📚 Chengdu Dipont KCS School | 成都狄邦肯思学校
In Chengdu, one of China's most dynamic and fast-growing cities, this international school has attracted wide attention for its commitment to high-quality education. Its aim is clear yet ambitious: to help every learner stand out in the tide of globalisation and grow into an outstanding future talent.
在成都，这所备受瞩目的国际学校专注于提供优质的教育资源，让每一位学子在全球化浪潮中脱颖而出，成长为卓越的未来人才。
Families who visit the campus often describe the same impression: a school that takes academic work seriously, but refuses to reduce a young person to a single test score. The school's identity rests on three pillars - a broad and demanding curriculum, deliberate character formation, and a close working relationship with parents.
到访校园的家庭常常有相似的感受：这所学校认真对待学术，却拒绝把一名年轻人简化为一个考试分数。学校的办学特色建立在三大支柱之上 - 广博而严谨的课程、有意识的品格培养，以及与家长之间紧密的合作关系。
1. School Overview | 学校概况
The school serves families in Chengdu and the surrounding region who are looking for an education that combines international standards with a firm grounding in Chinese language and culture. Instead of treating examination results as the only measure of success, it places the growth of the whole child at the centre of school life.
学校服务于成都及周边地区寻求国际标准教育、同时重视中文与中国文化根基的家庭。学校并不把考试成绩当作衡量成功的唯一尺度，而是把学生的整体成长置于校园生活的核心。
A typical school day therefore blends rigorous classroom study with time for clubs, service projects, sport and the arts. Students are encouraged to manage their own schedules, to reflect on what they are learning, and to connect knowledge across subjects rather than memorise isolated facts.
因此，典型的校园一日在严谨的课堂学习之外，还留出社团、公益项目、体育与艺术的时间。学校鼓励学生安排自己的日程、反思自己的学习，并在学科之间建立联系，而不是孤立地背诵事实。
- Small-group teaching and individual attention | 小班教学与个别关注
- Bilingual campus culture and international outlook | 双语校园文化与国际视野
- Academic support and pastoral care working together | 学业支持与成长关怀协同运作
- Regular communication with families | 与家庭保持常态沟通
2. Whole-Person Development | 全人发展
The school always puts students' overall development first, seeking a deep integration of academic foundations, practical ability, communication skills and an innovative spirit. These four dimensions are not treated as separate add-ons; they are woven into daily lessons, projects and school events.
学校始终将学生的整体发展放在首位，谋求学术底蕴、实践能力、沟通艺术和创新精神的深度交融。这四个维度并非彼此独立的附加项，而是融入日常课堂、项目与校园活动之中。
In practice, this means a student may spend the morning analysing a historical source, the afternoon designing a solution to a local environmental problem, and the evening rehearsing for a school performance. Each activity develops a different capacity, and together they form a rounded young person.
在实践中，这意味着学生可能上午分析一份历史文献，下午为本地环境问题设计解决方案，晚上又为校内演出排练。每项活动锻炼不同的能力，合在一起便塑造出一个均衡发展的年轻人。
| Dimension | 维度 | What it looks like | 具体表现 |
|---|---|
| Academic foundation | 学术底蕴 | Conceptual understanding, research skills, sustained reading and writing |
| Practical ability | 实践能力 | Projects, laboratories, fieldwork, design and problem solving |
| Communication | 沟通艺术 | Discussion, debate, presentation, writing for real audiences |
| Innovation | 创新精神 | Open-ended tasks, entrepreneurship, independent inquiry |
3. Curriculum: IB and the Chinese National Curriculum | 课程体系：IB 与中国国家课程
The carefully constructed curriculum covers both the International Baccalaureate (IB) programmes and the Chinese national curriculum. This dual structure allows students to keep a solid Chinese academic base while developing the inquiry habits and international perspective that universities abroad expect.
学校精心搭建的课程体系覆盖国际文凭（IB）课程与中国国家课程。这种双轨结构使学生在打牢中文学术基础的同时，培养海外高校所看重的探究习惯与国际视野。
The IB approach is concept-driven and inquiry-based. In the Diploma Programme, for example, students study six subject groups alongside the core elements of Theory of Knowledge (TOK), the Extended Essay (EE) and Creativity, Activity, Service (CAS). The national curriculum, by contrast, provides systematic subject progression and strong disciplinary foundations.
IB 的路径以概念驱动、以探究为本。以文凭课程（DP）为例，学生在六个学科组之外，还需完成知识论（TOK）、拓展论文（EE）与创造、活动、服务（CAS）三大核心要素。相比之下，国家课程提供系统的学科进阶与扎实的学科基础。
| Dimension | 维度 | National Curriculum | 中国国家课程 | IB Programme | IB 课程 |
|---|---|---|
| Organising principle | 组织原则 | Subject knowledge and progression | Key concepts and inquiry |
| Assessment | 评价方式 | Internal examinations and standardised tests | Internal assessment plus external examinations |
| Language of study | 授课语言 | Mainly Chinese | Mainly English |
| Learner profile | 学习者形象 | Consolidated knowledge and skills | Inquirers, thinkers, communicators |
4. Personalised Learning Pathways | 个性化学习路径
Students can design their own learning pathways according to their interests and growth goals. Rather than forcing everyone through an identical route, the school offers guidance so that each learner can widen their horizons while achieving genuine personal development.
学生能根据个人兴趣和成长目标自由设计学习路径。学校并不要求所有人走同一条路，而是提供引导，让每位学习者在拓宽视野的同时实现真正的个性发展。
Course selection is supported by academic mentors, who discuss strengths, weaknesses and long-term ambitions with students and their parents. The conversation usually starts with questions rather than answers: What do you enjoy? What are you good at? What kind of person do you want to become?
选课由学业导师提供支持，他们会与学生及家长讨论优势、短板与长远志向。这样的对话通常从问题而非答案开始：你喜欢什么？你擅长什么？你想成为怎样的人？
- Subject choice guidance from experienced teachers | 由经验丰富的教师提供选科指导
- Individual learning plans reviewed each term | 每学期复盘的个性化学习计划
- Additional challenge for advanced learners | 为学有余力者提供进阶挑战
- Targeted support where a student struggles | 在学生遇到困难处提供针对性支持
5. Academic Rigour and Bilingual Competence | 学术严谨与双语能力
International education is demanding. Students are expected to read widely, to write clearly and to defend their ideas with evidence. Bilingual competence is not a decorative extra but a working tool: students must be able to move comfortably between Chinese and English in discussion, reading and written argument.
国际教育具有相当的挑战性。学生需要广泛阅读、清晰写作，并以证据支撑自己的观点。双语能力不是装饰性的附加项，而是实用工具：学生必须能够在中文与英文之间自如切换，用于讨论、阅读与书面论证。
Teachers therefore pay close attention to academic language, essay structure and the habit of questioning sources. Over time, students learn to distinguish between opinion and evidence, and to present a reasoned case rather than a rehearsed answer.
因此，教师格外关注学术语言、论文结构与质疑信息来源的习惯。久而久之，学生学会区分观点与证据，学会提出有推理过程的论证，而不是背出预设答案。
6. Beyond the Classroom: Service and Character | 课堂之外：公益服务与品格涵养
Beyond academics, the school is equally committed to cultivating character and awakening a sense of responsibility. Through a range of social practice projects, students take part in community service, encounter real social issues, and gradually grow into caring and responsible young people.
学术之外，学校同样倾力于心性的涵养与责任意识的唤醒。透过多元的社会实践项目，学生亲历公益服务，真切感知社会议题，逐步沉淀为有温度的担当者。
Service is not treated as a box to tick. Students are asked to identify a genuine need, plan an action, carry it out and then reflect honestly on what worked and what did not. Reflection is where the learning happens.
公益服务不被视为打勾了事的任务。学生需要发现真实的需求、规划行动、付诸实施，然后诚实地反思哪些奏效、哪些没有。反思正是学习真正发生的地方。
- Community volunteering and charity fundraising | 社区志愿服务与慈善募捐
- Environmental and sustainability projects | 环境与可持续发展项目
- Visits and partnerships with local organisations | 与本地机构的参访与合作
- Student-led initiatives proposed and run by pupils | 由学生提出并自主运营的倡议
7. Co-Curricular and Extracurricular Life | 课外活动与社团生活
A school is more than its timetable. Clubs, teams, performances and competitions give students a second classroom, one where leadership, teamwork and resilience are tested in real situations rather than described in a textbook.
一所学校远不止一张课表。社团、运动队、演出与竞赛构成学生的第二课堂，在这里，领导力、团队合作与抗挫力在真实情境中受到检验，而非停留于课本描述。
The range of activities is deliberately broad, so that a keen mathematician and an aspiring actor can both find a place to belong. Taking part matters more than winning, although students are encouraged to pursue excellence in whatever they choose.
活动的门类刻意保持宽泛，使热衷数学的学生与有志于表演的学生都能找到归属。参与本身比取胜更重要，但学校仍鼓励学生在所选领域追求卓越。
8. The Teaching Team | 师资队伍
An excellent teaching team is assembled here: members come from China and overseas, bringing both solid teaching skills and a deep understanding of the essence of international education. They deliver a consistently high-quality classroom experience.
一支优秀的教师队伍在此集结：成员来自海内外，既有扎实的教学功底，又深谙国际教育的精髓，持续输出高质量的教学体验。
What unites them is not a single method but a shared set of expectations: prepare thoroughly, know each student as an individual, give feedback that can be acted upon, and hold the bar high while offering support to reach it.
把他们凝聚在一起的并非某一套单一方法，而是一组共同的期许：充分备课、把每个学生当作独立的个体来了解、给出可付诸行动的反馈，并在保持高要求的同时提供达成要求的支持。
9. Professional Development for Teachers | 教师专业进阶
The school also values the professional growth of its teachers. Through regular workshops, lesson study and peer sharing, teaching standards are continually refined - and this, in turn, creates a better learning environment for students.
学校同样珍视教师的专业进阶，通过常态化的研习与分享不断打磨教学水准，进而为学生创造更为理想的学习生态。
Professional learning is collaborative rather than solitary. Teachers observe one another, discuss what they noticed, and adjust their practice; new staff are mentored, and experienced staff are encouraged to lead sessions of their own.
专业学习是协作性的，而非独自完成的。教师互相观课、讨论所见、调整实践；新教师获得带教支持，资深教师则被鼓励主持自己的工作坊。
10. Home-School Partnership | 家校协同
At the same time, the school attaches great importance to two-way communication and close cooperation between home and school. Regular parents' meetings and education lectures enable both sides to hold sincere conversations about academic performance, educational philosophy and personal growth.
同时，学校极为重视家校之间的双向沟通与紧密合作。定期举办的家长会和教育讲座等活动，使双方能够就学业表现、教育理念和个人成长等话题展开诚恳对话。
Through this depth of cooperation, the school can understand each student's characteristics and needs more precisely, and together with parents weave a supportive environment for well-rounded development.
凭借这种深度的家校协同，学校能更细腻地洞悉每位学生的特质与需求，与家长合力织就一个支持全面发展的育人环境。
- Parent-teacher conferences each term | 每学期家长会
- Workshops on applying to universities abroad | 海外升学专题讲座
- Open channels for raising concerns early | 及早反馈疑虑的开放渠道
- Shared records of student progress and goals | 学生进步与目标的共享记录
11. University Guidance and Future Pathways | 升学指导与未来路径
As students move into the senior years, the focus shifts gradually towards life after school. Guidance counsellors help students to research universities, understand admission requirements, build a balanced list of applications and present their experiences honestly and convincingly.
进入高年级后，关注的重心逐渐转向毕业之后的人生。升学指导老师帮助学生研究大学、理解录取要求、制定梯度合理的申请清单，并诚实而有说服力地呈现自己的经历。
The aim is not simply a place at a well-known university, but a good fit - a course and a community where the student can continue to grow. Parents are involved throughout, since decisions about the future are best made together.
目标并不只是进入一所名校，而是找到合适的位置 - 一个能让学生继续成长的课程与社群。家长全程参与，因为关于未来的决定，最适合共同作出。
12. Conclusion and Contact | 结语与咨询
In summary, backed by substantial educational resources, comprehensive character formation and a solid home-school connection, the school has earned widespread recognition. It is single-mindedly devoted to nurturing talent with international vision and social conscience, laying a firm foundation for students' tomorrow.
概括来说，依托厚实的教育资源、全面的素养熏陶和稳固的家校联结，这所学校赢得了普遍的赞誉。它一心一意栽培具有国际远见和社会良知的人才，为学生的明天打下坚实的根基。
Families who would like to know more about the curriculum, admissions process or campus visits are welcome to get in touch directly; a conversation is often the quickest way to judge whether a school is the right fit for a child.
希望进一步了解课程设置、招生流程或预约探校的家庭，欢迎直接联系校方；一次面对面的交流，往往是判断一所学校是否适合孩子的最快方式。
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Published by TutorHao | International Education Revision Series | aleveler.com
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