📚 St Mary's College, Crosby: Whole-Person Education, Faith and Excellence from 0 to 18 | 圣玛丽学院克罗斯比：面向0-18岁学生的全人教育、信仰培育与卓越追求
St Mary's College, Crosby is an independent Roman Catholic co-educational day school in Merseyside, England, offering continuous education to students from the age of 0 right through to 18. Founded in 1919 by the Irish Christian Brothers, it has grown into an excellent educational institution that welcomes students of all faiths, and its educational heart is the conviction that faith must be shown through life, through love and through learning, so that academic excellence and whole-person development are held in balance.
圣玛丽学院克罗斯比是一所位于英国默西塞德郡的独立罗马天主教男女同校日间学校，为0至18岁的学生提供连续教育。学校于1919年由爱尔兰基督教兄弟会创立，如今已发展成一所欢迎所有信仰学生的卓越教育机构。其教育核心是一种坚定信念：信仰要透过生活、透过爱、透过学习展现出来，从而让卓越学术与全人发展取得平衡。
1. A School at a Glance | 学校概览与基本定位
St Mary's College is a day school rather than a boarding school, and it is deliberately co-educational, meaning boys and girls learn and grow together at every stage. Its location in Crosby, on the outskirts of Liverpool, places it within reach of families across Merseyside, while its independent status gives it the freedom to design its own curriculum, admission process and pastoral structures. The most distinctive feature of the school, however, is its age range: provision runs continuously from early years and nursery-age children at 0, through the preparatory and senior years, and on to the Sixth Form at 18.
圣玛丽学院是一所日间学校而非寄宿学校，并且明确采用男女同校的模式，让男孩与女孩在每个阶段都一起学习、一起成长。学校位于利物浦近郊的克罗斯比，方便默西塞德郡各地的家庭就读；而它的独立学校身份，也让学校能够自主设计课程、招生流程与关怀体系。不过，学校最鲜明的特点在于其年龄跨度：教育供给从0岁的幼儿早期阶段开始，连续贯穿预备部、中学部，一直到18岁的Sixth Form（高中最后两年）。
This 0-18 continuity matters more than it might first appear. It means a family can join the community when a child is very young and stay within a single ethos, a single set of expectations and a single pastoral language for nearly two decades. Teachers in the senior school can therefore build on foundations that were laid years earlier, and students experience fewer disruptive transitions than is typical in the English system, where pupils often move school at 7, 11, 13 and 16.
这种0至18岁的连续性，其意义远比第一眼看上去更重要。它意味着一个家庭可以在孩子很小的时候加入这个社区，并在近二十年的时间里始终处于同一套价值理念、同一套行为期待和同一套关怀话语之中。中学部教师因此能够建立在多年前已经打下的基础之上，而学生所经历的学段转换与适应冲击，也比英国教育体系中常见的要少——在通常的路径里，学生往往会在7岁、11岁、13岁和16岁分别换校。
2. History and the Edmund Rice Tradition | 建校历史与埃德蒙·赖斯传统
The school was founded in 1919 by the Irish Christian Brothers, a religious congregation inspired by Blessed Edmund Rice, an eighteenth- and nineteenth-century Irish merchant who gave up his wealth to educate poor boys in Waterford. The Christian Brothers brought to Crosby a very particular understanding of schooling: education was not a privilege for the few but a work of justice, and a school was meant to be a community where faith, learning and service belonged together.
学校于1919年由爱尔兰基督教兄弟会创立，该修会深受真福埃德蒙·赖斯（Edmund Rice）的启发。赖斯是18至19世纪的爱尔兰商人，他放弃自己的财富，在沃特福德为贫困男孩提供教育。基督教兄弟会把一种非常独特的办学理解带到克罗斯比：教育不是少数人的特权，而是一项正义的事业；学校应当是一个把信仰、学习与服务融为一体的社区。
More than a century later, that founding impulse still shapes daily life. It explains why the school describes its mission in terms of showing faith through life, love and learning rather than simply through religious instruction, and why it insists on welcoming students of all faiths and none. Edmund Rice education is, by design, outward-looking: it asks what a young person will contribute, not only what a young person will achieve.
一个多世纪之后，这种创校初心依然塑造着学校的日常。它解释了学校为何以"信仰透过生活、爱与学习展现"来描述自身使命，而不只是以宗教课程来定义；也解释了学校为何坚持欢迎各种信仰背景乃至无信仰的学生。埃德蒙·赖斯教育的取向本来就是向外看的：它追问一个年轻人将会贡献什么，而不只是将会取得什么成绩。
3. The Four Values Behind the Mission | 使命背后的四大核心价值观
The first value is the building of a Christian community. In practice this means relationships are treated as curriculum: how students speak to one another, how staff correct behaviour, how families are welcomed at the gate, and how the school behaves when someone fails, are all understood as expressions of what the community believes about human dignity.
第一个价值是构建基督教社区。在实践中，这意味着人际关系本身被视为课程的一部分：学生之间如何说话、教职员如何纠正行为、家庭在校门口如何被接待、以及当有人失败时学校如何回应，都被理解为这个社区对人类尊严之信念的具体表达。
The second value is the pursuit of excellence. Crucially, this is not restricted to examination results. Excellence is expected in the classroom, certainly, but also on the sports field, in the orchestra pit, on the stage, in service projects and in the ordinary reliability of turning up prepared and treating others well.
第二个价值是不懈追求卓越。关键在于，这种卓越并不局限于考试成绩。学校当然期待课堂上的卓越，但同样期待运动场上的卓越、乐池中的卓越、舞台上的卓越、服务项目中的卓越，以及在日常中"准时到场、准备充分、善待他人"这种可靠品格的卓越。
The third value is a deep compassion for those in need. A Catholic school in the Edmund Rice tradition is expected to notice who is struggling, whether that struggle is academic, financial, emotional or social, and to respond with practical generosity rather than judgement. The fourth value is educational justice: the belief that a demanding, high-quality education should be genuinely accessible and genuinely supportive, and that a student's background should never quietly determine their ceiling.
第三个价值是对有需要的人怀有深切同情。埃德蒙·赖斯传统中的天主教学校，被期待能够觉察到谁正在挣扎——无论这种挣扎来自学业、经济、情绪还是社交层面——并以切实的慷慨而非评判来回应。第四个价值是教育正义：坚信严格而优质的教育应当真正可及、真正有支持，而学生的家庭背景绝不应悄然决定他们的上限。
4. Whole-Person Education: Faith Through Life, Love and Learning | 全人教育：信仰透过生活、爱与学习
The school's education is explicitly not limited to examination performance. It focuses on forming the "whole person", which in a school context means paying attention simultaneously to the intellect, the character, the spiritual life, the body and the capacity to live well with other people. A student who leaves with excellent grades but no generosity, no resilience and no moral compass has, by this standard, been only partially educated.
这所学校的教育明确不局限于考试成绩，而是着重培育"完整的个人"。在学校语境中，这意味着同时关注智力、品格、灵性生活、身体，以及与人和睦共处的能力。按照这一标准，如果一个学生带着优异的成绩离开，却缺乏慷慨、韧性与道德方向感，那么他所接受的教育只完成了一半。
Faith, in this model, is not a subject confined to a timetabled lesson. It is shown through life - how one behaves when nobody is watching; through love - how one treats the vulnerable and the unpopular; and through learning - the disciplined use of one's talents in service of something larger than oneself. Religious Studies is therefore studied seriously as an academic discipline, while the wider formation of the person happens across the whole school day.
在这一模式中，信仰并不是被限定在某节课程表上的学科。它透过生活展现——在无人注视时如何行事；透过爱展现——如何对待弱小者和不受欢迎者；透过学习展现——把自己的才能有纪律地用于比自己更大的目标。因此，宗教研究作为一门严谨的学科被认真教授，而更广泛的人格塑造则发生在整个学校生活的每一天之中。
5. Love, Order and Stability: The Christian Community in Practice | 爱、秩序与稳定：基督教社区的落地方式
Within a framework built of love, order and stability, the school works hard to create a Christian community in which students genuinely feel welcome, safe and valued. Those three words are not sentimental decoration. Feeling welcome addresses belonging; feeling safe addresses the confidence to take intellectual risks and to admit when you do not understand; feeling valued addresses the motivation to keep going when a subject becomes difficult.
在由爱、秩序与稳定共同构建的框架之内，学校竭力打造一个基督教社区，让学生切实感受到自己受欢迎、拥有安全感并且获得认可。这三个词并不是感性的装饰。"受欢迎"解决的是归属感；"安全"解决的是敢于进行智力冒险、敢于承认自己不懂的信心；"被认可"解决的则是在某门学科变难时仍然坚持下去的动力。
The aim is that students become confident, generous and considerate ambassadors who contribute positively to the wider common good. Note the ordering of those adjectives: confidence comes first because it enables the other two, but confidence alone is not the destination. The school's stated purpose is not to produce successful individuals in isolation, but people whose success is inseparable from their contribution to others.
学校的目标是让学生成为自信、慷慨且体贴的大使，能够为更广泛的共同利益贡献积极力量。请注意这几个形容词的顺序：自信排在首位，因为它是另外两者的前提；但自信本身并不是终点。学校所陈述的目的，不是孤立地培养成功的个体，而是培养这样一些人——他们的成功与他们对他人所作的贡献不可分割。
6. Academic Excellence and Preparation for the Future | 学术卓越与面向未来的准备
Academic ambition sits at the centre of the school's identity rather than at its margins. Lessons are designed to stretch the most able while remaining accessible to those who need more scaffolding, and the curriculum is intentionally broad, because premature specialisation narrows a student's options just when they are least equipped to choose. The stated purpose of the curriculum is to draw out the best in every individual and to prepare students for careers that do not yet exist.
学术抱负处于学校身份认同的中心，而非边缘。课程设计既要让最有能力的学生受到挑战，也要让需要更多支持的学生能够进入。课程体系有意保持宽广，因为过早的专业化会在学生最不具备选择能力的时候压缩他们的选择空间。学校明确表述的课程目标是激发每个人的最优潜能，并为那些尚未出现的职业做好准备。
That last phrase carries real weight. A school cannot know which technologies, industries or ethical dilemmas its current Year 7 pupils will meet in the 2040s. What it can do is build transferable foundations: strong literacy and numeracy, genuine scientific understanding, the ability to reason in a second language, comfort with technology, and the habit of thinking carefully about values. These are the durable assets that survive the disappearance of particular jobs.
最后这句话分量很重。一所学校无法预知它现在的七年级学生在2040年代会面对哪些技术、行业或伦理困境。它能做的是打造可迁移的基础能力：扎实的读写与计算能力、真正的科学理解、用第二语言进行推理的能力、对技术的适应力，以及认真思考价值的习惯。这些才是当某些具体职业消失之后依然保值的耐久资产。
7. Admission to Year 7 | 七年级入学条件与流程
Entry to Year 7 is selective and is assessed through three connected elements: an informal interview, the primary school report, and an entrance examination. The interview is described as informal because the aim is to see how a child thinks and responds in conversation rather than to test rehearsed answers. The primary school report gives the school a longer-term view of attitude, effort and progress than any single test can provide.
七年级入学具有选拔性，通过三个相互关联的环节进行评估：非正式面试、小学成绩报告书以及入学考试。面试之所以被描述为"非正式"，是因为其目的在于观察孩子在交谈中如何思考与回应，而非检测背诵好的答案。小学成绩报告书则让学校看到比任何单次考试都更长线的态度、努力与进步画像。
The entrance examination consists of an online cognitive ability test, together with written papers in English and mathematics. The cognitive ability test is designed to measure underlying reasoning potential rather than taught content, which is why it is used alongside - not instead of - the subject papers. English and mathematics carry particular weight because they underpin almost every other subject in the senior curriculum.
入学考试包括在线认知能力测验，以及英语和数学的笔试。认知能力测验旨在测量底层的推理潜能，而不是已教授的知识内容，因此它与学科笔试是并用关系，而非替代关系。英语与数学尤其重要，因为这两门学科几乎是中学阶段其他所有学科的基础。
8. Key Dates for 2026 Entry | 2026年入学的关键日期
For families applying for entry in 2026, the entrance examination takes place on 14 November 2025, and the application deadline is 24 October 2025. The gap between the two dates is deliberately tight, which means families should register early rather than wait until the deadline approaches. It is also sensible to check the exact examination arrangements, timings and any access requirements directly with the admissions office well before the day.
对于申请2026年入学的家庭，入学考试日期为2025年11月14日，申请截止日期为2025年10月24日。两个日期之间间隔较短，这意味着家庭应当尽早注册，而不是等到临近截止日才行动。同样明智的做法是，在考试日之前就向招生办公室确认具体的考试安排、时间以及任何无障碍或特殊需求方面的要求。
| Item | 事项 | Date / Detail | 日期或细节 |
| Application deadline (2026 entry) | 申请截止日期（2026年入学） | 24 October 2025 |
| Entrance examination | 入学考试日期 | 14 November 2025 |
| Assessment components | 评估组成部分 | Online cognitive ability test; written English and mathematics papers | 在线认知能力测验；英语与数学笔试 |
| Additional evidence | 其他参考材料 | Informal interview and primary school report | 非正式面试与小学成绩报告书 |
9. Sixth Form Admission and GCSE Requirements | 高中阶段入学与GCSE成绩要求
Entry to the Sixth Form is determined by an interview, a report from the student's current school, and GCSE results. As a working reference point, applicants should achieve a total of at least 36 points across their seven best GCSE subjects, and should secure at least grade 6 - ideally grades 7 to 9 - in each GCSE subject they intend to continue at A-Level.
Sixth Form（高中最后两年）的入学，依据面试、当前学校成绩报告书以及GCSE成绩来确定。作为参考标准，申请者在七门最佳GCSE科目里获取的总分应当至少为36分，并且在他们打算继续作为A-Level科目学习的每一门GCSE科目中，至少要拿到6分，最好是7到9分。
Best 7 GCSEs: Σ points ≥ 36 | A-Level subject GCSE: ≥ 6, ideal 7-9
The logic behind those numbers is worth understanding rather than simply memorising. A total of 36 points across seven subjects implies a consistent, solid performance profile rather than one brilliant result surrounded by weak ones. The subject-specific minimum exists because A-Level teaching begins at a level that assumes secure GCSE foundations; a grade 6 usually signals that the foundation is there, while grades 7 to 9 suggest a student will cope comfortably with the pace.
这些数字背后的逻辑值得理解，而不只是记住。七门科目总分至少36分，意味着一个稳定、扎实的整体表现，而不是一门特别优异、周围却较弱的成绩结构。单科最低要求的存在，是因为A-Level教学起点假定学生的GCSE基础已经牢固：6分通常说明基础已经具备，而7至9分则显示学生能够较为从容地应对进度与难度。
10. Curriculum Design from Year 7 to GCSE | 从七年级到GCSE的课程安排
The curriculum is designed around inclusivity, with the explicit aim of drawing out the best in every pupil and preparing them for careers that have not yet been invented. In the lower school, Year 7 students study a wide range of subjects including art, science, English, mathematics, Latin and modern languages. Studying Latin at this stage is a deliberate choice: it strengthens grammatical understanding, supports modern language learning and trains systematic thinking.
学校的课程设计着重包容性，其明确目标是激发出每个人的最优潜能，并为未来尚未出现的职业做好准备。在低年级阶段，七年级学生要学习众多科目，涵盖艺术、科学、英语、数学、拉丁语以及现代语言等。在这一阶段学习拉丁语是刻意的安排：它能强化语法理解、支持现代语言学习，并训练系统性的思维方式。
At GCSE, students take a minimum of ten subjects. English, English Literature, mathematics, Religious Studies and science are compulsory, which guarantees that every student continues to develop literacy, numeracy, scientific understanding and theological literacy. Religious Studies being compulsory is entirely consistent with the school's identity: the subject teaches students to examine belief, ethics and argument rigorously, whether or not they personally share the faith tradition of the school.
到了GCSE阶段，学生至少需要学习十门科目。其中英语、英语文学、数学、宗教研究以及科学为必修，这保证了每一位学生都能持续发展读写能力、计算能力、科学理解力与神学素养。宗教研究作为必修科目，与学校的身份完全一致：这门学科训练学生严谨地审视信仰、伦理与论证，无论他们个人是否认同学校的信仰传统。
11. Sixth Form Study, EPQ, Games and Off-Site Activities | 高中阶段的学习、EPQ、体育与校外实践
In the Sixth Form, students generally study three A-Level subjects, and may additionally choose to complete an Extended Project Qualification. The EPQ is a research-based qualification in which a student designs, researches and writes up an independent project, usually with a taught element in research skills. It is valued by universities precisely because it develops the self-directed study habits that undergraduate work demands.
在Sixth Form阶段，学生一般会学习三门A-Level科目，并且还可以选择完成扩展项目资格认证（EPQ）。EPQ是一项以研究为基础的资格认证，学生需要自行设计、研究并撰写一个独立项目，通常还包含研究方法方面的教学环节。大学之所以重视EPQ，正是因为它培养了本科学习所要求的自主学习习惯。
Alongside academic study, participation in games and off-site activities is compulsory rather than optional. This is a deliberate statement about what education is for: physical activity supports concentration, sleep and mental health, while off-site experiences build independence, teamwork and the kind of practical judgement that cannot be taught from a textbook. A student's timetable therefore includes both intellectual and physical demands.
除学术学习之外，参与体育游戏与校外实践活动是必修而非选修。这是关于"教育目的何在"的一次刻意表态：体育活动有助于专注力、睡眠与心理健康，而校外体验则培养独立性、团队合作以及那种无法从教科书中学到的实践判断力。因此，学生的时间表同时包含智力与体能两方面的要求。
12. Extracurricular Life: Over 40 Activities | 课外生活：超过40项活动
The school offers more than 40 extracurricular activities, spanning academic enrichment, sport, music and drama. That breadth matters because it gives students multiple routes to competence and belonging: a pupil who struggles in a classroom may discover their confidence in an orchestra, on a cricket square or in a debating society. Enrichment beyond the syllabus also strengthens applications to competitive universities and, more importantly, develops interests that last a lifetime.
学校提供了超过40项课外活动，覆盖学术拓展、体育、音乐以及戏剧等领域。这种广度之所以重要，是因为它为学生提供了通往能力感与归属感的多条路径：一个在教室里感到吃力的学生，也许会在乐团、板球场或辩论社里发现自己真正的自信。超越大纲的拓展也会增强申请竞争性大学的实力，更重要的是，它会发展出可伴随一生的兴趣。
Sport is organised seasonally and includes rugby, football, cricket, tennis and netball, with professional coaching provided. Music life is rich, featuring a symphony orchestra and a senior choir among other ensembles, with several major concerts each year. The school also runs a Combined Cadet Force and the Duke of Edinburgh's Award programme, both of which are designed to develop leadership, responsibility and self-discipline.
体育按季节组织，项目包括橄榄球、足球、板球、网球、无挡板篮球等，并由专业教练予以指导。音乐生活十分丰富，拥有交响乐团、高级合唱团等多样乐团，每年举办多次重要音乐会。此外，学校还设立了联合学员队（CCF）以及爱丁堡公爵奖计划，二者都旨在培育学生的领导力、责任感以及自律精神。
13. Choosing the Right School | 如何为孩子选择合适的学校
Choosing a suitable school is one of the most consequential decisions a family makes, and it is rarely settled by a single statistic. Long-standing tradition and values shape the daily atmosphere a child lives in; strong academic outcomes open doors later; varied extracurricular opportunities determine whether talents are discovered; and an inclusive community atmosphere decides whether a child feels they belong. The right balance differs from family to family.
挑选一所适宜的学校，是家庭所要做出的一项关键抉择，而它很少能由单一的数据指标来定夺。长久以来的传统与价值观，塑造着孩子每天所处的氛围；出众的学术成果，在日后打开机会之门；丰富多样的课外机遇，决定着才能是否被发现；包容接纳的社区氛围，则决定孩子是否感到自己属于这里。而这四者之间的最佳平衡点，每个家庭都不尽相同。
If you are weighing up St Mary's College, Crosby against other options, the most useful questions are practical ones. Does the 0-18 continuity suit your family's plans? Does your child
更多咨询请联系16621398022（同微信）
或截图后用「扫一扫 → 相册」选择本图