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每周快讯 | The Week Ahead



Message from the Principal



Last weekend, I was invited to an Innovative Talent Forum jointly attended by professors, scholars from renowned universities, and principals of international schools. The theme of this forum is “innovative talent development for future schools”. Participants shared and discussed the innovation and reform of the school education model in such a post-industrialisation, digital and artificial intelligence era, as well as the practical experience of international education in the field of innovative talent development.       


In the report to the 19th National Congress of the Communist Party of China, President Xi pointed out that innovation is the first driving force for development. Therefore, we should cultivate a large number of innovative talents at the international level. As a pioneer and practitioner of educational innovation, international bilingual schools play an essential role in innovative education and cultivating creative education.


During the preparation for the speech, I thought about the following three questions: what is the fundamental mission of schools? What should school for the future teach? Finally, how should future-oriented schools be implemented?


I think the fundamental mission of schools is to promote the overall development of each pupil. “Make yourself better or make the world better.” While achieving personal development, pupils should also have the spirit of serving society.

美国著名心理学家David Perkins教授在其《为未知而教,为未来而学》一书中提出,面向未来的教育需要实现以下六大超越:

The book Future Wise: Educating Our Children for a Changing World written by David Perkins, a research professor from Harvard Graduate School of Education, mentioned that future-oriented education needs to achieve the following six breakthroughs:


Beyond basic skills- Necessary and comprehensive skills and quality in the 21st century


Beyond traditional disciplines- new, comprehensive and differentiated discipline


Beyond different disciplines - Interdisciplinary themes and issues  


Beyond regional concepts - The concept, problems and learning of Globalisation


Beyond the mastery of academic knowledge - Learn to think about the natural world related to the curriculum


Beyond established content - provide multiple choices



These six breakthroughs provide educators with practical guidance on how to implement educational innovation. Future-oriented education should pay more attention to the development of pupils comprehensive ability and quality. It also echoes Huili School’s vision to aspire to create a caring, bilingual community that develops well-rounded individuals with solid values and the skills to thrive in an ever-changing world.   




In implementing future-oriented education, schools should carry out cross-curricular instruction and get pupils to solve real-world problems. At the same time, multiple choices are provided in-class instruction to meet the individual needs of different pupils. This reminds me of the Chinese social study exhibition held by Junior High on Tuesday. With guidance from teachers, Grade 7 and Grade 8 pupils carried out thematic exploration activities of Song Dynasty culture. Pupils experienced the real-life of practitioners from all walks of life in the Song Dynasty and presented what they had learned and thought in both Chinese and English. During the exhibition, I was touched by their enthusiasm and focus on learning and confidence in displaying what they have learned. In Huili School, this kind of practice happens every day.



Greetings to all Huili community members.



Ivey Wang

Principal of Huili School Hangzhou


Sixth Form Matters

大学招生办如何选拔学生? - 第一部分

How do admissions officers select students for their universities? - Part One


正如同家长想为孩子找一所最好的大学一样,大学的招生办也希望录取最合适的学生。首先,招生官最看重的是学生的学术成绩,即IGCSE和 A Level 的成绩。大多数情况下,学生在申请大学时尚未参加最终的正式考试,因此教师会提供预测成绩作为凭证。这种预测来自于先前的一系列评估数据、课堂作业和家庭作业、学生的课程表现和学习态度等。

Just like you seek the best university for your child, university admissions officers also want to admit the best students for their institutions. So firstly, and most importantly, the admissions officers will look for the correct academic profile. This means suitable IGCSE results and A Level predicted grades. In most cases, when a pupil applies for university, they have not sat their final examinations yet, and therefore teachers provide predicted grades based on evidence. This consists of prior assessment data, classwork, homework, pupils performance in lessons and pupils attitudes to learning.

随后,招生人员将相关数据和学校的推荐信与高效入学标准进行比较。在英国,每门大学课程都有相应的入学标准,如成绩需达到“BBB”或满足“104个UCAS 基点”,甚至细化到“ABB成绩中数学成绩为A”等。 在美国,大学课程对GPA(平均成绩,最高值为 4)有要求,有些还会要求提供SAT 、 ACT等考试成绩。 例如,杜克大学表示,最容易申请成功的学生“至少要有3.7分的学校 GPA”,而2021 年录取的申请者中,“一半学生的ACT成绩达到33 到35分,一半的 SAT成绩为 1460 到 1560 分”。

With all this data and a school reference in hand, admissions officers then compare this with their entry requirements. Every U.K. course has its own set of entry requirements; these can range from listing grades such as “BBB” or tariff points such as ‘104 UCAS points to specifying subjects such as “ABB with an A grade in Mathematics. In addition, courses in America will state a GPA (Grade Point Average, where the highest is 4), and some include a range of SAT and ACT scores that previous applicants held. For example, Duke University states that the most successful applicants “will have a minimum college GPA of 3.7” and that of those admitted in 2021, “the middle 50% of ACT was 33 to 35, and the middle 50% of SAT was 1460 to 1560”.

通过了解诸如此类的入学要求,我们就能对招生人员所青睐的学生品质有所了解。在高中部低年级(即A Levels课程第一年),老师将对学生的预期成绩有所了解,同时家长同样对此有所了解时,就能和孩子一起开始寻找最适合的大学,一所既开设孩子感兴趣的课程,入学标准又符合孩子的预期成绩的大学。要知道,高校不会招收录取成绩远低于入学标准的申请者。毕竟,牛剑和常春藤等高校声名鹊起,必然会有极高的入学要求。

These entry requirements give us an idea of the calibre of students admissions officers are looking for. In Lower Sixth (the first year of A-Levels), teachers will begin to have an idea of pupils predicted grades, and once you know these, you and your child can start researching a best-fit university. This would be a university that runs a course that interests your child and has entry requirements that match the predicted grades. It is well worth noting that an application with a set of predicted grades far below the entry requirements would not even be considered. After all, Oxbridge and Ivy League institutions did not gain their reputations without setting some very high entry requirements!

那么,学术成绩在申请大学中到底有多重要? 简言之,学术成绩是招生人员查看的第一位信息,是招生办迅速决定是否继续阅读学生申请表的第一步。为了满足自身预期,学生要申请学术成绩大致满足入学要求的高校。在我校经验丰富的升学指导老师的专业辅助下,学生将开展充分的研究,争取收到满足自身能力和抱负的大学发来的录取通知书。

So how much do academic results matter when it comes to applying for universities? The short answer is that they are the first piece of information that admissions officers look at, and they will decide in a split second whether or not to continue reading an application. To avoid disappointment, it is always wise to apply to universities where the entry requirements are broadly in line with the pupil’s attainment. By working closely with our experienced university advisers and completing sufficient research, every applicant should be receiving offers from universities that best suit their abilities and aspirations. 


Next week I will conclude with how extra and super curricular activities can make applications stand out.


Upcoming webinars / classes / events



City University of Hong Kong: Virtual Visit 


Monday, 29 November, 1:15pm-2:00pm 

会议号:987 4274 5526 

Meeting ID: 987 4274 5526 


Password: 651007

点击访问 Click here: 





Understanding Art Schools and Careers in the Arts: 

School of the Art Institute of Chicago, Maryland Institute for Creative Arts, California College of the Arts, College for Creative Studies

12月8日(周三)晚8点 (CST)

Wednesday, 8 December, 8:00pm(CST)

点击访问 Click here: 


Hatty Leung


Head of Sixth Form


Junior High Matters



Celebrating China’s unique history and culture alongside an immersive English language environment is what makes Huili school Hangzhou unique. This week our Grade 7 pupils celebrated the Song dynasty with an exhibition for guests and parents. These events demonstrate our pupil’s confidence in speaking to others and develop their sense of pride in their country’s rich culture.

Pupil led events and projects are used in Junior High to develop pupils Huili identities of being inspired, independent, intellectual, inclusive individuals. We are genuinely proud of our Grade 7 pupils; your performances, creative flair, and passion are admirable.   


We look forward to celebrating Xian house charity day next Friday. With an animal theme at the heart of our fundraising, we look forward to the array of animal costumes on display. In addition, we are replacing our Junior High assembly with the opportunity to watch the infamous David Attenborough celebrating our natural world. Our Grade 8 parents and pupils will also be joining us next Friday to explore our pupil’s options further as they plan for their educational pathway after completing compulsory education in Grade 9.


We will keep very close contact with the Education Bureau and will make sure to keep you updated. More information regarding the arrangements for parent events next week will be sent by school office soon.


Laura Perry


Head of Junior High


Upper Primary Matters


I write this today with a feeling of hope and pride as Huili Upper Primary continues to grow and move towards the future with our pupils at the very core of our vision.


As pupils are the most important people in our school, we enter each new week striving to be the best school, with the best provision, for them. Our teachers and pupils are integral to our growth, and I am happy to share our steps to ensure that your children flourish.


This week, we shared our vision for our English curriculum; here are the highlights: At Huili Upper Primary, we take our role to prepare pupils for the future very seriously. We are the step before their secondary school education, where they will take exams that will place them in the very best universities around the world. To achieve this, The Huili curriculum in Upper Primary recognises the high importance of English speaking, listening, reading and writing.


We are pleased to announce our vision of showcasing and celebrating pupil work and achievements with you to complement the curriculum. To inspire pupils to take pride in their work and develop their presentation skills and public speaking, they have been asked to present their work units to you. The presentations will be a culmination of subject learning and will improve with each new unit of work. Each unit encompasses a given theme and will be presented in a variety of ways. You may have seen some already; if not, you will be notified shortly.


Academic achievement is central to our ethos, but we want to inspire all learners to try their best, whatever their grade. As an inclusive school, we value Independence and Individuality. In this week’s assembly, pupils who always aspire to be intellectual by working diligently and modelling high standards of behaviour were awarded for their efforts. Congratulations to every child who received their award this time.



We are also pleased to announce the grand opening of the Ming House adventure playground. We are grateful to the facilities team for providing more outdoor and adventurous play equipment that inspires pupils to step out of their comfort zone and challenge themselves physically and mentally. The specially selected equipment empowers pupils to push their physical boundaries while keeping within the rules of safe usage. We have shared guidelines with the children to ensure they are safe while playing and hope that they respect the environment and space to have many hours of fun.  

Jenny Stones


Deputy Head of Primary


Lower Primary Matters


Achieving high quality outcomes through project learning

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“Our class project has gone so well . . . but by phase 3, we came to the realisation that the work my children produced was not as rich and deep as I imagined it would be.”


This is what our teachers go through when they work within a project-based learning approach. Pupils are engaged in their projects, and learning can appear to occur, and children make progress as expected. They have learned new knowledge, skills and they are on track to achieve the expected outcomes. However, their thinking is not as in-depth, and their final expressions or products are not as polished as they should be for the stage of development.


Through constant and consistent reflection strategies such as class discussions, meetings with experts, assessment, and monitoring progress against our Key Learning Objectives, we can ask ourselves some key questions to deepen learning:


Did we use a supportive self-assessment such as rubrics to help pupils understand the expected quality of their work?


Did our project include effective formative assessment approaches?


Did pupils have enough time to fully embed the skills taught and to “polish” their work?


Did the project feel authentic enough to engage and inspire pupils? Is it a concept they care about?


Does the learning environment and community cultivate a culture of high expectations and quality?


As projects are coming to an end and pupils are preparing to celebrate their research, work and learning experiences, our teachers actively reflect on their next project. We are looking forward to learning with you and building an even more inspiring school and community for our pupils.        


Have a fantastic weekend.

Conrad Botha


Head of Early Years and Lower Primary


Sports Matters



After a week of fun-filled sports days, competitive fixtures commenced this week. On Monday, we saw the U12 boys win 9-0 against Wahaha International School, and our U12 girl win 5-0 against Wahaha International School. Both were very convincing wins and showed the immense work that our PE team are doing with our pupils in extra training sessions. On Wednesday, the U14 girls played JingJiang school. This year, the school had placed 4th in the Xiaoshan League, and both the girls and coaches knew that this would be a competitive game. The match resulted in a 0-0 draw, with Wellington College Hangzhou having the most opportunities to score. On Thursday, the U15 boys and U15 girls basketball teams competed against Yungu School. Both Wellington teams were extremely determined to do their best, which was shown through both teams taking the win. Overall a very successful week of fixtures!

Nathan Witter


Director of Sport


Performing Arts Matters



On Thursday 25 November, some of our Primary pupils in grades 4, 5 and 6 delighted us with singing, dancing and acting. Our first recital took place in our beautiful recital room; it was a very intimate gathering where parents of the performers came and supported.


Many of the performances we witnessed are in a draft process as they are only halfway through the semester. However, we took the opportunity to celebrate the hard work of our pupils, some of whom are total beginners. Many thanks to Mr Thaxter for arranging and organising this event. Many thanks to the parents who came to applaud their children’s achievements.

Alejandro Montoya


Director of Performing Arts