📚 Dulwich College Shanghai Puxi | 上海德威外籍人员子女学校（浦西）
Dulwich College Shanghai Puxi is an international school located in the Puxi area of Shanghai. It exists mainly to serve the children of expatriate families who live and work in the city, and it sets out to build an open, inclusive learning environment in which every pupil can access high-quality educational resources and grow with confidence.
上海德威外籍人员子女学校（浦西）坐落于上海浦西地区，是一所主要面向在沪外籍人员家庭子女的国际学校。学校致力于打造开放包容的学习环境，并为学生提供优质的教育资源，让每一个孩子都能在被尊重、被支持的氛围中自信成长。
Like other schools in the Dulwich family, it pairs academic rigour with a strong emphasis on cross-cultural communication and global awareness. The aim is not only to pass on subject knowledge, but also to shape thinking habits, build self-belief, and prepare young people to stand out in a globalised world. This article explains what the school offers, how its curriculum and co-curricular life are organised, and how families can make the most of the experience.
与德威大家庭中的其他学校一样，浦西校区在保持学术严谨的同时，格外重视跨文化沟通能力的养成与全球视野的拓展。学校的目标不只是传授学科知识，更在于塑造思维品质、树立自信心，帮助学生在全球化时代脱颖而出。本文将系统介绍这所学校的办学定位、课程与课外生活，以及家庭可以如何充分利用这段教育经历。
1. School Identity and Location | 学校定位与地理位置
Dulwich College Shanghai Puxi sits in the Puxi part of Shanghai, on the western side of the Huangpu River, in an area where many international families live and work. It is an international school for the children of foreign nationals, so the student body is made up of boys and girls from many countries, language backgrounds and cultural traditions. The campus itself becomes a small multicultural community.
上海德威外籍人员子女学校（浦西）位于上海浦西地区，即黄浦江以西、国际家庭聚居的区域。学校是一所面向外籍人员子女的国际学校，学生来自不同国家、不同语言背景与不同文化传统，校园本身就构成一个多元文化的小社会。
| 项目 / Item | 基本情况 / Overview |
| 学校类型 | 外籍人员子女学校（国际学校） |
| 所在地区 | 上海浦西 |
| 招生对象 | 持外籍护照的学生及其家庭 |
| 办学追求 | 开放包容的学习环境 + 优质的教育资源 |
| 课程领域 | 语言、数学、科学、艺术、体育等 |
| 学段覆盖 | 从幼儿早期教育贯通至高中阶段 |
For families relocating to Shanghai, the Puxi location is a practical advantage as well as a symbolic one: it keeps school life close to home, to international communities and to the cultural resources of the city. Pupils grow up inside a genuinely international network rather than in a single-nationality bubble.
对于迁居上海的家庭而言，浦西的地理位置既具有现实便利，也具有象征意义：学校生活贴近家庭住所、贴近国际社区，也贴近这座城市丰富的文化资源。孩子在真实的国际化网络中成长，而不是待在同一种国籍的封闭圈子里。
2. A Heritage Rooted in Dulwich College London | 源自伦敦德威公学的办学传承
The name Dulwich comes from Dulwich College in south London, founded in 1619 by the actor and theatre entrepreneur Edward Alleyn. That four-hundred-year heritage is deliberately carried into the overseas schools: the word "College", the House system, the emphasis on service and leadership, and traditions such as Founders' Day are all part of the shared identity.
德威之名源自伦敦南部的德威公学，由演员兼剧场经营者爱德华·阿莱恩于 1619 年创办。这份四百余年的办学传统被有意识地延续到海外校区：College 的称谓、学院制（House）、对服务与领导力的重视，以及创校纪念日等传统，共同构成学校共享的身份认同。
Dulwich College Shanghai Puxi opened in 2016, extending the Dulwich presence in the city to the Puxi side of the river. Being part of an international group of schools means pupils can take part in wider events, collaborate with peers in other campuses, and feel connected to a global community that stretches well beyond one city.
浦西校区于 2016 年开办，把德威在上海的办学版图延伸到浦西一侧。作为国际学校网络的一员，学生有机会参与更大范围的校际活动，与其他校区的同龄人合作交流，从而感受到自己属于一个远超单座城市的全球社群。
3. An Open and Inclusive Learning Environment | 开放包容的学习环境
Openness and inclusion are not slogans here; they are operating principles. Because pupils arrive with very different starting points, the school works hard to make every child feel that they belong, whatever their nationality, first language, faith or family background.
开放与包容在这里不是口号，而是日常运作的原则。由于学生的起点差异很大，学校努力让每个孩子都感到自己被接纳，无论其国籍、母语、信仰或家庭背景如何。
- Students from dozens of nationalities learn side by side, and festivals, assemblies and international days celebrate that diversity.
数十个国家的学生同堂学习，各类节日、集会和国际日活动让这种多元性被看见、被庆祝。 - English as an Additional Language (EAL) support helps newcomers access the curriculum quickly rather than being left behind.
英语作为附加语言（EAL）支持帮助新入学的学生尽快跟上课程，而不是被落下。 - A learning support team works with pupils who need extra help, and with those who need to be stretched further.
学习支持团队既帮助需要额外支持的学生，也为需要更高挑战的学生提供延伸。 - Pastoral care and wellbeing structures give every pupil an adult who knows them well and can act as a first point of contact.
关顾与身心健康体系确保每个学生都有一位了解自己的老师，作为第一联络人。
The result is a classroom culture where questions are welcome, mistakes are treated as information rather than failure, and pupils learn to disagree respectfully - a skill that matters enormously in later study and work.
由此形成的课堂文化是：提问受到欢迎，错误被当作信息而非失败，学生学习如何有礼貌地表达分歧——这项能力在未来的学习与工作中极其重要。
4. Cross-Cultural Communication and a Global Vision | 跨文化沟通与全球视野
As an international school, Dulwich College Shanghai Puxi places unusual weight on cross-cultural communication and on widening each pupil's view of the world. Language learning sits at the centre of that effort, but so do the habits of curiosity and empathy.
作为一所国际学校，浦西校区格外重视学生跨文化沟通能力的养成与全球视野的拓展。语言学习处于这一努力的核心位置，但好奇心与同理心这两种品质同样关键。
- Mother-tongue programmes allow pupils to keep developing their first language, which strengthens rather than weakens their academic English.
母语课程让学生能够持续发展第一语言，这不仅不会拖累学术英语，反而会促进它。 - Additional languages, including Mandarin for non-native speakers and European languages, are offered across the year groups.
学校在各年级提供附加语言课程，包括面向非母语者的中文以及欧洲语言。 - Humanities, literature and global issues topics are taught with multiple perspectives, so pupils learn that every story has more than one side.
人文、文学与全球议题类课程以多视角方式教授，让学生明白每个故事都不止一面。 - Debate, Model United Nations style activities and international project work give pupils real practice in explaining their thinking to people who see the world differently.
辩论、模拟联合国类活动与国际项目让学生真实地练习如何向持不同世界观的人解释自己的想法。
Over time, pupils stop treating cultural difference as an obstacle and start treating it as a resource, which is exactly what universities and international employers look for.
久而久之，学生不再把文化差异视为障碍，而是视为资源——这正是大学与国际企业所看重的能力。
5. Thinking Quality, Confidence and Character | 思维品质、自信心与品格塑造
The school teaches subject knowledge, but it is equally concerned with how pupils think and who they become. Inquiry-based lessons, open-ended tasks and independent research projects are used to push pupils beyond memorisation towards analysis, evaluation and original argument.
学校传授学科知识，但同样关心学生如何思考、会成为什么样的人。探究式课堂、开放式任务与独立研究项目，推动学生超越死记硬背，走向分析、评价与独立论证。
Confidence is built deliberately rather than left to chance. Presentations, performances, house competitions, leadership roles and public speaking all give pupils repeated chances to stand up in front of others, make mistakes safely and improve.
自信心是被有意培养出来的，而不是靠运气获得的。演讲、演出、学院竞赛、领导职务与公开发言，让学生反复获得在他人面前表达、在安全环境中犯错并不断改进的机会。
思维品质 + 自信心 + 品格 = 可持续的成长力
Alongside this sits character education: resilience after setbacks, honesty in academic work, respect for others, and a sense of responsibility towards the wider community.
与之并行的是品格教育：面对挫折时的韧性、学术上的诚信、对他人的尊重，以及对更大社区的责任感。
6. Teachers from Around the World | 来自世界各地的优秀教师
The school gathers experienced, well-qualified teachers from around the world. Most hold recognised teaching qualifications and degrees in their subject areas, and many have worked in more than one country, which means they understand how to support pupils who are adjusting to a new language and a new culture.
学校汇聚了来自世界各地的优秀教师，他们经验丰富、资质深厚。多数教师持有受认可的教学资格与相关学科的高等学历，不少人拥有在多个国家任教的经历，因而懂得如何帮助正在适应新语言、新文化的学生。
Because they come from different systems, teachers bring different methods into the classroom, from structured direct instruction to project-based and discussion-led approaches. Specialist staff lead art, music, drama, design and physical education, so pupils learn from people who are experts in those fields rather than generalists.
由于来自不同的教育体系，教师把不同的教学方法带进课堂，既有结构清晰的直接讲授，也有项目式和讨论式教学。艺术、音乐、戏剧、设计与体育等学科由专业教师任教，学生面对的是该领域的行家，而非泛泛而教的老师。
Ongoing professional development, peer observation and lesson study keep teaching quality moving forward, and rigorous safeguarding checks are standard practice for every adult who works with children.
持续的教师专业发展、同伴观课与教研让教学质量不断提升；对每一位与孩子共事的成年人进行严格的背景审查，是学校标准的做法。
7. Personalised Teaching: Meeting Every Learner's Needs | 因材施教：关照每一位学生
Personalisation at Dulwich College Shanghai Puxi is not a vague promise. Pupils are assessed regularly, and the resulting information is used to decide what each child should do next - whether that means revisiting a concept, deepening an understanding or moving ahead to harder material.
浦西校区的"因材施教"并非空泛承诺。学校定期对学生进行评估，并用评估结果决定每个孩子下一步该做什么——是回头巩固概念、加深理解，还是推进到更难的內容。
- Teaching is differentiated within the class, so pupils work on tasks pitched at the right level of challenge.
课堂内实行分层教学，让不同水平的学生都能在恰当的难度上完成任务。 - EAL and learning support staff work alongside subject teachers, either in class or in small groups.
EAL 与学习支持教师与学科教师协同工作，形式包括随堂支持与小组辅导。 - High achievers are stretched through extension tasks, competitions and additional challenges.
学有余力的学生通过延伸任务、学科竞赛和额外挑战获得提升。 - Form tutors track academic progress and wellbeing together, because the two are never really separate.
班主任同时跟踪学业进展与身心状态，因为这两者从来无法真正分开。
The purpose is simple: to discover each pupil's potential and talent, and to give it the conditions it needs to develop.
目的很朴素：发掘每一位学生的潜能与才华，并为其发展提供所需的条件。
8. Curriculum Depth and Breadth | 课程的深度与广度
The curriculum is designed to be both deep and broad, balancing core academic disciplines with creative, physical and practical subjects. Depth comes from studying subjects seriously over many years; breadth comes from refusing to narrow a child's education too early.
学校课程兼顾深度与广度，在核心学术学科与创意、体育及实践类学科之间取得平衡。深度来自多年持续而认真的学科学习，广度则来自不让孩子过早窄化自己的教育。
| 领域 / Area | 主要内容 / What it develops |
| 语言与文学 | 母语、学术英语、第二外语与文学鉴赏 |
| 数学 | 数感、代数、几何、统计与逻辑推理 |
| 科学 | 物理、化学、生物与实验探究技能 |
| 艺术与设计 | 美术、音乐、戏剧、设计与创造力 |
| 体育与健康 | 体能、团队协作、竞技精神与健康习惯 |
| 人文与科技 | 历史、地理、计算机与信息素养 |
In the senior years, pupils generally work towards internationally recognised qualifications, with IGCSE style courses followed by A Level style study in the sixth form. That pathway keeps options open for universities in the UK, the United States, Europe and Asia at the same time.
在高中阶段，学生通常修读国际认可的资格证书课程，先完成 IGCSE 类课程，再进入 A Level 类的预科学习。这一路径让学生同时保留申请英国、美国、欧洲与亚洲大学的多种可能。
学科知识 × 跨文化理解 × 实践体验 → 全球胜任力
9. Beyond Academics: Clubs, Societies and Activities | 课堂之外：社团与
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