| 校长介绍 |
Andrew Day先生曾经在多所备受推崇的英国独立学校任职，拥有丰富的经验。过去五年，他在英国爱普生学院（Epsom College）担任学院院长，为学者们在学术、课外延展和关顾需求等方面提供全面的支持和帮助，拥有丰富的管理、支持大量国际学生的经验。
Andrew Day先生还是一名计算机科学专家，他对自己的学科充满热情，拥有丰富的A-Level和IB课程教学经验。他在爱普生学院教授的第一批学生全部在IGCSE考试中取得了的A*和A的成绩。在此之前，Andrew在爱德华国王学院（King Edward’s School）担任学院院长，同时教授IB课程。他还曾在布莱恩斯顿学校（Bryanston School）担任信息与通信技术（ICT）学科负责人。
| What is a holistic education? |
| 什么是全人教育? |
As questions go, this is a riveting one leading not to a quick nor short answer. Having fully embraced the British independent school life, in all its holistic glory, over the past 17 years I often find myself ‘grilled’ on this very topic by prospective parents, friends, and on social media. It is often a loaded question as there is every chance that the detail of my response may lead to tipping the balance between the schools currently under consideration. However, I do believe it to be an important question as the extent to which the true definition of the term ‘holistic education’ is engrained within the culture of a school does, to some extent, provide something of a crystal ball illustrating the young adult that may emerge from their educational journey.
From my own research in this field, considering hundreds of schools within the UK and globally, I feel confident in saying that I have yet to stumble upon an independent school that doesn’t believe it offers a holistic education. A point often supported by websites and prospectus rich with high-resolution imagery of playing fields, riding stables, swimming pools, and drama studios bustling with engaged and happy children. With this illustration in mind, perhaps a quick and rather diluted response to my opening question might simply be that a holistic education is that sought outside of a traditional classroom. However, alas, my opening point that there is no such quick answer does ask that you read on.
美国金融家伯纳德•巴鲁克（Bernard Baruch）曾说过一句名言:“数百万人看到苹果落下，但牛顿才是那个问为什么的人。” 在我们做决定之前，我们必须先问“为什么” 。学校如何对待每家父母的宝贝孩子，会让不同的学校在家长心目中高下立判。学校为什么要做某件事？理解这背后的“为什么”十分重要，因为这将助您理解全人教育是否深植于学校长期秉持的优秀育人理念中。
The American financier, Bernard Baruch, famously said “Millions saw the apple fall, but Newton was the one who asked why”. Before we make decisions in life, we must first consider the ‘why?’. And it is that all important question that should set schools apart when considering where to entrust a parent’s most precious creation. Why does that school do what it does? It is important to understand the ‘why’ as it will equip you to consider just how engrained the holistic element will be in a school’s educational philosophy and how the school perceives the broader benefits.
很多当今著名的英国精英私校是在维多利亚时代(1837 – 1901)建立的。事实上，国王学院学校于1897年落地。维多利亚时代独立学校（也称为“公学”）的创立为培养下一代工业领袖、军事领袖、管理者、政客和政治家提供了机会。这类学校也成为了培养精英阶层的机器。当我们把时钟拨到今天，创办这类学校的初心早已斗转星移，但我们却也发现当今的焦点和维多利亚时代仍有一些不可言状的相似。
It was during the Victorian era (1837 – 1901) when many of the now more prominent independent schools in Britain were established. Indeed Kings College Wimbledon took up residence in 1897. The Victorians saw the creation of independent schools (or ‘Public Schools’ as they were known) as an opportunity to produce the next captains of industry, military leaders, governors, politicians and statesmen. Such schools were to become a vehicle for creating a governing class with the morals and attitudes of the aristocratic upper class. As we wind the clock forward to today, the focus has rightly shifted with the times but there are some uncanny similarities in the aspirations of the Victorians.
At Kings College School Chengdu, our vision is in line with that of Kings College Wimbledon today, where we are focused on inspiring lives of scholarship, character and service. Creating leaders with innate academic curiosity, the desire and skill to improve the world around them, and the self-belief that they actually can. Achieving this requires a very careful and remarkably well-constructed holistic education built on the ‘why’.
Just as is the case at KCS Wimbledon, the house system will be a significant part of life of our school, and each student. Through my experience as a boarding Housemaster over the past decade, I can say that the relationships that form within houses, between staff and students, between students spanning multiple age groups, and between staff and parents, become very significant in both the academic and emotional development of students. Their loyalty to the houses over the years becomes almost tribal. I once asked a prospective student in an interview, at Epsom College UK, why he wanted to be in my house, his response: “my father was in this house, as was my grandfather, look, see…” as he pointed to a photo on the wall of his grandfather taken many decades earlier. I offer another quote from a girl in Grade 12, from my last house, “I do work much harder on my own studies when I’m mentoring younger students as I need to inspire them”. Whether it’s a G12 student teaching a much younger boy how to tie a full-Windsor knot, or a medical school applicant supporting a G9 student with her Biology homework, the strength and value of those forming relationships can not be underestimated, they become part of a very large family that never stops growing.
With KCS Wimbledon being world renowned for academic rigor, and creating such a vast array of alumni who really have changed the world, it should come as no surprise that applications for teaching posts have been both plentiful and of the highest order. The quality, breadth of interests, and academic curiosity of our founding staff is enormously important to achieving our vision through our truly holistic approach. During my interview, knowing I was under the clock, I did have to provide a quick answer to the holistic education question. I responded: “As a Computer Scientist, it’s all about teaching a G6 student how to write her name in binary in the morning, how to eskimo roll a kayak in the afternoon, then cheering her on in her first cello recital in the evening, all the while being acutely aware of her concerns about that poorly relative and being keen to catch up with her parents after the show”.
Attracting high quality staff with such a vast array of expertise, both inside and outside of the classroom, enables us to formulate a curriculum and co-curriculum that dovetail a developmental path of academic, cultural, and sporting enrichment at every step of each student’s journey through our school.
I conducted a research project, as part of my Masters degree in Educational Leadership and School Improvement at Cambridge University, exploring parental perceptions of a holistic education and how they influenced their choice in schools. This 3 stage mixed methods study, gauging opinions from the parent bodies of 3 academically successful and internationally prestigious schools with differing educational philosophies, revealed remarkably consistent results. Of the 49 different factors that the collective parent group took in to consideration when deliberating the schools that would best provide for their child, the development of personal attributes such as: confidence, morals, character, independence, articulation, self-discipline, tolerance, ambition, culture, and leadership dominated the top 3rd of the factors when ranked across the 3 schools. Are these the characteristics we want in future leaders and how do we develop them?
It is important to consider the activities, clubs, societies, sports, and, just as importantly, the care, quality, and enthusiasm of the coaching and mentoring needed to achieve success in these pursuits. At the start of each academic year, I always say to new students: “never again in your lives will it be as socially acceptable to be a ‘beginner’ in a sport, club, society etc as it is when you join a school. Also, never again will it be so easy for you to go from beginner to successful as it is while you’re in school like this”.
A concern I have heard from parents before relates to students engaging too much with the activities outside the classroom at the distraction of their academic life. I would agree that, if not carefully managed, this can sometimes be the case. However, with a view to creating young adults armed with academic ability, cultural capital, advanced social skills, emotional intelligence, and endless self-belief, their route to developing these facets will have required them to become highly organised and very driven throughout their education. By recruiting teachers with such a breadth of skills and interests, they will also make for ideal tutors who will carefully mentor, monitor, and support students in developing such core skills and ensure a healthy balance throughout their journey with us.
Competition, whether you agree with the concept or not, is a part of life. We compete for university places, for jobs, for promotions, for investment, to win races, to buy a popular item from a shop before it sells out, sometimes even for a life-long partner. I believe that every competition you enter has 2 possible outcomes, you either win or you learn, but you never really lose. If you do end up as the ‘learner’, you will hopefully have figured out how to avoid that situation next time you enter, but entering again is an important part of the process. Our co-curricular offering at Kings College Chengdu is built around creating opportunities for the ongoing development of every student where ‘learning’ is as important as winning because without the learning – the winning is unlikely to happen. When a student develops this growth mindset in the swimming pool, running track, debating society, or theatre, we will all get to see it manifesting in the classrooms, student lead academic assemblies, academic societies, university interviews, and exam halls. Then, looking further ahead, in the court rooms, operating theatres, government debates, company launches, charity projects, Olympics etc..
Not only are the facilities and staff at Kings College Chengdu really something to behold, but our understanding of the ‘why’ is deeply profound and driving what we do. We know why we have, why we will use, and why we will inspire the next generations of world changers, captains of industry, doctors, lawyers, statesmen and women, athletes etc to go and make their own positive mark on the world.