The College Magazine Summer 2022

We have the pleasure to announce that our Summer 2022 edition of The College Magazine is now available! Some of the students from DCB Senior School Global Goals Club will take you through a student-led journey to global citizenship and share some of the projects they successfully launched in the past school year. Student leadership is a broad concept that encourages every student to take ownership and responsibilities. You will read about programmes and activities that are provided in DCB Early Years to foster student agency from a younger age. Junior School Student Council share their creative initiatives, including 'No Carbon November'. The Dulwich Dudes Podcast and Magazine team from Junior School reflect their first year of journalism activities. Check out their thoughts and ideas! Some of the 2022 graduates share insights that they have gained through the university application journey.

We have the pleasure to announce that our Summer 2022 edition of The College Magazine is now available!

Some of the students from DCB Senior School Global Goals Club will take you through a student-led journey to global citizenship and share some of the projects they successfully launched in the past school year.

Student leadership is a broad concept that encourages every student to take ownership and responsibilities. You will read about programmes and activities that are provided in DCB Early Years to foster student agency from a younger age.

Junior School Student Council share their creative initiatives, including 'No Carbon November'. The Dulwich Dudes Podcast and Magazine team from Junior School reflect their first year of journalism activities. Check out their thoughts and ideas!

Some of the 2022 graduates share insights that they have gained through the university application journey.


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C <strong>The</strong><br />

OLLEGE<br />

<strong>Summer</strong> <strong>2022</strong> Beijing<br />

...............................................................................<br />

Dulwich <strong>College</strong> Beijing Introduces...<br />

A Student-Led Journey to<br />

Global Citizenship<br />

...............................................................................<br />

Empowering Students to Become Digital Leaders<br />

<strong>The</strong> Dual Language Approach in Early Years

Friends of Dulwich<br />

Building the Community Culture Around You<br />

Welcome to Friends of Dulwich! As the parent association<br />

at Dulwich <strong>College</strong> Beijing, we aim to build bridges between<br />

families, the school, and our wider community and by doing<br />

so, enhance the school experience for our children. All parents<br />

automatically become Friends of Dulwich (FoD) members once<br />

their child(ren) joins Dulwich <strong>College</strong> Beijing (DCB).<br />

<strong>The</strong> Friends of Dulwich Committee consists of more than 20<br />

volunteers working for our community. Everybody is welcome<br />

to join our FoD committee to build a warm, friendly, smart<br />

community! Feel free to contact us at fodchair.beijing@dulwich.<br />

org<br />

Julie Hong<br />

Chair of Friends of Dulwich<br />

As parents, we are proud that our children are receiving the best<br />

international education at Dulwich <strong>College</strong> Beijing. But more<br />

than that, as part of the DCB community member, you should<br />

also know that Friends of Dulwich is a link to connect you and<br />

your family with our school.<br />

Strengthening the connection between DCB families and the<br />

school is FoD’s most important mission. To achieve this mission,<br />

FoD volunteers create opportunities for parents to connect with<br />

the <strong>College</strong> by organising regular events and enabling everyone<br />

to find something enjoyable among a large choice of activities<br />

and clubs:<br />

• New Family Orientation Day and Friends Welcome Tea<br />

• A Cappella Club<br />

• Culture Club & Connection Lunch<br />

• Parents Representatives<br />

• Teachers’ appreciation lunches<br />

• Third-party staff Chinese New Year appreciation<br />

and many more...<br />

C O N T E N T S<br />

Head of <strong>College</strong> Message<br />

Live Worldwise<br />

Our Global Citizenship Statement<br />

DIMUN XII: A Perpetual Pendulum<br />

A Student-Led Journey to Global Citizenship<br />

Dulwich <strong>College</strong> Beijing Takes Staff Wellbeing at Heart<br />

Student Agency<br />

Student Leadership in Early Years<br />

Student Initiatives in Junior School<br />

Meet the <strong>2022</strong> Student Prefect Team!<br />

Graduate Worldwise<br />

Class of <strong>2022</strong> Receives Worldwide Prestigious University Offers!<br />

A Reflection on the University Applications Journey<br />

Education and Technology<br />

Empowering Students to Become Digital Leaders<br />

Sustaining Educational Innovation in a Changing World<br />

Learning Pathways<br />

We Never Lose, We Either Win, or We Learn...<br />

<strong>The</strong> Dual Language Approach in Early Years<br />

“Staying in Your Own Lane” in a Learning Setting and Beyond<br />

Visual and Performing Arts<br />

MADD Festival<br />

Sustainable Artworks in Early Years<br />

Story Light Boxes by Year 6<br />

Congratulations to All Our GCSE Art Students!<br />

<strong>2022</strong> IB Visual Arts Exhibition<br />

Senior School Drama Production: Romeo and Juliet<br />

Junior School Welcomes Spring in Music<br />

Spotlights<br />

House Events<br />

Hear from the DCB Alumni<br />

DCI News<br />

Cover: Betty H, Victoria H, Lily L, Lina M, Ariel Y, Julie Z, Agatha Z<br />

Editor, Design & Layout: Kalyana Marechal, Sophie Zhu, Yadi Zhou, Edelmann Group<br />

Editorial Support: Cecilia Liang<br />

Contributors: Jett Brunet, Becky Bush, William Chen, Bryan Chiew, Anthony<br />

Coles, Sally Corben, Jacob Dong, Rachel Edwards, Victoria H, Jeffrey Harmon,<br />

Dr Tabitha Healey, Melody Hsu, Stephen Hurworth, Yosef Karasik, Brian L, Lina<br />

M, Kevin Meng, Shauna McFaul, Elena Reid, Jason Ryu, Yvette Stride, Cecilia<br />

T, Alexander Tew, Jenna Yeh, Senior School Global Goals Club, our colleagues<br />

across the DCI network and many of our wonderful students and alumni<br />

Photography: Kidsphoto Studio, Global Vision Studio, Dulwich <strong>College</strong> Beijing<br />

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beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Head of <strong>College</strong> Message<br />

Dear DCB Community,<br />

It is my pleasure and privilege to introduce a new edition of <strong>The</strong> <strong>College</strong> magazine<br />

as another dynamic and rewarding academic year is about to close. <strong>The</strong> plethora<br />

of news and events covered in this release will allow everyone to find articles and<br />

photos of interest. However, allow me to highlight a few highly relevant topics for<br />

the whole college.<br />

Re-accreditation<br />

In December, Dulwich <strong>College</strong> Beijing was fully re-accredited<br />

by the Council of International Schools (CIS) and the<br />

Western Association of Schools and <strong>College</strong>s (WASC). <strong>The</strong><br />

CIS/WASC evaluation team was very complimentary about<br />

Dulwich <strong>College</strong> Beijing. <strong>The</strong> evaluation team’s report<br />

identified many commended areas, including our revised<br />

guiding statements, high levels of student engagement, our<br />

dedicated staff, ongoing curriculum development, our focus<br />

on student wellbeing, the work being done around English<br />

as an additional language provision, staff’s professional<br />

learning and the community support our parents show<br />

the <strong>College</strong>. In addition, the report identifies a few areas<br />

for continuing growth that focus on digital citizenship and<br />

curriculum review processes, along with finding more<br />

collaborative time for Staff. <strong>The</strong> whole Report confirms that<br />

the <strong>College</strong> continues to deliver a world-class, well-rounded<br />

and challenging programme for our students. We have all<br />

the ingredients: great teachers, a robust, rich curriculum,<br />

and third-party accreditation agencies like CIS/WASC and<br />

the IBO to hold us all accountable for improving student<br />

learning.<br />

Global Citizenship<br />

Our mission is to Live Worldwise, and a lot of work has gone<br />

into developing a new Global Citizenship definition.<br />

Connect / Care / Act<br />

We are on a journey to connect with, care about, and act for<br />

people and our world.<br />

At DCB, we strive to encourage our students to become<br />

global citizens. We are continually enhancing our curriculum<br />

so that our students learn about global issues and<br />

sustainability and other people, their cultures, and their<br />

perspectives.<br />

We wish to see our students having:<br />

• A strong self-esteem and identity<br />

• A deep understanding of global issues.<br />

• An open mind with the ability to see the world from<br />

multiple perspectives.<br />

• A positive impact on others through service<br />

• A concern for the environment and sustainable<br />

development<br />

• Empathy and an understanding of other cultures and<br />

a sense of shared humanity<br />

• A commitment to social justice<br />

To support our mission of Live Worldwise, a new position<br />

has been created for the next school year. This role will direct<br />

and shape the student experience at Dulwich <strong>College</strong> Beijing<br />

in the area of Global Citizenship that encompasses, but is<br />

not limited to, sustainability, service and global citizenship.<br />

<strong>The</strong> role will provide students, teachers and staff access to<br />

world-class learning opportunities via curriculum design,<br />

enrichment and global networks in the area of Global<br />

Citizenship. Mr Samson Swanick has been appointed to be<br />

our first Director of Global Citizenship. Mr Swanick will work<br />

closely with both the school and local community (parent,<br />

schools, outreach groups) to provide opportunities for<br />

developing global citizenship attributes with students and<br />

raising awareness and the connectedness of the Sustainable<br />

Development Goals.<br />

Our EdTech Team has been constructing a new curriculum to<br />

empower our students to be effective and responsible digital<br />

citizens during this academic year. As part of this work, a<br />

new definition was created.<br />

Digital Citizens are responsible, confident users of<br />

technology that connect with, care about, and act<br />

positively within our community and beyond.<br />

Our newly formed EdTech team has supported teachers in<br />

integrating authentic use of technology within the learning<br />

programmes. Behind the scenes, a lot of work has also taken<br />

place to take our systems to another level, improving the<br />

user experience for students, teachers and parents.<br />

This academic year has again tested us in so many ways. I am<br />

proud of the resilience shown by all community members<br />

when coping with COVID-19 related challenges. It has been<br />

a tough couple of years for many individuals, and the care<br />

shown by peers has been tremendous. Our efforts to equip<br />

staff with coping strategies and the knowledge of maintaining<br />

a healthy lifestyle has been well received. However, these<br />

ongoing challenges have meant a higher number of our<br />

teachers than usual have decided to leave DCB in June.<br />

We know that this has been a tough decision for them, but<br />

many felt the need for change with the ongoing restrictions.<br />

Although we are sad to see our colleagues depart, we are<br />

excited to meet the new cohort of teachers who will join<br />

our community from August this year. We have carefully<br />

selected these educators to teach our students and move our<br />

programmes forward. We anticipate an easing of restrictions,<br />

and hopefully, our parents and community events will return<br />

to the campus as they once did.<br />

Awards<br />

DCB continues to look at ways in which to deliver a worldclass<br />

education. Our students come first, and all of the<br />

programmes are designed with their needs in mind. We<br />

were delighted to have the <strong>College</strong> recognised by the British<br />

Schools Awards in two categories: Holistic Education and<br />

Science and Technology.<br />

Winning the Holistic Education Award shows that DCB is<br />

far more than just an academic school with outstanding<br />

performance. This award celebrates the exceptional<br />

collective effort from all our staff and students in building<br />

a well-rounded, balanced set of offerings both within and<br />

beyond the classroom walls. From academics, sports, and<br />

the arts to students taking action in the local community,<br />

this award recognises the four DCB pillars well and truly.<br />

<strong>The</strong> Science and Technology Award acknowledges initiatives<br />

within the curriculum and across the extracurricular<br />

activities programme. It is a recognition of the staff who<br />

brings Science & Technology to life for students and students<br />

leading clubs and activities in this area. <strong>The</strong> judges very<br />

much saw the broad involvement of all students as an<br />

outstanding differentiator!<br />

DCB was also awarded the winning school for the<br />

International Schools Award category “Pathways to<br />

continued and university education”. This is great recognition<br />

for everyone involved in our WorldWise Academy, which<br />

enriches the career pathways of our students by creating<br />

connections between DCB and the world of work. <strong>The</strong><br />

WorldWise Academy is a true collaboration between<br />

students, parents and staff, and we are honoured to receive<br />

this prestigious award.<br />

University offers<br />

Our seventy graduates will be soon spreading their wings<br />

to study at universities all across the globe. We are proud of<br />

their achievements and the people they have become. We<br />

look forward to hearing about their impact on the world in<br />

the years to come. Meanwhile, we wish them all the best in<br />

their transition to a new chapter of their life.<br />

Anthony Coles<br />

Head of <strong>College</strong><br />

Head of <strong>College</strong> Message<br />

Award Category<br />

Pathways to Continued and University Education<br />

Presented to<br />

Dulwich <strong>College</strong> Beijing<br />

In recognition of achievement at the<br />

International School Awards in January <strong>2022</strong><br />

4 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Live Worldwise<br />

Live Worldwise<br />

Dulwich <strong>College</strong> Beijing Unveils its Global<br />

Citizenship Definition<br />

DIMUN XII: A Perpetual Pendulum<br />

By Brian L and Victoria H<br />

Secretaries-General of DIMUN XII<br />


We are on a journey to connect with, care about, and act for people and our world.<br />

This definition is underpinned by our mission to Live<br />

Worldwise. It reflects our commitment to educate<br />

our students as the next generation of global citizens<br />

and enable them to make a positive difference to people,<br />

society and the planet.<br />

A dedicated Global Goals definition wall was created by the<br />

Dulwich <strong>College</strong> Beijing Sustainability leads to provide a live<br />

communication space for the whole college to showcase<br />

news, student actions, links to resources… related to the<br />

different global goals.<br />

With sustainability as one of our strategic priorities this<br />

academic year, we aim to foster our students’ awareness<br />

and understanding of global topics and build up their<br />

global literacy through age-appropriate and real-life-based<br />

education.<br />

Andrew Walton, Senior School Sustainability lead, shares<br />

that “the goal of this wall is to connect our community<br />

of students, parents and teachers, and decentralise our<br />

student-led Global Goals Club. This way, our true collective<br />

efforts will result from the whole community doing 10%<br />

more rather than relying solely upon the club members.<br />

We need everybody to contribute a little bit in each of the<br />

fields, starting with the things they are already passionate<br />

about.”<br />

Over 130 delegates from 11 schools, including around 20<br />

DCB delegates, met virtually and attended the annual DCBinspired<br />

debating event of Dulwich International Model<br />

United Nations, DIMUN XII, between 18 and 20 March <strong>2022</strong>.<br />

Throughout the weekend, a<br />

total of over 50 students from<br />

our <strong>College</strong> were involved in<br />

participating in or facilitating<br />

the conference, expanding<br />

their outreach to a myriad<br />

of pressing and eye-opening<br />

issues ranging from the<br />

situation in Afghanistan, the<br />

global energy shortage as<br />

well as assessing how artificial intelligence could potentially<br />

become an unsafe tool.<br />

This year, the conference was themed by the statement: A<br />

Perpetual Pendulum. Ranging from global humanitarian<br />

crises and long-term military conflicts to even recent<br />

contentions induced by the COVID-19 outbreak, there exists<br />

an unending trend by which pressing concerns are habitually<br />

overlooked because of a misleading impression of nonviolence.<br />

A strong force or provocation lingers on either side<br />

of the global pendulum, and it is only when the aftermath<br />

is visualised on the farther end that we begin to pledge our<br />

least amount of accountability for a world we have already<br />

devastated.<br />

With the hope to understand and address this phenomenon,<br />

this theme was devised and launched by the executive<br />

team comprising Brian L, Eva C, Victoria H, and Zion K,<br />

under the guidance and support of Mr Royters and Ms<br />

Tomaszun. Throughout the conference and all procedures<br />

in preparation for it, despite the imminent challenges of<br />

working between an online and hybrid possibility, the event,<br />

on the whole, was executed smoothly and successfully,<br />

once again bringing together our entire DCB Senior School<br />

community in an event that trained students to reaffirm<br />

their knowledge of current affairs, and thereby enhance<br />

their outlook as prospering global citizens.<br />

Special congratulations to Sissi S (USA, GA1), Lian C (USA,<br />

ENV) and Olivia K (USA, SC), who were awarded the most<br />

improved, passionate and diplomatic delegate awards,<br />

respectively.<br />

6 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Live Worldwise<br />

A Student-Led Journey to Global Citizenship<br />

By the DCB Senior School Global Goals Club<br />

Who are we?<br />

<strong>The</strong> Senior School Global Goals Club has morphed and<br />

changed over time, adapting to student needs and changes<br />

in the international socio-political climate –– and, of course,<br />

to the actual climate –– to strive towards not a single but<br />

17 Sustainable Development Goals (SDGs), or Global Goals,<br />

promoted by the United Nations.<br />

Sustainability and Global Citizenship have always been part<br />

of DCB’s priorities. As a club, we aim to guide students,<br />

teachers and parents towards these goals in a way that is<br />

tailored to the demands of our school context. We hope to<br />

inspire pivotal conversations amongst members of the DCB<br />

community on sustainability and the Global Goals. During<br />

the past few years, we have hosted numerous assemblies<br />

on climate change, helped to introduce plant-based meat<br />

meals, and worked closely with the school’s leadership team<br />

to discuss ideas and student opinions at our regular whole-<br />

<strong>College</strong> Sustainability Committee meetings.<br />

Like so many student-led initiatives, our student leadership team<br />

makes everything possible. We are, in many ways, idealistic<br />

people that came together with a shared understanding of<br />

what the what is and vision of what the world ought to be.<br />

Here, our student leadership team would like to share short<br />

introductions to ourselves and our visions for the future.<br />

Without further ado, here is a short message from each of<br />

our student leaders.<br />

Tiffany L –– Head of the Global Goals Club, Year 12<br />

I joined the Global Goals Club almost<br />

three years ago, but in the beginning,<br />

like many students, I was vaguely aware<br />

of global issues like climate change,<br />

poverty, and inequality. Due to the<br />

sheer size of the problems the world is<br />

facing today, it’s easy to turn a blind eye<br />

toward the larger world and instead<br />

focus on our small spheres of influence.<br />

However, the Global Goals Club’s<br />

emphasis on making incremental change and sparking the<br />

much-needed conversation ignited genuine interest and<br />

compassion in me towards caring –– and just by caring, we<br />

can make a difference.<br />

As the Head of the Global Goals Club, my role is to guide<br />

the club’s path and work closely on sustainability-related<br />

projects in the <strong>College</strong>.<br />

Betty H –– Sustainability Prefect, Year 12<br />

Hello! My name is Betty, and I am<br />

currently privileged with the opportunity<br />

to serve as the Sustainability Prefect<br />

alongside Lily for the Dulwich community.<br />

I have been actively engaged in the<br />

Global Goals Club since Year 9, and my<br />

(then) mere interest in sustainability<br />

has grown into a genuine passion.<br />

I think that it is imperative that we<br />

learn to break our goals into basic<br />

rudimentary steps and reach a feasible solution to address<br />

global issues.<br />

Lily L –– Sustainability Prefect, Year 12<br />

I’m Lily, a Sustainability Prefect along<br />

with Betty and part of the Global Goals<br />

Club leadership team. I joined Global<br />

Goals Club in Year 9 and previously<br />

held the role of Public Relations Officer<br />

in Year 10 and Project Manager in<br />

Year 11. My goal as prefect this year<br />

is to make every student within DCB<br />

interested in sustainable development<br />

and environmental protection! I am<br />

particularly passionate about the impact that global issues<br />

such as climate change, pollution and overutilisation of<br />

natural resources have on nature and society. This year, not<br />

only do we want to simply discuss such issues within Global<br />

Goals Club ECA sessions and raise awareness, but we aim<br />

to actively involve more students to participate through<br />

interactive events, including the Key Stage 3 Assembly, Earth<br />

Day and No Carbon November!<br />

Matthew W –– Public Relations Officer (PRO), Year 11<br />

Hello! My name is Matthew, and I am<br />

one of the Public Relations Officers for<br />

the Global Goals Club. Our team aims<br />

to spread awareness and raise empathy<br />

within the school. Throughout this year,<br />

we have spread as much information<br />

within the Dulwich community as<br />

possible so that they are well informed<br />

of the projects being carried out. I have<br />

been writing the bi-weekly Global Goals<br />

Club newsletter, and aim to continue informing students,<br />

teachers and parents of our projects and progress.<br />

Michelle W –– Public Relations Officer (PRO), Year 11<br />

Hello, my name is Michelle; our vision is<br />

to identify problems related to the UN’s<br />

Sustainable Development Goals in our<br />

school community, raise awareness, and<br />

then implement action together. I am<br />

especially interested in Goal #5: Gender<br />

equality and Goal #12: Responsible<br />

Consumption and Production. I plan to<br />

write about how women are portrayed<br />

from different points of view (such as<br />

Confucius) and through different times, and publish that<br />

in the school’s newsletters. I have conducted surveys on<br />

different people's opinions on controversial gender equity<br />

issues, attended feminism lectures, and joined feminism<br />

groups to prepare for the project. I am also planning to<br />

place bins for plastic around the school and separate types<br />

2 and 5 plastics so they get recycled in Project (ZERO). I<br />

will be first experimenting with this separation method<br />

within my household to see the best way of promotion and<br />

organisation.<br />

Vivianne N –– Head of Admin, Year 10<br />

Hi, I'm Vivianne, and I am one of the<br />

admins of the Global Goals club. As part<br />

of the club, I wish to spread awareness<br />

of the SDGs, especially on Goal #16:<br />

Peace, Justice and Strong Institutions<br />

and Goal #10: Reduced Inequalities. One<br />

of the projects that I have worked on is<br />

the SDG wall. <strong>The</strong> SDG wall addresses<br />

all of the goals, and through this wall,<br />

we aim to raise more awareness of the<br />

SDGs in the Dulwich community; the SDG wall is designed to<br />

allow students to attach and share ideas or articles that they<br />

find interesting. For this project, we have also collaborated<br />

with the Senior School Library so that students could easily<br />

access articles related to each SDG by scanning a QR code<br />

next to them.<br />

Victoria H –– Head of Admin, Year 12<br />

Hello! My name is Victoria H, and I<br />

am positioned as the Head of Admin<br />

alongside Vivianne. Together, we are<br />

primarily tasked with maintaining the<br />

logistics and organisation of the club,<br />

looking over the team’s communication<br />

and meeting agenda, whilst actively<br />

being involved with executive team<br />

duties of leading, encouraging,<br />

and supporting projects related to<br />

sustainability.<br />

Personally, I am incredibly fond of the individual scale of<br />

actions regarding sustainability which ultimately – as I<br />

believe – bolsters the collective spirit of our DCB community.<br />

Particularly, I lay my personal priorities in aiming to inspire an<br />

environment of empathy towards our causes and the world<br />

around us, which will essentially become the future society<br />

of all current students at DCB.<br />

Student-led projects and events<br />

Our team’s main vision and goals stand in raising awareness<br />

and ingraining ideas of the United Nations Sustainable<br />

Development/Global Goals in the everyday lives of the DCB<br />

community. Under this umbrella, we aim to set specific<br />

targets per term branched under one or two specific goals,<br />

planning and launching projects or events in which students<br />

can participate on an increasingly larger scale. Through<br />

these efforts, we further hope to advocate the concept<br />

of Global Citizenship and our school’s key mission to Live<br />

Worldwise, training students to enhance their individual<br />

open-mindedness toward the world around us.<br />

One of the features that truly stands out about the Global<br />

Goals Club at DCB is our vibrant student involvement,<br />

engagement and initiatives. Currently, we are pushing<br />

exciting student-led projects such as Forestcast, Ocean<br />

Pandas and Project (ZERO). To this end, our club has<br />

launched numerous events, projects and initiatives. Here is<br />

just a glimpse of the work we’ve been doing.<br />

Key Stage 3 Assembly<br />

Live Worldwise<br />

Since sustainability is a concept that runs through Dulwich,<br />

8 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Live Worldwise<br />

Live Worldwise<br />

we want to educate younger generations about sustainability<br />

as early as possible. <strong>The</strong>refore, the Key Stage 3 assembly<br />

was an introduction to our efforts toward sustainability in<br />

the Senior School, specifically emphasising Goal #14: Life<br />

Below Water and Goal #2: Zero Hunger. We also enabled<br />

students to be involved in other sustainable development<br />

goals related ECAs, such as Project (ZERO) and Ocean<br />

Pandas, to introduce their individual projects. We wish to<br />

promote these issues to lower year groups, raise awareness,<br />

and provide them with the chance to make “teaspoons of<br />

change” in their daily lives.<br />

Project (ZERO)<br />

aims that underlie the Global Goals.<br />

We would like to thank Jimin B, Iris S, Amy Z, Matthew W,<br />

Elpis C, Vivian L, Michelle W, Angel W and Mr Zhao for being<br />

heavily involved in turning Project (ZERO) into a concrete<br />

project that is beginning to make a tangible difference in the<br />

school community. Through producing products, we aim to<br />

raise awareness of how much plastic is being wasted and<br />

eventually approach our goal of a “zero-plastic campus.”<br />

Global Goals Wall<br />

Around mid-February this year, the Global Goals Wall –<br />

which had been planned and designed for a long time by<br />

members of the DCB Global Goals Club – was installed in<br />

the school in the corridor next to Mr Coles’ office. With<br />

one puzzle piece dedicated to each of the 17 Global Goals,<br />

an invitation to collaborate on this wall was expanded to<br />

all members of the DCB community. Ever since, the Global<br />

Goals Wall has been (and is still being) furnished with<br />

colourful posters and infographics, symbolising the entire<br />

<strong>College</strong>’s cooperation, dedication, and affiliation towards the<br />

central goals.<br />

Earth Day <strong>2022</strong><br />

To celebrate Earth Day (April <strong>2022</strong>) and Earth Week this year,<br />

the club arranged a week full of activities aiming to mobilise<br />

Key Stage 3 students, a sustainable bake-off, plant adoption<br />

activities, and the bring-back of DCB’s traditional alternative<br />

proteins ‘Chef’s Table’, a diverse and comprehensive range<br />

of events was launched to celebrate and accentuate the<br />

importance of our world and the surrounding environment.<br />

Universally, this year’s Earth Day was themed under the<br />

statement: Invest In Our Planet. Whilst spreading the idea<br />

and awareness of this topic, the crucial targets that we as a<br />

team set was not only to limit our impact and influence on<br />

the time frame of a single week but to advocate for Earth<br />

(every) Day, calling for small changes and action in the daily<br />

lives of all.<br />

Project (ZERO) collects used up types 2 and 5 plastics from<br />

students and teachers and recycles them into new products.<br />

During the production, we undergo multiple phases. After<br />

an initial rinse, we cut and grind the plastic into small pieces<br />

to ease the washing process. We then soak these pieces in<br />

a water bath and soap to ensure they are clean. After this,<br />

we can heat the plastic in simple moulds or run it through<br />

our locally built extruder. When the plastic is cooled under<br />

pressure, we remove it to then be able to make a wide range<br />

of products or building materials. Ultimately, we want to<br />

produce items that are both practical and aesthetic.<br />

International Women’s Day showcase<br />

On Tuesday 8 March, the Global Goals Club invited members<br />

of the Dulwich community to gather together for a<br />

showcase of projects and ideas surrounding the <strong>2022</strong> theme<br />

of International Women’s Day –– #Breakthebias. This is a<br />

part of the worldwide effort to draw attention to Global Goal<br />

#5: Gender Equality, combining efforts and approaching this<br />

complex, urgent and ubiquitous problem in modern society<br />

from different perspectives.<br />

the entire student body and school community to get<br />

involved with a sustainable cause and mindset. Ranging from<br />

activities such as a friendly infographic competition between<br />

In summary...<br />

As can be seen, a fundamental advantage (and strength) of<br />

the Global Goals Club is that it advocates for comprehensive<br />

change, targeting and inspiring all groups of the school<br />

community. Whilst adhering to the past legacy of the club at<br />

DCB, we optimistically pledge to bring about more positive<br />

change while remaining inclusive, innovative, and creative.<br />

Our project addresses multiple Global Goals: Goal #12:<br />

Responsible Consumption and Production, Goal #13: Climate<br />

Action, Goal #14: Life below Water, and Goal #15: Life on<br />

Land. As such, reducing the use of plastic will promote zeroplastic<br />

to the nearby communities and take a great leap<br />

toward environmental sustainability, which is one of the final<br />

10 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Live Worldwise<br />

Live Worldwise<br />

Dulwich <strong>College</strong> Beijing Takes Staff Wellbeing at Heart<br />

By Dr Tabitha Healey<br />

When the world became aware<br />

of COVID-19, the feeling was<br />

this was going to be a short-lived<br />

inconvenience. Little did any of us<br />

predict the extraordinary marathon<br />

of uncertainty that this would<br />

become. A sector particularly hard<br />

hit has been education, as schools<br />

grapple with constantly changing circumstances, fear, isolation<br />

from friends, family and the familiar all whilst trying to ensure<br />

a consistent schooling experience for their students.<br />

My background is 20 years as a Medical Oncologist,<br />

specialising in the care of young women with breast and<br />

ovarian cancers. Caring for the terminally ill provides<br />

extraordinary insights into how people respond to incredible<br />

challenges. This led to my passion for wellbeing and a career<br />

shift to Executive and Personal Coaching, assisting people in<br />

living their best lives, whatever is thrown at them.<br />

Dulwich School Beijing has been acutely aware of the<br />

importance of prioritising and supporting staff wellbeing,<br />

recognising that the positive reverberations of this would<br />

be felt throughout the broader school community.<br />

Wellbeing is defined as not merely the absence of disease<br />

but optimisation of a person’s physical, mental, emotional<br />

and social health. It is undeniable that stress levels have<br />

soared in recent years: time pressure, pressure to compete<br />

and perform, erosion of work/life boundaries and now,<br />

the addition of a pandemic. We are seeing soaring rates of<br />

burnout and compassion fatigue in the caring professions.<br />

Whilst some stressors can be addressed by reviewing<br />

priorities and adjusting expectations, many are fixed.<br />

<strong>The</strong> response in this setting needs to be an investment in<br />

wellbeing, which then resets how an individual responds to<br />

the stressors they are exposed to.<br />

<strong>The</strong> body of research for boosting wellbeing and enhancing<br />

stress resilience is vast. To streamline this for Dulwich <strong>College</strong><br />

Beijing, we created the S.P.A.C.E program based on the five<br />

pillars of:<br />

• Sleep<br />

• Pause (mindfulness meditation and digital<br />

detoxification)<br />

• Appreciation<br />

• Compassion and Connection<br />

• Energy (Exercise and Eat)<br />

A series of lectures on each of these pillars allows staff<br />

to learn the science behind why the investment in each<br />

of these simple strategies is achievable and worthwhile.<br />

Behavioural change is then encouraged by participation<br />

in follow-up activities, all whilst strengthening community<br />

through group participation.<br />

Each of these pillars has been demonstrated to<br />

downregulate stress hormones, improve the way our brain<br />

functions and reduce long term wear and tear on our DNA,<br />

thus reducing ageing and illness. <strong>The</strong>y are all free, simple<br />

and readily accessible: it simply comes down to whether we<br />

make them a priority or not.<br />

So, what are the shifts that you can make to overhaul your<br />

wellbeing and strengthen your ability to tolerate stress and<br />

uncertainty? Sleep is vital and a routine essential. Where<br />

possible going to sleep and getting up at the same time<br />

each day, aiming for 7-9 hours and exposing yourself to 10<br />

minutes of natural light in the morning will transform the<br />

quality of your sleep and set you up for the day.<br />

Pausing to take 10-15 minutes to sit quietly with your<br />

thoughts, allowing them to pass and then return to<br />

focussing on your breath, has been demonstrated to reduce<br />

stress, anxiety and depression, increase concentration<br />

and creativity and remarkably improve immune function<br />

and reduce pain. <strong>The</strong> greatest barrier to achieving quiet<br />

is our relationship with technology, and I implore you to<br />

review how you interact with your devices. Are you actively<br />

engaged online or simply mindlessly scrolling? Research<br />

reports that we check our phones every 12 minutes. We<br />

spend 5 minutes sorting a task, it then takes 23 minutes to<br />

return to our previous level of productivity. So, in fact, we<br />

are never actually achieving optimal performance.<br />

Appreciation of what we have rather than what we don’t,<br />

and expressing gratitude for this, increases life satisfaction,<br />

improves relationships and reduces toxic emotions and<br />

stress. Write down three things for which you are grateful<br />

before bed, share gratitude with family and friends or take a<br />

photo each day that allows you to savour the simple things<br />

for which we are all grateful. As you practice gratitude, you<br />

will find that, like exercising a muscle, it becomes easier,<br />

stronger and your natural state.<br />

We are all hardwired for connection, love and belonging.<br />

Shockingly, loneliness (a lack of meaningful relationships)<br />

has been estimated to shorten life span by 15 years and<br />

has higher mortality than smoking, diabetes or obesity<br />

due to the release of the stress hormone cortisol and the<br />

impact this has on the body. When we are overwhelmed<br />

and stressed, the first thing we do is often to withdraw<br />

from human interaction, which sadly only exacerbates<br />

our distress. Rewarding human connections requires<br />

a foundation of compassion: understanding another’s<br />

experience and providing assistance. Compassion makes<br />

the unbearable bearable, so look at your week and<br />

build in opportunities to be kind to yourself and connect<br />

compassionately with others.<br />

Finally, we turn to energy. We all know what it feels like to<br />

let our batteries run low, and yet I am reasonably confident<br />

that you would not allow that to happen to your phone.<br />

In order to thrive, we need to replenish our energy, which<br />

requires regular exercise and appropriate fuel. Schedule<br />

moderate-intensity exercise at least three times per week<br />

for 45 minutes or 3 x 15-minute sessions of high intensity,<br />

interval training. If you can, take your exercise outdoors as<br />

connecting with nature amplifies the benefits. Fuel your<br />

body with real food, preferably whole grain and plant-based,<br />

full of colour and variety.<br />

Congratulations must be given to the Dulwich <strong>College</strong> Beijing<br />

Wellbeing Committee, which has embraced the program<br />

and has already provided extraordinary opportunities for the<br />

staff to expand their minds, connect with others and invest<br />

in themselves.<br />

12 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Student Agency<br />

Student Agency<br />

Student Leadership in Early Years<br />

<strong>The</strong> Dulwich <strong>College</strong> educational philosophy emphasises the balanced development of a student’s intellectual<br />

and personal development. To that end, we focus on four core areas throughout the school: academic<br />

excellence, participation in sport, involvement in a wide range of music and drama opportunities, and a<br />

commitment to service and community. Each core area offers opportunities to develop student agency even from a<br />

young age. See for yourself!<br />

Taking ownership of the DCB Values<br />

Resilience, Confidence, Respect, Integrity, Responsibility, Openmindedness,<br />

and Kindness are the DCB values, each of which<br />

has been designed as a fun animal character for Early Years<br />

students. This project was the brainchild of teacher Emma<br />

Kiely with the artwork created by Junior School Art teacher<br />

Sally Corben. <strong>The</strong> characters representing DCB Values include<br />

Resilient Ren, Confident Cong, Respectful Rui, Isabelle Integrity,<br />

Responsible Ryan, Open-Minded Oli, and Kind Katie. <strong>The</strong><br />

children have latched onto the behaviours that are appropriate<br />

for each character value. Our new school value song, I belong<br />

to DCB, vividly helped them understand the <strong>College</strong> values by<br />

embedding these fun characters.<br />

Becoming House Leaders<br />

Dulwich <strong>College</strong> Beijing House System was introduced to Early<br />

Years last October. It enabled Key Stage One students to mingle,<br />

compete, build a sense of belonging within their House Team,<br />

and discuss sportsmanship and teamwork through a series of<br />

House events. It is an invaluable chance to bond with their new<br />

community of friends and teachers!<br />

In March of this year, a new House points behaviour system<br />

was introduced to Early Years. Instead of the previously used<br />

marble reward system, students are now given a counter that is<br />

the same colour as their House team when they demonstrate<br />

excellent behaviour and our Dulwich values. As class jars fill with<br />

counters, class teachers will reward the class for their collective<br />

positive behaviour. Every Wednesday afternoon, the newly<br />

appointed Early Years House Captains are tasked with collecting<br />

the counters from each class. <strong>The</strong>y count their own House<br />

counters, record them, and place them into the EY House point<br />

container, which will be on display in the Atrium.<br />

Each Thursday, during Key Stage One Assembly, the children<br />

are updated on which House team has collected the most<br />

points for that week. <strong>The</strong> winning House team is announced<br />

and rewarded. And the team members celebrate together.<br />

Participating in these activities helps Early Years students be<br />

more engaged in the overall community at the school and find<br />

their sense of belonging.<br />

Being young leaders allows them to speak not only for<br />

themselves but also for the whole team. As part of the wholechild<br />

development, children’s leadership skills and teamwork<br />

spirit start to build at a young age, which enhances their<br />

interpersonal skills and helps them discover their passion in<br />

specific areas, thus leading to a clearer future learning.<br />

Growing along the Early Years learning<br />

pathways<br />

Learning pathways were identified as a key area of focus for<br />

the <strong>College</strong> over recent years, and it has further developed<br />

this year and features in our <strong>College</strong> development plan. <strong>The</strong><br />

significance of the vertical alignment of our educational<br />

offer curriculum mapping to improve our students’ learning<br />

journey, is vital. Consequently, the Early Years school prioritized<br />

further development of a progressive teaching and learning<br />

provision that facilitates character development and academic<br />

achievement as a key goal for this year on our school<br />

development plan.<br />

<strong>The</strong> Headteacher Awards are introduced to Early Years students<br />

as part of the learning pathway. Students per year group are<br />

acknowledged for their outstanding efforts and achievements<br />

each week and celebrate their achievements. Students are<br />

given the opportunity to stand out and showcase their strengths<br />

among their peers which helps build confidence to facilitate<br />

character development and holistic learning.<br />

14 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Student Agency<br />

Student Agency<br />

Student Initiatives in Junior School<br />

Leadership takes all sorts of forms. Students in Junior<br />

School chose to seize opportunities that suit them best<br />

and by doing so, gradually grow up as global citizens<br />

in many areas. Many of the student leaders have been<br />

voted for by their peers because they display the leadership<br />

qualities necessary to do the jobs they have applied for, but<br />

others shine and lead in different ways.<br />

<strong>The</strong> Student Council members lead by sharing ideas and<br />

making decisions for, and on behalf of, their year groups.<br />

<strong>The</strong> House Captains lead by example for their Houses in the<br />

different House events and competitions throughout the<br />

year. Each of these leaders does an amazing job taking an<br />

active role in the life of the Junior School.<br />

Other students create opportunities for themselves as<br />

leaders. Take the group who are creating our weekly<br />

podcasts, for example. <strong>The</strong>y took the initiative and went to<br />

Mr Brunett with an idea that they had to make a difference.<br />

<strong>The</strong>y are passionate about what they are doing and at the<br />

same time, develop different skills and values that help them<br />

to engage with the community.<br />

Other students are quiet leaders whose actions demonstrate<br />

the values they hold dear. <strong>The</strong>y have integrity and lead by<br />

example to help make the community more peaceful and<br />

fairer. When others around them are doing something that<br />

they think is not right or that may be hurtful, they stand up<br />

for what they believe in and take action to help stop the<br />

wrong. This sort of leadership often takes guts!<br />

Student Council acting on No Carbon<br />

November<br />

In No Carbon November, Junior School students have<br />

completed a survey of the classes and a leader board has<br />

gone up showing which class has the highest and lowest<br />

carbon footprint. <strong>The</strong> challenge is to see which class can<br />

make the most changes to their everyday routine by the end<br />

of the month.<br />

Sustainability is always a hot topic at Student Council<br />

meetings, the group has discussed issues in the cafeteria<br />

such as alternative protein to meat, food waste and<br />

healthy lunches. Student Council supported Ms Clark with<br />

a ‘Christmas Kindness’ project and worked on their own<br />

ideas to bring some more fun and kindness to Christmas in<br />

Junior School. Hearing about the discussions that take place<br />

at Student Council, it really is very inspiring to see Student<br />

Leadership in action and the students really exemplify what<br />

it means to be a global citizen.<br />

Reflecting on our year as budding journalists<br />

<strong>The</strong> Dulwich Dudes Podcast and <strong>Magazine</strong> team showed<br />

resilience and developed skills of leadership throughout their<br />

first year of journalism activities. Check out their thoughts<br />

and ideas!<br />

Ella: I cannot believe how fast this year<br />

has been! <strong>The</strong>re are only 9 more weeks<br />

until we go to Year 7! This year has been<br />

extremely remarkable to me since we<br />

(EMOH) have made so much progress<br />

and accomplished so many things. <strong>The</strong><br />

event that stood out to me was the<br />

recording of the A Day of Life in Junior<br />

School video. It was the first time for us<br />

to record a formal video and there were<br />

a lot of behind-the-scenes actions. We went through a series<br />

of steps to get it done. We wrote down what we would say<br />

during the filming and memorized it after our lines were<br />

approved by the teachers. Also, we discussed where to film<br />

and who should be in the scene. This was all planned out<br />

by our wonderful team of teachers and the only thing we<br />

needed to do then was to act it out.<br />

Our scenes were filmed in different areas across the campus.<br />

When filming our parts, we made sure that we looked<br />

smart in our uniforms. We smiled and spoke out our lines<br />

confidently. After filming, we recorded the voiceovers as<br />

well. At the beginning of the filming, we were all extremely<br />

nervous and it took us a while to adjust our emotions and be<br />

more relaxed. It soon became quite fun and exciting for us<br />

as it was brand new experience.<br />

Overall, it was unique, meaningful, and unforgettable!<br />

Olivia: During the school year, we<br />

made a lot of changes to help with<br />

the sustainability in our school. In<br />

class, I learned that eating meat could<br />

be unsustainable. For example, just<br />

one piece of pork can produce a big<br />

amount of carbon dioxide. It came to<br />

my mind that making one school meal<br />

vegetarian could improve the campus<br />

sustainability. <strong>The</strong> problem was that a<br />

lot of people cannot accept vegetables to be the complete<br />

replacement of protein. I then thought about introducing<br />

plant-based meat (which is basically something tastes and<br />

looks like meat but is made of beans, tofu, etc) to the school.<br />

It is not only delicious but also environment-friendly. <strong>The</strong><br />

podcast team was very supportive of this project. We asked<br />

people who supported the idea to sign the signature sheet.<br />

<strong>The</strong> data we collected showed how positive people viewed<br />

the idea.<br />

We talked with Ms Clark, Mr Brunet and Mr Elliot and<br />

carried out 2 tasting sessions in Senior School canteen.<br />

Finally, the plant-based meat was successfully introduced in<br />

the Junior School canteen. It is now part of our menu.<br />

Heloise: This year has been amazing.<br />

Everyone in the <strong>Magazine</strong> team worked<br />

so hard to achieve our goals! Great<br />

efforts were made in improving the<br />

magazine. We are all very proud of our<br />

work and contribution to the school.<br />

We wrote about things like gaming,<br />

interviews, etc. We are now recruiting<br />

interns from Years 4 and 5 because<br />

we (EMOH) are leaving for Year 7. <strong>The</strong><br />

magazine team meets every Tuesday at 1 pm in CETI for our<br />

magazine ECA. If you are interested in joining the magazine<br />

ECA, please ask Mr Brunet for further information as it is<br />

invite-only. This year, we have published two editions of<br />

the magazine and we are planning the third one. We have<br />

shown great resilience by overcoming difficulties like online<br />

learning. I really enjoyed attending the <strong>Magazine</strong> sessions<br />

this year because it was very fun. Everyone tries their best to<br />

contribute, and we will carry it on in Senior School.<br />

Martin: This year's podcast was<br />

a success. Our podcast achieved<br />

awareness and got positive feedback.<br />

As approaching the Senior School term,<br />

we called in a few interns to help with<br />

the podcast. <strong>The</strong> Interns were very<br />

dedicated and hard-working, which<br />

made us feel that we had chosen the<br />

right people.<br />

Even though we encountered difficulties like online learning,<br />

the podcasts were produced successfully. During the podcast<br />

months, we interviewed many important people in the<br />

school and asked about their specific work. As the podcasts<br />

became more popular, our workload increased. We checked<br />

each line to make the interview questions easier for the<br />

interviewer to read out.<br />

We have faced many problems and overcome a lot of<br />

difficulties. We hope the new podcast team can find their<br />

own way out when meeting the hardship.<br />

16 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Student Agency<br />

Student Agency<br />

Global Citizenship (Carla S)<br />

“Connect, Care, Act”<br />

Sustainability (Betty H, Lily L)<br />

“Is it wrong that I use plastic bottles too…?"<br />

Media (Rylie L, Sofia S)<br />

“Leaders of the one and only media team, have you<br />

joined yet?"<br />

STEAM (Sean L, Owen A)<br />

“Yes, we do build rockets in our backyard.”<br />

Meet the <strong>2022</strong> Student Prefect Team!<br />

By Lina M<br />

Communication and Language Prefect<br />

<strong>The</strong> Prefect Team of <strong>2022</strong> has an overarching vision to Unify<br />

Yet Diversify, an aim through which we envision uniting the<br />

entire <strong>College</strong>, especially amid the uncertainties of the post-<br />

COVID-19 era, whilst also respecting the diversity of cultures<br />

and individualities of each member of the DCB community.<br />

<strong>The</strong> team comprises 4 Head Prefects and 34 members of<br />

the General Team, further differentiated into the four pillar<br />

groups:<br />

• Local to Global<br />

• Service to Others<br />

• Curriculum and Learning<br />

• Enrichment<br />

All are aspiring leaders and Year 12 students representing<br />

a portfolio or aspect of student life within the campus,<br />

standing at a high and prestigious tier of student leadership<br />

within DCB. In general, the team aims to maintain, inspire<br />

and launch a multitude of unique and original projects – in<br />

collaboration with the existing student and staff leadership<br />

frameworks at school – to enhance the learning experience<br />

at DCB in accordance with the school’s fundamental learning<br />

principles and guiding statements<br />

.<br />

Head Prefects<br />

<strong>The</strong>ir aspiration: further unify the entire prefect team,<br />

striving towards efficient collaboration and stronger ties<br />

among team members and the whole student body.<br />

Head Girl and Head Boy (Victoria H, Joe W)<br />

“We’re the glue between all Prefects!”<br />

Deputy Head Girl and Deputy Head Boy (Audrey W,<br />

Zion K)<br />

“Nobody warned us that kids would systematically<br />

outweigh us during lunch duty…"<br />

Local to Global<br />

<strong>The</strong>ir aspiration: contribute to the enhancement of the<br />

school community with a strong belief that the local changes<br />

they make within their close community may positively<br />

impact the world that awaits them.<br />

Alumni, Careers & University (Cecilia T)<br />

“Application process? Future careers? Ask me!"<br />

Diversity, Equity & Inclusion (Diana T)<br />

“My preferred pronoun is DEI, not DIE, please…”<br />

Service to Others<br />

<strong>The</strong>ir aspiration: connect and serve the school community<br />

across the whole college through their unique means and<br />

skills.<br />

<strong>College</strong> Links (Alice F, Danny Z, Hugh S)<br />

“LiNkEd with each other”<br />

Communication & Language (Lina M)<br />

“Huh? Google Translate?"<br />

Community Service (Selina Z, Simon P, Shienna B)<br />

“Who still hasn’t volunteered for Interact?”<br />

Health & Wellbeing (Audrey W, Tracy L)<br />

“We just want you to take care of yourself “<br />

Student Support Services (Hanlei W, Daniel S)<br />

“Support service. Tutoring. All for students.”<br />

Curriculum & Learning<br />

<strong>The</strong>ir aspiration: enhance and promote the DCB experience<br />

within the school community.<br />

Approaches to Learning (Joyce C, Benjamine Z)<br />

“Let’s all be lifelong learners!”<br />

Art (Emma Y, Kylee C)<br />

“Every child is an artist. <strong>The</strong> problem is how to remain<br />

an artist once we grow up.” – Pablo Picasso.<br />

ICT/MIT (Pei Jen C)<br />

“No, I will not make you a website.”<br />

Enrichment<br />

<strong>The</strong>ir aspiration: dedicate their energy and creativity to<br />

enhancing school life for all Senior School students.<br />

Johnson House (Zion K)<br />

“Everyone in Johnson now knows how bad my singing<br />

is after House Singing…"<br />

Soong House (Harry K)<br />

“I control 20% of the entire Senior School.”<br />

Alleyn House (Apple L)<br />

“Alleyn is not just the founder of Dulwich but also the<br />

title of a group of ambitious students!”<br />

Wodehouse House (Mylene R)<br />

“<strong>The</strong> number of people who have walked past me with<br />

an empty lunch bag to get into the canteen...”<br />

Owens House (Andrew M)<br />

“Owens bolt to the finish line first!”<br />

Performing Arts (Daniel Z, Helena Z)<br />

“To perform is to enjoy.”<br />

MUN/Debating (Brian L)<br />

“All for the black lanyard."<br />

Sport (Emily Z, Neli H)<br />

“Don’t run away from the ball like Cinderella…"<br />

18 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Graduate Worldwise<br />

Graduate Worldwise<br />

DCB Class of <strong>2022</strong> Receives Worldwide<br />

Prestigious University Offers!<br />

By Jeffrey Harmon<br />

Director of University Counselling<br />

All 70 students of the Dulwich <strong>College</strong> Beijing<br />

Class of <strong>2022</strong> have completed their final IB exams<br />

with commendable adaptability and resilience while<br />

navigating the uncertainty of a pandemic context over<br />

the past three years. This cohort switched to online<br />

learning shortly before their IGCSE exams were initially<br />

scheduled, and they had to continue to navigate<br />

constant uncertainty and change during their twoyear<br />

IB Diploma programme. <strong>The</strong>se experiences have<br />

undoubtedly given this class the determination and<br />

confidence to start a new chapter of their life. <strong>The</strong>y<br />

have already tasted many aspects of their upcoming<br />

independent life so they can dive headfirst into their<br />

chosen field of study at university or their gap year<br />

experiences.<br />

<strong>The</strong> Class of <strong>2022</strong> has received offers from prestigious<br />

universities for some of the most selective programmes<br />

worldwide, including Architecture, Law, Physics, PPE<br />

(Politics, Philosophy, and Economics), and the Biological<br />

Sciences.<br />

It is worth noting that this class marked a rise in the<br />

level of interest in fields of study related to human<br />

society and culture as well as scientific approaches to<br />

address issues of sustainability and climate change.<br />

Many students specifically sought interdisciplinary<br />

university programmes, a testament to their<br />

commitment to learning and intellectual curiosity.<br />

Other areas of interest span the full range of studies:<br />

philosophy, modern languages, mathematics, and<br />

human sciences. Our students will head off to<br />

Princeton University, Columbia University, University<br />

of Pennsylvania, UC Berkeley, Imperial <strong>College</strong> London,<br />

and University <strong>College</strong> London to further their physical<br />

and life sciences studies. Business-related fields<br />

also remain popular, with offers from Georgetown<br />

University, Duke University, Durham University,<br />

University of Manchester, University of Toronto and<br />

Babson <strong>College</strong>. A significant number of students<br />

are also pursuing a future in the creative industries,<br />

such as visual arts, theatre, music, architecture and<br />

communication, at universities such as Rhode Island<br />

School of Design, Parsons School of Design, University<br />

of the Arts London and Northumbria University,<br />

Newcastle.<br />

Final university placements will continue to settle<br />

during the summer with potential moves in the<br />

waitlists, especially at American universities, and<br />

review of final IB results for conditional offers in the<br />

United Kingdom, Canada, and Hong Kong. A few<br />

students must wait even longer for applications to<br />

Singapore, South Korea, Australia and continental<br />

Europe, and we commend them on their patience.<br />

We are incredibly proud of our students for their<br />

effort, dedication, and growth! <strong>The</strong>y have become<br />

even more equipped to succeed in their future,<br />

wherever they choose to go.<br />

Here is the list of offers (as of 22 June <strong>2022</strong>).<br />

USA University of Manchester (4)<br />

DULWICH COLLEGE BEIJING CLASS OF <strong>2022</strong><br />



Offers as of 22 June <strong>2022</strong><br />

20 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />

21<br />

UK<br />

Birkbeck, University of London (2)<br />

Brunel University London<br />

City, University of London<br />

Durham University (7)<br />

Goldsmiths, University of London (2)<br />

Imperial <strong>College</strong> London (8)<br />

King's <strong>College</strong> London (16)<br />

Lancaster University<br />

Leeds Beckett University<br />

Liverpool John Moores University<br />

London School of Economics and Political<br />

Science, University of London (4)<br />

Loughborough University<br />

Manchester Metropolitan University<br />

Newcastle University<br />

Northumbria University, Newcastle<br />

Oxford Brookes University<br />

Queen Mary University of London (4)<br />

Royal Holloway, University of London<br />

SOAS University of London (3)<br />

UCL (University <strong>College</strong> London) (18)<br />

University For the Creative Arts<br />

University of Bath (2)<br />

University of Bristol (5)<br />

University of Cambridge<br />

University of Central Lancashire<br />

University of Edinburgh (8)<br />

University of Exeter (2)<br />

University of Glasgow<br />

University of Hertfordshire<br />

University of Kent<br />

University of Leeds (4)<br />

University of Portsmouth<br />

University of Sheffield (3)<br />

University of St Andrews (3)<br />

University of Sussex<br />

University of the Arts London (2)<br />

University of Warwick (6)<br />

York St John University<br />

USA<br />

Art Center <strong>College</strong> of Design<br />

Babson <strong>College</strong> (2)<br />

Berklee <strong>College</strong> of Music<br />

Boston <strong>College</strong><br />

Boston University (4)<br />

Brandeis University<br />

Brown University<br />

Carnegie Mellon University<br />

Clark University<br />

Colgate University<br />

Columbia University<br />

Dartmouth <strong>College</strong><br />

Duke University (2)<br />

Fordham University<br />

George Washington University (2)<br />

Georgetown University (2)<br />

Johns Hopkins University<br />

Mount Holyoke <strong>College</strong><br />

Musicians Institute<br />

New York University (5)<br />

Northeastern University (2)<br />

Northwestern University<br />

Pennsylvania State University<br />

Princeton University<br />

Rensselaer Polytechnic Institute (2)<br />

Rhode Island School of Design<br />

Rice University<br />

Smith <strong>College</strong><br />

Syracuse University<br />

<strong>The</strong> New School - Parsons School of Design<br />

Tulane University<br />

University of Arizona<br />

University of California, Berkeley (3)<br />

University of California, Davis (10)<br />

University of California, Irvine (4)<br />

University of California, Los Angeles (2)<br />

University of California, Riverside (2)<br />

University of California, San Diego (9)<br />

University of California, Santa Cruz (11)<br />

University of Chicago (2)<br />

University of Houston<br />

University of Illinois at Urbana-Champaign (3)<br />

University of Massachusetts, Amherst<br />

University of Michigan, Ann Arbor<br />

University of North Carolina at Chapel Hill<br />

University of Pennsylvania (2)<br />

University of Southern California<br />

University of Washington, Seattle<br />

University of Wisconsin, Madison<br />

Washington University in St Louis<br />

Wellesley <strong>College</strong><br />

CANADA<br />

McGill University (2)<br />

McMaster University (2)<br />

Queen's University<br />

University of British Columbia, Okanagan<br />

University of Toronto (8)<br />

University of Toronto, Mississauga<br />

University of Waterloo (2)<br />

Western University<br />

ASIA<br />

Seoul National University<br />

<strong>The</strong> Chinese University of Hong Kong<br />

<strong>The</strong> Hong Kong University of Science and<br />

Technology<br />

<strong>The</strong> University of Hong Kong (5)<br />

Yonsei University<br />

EUROPE<br />

Amsterdam University of Applied Sciences<br />

Leiden University <strong>College</strong> the Hague

Graduate Worldwise<br />

Graduate Worldwise<br />

A Reflection on the University<br />

Applications Journey<br />

As this academic year comes to a close, our Class of<br />

<strong>2022</strong> students have completed another university<br />

application cycle. While some of our students will<br />

apply for university only after graduation, many of the<br />

Class of <strong>2022</strong> have selected where they will matriculate<br />

next autumn. With their destination settled, students<br />

have reflected on their journey over the past few years.<br />

Beyond the obvious selection of universities and majors,<br />

applicants also have to consider more strategic elements<br />

such as application round or identifying their relevant set of<br />

differentiating skills or experiences. To do so requires some<br />

honest soul-searching about their interests, values, and<br />

goals in life. A handful of students share their insight and<br />

advice for determining their own pathway and preparing for<br />

university applications.<br />

What does best-fit look like for me?<br />

Students listed location, reputation in a given field, and<br />

campus culture as critical criteria for determining which<br />

universities to apply to. While some students clearly focused<br />

on academic and research opportunities in their chosen<br />

subject, others prioritised their new home's geographical<br />

location and environment. However, it is reassuring that<br />

they balance these criteria with a whole range of other<br />

considerations before finalising their university list, which is<br />

a sign of maturity about this big decision for their future.<br />

Yiming S<br />

“I considered two main factors: academics<br />

and music. I wanted a school with a mix of<br />

academic rigour and opportunities to learn<br />

and perform music. Columbia University in New York City<br />

stood out specifically with its strong physics department,<br />

ground-breaking research, and jazz studies programme.”<br />

Jeffrey W<br />

“I primarily considered the quality of<br />

academics, prestige, location, quality of life,<br />

and internship opportunities.”<br />

Angelina D<br />

“I focused on the content of the course and<br />

the quality of teaching. I wanted my studies<br />

to combine physics with philosophy or<br />

psychology, so I looked into schools that offered courses in<br />

physics and philosophy or were more flexible with course<br />

options. <strong>The</strong>n, I looked at the subject rankings and overall<br />

rankings.”<br />

Pia M<br />

“Sport and social life were the most important<br />

factors to me. I researched a lot about<br />

student reviews and the culture on campus.<br />

<strong>The</strong> environment was also important, including support for<br />

international students, climate, and access to airports.”<br />

Justin W<br />

“<strong>The</strong> most important factor for me was the<br />

geographical location. Since I only wanted to<br />

study in a big city, nearly all of the universities<br />

I chose were in London.”<br />

Rino F<br />

“Location played a big part in selecting my<br />

final school list. I narrowed down the general<br />

geographical area I wanted to go to and then<br />

conducted more in-depth research to shortlist the schools I<br />

wanted to apply for.”<br />

Helena Z<br />

“I found out that I prefer schools with tons<br />

of opportunities and diverse interdisciplinary<br />

programmes; this was especially important<br />

when I was considering universities in the UK. I also looked<br />

at the courses and clubs offered, dining and accommodation<br />

options, and professors.”<br />

Should I apply early or regular?<br />

Many universities offer both an early round and a regular<br />

round of applications, and this is often a big decision for<br />

students applying to the United States. Many students apply<br />

in an early round in the hopes of receiving decisions earlier<br />

to alleviate stress. Does this mean that all students should<br />

apply early? Let’s hear what our Class of <strong>2022</strong> have to say<br />

about this!<br />

Yiming S<br />

“I chose to apply both Early Decision and<br />

Early Action in the USA to receive some of my<br />

decisions earlier, which I thought would have<br />

been more stress-relieving. All my application materials were<br />

ready by the November deadline, and I wasn't waiting on<br />

any significant update to my grades, testing or ECAs, so I felt<br />

confident applying early. With universities in the USA, there’s<br />

a belief that applying early boosts one’s chances of getting<br />

in slightly; I’m still not sure if it is true or not, but I guess it<br />

didn’t hurt to try. With the University of Toronto, applying<br />

early gave me priority consideration for both my major and<br />

scholarships.”<br />

Jeffrey W<br />

“I believe that my academics and<br />

extracurricular activities reflected my strengths<br />

by the Early Decision round deadline. Hence,<br />

I thought that applying in the Early Decision rounds was an<br />

excellent way to demonstrate commitment to my dream<br />

universities, which would bolster my chances of acceptance.<br />

Although I was not admitted in ED1, I was able to reflect<br />

on my options in December and then submit a strong ED2<br />

application.”<br />

Natalie W<br />

“I decided to apply to the USA and the UK in<br />

the early round because I thought hearing<br />

back from the universities early would be<br />

stress-relieving and offer guidance for my later applications.<br />

Most of my UK decisions weren’t released until March,<br />

however. To me, the UK and USA applications, especially<br />

their application essays, were very different, so I had to work<br />

on them separately, but I balanced this extra workload by<br />

starting early in the summer.”<br />

Helena Z<br />

“I wasn’t sure I wanted to apply during the<br />

early round, mainly because I had to get<br />

everything ready early. But I decided to give<br />

it a try to help me see where I could improve for the regular<br />

round. It didn’t change much for my USA applications, but I’m<br />

very grateful that I submitted to the UK early because I heard<br />

back from schools earlier, which boosted my confidence.”<br />

Angelina D<br />

“I wanted more time in Year 13 to improve my<br />

predicted grades and research my university<br />

options, so I waited until after my Term 1<br />

grades came out to submit my applications to the UK.”<br />

Rino F<br />

“I didn’t have a strong interest in applying to<br />

schools in the USA, so I was not pressured<br />

to apply in their early round. And I knew I<br />

didn’t want to study medicine or law or apply to Oxford or<br />

Cambridge, so I didn’t feel any pressure to submit earlier for<br />

my UK applications. I applied for arts courses, so I used a lot<br />

of Year 13 to work on my portfolio.”<br />

22 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Graduate Worldwise<br />

Graduate Worldwise<br />

How should I plan my time to plan to prepare<br />

for applications?<br />

Year 13 is often dedicated to finalising the list of universities<br />

and related application essays, portfolios, and other<br />

submission requirements; in short, submitting applications.<br />

<strong>The</strong>refore, active university research occurs during Year 12,<br />

culminating in initial drafts of application essays during the<br />

summer after Year 12. Some students strategically dedicated<br />

their time to exploring potential fields of interest and<br />

building up their skills and experiences, but others merely<br />

pursued their genuine interests through internships, service<br />

activities, or summer programmes and still had ample<br />

experiences from which to draw.<br />

Yiming S<br />

“<strong>The</strong> most time-consuming part of my<br />

application was writing and polishing the<br />

essays. I did most of my university research<br />

over Year 12, so by the summer before Year 13, I had a list of<br />

targeted universities and could get onto the essay writing.<br />

<strong>The</strong> beginning of Year 13 consisted of finalising my essays<br />

and submitting all my applications. In my opinion, Year 11<br />

is too early to worry about anything college-related; the<br />

most important thing is to pursue rewarding hobbies and<br />

activities and continue them throughout high school.”<br />

Angelina D<br />

“I looked into different areas of physics and<br />

took a course on special relativity out of<br />

interest rather than intentionally preparing<br />

for applications. I did some of my university research during<br />

the summer holiday of Year 12 but mainly over the winter<br />

break in Year 13. Most of my personal statement was written<br />

during and after the Year 13 winter break. It was close to the<br />

final deadline, but I needed the extra time to make sure I was<br />

making the right decision.”<br />

Pia M<br />

“I always follow my interests when<br />

participating in activities and leadership<br />

opportunities, so I already knew what I<br />

wanted. For me, building up achievements each year<br />

was essential. Each summer, I committed to a challenging<br />

internship to explore different work environments and gather<br />

experience. Year 13 should primarily focus on keeping up<br />

with your studies and making more memories with your<br />

friends, not a frantic scramble to do even more just for an<br />

application.”<br />

Rino F<br />

“I did numerous internships before and<br />

throughout Year 12, which I thought was the<br />

best way to enrich my CV and gain first-hand<br />

experience. I also enrolled in an online course<br />

about the Management of Fashion and Luxury Companies,<br />

which enabled me to further increase my knowledge in<br />

these areas. I wrote the bulk of my personal statement<br />

during the summer before Year 13, which helped with time<br />

management in Year 13 when the IA and EE deadlines hit.<br />

<strong>The</strong> courses I was applying for required specific portfolios<br />

that seemed like never-ending tasks. I worked on the portfolio<br />

whenever I could whilst juggling school coursework and<br />

deadlines. Finally, the Year 13 winter break was dedicated to<br />

perfecting all the components needed for my application and<br />

meetings with my Crimson counsellors.”<br />

Natalie W<br />

“<strong>College</strong> preparation is sometimes a<br />

subconscious process. Standardised testing<br />

is something that we do explicitly for college<br />

preparation, but we also do a lot of activities for interest,<br />

enjoyment, and even relaxation. Being passionate about<br />

chemistry, I spent my Year 12 summer working on a research<br />

project. Throughout high school, I enjoyed connecting with<br />

community members, so I participated in ECAs that I found<br />

meaningful or interesting. In Year 13, I organised my time by<br />

starting college applications early and prioritising specific<br />

applications.”<br />

What differentiates my application<br />

from others?<br />

University applications require students to reflect on their<br />

unique combination of background, interests, strengths, and<br />

experiences. When asked about what they believed made a<br />

difference in their applications, students almost unanimously<br />

emphasised how their extracurricular activities (ECAs)<br />

helped them become more well-rounded people and make<br />

a difference in others’ lives. By exploring areas beyond the<br />

classroom, they could develop new skills, contribute more<br />

to their community, learn more about an existing subject of<br />

interest, or even discover a new passion!<br />

Jeffrey W<br />

“I believe that my commitment to service and<br />

my contributions to the migrant community<br />

in Beijing distinguished me from many other<br />

qualified applicants. Besides my commitment to service,<br />

which has unveiled me to various social inequalities and<br />

phenomena, I have also sought to engage in social discourse<br />

through debate in different debating formats, domestically<br />

and internationally. I aimed to make debating more<br />

accessible to those around me by serving as the DCB MUN<br />

and Debate Prefect.”<br />

Angelina D<br />

“For UK applications, the most important<br />

factor is your academic preparation. But I<br />

think ECAs mattered to me. I could talk quite<br />

in-depth about the philosophy ECA I ran, because it was<br />

related to the area I wanted to apply for.”<br />

Pia M<br />

“My personal statement and interviews<br />

allowed me to clearly express my interests<br />

and experiences, thus defining me as an<br />

individual. I believe my character helped me secure my<br />

offers, and my ECAs were all related to my area of interest,<br />

which demonstrated consistency and commitment.”<br />

Rino F<br />

“Leadership positions in school and out of<br />

school, including my role as an Art Prefect,<br />

leading House events, ECAs... Internship<br />

experience related to the courses I applied to. Niche interest<br />

and deeper knowledge surrounding the courses I applied for<br />

and in general, just showing my desire to further my studies<br />

in the future.”<br />

Natalie W<br />

“Since I applied for an intended major in<br />

chemistry, my major-related activities like<br />

research and competitions demonstrated my<br />

interest and capability as a chemistry applicant. I also believe<br />

that my extracurriculars related to leadership, community<br />

service, and the visual arts provided a more holistic portrait<br />

of who I am as a person beyond academics.”<br />

Helena Z<br />

“Probably my academic and extracurricular<br />

interests and activities, and maybe also my<br />

leadership. Probably an amalgam of all<br />

those.”<br />

What advice do I have for younger students<br />

and their parents?<br />

Reflecting on the entire process, our Year 13 students share<br />

a few words of wisdom. While they highlight the importance<br />

of strategic time management, choice of IB options, and<br />

university research, they also point out fundamentals such as<br />

keeping an open mind and prioritising their own endeavours<br />

over parents or peer pressure.<br />

24 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Graduate Worldwise<br />

Graduate Worldwise<br />

Yiming S<br />

“My main advice for other students is to<br />

allocate their time well. Essays take a lot<br />

of work and time, so make sure you start as<br />

early as possible. It's never a good idea to submit one minute<br />

before the deadline because you were tweaking your essay<br />

up until then. To parents, I would say be supportive. It is a<br />

highly stressful time for your kids, and any pressures and<br />

expectations you place upon them will make it worse. Let<br />

your kids choose where they want to apply and what they<br />

want to study, and put your resources into helping them<br />

achieve what they want rather than what you've decided for<br />

them.”<br />

Jeffrey W<br />

“When selecting universities to apply to, it is<br />

essential to get current students’ or alumni’s<br />

input about the university's environment<br />

and its academics. Additionally, since the abundance<br />

of universities worldwide offers a wide range of unique<br />

specialities, it is crucial first to understand the experience<br />

you wish to gain from college and then identify suitable<br />

choices.”<br />

Pia M<br />

“Don't let your peers and parents influence<br />

your decision too much. You need to be<br />

happy with where you will live and study for<br />

the next 3-4 years.”<br />

Justin W<br />

“My best advice is to figure out a major before<br />

IB to strategically choose your IB HL courses<br />

and SL courses and make IB much easier. And<br />

also, to positively contact your university.”<br />

Rino F<br />

“Start early! For students who have no clue<br />

what they want to do in the future, my advice<br />

would be to talk to as many experienced<br />

adults as possible and listen to their stories. Another thing (to<br />

both students and parents) is to be open-minded. Don’t limit<br />

yourself to one specific area or career option because your<br />

interests might change over time.”<br />

Natalie W<br />

“For students who intend to study in countries<br />

like the UK, IB subject choices matter a lot<br />

because many majors require specific subjects<br />

at a higher level.”<br />

Helena Z<br />

“Highlight and establish your ‘spike’. A ‘spike’<br />

is something distinct about your profile,<br />

like a very clear interest or deep levels of<br />

engagement in a particular area. At first, I was told that it’s<br />

important to be well-rounded (to try to be good at everything<br />

equally), but if everyone is well-rounded… then ‘spikes’ are<br />

what set you apart.”<br />

Who played an essential role<br />

in supporting me?<br />

Although high school graduates all seem to know what they<br />

want to do, students come into IB with different maturity<br />

levels and motivation for their future endeavours. And this is<br />

perfectly fine! In their school environment, subject teachers<br />

and university counsellors are there to inspire and guide<br />

them throughout the process.<br />

Yiming S<br />

“I'm most thankful for my music teachers,<br />

who have guided me both in and outside<br />

the classroom. Performing and leading<br />

groups has been one of the most rewarding experiences<br />

at DCB and has undoubtedly helped me boost my<br />

confidence and creative expression.”<br />

Jeffrey W<br />

“All of my subject teachers were incredibly<br />

supportive of my application during app<br />

season. My teachers pushed me to attain<br />

the best I could and offered me immense support when I<br />

stumbled upon setbacks.<br />

My university counsellor also offered me tremendous<br />

support before and during app season. He helped me<br />

narrow down my university list and identify suitable<br />

universities based on fit. When it came to application<br />

season, he gave me detailed feedback on each of my<br />

main and supplemental essays to ensure that they<br />

accurately reflected my strengths and personality and<br />

were on par for submission.”<br />

Pia M<br />

“We are fortunate to have access to<br />

university counsellors. Meet with them as<br />

much as possible, and always come with<br />

questions!”<br />

Rino F<br />

“Throughout my IB years, I established a<br />

closer relationship with my subject teachers,<br />

university counsellor, and Crimson mentors.<br />

<strong>The</strong>y mainly gave me essential information such as dates<br />

and deadlines for my application process and feedback on<br />

my personal statement and portfolio.”<br />

Natalie W<br />

“I have been meeting regularly with my<br />

DCB university counsellor throughout IB<br />

and received a ton of guidance and advice,<br />

ranging from IB subject choices and activities to college<br />

essays, for which I am very thankful!”<br />

Helena Z<br />

“I mainly received support from my university<br />

counsellor in school and Crimson to help<br />

me narrow down my list and finalise my<br />

UK personal statement. Crimson was really helpful with<br />

finding my narrative and interview preparation. I talked<br />

about my potential major and plans with my teachers,<br />

which helped consolidate my plans and goals. <strong>The</strong>y also<br />

gave great advice in terms of reading materials!”<br />

Angelina D<br />

“My university counsellor was really helpful<br />

in helping me through the UK application<br />

process. I also knew that I wanted to take<br />

a gap year before beginning my university studies, to<br />

explore some areas of study by myself outside of physics,<br />

such as chemistry, biology and history, to learn a bit<br />

more without the pressure of exams/getting a grade. I<br />

also want to spend more time with family. So it was nice<br />

to have people at school understand that priority and<br />

support my plans for a gap year.”<br />

University applications result from a long and personal journey in which students patiently put together<br />

the building blocks of their knowledge, experience, and own aspirations. While they receive guidance and<br />

support from their subject teachers and university counsellors at school, discussions at home and family<br />

alignment enhance students' peace of mind by enabling them to focus on their aspirations and optimise<br />

their time and energy before and during the application season.<br />

26 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Education and Technology<br />

Education and Technology<br />

Empowering Students to Become Digital Leaders<br />

By Yosef Karasik and Jett Brunet<br />

Center of Educational Technology and Innovation<br />

Introduction<br />

At Dulwich <strong>College</strong> Beijing, we aspire to educate students<br />

who connect, care and act for their community and beyond.<br />

Stemming from our core values, every aspect of college<br />

life takes on a student-centred approach with the goal of<br />

educating our students to become global citizens and Live<br />

WorldWise. Global citizens are aware of and understand<br />

their place and the role each individual plays in the wider<br />

world. This idea of understanding the interconnectedness<br />

of principles across cultures is further amplified with the<br />

increased use of technology in everyday life and specifically<br />

in schools.<br />

In recent years, we witnessed a significant increase in the<br />

use of educational technology in schools. Schools now have<br />

more smart devices, use a larger variety of online platforms<br />

and put in place processes to transition between offline,<br />

hybrid and online learning more effectively. Inevitably, this<br />

results in teachers and students spending more time using<br />

technology.<br />

<strong>The</strong> change in the role technology plays in our lives has<br />

brought with it the realization that we need to support our<br />

teachers and students to develop the skills they need to be<br />

global citizens with technology, or simply put, Digital Citizens<br />

(DC). Making this a priority for our team at the Centre<br />

of EdTech and Innovation (CETI), we spent the past year<br />

developing a whole college definition for DC, created a new<br />

role for a whole college lead on digital safety, embedded<br />

DC in the existing curriculum and established a student-led<br />

digital citizenship team.<br />

Our Digital Citizenship definition<br />

We have recently unveiled our new Digital Citizenship<br />

definition which we would like our DCB Community to use<br />

to guide our interactions with technology:<br />

“Digital Citizens are<br />

responsible, confident users of<br />

technology that connect with,<br />

care about, and act positively<br />

within our community and<br />

beyond.”<br />

This definition was agreed following cross-college student<br />

consultations. We shared our initial version with a range<br />

of young people who made suggestions which were<br />

incorporated into the iteration you see above. We hope<br />

that this Digital Citizenship definition is representative of the<br />

ambitions, motivations, and aspirations of our community<br />

as they engage with and for our community, and beyond.<br />

Having the definition in place allows us to act upon it when<br />

embedding the existing curriculum with the skills students<br />

need to be digital citizens.<br />

Curriculum alignment<br />

To ensure a vertical alignment, we chose six main<br />

themes that follow our students as they go through<br />

their educational journey at DCB and link it to the<br />

existing curriculum and approaches to teaching and<br />

learning in each of our three schools. Our Early Years<br />

team personified the <strong>College</strong> values to make them more<br />

relatable to our youngest learners. For instance, Kindness<br />

became ‘Kind Kate’, a kind koala and Responsibility<br />

translated into ‘Responsible Ryan’, a sensible rhinoceros<br />

that always acts with maturity. We build upon this idea<br />

to develop DC fundamentals. When our young students<br />

learn about or with technology, we relate it to our<br />

Values’ characters and consider, for example, how would<br />

Kate be kind online? Or in another instance, how can we<br />

be as responsible as Ryan when using digital devices?<br />

Building upon existing approaches was important for us to<br />

ensure that students understand that DC is not a standalone<br />

concept, but rather embedded in our everyday life. Junior<br />

School is a great example where embedding DC has had<br />

the most impact so far. As EdTech coaches, we support<br />

teachers in the planning and delivery of ICT, Computer<br />

Science and DC principles. However, instead of having these<br />

as standalone lessons, we embed the skills into the existing<br />

curriculum to make this interdisciplinary learning more<br />

meaningful. For instance, when students in Year 4 had to<br />

find information about a certain continent to practice writing<br />

non-chronological reports, we infused lessons with just-intime<br />

online research and information literacy skills that the<br />

students, in turn, applied to their writing task.<br />

Student leadership<br />

DCB’s Vision says, “we have the knowledge, skills and<br />

motivation to make a positive difference to people, society<br />

and the planet”. This statement can only be fulfilled if it<br />

is the students that take ownership of their journey, and<br />

if teachers empower them to become change agents for<br />

their community, in-person and online. Fostering a culture<br />

which enables transformational student leadership to take<br />

hold is essential if we want to see our guiding statements<br />

and college values reflected in our young people whilst they<br />

study with us, and beyond.<br />

We believe that peer teaching can be an effective and<br />

engaging approach to educating our students about the<br />

risks and rewards of online behaviour and that by using this<br />

method, peer teachers can also improve their own mastery<br />

of digital citizenship knowledge and skills (Bene & Bergus,<br />

2014).<br />

Our Key Stage 4 Masters in Technology student leaders<br />

facilitate weekly Digital Leaders sessions with our Key Stage 2<br />

Junior Masters in Technology. Participants learn by following<br />

a clearly mapped out, internationally accredited digital<br />

citizenship curriculum in which each completed milestone<br />

is rewarded with an appropriate micro-credential badge<br />

to celebrate their achievement and provide instrumental<br />

motivation.<br />

Our Key Stage 2 students then transfer their learning by<br />

leading their own Digital Citizenship sessions with their<br />

peers as part of our daily wellbeing lessons called Mindful<br />

Mornings. This virtuous circle enables all participants to<br />

develop both their digital citizenship and leadership skills.<br />

Summary<br />

Learning with and through technology has the potential to<br />

enhance learning and transform schools for the better. For<br />

this to happen, we must prepare our young people for an<br />

uncertain world and to embody our values wherever they<br />

are in the (digital) world. By enabling and challenging them<br />

to lead, we hope to foster responsible, confident tech users<br />

that will connect with, care about, and act positively within<br />

our community and beyond.<br />

References<br />

Bene, K. L., & Bergus, G. (2014). When learners become teachers. Family<br />

medicine, 46(10), 783-787.<br />

28 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Education and Technology<br />

Education and Technology<br />

Sustaining Educational Innovation in a Changing World<br />

By Yosef Karasik<br />

Director of Educational Technology and Innovation<br />

It is no secret that educational practices have seen many<br />

changes in the past years. Teachers use self-reflective practices<br />

to engage with the new ways students learn. Students, in turn,<br />

adapt their self-regulatory skills to keep up with the changing<br />

world around them. How often do we hear the phrase “We<br />

need to prepare our students for jobs that have not yet been<br />

created.”? This need for change, a drive for constant innovation<br />

in teaching and learning, can be attributed to two main factors:<br />

the new industrial revolution and COVID-19.<br />

We are in the midst of the fourth industrial revolution that<br />

fundamentally transforms every aspect of our lives. <strong>The</strong><br />

continuing developments in educational technology and<br />

devices provide students with more flexibility in access,<br />

curation and creation of knowledge. This alignment of<br />

educational approaches with the fourth industrial revolution<br />

is known as Education 4.0. As a college, we adopted an<br />

enterprise mindset to lead by example. We develop new<br />

curriculums, adapt cutting-edge educational technology,<br />

and put support systems for staff and students to practise<br />

innovation sustainably.<br />

<strong>The</strong> use of technology in education is not a new concept;<br />

digital technologies have been transforming education long<br />

before COVID-19. <strong>The</strong> pandemic, however, has accelerated the<br />

integration of technology in education, starting with the forced<br />

transition to online and hybrid learning. Educators, students,<br />

companies, and policymakers are working actively to transform<br />

the educational technology sector. <strong>The</strong> need to provide<br />

teachers and students with a platform that facilitates teaching<br />

and learning online has been a driving force for change in the<br />

past three years.<br />

As part of the Dulwich Digital Difference (D3) initiative by<br />

Dulwich <strong>College</strong> International, Dulwich <strong>College</strong> Beijing has<br />

implemented a whole-college team focusing on educational<br />

technology and innovation. This team works across the three<br />

schools to drive the integration of technology and digital<br />

citizenship into the curriculum, align the student journey<br />

throughout the college, and support students and teachers<br />

with innovation in teaching and learning. <strong>The</strong>ir ultimate aim<br />

is to make student learning real through technology-rich<br />

projects with real-life applications, thereby strengthening the<br />

connection between school, academia and the industry.<br />

With this in mind, the <strong>College</strong> invests substantial resources<br />

into technology provisions. Students develop technological<br />

and computational literacy through iPads and various STEM<br />

kits starting from Early Years. We then elaborate upon it as<br />

they progress to Junior School, where they develop their<br />

computational thinking, and finally in Senior School, where<br />

these skills are put into the Design Thinking framework.<br />

<strong>The</strong> team supports our teachers to plan with technology in<br />

mind and embed the skills our students will need when they<br />

graduate from DCB.<br />

In addition to the integration of EdTech, the team builds,<br />

supports and sustains a culture of innovation in the <strong>College</strong>.<br />

Pioneering Spirit is one of our pillars. As a leading<br />

international school, we want to ensure that innovation<br />

is put into practice and embedded in our curriculum.<br />

Since the team was formed, we have been developing<br />

relationships to collaborate on exciting, innovative ideas.<br />

One of our focuses is enriching our curriculum with<br />

Artificial Intelligence (AI).<br />

<strong>The</strong> introduction of AI is a two-fold project. On the one hand,<br />

we want to expose our students to AI, and develop their AI<br />

literacy from a young age, along with their understanding<br />

of complex concepts. This is achieved through hands-on AI<br />

experiences in Early Years and Junior School and working<br />

with AI in Senior School. On the other hand, we are designing<br />

curriculum material to integrate AI projects across the <strong>College</strong>.<br />

In addition to teaching AI, we are investigating AI-powered<br />

EdTech tools and platforms that can enhance the teaching and<br />

learning at the college.<br />

Working with AI was once limited to university or high school<br />

students equipped with advanced mathematical knowledge.<br />

This is now accessible to all. As part of our new Computer<br />

Science curriculum, students get hands-on experience with AI<br />

and Machine Learning (ML) as early as Junior School. To make<br />

learning meaningful and real, we’ve developed units of study<br />

integrated with the United Nations Global Goals. For example,<br />

our Year 3 students learn the principles of Computer Vision and<br />

ML and apply them to call for action and reduce food waste.<br />

Students trained AI models with pictures of lunch plates left<br />

at the school cafeteria. <strong>The</strong>se models were then deployed on<br />

iPads and placed by the food bins to indicate whether a plate<br />

was returned “clean” or “dirty”. We believe in teaching through<br />

empathy and empowering students to make real change.<br />

A year ago, we formed a strategic partnership with AWS<br />

China to embed AI technologies across the <strong>College</strong>. In the<br />

past year alone, we founded a DeepRacer club, embedded<br />

Alexa skills in our Computer Science curriculum and enriched<br />

musical learning with DeepComposer. Velocity, our studentled<br />

DeepRacer club, is one of the 13 founding members of<br />

the China DeepRacer League. Students train Reinforcement<br />

Learning models and deploy them on real autonomous cars to<br />

compete against other schools. Since its creation, Velocity has<br />

participated in many national and international competitions<br />

and ultimately won China’s first national championship,<br />

earning a place in AWS Global Championship. Not only does<br />

participation in these competitions help students develop<br />

technical skills in emerging technologies, but it teaches them to<br />

think on their feet and make real-time critical decisions to win<br />

their races.<br />

Pioneering spirit is not limited to our curriculum. Students<br />

and educators receive annual grants to fund initiatives that<br />

enhance the learning experience at DCB. This year alone, we<br />

supported projects in Esports, student voice publications, a<br />

group-wide gameathon and many others. Additionally, we<br />

ensure that these projects are realised to their full potential<br />

with a mentoring approach. Our efforts to cultivate innovation<br />

did not go unnoticed. We were thrilled to be recognised by<br />

the British Council and receive the Innovation in Science and<br />

Technology award at the inaugural British Schools Awards<br />

ceremony.<br />

Our practice of innovation in teaching and learning has neither<br />

final goals nor due dates. Instead, we use a reflective approach<br />

framework to sustain innovation across the college. We<br />

constantly challenge ourselves and encourage our students<br />

to challenge us to ensure that their academic journey across<br />

the college will equip them with the skills they need to live<br />

worldwise.<br />

30 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Learning Pathways<br />

Learning Pathways<br />

We Never Lose, We Either Win or We Learn...<br />

By Stephen Hurworth<br />

Head of Student Wellbeing (Key Stage 4/5)<br />

Recently, I have been engrossed, inspired and quite taken back<br />

by <strong>The</strong> High Performance Podcast. <strong>The</strong> show explores the<br />

mindset, lifestyles and life experiences of prolific athletes,<br />

business leaders, educational gurus, and entrepreneurs, to<br />

name a few. One major theme of the interviews that keeps<br />

appearing, and I can’t ignore due to its contextualisation<br />

with our student body, is their relationship with the concept<br />

of failure. Most of the podcasts I have listened to so far<br />

would be incredible sources of motivation for our students.<br />

we actively encourage our students to take risks and learn<br />

from failure. When we as a school community learn to<br />

normalise failure, embrace it, and ultimately perceive it as<br />

learning opportunities, we will see a considerable increase in<br />

our overall performance, happiness and wellbeing.<br />

We all experience and react differently to falling short.<br />

Some of us become more determined, and it adds fuel to<br />

the motivational fire to ensure that success is attained in<br />

the next part of the process. Others will spend a period<br />

of mourning, feeling sorry for themselves and go through<br />

a longer process to step back on the treadmill. A small<br />

majority will take it in their stride and realise that it's all a<br />

part of the journey. Nelson Mandela’s approach was that of,<br />

“I never lose, I either win, or I learn…”. If only we could all<br />

have this mindset, the potential for peak performance would<br />

be limitless. This article will explore the science behind<br />

falling short and how, as a school community, we could look<br />

at our aligned approach with the concept of “failure” and<br />

our relationship with it as a tool for learning.<br />

What if we normalise failure?<br />

Let’s be honest; if we put things into perspective, our<br />

students are already living high-performance lifestyles.<br />

<strong>The</strong> pressure to perform is real, the competition can<br />

be tough, and all feel the need to succeed. What if our<br />

student’s relationship with failure was different? What if it<br />

was ultimately positive and seen solely as a learning tool<br />

for future performances? In a school environment, failure<br />

can often be perceived as something that is ridiculed and a<br />

sign of poor performance. Failing at school should be a key<br />

component to everyday learning and growing experiences. It<br />

should be recognised by teachers, students, and parents.<br />

<strong>The</strong> ability to learn from setbacks has been proven<br />

astoundingly to enhance future performances. A study by<br />

Haimovitz and Dweck (2016) found that when parents or<br />

trusted adults see a student’s failure as “enhancing”, they<br />

react with a growth mindset and see opportunities to learn<br />

and grow. In turn, the process is seen as more important<br />

than the outcome, and therefore there are higher levels of<br />

motivation and determination to achieve success. At DCB,<br />

Learning is the key to maintaining a positive<br />

relationship with success and failure<br />

Who hasn’t jumped up with joy at achieving something we<br />

have strived for, and who hasn’t shed a tear if things have<br />

not gone our way? Depending on how well you take success<br />

and failure, you could be leaping from one giant extreme<br />

to another. Going from the depths of despair to unknown<br />

heights can’t be overly healthy, can it? <strong>The</strong> key is educating<br />

yourself through every process and learning through<br />

reflective practices. If we perceive each achievement or<br />

failure as an outcome or result, then the ability to improve<br />

and learn from our actions reduces dramatically. <strong>The</strong> whole<br />

process vs outcome combat comes into play here. If we<br />

really break things down and look at the biggest picture<br />

possible, the process never stops. Ex England Rugby star<br />

Johnny Wilkinson refers to this as “creating an internal<br />

environment for potential to blossom”. He referred to<br />

facing failure with “curiosity and intrigue” and learning from<br />

the emotions and feelings that lead to every outcome.<br />

In other words, there are no barriers or restrictions to<br />

success or failure; it’s a lifelong process of learning about<br />

yourself. When we reflect on our actions and learn from<br />

our shortcomings, ultimately, we possess a more positive,<br />

powerful, and educated mindset.<br />

• What have I learnt about myself as a result of<br />

this process?<br />

• How did I react when I fell short of my goals?<br />

• What feelings and emotions were in the way of<br />

achieving my full potential?<br />

• What steps will I put in place to ensure I<br />

improve?<br />

• What will I change about my mindset when I am<br />

faced with adversity moving forward?<br />

<strong>The</strong> power of celebrating other people’s success…<br />

This can be a difficult concept to live out and action at times,<br />

especially if you avidly engage in comparing yourself to<br />

others. <strong>The</strong> science behind it all teaches us that when we<br />

celebrate the success of others, we are reframing our notion<br />

of failure and replacing it with a sense of optimism. This<br />

sense of optimism and adopting praise to others can lead to<br />

more of a positive outlook on life. It also allows for the ability<br />

to put things into perspective when things don’t quite work<br />

out as you had planned. Finally, and importantly, it helps<br />

to achieve a greater sense of inner balance. Mindfulness<br />

teaches us that feeling and praising the happiness of others’<br />

success helps to achieve a balance of the mind. Next time<br />

you fall short out on the fields of play or don’t perform as<br />

well as your peers on the next class test, try and engage in<br />

some active, meaningful praise and celebrate their success.<br />

You will reap the benefits and forge a more significant<br />

relationship with your perceived shortcomings.<br />

As mentioned earlier, our students are already living highperformance<br />

lifestyles and are going through their own ups<br />

and downs. <strong>The</strong> ultimate message in this article is that failure<br />

should be approached with an open mind, a growth mindset<br />

and it should be a vital part of our love of lifelong learning.<br />

To Live Worldwise, we must learn to fail worldwise, bounce<br />

back and realise that the process never stops as long as we<br />

grow from each experience. In the words of Mel Marshall,<br />

Great Britain’s most decorated Swim coach, “Go to bed an<br />

expert and wake up a novice.”<br />

I have recommended three episodes of the High<br />

Performance Podcast below. <strong>The</strong>se are free to download<br />

and are on Apple Podcasts (please note some episodes may<br />

contain occasional swearing).<br />

Johnny Wilkinson (Episode 23)<br />

Process vs outcome and being curious with your emotions<br />

during success and failure.<br />

Mel Robbins (Episode 83)<br />

Being kind and true to yourself helps with dealing with<br />

setbacks.<br />

Bear Grylls (Episode 100)<br />

Don’t let success go to your head or failure go to your heart.<br />

32 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Learning Pathways<br />

<strong>The</strong> Dual Language Approach in Early Years<br />

By Becky Bush<br />

Assistant Head of Early Years, EAL Lead<br />

It’s August: the first few weeks<br />

of Nursery and the very first<br />

experience of being outside of the<br />

home five days a week for many<br />

of the young students who have<br />

just joined DCB. “Hmmm, I wonder<br />

what’s in the box…” says Mr<br />

Mowjoudi, holding a box in front<br />

of the class and shaking it gently<br />

from side to side. Miss Judy, one<br />

of our talented and experienced<br />

dual language teachers, asks the<br />

question in Mandarin to ensure<br />

that the students in this class of 20<br />

children (all from Chinese-speaking<br />

backgrounds) have understood the<br />

question.<br />

As the game continues, student interest levels are high, and<br />

Miss Judy facilitates the learning experience through the<br />

technique of translanguaging. Translanguaging, described<br />

by Garcia (2009) as the act of multilinguals accessing various<br />

linguistic features and modes to maximise communication,<br />

is frequently used by not only our bilingual assistant teachers<br />

and dual language teachers, but also by the children<br />

themselves. Miss Judy moves seamlessly between Chinese<br />

and English, helping students to make connections between<br />

their home language and the language they are learning.<br />

<strong>The</strong>se connections will help them to retain their new<br />

vocabulary and structures. Although both Mr Mowjoudi and<br />

Miss Judy are very intentional in their use of language, the<br />

students seem unconcerned with the incredible learning that<br />

is already taking place… <strong>The</strong>y really just want to know what’s<br />

in the box!<br />

Let’s jump to Mr Brookes’ classroom: here, the students are<br />

a little older (five, turning six), and most are able to speak in<br />

English using sentences and demonstrating a greater range<br />

of vocabulary. A group of children is on the floor with Mr<br />

Brookes sorting materials into categories.“Yes, it’s rough,”says<br />

Mr Brookes, “Not smooth. How do you say ‘rough’ in<br />

Korean, Emma?” Emma shares her knowledge with the<br />

group, appearing quite proud of herself, probably because<br />

she now knows how to say that word in three languages.<br />

Looking around the classroom environment, you will notice<br />

that all the labels in Mr Brookes’ classroom are trilingual<br />

(Chinese, English and Korean), as these are the cultures<br />

and languages currently represented by the students in his<br />

class. <strong>The</strong>re are also work samples in Korean, a Korean flag<br />

on display, and a range of age-appropriate Korean books<br />

in the book corner. During break time once a week, Emma<br />

will have the opportunity to attend the Korean Club, where<br />

she can speak with her peers in her home language and<br />

take part in a range of activities that are familiar to her and<br />

popular in her family’s home country.<br />

<strong>The</strong>se are just some of the many examples of the dual<br />

language model in practice. This approach, which is at the<br />

core of language learning in the Early Years at Dulwich<br />

<strong>College</strong> Beijing (DCB), is guided not only by current<br />

international research related to best practice but also<br />

by our college’s strong commitment to internationalmindedness,<br />

diversity, equity and inclusion. According to<br />

the Center for Applied Linguistics (<strong>2022</strong>), the dual language<br />

approach promotes bilingualism and biliteracy, academic<br />

achievement and cross-cultural competence in students.<br />

<strong>The</strong>re are many ways that parents can support their child/<br />

ren’s language learning journey; however, research suggests<br />

that the best way is to speak with their child/ren as often as<br />

Learning Pathways<br />

possible in the home language. Recognising the important<br />

role of the home language not only supports further<br />

language acquisition as students make strong connections<br />

between their home language and new languages, but<br />

furthermore fosters a sense of identity in students. It helps<br />

them develop pride in their own culture and language,<br />

and exposes them to the cultures and languages of their<br />

classmates. <strong>The</strong>se intercultural skills help prepare students<br />

to Live Worldwise as per our college’s mission (Dulwich<br />

<strong>College</strong> Beijing, n.d.).<br />

Given the strength of our research-based approach to<br />

language acquisition, one may wonder how long it will<br />

take until parents can expect to see their children speaking<br />

fluently in English. Researchers believe that although children<br />

may become conversationally fluent in two or three years,<br />

it can take up to seven years- sometimes longer- to develop<br />

full academic proficiency in a language. When a child’s home<br />

language is not utilised as a tool for learning during their<br />

acquisition of an additional language, there’s no doubt<br />

that valuable opportunities are missed: opportunities for<br />

fostering identity, for exploring culture, for sharing their ideas<br />

in the way that’s most comfortable for them, for exercising<br />

high-level thinking skills… for becoming truly ‘worldwise’.<br />

Let’s continue to work together to foster the home<br />

languages of all our students in order to give them a firm<br />

foundation in language learning that will benefit them in<br />

their journey towards becoming worldwise!<br />

References<br />

Center for Applied Linguistics (<strong>2022</strong>). Bilingual and dual language education.<br />

https://www.cal.org/areas-of-impact/english-learners/bilingual-and-dual-language-education<br />

Dulwich <strong>College</strong> Beijing (n.d.) Guiding statements. https://beijing.dulwich.org/our-college/guiding-statements<br />

Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st century. In: Mohanty, A., Panda, M., Phillipson, R. and Skutnabb-Kangas, T. (eds).<br />

Multilingual education for social justice: Globalising the local. New Delhi: Orient Blackswan, pp. 128-145.<br />

34<br />

beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Learning Pathways<br />

Learning Pathways<br />

“Staying in Your Own Lane” in a Learning<br />

Setting and Beyond<br />

By Stephen Hurworth<br />

Head of Student Wellbeing (Key Stage 4/5)<br />

<strong>The</strong> pressure that surrounds young people these days is<br />

unquestionable. It’s muted in nearly every conversation<br />

that is related to education, wellbeing, and society. Social<br />

media has 100% played the most integral role in adding to<br />

the pressures and stressors of young people, be it about<br />

their academics, universities they go to or their physical<br />

appearance. Combine this with a pandemic, a strive for<br />

elite academic status and a culture that looks more to the<br />

outcome than the process goal, and we have ourselves<br />

an environment where apparently only “the perfect” can<br />

succeed. Is that really the reality, or have we, as a society,<br />

created this perception?<br />

2015 by Henniger and Harris found that over 75% of<br />

people are envious of someone in their life. <strong>The</strong> issues of<br />

comparing yourself arise when it has an adverse effect<br />

on your ability to perform and displaces your social and<br />

emotional balance. <strong>The</strong> study also found that comparing<br />

yourself to others leaves one frustrated and anxious and<br />

demotivates many. So why do we put ourselves through<br />

it? Why is there such a need to compare our lives with<br />

those around us or the people we scroll through on social<br />

media? Instead of answering these questions, this article<br />

will explore how to stay in your own lane to live a happier<br />

and more productive learning experience…<br />

got 89%...” Use these observations to learn about yourself. <strong>The</strong>n, make a list of who and what you frequently envy or<br />

compare yourself to. Write how these feelings negatively impact you and why they waste your time. Resolve to become<br />

more mindful so that you can catch yourself in the future.<br />

the positive feedback<br />

that close the loop.<br />

REWARD<br />

HABIT<br />

LOOP<br />



the habit itself, both good<br />

or bad.<br />

the reminder that signal<br />

us into the routine.<br />

Although the title of this article could be construed as being<br />

slightly selfish to some, the concept is far from it. Wellbeing<br />

gurus and health experts constantly use the “oxygen mask”<br />

analogy when ensuring people look after themselves before<br />

others. To some extent, it’s the same with goals, targets,<br />

and objectives. When trying to succeed in life, minimising<br />

unhealthy comparison at all costs is a must. With learning<br />

constantly evolving in a pandemic context, there has never<br />

been a stronger message of “staying in your own lane”<br />

when trying to achieve your goals and now more than ever,<br />

it's time to start actioning it. After all, actions speak louder<br />

than words.<br />

<strong>The</strong> problem with comparing yourself…<br />

“<strong>The</strong> reason why we struggle with insecurity is because<br />

we compare our behind-the-scenes with everyone else’s<br />

highlight reel…” Steven Furtick<br />

<strong>The</strong> most obvious point to make is that nearly everyone<br />

does, and it’s completely human nature. A study in<br />

Here are some top tips with inspiration from Caroline<br />

Castrillon on how to stay in your own lane during<br />

online learning and reap the benefits of living free<br />

from comparison. Disclaimer alert: with the title being<br />

track and field related, it’s important to note that these<br />

tips need an endurance approach and results won’t<br />

happen overnight. So, stick with them and give them<br />

time. According to science, it takes between 18 and 254<br />

days for someone to form a new habit so sticking with<br />

and enjoying the process is a must! <strong>The</strong> DCB values of<br />

Resilience and Open-mindedness are imperative for<br />

success…<br />

Identify specific triggers<br />

According to Castrillon, if you want to stop comparing<br />

yourself to others, determine when envy rears its ugly<br />

head. Is it when you’re scrolling through WeChat or your<br />

Instagram feed? Or maybe when you hear your best<br />

friend subtly bragging about their test scores? We have<br />

heard it time after time: “I did so badly on that test, I only<br />

Commit yourself to gratitude<br />

<strong>The</strong> physiological and psychological benefits of gratitude are unquestionable.<br />

Improvement in sleep, life satisfaction, psychological health and happiness and<br />

increased mental fortitude, to name a few. Research by Emmons and Shelton, 2002 also<br />

found that gratitude helps in the quest to reduce the comparison of others. Castrillon<br />

further explores this concept and goes on to say to stop comparing yourself to others<br />

and consider starting a gratitude journal. Take a<br />

few moments (preferably at the beginning of the<br />

day) to write down 3-5 things you are grateful for.<br />

With most of us working from home, why not try<br />

this as a family? Find a jar, decorate it, and every<br />

day, think of at least three things you’re grateful<br />

for. Write each down on a slip of paper and insert<br />

them into the jar. Soon, you’ll have a whole host<br />

of reasons to be grateful. When you find yourself<br />

slipping into those feelings of self-doubt, read a<br />

few notes from the jar to remind yourself about<br />

the positive things in your life. When consulting<br />

social-emotional counsellor Ms Tyson about this article, she also suggested using the<br />

GLAD technique. Pictured to the left is a breakdown of how it works.<br />

36 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Learning Pathways<br />

Visual & Performing Arts<br />


Document your achievements and be your<br />

own best friend.<br />

When comparing yourself to others, you focus on their<br />

strengths and ignore your own. So, why not make a list<br />

of your achievements and conduct a bit of self-praise?<br />

This could be carried out alongside your gratitude list.<br />

Almost a double power move to start the day! It doesn’t<br />

matter what they are, big or small, as long as they are<br />

something you’re proud of. If you complete a project or<br />

piece of work for school, record it. If you help out a friend<br />

or your parents around the house, record it. If you get a<br />

fitness workout in before online learning, write it down.<br />

Continual reminders about your great work will help to<br />

reinforce all the good work you are doing. <strong>The</strong>n reflect<br />

on that list and post it somewhere where you can see it<br />

every day. It is so easy to get wrapped up in a negative<br />

inner narrative in a remote setting. Change the daily<br />

script to be a more positive, praising and encouraging<br />

discussion and relationship. I strongly recommend the<br />

Mel Robbins episode on the High-Performance podcast:<br />

Give yourself a high five in the morning to reap the<br />

benefits (Mel Robbins (Episode 83 – High Performance<br />

podcast).<br />

As the DCB community goes through this period of<br />

uncertainty, keep creating goals and targets, and strive<br />

to better yourself and those around you. As alluded to<br />

at the start of the article, the messaging is not meant to<br />

come across as selfish or self-absorbing. We all want a<br />

collaborative community that always looks out for each<br />

other. When we start to compare one another and engage<br />

in unhealthy competitive traits, we become unstuck and<br />

lose sight of what it means to live a fulfilling life that focuses<br />

on improving personal growth.<br />

38 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />


Sustainable Artworks in Early Years<br />

By Jacob Dong<br />

Early Years Teacher of Art<br />

Art and crafts are well-known for offering enjoyable learning experiences to develop children’s creativity<br />

and coordination skills while enhancing their connections with their environment. Enjoy a few examples<br />

of our youngest students' sustainable artworks!<br />

3D structure with recycled materials<br />

Collaborative paintings<br />

Nursery - Collaborative egg box painting<br />

Nursery - Collaborative painting: elephant<br />

Snow sculpting<br />

Collage<br />

Year 2 - Collaborative 3D structures<br />

Flower arrangement<br />

Reception - 3D structures<br />

2D and 3D drawings and paintings<br />

Nursery - Collaborative snow sculpture<br />

Nursery - Collaborative Bing Dun Dun collage<br />

Weaving<br />

Reception - Painting<br />

Reception - Painting<br />

Year 1 – Flower arrangement<br />

Year 2 - Painting<br />

Nursery - Colourful paper weaving<br />

40 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />


Story Light Boxes by Year 6<br />

By Sally Corben<br />

Junior School Head of Art and Design<br />

Inspired by the paper cut work of Hari and Deepti, students<br />

created these 4-layer papercuts depicting a scene from a<br />

myth, legend, fable, or traditional tale from around the world.<br />

Investigating visual space was important, learning about<br />

foreground, middle-ground, and background to create each<br />

of the individually hand-cut layers. Precise cutting was also<br />

essential so the overall desired image could be achieved.<br />

Once each piece of paper was completed, they were layered<br />

into a frame, and LED lights were attached to the back to<br />

allow the light the shine through the image.<br />

William C Andy C Edward G Ann W Ashton W<br />

Vicki L Elaine Y Sunny W Roger L Luna W<br />

Andy Z<br />

Louis L<br />

42 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />

GCSE ART<br />

Cindy W<br />

September<br />

Acrylics, Canvas (50*60)<br />

Ethan M<br />

Reality<br />

Oil Paint<br />

Congratulations to All Our GCSE Art Students!<br />

By Yvette Stride<br />

Senior School Head of Art<br />

Our Dulwich <strong>College</strong> Beijing GCSE Art students have<br />

worked diligently through many different learning<br />

situations brought on by the pandemic. Despite the<br />

challenges, including working online from ”take-home”<br />

packs at various stages of the two-year course, they have<br />

soared above adversity, creating these amazing artworks.<br />

<strong>The</strong> GSCE Art programme challenged students to explore<br />

the many facets of Reflection as a theme, delving deeper<br />

Iris S - “?”<br />

Acrylics, Canvas<br />

“This work, inspired<br />

by Magritte, embodies<br />

Hyperrealism. Reflection is<br />

incorporated in this artwork<br />

by using 3 mirrors – two in the<br />

hands, and the last mirror seen<br />

from the viewer’s perspective.<br />

<strong>The</strong>y act as a media to range<br />

over problematic social media<br />

use by implying the hollowness<br />

of self-identity and give viewers<br />

a rare opportunity to become<br />

introspective about themselves<br />

and question their true nature.”<br />

Claire W (HMA)<br />

Domestic Reflection (<strong>2022</strong>)<br />

Mixed Media Watercolour,<br />

Charcoal, Colour Pencil<br />

“Interoperate as you see, to<br />

have resonance by all means.<br />

You look into your own<br />

reflections as if it was a<br />

painting. A calm leaf can<br />

be turned with the slightest<br />

of breezes. A building of<br />

reflection, looking more<br />

realistic in its shadows.”<br />

into their personal responses and experiences. Some<br />

ideas included physical reflections of water, mirrors and<br />

shadows, and others depicted metaphysical notions<br />

of time passing, growth, sustainability and childhood<br />

memories.<br />

Please enjoy this insightful, powerful and sensitive work<br />

on Reflection, from our GCSE students.<br />

Ellie K<br />

Never Eternal Life<br />

Watercolour<br />

“When you look up to see<br />

the cosmos and the galaxies,<br />

the stars resemble life. When<br />

you then look down on the<br />

fields and the plains and see<br />

beautiful, elegant roses, they<br />

also resemble life. But a rose’s<br />

life is only a few days, while<br />

a star’s life is a billion years.<br />

It’s all life, the only difference<br />

is the length of life. But in the<br />

end, all life is never eternal.”<br />

Belinda Q<br />

Transience<br />

Acrylic, Canvas<br />

“My idea of Reflection is<br />

based on memories and my<br />

entire final artwork is based<br />

on memories and time.<br />

Where the leaves would<br />

represent time going past and<br />

new things will come our way<br />

and the shadows are a way of<br />

representing memories.”<br />

“My final artwork portrays and<br />

expresses my past experiences.<br />

<strong>The</strong> theme of Reflection can be<br />

interpreted on different levels.<br />

<strong>The</strong> spacesuit was an implicit<br />

expression of my state of mind<br />

during that period of being selfenclosed.<br />

<strong>The</strong> reflection on the<br />

helmet conveys the details that<br />

I want to express and enriches<br />

the story of the painting. <strong>The</strong> use of very saturated/bright colours<br />

also contradicts the theme, which represents me as being a<br />

discordant existence.”<br />

Elise C<br />

Cracking<br />

Acrylic, Canvas<br />

“My final work reflects reality<br />

through the animal world.<br />

Two types of reflection are<br />

shown, implicit and explicit. To<br />

which, the explicit reflection<br />

is expressed by the lights,<br />

showing light reflection. <strong>The</strong><br />

implicit reflection is shown<br />

through the shark and the<br />

crab. It reflects a modern<br />

society where the poor feed the rich. <strong>The</strong> overall blue theme of<br />

the painting suggests the crab's misery.”<br />

“My final piece was based on the theme of Reflection, physical and emotional. <strong>The</strong> mirror is smashed and<br />

cracked into different pieces, reflecting in all different angles. <strong>The</strong> colours made the theme of the piece<br />

saddening, matching the hollow eyes the organism showed on the reflection. This piece is my way of showing<br />

escapism from reality, from the non-biological blue shade of the being to the white cracked lines that<br />

normally be black, it was an artwork that I greatly enjoyed making.”<br />

Brendon Z<br />

Reflecting Lake<br />

Acrylic<br />

Vivian M<br />

Unknown<br />

Watercolour, Colour pencil<br />

“My artwork represents the<br />

theme of Reflection through<br />

the water ripples flowing<br />

across the portrait. Not only<br />

does this represent reflection in<br />

the sense of the element water,<br />

but also the feeling of ‘washing'<br />

away from the negative<br />

thoughts about yourself when<br />

you look into a mirror.”<br />

“This work is inspired by a picture I<br />

saw. It reflects a lake with a forest<br />

connecting to it. <strong>The</strong> cloud is reflected<br />

in the lake which shows some amazing<br />

contrast.”<br />

Jesse C<br />

Looking in the Mirror<br />

Elpis C<br />

A Walkthrough Time<br />

Gouache<br />

“My final piece was<br />

inspired by my love for<br />

animals and my home<br />

country. It is based around<br />

the theme of Reflection, where everything and anything reflects<br />

and grows throughout their lives, be it cats going back to the<br />

people who fed them, or students at school learning from their<br />

mistakes. <strong>The</strong> piece is based on the idea of growing and learning<br />

through good and bad experiences. It helps us all reflect on our<br />

lives, notice the small things, that build us as a person, and help<br />

us to mature and develop into a better version of ourselves. <strong>The</strong>re<br />

are no mistakes, just lessons learned.”<br />

Acrylic, Gouache, Pencil<br />

“My artwork revolves around a<br />

blue nude man who is stared at by<br />

a distorted and rough reflection of<br />

himself through a gold-plated mirror.”<br />

44 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />

Yolanda Z<br />

A Blind Wish<br />

Acrylics, Canvas<br />

“Both the glass and eyes are<br />

reflective objects: the glass<br />

reflects a person’s superficial<br />

looks, and the eyes are usually<br />

a representation of the heart’s<br />

window in traditional Chinese<br />

culture. In my artwork, I use a<br />

shard of glass to block my eyes<br />

in defiance to express my heart<br />

and emotions, to escape other<br />

people's feelings toward me, and<br />

to escape from responsibility. But with a heart that wishes the best for<br />

others, my actions not only hurt myself but also others that love and<br />

care for me, as represented by the eyes reflected in the glass shard.”<br />

Alice X<br />

Looking Backwards, Thinking<br />

Forwards<br />

Acrylic<br />

“My work illustrated the different views<br />

on a certain event after the process of<br />

reflection. <strong>The</strong> girl whispering prayers<br />

symbolize a person in the time frame<br />

before an event happening, and the<br />

phantom-like figure of the girl looking back towards the dawn sky<br />

symbolizes a person looking back at the road that they came from,<br />

indicating the view of the event after it has already occurred and<br />

how reflection upon the event brings a different perspective. I want<br />

to communicate through my work that people may have a different<br />

view on a certain event before and after the event has taken place,<br />

and by reflecting on what is done, people would take a different<br />

perspective and ‘see a different scenery’.”<br />

Sherri L<br />

Untitled<br />

Colour Pencil, Gold Leaf, 50*50<br />

Brown Paper<br />

“My final work is based on the<br />

idea of culture and thoughts<br />

of the past time. <strong>The</strong> culture<br />

is represented by the Ukiyo-e,<br />

and my thoughts of the past<br />

are represented by the flowers on her hair and the element of<br />

water. My work is mainly inspired by Hokusia Katsushika’s Ukiyo-e<br />

‘<strong>The</strong> Great Wave off Kanagawa’ and Gustav Klimt’s artwork (using<br />

gold leaf). <strong>The</strong> artwork is a combination of traditional drawings<br />

and my thoughts and observations from the past. <strong>The</strong> joining of<br />

tradition and modernity is a representation of life now, how there<br />

will always be people from different generations existing at the<br />

same time.”<br />

Claire W (KLE)<br />

<strong>The</strong> Knight’s Move<br />

Watercolour and Acrylics,<br />

50*70 Canvas<br />

“My final piece, strongly<br />

influenced by Cubism and<br />

‘Maya with the Doll’ (Picasso<br />

Pablo), attempts to show the<br />

transition from the naivety of<br />

childhood (symbolized by the<br />

carousel horse) into maturity<br />

and the more intellectual<br />

stages in life (insinuated by<br />

the chess pieces). I reflect<br />

upon the vestiges of my childhood, as I approach the end of my<br />

teenage years and endure the inevitable process of maturation.”<br />

Doris D<br />

Untitled<br />

Oil Pastel<br />

Si Kai F<br />

City<br />

Coloured Pencil, Brown paper<br />

“Karl Marx once proclaimed it ‘impossible to transcend the laws of nature.’ Despite his<br />

warning, we tried and failed. <strong>The</strong> institutions of capitalism have plundered and polluted our<br />

planet, pushing humanity towards existential extinction. But the end is not here yet, and it<br />

need not be. ‘City’ reflects upon old methods of imperialist production, seaports, rail and<br />

factories, to envision a future where production co-exists with nature. As humanity casts her<br />

decision, I reflect upon our failed past and pray for a better tomorrow.“<br />

“My final work is based on my<br />

memories and past experiences.<br />

<strong>The</strong> vase is a representation of<br />

a storage box and the objects<br />

inside represent my childhood<br />

memories. This artwork is trying<br />

to convey time past fast, and<br />

new challenges are waiting for<br />

us.”<br />

Annie R<br />

A Distorted World in the Mirror<br />

Pencil<br />

“My final piece was inspired<br />

by an artwork called Man in<br />

the Mirror. People, in reality,<br />

have always been considered<br />

to be complete, while the<br />

mirror presents an illusory and<br />

incomplete self. In my artwork,<br />

I distorted some objects in the<br />

mirror, showing the difference<br />

between dreamland and reality.”<br />

Lydia L<br />

Secret Garden<br />

Woodcut<br />

“Whenever I reflect upon<br />

myself, I will recall all those<br />

precious memories in the<br />

past that I cherish. Hence,<br />

to me, memories are both<br />

a secret and a treasure. I<br />

decided to hide them in a<br />

secret garden with a pigeon guard, my favourite bird.”<br />

Sophia X<br />

Untitled<br />

Acrylic Paint<br />

“My final piece portrays the<br />

given theme Reflection through<br />

the cycle of life. <strong>The</strong> main focus<br />

of the piece, the skeleton, is<br />

reflecting upon its previous life. <strong>The</strong> artwork also presents the<br />

connection between the living and the dead as the cigarette is an<br />

object from the living. Lycoris radiatas, also known as red spider<br />

lilies, symbolize rebirth or reincarnation. <strong>The</strong> flowers are added to<br />

the painting to further emphasize the motif: the cycle of life.”<br />

Exton J<br />

Out of Time<br />

Gouache on Paper<br />

“I interpreted Reflection as<br />

looking back on the past. So, I<br />

made connections with the moon<br />

and the clouds to symbolize<br />

the flow of time, vines that<br />

represents all the connections<br />

throughout time, and a man<br />

looking out through a clock to represent myself looking back.”<br />

Mia H<br />

Footbridge<br />

Acrylic, Canvas<br />

“My final piece illustrates a<br />

natural reflection shown by<br />

the waterscapes, representing<br />

the purity of nature. <strong>The</strong> theme and style were inspired by Paul<br />

Cézanne, highlighted by the rocks. <strong>The</strong> elements of impressionism<br />

are included in my final piece, inspired by Claude Monet. Above<br />

the reflection of natural beauty are also attempts to raise<br />

awareness for environmental protection, calling for action from<br />

the public.”<br />

Ethan Z<br />

De-Extinction<br />

Acrylics, Canvas<br />

“My final piece satirizes the folly of men, and the turmoil between the exploitation of our<br />

biosphere and conservation efforts that often follow, touching on modern men’s nefarious<br />

nature of ‘playing God’, the Pyrenean ibex (left) was a victim of genetic engineering, where<br />

it had effectively gone extinct twice in a lab, <strong>The</strong> Columbian mammoths (right) are likely to<br />

become the next subject of species revivalism, the heavenly scene enhances a sense of the two<br />

resurrected species crossing paths and restoring the equilibrium within the Siberian plains. While<br />

concurrently alluding to the sorrows of extinction and greatest remorse of men.”<br />

Popo L<br />

Warmth<br />

Oil Painting<br />

“My final piece portrays the theme of Reflection through trauma and memory, revolving around<br />

a predominant moment of the fireplace blurring into the scene of a celebrated family festival.<br />

Prominent figures of the character and fireplace are highlighted with the bright and vibrant colours<br />

contrasting with the dim backgrounds. <strong>The</strong> piece evolved from photography, rendering them life,<br />

expressing those sentiments and a form of language to tell the stories behind.”<br />

46 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />


<strong>2022</strong> IB Visual Arts Exhibition<br />

Alice Z<br />

<strong>The</strong> Last Supper<br />

Photography<br />

20141 x 3820<br />

As a new term is about to unfold, one of the school calendar’s highlights took place on<br />

Friday. Our talented IB Visual Arts students launched their IB Art exhibition, entitled<br />

Fusion, concluding and celebrating a demanding two-year course of study among their<br />

teachers and peers. As part of the course, these artists are challenged to explore a<br />

wide range of artworks from different perspectives and contexts while experimenting<br />

and developing multiple techniques and skills, pushing their creative boundaries and<br />

expectations.<br />

Fusion relates to the variety of ideas present in the show: from tradition and taboo,<br />

introversion and extraversion, to philosophy and folklore, and everything in between.<br />

<strong>The</strong> work is deeply introspective, cultivated from the artists’ own experiences and in this<br />

sense, it is a fusion of the hearts and minds of our young people.<br />

This year’s class curated a stunning exhibition with eleven individual artists showcasing their<br />

talents and ideas across 82 pieces of art. <strong>The</strong>ir impressive artworks include a range of media<br />

from traditional approaches such as oil painting and ceramics to contemporary illustration<br />

and digital drawing to express the students’ artistic explorations of multicultural awareness,<br />

interpersonal relationships, nature extinction and many more…<br />

Emma Z<br />

<strong>The</strong> Last Block of Ice<br />

Installation (Acrylic & Water)<br />

5cm x 5cm x 10cm<br />

Emma Z<br />

Parasite<br />

Ceramic<br />

11.5cm x 20cm<br />

Congratulations to Alice Z, Ava L, Clara L, Emma Z, Esther K, Jessie Z, Katrina C, Lauren Z, Rino F, Sally L and Yukino S on displaying such a fantastic exhibition!<br />

Lauren Z<br />

1 in 8<br />

Interactive Work<br />

Digital Collage / Mixed Media<br />

Jessie Z<br />

Pulsate<br />

Photography – Needles, glass, liquid water<br />

1920 x 1080<br />

48 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />

Yukino S<br />

I can’t Hear You<br />

Oil on Canvas<br />

80cm x 80cm<br />

Clara L<br />

Dream Catcher<br />

Fishnet, LED light, manipulated organza, nylon wire, acrylic,<br />

various textiles, metal netting, yarn<br />

50cm x 50cm x 100cm<br />

Rino F<br />

Memories for Sale<br />

Resin, 3D masks<br />

1000mm x 1250mm<br />

Esther K<br />

Ava L<br />

Katrina C<br />

Sally L<br />

Memorial to our Future<br />

Fantasia<br />

Through the Window<br />

Camouflage<br />

Oil on canvas<br />

Digital<br />

Mixed media<br />

Pencil<br />

60cm x 41cm<br />

100cm x 130cm<br />

64cm x 64cm<br />

59cm x 42cm<br />

50 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />

Senior School Drama Production: Romeo and Juliet<br />

By Alexander Tew<br />

Senior School Head of Drama<br />

and performance was of the highest<br />

standard, and the audience certainly<br />

was treated to a spectacular show!<br />

This year, the main characters were<br />

double-cast to allow more students to<br />

perform, with the first cast performing<br />

for Years 8, 9 and 10 and the second<br />

cast performing for Years 6 and 7. <strong>The</strong><br />

atmosphere during both performances<br />

was fantastic.<br />

<strong>The</strong> DCB parent community, who<br />

unfortunately could not attend the<br />

performances in person, were provided<br />

with a high-quality live stream to be<br />

enjoyed at their best convenience.<br />

<strong>The</strong> cast and crew of Romeo and<br />

Juliet should be incredibly proud of<br />

themselves for creating such a beautiful<br />

contemporary rendering of William<br />

Shakespeare’s famous play! See for<br />

yourself!<br />

Last week, the Senior School production<br />

cast presented their performance of<br />

Romeo and Juliet to Year 6 to Year<br />

10 students. Considering the Senior<br />

School production could not take three<br />

years due to the pandemic, it was a<br />

remarkable event!<br />

<strong>The</strong> cast has encountered many<br />

challenges with the online learning<br />

period resulting in a three-week<br />

interruption of the rehearsals. Upon<br />

returning to campus, the dedication<br />

of this cast has been incredible: cast<br />

members voluntarily have given up<br />

multiple lunch breaks to catch up, and<br />

all of that work paid off with a set of<br />

fantastic performances!<br />

This project included a considerable<br />

number of student leaders. <strong>The</strong> set<br />

and design aspects of the performance<br />

were entirely student-led, and they<br />

were an invaluable contribution to a<br />

beautifully aesthetic performance. A<br />

special mention to Cathy M, Leon L and<br />

Henry B, whose contribution to the<br />

design aspects went entirely above and<br />

beyond.<br />

<strong>The</strong> performances took place over two<br />

days. <strong>The</strong> audience was treated to a<br />

vibrant and engaging adaptation of the<br />

famous play, which included forbidden<br />

love, violent bloodshed and a few light,<br />

comedic moments! <strong>The</strong> quality of acting<br />

52 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />

Visual & Performing Arts<br />

Junior School Welcomes Spring in Music<br />

By Shauna McFaul<br />

Head of Primary Music<br />

Dulwich <strong>College</strong> Beijing is full of extraordinary, passionate,<br />

and dedicated students with incredible talents and skills in<br />

many areas! In the Music Department, we are incredibly<br />

fortunate in that regard!<br />

First, we welcomed spring with the Key Stage 2 final round of<br />

one of our much-loved traditions: the Young Musician of the<br />

Year competition. During the auditions, many talented and<br />

hard-working students shared their musical accomplishments<br />

in the form of incredible solo performances, awing us with<br />

their high level of musicianship and passion!<br />

Our six finalists this year included three violinists:<br />

• Emma W (Year 6) - Piano<br />

• Freda L (Year 4) - Violin<br />

• Melinda M (Year 6) - Guitar<br />

• Hannah S (Year 5)- Violin<br />

• Suri Y (Year 6) - Piano<br />

• Carla Q (Year 5) - Violin<br />

We were also treated to an encore performance by last year’s<br />

winner, Andy Z. from Year 6!<br />

recorded their annual Sounds of Spring performance! <strong>The</strong><br />

recording session saw stellar performances from Junior Band,<br />

Junior Choir, Honours Choir and Junior Strings.<br />

<strong>The</strong> energy was high throughout the recording session,<br />

where students shared an incredible variety of music. From<br />

Everything is Awesome (from <strong>The</strong> Lego Movie) to the old hit<br />

<strong>The</strong> Final Countdown, from music sung in Japanese to a piece<br />

in Haitian Creole, our Junior School students really raised the<br />

bar with their hard work and talents.<br />

In the final round of the competition, finalists performed<br />

their pieces in front of a panel of judges, peers and teachers<br />

from Junior School. After much deliberation and some tough<br />

decisions, 3rd place was awarded to Emma W, 2nd place to<br />

Hannah S, and our 1st place winner was Carla Q.<br />

Congratulations and thank you to all students who<br />

auditioned, and families, classmates and teachers for<br />

supporting our students on their musical journey.<br />

Second, students in our Junior School music ensembles<br />

Congratulations to all our Junior School musicians! <strong>The</strong> Music<br />

Department is very proud of all the hard work they have put<br />

in since January!<br />

54 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Visual & Performing Arts<br />


Spotlights<br />



56 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Spotlights<br />

Spotlights<br />



58 beijing.dulwich.org <strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing) 59

House Events<br />

House Events<br />



60 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


House Events<br />



By Global Goals Club<br />

House Events<br />

House Garbage was a Senior School-wide activity hosted by the Global Goals Club corresponding to Sustainable Development<br />

Goal #12: Responsible Consumption and Production. Working with the school cleaning staff, we collected discarded waste<br />

from around the school from the previous day for each House to sort! We divided House members according to year groups<br />

to perform separate tasks, garbage sorting, video reflection and systemic thinking review! During this process, we interviewed<br />

participants. We were glad that students left the activity more willing to contribute “Teaspoons of Change” by putting waste in<br />

the correct bins and reflecting on other unsustainable actions and solutions in their daily lives.<br />


Junior School Students held Tour d’ Four House event in March <strong>2022</strong>. <strong>The</strong> students engaged in dance,<br />

swimming, and team games to earn points for their House. <strong>The</strong> students had great fun and built up their team<br />

spirit from the day.<br />

62 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


House Events<br />


By Yvette Stride<br />

Senior School Head of Art<br />

Knit Graffiti- a new spin on an old Art form.<br />

What an extraordinary effort made by<br />

our students participating in House Art<br />

this year! This silver status event saw<br />

high competition among the houses,<br />

especially between Alleyn and Soong<br />

who both had excellent team spirit<br />

and organisation from day one. <strong>The</strong><br />

students gathered in the Art rooms at<br />

break times, lunches and after school,<br />

knitting, weaving and knotting their<br />

designs to life. Johnson emerged a<br />

few days into the program with some<br />

impressive coral like weaves, impressing<br />

everyone and raising the stakes.<br />

Wodehouse and Owens both had<br />

wonderful links to their artist research<br />

and all teams managed to meet the<br />

task challenge and fill the space with<br />

laughter and joyfully colourful yarns.<br />

<strong>The</strong> yarn bombing can be found in the<br />

Art room courtyard.<br />

Well done to everyone who participated<br />

and a huge congratulations to the<br />

winning house, Alleyn!<br />

Thank you to our Student leaders,<br />

Judges and the Art staff for supervision.<br />


Hear from the Dulwich<br />

<strong>College</strong> Beijing’s Alumni<br />

We are happy to introduce a new series of interviews highlighting our International Old<br />

Alleynians, or IOA in short, namely, our Dulwich <strong>College</strong> Beijing alumni. <strong>The</strong>ir childhood<br />

and teenage years at DCB behind them, they were happy to share fond memories of<br />

DCB and tell us about their journey since then.<br />

Jenna Yeh<br />

• DCB Class of 2015<br />

• Graduated from the London School<br />

of Economics<br />

o Undergraduate in International<br />

Relations<br />

o Postgraduate in Management<br />

• Currently Client Relationship<br />

Manager at American Express in<br />

London, UK<br />

1. Tell us about a significant experience at DCB.<br />

During my time at Dulwich <strong>College</strong> Beijing, I was a Student<br />

Prefect and also held leadership positions as the KS4/5 Owens<br />

House Captain and Director of Model United Nations.<br />

Alumni<br />

I’m excited that WAN<br />

presents a new opportunity<br />

and dedicated platform<br />

for us to connect and reconnect<br />

with our Dulwich<br />

peers - our alumni have<br />

gone on to build some<br />

incredible lives and careers<br />

after Dulwich, and the<br />

current students now are<br />

more adaptive, tech-savvy<br />

and Worldwise than ever.<br />

<strong>The</strong>re is no better time<br />

to leverage the extensive and established network we have<br />

through WAN!<br />

3. What have you gained from your DCB<br />

journey and how has it helped with your life<br />

beyond graduation?<br />

Learning to approach others with an open mind to find<br />

common ground and celebrate differences. Growing up in a<br />

diverse environment like DCB has helped me build an easy<br />

rapport with others and form strong working and social<br />

relationships.<br />

4. What would you like to tell our current DCB<br />

students?<br />

2. You've attended the inaugural Dulwich <strong>College</strong><br />

International Worldwise Alumni Network event<br />

in London. How was your experience?<br />

I had the pleasure of joining the speakers panel. Our<br />

panellists explored topics ranging from third culture values,<br />

transitioning to the workforce, to how we define leadership<br />

behaviours.<br />

Invest in yourself by building soft skills outside of your<br />

academics. Whether this is through playing team sports,<br />

travelling, learning a different language or completing a<br />

training certificate, you can develop and demonstrate<br />

your ambition, time management and leadership skills in a<br />

plethora of ways. Not only will these experiences give you<br />

valuable, concrete examples in the job application process,<br />

they genuinely make you a more rounded and interesting<br />

person in your professional life and beyond.<br />

64 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Alumni<br />

Alumni<br />

Bryan Chiew<br />

• DCB Class of 2016<br />

• Graduated from Nanyang Technological University (Singapore)<br />

o Bachelor of Social Sciences<br />

o Major in Public Policy and Global Affairs<br />

• Concurrently interning at Grab, as a Regional Public Affairs (Strategy and Policy) intern<br />

Elena Reid<br />

• DCB Class of 2014<br />

• Graduated from the University of Melbourne<br />

o International Politics and Media Communications<br />

o Master of Education<br />

• Secondary School Teacher at Viewbank <strong>College</strong> in Melbourne, Victoria.<br />

1. Please tell us more about your<br />

role in the Worldwise Alumni<br />

Advisory Board.<br />

After returning to Singapore, I wanted<br />

to stay connected with my Dulwich<br />

peers. So I emailed DCB to enquire<br />

about the potential existence of an<br />

alumni network. I ended up meeting<br />

senior members of the now EiM group<br />

in their Singapore office. We agreed<br />

there was a need to connect our<br />

alumni.<br />

I’m now working with fellow alumni to<br />

create a structure and representation<br />

that allows alumni to leverage our<br />

Dulwich network to re-connect and<br />

build new bridges across our worldwide<br />

network.<br />

Being part of the Worldwide Alumni<br />

Network helps graduates, both on the<br />

social and professional levels. It provides<br />

opportunities to stay socially connected<br />

with friends or make new ones,<br />

adjusting to changes and understanding<br />

one’s own identity. On the professional<br />

front, meeting new people with similar<br />

experiences can open new doors and<br />

even help to find mentors.<br />

2.Would you like to share a<br />

memorable moment from your<br />

DCB years?<br />

My favourite memory from DCB will<br />

always be the camaraderie not just only<br />

between students but also with the<br />

larger school community like teachers<br />

and parents. I always remember the<br />

staff vs student football matches<br />

that we used to have every year.<br />

Having these more fun and personal<br />

experiences outside of the classroom<br />

always made Dulwich feel so much<br />

more like a home away from home.<br />

3.How has DCB prepared you<br />

for your college, and then<br />

adult life?<br />

One thing I realized after graduation<br />

was that I was never afraid to try some<br />

new, eventually fail and try again, no<br />

matter whether that was at work or<br />

at school. I believe the focus that DCB<br />

has always placed on applying what we<br />

learnt and being global citizens is now<br />

ingrained in my DNA.<br />

Interviewing the President of NTU during my<br />

term as Students’ Union President.<br />

4.What is the ONE thing you<br />

would advise our current DCB<br />

students?<br />

Make the most of your time at DCB<br />

by joining or starting ECAs. Whenever<br />

I think back on my time in Dulwich,<br />

not only did it help me grow so much<br />

as a person, but doing projects and<br />

going to competitions was always my<br />

favourite memories with my friends.<br />

Being a Prefect, leading the Interact<br />

Club, playing football, swimming….<br />

I’ve learned so much about<br />

interacting and working with people<br />

from different countries, cultures and<br />

perspectives and that’s something I<br />

always believe is unique.<br />

5. Which word in each pair<br />

describes you best?<br />

1. coffee/tea: Tea.<br />

2. cat/dog: Dog! I have a pet dog!<br />

She’s a toy poodle, we got her<br />

in Beijing and she’s still with me<br />

today J<br />

3. steak/salad: Steak! Got to have<br />

proteins.<br />

4. 798/Great Wall: Great Wall! It<br />

was the first thing I did when<br />

I first got to Beijing. It was the<br />

beginning of a new journey and<br />

many new memories. Beijing will<br />

always be part of my identity and<br />

I believe it massively shaped the<br />

way I think and view the world.<br />

1.Please tell us more about your current job.<br />

I work at a co-educational government state school in<br />

the north-eastern suburbs of Melbourne where I teach<br />

humanities and media arts. I am also a Student Wellbeing<br />

Coordinator, acting as an advocate for students. This role<br />

includes mentoring, developing a curriculum to build<br />

resilience and knowledge in areas of health and wellbeing,<br />

and helping staff and carers navigate student management<br />

plans, critical incidents and welfare issues.<br />

2.What do you like most about your current<br />

professional life?<br />

<strong>The</strong> aspect I like the most about my current job is the<br />

relationships I have developed with my students. <strong>The</strong>se<br />

relationships are imbued with mutual respect, kindness, and<br />

care. Most importantly, my classroom is open to differences<br />

– whether it be ethnicity, sexuality, disability or others. <strong>The</strong>se<br />

are qualities that I feel are important for any person to<br />

develop. As a Wellbeing Coordinator, I am able to work with<br />

the community to ensure students have the language, skills<br />

and resources to enable them to take agency and control<br />

over their wellbeing and make positive choices in life. It is<br />

great to spend my day working with young people!<br />

3.Share a memorable experience or moment<br />

from your DCB years<br />

A memorable<br />

experience during<br />

my DCB years was<br />

every sporting<br />

practice, game<br />

and competition<br />

that I participated<br />

in alongside my<br />

talented peers. I<br />

owe that memory<br />

to my dedicated coaches (many of whom were my teachers<br />

all throughout my time at Dulwich).<br />

4. How has DCB prepared you for your adult life?<br />

DCB has taught me to value my relationships with my friends,<br />

teachers and community. Save their contact details – you<br />

never know when or where you’ll see them next!<br />

5.One thing you would advise our current DCB<br />

students<br />

<strong>The</strong> pandemic has undoubtedly impacted us all in various<br />

ways – take care of your mental health and wellbeing by<br />

spending less time on social media and more time in the<br />

presence of people who make you laugh.<br />

6.Which word in each pair describes you best?<br />

a. Coffee/Tea: Coffee<br />

b. Cat/Dog: Dog<br />

c. Steak/Salad: Steak<br />

d. 798/Great Wall: Great Wall<br />

66 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Alumni<br />

Alumni<br />

William Chen<br />

• DCB Class of 2020<br />

o Currently at Brown University<br />

o Bachelor of Science in Computer Science and Economics<br />

Melody Hsu<br />

• DCB Class of 2016<br />

• Graduated from Emerson <strong>College</strong><br />

o BFA in Design/Technology - 2019<br />

o MA Media Design - 2021<br />

• Currently working as a Freelance Multidisciplinary Artist and Civic Designer, Los Angeles<br />

• Previously: Creative Lead (remote), See You In <strong>The</strong> Future Community Project, Boston<br />

Interview by Cecilia T, Dulwich <strong>College</strong><br />

Beijing <strong>2022</strong> Student Prefect for Alumni,<br />

Careers and University.<br />

1.Hi William! Please share<br />

a memorable experience or<br />

moment from your DCB years.<br />

A memorable experience was when I<br />

hosted the Sharks Football Tournament<br />

in 2019. <strong>The</strong> school gave me the venue<br />

of the entire South Pitch pro bono and<br />

human resources to cover the event’s<br />

logistics (namely cleaning, security and<br />

setup crews). <strong>The</strong> tournament involved<br />

26 football teams across Beijing<br />

over two days, with over 300 people<br />

attending. We were fortunate to get<br />

the help of more than 30 DCB logistics<br />

team members.<br />

2.What do you like most about<br />

your current college life/learning?<br />

Brown’s Open Curriculum allows<br />

for exploring any course you want<br />

without worrying about core course<br />

requirements. During my time here,<br />

I have already taken courses in<br />

Neurosciences, Psychology, Economics,<br />

Mathematics, Philosophy, Computer<br />

Science and Engineering. <strong>The</strong> best part<br />

of college learning is the professors<br />

we get to meet. It’s great to have the<br />

opportunity to study under people who<br />

wrote textbooks deemed the “Bible” of<br />

Computer Graphics, learn a computer<br />

language from the person who made<br />

it or analyse Kant’s Critique of Pure<br />

Reason with the leading scholar who<br />

translated and edited it.<br />

3.How has DCB prepared you for<br />

your college life?<br />

From an academic standpoint, the IB<br />

curriculum allowed me to be in a very<br />

good position. <strong>The</strong> quality of teaching<br />

and standards set for students pushed<br />

me to develop excellent learning skills.<br />

Even with the academic rigour of an Ivy<br />

League, DCB provided one of the best<br />

preparations for all aspects of my courses<br />

compared to many of my peers here.<br />

4.What was your favourite class<br />

back in high school, and why?<br />

My favourite class in high school would<br />

definitely be Economics. I was lucky<br />

to have two great teachers teach me<br />

throughout IB, and they didn’t only<br />

teach me the curriculum but helped<br />

guide us as students to become better<br />

independent thinkers and build our<br />

framework for learning. It was the<br />

course that I felt helped me the most<br />

in life as a young stocks/options trader,<br />

understanding the base logic of how<br />

economies and businesses work, on<br />

both the micro and macro levels.<br />

5.One thing you would advise<br />

our current DCB students.<br />

Applying to colleges/universities may<br />

be the pinnacle of stress for high<br />

school. If you can’t think of ideas<br />

for extracurriculars, just try to do<br />

something that will make you and your<br />

fellow students’ lives better. I thought<br />

IB students didn’t have enough food<br />

or snack choices, so I got a partnership<br />

with the nearby Legend Heights<br />

Restaurant and put vending machines<br />

in the IB Common Room and Student<br />

Services Centre areas. It then developed<br />

into the Ventures student business ECA.<br />

Overall, the most important thing is to<br />

try to overlook rankings and find the<br />

school that you would be most happy<br />

at, whether that be the school culture,<br />

location or academic intensity.<br />

6.Which word of each pair<br />

describes you best?<br />

a. Volleyball/Basketball: Volleyball<br />

b. Chocolate/Vanilla: Vanilla<br />

c. TV/Book: TV<br />

d. Hutong/Sanlitun: Sanlitun<br />

1. What have you been up to these days?<br />

After living and studying in Boston for five years, I decided<br />

to move to Los Angeles last December. During my year-long<br />

master’s program in media design, I found myself as a civic<br />

designer who uses art and storytelling to set foundations in<br />

community engagement and civic practices. After graduating<br />

in September 2021, though, I recognised<br />

that I did not want to commit to the<br />

design and advocacy work that comes<br />

with this title until I became a more<br />

confident and experienced creative. So,<br />

despite having just about ten months left<br />

of OPT (F-1 student immigration status),<br />

I chose to move to Los Angeles to start<br />

over as a freelance artist and designer,<br />

rebuilding both my life and network from<br />

scratch. So far, so good, though :)<br />

2. Share a memorable experience or moment<br />

from your DCB years.<br />

Honestly, I feel like I’ve taken a lot of my time at DCB for<br />

granted. So, the most memorable moments for me actually<br />

happened outside of DCB, when old friends got together to<br />

reminisce. Like my first Thanksgiving in college in New York<br />

(when homesickness hit the hardest) with everyone who<br />

went to school on the East Coast or the spontaneous Zoom<br />

call we had across time zones when quarantine first started.<br />

3. What do you like most about your current<br />

professional life?<br />

I love that I am not committed to any profession but instead<br />

to my purpose. I am proud of the ways my knowledge and<br />

skills apply across industries. From being an exhibition artist<br />

to a production designer for stage and screen, or from a civic<br />

design fellow for the city government to a content producer<br />

for an ad agency, my experiences humble me and guide<br />

me to fulfil my purpose as a designer for the people. I feel<br />

empowered being able to explore and define what being<br />

a socially engaged creative means to me. I look forward to<br />

delivering multimedia experiences that strive to express,<br />

educate, and entertain no matter what I do and where I go.<br />

4. How has DCB prepared you for your adult life?<br />

If DCB has taught me anything, it’s resilience. We always<br />

joke that if we can get through IB, we can do anything, and<br />

I wholeheartedly<br />

believe in that to this<br />

day.<br />

5. One thing you<br />

would advise<br />

our current DCB<br />

students.<br />

Don’t be afraid to care. This might be something that won’t<br />

resonate until you start your life after DCB. But remember,<br />

our experience can teach us a lot, but it also makes us<br />

complacent at times. We embody the privileges that are<br />

embedded within our ability to assimilate into the countries<br />

in which we reside as we curate our own global existence<br />

by cherry-picking their culture and living experiences. Often,<br />

we leave things we know are inappropriate go unchecked<br />

because we feel it’s not our place or that the issue does not<br />

pertain to us. We’ve seen the world; now we have to make<br />

it better. We cannot proudly rep our internationality without<br />

claiming any baggage of injustice and systemic inequalities.<br />

Our knowledge gives us<br />

power–our perspective<br />

as global citizens. So be<br />

aggressive in taking up<br />

space in those difficult<br />

conversations, but at<br />

the same time, be kind.<br />

6. Which word of each pair describes you best?<br />

a. Coffee / Tea: Tea<br />

b. Cat / Dog: Cat<br />

c. Movie / Book: Movie<br />

d. Hutong / Sanlitun: Hutong!<br />

68 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


Alumni<br />

Alumni<br />

Kevin Meng<br />

• DCB Class of 2021<br />

• Currently at Swarthmore <strong>College</strong> (USA)<br />

o Undergraduate<br />

o Double Major in Political Science and Economics<br />

Jason Ryu<br />

• DCB Class of 2020<br />

• Undergraduate at Berklee <strong>College</strong> of Music - Boston, MA, USA<br />

o Dual Major in Jazz Composition and Performance<br />

Interview by Cecilia T, Dulwich <strong>College</strong><br />

Beijing <strong>2022</strong> Student Prefect for Alumni,<br />

Careers and University.<br />

1. Share a memorable experience<br />

or moment from your DCB years.<br />

My most memorable DCB experience<br />

was when I travelled to MUN<br />

conferences across the country with<br />

my friends. Nothing beats debating<br />

international anti-human trafficking<br />

laws all day and then getting pizza and<br />

ice cream with friends. MUN sparked<br />

my interest in Politics, Economics,<br />

History, and more and also gave me a<br />

platform to goof around and have the<br />

best time of my DCB years.<br />

2. What do you like most about<br />

your current college life/learning?<br />

marathon against colleges all over the<br />

East Coast. <strong>The</strong> sheer diversity and<br />

dynamism of my college life make every<br />

day something to look forward to.<br />

3. How has DCB prepared you<br />

for your college life?<br />

DCB has always emphasised the<br />

importance of work/life balance, which<br />

takes you a long way in college. Dulwich<br />

students are so academically successful<br />

because of their extra-curricular<br />

activities, not despite them. I think DCB<br />

has taught me how to time manage<br />

and organise myself so I can juggle a big<br />

debate tournament on the one hand<br />

and a history exam on the other.<br />

to International Relations and Political<br />

Science which ultimately led me to<br />

choose my current major.<br />

5. One thing you would advise<br />

our current DCB students.<br />

Be confident because DCB prepares<br />

you VERY well. No matter where in<br />

the world you plan to go, you will find<br />

yourself one step ahead of most of your<br />

peers because you would have already<br />

been equipped with the skills to tackle<br />

the incoming challenges, whether<br />

academic or organisational. Don’t worry<br />

about how well you score on your next<br />

exam. Take care of your mental health,<br />

participate in extra-curricular activities,<br />

and most importantly, have fun.<br />

6. Which word of each pair<br />

describes you best?<br />

a. Volleyball /Badminton: Badminton—<br />

Fun fact, I played both during my time<br />

at DCB, but badminton was always my<br />

primary sport. I’m continuing to enjoy<br />

it in college and finding a super vibrant<br />

community that shares my love for<br />

badminton.<br />

b. <strong>Summer</strong> / Winter: Winter—summers<br />

are kind of hot<br />

c. TV / Book: Book—Usually, the book is<br />

better than the TV version<br />

d. Hutong / Sanlitun: Hutong—I like to<br />

get tanghulu in the Hutongs, particularly<br />

Nanluoguxiang and the surrounding<br />

areas<br />

Interview by Cecilia T, Dulwich <strong>College</strong><br />

Beijing <strong>2022</strong> Student Prefect for Alumni,<br />

Careers and University.<br />

1. Please share a memorable<br />

experience or moment from<br />

your DCB years.<br />

Every moment I shared with my own<br />

jazz combo has been special to me. <strong>The</strong><br />

band and all the ensembles I was a part<br />

of motivated me to pursue a career<br />

in music. With the help of supportive<br />

teachers and amazing people in other<br />

departments, I was able to form my<br />

own band and perform outside the<br />

<strong>College</strong>. <strong>The</strong> band members were<br />

heavily involved in organisations<br />

outside the music department but<br />

still committed to the band. Some are<br />

considering applying to music colleges,<br />

and I’m excited about all the great<br />

musical journeys they will take.<br />

2. What do you like most about<br />

your current college life?<br />

a performer and audio engineer at<br />

Berklee. <strong>The</strong>re are people here who<br />

risked everything for their love for<br />

music, and I’m grateful that I can<br />

grow as a person alongside them.<br />

Berklee made me realise that there is<br />

something far greater than the small<br />

world I was living in.<br />

3. How has DCB prepared you<br />

for your college life?<br />

Dulwich and Berklee are two very<br />

different environments requiring<br />

the same workload and the level of<br />

commitment. <strong>The</strong>re will always be times<br />

when you’ll have to work alone on a<br />

project or an essay, but what’s more<br />

important is simply being present. In<br />

Dulwich, I would go to music rehearsals<br />

every day after class, and committing<br />

to them became more challenging<br />

closer to finals or midterms. Still, I<br />

chose to commit to everything I signed<br />

up for because I loved doing it, and<br />

more importantly, I was aware that my<br />

presence impacted the other players. If<br />

one person doesn’t show up, the whole<br />

band falls apart. In Berklee, there are<br />

those who “disappeared” halfway into<br />

a project. <strong>The</strong> mindset I had in Dulwich<br />

carried over and kept me going even<br />

when the workload was too much.<br />

the workload, the teachers were very<br />

understanding and encouraging.<br />

5. One thing you would advise<br />

our current DCB students.<br />

Whatever you do in the future, think<br />

about what you can contribute to<br />

the world, or to the people around<br />

you. That requires a lot of vulnerability,<br />

honesty, and self-assessment. I’m still<br />

figuring out who I am as a person and<br />

a musician. Remember that whatever<br />

worries you have about the future or<br />

yourself, there will always be someone<br />

you love who can help you out. In<br />

college and beyond, you will be meeting<br />

people who will be more talented than<br />

you at certain things. Remember that<br />

you will eventually find your true colour<br />

if you dig deep into your passion.<br />

I get to meet one of the most diverse<br />

groups of people at Berklee. Everyone<br />

Small class sizes, tight-knit communities,<br />

comes from different cultural,<br />

and professors who actually care are<br />

social, and economic backgrounds.<br />

6. What’s your favourite quote?<br />

just a few reasons I chose a liberal arts<br />

Like me, some were international<br />

college. And it hasn’t let me down. My<br />

school students who studied IB in<br />

“Good artists borrow; great artists<br />

biggest class so far had 35 students, and<br />

Asian countries.<br />

steal.” Though there are disputes, it’s<br />

my smallest had 8.<br />

4. What was your favourite class<br />

Some are very<br />

4. What was your favourite class widely known to be said by Picasso.<br />

My favourite thing about college life is<br />

back in high school, and why?<br />

different. My<br />

back in high school, and why?<br />

that I have so much freedom over what<br />

former roommate<br />

7. Which word of each pair<br />

I can do. I took a film class because I really enjoyed IB Global Politics<br />

was a 30-yearold<br />

Argentinian<br />

It might seem a little obvious, but music describes you best:<br />

I was interested in the French New because we were such a small and tightknit<br />

community. Class discussions were<br />

was my favourite class in school. <strong>The</strong><br />

Wave, and there I am, watching two<br />

Trombone / Piano: Trombone<br />

movies a week in a 500-seat theatre.<br />

7. Summarise your life in one<br />

guitarist who<br />

materials we learned in class were<br />

Introverted / Extroverted: I used to<br />

always vibrant and fruitful, bringing<br />

decided to quit<br />

fascinating, but I loved the amount<br />

I’ve picked up a new instrument in the in an immense diversity of ideas and<br />

sentence.<br />

be introverted, but now I’m both.<br />

his job to follow<br />

of support we got from the music<br />

Chinese Music Ensemble, the erhu.<br />

Movie / Book: Movie<br />

perspectives. Global Politics definitely Amor Fati<br />

his passion as<br />

teachers. Especially during IB, when<br />

And on weekends, it’s a badminton<br />

Hutong / Sanlitun: Sanlitun<br />

played a huge part in introducing me<br />

the students were struggling with<br />

70 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


DCI News<br />

Dulwich <strong>College</strong> Celebrates Sir Ernest Shackleton<br />

By Dulwich <strong>College</strong><br />

Integrity and adventure were demonstrated most vividly by<br />

Sir Ernest Shackleton, one of Dulwich <strong>College</strong>’s most famous<br />

Old Alleynians. January 5 <strong>2022</strong> marked one hundred years<br />

since Ernest Shackleton died aged just 47; at the time of<br />

his death, he was on board his ship Quest, anchored off<br />

Grytviken in South Georgia in the Southern Ocean.<br />

Many events and activities at Dulwich <strong>College</strong> and around the<br />

world have marked this special centenary: you can explore<br />

Shackleton’s Hut on the New Zealand Antarctic Heritage Trust<br />

site; the South Georgia Museum has a virtual tour of their<br />

‘Shackleton’s Last Quest’ exhibition; a team of scientists<br />

set off last December on <strong>The</strong> Antarctic Quest 2, a research<br />

expedition in his memory; the British Film Institute (BFI) in<br />

London screened South: Sir Ernest Shackleton’s Glorious<br />

Epic of the Antarctic (the original film was exquisitely<br />

photographed by Frank Hurley on Shackleton’s 1914-<br />

16 expedition to Antarctica); and Dan Snow, a British TV<br />

presenter and historian, joined Endurance 22, an expedition<br />

that aimed to locate, survey and film the wreck of Sir Ernest<br />

Shackleton’s lost ship, <strong>The</strong> Endurance.<br />

In February Dulwich <strong>College</strong> continued its celebration of<br />

the centenary with three fascinating and insightful talks on<br />

Shackleton’s Life and Legacy.<br />

Dr Jan Chojecki, the grandson of John Quilter Rowett who<br />

donated <strong>The</strong> James Caird to Dulwich <strong>College</strong> and also<br />

financed Shackleton’s last Antarctic expedition, gave a brief<br />

history of Antarctic exploration which began at the end<br />

of the 19th century and ended after the First World War.<br />

Indeed the 1921-22 Shackleton-Rowett ‘Quest’ expedition is<br />

often referred to by historians as the dividing line between<br />

the ‘Heroic’ and ‘Mechanical’ ages. Dr Chojecki spoke<br />

about Shackleton’s last expedition on <strong>The</strong> Quest, a journey<br />

from which he was not to return. Dr Chojecki recounted<br />

how Shackleton called on the services of a number of Old<br />

Alleynians, evidence of a thriving alumni network long before<br />

the days of social media.<br />

Camilla Nichol, Chief Executive of the UK Antarctic<br />

Heritage Trust, a charity responsible for the care and<br />

conservation of British heritage in Antarctica, picked<br />

up the story by looking at Shackleton’s legacy as the<br />

continent entered the ‘Mechanical Age’.<br />

We are all aware of how important planning is when<br />

undertaking projects. However, few, if any of us, will have<br />

to plan for a trip to the most inhospitable parts of our<br />

planet, where our very survival depends on getting every<br />

detail right. Clearly, Shackleton would have been able to list<br />

‘logistics expert’ among his many extraordinary qualities,<br />

and it was this skill that Dulwich <strong>College</strong> Archivist Freddie<br />

Witts spoke about in our concluding presentation. Polar<br />

planning is not cheap, yet Shackleton managed on more<br />

than one occasion to raise the millions (in today’s money)<br />

of pounds sterling necessary to launch his expeditions. He<br />

instinctively knew how to hire the right men, although some<br />

might query whether asking ‘can you sing?’ is the most<br />

important interview question for someone undertaking polar<br />

exploration.<br />

In March, the BBC and other news channels confirmed the<br />

exciting news that Sir Ernest Shackleton’s lost vessel, <strong>The</strong><br />

Endurance, had been found on the bottom of the Weddell<br />

Sea. According to marine archaeologist Mensun Bound, who<br />

was on the discovery expedition along with historian Dan<br />

Snow, <strong>The</strong> Endurance is in a “brilliant state of preservation”.<br />

DCI News<br />

With confirmation of this discovery, there was immediate<br />

interest from local and national news crews asking permission<br />

to interview Dulwich <strong>College</strong> Keeper of the Archives, Calista<br />

Lucy, and Archivist, Freddie Witts, and to film <strong>The</strong> James Caird in<br />

its centre-stage location in <strong>The</strong> Laboratory at Dulwich <strong>College</strong>.<br />

Enquiries and interest from members of the public to<br />

visit <strong>The</strong> James Caird have increased during Shackleton's<br />

centenary year, and the <strong>College</strong> has recently welcomed the<br />

Chilean Ambassador, and historian Dan Snow ahead of his<br />

#Endurance22 expedition, as well as visitors from the local<br />

area and further afield.<br />

For all things Shackleton, you might like to read more https://<br />

www.dulwich.org.uk/about/whats-on/shackleton-100 or<br />

watch a film produced by Dulwich <strong>College</strong>, that celebrates<br />

the extraordinary life of Sir Ernest Shackleton and his exploits<br />

with <strong>The</strong> James Caird https://vimeo.com/542016204.<br />

Perhaps you would like to visit <strong>The</strong> James Caird when<br />

you’re next in London? Please contact the Reception team<br />

reception@dulwich.org.uk who can arrange this for you (visits<br />

are offered at 11.30am on Fridays).<br />

72 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


DCI News<br />

DCI News<br />

Alice in WDL: Reflections on the Senior School Musical<br />

By Dulwich <strong>College</strong> Shanghai Pudong<br />

On March 10 and 11, we were thrilled by the Senior School<br />

production of Alice in WDL. This spectacular adventure, full<br />

of great songs, incredible dance numbers, brilliant costumes<br />

and a colourful set, put our students' talents on full display.<br />

Even though we were unable to have parents on campus due<br />

to epidemic prevention protocols, staff and students filled the<br />

Mei Lan Fang <strong>The</strong>atre on both nights giving our cast and crew<br />

the essential experience of a live audience whilst our families<br />

were able to watch the live stream from home.<br />

If you're thinking of the Disney version of Alice in Wonderland,<br />

think again. Working from an original script co-written by<br />

Senior School Head of Drama Helen Bamford and Year 9<br />

student Coll McF, our students addressed the question: “What<br />

would happen if you took Alice in Wonderland and set it<br />

against the backdrop of the pandemic?”<br />

In our version, Alice is a student mired in online learning who<br />

sees a white rabbit hop across her computer screen. She<br />

absent-mindedly clicks on it, thus kicking off a journey to a<br />

world where nothing is as it seems.<br />

Meanwhile, an energetic soundtrack of pop songs from the<br />

1970s and brilliant choreography revved up stunning dance<br />

numbers that had the entire audience up and dancing in the<br />

aisles.<br />

Dulwich <strong>College</strong> Shanghai Puxi Wins the British Schools<br />

Awards 2021 for Diversity and Inclusion<br />

By Dulwich <strong>College</strong> Shanghai Puxi<br />

Dulwich <strong>College</strong> Shanghai Puxi is immensely proud and<br />

honoured to have been named winner of the Diversity and<br />

Inclusion Award in the inaugural British Schools Awards.<br />

At Dulwich <strong>College</strong> Shanghai Puxi, we believe that diversity<br />

and inclusion start with a strong sense of belonging. Here,<br />

students and staff flourish as individuals within a caring and<br />

connected community. We have worked hard to develop our<br />

curriculum and our learning and work environments to create<br />

an inclusive culture that fosters respect and intercultural<br />

understanding.<br />

In addition to winning the Diversity and Inclusion Award,<br />

Dulwich <strong>College</strong> Shanghai Puxi was also named as a finalist<br />

for the Science and Technology Award, and the Staff<br />

Development Award. We extend our congratulations to<br />

Dulwich <strong>College</strong> Beijing, who went on to win the Holistic<br />

Education Award and the Science and Technology Award.<br />

Brilliant set design and incredible costumes took us into<br />

Wonderland, where Alice meets a familiar set of characters:<br />

the Cheshire Cat, the caterpillar, the Mad Hatter, Tweedledee<br />

and Tweedledum, and of course, the Queen of Hearts.<br />

"Every production is a community effort," says Ms Bamford.<br />

"This year's, in particular, was a large undertaking with over<br />

130 students and 60 members of staff involved. It was truly<br />

inspiring to see everyone come together."<br />

This year was even more challenging as the recent outbreak<br />

resulted in several cast members being held out of the<br />

production at the last minute due to mandated quarantine.<br />

"I would like to single out the resilience that our staff and<br />

students displayed," says Head of Senior School Alison<br />

Derbyshire. "<strong>The</strong>y had so many unforeseen challenges<br />

thrown at them, and they took them all so calmly. <strong>The</strong>y are<br />

brilliant role models for all of us."<br />

74 beijing.dulwich.org<br />

<strong>The</strong> <strong>College</strong> <strong>Magazine</strong> (Beijing)<br />


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