
Thank you to Mr Stephen Kaye for supporting the teams<br />
throughout this long and sophisticated process."<br />
Project Visionary<br />
Financial literacy is vital for informed decision-making,<br />
and yet over 17 million visually impaired individuals<br />
across China do not have the luxury of accessing this<br />
information, including older teenagers who choose to<br />
work early. And thus Project Visionary was born.<br />
Led by Year 12 Economics students Jason Z, Gary Z,<br />
Jayden N, Tim Z, and Ethan N, Project Visionary was<br />
the team's submission to the renowned China Thinks<br />
Big (CTB) competition, where Senior School students<br />
across China pitch projects that aim to innovatively<br />
tackle societal issues. <strong>The</strong> group conducted surveys<br />
and interviews as evidence for this niche need, and put<br />
together a braille book on financial literacy for Senior<br />
School students called Grasping Future: A Financial and<br />
Legal Guide for <strong>The</strong> Visually Impaired Youth.<br />
Ms Kim, a parent of one of the student participants,<br />
described the event as a great experience for those<br />
interested in going into business one day. "I tried to<br />
refrain from guiding my son and instead encouraged<br />
him to experience everything on his own, discuss among<br />
teammates and experience both failure and success.<br />
Although they did not achieve victory, I hope that the<br />
experience of reflecting on their own and going through<br />
trials, understanding what they need to improve and<br />
what they did well, will be a meaningful experience for<br />
success as an entrepreneur in the future."<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
23
Learning by Leading<br />
To ensure accessibility beyond braille proficiency, the<br />
team also produced a podcast and established a digital<br />
presence. <strong>The</strong>ir impactful work has garnered praise from<br />
recipient schools and financial experts, highlighting their<br />
commitment to inclusivity and social impact.<br />
As was shared by one member, “Project Visionary<br />
was created as our submission for China Thinks Big.<br />
However, our experiences helping the visually impaired<br />
develop greater financial literacy motivated us to<br />
continue this project outside of the competition. We've<br />
made significant progress as of now, and are looking to<br />
continue creating impact.”<br />
Joining 71 other global finalist teams, the Project<br />
Visionary team went to showcase their project at<br />
Harvard University during the Global Finals in April. <strong>The</strong><br />
team placed third for Team Showcase, an honour given<br />
only to 20% of the global finalists, representing the top<br />
10% of the 800 teams participating in the global round.<br />
Additionally, this project received the Outstanding<br />
Project Award for the CTB Hackathon, awarded to only<br />
one out of six teams in the Global Finals.<br />
and development. <strong>The</strong> Fund primarily comes from<br />
FoD’s income from community engagement activities<br />
merchandise sales at the <strong>College</strong>’s events.<br />
In collaboration with local NGOs and local schools<br />
for students with disabilities, 100 copies have been<br />
distributed nationwide, which included feedback<br />
requests and feedback from financial experts and the<br />
20 schools the team collaborated with further validated<br />
their social impact. Looking ahead, Project Visionary aims<br />
to expand its reach nationwide and form partnerships<br />
with organisations like Be My Eyes, demonstrating the<br />
transformative potential of youth-driven initiatives in<br />
promoting equitable futures.<br />
Dulwich Investors<br />
A group of six Year 12 students advanced to the finals of<br />
the esteemed Wharton Global High School Investment<br />
Competition hosted by <strong>The</strong> University of Pennsylvania.<br />
Over several months, Tim Z, Wei N, Marco M, Jayden N,<br />
Hyunsu K, and Alex L diligently managed an investment<br />
portfolio for a specific case study.<br />
As of this writing, recipient schools have expressed<br />
their gratitude, underscoring the effectiveness of the<br />
guidebook.<br />
<strong>The</strong> project has also received support and funding from<br />
the Friends of Dulwich (FoD) Enrichment Fund. DCB’s<br />
FoD Enrichment Fund is a perfect example of how a<br />
parent-school partnership can benefit student learning<br />
<strong>The</strong> competition began last September and our<br />
students have come a long way, successfully navigating<br />
through the initial rounds, submitting detailed reports<br />
and a video presentation, facing tough questions and<br />
challenges and responding adeptly in real-time to secure<br />
their spot among the final 10 out of the initial 4000<br />
teams that signed up. This accomplishment speaks<br />
volumes about their dedication, strategic thinking and<br />
collaborative spirit.<br />
24 beijing.dulwich.org
Learning by Leading<br />
DCB Senior School’s Student-Led Clubs for Change<br />
By Catherine Ho<br />
Head of Senior School Business and Economics<br />
Our Generation Z’s are faced with many challenges<br />
- whether these be environmental, economic, social<br />
or political. This is why Global Citizenship Education<br />
(GCE) has become so urgent and pertinent as it plays<br />
an important role in preparing and nurturing this<br />
generation for the many ways they will face and solve<br />
these challenges.<br />
At Senior School, our GC Champs Federation is one<br />
way of bringing together students and their particular<br />
passions to wrestle with what being a Global Citizen<br />
means in our community and beyond. Student leaders<br />
of Sustainable Development Goal (SDG) related ECAs<br />
meet to share and to work together to mobilise our<br />
community towards greater understanding of these SDGs<br />
while at the same time grappling with the complexities<br />
and interdependence that are characteristic of 21stcentury<br />
challenges.<br />
<strong>The</strong> Activism Club organises events and workshops<br />
that revolve around difficult yet important issues such<br />
as race, gender and sexuality. Together, they attempt to<br />
enact solutions that promote a more diverse, equitable<br />
and inclusive environment.<br />
<strong>The</strong> Ocean Pandas Club aims to raise awareness and<br />
discuss solutions to challenges to marine life, such as<br />
endangered species, coral bleaching issues, and much<br />
more. <strong>The</strong> club also organises trips to Qinzhou and is<br />
deeply involved with a scientific research team there,<br />
which they have been helping raise funds for and supply<br />
with new technical items.<br />
<strong>The</strong> DCB Econossentials is a student-led society<br />
dedicated to promoting economic interest and literacy,<br />
inviting all discussions regarding real-world economic<br />
affairs, as well as producing monthly school-wise<br />
journals analyzing the hidden economics within the<br />
DCB community and beyond. <strong>The</strong> ECA holds inclusive<br />
economic group discussions open to all knowledge<br />
levels, lectures where we introduce new economic ideas<br />
and collaborate on <strong>The</strong> Monthly Econossentials Journals.<br />
Women’s Health Menstruation (WHM) tackles the issue<br />
of period poverty by providing free online menstruation<br />
knowledge for young teenage girls, raising funds through<br />
advertisements and by using the profit of selling cultural<br />
ornaments to donate sanitary products in rural areas<br />
within China. Due to menstrual poverty and menstrual<br />
shame, many physical and psychological problems arise<br />
that severely impact the healthy growth of a woman.<br />
Project Zero aims to recycle HDPE (Type 2) and PP (Type<br />
5) plastics and remould it into useful products for school.<br />
Our GC Champs Federation is comprised of the following<br />
ECAs, or Extracurricular Activities:<br />
<strong>The</strong> Global Goals Club is the largest student-led group<br />
in the school that commits to promoting sustainable<br />
living and global goals. Through teaspoons of change,<br />
the Global Goals Club aims to inspire and empower the<br />
community to be the changing force that will help build<br />
a better world by 2030<br />
DCB Senior School's GC Champs Federation is not<br />
just shaping students into Global Citizens but actively<br />
transforming our community. While leading the clubs<br />
within the areas of their passion, these students are<br />
learning about global citizenship and actively deepening<br />
their understanding of these issues while practising<br />
ways to be part of the solution. Together, let's foster a<br />
community that understands the true essence of Global<br />
Citizenship and actively contributes to positive change!<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
25
Learning by Leading<br />
Making Global Citizens in MUN<br />
By Andrew Carey<br />
Senior School Teacher of History and Humanities<br />
Amid the intense energy of a Model United Nations<br />
(MUN) conference, delegates representing various<br />
countries busily tapped away at laptops and engaged in<br />
frantic note-sharing over amendments to a resolution.<br />
A nervous younger student steps up to make their first<br />
point of information, or a more experienced delegate<br />
gives a passionate speech calling out an amendment or<br />
questioning the value of a resolution. This is the joy of a<br />
Model United Nations conference, with students acting<br />
as delegates representing different countries as they try<br />
to find multilateral solutions to the world's numerous<br />
difficulties.<br />
acknowledged MUN's significant role in fostering global<br />
youth engagement. In 2023, it passed Resolution 77/336<br />
titled "Model United Nations", celebrating MUN and<br />
"the important role of youth in the promotion of peace<br />
and security."<br />
DCB students from Year 7 to 12 have participated<br />
in conferences in Beijing, Shanghai and Suzhou this<br />
academic year. Older students have chaired and led<br />
committees, such as the Environment Commission or<br />
General Assembly, taking on vital leadership roles and<br />
helping to make a conference successful. Younger or<br />
less experienced students have also thrived as active<br />
delegates, winning several prizes, including Best or Most<br />
Diplomatic Delegate, in recognition of their skills in<br />
debate and diplomacy.<br />
For Dulwich <strong>College</strong> Beijing, the pinnacle of all this<br />
activity is our conference, DIMUN, held in March, which<br />
draws in nearly 200 middle school students from China<br />
and beyond. With the theme "Stencilling Diplomacy", the<br />
conference encouraged delegates to develop layered,<br />
diplomatic solutions, similar to the art of stencilling,<br />
where each layer represented a unique perspective that<br />
collectively formed a solution to the issue.<br />
As Anitra C in Year 9 says, "Model United Nations is<br />
that chance that we as students have to make a small<br />
difference in our fast-paced and ever-changing world. To<br />
pass any resolutions…you must negotiate, compromise<br />
and use a whole plethora of skills that MUN helps in<br />
honing."<br />
Impressively, this conference is run and organised by the<br />
students themselves. This year’s event was hosted and<br />
organised by Secretaries-Generals Rachael H and Olivia<br />
K, Deputies Hillary T and Sophie S, Head of Tech Laetitia<br />
H, Heads of Admin Elena T, Rizzy P, and Heads of Press<br />
Jason Z and Amy W, under the guidance and support of<br />
Ms McCaw, Mr Carey and Ms Tomaszun.<br />
MUN is a simulation activity where students learn about<br />
diplomacy, international relations and the workings of<br />
the UN. Annually, it draws hundreds of thousands of<br />
participants to conferences that take place all over the<br />
world. Many of its delegates go on to leadership roles in<br />
fields such as law, government and business, including<br />
roles as diplomats or within the UN itself.<br />
In fact, at this Year's BEIMUN conference, we heard<br />
from Sara Yun herself, a former MUN delegate and<br />
now US Consul General in Shenyang. <strong>The</strong> UN has also<br />
26 beijing.dulwich.org
Learning by Leading<br />
In an era characterised by<br />
polarisation, hostility, and<br />
discord, DIMUN XIV: Stenciling<br />
Diplomacy strived to serve<br />
as the cornerstone, enabling<br />
delegates to comprehend<br />
and appreciate the depth and<br />
intricacies of negotiations,<br />
bridging gaps and fostering a<br />
global community poised for meaningful dialogue and<br />
joint problem-solving. "It’s exceptional seeing how some<br />
delegates advance from being unable to speak at the<br />
start of the conference to gradually developing courage<br />
and confidence at the end." Carmen de Z, a Year 12<br />
committee chair of the Special Conference, stated.<br />
However, MUN is about more than just conferences,<br />
debates and resolution writing. It is another part<br />
of encouraging our students to be Global Citizens.<br />
According to UNESCO, global citizenship is about<br />
recognising our interconnectedness with the worldwide<br />
community and actively contributing to positive change.<br />
country and research an issue from a different national<br />
perspective than they might be used to. While preparing<br />
their resolutions, they must work with other countries<br />
to negotiate and understand where ground should be<br />
given to ensure the best solution for the whole planet.<br />
This helps participants recognise their place within an<br />
interconnected global society. It teaches them about<br />
the importance of interdependency between countries,<br />
promoting a broader sense of belonging and collective<br />
responsibility.<br />
Moreover, through MUN, students gain valuable<br />
experience and knowledge of several issues facing the<br />
world today. At DIMUN, for example, students in the<br />
Environment Commission discussed the issue of nuclear<br />
energy as an alternative solution to fossil fuels. At the<br />
same time, those in the Security Council sought solutions<br />
to conflict within the Democratic Republic of Congo. In<br />
doing this, they gained a deep understanding of conflict,<br />
the environment, systems of inequalities and historical<br />
events that are crucial to understanding these topics.<br />
This process enhances their ability to analyse situations<br />
from multiple viewpoints and foster understanding of<br />
complex issues. In turn, it helps them become more<br />
rounded global citizens.<br />
DCB students in SUZMUN in May <strong>2024</strong>, six students in the<br />
chairing committees - Rachel C, Rachael H, Sophie S, Carmen<br />
De Z, Lloyd K and Kaden F<br />
Next school year, MUN will return, and our delegates<br />
look forward to catching up with friends from different<br />
schools across China and further afield. DIMUN will<br />
be back in March, and I urge anyone who wants to<br />
understand the world around us to give it a go. In doing<br />
so, you can embrace your role as a global citizen and<br />
continue to Live Worldwise.<br />
MUN is a fantastic forum for our students to engage in<br />
this practice. Students take on the role of representing a<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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ROADMAP TO UNIVERSITY<br />
Whether you are aiming to attend university, start a career, take a gap year, or complete your national service, the University and Careers<br />
Counselling (UCC) team is here to support you along the way.<br />
DUCKS<br />
JUNIOR<br />
SCHOOL<br />
Year 7<br />
Year 8<br />
Year 9<br />
Investigate jobs & careers<br />
Learn life skills<br />
- resilience<br />
- independence<br />
Set SMART goals for personal<br />
growth<br />
Be self-aware<br />
Learn self-management skills<br />
Broaden your world view<br />
Explore and develop your passions<br />
Settle into Senior School<br />
Develop good study habits and<br />
communication with teachers<br />
Explore your interests through<br />
participating in ECAs<br />
Continue to explore your interests<br />
through participating in ECAs<br />
Reflect on your strengths and<br />
personality<br />
Explore careers and see what’s<br />
out there<br />
Consider your “work values”<br />
and ideal work environment<br />
Reflect on your academic<br />
interests<br />
Choose your IGCSE subjects<br />
Year 11<br />
Year 10<br />
This year you will be assigned to a university counsellor<br />
If you will apply to universities in the United States, take the<br />
PSAT/NMSQT<br />
Be more selective when choosing activities. Depth over breadth.<br />
Take on leadership roles.<br />
Develop your intellectual curiosity – explore subjects on your own<br />
Explore careers more in detail<br />
Take your IGCSE exams<br />
Meet with your university counsellor about your IB Subject Options<br />
Welcome to high school!<br />
Grades will now be listed on your academic transcript that is<br />
sent to universities<br />
Participate in different types of activities including: Global<br />
Citizenship, Sport, Art, Academic<br />
As you move into Year 11, consider which activities you will<br />
start to specialize in and possible take on leadership roles<br />
Schedule a meeting with any of our university counsellors<br />
Pre-Year 12<br />
Year 12<br />
Pre-Year 13<br />
Year 13<br />
Use your summer wisely. Read about a topic that<br />
interests you. Participate in summer courses,<br />
research opportunities, or internships. You can<br />
even create your own passion project such as<br />
starting a small business, composing music, or<br />
using coding to develop a video game. One<br />
summer activity is not better than another. <strong>The</strong><br />
most important thing is to pursue something<br />
that interests you.<br />
Welcome to IB!<br />
Apply for leadership roles<br />
Take the SAT/ACT<br />
Research if you will need to take a language<br />
proficiency exam (TOEFL, IELTS, TOPIK, TestDAF)<br />
Meet regularly with your university counsellor<br />
Develop a list of universities<br />
Write drafts of your university essays<br />
Finalize your CV or activities list<br />
Ask your teachers for letters of recommendation<br />
Use your summer wisely. Read about a topic that<br />
interests you. Participate in summer courses,<br />
research opportunities, or internships. You can<br />
even create your own passion project such as<br />
starting a small business, composing music, or<br />
using coding to develop a video game. One<br />
summer activity is not better than another. <strong>The</strong><br />
most important thing is to pursue something that<br />
interests you and dedicate time and effort to it.<br />
Meet regularly with your university counsellor<br />
Finalize your short list of universities<br />
Write your application essays<br />
Apply to universities or plan your gap year<br />
Keep up your grades! <strong>The</strong>y still matter after you<br />
receive an offer!<br />
Take your IB exams<br />
Enrol in your university<br />
Join the Worldwise Alumni Network (and come<br />
back and visit!)<br />
Crafted by our DCB University and Careers<br />
Counselling (UCC) department, this roadmap<br />
serves as our community’s visual guide of our<br />
students’ journey from DUCKS to university and our<br />
UCC’s role in it, ensuring that every student and parent<br />
understands the path ahead.<br />
Journey to Pre-university<br />
From DUCKS to Year 9, we foster academic potential<br />
while nurturing a culture of learning through play,<br />
sparking a passion for discovery. We empower our<br />
students with the tools to thrive in their diverse interests,<br />
free from the constraints of the fear of failure, all while<br />
grounded in our Dulwich Values.<br />
Our vibrant community is a cornerstone of support for<br />
our students' endeavours – from teachers organising<br />
new events that cater to shared interests, to others<br />
dedicating years crafting courses that prepare our<br />
students for the future.<br />
<strong>The</strong>n, from Year 10, our university counsellors start off<br />
the process by meeting the students as a year group,<br />
explaining their roles in guiding them towards their<br />
best-fit universities and becoming the bridges to their<br />
universities of choice, and then more frequent one-onone<br />
sessions in the succeeding years. Our counsellors<br />
support our students in numerous ways, including:<br />
• offering students personalised guidance in mapping<br />
out their university journey and ensuring individual<br />
pathway development that’s the best fit for students<br />
and their families,<br />
• ensuring that students have a better understanding<br />
of the universities that they show interest in,<br />
• finding opportunities for students to learn more<br />
about these universities through university fairs, oncampus<br />
university talks and college visits,<br />
• explaining the do’s and don’ts during these<br />
important years (such as focusing on quality rather<br />
than quantity for extracurricular involvement),<br />
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• helping them brainstorm their college essays<br />
• and more.<br />
As part of a family of schools with schools around the<br />
world, our university counsellors can also tap into<br />
our shared resources and expertise found across our<br />
EiM family of schools and play a big role in being our<br />
students’ bridges to the universities around the world.<br />
This is in line with our promise to create opportunities<br />
that transcend geography and allow our students to find<br />
the institution that fits them best.<br />
Parent Community<br />
At DCB, parent involvement is crucial to the success<br />
of our students. Our three schools regularly conduct<br />
Parent Academies on a wide variety of subjects to<br />
support parents and help them better engage with<br />
their children’s learning and personal growth, and<br />
partnerships such as Tooled Up Education offer parents<br />
access to evidence-based advice.<br />
During a recent presentation to parents, Ms Flora Meng,<br />
one of our UCC Counsellors, emphasised the significance<br />
of helping their children but 'without taking the steering<br />
wheel'. "We need to support our students and let them<br />
take ownership of their own applications. As parents,<br />
let’s listen to the students with interest and curiosity and<br />
let them take the driver’s seat."<br />
To help parents better see through the air of mystery<br />
that often clouds university applications, we hold<br />
relevant talks throughout the academic calendar for<br />
parents across all school groups. This allows parents<br />
to not only hear from the experts but also to ask their<br />
questions and help them understand the university<br />
application journey better. Some examples include:<br />
• Visits by university experts, such as UCC counsellors<br />
from our network of schools during our EiM UCC<br />
Counsellor Exchange Programme<br />
• Visits by experts such as Dr Grace Cheng Dodge,<br />
former Director of Admissions at Wellesley<br />
<strong>College</strong>, as well as the former Associate Director of<br />
Admissions at Harvard University<br />
• and more.<br />
show strong academic results," Dr Gavin Hornbuckle, our<br />
Head of University Counselling and Careers, explained.<br />
"<strong>The</strong> question is how do you stand out."<br />
He also added how a student’s individuality is important<br />
for universities. "With so many applications, universities<br />
can only look at so many. So naturally they’ll seek<br />
students who can make meaningful contributions to<br />
their communities."<br />
Ms Stephanie Zhang, another University and Careers<br />
Counsellor, shared how being part of a family of schools<br />
offers an abundance of resources and support from<br />
the entire group of schools that span continents. "We<br />
want your children to take advantage of that and all the<br />
expertise our network offers.”<br />
Ms Meng also advised parents against constant<br />
reminders and suggested being a supportive listener<br />
instead. "Instead of persistent prodding, help them come<br />
up with a system that can help them stay organised."<br />
Live Worldwise<br />
As Dr Hornbuckle shared in his interview, getting into<br />
university shouldn’t be a competition with the person<br />
you’ve known for years, but against yourself. "It's not<br />
about competing against the students sitting next to you<br />
here at DCB; it's about competing against yourself to be<br />
the best version of yourself that you can be… (Universities<br />
will also look at) how students develop those qualities in<br />
themselves as they go through their CVs and how they<br />
bring it out in their essays."<br />
As Anthony Coles, our Head of <strong>College</strong>, said to last year’s<br />
graduating batch, their goal should be to use their lives<br />
and talents as vehicles for the creation of a better world.<br />
"You now have a Dulwich education under your belt. Our<br />
hope is you will use it to make a positive difference to<br />
people, society and the planet. Our collective wish for<br />
each of you is for you to be a good person, to care about<br />
others and to carry yourself well. Continue to think of<br />
others, maintain friendships and make more."<br />
Advice<br />
"When it comes to university applications, most students<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Academic Excellence<br />
What Makes a "Successful" University Application<br />
At DCB, our counsellors possess an unparalleled<br />
understanding of the student journey through<br />
secondary school, higher education, and careers.<br />
<strong>The</strong>y can leverage the shared resources and expertise<br />
available within the EiM family of schools, ensuring that<br />
the specific needs of each student are aligned with the<br />
dynamic requirements of universities and employers. Our<br />
counsellors also provide invaluable guidance to parents<br />
as they navigate the often complex path to university for<br />
their children.<br />
Unmasking Selective Admissions Myths<br />
In March, we welcomed counsellors from Dulwich<br />
<strong>College</strong> Shanghai Pudong (DCSPD) and Dulwich <strong>College</strong><br />
Seoul (DCSL) in a three-school University and Careers<br />
Counselling Exchange Programme, providing our families<br />
valuable insights into global university systems.<br />
of IB applications per year and IB applicants are highly<br />
competitive at institutions like MIT and Berkeley.<br />
<strong>The</strong> school transcript is the most important part of the<br />
application - TRUE<br />
Test scores, essays and activities will not replace poor<br />
grades, and universities consider academic trends, which<br />
is why course selection is very important.<br />
Applying ED can positively influence a decision - TRUE<br />
Applying Early Decision can positively influence<br />
admission chances, demonstrating a strong interest in<br />
the institution since students who apply for ED must be<br />
willing to commit to the university if accepted. Some<br />
schools will even accept up to 50% of their students<br />
from ED.<br />
SAT or ACT scores can make all the difference - FALSE<br />
SAT or ACT scores, while considered, do not solely<br />
determine admission outcomes, with many universities<br />
adopting a test-optional approach or ignoring them<br />
altogether as students tend to only submit very high<br />
scores. A reminder that the transcript is the most<br />
important part of the application and that low grades<br />
but high test scores, , might be mistaken as laziness.<br />
In his presentation Myths of US Selective Admissions,<br />
Mr Paul Sweet, the Director of University Counselling<br />
at Dulwich <strong>College</strong> Seoul, shared insights from his time<br />
working at highly selective universities such as Boston<br />
<strong>College</strong>. His talk covered a wide range of topics from the<br />
use of Demonstration of Interest, Legacy and athletics<br />
in admission to what can be controlled in the admission<br />
process and what cannot, as well as what to consider<br />
when transferring to a boarding school abroad. Here are<br />
some of the popular myths he talked about:<br />
US universities are not aware of the IB Diploma - FALSE<br />
Contrary to popular belief, US universities are very<br />
aware of the IB Diploma, with more IB schools in the<br />
US than in any other country. University admissions<br />
officers are professionally trained and read thousands<br />
Drawing from his extensive experience in US admissions<br />
and international UCC counselling, Mr Sweet also shared<br />
these valuable lessons:<br />
Parental support is crucial throughout the<br />
university application process.<br />
University rankings are just a starting point and<br />
should not be the sole determinant.<br />
Universities are not looking for perfection.<br />
<strong>The</strong>re is not just one school for you.<br />
A university decision does not define an<br />
individual's worth.<br />
Ultimately, university is what students make of it!<br />
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<strong>The</strong> Humanness behind the Scenes<br />
In April, DCB welcomed Dr Grace Cheng Dodge, a highly<br />
respected figure in the field of education known for her<br />
expertise as a school administrator, college counsellor<br />
and admissions professional. She was also the Head<br />
of School of the Taipei American School, the former<br />
Director of Admissions at Wellesley <strong>College</strong> (Wellesley,<br />
MA, USA) and prior to that, was an Associate Director of<br />
Admissions at Harvard University (Cambridge, MA, USA).<br />
their academic journey. And that’s why “best fit” is so<br />
important.<br />
As Dr Hornbuckle further explained, 'fit' goes beyond<br />
a university's reputation or its ranking in the global<br />
academic hierarchy. Instead, it encompasses various<br />
factors that matter to each individual student, including:<br />
Academic Programs: Does the university offer<br />
academic programmes that align with the<br />
student's interests and career goals?<br />
Location: Does the university's location match<br />
the student's preferences, whether they want to<br />
study close to home or immerse themselves in a<br />
new culture?<br />
Financial Considerations: Can the student afford<br />
the tuition and living costs at the university?<br />
Are there scholarships or financial aid options<br />
available?<br />
With a wealth of experience and specialised knowledge<br />
in the selective admissions process of colleges and<br />
universities in the United States, Dr Dodge provided<br />
insights into the US college system, shared admissions<br />
trends and priorities and offered valuable perspectives<br />
on the admissions processes of selective institutions in<br />
the US.<br />
Throughout her engaging discussion, Dr Dodge shared<br />
anecdotes and practical tips from her extensive<br />
career, enriching our community's understanding of<br />
the nuanced criteria that top-tier institutions seek in<br />
prospective students. Her emphasis on holistic student<br />
development resonated deeply with attendees, inspiring<br />
a renewed commitment to fostering well-rounded<br />
individuals capable of thriving in competitive academic<br />
environments.<br />
Understanding the "Best Fit" Factor<br />
Our own Head of University and Careers Counselling,<br />
Dr Hornbuckle is a seasoned professional in this field<br />
who has worked from both sides of the globe. Success,<br />
he believes, should be measured by the fulfilment<br />
and personal growth a student experiences during<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
Cultural and Social Environment: Does the<br />
university's culture and values align with the<br />
student's own beliefs and values?<br />
Career Opportunities: What kind of career<br />
support and opportunities does the university<br />
provide? Will it help the student achieve their<br />
long-term goals?<br />
"Values and character are really important to a lot of the<br />
universities that our students mentioned that they want<br />
to go to," Dr Hornbuckle shared, "So what (universities)<br />
are really looking for after the students have made that<br />
hurdle is, How are you going to be as a roommate? How<br />
are you going to be as a member of that community?<br />
What are you going to bring?"<br />
As students embark on the exciting journey of choosing<br />
their future academic homes, it's vital to remember that<br />
this journey is about nurturing the potential within each<br />
student and ultimately shaping them into successful<br />
individuals prepared for the challenges and opportunities<br />
of the world beyond academia.<br />
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Academic Excellence<br />
Congratulations Dulwich <strong>College</strong> Beijing Class of <strong>2024</strong>!<br />
On Monday 20 May, our Class<br />
of <strong>2024</strong> took their final stroll<br />
as students around the<br />
campus that has been their second<br />
home for many years. It was a day<br />
to commemorate their hard-earned<br />
diplomas and the many challenges<br />
they’ve overcome. It was also a day<br />
of tender exchanges with friends<br />
and teachers, who helped shape and<br />
strengthen them into the remarkable<br />
individuals they are today.<br />
<strong>The</strong> Class of <strong>2024</strong> has received offers<br />
from universities in 10 countries. <strong>The</strong>se<br />
include well-known universities such as<br />
the University of Southern California,<br />
highly regarded liberal arts colleges<br />
such as Middlebury <strong>College</strong>, and the<br />
extremely competitive Computer Science programme at<br />
the University of Illinois at Urbana-Champaign.<br />
In addition to the United States, the Class of <strong>2024</strong> has<br />
seen success in the United Kingdom, with offers of<br />
admission from Durham University, University <strong>College</strong><br />
London and the University of the Arts, London, just to<br />
name a few. We are equally proud of our 2022 DCB<br />
graduate who submitted his application through our<br />
UCAS (Universities and <strong>College</strong>s Admissions Service)<br />
centre and was admitted to the University of Cambridge<br />
to study Law.<br />
In Canada, the Class of <strong>2024</strong> has been admitted to <strong>The</strong><br />
University of Toronto, <strong>The</strong> University of Alberta, <strong>The</strong><br />
University of British Columbia, and Queen's University.<br />
<strong>The</strong> University of Hong Kong, the Chinese University of<br />
Hong Kong and the Hong Kong University of Science and<br />
Technology have also offered our students places, as has<br />
IE University in Spain.<br />
32 beijing.dulwich.org
Academic Excellence<br />
teachers, too, and that they, too, should have their own<br />
graduation ceremonies. She spoke about the exciting<br />
yet daunting life after graduation and highlighted the<br />
importance of growth through tough times. "Don’t be<br />
afraid to take risks and do things your own way. Don’t<br />
feel like you have to follow the crowd or live up to other<br />
people’s dreams and expectations. This is your journey<br />
and your chance to go out and try new things."<br />
“Because that’s what we do, right? We’re Dulwich –<br />
we're lifelong learners.”<br />
<strong>The</strong> celebrations continued in the Wodehouse <strong>The</strong>atre,<br />
where the formal Graduation Ceremony took place and<br />
our graduates were serenaded with performances. In<br />
her opening address, Clare Anderson-Au, our Head of<br />
Senior School, gave our graduating students a glimpse<br />
of the rite of passage that many of them will soon go<br />
through: living independently. In her poignant message<br />
to the Class of <strong>2024</strong>, she reminded them to always<br />
strive for their goals, no matter how challenging they<br />
are. "Remember what you value, remember what is<br />
important to you. Remember where home is, and never<br />
ever settle for 'okay'. Celebrate your successes, who<br />
knows what life will be, but celebrate them anyway, as<br />
they will be uniquely yours to celebrate, and yours alone.<br />
Remember that you are unique – singular, uncommon<br />
and one-of-a-kind."<br />
Following this, Anthony<br />
Coles, our Head of<br />
<strong>College</strong>, added that this<br />
celebration is not just<br />
an accomplishment by<br />
the students but by their<br />
parents and by their<br />
teachers as well. "I would<br />
also like to take a moment<br />
to thank our fantastic<br />
faculty and staff, past<br />
and present, who have<br />
dedicated themselves to<br />
our graduates, education and their growth. To the parents<br />
whose unwavering support has been instrumental in<br />
the success of this class, let’s not forget your influence.<br />
It takes a real partnership to bring the best out of our<br />
students."<br />
Eujean Lee, our second alumna to share her thoughts,<br />
added that if she were asked to go through Dulwich<br />
all over again, her answer would be a resounding yes.<br />
"Once an Alleynian, always an Alleynian," she said. "Stay<br />
connected and Live Worldwise. Stay curious. Go explore<br />
the world; make the world yours."<br />
As Mr Coles said, “Don’t be afraid to make your own<br />
paths. Continue to Live Worldwise and be a trailblazer,<br />
a champion of change, because you are all capable of<br />
making a positive impact on individuals, society and the<br />
planet.”<br />
Join us in congratulating the Class of <strong>2024</strong> as they enter<br />
the next stage of their lives.<br />
Zoe Barrett, one of our two alumni speakers, humorously<br />
noted how events like this are an accomplishment for<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
33
Academic Excellence<br />
Dulwich <strong>College</strong> Beijing Class of <strong>2024</strong> University Offers<br />
Offers updated as of 22 May <strong>2024</strong><br />
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<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
35
Academic Excellence<br />
Meet Class of <strong>2024</strong> Aidan S:<br />
A Journey from DUCKS to DUKE<br />
Aidan S joined Dulwich <strong>College</strong> Beijing during the final<br />
year of DUCKS (called Early Years back then). Aidan's<br />
journey took a transformative turn when his Classroom<br />
Teacher cast him as the Fantastic Mr Fox in the Year 3<br />
play, igniting his passion for theatre. "Since then, I’ve<br />
loved participating in productions," Aidan recalls this<br />
defining moment of his childhood at DCB.<br />
Now in his 11 and final year at Dulwich <strong>College</strong> Beijing,<br />
Aidan S, last academic year's Head Boy, Service Leader<br />
and Head of the Interact Club, stands among the 1,984<br />
students admitted to Duke University, with a recordlow<br />
4.1% acceptance rate for Regular Decision for the Class of 2028.<br />
Aidan playing with local kids in rural Guizhou<br />
"I’ve been very passionate about community<br />
service since Year 10,” Aidan admitted, adding<br />
how the recent service trip to Guizhou has now<br />
become one of his happiest moments. “During<br />
the trip, I was still in bed when I opened my phone<br />
and saw that I had just been accepted into Duke.<br />
With my friend Aaron next to me, I screamed for<br />
maybe 5 minutes before finally going downstairs<br />
for breakfast where I shared the good news and<br />
received so many hugs – this was one of the<br />
happiest moments of my life."<br />
"Community service isn’t just about helping others; it’s also about understanding and building<br />
relationships and inspiring a leadership mindset," Aidan shared, crediting his journey to<br />
his longtime teacher Ms Tomaszun. "Helping others is about really understanding them,<br />
developing that relationship to provide what they really do need."<br />
Aidan also has a deep love for history, fostered by dedicated teachers like his History teacher<br />
Ms Catherine McCaw, who facilitated engaging discussions and debates. "I’ve always been<br />
passionate about history and have been privileged enough to travel around the world like<br />
with my parents and visit museums and historical sites. When I took History as a subject, Ms<br />
McCaw taught us to look at how different historians from around the world can have different<br />
'objective' views on the same event."<br />
Looking forward to Duke University, Aidan values the location, the vibrant student life and<br />
robust service programmes, which tells him that he can continue his passions outside of<br />
academics. When asked what he’ll miss the most about DCB, Aidan instantly said, “my DCB<br />
community,” and the profound relationships he has formed.<br />
36<br />
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Meet Class of <strong>2024</strong> Susan C:<br />
An Imperial Journey to Medical Biosciences<br />
What attracted you to your university?<br />
SC: During a visit to London in Year 7, I remember thinking, 'I'd<br />
like to stay here one day.' I like London’s busy urban environment<br />
and diverse internship opportunities.<br />
After starting the IB programme, my interest in medicine and<br />
biomaterials, inspired by my Chemistry class, led me to switch<br />
one of my subjects to Biology. I was already interested in applying<br />
to Imperial <strong>College</strong> London, so last summer I participated in<br />
an internship led by a professor there, where I learned about producing scientific literature<br />
reviews and gained even more insights into the innovative academic environment at Imperial<br />
<strong>College</strong> London's Engineering School.<br />
I admire Imperial <strong>College</strong>'s self-study approach in the Medical Biosciences course and the<br />
opportunities to conduct experiments and showcase our ideas to other students. Speaking<br />
to a DCB alumnus who studied Chemical Engineering at Imperial for both his Bachelor's and<br />
Master's degrees, he highlighted the rigourous academics and diverse student body, which<br />
excites me about exploring and seeing things from different perspectives. I’m looking forward<br />
to exploring the field and myself, too.<br />
How has DCB prepared you for university?<br />
SC: DCB offers both iGCSE and IB programmes. <strong>The</strong>se curricula have a strong emphasis on<br />
critical thinking and time management, which helped me to effectively thrive through my<br />
university journey as universities are looking for students who can adapt to new challenges<br />
and pursue continuous intellectual growth. Through presentations, debates and written<br />
assignments, DCB encouraged me to articulate my ideas clearly and effectively. This has been<br />
crucial in university settings, where effective communication is essential for collaborating with<br />
peers and participating in group discussions.<br />
What advice do you have for students embarking on their university journey?<br />
SC: Remain adaptable and open-minded. Explore new opportunities and subjects and seek<br />
support from teachers or counsellors when needed.<br />
I’ve been planning since the start of iGCSE, but COVID-19 impacted our final grades for iGCSE,<br />
and it took two months to resit our exams. And with increased coursework and extracurricular<br />
activities, it’ll only get more demanding. So if you're feeling anxious about the future, believe<br />
me when I say I know how it feels. But it's normal, so try not to get overwhelmed. Keep an<br />
open mind and be flexible with your plans. Take me, for example. I was on the sports teams<br />
like football, basketball, and even volleyball until I had an injury that stopped all that. My goals<br />
and interests then evolved.<br />
So remain adaptable and be willing to explore new opportunities, new subjects, or new areas<br />
of interest. If you need help, don’t hesitate to reach out – whether it's academic assistance<br />
from teachers, or guidance from counsellors – everyone is going to help you.<br />
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Academic Excellence<br />
Meet Class of <strong>2024</strong> Endora Y:<br />
From DCB to UCLA<br />
Endora's journey from DCB to UCLA, the<br />
most applied-to four-year university in the<br />
US, is a testament to her transformation,<br />
determination and personal growth.<br />
Endora's school journey was enriched<br />
by her involvement in various leadership<br />
roles. Since joining DCB in Year 7, Endora<br />
has made the most of her stay at Dulwich<br />
<strong>College</strong> Beijing by actively taking on various leadership roles. She was a House leader in Year 9,<br />
then a House Deputy Captain in Year 10, a House Captain in Year 11 and then Head Girl - the<br />
top Prefect role - in Year 12. "<strong>The</strong> House system is one of my most cherished experiences," she<br />
explained. "I love it when everyone is together celebrating."<br />
She co-led the Myanmar School Project, a service-based ECA that aims to help raise awareness<br />
and funds for children in need in Myanmar, especially children in need of school supplies. “My<br />
motivation for service is more of a self-driven responsibility.<br />
Location was one of her reasons for choosing UCLA. "I wanted to go to a university in Southern<br />
California," she shared. Initially considering mostly only liberal arts colleges, she realised that<br />
UCLA offered a more ideal setting to embark on a new chapter of self-discovery and academic<br />
exploration. "I think I will quickly adapt to the vibrant community at UCLA."<br />
Endora credits her well-rounded mindset to her<br />
experiences at DCB. "Here I discovered so many<br />
of my passions, like theatre and dance and<br />
music, which I still want to do in college even if<br />
I'm pursuing another major. DCB has helped me<br />
with the way I talk to people and how I'm going<br />
to approach the diversity in America."<br />
Endora began planning her university<br />
applications in Year 11, meticulously preparing<br />
essays and meeting requirements by the<br />
Endora performing at Leaver’s Assembly summer of Year 12. Prepare early, advised<br />
Endora, "because the schools you might think<br />
you want at the start of your university journey may not be the ones you end up deciding<br />
on. So, you need time to think about that and to change your minds." She also suggested<br />
remaining authentic in college applications. "Be real with yourself. <strong>The</strong> university journey is the<br />
perfect opportunity to reflect on all you have done during the past four years."<br />
As Endora embarks on her new adventure at UCLA, she will miss the vibrant personalities<br />
and supportive environment of her DCB peers and teachers. "We have so many unique<br />
personalities in our Class of <strong>2024</strong> that I will never meet anywhere else, and also our teachers,<br />
too." <strong>The</strong> Class of <strong>2024</strong> holds a special place in her heart.<br />
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Meet Class of <strong>2024</strong> Eddy J:<br />
Cracking the UIUC Scholar Code<br />
In 2011, a then Year 1 Eddy J was already delving into basic<br />
programming, his keyboard clatter and tapping echoing his<br />
growing interest in the world of programming. Fast forward<br />
to today, as a member of the Class of <strong>2024</strong>, Eddy reflects on<br />
his journey from those early days to soon pursuing Computer<br />
Science (CS) at the prestigious Grainger <strong>College</strong> of Engineering<br />
at the University of Illinois Urbana-Champaign (UIUC), the<br />
second-highest-ranked US university for CS (CSRankings.org)<br />
with a 6.7% acceptance rate, as part of the James Scholar<br />
Honors Program, all while leaving an indelible mark on the<br />
DCB community.<br />
When Eddy was 8, his mother signed him up<br />
for an introductory programming course for<br />
Python. It wasn’t until she personally picked<br />
him up from class one day that she noticed<br />
her 8-year-old amidst his much taller, 14<br />
to 16-year-old classmates that she realised<br />
the class was intended for older students.<br />
But the age gap didn’t faze Eddy; he was so<br />
engrossed in the course that he didn’t even<br />
give it a second thought.<br />
Eddy is also passionate about sports, teaching, and music. “I’ve been in both the male and<br />
mixed voice choir every year since coming here. I also played the saxophone in our school’s<br />
jazz band. I’m extremely fortunate to have so many musical opportunities at DCB – we have<br />
so many musical events that all students can take part in. It really adds so much to the student<br />
experience." With his passion for Computer Science, it’s no wonder that Eddy later pursued<br />
a role as a STEAM Prefect. Leveraging his passion for teaching, he shared that one of his<br />
favourite experiences at DCB was getting to teach the Junior Master in Technology (JMIT) ECA.<br />
Embarking on the journey to university, Eddy found the teaching approach of UIUC welcoming<br />
and even refreshing. Enamoured by its personalised curriculum, flexible learning resources and<br />
its tranquil learning environment, he couldn’t help but feel excited.<br />
Although seemingly counterintuitive, Eddy's advice to those about to venture into their<br />
university journey is to work hard and play harder. "When writing essays, burnout is your main<br />
enemy. When you’re spending three, four hours every day doing head-hurting self-reflection,<br />
it’s easy to forget to take care of your other demands as a living person. Recognise your<br />
sources of joy and never let go of those. "<br />
"I'll miss our community – being able to attend school with my Class of <strong>2024</strong> friends and<br />
seeing my teachers on a regular basis. I feel like, at DCB, everyone likes working together and<br />
supporting each other, and I really feel happy at school, and I'm going to miss that."<br />
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Academic Excellence<br />
Meet Class of <strong>2024</strong> Nathan C:<br />
Had My Heart Set on NYU<br />
Having spent the last 13 years of his life at DCB, one could say that Nathan C practically grew<br />
up here. <strong>The</strong> Year 3 boy who once walked around campus with a basketball tucked in the fold<br />
of his arm would grow to develop his love for sports while also embracing entrepreneurship,<br />
learning the ins and outs of a small business firsthand at 11 years old by reselling sneakers and<br />
later on investing in stocks at 13 years old – all this before even considering university. Soon he<br />
will be off to the Big Apple, as part of New York University's Class of 2028 cohort hailing from<br />
103 countries. Founded in 1831, New York University is one of the world's foremost research<br />
universities, ranked seventh among private research universities, with an 8% acceptance rate<br />
intake for the Class of 2028.<br />
Nathan attributes his diverse skill set and<br />
commitment to social causes to DCB's<br />
encouragement of students to explore a wide<br />
range of subjects, with the Dulwich Values<br />
adorning classrooms serving as constant<br />
reminders. "We were taught the values in<br />
Junior School, but even more so in Senior<br />
School."<br />
"I started my university research at the start<br />
IB CAS Week (Group 4 Projects)<br />
of Year 10, and since then, I always had my<br />
heart set on New York University." Renowned<br />
for being a leader in global education and its diverse student body, with more international<br />
students than any other American university, New York offers a multicultural environment that<br />
comes with varied perspectives on academic discourse. "I love NYU's seamless integration with<br />
the city, allowing me to immerse myself in the vibrant diversity of New York. <strong>The</strong> international<br />
acceptances at NYU span across Asia, Europe, Australia and Africa – and that's what makes it<br />
so exciting."<br />
As a child, Nathan harboured dreams of becoming an entrepreneur. While preparing for his<br />
university applications, his University and Career Counsellor reminded him that not all founders<br />
and entrepreneurs major in Business. "<strong>The</strong> support here was phenomenal – from the individual<br />
subject teachers themselves and from the counselling group. <strong>The</strong>y gave me their perspectives<br />
on what I could choose for university because it might not just be limited to business."<br />
For students embarking on their university journey, Nathan advises against fixating solely<br />
on rankings. "University rankings take into account different factors that might not resonate<br />
with your own personal goals or values," he also adds, "Of course, university is important, but<br />
university is just the beginning of everything, not the end; there’s so much more to what you<br />
could do and achieve in your life."<br />
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Academic Excellence<br />
Preparing Learners for the 21st Century<br />
By SunKyung Lee<br />
Senior School ATL Coordinator<br />
DCB has taken a bold step towards preparing our<br />
learners for the 21 century, ensuring they are equipped<br />
with essential skills that extend beyond the classroom.<br />
We believe that education must evolve beyond the<br />
traditional focus on delivering information and rote<br />
memorisation. With the vast accessibility of knowledge<br />
through various means, our teaching and learning<br />
approach must prioritise conceptual understanding,<br />
contextual application and skills-based learning.<br />
One way we foster the development of essential skills<br />
at DCB is through the implementation of Approaches<br />
to Learning (ATL). <strong>The</strong>se skills, adapted from the IB<br />
programme, encompass five key areas that are crucial for<br />
successful learning and for thriving in life beyond school.<br />
<strong>The</strong>se five ATL skills are:<br />
Thinking Skills: We encourage our learners to think<br />
critically, creatively and independently. Through<br />
engaging activities and thought-provoking challenges,<br />
we stimulate their ability to analyse, evaluate and solve<br />
problems effectively.<br />
Research Skills: In the digital age, the ability to gather,<br />
evaluate and synthesise information is essential. We<br />
provide our learners with the necessary tools and<br />
guidance to conduct meaningful research, fostering<br />
their ability to navigate a vast array of resources and<br />
developing a discerning approach to information.<br />
Social Skills: We foster an inclusive and supportive<br />
environment that encourages teamwork, respect for<br />
diverse perspectives and the development of strong<br />
interpersonal skills.<br />
Communication Skills: Through various platforms<br />
and activities, we empower our learners to express<br />
themselves confidently, articulate their ideas persuasively<br />
and listen actively, ensuring they can communicate<br />
effectively in a range of contexts.<br />
Self-Management Skills: Adaptability, organisation and<br />
self-reflection are essential skills for lifelong learning.<br />
By enabling learners to set goals, manage their time<br />
efficiently and reflect on their progress, they foster<br />
a growth mindset and a commitment to continuous<br />
improvement.<br />
At DCB, nurturing ATL skills is not an afterthought<br />
but an integral part of our educational approach. We<br />
have developed a comprehensive long-term plan that<br />
promotes the development of these skills through both<br />
explicit and implicit teaching and learning practices.<br />
ATL skills are seamlessly integrated into our curriculum,<br />
ensuring that students have ample opportunities to<br />
apply and refine these skills across various subjects and<br />
disciplines throughout their educational journey.<br />
Furthermore, we recognise the importance of<br />
extracurricular activities in fostering the holistic<br />
development of our learners. From participating in<br />
collaborative projects to engaging in community service<br />
initiatives, our learners are encouraged to apply their<br />
skills in real-world contexts, developing a strong sense<br />
of social responsibility and an understanding of the<br />
interconnectedness of their learning with the world<br />
around them.<br />
DCB is committed to preparing learners for the<br />
complexities and uncertainties of the 21st century.<br />
We ensure that our students are equipped with the<br />
essential tools for success in both their academic<br />
pursuits and their future lives. Through a comprehensive<br />
and holistic approach to education, DCB empowers<br />
learners to become adaptable critical thinkers, effective<br />
communicators, and responsible global citizens. At DCB,<br />
our learners can embark on a transformative educational<br />
journey that prepares for a world of endless possibilities.<br />
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Academic Excellence<br />
Nurturing Young Minds with Inquiry-Based Learning<br />
Here at DUCKS Dulwich <strong>College</strong> Beijing, we believe<br />
in creating a warm and nurturing environment<br />
where families and the school unite to help<br />
children thrive with values that are reflected in our<br />
behaviours, interactions, and decisions. We understand<br />
how important it is for students to have a positive start<br />
to their first school experience in order to fully embrace<br />
learning. That's why we prioritise a safe and happy<br />
environment that enables our students to take risks in<br />
their learning and build healthy relationships.<br />
To do that, we go beyond academic rigour and care<br />
about the overall development of the whole child. We<br />
aim to help students grow into well-rounded individuals<br />
equipped with the adaptability, sense of self and selfworth<br />
and resilience to pursue their aspirations in a<br />
fast-changing world. We believe the diversity of our<br />
DUCKS community will provide them with the necessary<br />
strength and creativity needed to achieve this goal.<br />
In DUCKS, We Aim For Growth To Be Intrinsic<br />
Here at DUCKS, we encourage our students to be<br />
curious, to have the desire to ask questions and<br />
then have the self-drive to find the answers. This is<br />
because we embrace an inquiry-based, conceptually<br />
driven curriculum taught through the framework of a<br />
transdisciplinary Programme of Investigation.<br />
<strong>The</strong> Programme of Investigation allows learners many<br />
opportunities to develop their understandings across<br />
a broad range of concepts; however, there are seven<br />
disciplines which not only have their own value, but also<br />
provide students with the knowledge and skills necessary<br />
to explore the transdisciplinary units in-depth.<br />
<strong>The</strong>se disciplines include: Personal, Social and Emotional<br />
Development; Communication & Language, Physical<br />
Education; Literacy, Mathematics; <strong>The</strong> Arts (Music, Visual<br />
Arts, and Drama); and Understanding the World (Science,<br />
History, Geography and Technology). It encompasses the<br />
concepts, skills, knowledge and values that we believe<br />
are key for twenty-first century learners and supports our<br />
college vision that our students "have the knowledge,<br />
skills and motivation to make a positive difference to<br />
people, society and the planet."<br />
Studies have shown that an inquiry-based, conceptually<br />
driven curriculum increases rigour and cognitive load,<br />
thereby continuously fostering student interest and<br />
engagement. This results in developing lifelong learners<br />
able to demonstrate increased, intellectual risk-taking,<br />
and encourages metacognition – which is exactly what<br />
we want for our DUCKS students.<br />
Our 5 Units of Investigation, and What an Inquiry-<br />
Based Learning Looks Like<br />
Throughout the school year, our learners engage in five<br />
Units of Investigation. Each unit explores a "big idea"<br />
that leads to deep understanding and meaningful action.<br />
We start each unit with an exciting and age-appropriate<br />
learning experience that encourages and inspires<br />
children to ask questions about what they'd like to learn.<br />
<strong>The</strong>se questions, along with guidance from the teachers,<br />
form the foundation of their inquiry.<br />
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Academic Excellence<br />
For example: during an Exploration Unit, our Reception<br />
students explored how things change to come up with<br />
answers to the big idea 'Change happens all around us'.<br />
<strong>The</strong>y also enjoyed a Mad Science show that highlighted<br />
different examples of change and allowed students to<br />
ask questions about different change processes.<br />
During our Expression Unit, Year 1 students answered<br />
the big idea, 'Music can be used to express ideas,<br />
feelings, stories and cultures'. <strong>The</strong> children enjoyed<br />
a silent disco and then went through a series of<br />
experiences to allow them to explore music deeply,<br />
including making instruments, listening to music from<br />
different cultures and telling stories through music.<br />
we value real-world, authentic learning experiences<br />
that ignite excitement and promote curiosity as these<br />
experiences often leave a lasting impression on the<br />
children and support the application of skills and<br />
conceptual understandings. Educational visits, for<br />
example, not only provide highly motivating learning<br />
contexts but also offers students the opportunity to<br />
demonstrate independence and apply their learning in<br />
and out of school.<br />
Each unit includes specific concepts, knowledge, skills<br />
and core values that are taught across various subject<br />
areas mapped across the DUCKS. We believe that<br />
learning is effective when it has a clear purpose. This is<br />
why we strongly encourage student voice and ownership<br />
of their learning to allow them to make connections in<br />
a variety of situations, leading them to attain a broad<br />
range of understanding and acquisition of skills that will<br />
serve them for the rest of their lives.<br />
At DUCKS, learning takes place in various shapes and<br />
places<br />
At DUCKS, we advocate for outdoor learning as we<br />
believe that it is key to the healthy development of<br />
children. Our Programme of Investigation includes<br />
various field trips, and learning engagements take place<br />
outside on a daily basis, particularly in Foundation Stage<br />
where all classrooms are adjoining an outdoor play area.<br />
Our curriculum uses the standards from the English<br />
National Curriculum and the Early Years Foundation Stage<br />
Framework as the structure for pitch and progression<br />
throughout DUCKS, and the seamless alignment with the<br />
Junior School to support the transition from Year 2 to<br />
Year 3 is carefully planned to ensure the development of<br />
a balanced child.<br />
At DUCKS Dulwich <strong>College</strong> Beijing, we are dedicated to<br />
nurturing young minds and fostering a love for learning.<br />
Through our inquiry-based curriculum, engaging learning<br />
experiences, and emphasis on outdoor and realworld<br />
exploration, we empower students to become<br />
lifelong learners who are curious, critical thinkers, and<br />
compassionate global citizens. Together, we create a<br />
supportive environment where every child can thrive,<br />
develop their unique talents, and build a solid foundation<br />
for future success.<br />
Learning is effective when it is adapted and applied, or<br />
when we 'make it real' for our students. Here at DCB,<br />
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Performing Arts<br />
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Performing Arts<br />
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Performing Arts<br />
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Performing Arts<br />
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Performing Arts<br />
JUNIOR SCHOOL<br />
SOUNDS OF SPRING<br />
<strong>The</strong> Junior School Sounds of Spring concert was a<br />
delightful celebration of youthful talent and seasonal<br />
joy. Nearly half of the Junior School students<br />
participated, confidently showcasing their musical<br />
talents. We thank our Head of JS Music, Ms. Shauna<br />
McFaul, and the Music department for organising<br />
such a delightful event.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Performing Arts<br />
DCB STUDENTS<br />
GET MADD<br />
IN SHANGHAI!<br />
By Shauna McFaul<br />
Head of Primary Music<br />
A select group of students from Years 5 and 6 travelled<br />
to Shanghai to participate in the first in-person MADD<br />
Festival since 2019! <strong>The</strong> MADD Festival is a muchloved<br />
tradition for Dulwich students and staff alike. As<br />
a celebration of the creative arts, the acronym MADD<br />
stands for music, art, drama and dance. This event<br />
happens annually and brings together Year 5 and<br />
6 students from all Dulwich and Dehong schools to<br />
collaborate and celebrate together and schools take<br />
turns hosting the event. Our host this year was Dulwich<br />
<strong>College</strong> Shanghai Puxi.<br />
At this year’s festival, students participated in art, choir,<br />
orchestra, world percussion, rock band, dance and<br />
drama groups, working with students and teachers from<br />
other schools. Drama students had the opportunity<br />
to work with UK author Adam Bushnell as their guest<br />
clinician. During the two days, students participated<br />
in sessions and rehearsals, preparing their work and<br />
performances. Students also had the opportunity to see<br />
a concert performed by a Chinese traditional chamber<br />
ensemble that performed all kinds of music ranging from<br />
video game music to movie soundtracks to Argentine<br />
tango to traditional Shanghainese music- it was a real<br />
treat!<br />
All students presented their work from the<br />
festival. Music groups performed a concert on<br />
an outdoor stage. Students in drama performed<br />
a collection of myths with a script and story<br />
created by the students themselves. Dance<br />
performed three pieces and included both<br />
Chinese traditional dance and contemporary<br />
styles. <strong>The</strong> artists created Brazilian Carnavalinspired<br />
clothing using recycled material and<br />
presented the designs in a fashion show. It was<br />
a fun-filled event for all students involved!<br />
Well done to all the students who participated!<br />
We are looking forward to travelling to Suzhou<br />
for next year’s MADD festival.<br />
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Performing Arts<br />
Photo collage by Sally Corben<br />
Junior School Head of Art and Design<br />
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Visual Arts<br />
DUCKS Artworks<br />
By Jacob Dong<br />
DUCKS Teacher of Art<br />
Flower<br />
Paintings<br />
Yimian C, 2CA<br />
Haokai Y, 2MW<br />
Ivanka W, 2MW<br />
Bella S, 2CA<br />
Ian W, 2CB<br />
Winter<br />
Bear<br />
Portraits<br />
Albert Y, 2CB<br />
Dica W, 2MW<br />
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Visual Arts<br />
Aaron S, 2CB Ryan Z, 2MW Perry P, 2CA<br />
Max H, 2LW Louis C, 2MW Harper D, 2CA<br />
Foam<br />
Sculptures<br />
Jiawei H, 1MM Michael Z, 1LE Darian W Z, 1LE<br />
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Visual Arts<br />
Jungle<br />
Paintings<br />
Moon F, 1JO<br />
Youran P, 1DM<br />
Youlun Z, 1SB<br />
Debora C, 1JO<br />
Insects<br />
Portraits &<br />
Sculptures<br />
Bright C, 1SB<br />
Jacus C, 1SB<br />
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Visual Arts<br />
Elizabeth L, 1DM<br />
Domi W, 1DM<br />
Casey Q, 1DM<br />
Chase Z, 1MM<br />
Harrison L, 1MM<br />
Diana H, 1MM<br />
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Visual Arts<br />
Junior School Art<br />
By Sally Corben<br />
Junior School Head of Art and Design<br />
Silk Road Flags<br />
Linked to their 'Back to the Future' topic,<br />
Year 3 students delved into the countries<br />
along the Silk Road, focusing on the<br />
intricate patterns found in textiles. <strong>The</strong>y<br />
embarked on a journey to design and print<br />
their own carpets, utilising a three-colour<br />
reduction block technique. Additionally,<br />
students applied hand sewing techniques<br />
to meticulously create a French hem around<br />
the edges of their creations, adding a touch<br />
of craftsmanship to their work.<br />
Gabriel, 3 Bamboo<br />
George, 3 Bamboo<br />
Hannah, 3 Bamboo<br />
<strong>Summer</strong>, 3 Bamboo<br />
Zachary, 3 Bamboo<br />
Fiona, 3 Blossom<br />
Jonathon, 3 Blossom<br />
Vivien, 3 Blossom<br />
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Visual Arts<br />
Reuseable Takeaway Cups<br />
Aligned with the theme of 'Teaspoons of<br />
Change', Year 4 students engaged in a handson<br />
project aimed at sustainability. <strong>The</strong>y crafted<br />
reusable takeaway cups from clay, drawing<br />
inspiration from the diverse patterns found on<br />
animals. By closely observing these patterns,<br />
students designed cups that reflected the beauty<br />
of nature while also considering functionality.<br />
Through mathematical calculations, they ensured<br />
their cups were the ideal size to accommodate<br />
silicone lids, thereby promoting the reduction<br />
of paper cup usage. This initiative not only<br />
encouraged environmental consciousness but<br />
also contributed to the preservation of animal<br />
habitats.<br />
Olivia, 4 Hilary<br />
Sophie, 4 Hilary Tokuto, 4 Hilary Aurora, 4 Kingsley Marcus, 4 Kingsley<br />
Suri, 4 Kingsley<br />
Eric, 4 Zheng He<br />
Jayden, 4 Zheng He<br />
Winnie, 4 Zheng He<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Visual Arts<br />
Migratory Flying Birds<br />
Relating to their 'Migration' topic, Year 5 students engaged<br />
in the art of observational drawing by capturing the flight<br />
of birds. Through research, they explored the reasons<br />
behind bird migration, paying close attention to proportion<br />
and texture as they sketched. To enhance their drawings,<br />
students learned a variety of watercolour techniques,<br />
which they applied to their large-scale bird illustrations.<br />
This interdisciplinary approach not only deepened their<br />
understanding of migration but also cultivated artistic skills<br />
and appreciation for the natural world.<br />
Ace, 5 Curie<br />
Keri, 5 Hawking<br />
Evan, 5 Curie<br />
Alex, 5 Hawking<br />
Chenrui, 5 Hawking<br />
Leo, 5 Hawking<br />
Flora, 5 Hawking<br />
Andrew, 5 Curie<br />
Ryan, 5 Curie<br />
Jojo, 5 Curie<br />
Valentina, 5 Curie<br />
Alan, 5 Hawking<br />
Emma, 5 Hawking<br />
Alisa, 5 Curie<br />
Allen, 5 Curie<br />
Esmee, 5 Hawking<br />
60 beijing.dulwich.org
Visual Arts<br />
Shopping Bags:<br />
Linked with their class topic, 'It's Electric',<br />
students explored the visual patterns<br />
generated by various electrical waves.<br />
<strong>The</strong>y leveraged these patterns to design<br />
rubber block prints utilising three distinct<br />
colours. Employing a reduction print<br />
technique, students layered their prints to<br />
produce complex, patterned fabric. With<br />
each additional colour, students engaged<br />
in precise carving, gradually building upon<br />
their design to achieve a multi-layered and<br />
visually captivating textile piece.<br />
Through a sustainability lens, students<br />
then repurposed their patterned fabric into<br />
reusable shopping bags. Expanding upon<br />
their sewing proficiency, they employed<br />
techniques such as sewing French hems<br />
and French seams, while also integrating<br />
handles into their bag designs. This holistic<br />
approach not only fostered creativity and<br />
practical skills but also instilled a sense of<br />
environmental responsibility by promoting<br />
the use of eco-friendly materials and<br />
reducing single-use plastic consumption.<br />
Allison, 6 Stan Lee<br />
Johnny, 6 Stan Lee<br />
Nathaniel, 6 Stan Lee<br />
Chloe, 6 Tan<br />
Yiyun, 6 Tan David, 6 Yang Pheobe, 6 Yang<br />
Sunny, 6 Yang<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Visual Arts<br />
SENIOR SCHOOL ART<br />
Eva K, 7CKE<br />
Hannah S, 7EAC<br />
Christine H, 7TCA<br />
Bowen F, 8TPY<br />
Andy C, 8PCO<br />
Natalie H, 12RHW<br />
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Visual Arts<br />
Kasey C, 9KPL<br />
Melinda M, 8SZO<br />
Movin Z, 9GDA<br />
Clara W, 9VLU<br />
Jia Ying G, 12RHW<br />
Jolanda Z, 12JBG<br />
Charlize A Y, 12NWF<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Visual Arts<br />
By Richard Todd<br />
Senior School Head of Art<br />
In the revised Bloom's Taxonomy creativity is rightly at<br />
the pinnacle. <strong>The</strong> highest of human achievements is<br />
that of the creator, the maker, the innovator, those who<br />
bring into existence something of value, something that<br />
improves the world. Our young creatives, despite a highly<br />
scheduled life where they face demands from every<br />
quarter, every moment of their lives still manage to find<br />
what it takes within themselves to make things of beauty<br />
on a daily basis, from exploring art in cookie shapes to<br />
designing armour, from imaging containers that hold a<br />
universe to seeing ancestry and daily struggles in the<br />
objects around them. Please join us in celebrating the<br />
very unusual ability of creating on a daily basis.<br />
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Visual Arts<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
65
Sports<br />
Teddy Bear<br />
Gymnastics<br />
Excitement filled the air as Dulwich <strong>College</strong> Beijing DUCKS<br />
recently hosted its much-anticipated Teddy Bear Gymnastics<br />
event. This year's event boasted an adapted format that<br />
welcomed parent helpers into the mix, adding an extra layer<br />
of community involvement. <strong>The</strong> highlight of the day was<br />
undoubtedly the Teddy Bears Picnic Lunch, which brought<br />
smiles to the faces of both children and adults alike.<br />
66 beijing.dulwich.org
Our DUCKS had a fantastic time unleashing their energy on their<br />
annual Sports Day. <strong>The</strong> yearly event is one of the highlights of the<br />
DUCKS academic calendar, and it’s no surprise that our students<br />
were incredibly excited from start to finish. Throughout the day,<br />
our energetic students competed in a range of activities that saw<br />
them sprinting, jumping, bouncing, throwing and more, and the<br />
day culminated in a thrilling 50m finals for the students and a<br />
Teachers and Parents Relay Race.<br />
Sports<br />
DUCKS<br />
Sports Day<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Sports<br />
DCB Hosted <strong>2024</strong> ACAMIS and ISAC Tournaments<br />
<strong>The</strong> DCB campus experienced back-toback<br />
excitement, with the school hosting<br />
both the ISAC (International Schools<br />
Athletic Conference) and ACAMIS<br />
(Association of China and Mongolia<br />
International Schools Sports League)<br />
tournaments and achieving fantastic<br />
results, including several top placers.<br />
Congratulations to our amazing Lions!<br />
Here's a snapshot of our achievements:<br />
ISAC Volleyball<br />
U12 Girls A - 1st place<br />
U12 Boys A - 1st Place<br />
U14 Girls A - 2nd place<br />
U14 Girls B - 1st Place<br />
U14 Boys A - 2nd Place<br />
U14 Boys B - 5th Place<br />
ACAMIS Basketball<br />
Girls – 2nd<br />
Boys – 2nd<br />
68 beijing.dulwich.org
Sports<br />
<strong>2024</strong> All-Star Swim Meet<br />
By Brant Gao<br />
Head Coach of DCB Swim Academy<br />
In May, 48 students from our DCB swim team<br />
participated in the three-day <strong>2024</strong> Asian All-Star<br />
Swim Meet. <strong>The</strong>y earned numerous gold, silver<br />
and bronze medals and consistently placed in the<br />
top 6. Of special note was Jenna M, who broke the<br />
competition record of the 50-metre breaststroke in<br />
the 13-14 girls' group with a time of 33.66 seconds.<br />
Thank you to all the participants and to our<br />
supportive parents who came and cheered for the<br />
excellent swimmers.<br />
Below is our list of awardees:<br />
Johnny S 2 gold 2 bronze,<br />
Alisa Z 1 bronze,<br />
Jenna M 2 gold 1 silver,<br />
Collin S 1 silver 3 bronze,<br />
Howard Z 1 bronze,<br />
Gavin L 1 silver,<br />
Benjamin S 1 silver<br />
2 Relay Silver medals<br />
(Sophia C, Jenna M, Amy Y, Amber W, Vanessa C)<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
69
HOUSE<br />
HOUSE<br />
DRAMA<br />
Photos By <strong>The</strong> Student Media Team<br />
70 beijing.dulwich.org
HOUSE Singing<br />
HOUSE<br />
Photos By <strong>The</strong> Student Media Team<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing) 71
HOUSE<br />
DUCKS<br />
HOUSE<br />
DAY<br />
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HOUSE<br />
Junior School<br />
House-a-Thon<br />
By Jamie Jones<br />
Junior School Head of Houses<br />
DCB’s Junior School House-a-Thon event was a day filled with<br />
excitement and energy. Throughout the event, the school<br />
grounds were transformed into a bustling arena of activities<br />
which included obstacle course racing, yoga, handball and<br />
computer game coding. <strong>The</strong>se activities were all designed to<br />
challenge the participants' skills of teamwork, determination<br />
and resilience. <strong>The</strong> exhilarating event also brought together<br />
the students and teachers from all of our 5 Houses in a spirit of<br />
camaraderie.<br />
One of the highlights was handball, where teams had to<br />
rely on their teamwork, agility and stamina. <strong>The</strong> cheers and<br />
encouragement from spectators added an extra layer of<br />
energy to the atmosphere, motivating the participants to push<br />
themselves that little bit further.<br />
Amidst the excitement and friendly competition, there<br />
were moments of adversity and challenges that tested the<br />
participants' resilience. Whether it was trying to master their<br />
yoga routine or trying to code their game to make it through to<br />
the final for assessment, the students demonstrated remarkable<br />
determination and perseverance. <strong>The</strong>y encouraged one<br />
another, picked themselves up and continued demonstrating<br />
the school's values of resilience and open-mindedness.<br />
As the day drew to a close, a sense of accomplishment and<br />
joy was evident to see. Participants exchanged high-fives<br />
whilst celebrating their individual achievements of collective<br />
sportsmanship that had been fostered throughout the event.<br />
<strong>The</strong> Junior School House-a-Thon was a resounding success<br />
and a big congratulations to Soong for winning the overall<br />
competition.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Live Worldwise<br />
Dulwich Olympiad <strong>2024</strong><br />
From 18 to 22 March, 53 Dulwich <strong>College</strong> Beijing<br />
students took part in the quadrennial Dulwich<br />
Olympiad <strong>2024</strong>, a vibrant five-day celebration of<br />
Sport, Drama, Music and Art across our family of schools.<br />
This year's Olympiad was hosted by Dulwich <strong>College</strong><br />
Singapore and saw 13 schools, 891 students, 59 artists,<br />
79 actors, 143 musicians and 610 athletes across our<br />
Dulwich International community, including students<br />
from Dulwich <strong>College</strong>, the founding school in London,<br />
and James Allen’s Girls’ School, taking part in this unique<br />
opportunity to learn new skills, form lasting connections<br />
with their peers that transcends borders, gain a deeper<br />
appreciation for cultural diversity, and celebrate the<br />
values of teamwork, sportsmanship, and creativity that<br />
are central to the Dulwich ethos.<br />
<strong>The</strong> Dulwich Olympiad is a truly unique network-wide<br />
event celebrating students and communities across<br />
our family of schools. This event, which takes place<br />
once every four years, combines a number of Sport,<br />
Drama, Music and Art competitions and activities, giving<br />
students from across the world the opportunity to meet<br />
their peers, often for the first time, learn about other<br />
cultures and the other schools in the network and to<br />
create new friendships across borders. <strong>The</strong> first Dulwich<br />
Olympiad took place in the vibrant city of Beijing in<br />
2015, whereas in 2019, 400 years after Dulwich <strong>College</strong><br />
was founded, over 900 students from 11 schools around<br />
the world gathered in London for the second Dulwich<br />
Olympiad.<br />
Megan L, one of our Year 10 students who took part in<br />
the Sports competition, shared how excited she was on<br />
the first day. "I decided to take my chances and started<br />
talking to many people there since we all had a common<br />
interest. That was probably one of the best choices I<br />
made since I met a lot of new people from different<br />
countries and schools who were all nice and friendly. I<br />
can't wait for the next time we meet again!"<br />
Shared Anthony Coles, our Head of <strong>College</strong>, "<strong>The</strong><br />
dedicated staff, alongside Mrs Anderson-Au and myself,<br />
couldn't be prouder of our students' enthusiasm<br />
and attitude. <strong>The</strong>y represented DCB with pride and<br />
demonstrated outstanding character, under at times,<br />
trying hot conditions. A special thanks to our chaperones<br />
and coaches for their guidance and care of the team.<br />
Many thanks also to the parents who travelled to<br />
Singapore to support our students; their presence<br />
was truly appreciated and contributed to the standout<br />
performance of our team."<br />
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<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Live Worldwise<br />
Worldwise Academy Women for Conservation Forum<br />
Worldwise Academy, an award-winning initiative<br />
of Dulwich <strong>College</strong> Beijing, is a platform<br />
that brings leaders and practitioners from<br />
various professional backgrounds to the <strong>College</strong> to<br />
share their insights and experiences with our students<br />
and community members. This year's WWA Women<br />
Empowerment Forum, "Women for Conservation -<br />
Empowering Women to Protect the Planet", spotlighted<br />
three extraordinary female leaders who have dedicated<br />
their careers to environmental conservation and<br />
safeguarding our planet, whose work has demonstrated<br />
exemplary leadership and dedication to preserving the<br />
Earth for future generations.<br />
Yue Pan<br />
Vice Chairman and Researcher of Panwenshi<br />
Biodiversity Research Institute<br />
Yan Shi, PhD<br />
Director of China CSA Network, Founder and<br />
Executive Director of Shared Harvest, China Co-<br />
President of the International CSA Network (URGENCI)<br />
Ms Pan is a part of the Panwenshi Biodiversity<br />
Research Institute, where she started by helping in the<br />
communication, network application, data collection<br />
and analysis of ultra-high-definition surveillance systems<br />
in the field. Later on, she shifted her focus to daily<br />
operations and management of two research bases in<br />
Chongzuo and Qinzhou, Guangxi, and began to involve<br />
herself in the behavioural and socio-biological research<br />
of wild animals. Ms Pan is mainly responsible for<br />
population viability analysis of endangered white-headed<br />
langurs and Chinese white dolphins using mathematical<br />
models and computer simulation techniques.<br />
Dr Shi is a notable figure in sustainable agriculture in<br />
China. She established the first community-supported<br />
agriculture (CSA) farm in the country, known as Little<br />
Donkey Farm. <strong>The</strong> farm grows and supplies organic<br />
vegetables to local families while also renting land to<br />
urban dwellers interested in agriculture. Later, Dr Shi<br />
founded Shared Harvest, a leading model in modern ecoagriculture<br />
in China. Her outstanding achievements have<br />
earned her global recognition, including being selected<br />
as a "Young Global Leader" by the World Economic<br />
Forum in 2016 and being named one of the "20 Food<br />
Leaders Under 40" in the world by the NGO Food Tank.<br />
In June 2023, she won the 15th John Cobb Common<br />
Good Award, the highest award in the field of ecological<br />
philosophy and ecological civilisation worldwide.<br />
Yuhan Li<br />
<strong>The</strong> Regional Lead of the Shanshui Conservation<br />
Centre<br />
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Live Worldwise<br />
Ms Li’s work links wildlife conservation, community<br />
development and intercultural communication to<br />
achieve a human-nature coexistence world. Ms Li<br />
explores a wide range of issues, from national parks,<br />
community-based conservation and citizen science to<br />
illegal wildlife trade. Her team also implemented China’s<br />
first snow leopard ecotourism programme - Valley of the<br />
Cats, which has profound social and ecological impacts.<br />
<strong>The</strong> event was hosted by<br />
students Natalie H and Elena<br />
T. <strong>The</strong>y, along with their<br />
peers, highlighted the need<br />
to recognise the urgency of<br />
addressing deeply ingrained<br />
gender norms.<br />
Tracy L, one of the leaders<br />
of the Women's Health<br />
and Menstruation student<br />
organisation, emphasised<br />
the importance of tackling<br />
biases that arise from a<br />
woman's biological reality,<br />
such as menstruation. This<br />
is necessary in order to<br />
promote a more equitable<br />
society. Her co-leader,<br />
Haruna K, shared an<br />
important reminder that<br />
we all belong to this world.<br />
People need to stand together and challenge biases to<br />
recognise and support that we all can contribute and<br />
pave the way for a brighter tomorrow.<br />
<strong>The</strong> panel discussion on<br />
conservation was ably<br />
moderated by Ryan D and<br />
Cindy J, who skilfully invited<br />
the panellists to share<br />
their thoughts on what<br />
conservation looks like in<br />
their respective fields while<br />
offering valuable advice to<br />
the audience.<br />
During the course of the discussion, Dr Shi explained the<br />
symbiotic relationship between agriculture and culture<br />
as a way of promoting conservation and advocated for a<br />
holistic approach to sustainable farming. She encouraged<br />
people to better understand the importance of<br />
embracing agriculture in their lives, starting by observing<br />
their meals better.<br />
Ms Pan eloquently expounded on her vision of<br />
'conservation', embodying a future where the sanctity<br />
of all life and the equitable coexistence of every species<br />
on Earth are paramount. Furthermore, she introduced<br />
the concept of the 'education of respecting life'. Through<br />
this, she implored children and young individuals to<br />
cultivate a deep-seated reverence for life by patiently<br />
observing the resilience and struggle inherent in the<br />
survival efforts of every plant, insect and animal. Such<br />
an understanding fosters a profound respect for each<br />
living entity, transcending to positively influence their<br />
perspectives and interactions with fellow human beings<br />
and the broader social ecosystem.<br />
Ms Li underscored the importance of coexistence<br />
between humans and wildlife, emphasising the need<br />
for mutual respect and understanding. She gave the<br />
example of the increasing number of raccoon dogs in<br />
Shanghai and pointed out that feeding them is not a<br />
form of coexistence but rather creates an unnatural<br />
dependency on humans, which has negative impacts on<br />
society. Our speakers also shared that there are many<br />
opportunities for students to be involved in conservation<br />
efforts, emphasising that they can start by choosing a<br />
cause that resonates with their passions and interests.<br />
Following the discussion,<br />
student Hillary T made<br />
an insightful observation<br />
of the progress women<br />
have made and the future<br />
we should aspire to. She<br />
pointed out that while it<br />
is important to celebrate<br />
the accomplishments<br />
of successful women, it<br />
is equally important to<br />
recognise their talents and<br />
skills despite the barriers<br />
and challenges they have faced. Our ultimate goal should<br />
be a society where events celebrating women are a<br />
thing of the past because obstacles preventing women<br />
from achieving their full potential have been removed,<br />
and we live in an equitable society where we celebrate<br />
people – men and women alike – on their merit and<br />
accomplishments, knowing no barriers pertaining to<br />
gender held anyone back.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Live Worldwise<br />
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Notre Dame and DCB Unite in Inspiring Global Citizenship<br />
By Catherine Ho<br />
Head of Senior School Business and Economics<br />
Live Worldwise<br />
research and spoke about the use of RCTs (randomised<br />
control trials), the importance of finding causality and<br />
the ways to creatively construct research methods.<br />
Although her time with us was short, the students were<br />
inspired by her life story and came away with a new<br />
sense of possibilities for their own academic pathways<br />
and life as Global Citizens.<br />
Here are some of the students' reflections on research -<br />
<strong>The</strong> partnership between Dulwich <strong>College</strong> Beijing and<br />
the University of Notre Dame in shaping the future<br />
generation of global citizens was further reinforced with<br />
the visit of Dr Eva Dziadula, a Teaching Professor at the<br />
University of Notre Dame.<br />
Our Key Stage 4 and Key Stage 5 students had the<br />
opportunity to get to know Dr Dziadula, a real-life<br />
academician, researcher and economist who has done<br />
extensive research on the economics of demography,<br />
immigration and labour issues.<br />
Starting off the event was an interview by Year 12<br />
students Jessica L and Kevin S to learn more about the<br />
life of a researcher/academician, what it means to be a<br />
Global Citizen and ways to prepare themselves now for<br />
the important work of research.<br />
"Dr Dziadula's presentation at DCB highlighted the<br />
quiet yet profound impact of academic research. It's<br />
a reminder that change-makers aren't always in the<br />
limelight but often work behind the scenes, contributing<br />
to our world's progress through diligent study and<br />
exploration. Her work exemplifies how dedication to<br />
research enriches our understanding of complex global<br />
issues like child labour."<br />
"As Dr Dziadula said, infusing passion into everything<br />
you do holds significant value. While it's easy to feel<br />
overwhelmed by the myriad of issues in our world,<br />
identifying areas of genuine passion empowers us to<br />
contribute to change, one step at a time."<br />
Students also shared how their understanding of Global<br />
Citizenship has been changed:<br />
"Although, sustainability does play a part in being a<br />
Global Citizen, when I hear about Global Citizenship now,<br />
I understand it as being open to new ideas and taking<br />
into account different perspectives; it’s about being<br />
able to think outside of the box and having a growth<br />
mindset."<br />
We are grateful for the partnership with the University of<br />
Notre Dame and for Dr Dziadula spending her afternoon<br />
with us. <strong>The</strong> impact she had left on our community is<br />
real and palpable.<br />
In the subsequent session, Dr Dziadula dialogued with<br />
the Humanities Year 13 students (Economics, Geography<br />
and Global Politics). She delved more deeply into her<br />
This event is a part of our DCB Worldwise Academy<br />
Speaker Series. <strong>The</strong> Worldwise Academy, an initiative<br />
by DCB, serves as a platform bridging students to<br />
the world of work. It has been honoured with the<br />
2022 International School Awards in the Pathways to<br />
Continued and University Education category.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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Live Worldwise<br />
Make It Real with Our Planet<br />
DUCKS Earth Week<br />
In the last week of April, DUCKS painted the school green<br />
and blue to mark the start of Earth Week.<br />
This year, DUCKS shifted focus on how Earth Week is<br />
celebrated. We had time and space to reflect on ourselves<br />
as Global Citizens and celebrate all the amazing things<br />
we are already doing to build a more sustainable future.<br />
During the week, classes were busy working on a Global<br />
Citizenship portfolio, which contained evidence of how their<br />
class have taken action this year and worked towards one (or<br />
more!) of the Sustainable Development Goals. Our DUCKS<br />
Student Council then reviewed applications and successful<br />
classes earned a 'GC Badge' which have now been proudly<br />
displayed on their classroom doors. In addition to this,<br />
classes also took time to enjoy the beauty of nature and took<br />
their learning outdoors where possible. Learning Beyond<br />
the Classroom can spark curiosity and inspiration, whilst<br />
promoting wellbeing and a love for nature.<br />
Senior School Earth Day Fair<br />
Senior School Global Citizenship<br />
Prefects stand as exemplars of<br />
empowerment and responsibility.<br />
Through their dedication and<br />
initiative, they actively contribute<br />
to the vibrant tapestry of our<br />
school community, driving<br />
positive change and fostering<br />
a culture of inclusivity and<br />
excellence through the Earth Day<br />
Fair that they held in the quad.<br />
This event saw plenty of amazing<br />
and thought-provoking activities<br />
aimed at raising awareness of<br />
plastic as a global issue.<br />
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Live Worldwise<br />
Junior School Residential Trips<br />
Year 6 students embarked on a Scout-style<br />
jamboree at Tuobang Camp Site for three days of<br />
adventure.<br />
Year 4 experienced a two-day excursion to Kidult<br />
Land, a nearby farm offering exciting activities and<br />
camping, whilst Year 5 students headed for an<br />
overnight stay filled with adventures like kayaking.<br />
Meanwhile, we saw Year 3 enjoying a fantastic day<br />
visit to YuanMing Yaan, and another two-day trips<br />
to a Geology Rocks exhibition, a trampoline park<br />
and the unique experience of spending a night at<br />
school.<br />
Senior School Ski Trip<br />
During the Spring Holiday, a group of Students<br />
and staff travelled to Furano, Japan for the Ski and<br />
Snowboarding Trip. Amidst the stunning snowcapped<br />
vistas, our students immersed themselves<br />
in Japanese culture, relishing in the delectable<br />
cuisine and forging unforgettable memories on the<br />
slopes. From navigating the powder to indulging in<br />
traditional delicacies, every moment was filled with<br />
laughter and camaraderie. And let's not forget the<br />
epic snowball fights that added an extra dose of<br />
fun to this memorable adventure!<br />
SDG Kids<br />
On Founder's Day, SDG Kids held the "<strong>The</strong> Guardians of<br />
Nature, Protect Flagship Species" campaign, to call on<br />
everyone to pay attention to and protect these animals by<br />
promoting the importance of ecological conservation and<br />
maintaining biodiversity.<br />
At the same time, SDG Kids also advocate for everyone to<br />
buy agricultural products from the flagship species reserve,<br />
which is in cooperation with the villagers of the reserve or<br />
public welfare organisations to help villagers develop their<br />
livelihoods in a sustainable way and maintain a harmonious<br />
coexistence with nature and animals.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
81
Student Wellbeing<br />
Bipolar and Related Disorders<br />
By Dr Edrie Chau<br />
Senior School Social Emotional Counsellor<br />
Bipolar and related disorders (BD) are<br />
composed of “bipolar I disorder, bipolar II<br />
disorder, cyclothymic disorder, substance/<br />
medication-induced bipolar and related<br />
disorder, bipolar and related disorder due to<br />
another medication condition, other specified<br />
bipolar and related disorder, and unspecified<br />
bipolar and related disorder” (APA, 2013, p.<br />
123). BD can be named as manic-depressive<br />
disorder which contains episodic courses<br />
(López-Muñoz et al., 2018). Under DSM-V,<br />
clinical symptoms that manifest with BD are under<br />
different categories (APA, 2013).<br />
In bipolar type I, manic episode happens persistently<br />
for at least 1 week and almost daily or if hospitalisation<br />
is required; depressive symptoms are presented for 2<br />
weeks. Both manic and depression symptoms can also<br />
be mixed and co-occurred.<br />
In bipolar type II, the occurrence of at least one time<br />
in his/her life on hypomanic (4 consecutive days and<br />
almost daily) and depressive episodes (2 weeks). Both<br />
bipolar I and II are not due to medications or substances.<br />
In cyclothymia disorder, symptoms do not meet criteria<br />
for hypomanic and depressive episodes during a 2-year<br />
period for adults but 1-year period for children and<br />
adolescents. <strong>The</strong> rest of the specified and unspecified<br />
bipolar and related disorders do not refer to any<br />
mentioned categories (APA, 2013).<br />
Etiology of Bipolar and Related Disorders<br />
Research have mentioned the possibilities of BD<br />
pathology by changing in oxidative stress, inflammation<br />
and dopamine. However, it is still uncertain about the<br />
etiological mechanism of BD (Guo et al., 2019).<br />
Genetic and Biochemical Aspects<br />
BD is actually a sophisticated genetic disorder which<br />
contains vital causes generating from genetic factors<br />
(Kim et al., 2016). Numerous genome wide studies have<br />
shown the related genetic inheritance to BD (Alladi<br />
et al., 2018). <strong>The</strong> unknown aetiology of BD<br />
seems to create some conflicting results<br />
which are not able to be replicated. Full of<br />
complex phenotypes and possible interaction<br />
environmentally with over 800 genes in BD<br />
could bring varied pharmacogenetic responses<br />
(Alladi et al., 2018). Under the epigenetics<br />
study, the changes of the DNA sequence<br />
do not affect the gene expression, e.g. DNA<br />
methylation, histone modifications, etc. (Alladi<br />
et al., 2018).<br />
From physio-pathological perspective, the alterations<br />
of DNA methylation of genes are critical for BD in<br />
dopaminergic as well as serotoninergic aspects.<br />
Evidence-based research demonstrates the relationship<br />
between DNA methylation of the Dysbindin (DTNBP1)<br />
gene promoter and the antipsychotic medication.<br />
<strong>The</strong> finding has shown the diminishing of DNA<br />
methylation of the DTNBP1 gene promoter in other<br />
psychotic illness patients. However, there was nothing<br />
to be found in the post-mortem brain samples in BD<br />
patients (Alladi et al., 2018). Last but not least, the<br />
reduced DNA methylation from induced lithium is<br />
appeared in lymphoblast cell in some of the BD patients.<br />
Low DNA methylation seems to be caught under BD<br />
patients with lithium monotherapy while comparing with<br />
BD patients with lithium and valproic acid (Alladi et al.,<br />
2018).<br />
Neurological Aspect<br />
Research illustrates the dysregulation of brain DNA<br />
methylation which could become a potential role in<br />
BD (Burghardt et al., 2020). In a methodical review, the<br />
finding has shown the measurement of cortical thickness<br />
of brain regions for "single-nucleotide polymorphism<br />
rs1006737 in CACNA1C" which has further demonstrated<br />
the association between the BD and the thickness of<br />
cortical brain (Smedler et al., 2019, p. 182).<br />
Under the magnetic resonance imaging, the individual<br />
with BD shows the risk allele which is linked with brain<br />
cortical thickness of the CACNA1C polymorphisms<br />
82 beijing.dulwich.org
Student Wellbeing<br />
(Smedler et al., 2019). Individual with BD has a relatively<br />
lower thickness in four brain regions: "left anterior<br />
cingulate, left paracingulate, left superior temporal gyrus<br />
and prefrontal regions bilaterally" (Smedler et al., 2019,<br />
p. 185).<br />
Socio-cultural Aspect<br />
Socio-cultural concerns such as familial support for<br />
individual with BD become indispensable (Nair et la.,<br />
2019). For instance, a patient with BD may need to<br />
undergo the dialectic behaviour therapy (DBT) and<br />
the family may go ahead with the family-focused<br />
therapy (FFT). However, some family members may not<br />
understand the reason of attending the therapy as they<br />
do not suffer from any mental illnesses. Having said<br />
that, the familial support is important to the patient,<br />
particularly in trauma case (Nair et al., 2019). Relapse<br />
rate can be maintained in a low level if the patient<br />
receives sufficient familial or social support (Aldinger and<br />
Schulze, 2017).<br />
Interventions<br />
This section covers the evidence-based research which<br />
has shown to be the most effective psychopharmacologic<br />
intervention for BD.<br />
Psychopharmacological Intervention<br />
Evidence-based research is important in<br />
psychopharmacologic intervention for BD. <strong>The</strong><br />
psychopharmacotherapy such as antipsychotics,<br />
anticonvulsants and mood stabilisers are essential types<br />
of mono-therapeutic medication. In general, 54.3%<br />
patients agreed with mono-pharmacological treatment.<br />
<strong>The</strong> use of antipsychotics for BD increased from 12.4 %<br />
to 51.4% from year 1997 to 2016 whereas the use of<br />
mood stabilizers reduced from 62.3% to 26.4% within<br />
the same period (Rhee et al., 2020). Prescription of<br />
antidepressant (without mood stabilizer) expanded from<br />
17.9% to 40.9%. Changes of psychopharmacological<br />
treatment have been taken place over the past 20 years<br />
(Rhee et al., 2020). Please consult your clinicians for<br />
professional advice.<br />
Psychotherapeutic Intervention<br />
<strong>The</strong> evidence-based psychotherapies (EBPs) such<br />
as cognitive behavior therapy (CBT) and familyfocused<br />
therapy (FFT) could work alongside with<br />
psychopharmacological treatment (Novick and Swartz,<br />
2019). Episodes of depression, hypomania and mania<br />
can be linked with varied pervasive symptoms that may<br />
lead to mortality, e.g. suicide. Research states that the<br />
mortality rate for patients with BD as compared with<br />
healthy individuals is high, i.e. dying 9 years earlier for<br />
females and 8 years earlier for males (Novick and Swartz,<br />
2019). Thirteen randomised controlled trials (RCTs)<br />
with in-person CBT have been investigated (Novick and<br />
Swartz, 2019).<br />
For instance, the discontinuing rates of lithium<br />
medication are low while working with CBT in the first<br />
6 sessions of treatment. In an 18-month period with<br />
25 psychotherapeutic sessions, the association of CBT<br />
shows tremendous improvements in symptoms and the<br />
relapse rates are 60% lower. In a 30-month duration,<br />
the relapse rate of BD is low and the association of<br />
CBT in BD can provide a better duration to depressive<br />
features. <strong>The</strong> finding has manifested CBT as one of the<br />
psychotherapies which can lower relapse rates, manage<br />
a positive control in depressive and manic symptoms and<br />
revamp psychosocial functioning.<br />
Last but not least, the mindfulness-based cognitive<br />
therapy (MBCT) could be explored as it is the third<br />
generation of behaviour therapy which combines the<br />
mindfulness and acceptance with changing thinking<br />
process. This can be delivered to individual or in group.<br />
Please consult your psychologist or counsellor for<br />
professional advice.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
83
Student Wellbeing<br />
Senior School Wellbeing Prefects Led World Health Week<br />
By Kevin Rossall<br />
Deputy Head of Senior School – Wellbeing & Whole <strong>College</strong> Designated Safeguarding Lead<br />
Throughout the week, students engaged in a<br />
variety of activities, starting with a heartfelt<br />
letter-writing session on Monday, where they<br />
expressed gratitude to the staff members who<br />
contributed to our health and wellbeing within<br />
the school community. Tuesday saw an engaging<br />
tasting activity combined with questions about<br />
food and nutrients, encouraging students to<br />
consider the importance of a balanced diet.<br />
Midweek, a lively DJ session in the HIVE was<br />
followed by the distribution of 'water' pins<br />
to promote hydration among students who<br />
brought water bottles.<br />
Thursday brought forth a health-themed<br />
Quizlet, challenging students' knowledge whilst<br />
fostering learning in an interactive manner.<br />
<strong>The</strong> week culminated in a spirited physical<br />
competition between teachers and students<br />
on Friday, promoting camaraderie and physical<br />
activity.<br />
We are delighted to share with you the success of the<br />
amazing World Health Week that we celebrated at<br />
DCB. Planned, implemented and orchestrated by our<br />
dedicated Health and Wellbeing Prefects - Rachel M,<br />
Lynn K and Rebecca K. <strong>The</strong> week was filled with insightful<br />
events aimed at promoting both physical and mental<br />
health among our students.<br />
<strong>The</strong> initiative aligned perfectly with the spirit of World<br />
Health Day, celebrated globally on 7 April, as designated<br />
by the World Health Organization (WHO). This year, the<br />
WHO focused on building a fairer, healthier world for<br />
everyone, underscoring the importance of health equity<br />
and the need to address the social determinants of<br />
health.<br />
Our Health and Wellbeing Prefects, along with the<br />
support of our incredible Wellbeing Champions,<br />
including Jerry W, Eva C, Hannah K, Evan Y, Della H, Vicky<br />
J, Ekaansh B, Amy P, Amy Y, Victoria W, and Aishling Z,<br />
collaborated tirelessly to organise a week brimming with<br />
activities to inspire reflection and action.<br />
In addition to these planned activities, our Health and<br />
Wellbeing Prefects and Champions also ensured that<br />
wellness was integrated into the daily routine, with brief<br />
stretch breaks and movement encouraged during class<br />
time over the school Tannoy system. <strong>The</strong>se 1-2 minute<br />
broadcasts during period 3 served as gentle reminders<br />
for students to take a moment for themselves and<br />
prioritise their wellbeing amidst their academic pursuits.<br />
We extend our heartfelt gratitude to Rachel M, Lynn K,<br />
Rebecca K and all the Wellbeing Champions for their<br />
dedication and hard work in making World Health Week<br />
a resounding success. <strong>The</strong>ir efforts have not only sparked<br />
important conversations about health but also fostered a<br />
sense of community and unity among our students.<br />
As we continue to prioritise the health and wellbeing<br />
of our students, we look forward to building on the<br />
momentum of World Health Week and implementing<br />
further initiatives to support the holistic development of<br />
our DCB community.<br />
84 beijing.dulwich.org
Student Wellbeing<br />
When we make mistakes, we need to be kind to ourselves<br />
By Robert Simmons<br />
Junior School Counsellor<br />
Have you ever made a mistake? How did you feel? Were you able to move past it and<br />
show resilience? How does your child handle their mistakes? How do you help your<br />
child when they can’t move past the mistakes they have made? It is very important<br />
to model resiliency and uplift when children make a mistake, whether that is an<br />
academic, social-emotional, or even doing something they really enjoy. Find some<br />
time to have a family conversation around the following four questions and see how<br />
your child feels when they make mistakes.<br />
My ZPD didn’t go up this quarter, does this mean that my<br />
reading isn’t getting better?<br />
I keep messing up on the violin, it must be perfect so that I<br />
can play it for my upcoming recital.<br />
Although I really enjoy Maths, I find it quite hard at times.<br />
I don’t like the current Maths topic we are doing in class.<br />
I don’t have any friends, sometimes my friends like to play<br />
with others and not with me. When my friends play with<br />
others it makes me upset.<br />
<strong>The</strong>se are just a couple of topic areas to help<br />
create conversations. Children are often<br />
worrying about how parents will respond<br />
when they make mistakes. This is a time to<br />
encourage your children and help them with<br />
building resiliency skills.<br />
This can also be modelled by you as a parent,<br />
by letting children know how you handle your<br />
mistakes.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
85
Community<br />
On 11 May, we celebrated Founder’s Day, our<br />
biggest annual community celebration, with a<br />
fantastic splash of events that included a 6-hour live<br />
concert, a cultural bazaar, an abundance of creative<br />
initiatives, and a fantastic showcase of arts, sports<br />
and performances from our community.<br />
On this day, students, staff, parents and the wider<br />
community came together to honour our rich<br />
heritage spanning over 400 years, thanks to the<br />
vision of the founder of Dulwich <strong>College</strong> and<br />
Elizabethan actor Edward Alleyn, connecting past,<br />
present and future.<br />
86 beijing.dulwich.org
Community<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing) 87
Community<br />
Festival<br />
88 beijing.dulwich.org
Celebration<br />
Community<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing) 89
Community<br />
90
Community<br />
91
Community<br />
92
Community<br />
93
Community<br />
94
Community<br />
95
Community<br />
Family Fun with Dulwich Community Programmes<br />
By Luella He<br />
Head of DCP and Sports Facilities<br />
Community events are a staple of our lives here<br />
at DCB. Events are organised by staff, parents<br />
and students, and help create opportunities for<br />
our community to connect and build deeper<br />
relationships.<br />
A Swingin' Success:<br />
Recap of the DCB Community Golf Tournament<br />
On 28 April, the greens of Jade Island Golf Club<br />
were alive with the sounds of laughter, cheers and<br />
the occasional thwack of a perfectly struck ball as<br />
the DCB Community came together for a day of<br />
golfing fun at our annual Golf Tournament.<br />
Students, parents and staff alike gathered to<br />
showcase their skills and enjoy a day of camaraderie<br />
on the course. With the stunning backdrop of Jade<br />
Island Golf Club, it was a day to remember for all<br />
involved.<br />
Celebrating Football Excellence:<br />
<strong>The</strong> DCB Rossoneri Cup<br />
On 1 May, the South Field was transformed into a<br />
battlefield of football prowess and sportsmanship<br />
as Dulwich <strong>College</strong> Beijing, AC Milan Football<br />
Academy, and PacificPine Sports came together to<br />
host the DCB Rossoneri Cup Football Tournament.<br />
It was a day filled with thrilling matches, heartfelt<br />
camaraderie and unforgettable moments as our<br />
House teams - Alleyn, Johnson, Owens, Soong<br />
and Wodehouse - competed in two exhilarating<br />
tournaments.<br />
Coach Andrea Galbiati and his team’s exceptional<br />
coaching throughout the tournament helped our<br />
students understand the principles of fair play,<br />
ensuring honesty and integrity on the field. In<br />
partnership with AC Milan Football Academy, DCB<br />
will be introducing additional football programmes<br />
aimed at nurturing the talent and passion of our<br />
young footballers.<br />
96 beijing.dulwich.org
Community<br />
From Friends of Dulwich<br />
Coffee & Books<br />
By Eva Lin & Cynthia Su<br />
In recent months, the Coffee & Books (C&B)<br />
has organised a series of wonderful events and<br />
activities through Parents Workshops. <strong>The</strong>se events<br />
have not only served as platforms for learning<br />
and growth but have also played a crucial role in<br />
bringing the community together. Here is a recap<br />
of the recent happenings:<br />
• Festival campus decoration<br />
• Easter egg hunting<br />
• Movie time with your kids<br />
• Second-hand books market & Roundabout<br />
Christmas flash gift market<br />
• Photography workshop with invited guest<br />
speaker<br />
• <strong>The</strong> getting together for Year 8 to Year 13<br />
parents, supported by our Year 13 parents C&B<br />
voluneers<br />
• Car Boot Sale themed "Reduce, Reuse and<br />
Recycle"<br />
• Handmade candles<br />
<strong>The</strong> Korean Community<br />
By Kara Kim<br />
<strong>The</strong> Korean community at Dulwich <strong>College</strong> Beijing<br />
recently engaged in a series of cultural and social<br />
activities that showcased their unity and heritage.<br />
<strong>The</strong>y made kimchi together, emphasising traditional<br />
culinary arts and community bonding. <strong>The</strong>y also<br />
participated in Coffee and Books voluntary work,<br />
promoting education and social responsibility.<br />
In preparation for DCB's Founders Day, Korean<br />
Representatives from DUCKS through Year 13<br />
gathered to plan their involvement in the event.<br />
<strong>The</strong>ir efforts highlighted their dedication to sharing<br />
Korean culture and fostering a vibrant, inclusive<br />
school environment. Through these initiatives, the<br />
Korean community continues to enrich the cultural<br />
landscape at DCB.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
97
Community<br />
<strong>The</strong> Enrichment Fund<br />
By Wansha Yang<br />
With the strong support from the <strong>College</strong><br />
Leadership Team, our FoD Enrichment Fund<br />
continuously aims to benefit more students at DCB.<br />
Among the projects applying for the fund, after<br />
recommendation by CLT and collective discussion<br />
by FoD, projects with more student benefits were<br />
selected. We are thrilled to share the exciting<br />
progress and achievements of these Enrichment<br />
Fund projects during the academic year 2023-<strong>2024</strong>:<br />
<strong>The</strong> service learning project by Gary Z, Jason<br />
Z, Tim Z, Ethan N, and Jayden N - Project<br />
Visionary. <strong>The</strong>se Year 12 students created a<br />
comprehensive guide of finanacial literacy<br />
in braille and distributed to various schools<br />
for the visually impaired across 20+ regions<br />
within China.<br />
<strong>The</strong> Project Golf Putting Practice, initiated by<br />
Year 12 Ann Z, has added a communication<br />
and practice space for golf enthusiasts to the<br />
campus and encouraged more students to<br />
experience golf.<br />
Project Children’s Hope is a service-based<br />
ECA, including "Trail for Hope" and a charity<br />
concert planned for this summer to raise<br />
awareness and financial support for sick<br />
children’s homes through the harmonious<br />
power of music and unity.<br />
We are super proud of the success of these projects<br />
and deeply grateful to parents and students for their<br />
trust in FoD. FoD Enrichment Fund will continue to<br />
contribute to the well-being of the DCB community,<br />
and we believe there will be more brilliant projects<br />
to collaborate with in the future.<br />
DCB<br />
Teacher<br />
on the<br />
Wall<br />
DUCKS class teacher, Ms Christine Buxton, completed her endurance trail running activity that she has<br />
been training for since October last year. Over the course of three days, Ms Buxton, along with another 19<br />
women, scrabbled, ran and hiked a total of 64km. She climbed a total of 3500 meters and was on her feet<br />
for a total of 27 hours.<br />
With the help of our generous college community and friends, Ms Buxton has raised 9000RMB for a<br />
selection of charities supported by Roundabout. She has enjoyed being a Resilient Ren, Open-Minded Oli<br />
and Responsible Ryan.<br />
98 beijing.dulwich.org
DULWICH COLLEGE BEIJING CALENDAR <strong>2024</strong>/2025<br />
Month M T W TH F SAT SUN Description<br />
<strong>2024</strong>/<br />
August<br />
1 2 3 4<br />
5 6 7 8 9 10 11<br />
12 13 14 15 16 17 18<br />
19 20 21 22 23 24 25<br />
26 27 28 29 30 31<br />
5 - 7 Aug: New Staff Induction<br />
8 - 13 Aug: Teachers Planning Week (5 days) / Half day for DUCKS<br />
Orientation on 13 Aug<br />
14 Aug: New Families Orientation / Half day for JS & SS on 14 Aug<br />
15 Aug: 1st day of Term 1<br />
September<br />
October<br />
November<br />
December<br />
2025/<br />
January<br />
February<br />
March<br />
April<br />
May<br />
June<br />
July<br />
1<br />
2 3 4 5 6 7 8<br />
9 10 11 12 13 14 15<br />
16 17 18 19 20 21 22 17 Sep: Mid-Autumn Festival Public Holiday<br />
23 24 25 26 27 28 29<br />
30<br />
1 2 3 4 5 6 1 - 3 Oct: National Day Public Holiday<br />
7 8 9 10 11 12 13 30 Sep – 4 Oct: National Day Holiday (1 week)<br />
14 15 16 17 18 19 20<br />
21 22 23 24 25 26 27<br />
28 29 30 31<br />
1 2 3<br />
4 5 6 7 8 9 10 7 - 8 Nov: Staff Professional Learning Day<br />
11 12 13 14 15 16 17<br />
18 19 20 21 22 23 24<br />
25 26 27 28 29 30<br />
1<br />
2 3 4 5 6 7 8<br />
9 10 11 12 13 14 15 18 Dec: Last day of Term 1<br />
16 17 18 19 20 21 22 19 Dec - 3 Jan: Winter Break<br />
23 24 25 26 27 28 29 25 Dec: Xmas<br />
30 31<br />
1 2 3 4 5 1 Jan: New Year Holiday<br />
6 7 8 9 10 11 12 6 Jan: First day of term 2<br />
13 14 15 16 17 18 19<br />
20 21 22 23 24 25 26 28 Jan: Chinese New Year's Eve<br />
27 28 29 30 31 29-31 Jan: Chinese New Year Public Holiday<br />
1 2 27 Jan – 7 Feb: CNY break<br />
3 4 5 6 7 8 9<br />
10 11 12 13 14 15 16<br />
17 18 19 20 21 22 23<br />
24 25 26 27 28<br />
1 2<br />
3 4 5 6 7 8 9<br />
10 11 12 13 14 15 16<br />
17 18 19 20 21 22 23<br />
24 25 26 27 28 29 30 27 Mar: Last day of Term 2<br />
31<br />
1 2 3 4 5 6 28 Mar – 4 Apr: Spring Break<br />
7 8 9 10 11 12 13 4 Apr: Tomb Sweeping Public Holiday<br />
14 15 16 17 18 19 20 7 Apr: Staff Professional Learning Day<br />
21 22 23 24 25 26 27 8 Apr: First day of term 3<br />
28 29 30<br />
1 2 3 4 1 May: May Day Public Holiday<br />
5 6 7 8 9 10 11<br />
12 13 14 15 16 17 18<br />
19 20 21 22 23 24 25<br />
26 27 28 29 30 31 31 May: Dragon Boat Festival<br />
1<br />
2 3 4 5 6 7 8 2 Jun: Dragon Boat Festival Public Holiday<br />
9 10 11 12 13 14 15<br />
16 17 18 19 20 21 22 18 Jun: Last day of school (half day)<br />
23 24 25 26 27 28 29 19 Jun - 31 Jul: <strong>Summer</strong> Break<br />
30<br />
1 2 3 4 5 6<br />
7 8 9 10 11 12 13<br />
14 15 16 17 18 19 20<br />
21 22 23 24 25 26 27<br />
28 29 30 31<br />
181 teaching days<br />
First/Last Day of Term School/ Public Holiday Professional Learning Day<br />
Calendar Update: 5 September 2023
Community<br />
Little Lochies<br />
STICKER<br />
HERE<br />
orm the rst letter<br />
of<br />
your name in<br />
shaving foam, or<br />
roll it in PlayDoh<br />
(and<br />
more if you can!).<br />
Play a game<br />
of balloon tag,<br />
patting the balloon<br />
up in the air to a<br />
partner and<br />
back again.<br />
STICKER<br />
HERE<br />
SUMMER<br />
Challenges<br />
Use tweezers to<br />
move pasta tubes,<br />
or chocolate<br />
button<br />
from o<br />
buttons or Smarties<br />
STICKER<br />
HERE<br />
from one bowl to<br />
another.<br />
Form the<br />
<br />
<br />
your name in<br />
sand<br />
(and more if<br />
you can!).<br />
STICKER<br />
HERE<br />
Ask<br />
an<br />
adult to<br />
draw<br />
6 dots<br />
on a page.<br />
Join<br />
them with<br />
one continuous<br />
line.<br />
Worksheet<br />
Draw a<br />
picture<br />
of yourself<br />
for your<br />
new teacher.<br />
STICKER<br />
HERE<br />
Cut a<br />
piece of<br />
paper<br />
into strips.<br />
Use pegs<br />
to hang a<br />
pair of socks<br />
onto<br />
a clothes<br />
horse.<br />
STICKER<br />
HERE<br />
Complete<br />
a 12-piece<br />
jigsaw.<br />
Build the<br />
tallest tower<br />
you can<br />
from Lego,<br />
Duplo, or<br />
blocks.<br />
STICKER<br />
HERE<br />
Pedal a<br />
tricycle.<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
Balance on<br />
one leg<br />
for at least<br />
<br />
STICKER<br />
HERE<br />
Balance<br />
a bean bag<br />
on your head<br />
and walk from<br />
one end of the<br />
room to<br />
another.<br />
Throw<br />
a ball<br />
overarm.<br />
STICKER<br />
HERE<br />
Put on your<br />
school coat<br />
and do up<br />
the zip.<br />
Walk down a<br />
staircase,<br />
one foot in front<br />
of another.<br />
STICKER<br />
HERE<br />
Wash your<br />
hands<br />
thoroughly<br />
with soap and<br />
water.<br />
Put on your<br />
shoes<br />
(make sure<br />
they go on the<br />
correct<br />
feet!).<br />
STICKER<br />
HERE<br />
Put on your<br />
wellies.<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
Put on your<br />
school<br />
smock<br />
STICKER<br />
HERE<br />
Pair up<br />
four sets of<br />
shoes<br />
or socks.<br />
Eat<br />
your lunch,<br />
using a<br />
knife and fork<br />
correctly.<br />
STICKER<br />
HERE<br />
Plant<br />
some<br />
carrot seeds<br />
and enjoy<br />
watering them,<br />
and then,<br />
eventually eating<br />
the produce.<br />
Enjoy<br />
a story with<br />
an adult in an<br />
unusual place<br />
(up in a tree, on<br />
the beach, in<br />
<br />
STICKER<br />
HERE<br />
Enjoy<br />
spending time<br />
with a friend<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
STICKER<br />
HERE<br />
100<br />
Copyright of www.tooledupeducation.com<br />
beijing.dulwich.org
WAN<br />
Hear from the Dulwich<br />
<strong>College</strong> Beijing Alumni<br />
We are happy to introduce a new series of interviews highlighting our International Old Alleynians, or IOA in short,<br />
namely, our Dulwich <strong>College</strong> Beijing alumni. <strong>The</strong>ir childhood and teenage years at DCB behind them, they are<br />
happy to share fond memories of DCB and tell us about their journey since then.<br />
Anaïs Marechal: From DCB to Parsons<br />
• DCB Class of 2022<br />
• Parsons School of Design, <strong>The</strong> New School<br />
• Second year of BFA Architectural Design<br />
Please share a memorable experience or moment from<br />
your Dulwich <strong>College</strong> Beijing years.<br />
I have many fond memories of DCB, but as the former<br />
Johnson House Prefect, I must highlight the weekly House<br />
Prefects meetings with Ms T, who always had chocolate in<br />
her office as a great antidote to our feeling swamped under<br />
the deep waters of IB and the hectic House events schedule!<br />
Physics classes with Ms Rogers are also among the moments<br />
I’ve taken away as some of my best at DCB. And, of course,<br />
lunchtimes in the IBCR (IB Common Room) where we could<br />
share the highs and lows of IB with the assurance of being<br />
understood!<br />
At the time, these moments were just part of our daily<br />
routine (and sometimes, not so enjoyable), but these are<br />
now the moments I miss the most as I realised how special<br />
the DCB community made them. More than a year after<br />
leaving DCB, I’m still amazed by how connected we are and<br />
how precious these high school friendships turned out to be<br />
and hopefully, will remain over the years.<br />
How has your education at DCB prepared you for your<br />
university life?<br />
DCB has taught me many interpersonal skills through various<br />
leadership positions and hard work. <strong>The</strong>se skills have been<br />
incredibly helpful in building new connections in an unknown<br />
environment and settling into my new college life. I always<br />
felt DCB was a safe environment that allowed me to explore<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
and develop skills I wasn't comfortable with just yet, such<br />
as public speaking. That encouraged me to try new things,<br />
eventually fail and learn from my successes as much as my<br />
mistakes.<br />
In short, DCB has helped me to learn how to tackle<br />
challenges. Not only was this motivating, but it allowed me to<br />
keep faith when hard times came around.<br />
What factors were most important in determining your<br />
"best fit" university?<br />
I primarily focused on their reputation in the field of study<br />
I was targeting. I also considered geographical location as<br />
an important criterion because I knew I wanted to be near<br />
a big city. It wasn't until Year 12 that I decided to study<br />
Architecture. I took Art for iGCSE but had to drop it to be able<br />
to take both Biology and Physics in IB, which were some of<br />
my prospective universities' requirements. I realised then<br />
how much I missed Art, so I searched for a way to combine<br />
Art and Sciences, which led me to Architecture.<br />
Parsons boasts an enriching community and offers a lot of<br />
resources for students to thrive. People here have a strong<br />
spirit of entrepreneurship with an inspiring drive. Its central<br />
location in Manhattan also offers students a lot to explore<br />
and learn from. After settling in here for over a year now, I<br />
have no regret about my choice: the vibrant city of New York<br />
has proven to be a great source of inspiration and motivation<br />
in the field I want to study.<br />
101
WAN<br />
Kim Fong: Meet One of DCB’s First Students<br />
We have the pleasure of hearing from one of DCB’s first students, Kim Fong. Kim graduated from<br />
DCB in 2013. He shares with us a glimpse into his not-so-straight path to studying Economics<br />
at the University of Cambridge and what motivated him to join the Swire Group, where he has<br />
been a valued member of the company for eight years now, to become the Head of Business<br />
Insights & Analytics at Cathay Pacific today.<br />
"<strong>The</strong>re are so many memorable moments," Kim nostalgically<br />
shared when asked about his days at Dulwich <strong>College</strong> Beijing,<br />
but it’s his Senior School days that stood out the most. “I<br />
played a lot of badminton and table tennis then, so my<br />
favourite moments include training and playing in ISAC and<br />
ACAMIS competitions, and winning a gold medal in the U12<br />
ISAC table tennis.” He also has fond memories of the annual<br />
school trips he took part in. But, like many students, we’re<br />
not surprised to hear that his most memorable moments are<br />
ones spent with friends.<br />
Kim's DCB Life<br />
Kim Fong joined Dulwich <strong>College</strong> Beijing right when it first<br />
opened in 2005 to students from preschool to Year 9, and<br />
would grow with the school as the school expanded to also<br />
include the rest of the Senior School years.<br />
Kim shared how impactful his experience leading Beacons of<br />
Hope was while he was in Year 12. Run by Dulwich <strong>College</strong><br />
Beijing’s Interact Club, an ECA that is still very much active<br />
today, the programme helped provide basic services to<br />
migrant children around the city. <strong>The</strong> opportunity offered him<br />
invaluable lessons that he still carries today. <strong>The</strong> project also<br />
received recognition from the Council of International Schools<br />
(CIS) and earned him and the founder the International<br />
Student Award for their leadership. Kim added, "Leading<br />
Beacons of Hope taught me the importance of working with<br />
others and careful planning. Without each of these, the<br />
project would not have started or completed successfully."<br />
Following His Passion to University<br />
Attending the University of Cambridge wasn’t Kim’s initial<br />
choice. He originally wanted to apply to the University of<br />
Oxford, but it didn’t have the degree he had his heart set on.<br />
"I shared my thoughts with my Maths teacher at the time, Mr<br />
Nolan Brook, and without any hesitation, he told me, 'If you<br />
want to study more Maths, why are you choosing Oxford?<br />
Choose Cambridge!' Little did he know at the time that his<br />
comment would make me reconsider my selection. And I am<br />
glad he did! I had a wonderful time in Cambridge."<br />
8 years and Counting at Swire Group<br />
Like many others, Kim did not start university with a clear idea<br />
of what he wanted to do next. "I only knew that I wanted to<br />
solve interesting problems and I wanted to contribute," he<br />
said.<br />
<strong>The</strong> Swire Group is a diversified conglomerate with<br />
businesses principally in Asia. Kim joined one of the operating<br />
companies, Cathay Pacific, and has been there for the past 8<br />
years. "I joined their internship programme in my penultimate<br />
year at university and was seconded to Cathay Pacific.<br />
Through the 7 weeks, I met some of the most wonderful<br />
people at work, including my direct managers, the Leadership<br />
development team and Swire management trainees. I truly<br />
felt they genuinely wanted me to succeed and supported me<br />
to get the most out of my internship. Now, eight years in and<br />
in the management programme, I still feel the same way."<br />
Helpful Experiences at DCB for University and Workplace<br />
"At DCB, apart from the subjects that you have to study –<br />
which in itself is quite broad because you have to study at<br />
least two languages, at least one Humanities and one Science<br />
all the way through Year 13 – there are many extra-curricular<br />
activities you can get involved in. I chose to focus on sports<br />
and charity work, and that has taught me about working with<br />
others, planning, organising, and with sports, performing<br />
under pressure. "<br />
102 beijing.dulwich.org
WAN<br />
Rachel Hsu: Finding Success in a Niche Advertising Sector<br />
Rahcel Hsu, the former DCB student and the Strategic Planning Manager at EssenceMediacom<br />
for Airbnb, joined us as one of the panellists for the annual Worldwise Academy Summit. During<br />
the summit, she encouraged students to always ask questions, and to take advantage of the<br />
many resources and opportunities available to them. In this piece, Rachel further expounds on<br />
that whilst also reflecting on her days at DCB and her own journey to where she is today.<br />
Can you tell us more about your time here at DCB?<br />
I joined DCB at the end of Year 6 until Year 9 and moved<br />
away for a term before returning to DCB for two years. I was<br />
active in team sports, playing football and basketball Varsity.<br />
I was also active in the art programme, extending to drama<br />
and attended trips like the theatre trip to Jeju Island and<br />
photography trip to San Francisco.<br />
My exposure to different cultures helped me with the<br />
decisions I made from university to working in multinational<br />
companies, as my experiences helped me understand how<br />
the world worked.<br />
What it’s like to work in such a fast-paced industry?<br />
I started working in fashion and luxury marketing and am<br />
now in hospitality. I've also touched on logistics, the alcohol<br />
industry, and the entertainment industry. Because of the<br />
nature of our work, you don’t always get to choose the<br />
industry you’re assigned to, so it’s important to have the<br />
ability to find what’s interesting in your work. Everything has<br />
a certain storytelling method that you need to stick to while<br />
adapting to everything else that's new.<br />
And yes, this is a very fast-paced industry. Things change<br />
every day, every week, every month. Nothing you learn in<br />
school is going to be able to catch up to the actual changes<br />
that we are experiencing day-to-day. It sounds scary, but it’s<br />
also what makes working on the media side of advertising<br />
special.<br />
People in advertising might be developing campaign videos,<br />
what the visuals will look like, but that’s not what I do. I work<br />
with numbers. So, we figure out how much money a client<br />
should spend, the ROI, who we should talk to, what platforms<br />
we should use our advertisements on, metrics for success,<br />
etc. My concentration within the marketing field would<br />
appeal more to someone who wants to understand where<br />
the money goes and what it really means to a business.<br />
My industry is something that not a lot of students are aware<br />
of, and I would have liked to know that in high school: that<br />
Marketing has so many different elements to it.<br />
Has your experience at DCB helped you with your career<br />
today and if yes, how?<br />
Absolutely. I’ll stick to two main points: the ability to find<br />
similarities and to find what’s interesting in what you’re doing.<br />
<strong>The</strong>se two are linked right back to DCB because both points<br />
are embodied in the curriculum.<br />
Someone scientifically driven would still be required to touch<br />
subjects like drama. We grew up being encouraged to try<br />
different paths with safety guard rails set up and guided by<br />
supportive teachers. I didn't really experience that in the<br />
other schools that I attended, and I've attended many so I can<br />
vouch for that. It's okay to not be the best at everything, but<br />
you'll feel free to explore.<br />
Say you had a magic wand and you could change one of the<br />
things during your DCB years. What would that be?<br />
One thing I would change is to not leave when I did and then<br />
to graduate from DCB. <strong>The</strong>re’s a reason behind how the year<br />
levels are connected and structured, and having left in my last<br />
two years had an impact on my college selection process.<br />
I think I would have seen a bit more success if I had stayed<br />
at DCB and this is just a very honest answer. I think that with<br />
the way iGCSE bridged IB, finding your concentration over<br />
time was something of great importance at DCB, and that<br />
smoothness of transition would have been great for me when<br />
I entered college because I would have been more used to<br />
learning what you wanted with some electives and then<br />
having a concentration that you could do in college, too.<br />
Do you have any advice for our current students?<br />
Accept that you don’t know everything right now and that<br />
it’s okay to change your mind down the line. Recognise that<br />
being as knowledgeable as you are now is quite a privilege;<br />
don’t take it for granted. Know how to leverage the resources<br />
that you've gathered during your time there and know that<br />
a lot of students out there would have wished to have the<br />
experience that DCB students had in school.<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
103
Family of Schools<br />
Excellence in the Creative Arts, Dulwich <strong>College</strong><br />
By Dulwich <strong>College</strong><br />
In this issue, we talk to Mary-Jo Doherty (Head of Art),<br />
Richard Mayo (Director of Music), and Kathryn Norton-Smith<br />
(Director of Drama) at Dulwich <strong>College</strong> on the importance of<br />
the Creative Arts and how creative thinking runs through the<br />
Dulwich DNA, providing opportunities for students to excel.<br />
Drama lessons are unshackled by convention – they steer, we<br />
challenge, they provoke, we think, they play, we laugh, they<br />
dazzle, and we are moved.<br />
What impact have your projects and initiatives had on the<br />
quality of learning?<br />
Mary-Jo: Student exhibitions, a cornerstone of our approach,<br />
foster measurable increases in ambition and academic rigor,<br />
particularly during exam years. <strong>The</strong> calibre of artwork by<br />
students taking GCSEs and A-Levels rivals that of art colleges<br />
and universities, as commented on by visiting examiners. In<br />
the art department, we take off the reins at an early stage<br />
which promotes student ownership, leading to greater<br />
diversity of unexpected outcomes. Our curriculum nurtures<br />
emotional growth alongside academic development. Through<br />
our 'Free Learning' (learning beyond the curriculum) events<br />
in the Lower School to visiting artist exhibitions, we promote<br />
risk-taking and unexpected outcomes, fostering action-based,<br />
practical learning experiences that resonate with real-life<br />
contexts.<br />
Dulwich <strong>College</strong> Drama pupils perform Pan's Labyrinth<br />
Richard: Music is a stimulus for those who play and those<br />
who listen for enjoyment. We are extremely fortunate that<br />
Cecilia McDowall, one of the country’s leading composers, is<br />
the <strong>College</strong>’s Visiting Composer. Composition, both pastiche<br />
and free composition, is taught and encouraged in the<br />
classroom and through our lunchtime Music Technology<br />
Clubs.<br />
What is the outstanding feature of your department?<br />
Mary-Jo: Our art school philosophy empowers students to<br />
believe in their creative potential. Individual progress, both<br />
on data sheets and in hearts, underscores the value we add<br />
to students' lives. Embracing digital and video sophistication,<br />
we redefine excellence beyond conventional forms, notably,<br />
our emphasis on sculpture sets us apart. At the core of our<br />
ethos lies the value of making, fostering an ideas-based<br />
department.<br />
Dulwich <strong>College</strong> Factory Year 13 Art Exhibition<br />
Kathryn: Recent dance projects have included Eco Week’s<br />
'Drowning in Plastic' when Year 8 pupils brought plastic waste<br />
from home to puppeteer as sea creatures. <strong>The</strong>y researched<br />
ocean pollution and choreographed group pieces performed<br />
to an audience of pupils. <strong>The</strong> process enabled pupils to realise<br />
how theatre and dance have the power to change the world.<br />
Other annual projects include a mental health awareness<br />
scheme, an identity scheme and a commemoration of<br />
Holocaust Memorial Day.<br />
In the Art Department, individuality is celebrated as the<br />
cornerstone of creativity, where students are encouraged to<br />
challenge norms and break free from conventional artistic<br />
constraints conventionally seen in school art rooms. This<br />
isn't just an art department in a school; it's a sanctuary for<br />
innovation, where the boundaries of art are pushed beyond<br />
limits. As digital technology reshapes the artistic landscape,<br />
our students embrace the transformative power it offers,<br />
while equally valuing tradition as a creative source that has<br />
shaped our culture. It’s about daring to explore, experiment,<br />
and redefine what art means in an ever-evolving world.<br />
104 beijing.dulwich.org
Family of Schools<br />
Kathryn: Dance and drama are delivered together allowing<br />
pupils to explore projects from different angles. Annually we<br />
have 24 House plays plus Upper, Middle and Lower School<br />
productions. We stage original works such as Finding the<br />
Folio, a joint Art, Drama and Archive project inspired by<br />
documents 'exploding' from the 1619 Treasury Chest. A<br />
company of Year 8-12 pupils recently visited Singapore to<br />
collaborate with schools across Asia in a mash up of Western,<br />
Butoh, Peking Opera and Suzuki theatre, involving workshops<br />
with the region’s leading creatives.<br />
many pupils are Grade 3 to Diploma level in standard, we can<br />
be ambitious in our choice of repertoire and venue.<br />
Dulwich <strong>College</strong> Chapel Choir sings Evensong at St Paul's Cathedral<br />
How do you ensure the arts are an embedded, productive<br />
and valued part of the curriculum?<br />
Dulwich <strong>College</strong> Middle School House Drama <strong>2024</strong> winner - Jonson<br />
In the theatre we encourage students to be fearless and<br />
experimental with new performance concepts and ideas.<br />
Drama & <strong>The</strong>atre is popular at GCSE and A-Level, and<br />
external moderators commend students’ work as being of<br />
the highest dramatic order. Our pupils can act, direct, design,<br />
build and work technically within the creative team on sound,<br />
lighting and stage management. Dance is delivered hand in<br />
hand with Drama and taught by our Dancer in Residence in<br />
lessons, workshops, productions and Free Learning initiatives.<br />
Dance is a subject that blends creativity with physical activity,<br />
offering enriching experiences for our pupils from Year 3 to<br />
Year 13.<br />
Richard: Our programme of Music is inclusive and diverse,<br />
with approximately 180 performing opportunities each year.<br />
Classical, Jazz and Contemporary, Rock & Pop and electronic<br />
styles are embraced. Performances range from informal<br />
platforms for younger children, to formal occasions such as<br />
the <strong>College</strong>’s Carol Service at Southwark Cathedral and the<br />
Founder’s Concert with an audience of almost 3,000.<br />
As a large school, we benefit from substantial numbers of<br />
pupils committing to orchestras, choirs and bands, from string<br />
quartets to rock bands, from Chapel Choir to House choirs,<br />
from Baroque style to contemporary music technology. As<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
Mary-Jo: <strong>The</strong> arts are deeply ingrained, valued and celebrated<br />
at the <strong>College</strong>. House competitions and Free Learning are<br />
showcased in assemblies, and events such as Holocaust<br />
Memorial Day and Folio 400 emphasise student participation<br />
and authorship. <strong>The</strong> school's commitment to Free Learning<br />
ensures art permeates every aspect of the curriculum. Iconic<br />
sculptures by Conrad Shawcross and Peter Randall Page<br />
enrich our environment, inspiring creativity. Whole-school<br />
initiatives with other schools such as '<strong>The</strong> Nature of Things'<br />
promote collaboration, reinforcing the arts as a vital thread in<br />
the fabric of our community.<br />
Kathryn: Dance is embedded in the curriculum as well as<br />
in co-curricular and Free Learning programmes, so pupils<br />
experience the subject from all angles.<br />
Our approach to playmaking channels our 1600 Bankside<br />
heritage where Alleyn, Marlow, Henslowe and Burbage<br />
encouraged innovation and provocation to 'hold the mirror<br />
up to nature' in celebration of the power of drama to reflect<br />
the world. Our daring, our celebration of original thinkers and<br />
new practice, enriches our students daily from Year 7 to Year<br />
13.<br />
Richard: Music is part of both the academic and co-curricular<br />
programmes. It also features in the wider <strong>College</strong> context for<br />
whole year groups who hear performances by ensembles<br />
or individual pupils as well as singing in assemblies with the<br />
London Community Gospel Choir or through more traditional<br />
singing in Chapel. House Music is an annual competition and<br />
has four formats: Part Song, Electric, Instrumental and Super-<br />
Sized Singing for all the pupils and staff.<br />
105
Family of Schools<br />
8th EiM Student Leadership Conference<br />
By Education in Motion<br />
is a response to what its founding members saw as a need<br />
in youth education for programmes that address issues<br />
of leadership and global citizenship. JUMP! has delivered<br />
programmes throughout Europe, Asia, Africa, Australia and<br />
North America for over 30,000 youth in 30 countries across 6<br />
continents.<br />
<strong>The</strong> 8th EiM Student Leadership Conference with the<br />
participation of over 130 students and teachers from across<br />
12 schools in 5 countries was successfully held at Dehong<br />
Xi'an (DEXA) between 25 to 27 January <strong>2024</strong>. Students<br />
and teachers from Education in Motion (EiM)’s family of<br />
schools gathered for this exciting event including Dulwich<br />
<strong>College</strong> International schools in China, Singapore and Korea,<br />
Dehong schools in China and Hochalpines Institut Ftan (HIF)<br />
in Switzerland. Dulwich <strong>College</strong> International’s founding<br />
school in London, Dulwich <strong>College</strong>, also participated in the<br />
conference.<br />
<strong>The</strong> EiM Student Leadership Conference is a global student<br />
event across our family of schools, encompassing different<br />
ages, campuses, countries and cultures, with the theme of<br />
enhancing student leadership and empowering students to<br />
lead positive change. In the conference's eight-year history, it<br />
was the first time for it to be held at a Dehong school and also<br />
the first EiM event ever held at DEXA. <strong>The</strong> conference aims to<br />
guide young students to become the positive change-makers<br />
in their communities and to “Lead Worldwise” – which<br />
means developing leadership skills to strengthen a sense of<br />
social responsibility, promote sustainable development, and<br />
contribute to positive changes in the world.<br />
<strong>The</strong> workshops were designed and facilitated by JUMP!<br />
Foundation, a professional education team invited by EiM,<br />
to lead student teams to explore and practice leadership.<br />
Aligned with EiM’s philosophy of a holistic education,<br />
JUMP! offers experiential education programmes, which<br />
In a world that has become more interconnected and<br />
accessible due to the influence of new media and<br />
globalisation, at EiM, we recognised the importance<br />
of fostering awareness among youth about cultures,<br />
communities and challenges that extend beyond the<br />
boundaries of their immediate environment. We aspire to<br />
cultivate a collaborative space where students converge<br />
to not only challenge and inspire one another but also to<br />
instigate positive change to make the world around us a<br />
better place.<br />
Under the guidance of teachers and external facilitators,<br />
students engaged in diverse interactive workshops and<br />
discussions across a three-day period.<br />
Topics included:<br />
Community Building and Change Making<br />
Leadership Skills Development<br />
Create a School Action Plan Framework<br />
<strong>The</strong> students' confidence, creativity, reflective abilities,<br />
communication skills, and leadership performance left<br />
teachers from around the world impressed and inspired!<br />
During the welcome ceremony, all teachers and students<br />
enjoyed a traditional Chinese instrumental performance,<br />
showcasing the essence of Chinese traditional culture.<br />
Musicians, including two DEXA students, played Chinese<br />
drums, suona and erhu to present a welcoming musical piece.<br />
<strong>The</strong> opening ceremony featured a percussion performance<br />
by students and a play "Four Seasons", both highly creative<br />
and marking the official beginning of the event!<br />
In addition to the intensive leadership-themed learning and<br />
discussions, students also visited the Datang Pagoda Street<br />
and Xi'an Film Studio to experience the ancient classic beauty<br />
of Xi'an.<br />
106 beijing.dulwich.org
Family of Schools<br />
to collaborate and learn about student leadership<br />
capabilities and really to come away with a better<br />
understanding of who they are, what they can do to help<br />
their community and become change agents for good.<br />
As students return to their respective cities and schools,<br />
I hope that they remember the connections that have<br />
been made, and remember that leaders first listen and<br />
discover what their communities need. We hope that<br />
students will continue to engage with and benefit from<br />
the media, interviews, surveys and observations that<br />
were shared.<br />
<strong>The</strong> conference drew to a successful close on the 27, and<br />
students bid farewell after a highly engaging, collaborative<br />
and rewarding three days. <strong>The</strong>y expressed that the themes<br />
of "communication, innovation, listening and responsibility"<br />
provided them with a clearer understanding and reflection<br />
on leadership and what it means to be a good leader.<br />
Empowered with new skills and a renewed sense of purpose,<br />
our students were eager to start thinking about how they can<br />
make a positive impact in their communities and contribute<br />
towards a more sustainable future.<br />
Edgar Zillmann<br />
EiM Head of Events and Educational Partnerships<br />
Organiser of EiM SLC<br />
Delighted to celebrate the triumph of our <strong>2024</strong> EiM<br />
Student Leadership Conference in Xi'an, hosted on<br />
the wonderful campus of Dehong Xi’an School. With<br />
participation from 12 international schools from Europe<br />
to Asia, over 130 student leaders and teachers engaged<br />
in a transformative learning experience. We collectively<br />
advanced our commitment in supporting our students<br />
and communities to Lead Worldwise. <strong>The</strong> enriching<br />
cultural excursions in Xi'an added a unique dimension,<br />
fostering cross-cultural understanding and unity.<br />
d’Arcy Lynn<br />
Group Head of Sustainability Global Citizenship<br />
Organiser of EiM SLC<br />
<strong>The</strong> <strong>2024</strong> Student Leadership Conference has been quite<br />
unique. We’re trying something new in this conference<br />
instead of us creating action plans. What we're actually<br />
creating here is a plan of how we will listen to our<br />
community and have a needs-based approach to creating<br />
positive change. I'm always delighted to see our students<br />
make friends so quickly, create wonderful moments and<br />
connections, explore important topics and issues, and<br />
learn from each other so that they can make positive<br />
contributions to their school and community.<br />
Jett Brunet<br />
Head of JS Student Leadership & Agency at DCB<br />
Organiser of EiM SL<br />
We facilitated three 1-hour sessions with Teacher Leads<br />
to share what we are currently doing regarding Student<br />
Leadership across our schools, and how we would like to<br />
develop student leadership across EiM. Students have<br />
come together here in Dehong Xi’an to work together<br />
<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />
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