Following last week’s A-Level results release, the IGCSE examination grades for 2025 Summer were officially announced this week.

WAS Hangzhou pupils achieved A*-A grades in almost 43% of all examinations, maintaining steady improvement from last year. Notably, nearly 19% of grades were A*, doubling UK national averages (where GCSE A*-A stands at approximately 21%).

This year saw exceptional performances in liberal arts: History‌ and ‌Spanish‌ achieved 100% A* grades; First Language English received 67% A*-A grades; First Language Chinese achieved 100% A*-B while Art and Design secured nearly 90% A*-B.

This week, both Cambridge International and Pearson Edexcel examination boards released the 2025 A-Level results. According to data from The Guardian, the total number of A-Level entries this year has once again exceeded the 820,000 mark. Amidst such intense competition, pupils at WAS Hangzhou have risen to the challenge, delivering results that surpass not only the UK national average but also global standards.

In the 2025 A-Level examinations, WAS Hangzhou once again achieved exceptional results far exceeding the global average.

According to statistics from Ofqual (The Office of Qualifications and Examinations Regulation), the global averages for A* and A are 9% and 28% respectively.

As of December 24th, the WASHZ Class of 2025 graduates have received a total of 20 university offers.

Although it’s only beginning of the admissions season, approximately half of the graduates have already been admitted by universities ranked among the top 50 in the QS World University Rankings, including 2 offers from the University of Melbourne (13th), 1 offer from the University of Sydney (18th), 2 offers from the University of Manchester (34th), and 2 offers from King’s College London (40th).

Under the holistic education practices, pupils’ aspirations will be fulfilled at WASHZ.

J. Zheng has been admitted to the University of Manchester and King’s College London. She won Outstanding Cambridge Learner Award for excellent grade in English Literature and the COBIS Academic Achievement Award in June this year. At WASHZ, she also serves as the boarding house captain.

Q. Jin, the first pupil to receive a scholarship this year, has been admitted to Pratt Institute, ranked sixth among the best art schools globally. Jin, skilled in pop dancing and a regular performer in school activities, aspires to study film at university in the future.

Another house captain S. Wang has been admitted to the Sports Management major at Loughborough University, which is globally renowned for its sports-related programmes. Wang, the captain of the school’s Under 18 (U18) football team, has had a passion for sports since childhood. Choosing the Sports Management major is a step towards realising his football dreams. Wang is also an outdoor enthusiast who has participated in the Duke of Edinburgh’s Award outdoor expeditions twice, showcasing exceptional leadership skills.

The math competition achievements are remarkable. In the UK’s Senior Maths Challenge (SMC), participants secured 8 gold, 2 silver, and 3 bronze medals. In the Mathematical Olympiad for Girls (MOG), they achieved 3 gold medals. Additionally, in the Australian Mathematics Competition (AMC), they earned 9 second prizes, 18 third prizes, and 26 Mathematics Skills Awards.

Outstanding science competition performances include 1 gold and 2 silver medals in the International Biology Olympiad (IBO), 2 second prizes and 1 third prize in the Australian Science Olympiad – Biology (ASOB), 1 second prize and 1 third prize in the Australian Science Olympiad – Chemistry (ASOC), and 1 silver and 1 bronze medal in the Junior Science Olympiad of Australia (JSOE).

With a focus on holistic education, WASHZ guides pupils to unlock their potential and excel. The school provides over 20 courses at the IGCSE and A-Level stages to create personalised learning programmes for each student.

A UK National Health Service survey reported that about 20% of children face psychological issues, a rising trend. Many such issues begin in early childhood but often go unaddressed due to children’s limited ability to express themselves and manage emotions.

At WASHZ, our 15-year continuous education system supports both academic and psychological development. Under this programme, Kindergarten focuses on building a solid foundation for a sound personality and emotional health.

Martina Daynes, our esteemed Executive Head of WASHZ kindergarten, brings a wealth of knowledge with her postgraduate degree in psychology and child development. She emphasises affectivity regulation as a key lesson for pupils entering kindergarten.

K1 teacher Nydia Li has recently acquired a master’s degree of preschool education from University College London. She identifies separation anxiety as a common issue among young pupils based on her profound teaching experience.

Additionally, Ms Li stresses the importance of communication between teachers and parents to address individual needs so that pupils can get proper help.

Codie Fleming, who has been teaching in WASHZ kindergarten since its founding and now serves as extracurricular activity coordinator for the entire school, highlights kindergarten as a crucial time for pupils to develop empathy.

WASHZ kindergarten is a “mirror,” where pupils can safely explore and understand their emotions, supported by trusted teachers and friends.

Kindergarten is critical in bridging pre-school and lower school education, helping pupils develop the skills and mindset needed for this transition.

K3 teacher Thomas Vos, with over ten years of experience teaching in China, notes that while pupils view entering lower school as nervous and exciting at the same time, many parents worry more about their children’s ability to adapt, esperically those with kids born in summer as they are usually younger than others in the same class.

However, Mr Vos believes that this gap is not as obvious as people think and will disappear qucikly as pupils grow older. In daily teaching, he ensures that every pupil has the learning ability and language ability to ready them for lower school.

According to Mr Vos, the teaching approach in K3 shifts from ‘play-based’ to a gradually more ‘academics-based’, increasingly focusing on concentration and structured learning.

Holistic education is frequently talked about in today’s field of education. However, what kind of pupils does holistic education aim to cultivate? Why does WASHZ value this education philosophy?

We may be able to find an example in an extraordinary expedition. This concept was embodied in a recent three-day expedition for WASHZ pupils to the Nanshan Bamboo Forest.

This event is a compulsory subject for pupils to pursue the Duke of Edinburgh’s Award (DofE).

In the vast Nanshan bamboo forest, WASHZ pupils calmly coped with many challenges, relying on teamwork to resolve many problems. Stepping out of the classroom and through the trials of the laws of nature, they rapidly grew up to the challenge.

Compared with ordinary hikes, DofE expeditions are more challenging, during which pupils face complex terrain and weather conditions. It is an even bigger test for those who have yet to face extensive outdoor experience.

K. Lieu from G12 had yearned for nature since childhood. He had an extra task ahead of him: recording the whole trip. Although he had prepared in advance, the sudden heavy rain caught him and his teammates off guard. When editing the video, he watched it scene by scene and admitted that the actual situation was far more thrilling than what was shown on the screen.

“On the second day, the route was the longest. It was raining and the road was extremely slippery. When going uphill, we couldn’t get a firm foothold at all. We had to grab the bamboo with our hands. Some bamboo was dead and broke off, causing us to fall over. All of us got soaked through.”

S. Wang, also from G12, agreed with Lieu’s assessment of the difficulty. Wang, participating in the expedition for the second time, thought this time was by far the more challenging.

With few people in the bamboo forest, the pupils were forced to rely solely on their teammates. Malachy Scullion, Head of Faculty of the Business and ICT Department at WASHZ, witnessed team members’ cooperation first-hand.

“People who are good at map reading and compass work usually plan the route. Someone who’s good at maths will do the mathematical calculations of how high to walk the altitude and also how far to walk. Other pupils who are quite good at being leadership will supervise what each person is doing.”

K. Lieu mentioned that they would sing to encourage each other when tired. No matter how steep the slope, as long as they were singing, they found they could cover it quickly.

As an experienced senior, S. Wang took the initiative to act as a “guide”. He led his teammates to draw up maps, use compasses to locate directions and share tips for outdoor survival.

The remarkable leadership he demonstrated during the expedition will be a significant boost for his future career. S. Wang has already been admitted to Loughborough University, ranking world first for sports-related subjects.

The bamboo forest is full of uncertainties and changes, just like a microcosm of the real world. Similarly, the pupils’ adventurous exploration is a preview of their future entry into society.

Whether it’s the meticulous planning before entering the bamboo forest, the ability to adapt to changing circumstances during the journey, or the order that runs through the whole process, they all indicate how these young people are well-prepared to meet their next challenges.

In this expedition, the challenges that WASHZ pupils faced were the complex surrounding environment and the limits of their physical strength and mental endurance.

S. Wang commented on his feelings at the time:

“When you are already physically exhausted, don’t have enough to eat, and you have to deal with bad weather and poor road conditions, it’s really easy to feel desperate.”

However, when he saw that the teachers and many teammates participating in the exploration for the first time were all persevering, he knew that he could keep going.

K. Lieu recalled that each had to carry a 15-kilo load. Climbing up one hill after another was a massive test of physical strength and willpower. When the body and mind reached the critical point, it was the moment to fight with willpower.

“Never giving up is a wonderful spirit.”

Indeed, none of them gave up. Complaints were turned into motivation, and their steps never ceased. Eventually, they arrived at their destination on time, with an error of only one kilometre from the original destination.

In Mr Scullion’s view, this expedition trip has taught the pupils vital “life skills” that will benefit them for a lifetime. First, they need to learn to plan in advance. They should respond calmly and use their strengths to solve problems when encountering difficulties. Even the physical strength cultivated through mountain climbing and long hikes is essential for achieving excellence.

In the future, the challenges they will face will be far more severe than this. As the saying goes, “The last leg of a journey just marks the halfway point.” Most people lack just that bit of tenacity. If they persevere a little more, they can embrace a vast expanse of open land, which is precisely what holistic education emphasises.

What “holistic education” aims to cultivate is not merely good pupils with excellent grades and strong learning abilities but individuals who can adapt to the times, establish themselves in a diverse international society, and possess all-round development.

This makes the Duke of Edinburgh’s Award a perfect platform for WASHZ to leverage in pursuing the holistic education concept.

After returning from the expedition in Nanshan Bamboo Forest, WASHZ pupils have seen more of the world and, more importantly, seen themselves. The seeds of being a leader, an explorer, and a navigator have been planted in their hearts. Memories may fade over time, but the composure and adaptability acquired from the expedition will play a crucial role in every critical moment in the future. This is the true value of holistic education.

Emily Frazier, Upper School Head of Language and Communications, mentioned that the reason for choosing Harry Potter for the theme week was precisely because of its enduring vitality. The magical world has an unparalleled appeal to pupils of every generation, keeping them engaged and excited.

In the kindergarten, Richard Bumford, Executive Head of Upper School, read Harry Potter picture books to the pupils.

This might be the first time these young pupils have heard of Harry Potter through the activities, but such classics have the magical power to attract readers from generation to generation into their enchanting world.

Ms Frazier has a Bachelor’s degree in English Literature and History from the University of Oxford, complemented by a Master of Education degree from University College London. As a member of the English language teaching staff, she especially values the language learning opportunities that Harry Potter Week provides.

Ms Frazier mentioned studies that suggest novels and stories can enhance language skills, particularly vocabulary and reading ability, more effectively than non-fiction works.

Additionally, Lower School and Upper School incorporated project-based learning using the famous newspaper from the magical world, the “Daily Prophet,” as a theme. Pupils were required to collaborate in groups to conduct themed research related to Harry Potter and write summary reports.

There will be countless such “Platform 9¾” encounters in the future, each leading to a completely different world. Facing the future, the pursuit of knowledge and the courage to explore are the world’s real magic.

Mr Cheng, with his extensive study of child psychology, pointed out that it is normal for pupils to become rebellious and disobedient during adolescence because they are eager to break free from controls and constraints. This is a manifestation of self-awareness and an essential step towards becoming an independent person.

Returning from the workplace to the family, parents should let go of the authority used to manage companies and employees, becoming friends with their pupils, listening to them as equals, and guiding them with care.

At the parents salon, Mr Yuan analysed the scientific principles behind “pupils being difficult to discipline.”

During childhood to adolescence, the part of the brain responsible for emotions, the amygdala, develops rapidly, while the prefrontal cortex, responsible for reason and logic, is not yet fully developed, making it difficult for pupils to control their fluctuating emotions.

Try to be a friend with pupils, not an authority, and we will be pleasantly surprised to find that pupils actually do not need “disciplining”.

On 2nd November, warm Autumn sunshine marked the return of the long-awaited 2024 AbbeyFest.

Hundreds of families gathered on our campus, immersing themselves in over 40 musical performances ranging from classical to contemporary, and exploring dozens of unique market booths. The event was a musical extravaganza, a culinary feast, and a joyous journey.

This year, young musicians from our sister schools in Changzhou and Nanjing took to the stage, delivering impeccable performances that earned waves of applause from the audience.

Our music transcended regional differences and brought people closer together, embodying the strong sense of belonging that the Wycombe Abbey community proudly cherishes. It was a testament to the power of music to unite us all, creating a sense of community that was palpable throughout the event.

This year’s AbbeyFest featured a special guest – Zoë Capps, an international exchange scholar from the UK, one of ten scholars joining WASHZ through the Wycombe Abbey International Scholarship Programme.

During the Inaugural Event, Zoë’s stunning rendition of the hit Chinese song “Light Years Away” stunned the audience.

At the AbbeyFest, Zoë participated in three performances, and her enchanting voice added a vibrant touch to this celebration of international connections.

AbbeyFest was designed to be a celebration of diversity. Alongside popular songs that are well-known to the audience, there were performances of classical music, FWA Choir, dance, and martial arts, showcasing a variety of styles. The open and inclusive atmosphere of the stage, blending Eastern and Western elements, provided the audience with a multifaceted artistic experience, ensuring there was something for everyone.

Beyond the spectacular performances, the open-air market was another AbbeyFest highlight.

Over 60 market booths were arranged in succession. As guests wandered through, they were greeted by an array of enticing aromas. From local delicacies to Western gourmet dishes, each flavour tantalised the taste buds.

Cultural and creative goods drew visitors’ attention with their distinctive curios, creative ornaments, and handcrafted items.

An equestrian area next to the market gave visitors the fun of interacting with horses. Visitors could enjoy a leisurely carriage ride around the campus, basking in the gentle breeze and warm sun.

Families spread picnic mats on the sports field and sat together, savouring food or enjoying the music. The wonderful family time they added a warm and heartfelt atmosphere to the event.

“Life sciences and medical sciences are also important branches of science, and these subjects have become very popular university majors in recent years.”

Teachers put in their utmost effort into designing engaging classroom experiments, ingeniously embedding scientific principles within experimental steps.

This allows pupils to efficiently grasp academic knowledge while marvelling at the wonders of science. According to Ms Fang, the lower grade pupils learned how to make a traditional Chinese steelyard, known as “deng zi.” This tool for measuring traditional Chinese herbs is part of China’s cultural heritage.

Senior pupils used chemical techniques in the laboratory to produce Banlangen (Isatis root) capsules. They started by brewing the herb powder, then went through a series of steps, including filtration, compression, and drying, eventually creating well-formed traditional Chinese medicine capsules.

The week-long practical classes showcased the perfect blend of traditional culture and modern science in every corner. These academic yet fun experimental activities deepened the pupils’ understanding of traditional Chinese medicine and related culture and enhanced their spirit of inquiry and hands-on skills.

On Friday, STEM Week concluded with an entertaining and educational Science Fair.

The fair featured multiple challenge activities, where pupils had to complete each challenge to earn bronze coins. These coins could then be used to purchase various traditional Chinese medicinal foods available at the event.

As Ms Fang mentioned, traditional culture emphasises the concept of “food and medicine sharing the same source.” Throughout history, Chinese people have believed that food, under certain conditions, can also have therapeutic effects. The diverse array of traditional Chinese snacks at the event aimed to help pupils learn about the medicinal value of these ingredients while enjoying delicious treats and experiencing the intricacies of traditional Chinese medicine culture.