📚 The Perse Prep School Cambridge: How the PC24 Curriculum Develops Well-Rounded Pupils | 剑桥The Perse Prep预备学校：PC24课程如何培养全面发展学生
The Perse in Cambridge is one of the most closely watched names in British preparatory and secondary education. With a history stretching back more than four centuries, the school has built its reputation on a forward-looking "three-dimensional education" model that deliberately balances academic rigour, pastoral care and co-curricular opportunity, rather than treating exam results as the only measure of success. Its quality has been repeatedly recognised by national awards, and in the 2026 edition of The Sunday Times Power Guide it was named East Anglian Secondary School of the Year as well as Academic School of the Year.
位于剑桥的The Perse是英国预备与中学教育领域最受关注的名字之一。它拥有四百多年的悠长历史，并以极具前瞻性的"三维教育"理念而闻名——在学术、教牧关怀与课外活动三个方面刻意保持均衡，而不是把考试成绩当作衡量成功的唯一标准。学校的教育质量屡获全国性奖项认可，在2026年《星期日泰晤士报》Power指南榜单中，它被评为东英吉利年度最佳中学，同时也是年度学术成绩卓著的学校。
1. A Cambridge School with Four Centuries of History | 拥有四百年历史的剑桥名校
The Perse is a Cambridge institution whose roots reach back over 400 years, yet it is anything but backward-looking. Its guiding philosophy is often described as "three-dimensional": academic life, pastoral care and co-curricular activity are treated as three equal dimensions of the same education, and no single dimension is allowed to crowd out the others. For families comparing UK independent schools, this balance is the school's defining characteristic.
The Perse是一所根基可追溯至四百多年前的剑桥老校，但它绝不是一所墨守成规的学校。它的核心理念常被概括为"三维"：学术生活、教牧关怀与课外活动被视为同一教育的三个等同维度，任何一维都不被允许挤占其余两维。对于正在比较英国私立学校的家庭而言，这种平衡正是这所学校最具辨识度的特征。
National recognition has followed. In the 2026 Sunday Times Power Guide, the school was named East Anglian Secondary School of the Year and Academic School of the Year, an unusual double honour that reflects both sustained outcomes and the breadth of what happens outside the examination hall. For an education consultant, the significance lies less in the trophy itself than in what it signals: consistency across many years, across many subjects, and across many kinds of pupil.
随之而来的是全国性的认可。在2026年《星期日泰晤士报》Power指南中，学校获评东英吉利年度最佳中学与年度学术学校，这一"双料"荣誉并不常见，它既反映了长期稳定的升学成果，也反映了考场之外教育生活的广度。在教育顾问看来，其意义并不在于奖杯本身，而在于它所传递的信号：在多年、多学科、多种类型的学生身上都保持了一致的高水准。
2. The PC24 Curriculum: Design Principles | PC24课程：设计原则
At the heart of the Prep school's academic offer is PC24, a fully reviewed and newly designed preparatory curriculum. It draws deliberately on the best practice found in curricula around the world and on the most recent educational research, then adapts both to the specific needs of pupils in a Cambridge day school. The result is a framework that is traditional in its foundations but modern in its methods.
预备学校学术体系的核心是PC24——一套经过全面审查与重新设计的预备课程。它有意吸收全球各地课程中的最佳实践以及最新的教育研究成果，再把二者调整适配于剑桥走读学校学生的具体需求。其结果是：根基传统，方法现代。
PC24 combines the traditional core subjects with a deliberately wide range of learning opportunities, on the principle that breadth is what produces a genuinely well-rounded individual. Pupils are not pushed down a narrow track early; instead they meet languages, humanities, sciences, arts and technology in a coherent sequence, so that later choices at senior school are informed choices.
PC24把传统核心学科与刻意设置的广泛学习机会结合起来，其原则是：唯有广度才能培养出真正全面发展的人。学生不会被过早推入狭窄的轨道，而是按连贯的顺序接触语言、人文学科、科学、艺术与技术，从而使日后在中学阶段所做的选择是"有依据的选择"。
PC24 = Core Subjects + Breadth of Experience + Future-Facing Skills
PC24 = 核心学科 + 广泛体验 + 面向未来的技能
3. Art, Design Technology and Engineering (DTE) | 艺术、设计与技术工程（DTE）
Within PC24, the creative and technical subjects carry real weight. In art, pupils work across a range of media including drawing, sculpture and ceramics, developing creative skills through making rather than through theory alone. The emphasis is on process: experimenting, refining, and learning to look critically at one's own work.
在PC24之中，创意与技术类学科占有实打实的分量。在艺术课上，学生接触绘画、雕塑、陶瓷等多种媒介，通过动手创作而非单纯理论来发展创造技能。课程强调过程：尝试、打磨，并学会批判性地审视自己的作品。
Alongside art sits Design Technology and Engineering, usually shortened to DTE. Here pupils learn practical engineering thinking and structured problem-solving: how a design brief becomes a specification, how materials behave, how a prototype is tested and improved. This is a subject in which mistakes are useful, because a failed prototype is simply information that feeds the next iteration.
与艺术并列的是设计与技术工程，通常简称DTE。学生在这里学习工程思维与结构化的问题解决：设计需求如何转化为规格说明，材料如何表现，原型如何被测试与改进。这是一门"犯错有用"的学科，因为失败的原型不过是喂给下一轮迭代的信息。
- Art: drawing, sculpture and ceramics as routes to creative skill and visual literacy.
艺术：绘画、雕塑与陶瓷，作为通往创造技能与视觉素养的路径。 - DTE: engineering thinking, materials knowledge, prototyping and iteration.
DTE：工程思维、材料知识、原型制作与迭代改进。 - Shared habit: evaluating your own outcome against the brief.
共同习惯：对照原始需求评估自己的成果。
4. Computing and Digital Literacy from Year 3 to Year 6 | Year 3至Year 6的计算机科学与数字素养
The school's "future skills" strand is anchored in computer science and digital literacy, taught as a progressive sequence rather than as an occasional treat. From Year 3, pupils begin to develop computational thinking and the foundations of programming; by Year 6 they are able to tackle more advanced projects and to take their first steps in a text-based programming language. The logic is simple: pupils first learn to think in algorithms, then learn to express those algorithms in code.
学校的"未来技能"主线以计算机科学与数字素养为支点，按递进顺序教授，而非偶尔点缀。从Year 3起，学生开始培养计算思维与编程基础；到Year 6时，他们已经能够完成进阶项目，并初步学习一门基于文本的编程语言。其逻辑很清晰：先学会用算法思考，再学会用代码表达算法。
Facilities support the curriculum rather than the other way round. The school provides large computer rooms and iPad mobile devices, giving pupils a rich technological learning environment in which digital tools are used across subjects, not only in the computing lesson. For parents thinking ahead to senior school and beyond, this early fluency is one of the most transferable assets a prep school can give.
设施是为课程服务，而非相反。学校配备大型计算机房与iPad移动设备，为学生提供丰富的技术学习环境，使数字工具可以跨学科使用，而不只是在计算机课上出现。对于考虑中学乃至更远未来的家长而言，这种早期养成的技术熟练度，是预备学校所能给予的最具迁移价值的资产之一。
ional thinking & programming basics → Year 6 advanced projects & text-based coding
5. Pastoral Care and Emotional Wellbeing | 教牧关怀与情感健康
The Perse treats emotional wellbeing as a formal part of the pastoral curriculum, not as something left to chance. Dedicated teaching is delivered weekly by form tutors, so the adult who knows the pupil best is also the adult who teaches the emotional curriculum. This continuity matters: pupils are far more willing to engage with difficult topics when the conversation is led by someone they already trust.
The Perse把情感健康视为教牧课程的正式组成部分，而不是交给偶然。学校每周由班主任进行专门教学，也就是说，最了解学生的老师同时也是教授情感课程的人。这种连续性非常重要：当对话由学生已经信任的人来引导时，他们远更愿意投入那些困难的话题。
The structure is deliberately cyclical. Key themes are revisited each year at a deeper level and in a more mature way, matching the developmental stage of the pupils. The five recurring themes are self-awareness, emotional regulation, decision-making, relationships, and social understanding. Over several years these ideas become familiar language rather than one-off lessons.
课程结构刻意采用循环式。关键主题每年都会以更深入的层次、更成熟的方式再度温习，与学生的年龄发展阶段相匹配。五个反复出现的主题是：自我意识、情绪调节、决策制定、人际关系与社会理解。经过数年积累，这些概念会变成学生熟悉的日常语言，而不是一次性上完的课。
| Theme 主题 | What pupils learn 学生学习的内容 |
| Self-awareness 自我意识 | Naming feelings, recognising strengths and triggers 为情绪命名，认识优势与触发点 |
| Emotional regulation 情绪调节 | Practical strategies for managing strong feelings 管理强烈情绪的具体策略 |
| Decision-making 决策制定 | Weighing consequences and making responsible choices 权衡后果，做出负责任的选择 |
| Relationships 人际关系 | Friendship, conflict, repair and respect 友谊、冲突、修复与尊重 |
| Social understanding 社会理解 | Perspective-taking and behaving well in a community 换位思考，在集体中得体行事 |
6. Resilience Programmes: Friends for Life and My Youth Friend | 韧性培养项目：生命之友与我的青年朋友
Every pupil also takes part in two dedicated resilience-building programmes. "Friends for Life" is aimed at Year 3 and Year 4 pupils. It uses storytelling, reflection and practical strategies to help children manage their emotions and build confidence, so that coping skills are practised in a safe setting before they are needed in a real one.
所有学生还会参与两个专门的韧性培养项目。"生命之友"面向Year 3与Year 4的学生，借助讲故事、反思与实践策略，帮助孩子管理情绪、建立信心，使应对技巧在被真正需要之前，先在安全的环境中反复练习。
"My Youth Friend" is designed for Year 5 and Year 6 pupils, who are facing more complex emotional and social experiences, including changing friendships, growing academic expectations and the transition towards senior school. The programme helps them interpret those experiences, rather than simply endure them.
"我的青年朋友"面向Year 5与Year 6的学生，他们正面对更复杂的情感与社会体验：友谊的变化、渐增的学业期待，以及向中学阶段过渡。该项目帮助学生去理解这些体验，而不仅仅是忍耐它们。
For parents, the practical value of such programmes shows up in ordinary moments: a child who can say "I feel frustrated, and here is what I do about it" is a child who is far better equipped for the demands of senior school, examinations and, eventually, university life.
对家长而言，这类项目的实际价值往往体现在日常小事中：一个能够说"我感到沮丧，而我会这样做"的孩子，在面对中学要求、考试乃至日后的大学时，准备得远更充分。
7. Drama, Confidence and Emotional Expression | 戏剧、自信与情感表达
Drama occupies a significant place in the school's approach to emotional development. Through live performance, script work and improvisation, pupils visibly grow in confidence and in public speaking ability. Standing up in front of others, making a choice within a scene, and holding the attention of an audience are skills that transfer directly to interviews, presentations and seminar rooms.
戏剧在学校的教育路径中占据情感发展的重要位置。通过现场表演、剧本工作与即兴创作，学生在自信心与公开演讲能力上有显著成长。站到他人面前、在场景中做出选择、牢牢抓住观众的注意力——这些能力可以径直迁移到面试、演示与研讨课堂之中。
The school encourages pupils to use dramatic techniques to explore complex and powerful issues. This is a deliberate move: drama creates distance, and that distance makes it safe to examine difficult subjects and to understand and express emotion within a secure environment. Pupils learn that emotion can be named, shaped and communicated rather than suppressed.
学校鼓励学生运用戏剧技巧去探讨复杂而有力的议题，这是有意的安排：戏剧制造了距离，而这种距离让审视困难话题变得安全，帮助学生在安全的环境中理解并表达情感。学生由此学会：情绪可以被命名、被塑造、被传达，而不必被压抑。
8. Academic Results and University Destinations | 学术成绩与毕业生去向
Academic achievement is where the school's philosophy becomes measurable. In the 2026 figures reported for the school, 93.9% of A-Level grades were A* to B, and 90.4% of GCSE grades were 7 to 9 - the equivalent of the old A to A* band. These are results that place the school comfortably among the academically strongest in the region.
学术成就正是学校理念的可量化体现。在2026年公布的数据中，该校A-Level成绩里A*至B的比例达到93.9%，GCSE成绩7至9（相当于旧评分制的A至A*）的比例达到90.4%。这样的成绩让学校稳稳处在区域内学术实力最强的学校之列。
Such outcomes give pupils a solid foundation for entry to leading universities. Historical data shows that a substantial proportion of leavers go on to study at Oxford, Cambridge and other Russell Group institutions. Crucially, the school's position is that these results are a by-product of breadth rather than a substitute for it: pupils who write, perform, design and compete also tend to read and revise well.
这样的成绩为学生进入顶尖大学铺就了坚实基础。历年数据显示，有相当高比例的毕业生前往牛津、剑桥及其他罗素集团大学深造。关键在于，学校的立场是：这些成绩是广度的"副产品"，而不是广度的替代品——会写作、会表演、会设计、会竞赛的学生，往往也善于阅读与复习。
A-Level A* – B: 93.9% | GCSE 7 – 9: 90.4%
9. Alumni, Competitions and Wider Achievement | 校友、学术竞赛与更广泛成就
The school's alumni network spans business, academia, the arts and public service. Notable former pupils include the Hong Kong entrepreneur Sir David Tang and the serial entrepreneur William Reeve. What such careers have in common is not a single subject specialism but a willingness to take initiative, which is precisely what a broad, three-dimensional education is designed to cultivate.
学校的校友网络覆盖商业、学术、艺术与公共服务等各领域。知名校友包括香港企业家邓永锵爵士，以及连续创业者威廉•里夫等人。这类职业道路的共同点并不是某一学科的专精，而是主动开拓的意愿——而这正是"三维"广度教育所要培养的东西。
Pupils are also actively entered for academic competitions and Olympiads, and the school has achieved strong results in mathematics, physics and chemistry in particular. Competition work adds a dimension that ordinary lessons cannot: pupils meet problems with no obvious method, work under time pressure, and learn to enjoy difficulty rather than avoid it.
学校还积极组织学生参加各类学术竞赛与奥林匹克竞赛，在数学、物理与化学方面尤其取得了优异成绩。竞赛带来的是常规课堂无法提供的维度：学生面对没有现成方法的问题，在时间压力下工作，并学会享受困难，而不是回避困难。
- Alumni reach: business, academia, arts and public service.
校友分布：商业、学术、艺术与公共服务。 - Named examples: Sir David Tang; William Reeve.
代表人物：邓永锵爵士；威廉•里夫。 - Competitions: strong results in mathematics, physics and chemistry Olympiads.
竞赛：在数学、物理、化学奥林匹克中取得优异成绩。
10. Applying to The Perse: Process and Open Days | 申请The Perse：流程与开放日
The Perse provides education for pupils aged 3 to 18, organised into four stages: Pre-Prep, Prep, Upper School and Sixth Form. It is a day school, and it is co-educational, with around 1,735 pupils on roll at present. Because the school is a day school, families do not need to plan for boarding, but they do need to plan early, because popular entry points fill quickly.
The Perse为3至18岁的学生提供教育，划分为四个阶段：Pre-Prep、Prep、Upper School与Sixth Form。它是一所走读制男女混校，目前在校学生约1735人。由于是走读学校，家庭无需为寄宿做安排，但必须提早规划，因为热门入学点的名额很快就会被占满。
The application process normally requires registration about one year in advance, and applicants then go through the school's assessment and interview stages. The school arranges open days corresponding to different entry points, giving families the chance to visit, meet staff and see ordinary school life rather than a polished presentation.
申请流程通常需要提前约一年注册，申请者随后要经历学校安排的测试与面试环节。学校针对不同入学点设置了相应的开放日活动，让家庭有机会实地参观、与教职员工交流，并看到日常的校园生活，而不是一场精心包装的展示。
- Step 1: Register approximately one year before the intended entry point.
第一步：在目标入学点前约一年完成注册。 - Step 2: Attend an open day for the relevant entry point.
第二步：参加对应入学点的开放日。 - Step 3: Sit the school's assessment and attend interview.
第三步：参加学校测试与面试。 - Step 4: Receive outcome and confirm the place.
第四步：收到结果并确认学位。
11. Sixth Form Entry Requirements and Bursaries | Sixth Form入学要求与助学金
Entry to the Sixth Form is the most demanding point in the school's admissions ladder. Applicants are expected to achieve a minimum GCSE total of 58 points, with no single subject below grade 6. Pupils who wish to take biology, chemistry, physics or mathematics are expected to hold a grade 8 or above in the relevant GCSE subject, reflecting the pace and depth of these A-Level courses.
Sixth Form入学是学校招生阶梯中要求最高的环节。申请者的GCSE总分至少要达到58分，且单科成绩不得低于6分。希望选修生物、化学、物理或数学的学生，相关GCSE科目成绩需达到8分以上，这反映了这些A-Level课程的速度与深度。
The school also offers means-tested bursaries, which exist to ensure that educational opportunity remains accessible to families who could not otherwise afford the fees. For applicants from overseas, it is worth noting that bursary assessment normally requires full financial disclosure and early application, and that the strongest applications combine academic evidence with genuine interests outside the classroom.
学校还提供经济状况调查型助学金，用以确保教育机会对那些原本无力承担学费的家庭依然可及。对于海外申请者而言，需要注意助学金评估通常要求完整的财务披露并提早申请；而最有竞争力的申请，往往是把学术证据与课堂之外的真实兴趣结合起来。
Sixth Form: GCSE total ≥ 58 points · each subject ≥ 6 · sciences & maths ≥ 8
12. Choosing a UK Independent School: What Matters Most | 选择英国私立学校：什么最重要
Choosing a UK independent school is genuinely complex, because the variables pull in different directions. A school with four centuries of tradition may feel reassuring to one family and slow to change to another. Outstanding academic results may excite one parent and worry another who fears a pressured environment. Rich pastoral care and a wide co-curricular offer may be decisive for a third family entirely.
选择英国私立学校之所以真正复杂，是因为各项因素彼此拉扯。对有的家庭来说，四百年传统令人安心，对另一些家庭却意味着改变迟缓；优异的学术成绩会让一位家长兴奋，也可能让另一位担心环境压力过大；而丰富的教牧关怀与广阔课外机会，对第三个家庭而言可能才是决定性因素。
The most useful question is not "which school is best?" but "which school is best for this child?" That means looking at how a school teaches, how it looks after pupils when things go wrong, and what its leavers actually do next - not only the headline statistics, but the daily experience behind them. Visiting on an ordinary working day tells you more than any prospectus.
最有价值的问题不是"哪所学校最好"，而是"哪所学校最适合这个孩子"。这意味着要看清一所学校如何教学、在学生遇到困难时如何照护他们，以及它的毕业生最终走向何方——不只是头条数据，而是数据背后的日常体验。在一个普通工作日前往参观，比任何招生手册都更能说明问题。
So which qualities matter most to you when you weigh up a UK independent school: long tradition, outstanding academic results, comprehensive pastoral care, or rich co-curricular opportunity? Sharing your own priorities helps other families make a more informed decision.
那么，在您衡量一所英国私立学校时，最看重哪些特质——悠久的传统、优异的学术成绩、全面的教牧关怀，还是丰富的课外机会？分享您的看法，也能帮助更多家庭做出更明智的教育选择。
Published by TutorHao | UK Independent Schools Revision Series | aleveler.com
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