📚 Wellington College International Shanghai: Admissions Consultation and Application Information | 上海惠灵顿外籍人员子女学校招生咨询及入学申请相关信息
Choosing a secondary school that genuinely fits your child is one of the most consequential decisions any family faces. Faced with the promotional material produced by dozens of international schools, parents usually want to know two things above all: how a school's educational philosophy is actually delivered day to day, and what its academic outcomes really mean in practice.
挑选一所真正契合孩子的中学，是每个家庭会碰到的关键抉择。朝众多国际学校的宣传看去，家长们往往最想弄清楚两件事：学校的教育理念究竟怎样在日常中得以落实，以及学术成果的实际含金量到底体现在哪里。
1. Three Pillars of the Educational Vision | 教育愿景的三大支柱
The school's educational system is built on three clear and explicit directions: first, a focus on academic rigour; second, an emphasis on interdisciplinary connections and collaboration; third, the encouragement of innovative thinking. These three directions are ultimately distilled into a single educational motto whose core lies in guiding learners to start from intrinsic motivation and reach long-term development.
该校教育体系所构建于其上的是三个清晰明确的方向：其一为专注学术精进，其二为强调跨学科种种联系以及协作，其三为鼓励创新思维。这三个方向最终被凝练成为一句教育格言，这句格言的核心之处在于引导学习者发自内在驱动而出发，达成长远发展。
This philosophy deliberately sets itself beyond the short-term transmission of knowledge. It focuses instead on cultivating students' inner drive and durable learning capacity, laying the foundation for lifelong growth rather than for a single examination season.
有一种理念意在超越短期的知识灌输行为，着重于培育学生的内在动力以及持久的学习能力，为学生们的终身成长铺就基础，而不是只为某一个考试季做准备。
2. A Framework Spanning Primary to Senior School | 从小学到中学的连贯培养框架
This framework runs through the entire learning journey, from the very start of primary school all the way to the senior years. The school's stated goal is to help students at each stage of growth explore and then develop their own distinctive qualities, while at the same time constructing a deep identification with their own national culture.
这一框架贯穿了从小学起始的整个学习进程，一直到中学阶段。学校所设定的目标在于，助力学生于每个成长的时期当中，都能够去探索，进而发展个人所独具的特质，与此同时，构建起对于本民族文化的深切认同。
The ultimate vision is that students will not merely be able to adapt to the future world, but will also possess the ability, and the sense of responsibility, to actively shape and change it.
其最终所怀有的愿景是期望学生不但得以适应未来的世界，而且更要具备主动去塑造以及改变未来的能力，还有那份责任感。
3. Academic Performance at Senior School: IBDP Results | 中学阶段的学术表现：IBDP 考试成绩
In the international examinations used to measure academic standards, students at the school have produced notable results. In the 2023 International Baccalaureate Diploma Programme (IBDP) examinations, for example, the graduating cohort achieved an average score of 36.7 points, clearly above the global average of 30.2 points that year. Nine students reached 40 points or above, and the highest individual score was 44.
于衡量学术水平的国际考试里边，该校学生收获了显著成绩。比如说，在 2023 年那次国际文凭大学预科项目（IBDP）考试之时，应届毕业生的平均成绩是 36.7 分，分明高于当年全球平均的 30.2 分。当中有 9 名学生的分数抵达了 40 分或者以上，最高分数为 44 分。
| Indicator | 指标 | 2023 Result | 2023 年结果 | Global Average | 全球平均 |
|---|---|---|
| IBDP average score | IBDP 平均分 | 36.7 | 30.2 |
| Students scoring 40+ | 40 分及以上人数 | 9 | — |
| Highest score | 最高分 | 44 | — |
| Language B results | 语言 B 成绩 | All candidates 6 or above | 全部考生 6 分及以上 | — |
| Core average (TOK + EE) | 核心课程平均分（知识论＋拓展论文） | 2 / 3 | — |
It is particularly worth highlighting that every student who took the second-language examination, that is Language B, passed with a grade of 6 or above. In addition, in the core course assessment covering Theory of Knowledge and the Extended Essay, students' average score reached 2 points out of a maximum of 3. These data give a concrete reference point for judging the quality of the school's academic teaching.
特别值得着重指出的是，凡是参与第二语言也就是语言 B 考试的学生，都凭借 6 分及往上的成绩顺利通过。除此之外，在涵盖知识理论、拓展论文等项目的核心课程评估里，学生的平均分数达到了 2 分，此项目的满分为 3 分。这些数据给学校的学术教学质量给出了解具体的参考数据。
4. Early Years: A Play-Based Curriculum Outdoors | 低龄阶段：以游戏为基础的课程与户外学习
In the early years phase, the school uses a curriculum model rooted in play, and it makes full use of outdoor learning spaces. In this setting, young children not only encounter foundational subject matter such as mathematics, language and art, but also engage in exploration and carefully managed "risk" under conditions that have been through a safety assessment.
于早期教育时期，学校运用了一种以游戏为根基的课程模式，且充分借助户外学习场地。置身此设置当中，幼儿不但接触数学、语言以及艺术等基础学问，还能够在经过安全评估的条件下展开探究以及"冒险"。
This design is intended to develop children's fine motor skills and gross motor skills simultaneously, so that physical development and cognitive curiosity advance together rather than in isolation.
这般设计意在同步推进儿童的精细动作以及大肌肉运动技能，使身体发展与认知好奇心彼此并行，而不是各自孤立地推进。
5. Primary School: Building the Skills for Deeper Learning | 小学阶段：为深度学习打下技能基础
Once students move into primary school, the emphasis of the curriculum shifts towards the cultivation of higher-order abilities. The school systematically guides students to develop self-management, critical thinking, foundational research, effective communication, and social collaboration.
步入小学后，学生的课程重点朝着更高阶能力培养转变，学校有系统地引领学生去发展自我管理、批判性思维、基础研究、有效沟通以及社交协作等技能。
The formation of these capabilities is the essential preparation for the deeper learning that follows in the senior years; they are the working tools a student carries into every subsequent subject.
而这些能力的形成是后续深度学习的关键准备，它们是学生带入之后每一门学科的工作工具。
6. Learner Attributes: Empathy, Agency and Reflection | 学习者特质：同理心、自主与反思
As the academic programme develops to greater depth, the school devotes itself to nurturing students into empathetic learners. This means students have to learn to understand perspectives different from their own, and to show care during collaboration.
跟随着学术课程朝着更深层次发展，学校专心致力于培育学生成为有着同理心的学习者，这就意味着学生得学会去理解不一样的观点，而且在协作期间展现出关怀。
At the same time, the school encourages and expects students to develop independent learning capacity and habits of reflection, so that they are able to take ownership of their own learning process.
与此同时，学校鼓舞并要求学生发展自主学习本事以及反思习惯，从而让他们能够主导属于自己本身的学习进程。
Within this process, students are guided to embrace multicultural perspectives with an open attitude, and to retain a continuous appetite for new knowledge. This holistic aim is designed to ensure that students are adequately prepared in knowledge, skills and character to make a smooth transition into the more challenging senior school years.
在这个进程当中，学生被引领着以一种开放的姿态去接纳多元文化，并且对于新知识留存着持续不断的渴求。这样一种全面发展的目标，其目的在于保证学生在知识方面、技能方面以及品格方面做好充足的准备，从而能够顺利地过渡进入到更具挑战性的中学学习时期。
7. The Parent Community: Friends of Wellington | 家校社区的协作模式：惠灵顿之友
The school's official parent association is known as "Friends of Wellington." Its main function is to connect students' families closely with the school, thereby forming a supportive community. Through organising a wide variety of activities, the association encourages parents to share experience with one another and to pool their strength in support of the school's various initiatives.
该校正式的家校协会组织是"惠灵顿之友"，它的主要职能在于把学生家庭跟学校紧密相连，进而形成一个具备支持性的社区。协会靠着组织各种各样的活动，促使家长之间进行经验分享，并且汇聚力量一同支持学校的各项倡议。
The association is an active part of campus life and plans and hosts several major events in every academic year. Beyond strengthening community cohesion, it uses annual fundraising and charitable projects to lead students and families towards the wider needs of society, transmitting and practising in real terms the value of "kindness" that the school advocates.
这一协会于校园生活里是个活跃部分，每一学年都会去策划，同时还会举办多项重要活动。除增强社区凝聚力外，协会借年度筹款以及慈善项目，引领学生还有家庭关注更广泛的社会需求，在实践当中传递且践行学校所倡导的"善良"价值观。
8. Holistic Education in Practice | 全人教育的实施路径
The school defines itself explicitly as an institution that delivers a holistic education. This means that, beyond academic achievement, it provides a very wide range of non-academic opportunities spanning the arts, sport, leadership and social service. The school expects students to convert the values it advocates into personal qualities through these practical experiences.
学校确切地把自身定位成一所施行全人教育的机构，那就表明在学术成就之外，学校会拿出极多非学术方面的机会，这些机会包含艺术、体育、领导力以及社会服务等好多领域。学校期望学生借由这些实践，把所倡导的价值观转化成个人品质。
The school's expectation is that the values and transferable capabilities cultivated during a student's time at school will become the guiding principles by which they achieve continuing personal growth and make positive contributions, both in higher education and later in society. The educational loop closes at the point where a student leaves campus already equipped with the core competencies needed to adapt to, and to lead, future social change.
学校有所期待，在校期间所培育的那些价值观以及综合能力，能够变成学生未来踏入高等教育乃至步入社会之后，可以达成个人持续成长以及做出积极贡献的指导原则。它的教育闭环存在于，使学生在离开校园之际，已然拥有适应并引领未来社会变化的核心素养。
9. Admissions Eligibility and Age Placement | 招生对象与年龄阶段对应
As an international school for the children of foreign nationals, the school enrols students who meet the eligibility rules set for schools of this category in Shanghai. In practice this normally means the child holds a foreign passport, or otherwise satisfies the residency and documentation requirements stipulated by the local education authority. Because these rules are updated from time to time, families should always confirm the current position with the admissions office before starting an application.
作为一所外籍人员子女学校，该校招收符合上海此类学校招生资格规定的学生。就实际操作而言，这通常意味着孩子持有外国护照，或者以其他方式满足当地教育主管部门所规定的居住与证件要求。由于这些规定会不时更新，家庭在启动申请之前，务必先向招生办公室确认当年的最新要求。
Age placement follows the school's own year-group structure, which runs from early years through primary and into the senior school. Parents of children arriving from a different curriculum system are usually asked to provide recent school reports so that the admissions team can place the child in the most appropriate year group.
年龄阶段的对应依据学校自身的年级结构，从早期教育阶段，经过小学，一直延伸到中学。从别的课程体系转来的学生家长，通常会被要求提供近期的学校成绩报告，以便招生团队把孩子安排到最合适的年级。
10. The Application Journey, Step by Step | 入学申请流程分步说明
The application process is best understood as a sequence of clearly defined stages. Each stage exists so that both the family and the school can judge whether the match is right.
入学申请流程最好被理解为一系列界定清楚的阶段。每一个阶段的存在，都是为了家庭与学校双方能够判断这一匹配是否合适。
- Stage 1 – Enquiry and consultation | 第一步：咨询与初步沟通. Submit an enquiry, ask about current availability and eligibility, and clarify the year group you are targeting.
- Stage 2 – Document submission | 第二步：递交申请材料. Typically this includes the child's passport and visa documents, previous school reports, and any additional records the admissions team requests.
- Stage 3 – Assessment and interview | 第三步：评估与面谈. Depending on the year group, the school may arrange an age-appropriate assessment and a conversation with the child or the family.
- Stage 4 – Offer and confirmation | 第四步：录取通知与确认. Successful applicants receive an offer, which the family confirms within the stated timeline, along with any required fees and forms.
Families who would like to discuss a specific case, or who need help at any stage of this sequence, can reach the admissions consultation line on 16621398022, which is also available on WeChat under the same number.
如果家庭希望讨论某个具体情况，或者在这个流程的任何阶段需要协助，可以拨打招生咨询电话 16621398022，该号码同时也可通过微信联系。
11. Questions Worth Asking on a Campus Visit | 探校时值得提出的问题
A campus visit is far more useful when you arrive with specific questions rather than a general impression-seeking attitude. The following prompts tend to reveal how a school actually operates.
如果你带着具体问题而不是仅仅寻求一个笼统印象去探校，这次参观的有用程度会高得多。下面这些问题往往能够揭示一所学校实际是怎么运转的。
- How is the school's stated vision translated into a weekly timetable? | 学校所宣称的愿景，如何落实到每周的课表之上？
- How are students supported when they struggle in a subject? | 当学生在某一科目上遇到困难时，学校如何提供支持？
- What non-academic opportunities are open to every student, not only to the strongest performers? | 有哪些非学术机会是向每一位学生开放的，而不只是面向表现最突出的学生？
- How does the parent association communicate with families, and how can new parents take part? | 家校协会如何与家庭沟通，新加入的家长可以怎样参与？
- How does the school track and report progress beyond examination grades? | 除考试分数之外，学校如何追踪并汇报学生的进步？
Questions such as these help a family move past marketing language and towards evidence, which is ultimately what matters when a decision has to be made for the next several years of a child's education.
诸如此类的问题，有助于家庭越过营销语言，走向实际证据，而当你必须为孩子未来数年的教育做出决定时，证据最终才是关键所在。
12. Key Takeaways and a Question for Families | 要点总结与给家庭的一个问题
To summarise: the school's vision rests on academic rigour, interdisciplinary collaboration and innovative thinking; its framework runs from early years through to the senior school; its 2023 IBDP results stood at an average of 36.7 points against a global average of 30.2, with nine students at 40 or above and a top score of 44; and its holistic education is delivered through the arts, sport, leadership and service, supported by an active parent community in Friends of Wellington.
总结一下：该校的愿景建立在学术精进、跨学科协作与创新思维之上；其培养框架从早期教育一直贯通到中学；2023 年 IBDP 平均分为 36.7 分，全球平均为 30.2 分，有 9 名学生达到 40 分或以上，最高分为 44 分；其全人教育通过艺术、体育、领导力与社会服务来落实，并由活跃的"惠灵顿之友"家长社区提供支持。
When you are evaluating a school for your own child, beyond looking at excellent examination results, what do you think is the single most important marker of whether a school's "holistic education" has succeeded or failed? You are welcome to share your own view, and if you found this article useful, a like is appreciated.
当您在为自家孩子去考察学校之际，除开要留意优异的考试成绩之外，您觉得用来衡量一所学校"全人教育"成功或者失败的最为关键的标志究竟应当是什么呢？欢迎您来分享您个人的见解，要是您认为这篇文章具备参考价值的话，也请进行点赞予以支持。
Published by TutorHao | School Admissions & International Education Revision Series | aleveler.com
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