巔峰實(shí)錄 | 直指劍藤的高潛生如何在肯思獲得不止于*的全方位支持？

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* 活動(dòng)詳情及報(bào)名方式請(qǐng)拉至文末海報(bào)處查看當(dāng)Karl Gross走進(jìn)肯思巔峰班數(shù)學(xué)課堂，他仿佛一秒回到溫布爾登，熟悉的氛圍迎面而來(lái)。Karl是英國(guó)國(guó)王學(xué)院學(xué)校（King"s College School , Wimbledon,KCS ）副校長(zhǎng)，作為狄邦肯思的合作校，KCS的理事代表每年都會(huì)前來(lái)考察，就學(xué)校未來(lái)發(fā)展規(guī)劃進(jìn)行會(huì)談，制定實(shí)施方案。這是Karl第二次來(lái)到狄邦肯思，的硬件設(shè)施，熱情開朗又充滿好奇的學(xué)生無(wú)不是其辦學(xué)品質(zhì)的證明，但*令他印象深刻的，還是那一節(jié)對(duì)標(biāo)著KCS品質(zhì)（7年25%牛劍錄取*）的巔峰班數(shù)學(xué)課，Karl說(shuō)道：讓我驚訝的是學(xué)生們非?；钴S，他們真的全身心投入在課堂中。我看到幾位同學(xué)先后向全班解說(shuō)著解題思路，溫布爾登的老師們也會(huì)采用相同的課堂形式，重視發(fā)展數(shù)學(xué)以外的技能。培養(yǎng)21世紀(jì)必備技能，是在為學(xué)生畢業(yè)后的生活做準(zhǔn)備?！盝ohn Jarvis曾擔(dān)任KCS理事長(zhǎng)，在考察后盛贊狄邦肯思校園內(nèi)越發(fā)濃厚的師生歸屬感，以及兩屆畢業(yè)生優(yōu)異的升學(xué)成果。值得一提的是，John是英國(guó)皇家大律師，畢業(yè)于KCS的他與學(xué)校建立了深厚情感。當(dāng)他的兒孫均在KCS度過(guò)青少年的成長(zhǎng)旅程后，他仍在為其奉獻(xiàn)，最終將自己在KCS旅程的句點(diǎn)落在狄邦肯思。

Karl Gross和John Jarvis在狄邦肯思課堂深受KCS重視的狄邦肯思意圖沿襲KCS卓越的教學(xué)水準(zhǔn)和人才培養(yǎng)，由此推出巔峰計(jì)劃——專為高潛學(xué)生打造的培養(yǎng)方案，來(lái)到肯思巔峰班的學(xué)生，目標(biāo)直指劍藤。G9的Steve和G10的Jocelyn是巔峰班成員，前者因感覺“吃不飽”而離開原本就讀的國(guó)際化學(xué)校，后者因向往更多元的學(xué)習(xí)方式而轉(zhuǎn)軌。來(lái)到肯思巔峰班，小班化教學(xué)是最直觀的差異，每堂課只有不到十位學(xué)生，每一個(gè)學(xué)生的需求都能被照顧。“以前很難在課堂上詢問(wèn)錯(cuò)題，現(xiàn)在老師能把同學(xué)們的錯(cuò)題拉出來(lái)一道道重新講?！盨teve分享。 出乎Jocelyn意料的是，這里沒(méi)有無(wú)止盡的刷題和大到難以承受的壓力，老師們總是用淺顯易懂的語(yǔ)言和生活化的案例解釋復(fù)雜的知識(shí)點(diǎn)，幽默風(fēng)趣，不時(shí)充滿歡聲笑語(yǔ)。 當(dāng)一群學(xué)術(shù)能力、熱情和潛力兼具的學(xué)生遇上一群同樣熱愛學(xué)習(xí)、具有學(xué)術(shù)造詣的老師，巔峰班中會(huì)發(fā)生怎樣的化學(xué)反應(yīng)？學(xué)術(shù)，著力點(diǎn)不止于*人工智能興起之初，正任職于另一國(guó)際化學(xué)校的黃穎老師很快聯(lián)系了互聯(lián)網(wǎng)大廠的AI技術(shù)總監(jiān)為同事們進(jìn)行一場(chǎng)AI在教育中的應(yīng)用培訓(xùn)，令她意想不到的是，最終只有6人參加了這一培訓(xùn)，而真正將技術(shù)運(yùn)用進(jìn)實(shí)操的更是少之又少。如今，黃穎老師成為了狄邦肯思巔峰計(jì)劃主任，過(guò)去的工作經(jīng)歷令她很快發(fā)現(xiàn)了巔峰老師們的與眾不同之處：不僅所有老師都在用AI，他們還主動(dòng)組成教研團(tuán)隊(duì)，研究如何用AI簡(jiǎn)化、潤(rùn)色教學(xué)。黃穎老師認(rèn)為，會(huì)做這件事的老師具備兩種特質(zhì)——熱愛學(xué)習(xí)、與時(shí)俱進(jìn)。

狄邦肯思巔峰計(jì)劃師資團(tuán)隊(duì)事實(shí)上，相較于簡(jiǎn)歷背景的堆疊，還有一個(gè)更直觀了解巔峰班老師的方式，不妨去搜一下他們的個(gè)人賬號(hào)。你能看到經(jīng)濟(jì)老師陳露在視頻號(hào)（@陳小鹿Lulu）上邊繪畫邊講述生活中的經(jīng)濟(jì)學(xué)；數(shù)學(xué)老師潘明越在B站上做Up主（@燉牛的牛頓），畫著葫蘆娃引出旋轉(zhuǎn)體積的概念；而黃穎老師本人則穿著“造鎳”化學(xué)式的衛(wèi)衣在小紅書（@克老師）講述A Level化學(xué)*復(fù)雜的軌道雜化。視頻中不難窺見這些老師不僅有豐富的學(xué)識(shí)，扎實(shí)的專業(yè)，也不乏有趣的靈魂，千里挑一，而愿意花費(fèi)業(yè)余時(shí)間和精力運(yùn)營(yíng)學(xué)術(shù)賬號(hào)，本身正是對(duì)巔峰老師們熱情與專業(yè)能力的有力證明?！皫p峰班的學(xué)生是怎樣的，老師就該是怎樣的，不然如何滿足學(xué)生的學(xué)術(shù)需求？”黃穎老師反問(wèn)道。

巔峰老師運(yùn)營(yíng)的賬號(hào) 陳露老師視頻號(hào)中講述經(jīng)濟(jì)學(xué)于是當(dāng)熱愛生物和化學(xué)的學(xué)生找到黃穎老師，提出想研究制藥過(guò)程中如何篩選鏡像物質(zhì)的課題時(shí)（分子式相同但空間排布的不同決定著物質(zhì)的藥性或毒性），黃穎老師腦海中立即浮現(xiàn)了設(shè)計(jì)的過(guò)程、研究的走向，隨即決定為學(xué)生搭建腳手架，引導(dǎo)他推進(jìn)項(xiàng)目。提出課題的能力并非與生俱來(lái)。當(dāng)大眾對(duì)A Level還停留在“英國(guó)高考”的刻板印象之時(shí)，巔峰計(jì)劃的老師們都在確保學(xué)生能在獲得“*入場(chǎng)券”之余還收獲學(xué)術(shù)興趣、高階學(xué)術(shù)能力和解決實(shí)際問(wèn)題的能力。當(dāng)學(xué)有余力的學(xué)生遇上專業(yè)造詣與熱情極高的老師，課堂顯然很難變得“應(yīng)試”。探究融于每一堂課，用黃穎老師的話來(lái)說(shuō)，“這是肌肉訓(xùn)練”。為建立統(tǒng)計(jì)與分析的概念，潘明越老師曾帶著Jocelyn和同學(xué)們來(lái)到校門口觀察車流量和紅綠燈，試圖解決上下學(xué)的交通擁堵，也帶著Steve和同學(xué)們以獲得校內(nèi)監(jiān)控*高的鋪設(shè)效率（監(jiān)控覆蓋面積/成本）為目的，來(lái)到校園監(jiān)控室了解分辨率、紅外效果、存儲(chǔ)方式、覆蓋范圍等，研究監(jiān)控鋪設(shè)的合理性，而制作水火箭研究拋物線、測(cè)量樓房高度來(lái)學(xué)習(xí)三角函數(shù)等小實(shí)驗(yàn)更是貫穿在課程始終，每個(gè)項(xiàng)目最終以學(xué)生的presentation完結(jié)，過(guò)程中鍛煉了團(tuán)隊(duì)協(xié)作能力和學(xué)術(shù)表達(dá)能力。

巔峰班G9的Steve在數(shù)學(xué)課上原本就讀于公立學(xué)校的Jocelyn還記得自己來(lái)到巔峰班后做的第*個(gè)實(shí)驗(yàn)——自制溫度計(jì)。一開頭就遇上了難題，組裝工具后她發(fā)現(xiàn)無(wú)論如何測(cè)不出數(shù)據(jù)，嘗試無(wú)果求助老師，原來(lái)阻止實(shí)驗(yàn)進(jìn)行的僅僅是兩根鐵線貼在一起造成的短路?！拔耶?dāng)時(shí)有些崩潰，第一次覺得做實(shí)驗(yàn)原來(lái)不是想象中這么簡(jiǎn)單，它非常嚴(yán)謹(jǐn)，需要花很多時(shí)間去分析、操作和反思?！弊罱K她意識(shí)到，通過(guò)實(shí)踐得出的結(jié)論遠(yuǎn)比課本上給到的深刻。

巔峰班G10的Jocelyn黃穎老師把研究的過(guò)程比作打聯(lián)賽，喜歡打籃球和打職業(yè)聯(lián)賽是兩碼事，后者需要經(jīng)過(guò)非常枯燥的系統(tǒng)訓(xùn)練，“所以老師一定要幫助學(xué)生構(gòu)建這一過(guò)程，同時(shí)提供情緒支持，最終培養(yǎng)學(xué)生獲得科研能力。”而課堂的探究之于真正的科研則是較簡(jiǎn)化的、更偏重于思維的鍛煉，對(duì)于巔峰班的學(xué)生而言，“肌肉訓(xùn)練”是為真正的“馬拉松”——A Level EPQ或AP Capstone打底子。認(rèn)真做完這兩項(xiàng)研究性學(xué)習(xí)項(xiàng)目的學(xué)生既能展現(xiàn)學(xué)術(shù)熱情，也能體現(xiàn)研究深度和對(duì)的深刻理解，完美匹配牛劍的學(xué)生畫像。

* 掃描圖片二維碼，報(bào)名狄邦肯思巔峰計(jì)劃暨獎(jiǎng)學(xué)金發(fā)布會(huì)合力，多位一體規(guī)劃未來(lái)步入五月，在IGCSE和A Level選課前夕，巔峰計(jì)劃推出了最新的課程設(shè)置，共開設(shè)12門IGCSE，廣泛的選擇不僅能幫助學(xué)生保量保質(zhì)地完成IGCSE大考，文理科目有的放矢的搭配更保證了未來(lái)專業(yè)選擇的寬廣度，保留了人文社科專業(yè)的可能性。同時(shí)，巔峰為有意美國(guó)方向的學(xué)生搭配了AP人文社科類課程。Steve和Jocelyn都是AP課的成員，談及課程，倆人認(rèn)為盡管有些難、要記的術(shù)語(yǔ)非常多，但他們的老師李立把原本滿篇文字略顯無(wú)聊的課本用案例分析的形式在課堂上講得生動(dòng)有趣，所體現(xiàn)的強(qiáng)大的語(yǔ)言組織能力、邏輯思維能力、辯證和反思能力無(wú)不反映著人文底蘊(yùn)之于人的重要意義。

巔峰班的AP人文課堂及課后輔導(dǎo)浸淫于學(xué)術(shù)探索中，巔峰學(xué)生們將獲得通往學(xué)校的敲門磚，但巔峰計(jì)劃卻絕非簡(jiǎn)單地在A Level之上拔高拓寬，就像圍繞在學(xué)生身邊的不只有老師。走進(jìn)巔峰班，早晨和晚間有班級(jí)導(dǎo)師陪伴著學(xué)生，學(xué)生們還會(huì)不時(shí)竄門去緊挨著教室的升學(xué)指導(dǎo)辦公室。升學(xué)指導(dǎo)老師林恩恩和巔峰班導(dǎo)師劉從容分別用了這樣的話語(yǔ)來(lái)描述自己的職責(zé)：“老師看到的是某一門的發(fā)展，升學(xué)指導(dǎo)看到的則是全局?！薄叭绻f(shuō)老師和升學(xué)指導(dǎo)是良師，導(dǎo)師就是益友。”他們一起用午餐，聊聊學(xué)生情況，親子關(guān)系，預(yù)測(cè)大考結(jié)果，復(fù)盤需要重點(diǎn)觀察的事，話題點(diǎn)全落在學(xué)生身上。盡管老師、升學(xué)指導(dǎo)和班級(jí)導(dǎo)師分別從不同角度給予支持，卻始終在通力合作，為巔峰學(xué)生的未來(lái)群策群力。升學(xué)指導(dǎo)選課之際，老師們會(huì)說(shuō)明課程框架，給到自己對(duì)學(xué)生是否適合該課程的專業(yè)判斷，升學(xué)指導(dǎo)則要把關(guān)高校和專業(yè)對(duì)于科目數(shù)量、質(zhì)量的要求，以及學(xué)生對(duì)于科目的可承受范圍；再比如，擁有多年教學(xué)經(jīng)驗(yàn)的老師們會(huì)根據(jù)學(xué)生的高校和專業(yè)目標(biāo)以終為始地把控包括課程、競(jìng)賽、牛劍筆試等在內(nèi)的學(xué)習(xí)節(jié)奏，細(xì)致到月，同時(shí)，針對(duì)那些“不可規(guī)劃”的部分，則更需要升學(xué)指導(dǎo)陪伴在左右?！吧龑W(xué)絕不僅是約幾次會(huì)，提供高校信息，做申請(qǐng)材料而已?！秉S穎老師認(rèn)為。林恩恩老師也是這么做的。她辦公室里放著的小零食時(shí)常吸引學(xué)生們過(guò)來(lái)小坐（實(shí)則是傾訴），放松的空間幫助建立起彼此的信任。IGCSE大考之際，學(xué)生們不斷前來(lái)求取林恩恩老師的保證，“如果我考砸了，真的不會(huì)影響我以后去好的大學(xué)，對(duì)嗎？”她笑道：“就差讓我寫保證書了?！?越好的學(xué)生，越是難以放下犯過(guò)的小錯(cuò)誤、疏忽的小細(xì)節(jié)。她發(fā)現(xiàn)，撇去那些專業(yè)支持外，升學(xué)指導(dǎo)更像是門心理活，她需要不斷地提供心理支持，因此她會(huì)向校內(nèi)的心理老師求教，也會(huì)在線上獲取心理知識(shí)，還想著去修一個(gè)相關(guān)學(xué)位。優(yōu)異如Jocelyn，也會(huì)過(guò)分放大自己的語(yǔ)言劣勢(shì)，忽視數(shù)理邏輯的優(yōu)勢(shì)，“她需要外部的聲音不斷向她強(qiáng)化。當(dāng)有些心理學(xué)內(nèi)容應(yīng)用到現(xiàn)實(shí)生活中，語(yǔ)言的魔法真的能夠起到效果，很有意思。”

林恩恩老師為學(xué)生提供專業(yè)指導(dǎo)以社區(qū)貢獻(xiàn)為主的活動(dòng)在美升中舉足輕重，不僅老師們會(huì)引導(dǎo)學(xué)生將目光置于如何用所學(xué)改善社區(qū)，比如有專業(yè)志向在計(jì)算機(jī)編程的學(xué)生提出過(guò)為學(xué)校提供網(wǎng)絡(luò)開發(fā)支持的項(xiàng)目，升學(xué)指導(dǎo)也時(shí)常觀察學(xué)生，為可以補(bǔ)足的地方匹配或創(chuàng)造相應(yīng)的資源。林恩恩老師能搭建高校資源平臺(tái)、能發(fā)起并幾年如一日地運(yùn)營(yíng)著四川山區(qū)的支教和圖書屋項(xiàng)目，項(xiàng)目甚至成為了當(dāng)?shù)厥姓奈繂?wèn)對(duì)象。但同時(shí)，她又能看見一些學(xué)生身上興趣的不明朗、領(lǐng)導(dǎo)力的不足。每當(dāng)挖掘到小的興趣點(diǎn)，她十分樂(lè)意調(diào)動(dòng)校內(nèi)資源，鼓勵(lì)學(xué)生邁出小小的前進(jìn)步伐。喜歡烘焙的Jocelyn就在她的引導(dǎo)下達(dá)成和十一年級(jí)學(xué)姐的合作，在圣誕前夕，借助食堂的工具為寄宿生制作雪花酥，也是在她的鼓勵(lì)下勇敢登上校會(huì)舞臺(tái)進(jìn)行演奏。看似細(xì)枝末節(jié)的活動(dòng)卻推動(dòng)著Jocelyn一點(diǎn)點(diǎn)離開舒適圈。

巔峰學(xué)生參與的公益項(xiàng)目肯思認(rèn)為，高中是在外部考核中評(píng)判自己的位置，不斷修正，最終做出正確選擇的時(shí)期。在這一動(dòng)態(tài)過(guò)程中，只有升學(xué)指導(dǎo)始終陪伴在左右，才能真正挖掘?qū)W生個(gè)性和亮點(diǎn)，精準(zhǔn)把控方向，以真實(shí)的面貌換取高校的青睞。班級(jí)導(dǎo)師班級(jí)導(dǎo)師的關(guān)懷頗有些潤(rùn)物細(xì)無(wú)聲的意味。當(dāng)學(xué)生們說(shuō)著“壓力沒(méi)有想象中那么大”時(shí)，很大一部分原因可以歸結(jié)于，劉從容和王堯兩位班級(jí)導(dǎo)師愿意站在平等的角度，堅(jiān)持全人發(fā)展的理念，提供給學(xué)生必要的支持。當(dāng)周四下午Steve的閱寫課和足球校隊(duì)訓(xùn)練沖突，是導(dǎo)師的溝通與堅(jiān)持換來(lái)了老師的時(shí)間調(diào)整。好幾次，兩位導(dǎo)師會(huì)在球場(chǎng)邊駐足，感受巔峰班三個(gè)校隊(duì)的孩子在綠茵場(chǎng)上奔跑時(shí)無(wú)窮無(wú)盡的精力。提起一場(chǎng)周五的師生足球賽，劉老師用略顯驕傲的語(yǔ)氣說(shuō)道：“毫無(wú)懸念的，老師大比分?jǐn)〗o了學(xué)生”。每當(dāng)晚自習(xí)撞上球賽，她也會(huì)詢問(wèn)學(xué)生們是否想去看球，而為確保學(xué)生在校安全，她會(huì)選擇在教室和操場(chǎng)兩頭跑。這樣的堅(jiān)持換得了巔峰班學(xué)生興趣愛好的滿足、身心的健康，當(dāng)然還有以團(tuán)體運(yùn)動(dòng)為首的項(xiàng)目所能帶來(lái)的領(lǐng)導(dǎo)力、合作力、溝通力。左右滑動(dòng)查看更多

巔峰班學(xué)生參與校際活動(dòng)在這個(gè)走班制的班級(jí)中，兩位導(dǎo)師還做著一些小小的嘗試：發(fā)動(dòng)巔峰班學(xué)生布置班級(jí)來(lái)彰顯個(gè)性；采取輪值長(zhǎng)制度，負(fù)責(zé)記錄考勤、組織同學(xué)討論等，逐步幫助學(xué)生形成服務(wù)他人、運(yùn)用自己的能力和影響力去改變環(huán)境和社會(huì)的意識(shí)；他們還和升學(xué)指導(dǎo)打配合，帶頭在班級(jí)的墻上貼上高校簡(jiǎn)介，在早自習(xí)播放狄邦優(yōu)秀畢業(yè)生的紀(jì)實(shí)短片，給予靈感、吸收經(jīng)驗(yàn)，那些獨(dú)特的申請(qǐng)經(jīng)歷和高校就讀體驗(yàn)輕而易舉地就能調(diào)動(dòng)起班里學(xué)生的積極性。

巔峰班教室成班不到一學(xué)期，巔峰班的學(xué)生們已然會(huì)在自學(xué)的時(shí)間段自發(fā)回到班級(jí)，“說(shuō)明班級(jí)的向心力已經(jīng)在慢慢地形成。”這樣的歸屬感無(wú)疑是對(duì)班級(jí)導(dǎo)師最大的褒獎(jiǎng)。很大程度上，班級(jí)導(dǎo)師為巔峰班的學(xué)生帶去了一抹溫暖色彩。兩位導(dǎo)師會(huì)因靦腆的學(xué)生在數(shù)學(xué)課上完成一次突破時(shí)長(zhǎng)的翻轉(zhuǎn)課堂，收獲表?yè)P(yáng)時(shí)露出的會(huì)心笑容而激動(dòng)，會(huì)為學(xué)生主動(dòng)承擔(dān)班級(jí)職務(wù)而開心，也會(huì)為學(xué)生偶爾拖欠作業(yè)的行為而憂心。這些細(xì)微的觀察全被導(dǎo)師記錄在了發(fā)送給家長(zhǎng)的《巔峰班周記》中，以“立體、溫暖、公開”的形式保證著家校的同頻，為學(xué)生和項(xiàng)目的成長(zhǎng)留下清晰的軌跡。寫在最后看似壓力爆表的校園生活，卻因老師們的尊重、支持與陪伴，給到的自由和空間而變得溫和，學(xué)生們?cè)谄渲谐浞痔剿髯晕?，汲取養(yǎng)分，不因*丟失*為重要的健全人格的發(fā)展。潘明越老師經(jīng)常說(shuō)，我們要“優(yōu)雅地卷”，而巔峰計(jì)劃正是要“卷”出適應(yīng)未來(lái)社會(huì)的人才。它是包含發(fā)展、探究、競(jìng)賽培養(yǎng)、標(biāo)化考試、社區(qū)貢獻(xiàn)、申請(qǐng)競(jìng)爭(zhēng)力、高階升學(xué)指導(dǎo)在內(nèi)的一體化培養(yǎng)方案。不僅校內(nèi)資源充沛，20年行業(yè)經(jīng)驗(yàn)的狄邦教育集團(tuán)更為肯思巔峰班配備了豐富的校外資源，如狄邦教研團(tuán)隊(duì)提供的標(biāo)化和語(yǔ)言提升、狄邦和牛津、劍橋教授們開發(fā)的研究項(xiàng)目和牛劍面試培訓(xùn)、狄邦與KCS共同打造、由KCS教研骨干執(zhí)教的牛劍營(yíng)……

2023狄邦牛劍戰(zhàn)隊(duì)營(yíng)相信在這套一體化培養(yǎng)方案下走出的高潛學(xué)生，最終將不僅具備去往學(xué)校的資格，更將收獲感知幸福的能力，挑戰(zhàn)未知的勇氣。

* For event details and registration, please refer to the poster at the end of the article.When Karl Gross stepped into the Summit Program mathematics class at Dipont KCS Chengdu, he instantly felt that he was back in Wimbledon, greeted by a familiar atmosphere. Karl, the Deputy Head at King"s College School Wimbledon , visits annually as part of the partnership between KCS and Dipont KCS Chengdu to discuss and strategize future developmental plans and implementation.This was Karl"s second visit to Dipont KCS Chengdu. He was impressed not only by the first-class facilities and the curious and enthusiastic students, who are a testament to the school"s quality of education, but also by the Summit Program"s mathematics class, which mirrors the standards of KCS (with a 25% Oxbridge admission rate over 7 years). Karl remarked:           What surprised me was how active the students were; they were truly engaged in the classroom. I watched several students explain their problem-solving approaches to the whole class, a method also embraced by teachers in Wimbledon, focusing on developing skills beyond mathematics. This is about preparing students for life after graduation."John Jarvis, former Chairman of the Board of Governors at KCS Wimbledon, praised the increasingly strong sense of belonging among teachers and students at Dipont KCS Chengdu and the excellent university admission results of the last two graduating classes. Notably, John, a Royal Barrister in the UK and a KCS alumnus, has deep emotional ties with the school. Even after his children went through their adolescence at KCS, he continues contributing, choosing to round off his KCS journey at Dipont KCS Chengdu.

Karl Gross and John Jarvis in the classroom of KCSCDHighly valued by KCS Wimbledon, Dipont KCS Chengdu aims to continue its tradition of exceptional educational standards and talent development initiated by launching the Summit Program—specifically designed for high-potential students, directly targeting Oxbridge.Steve from Grade 9 and Jocelyn from Grade 10, members of the Summit Class, transferred from  international school and public school respectively,  seeking more challenging, robust and diverse educational approaches. The most apparent difference here is the small class sizes; with fewer than ten students per class, individual needs are closely met. "It was hard to ask about mistakes in class before, but now teachers can pull out each student"s errors and go over them individually," shared Steve.Jocelyn was surprised to study here without repeated exercises and overwhelming pressure. Instead, teachers use clear, relatable language and real-life examples to explain complex concepts, creating a classroom filled with humor and laughter.What happens when a group of students, brimming with academic capability, passion, and potential, meets a group of equally enthusiastic and scholarly teachers? The extraordinary atmosphere in the Summit Class is palpable.Academics: Focused Beyond Just GradesAt the onset of AI"s rise, while working at another international school, Ms. Clare Huang quickly organized a training session on AI applications in education with the technical director of a major internet company, surprised later that only six teachers attended and even fewer applied the technology practically. Now, as the director of the Summit Program at Dipont KCS Chengdu, her past experiences helped her quickly recognize the uniqueness of the Summit teachers: not only are all teachers utilizing AI, but they also initiated research teams to explore how AI can simplify and enhance teaching. Ms. Huang believes that teachers capable of this demonstrate two traits: a love for learning and keeping pace with the times.

Summit Program faculty teamIn fact, beyond stacking resumes, there is a more tangible way to know the Summit Class teachers—check their social media accounts. You can find the economics teacher, Ms. Lulu Chen, blending art with economics on her video account (@陳小鹿Lulu); the math teacher, Mr. Ryan Pan, explaining concepts of rotational volumes using animated characters on Bilibili (@燉牛的牛頓); and Ms. Huang herself, wearing a sweatshirt printed with the chemical formula for nickel, discussing complex A-level chemistry topics on Xiaohongshu (@克老師). The videos easily reveal not only a wealth of knowledge and solid professional foundation, but also interesting souls rarely seen. Their willingness to dedicate personal time to academic channels is a testament to their passion and expertise in their subjects. "The quality of teachers should match the calibre of the students; otherwise how can we meet their academic needs?" Ms. Huang asks.

Social network accounts Mrs. Lulu Chen talks about Economics in the video platformThus, when students passionate about both biology and chemistry approach Ms. Huang with a proposal to study the screening of chiral substances in pharmaceutical processes (where molecular formulae are the same but spatial arrangements determine the pharmacological or toxic properties of substances), her mind instantly races with design processes and research directions, quickly deciding to scaffold their project and guide its progression.The capability to propose such topics isn"t innate. While many still perceive A Levels as merely a British version of college entrance exams, Summit Program teachers ensure students not only secure their "entry tickets" in terms of grades but also cultivate academic interests, advanced academic skills, and the ability to solve real-world problems. When students with high potential meet teachers with high professional and passionate standards, the classroom is anything but exam-centric. Inquiry is integrated into every lesson, or as Ms. Huang puts it, "It"s like muscle training."To establish concepts of statistics and analysis, Mr. Pan took Jocelyn and her classmates to observe traffic patterns and traffic lights at the school gate to address congestion during school hours, and with Steve and others, he explored the most efficient setup for school surveillance systems (balancing coverage area against cost) by studying resolution, infrared capabilities, storage methods, and coverage in the school"s surveillance room. Smaller experiments, like constructing water rockets to study parabolas or measuring building heights to learn trigonometry, are interwoven throughout the course, culminating in student presentations that build teamwork and academic expression skills.

Steve from G9 of Summit Program in Math ClassJocelyn, who previously attended a public school, recalls her first experiment in the Summit Class—building a homemade thermometer. Faced with a challenge right from the start, she discovered after assembly that no matter how she tried, she couldn"t record any data. After fruitless attempts and finally seeking help from a teacher, she learned that a mere short circuit caused by two touching wires was impeding her experiment. "I was a bit overwhelmed at first; I realized that experiments aren"t as simple as I had imagined—they require rigorous attention to detail, extensive analysis, and reflection," she concluded. This hands-on experience yielded insights far deeper than any textbook could provide.

Jocelyn from G10 of Summit ProgramMs. Huang likens the research process to playing in a league: enjoying basketball and playing professionally are two different things—the latter requires rigorous, often monotonous training. "Therefore, teachers must help construct this process while also providing emotional support, ultimately nurturing students" ability to conduct scientific research." Classroom inquiries, as simplified versions of real scientific research, focus more on cognitive exercises, serving as "muscle training" for the "marathons" of A Level EPQ or AP Capstone. Students who earnestly engage in these research-oriented projects not only demonstrate their academic passion but also showcase their research depth and profound understanding of their subjects, perfectly aligning with the Oxbridge student profile.

*Scan the QR code to register KCSCD Summit Program and Scholarship Launch EventCollaborative Planning for the FutureAs May arrives, just before IGCSE and A Level course selection, the Summit Program introduces its latest curriculum setup, offering 12 IGCSE courses. The broad selection not only ensures that students complete their IGCSE exams with both quality and quantity but also guarantees a wide range of future major options, preserving possibilities in the humanities and social sciences. For students interested in the American educational direction, the program includes AP courses in humanities and social sciences.Both Steve and Jocelyn are members of the AP courses. Discussing the curriculum, they acknowledge its difficulty and the vast amount of terminology to remember. However, their teacher, Ms. Li, makes the otherwise text-heavy and somewhat dull textbook come alive with case studies, demonstrating formidable skills in language organization, logical thinking, dialectics, and reflection, all underscoring the significance of the humanities to personal development.

Summit Program AP Humanities classroom and after school tutoringImmersed in academic exploration, Summit students gain the credentials to access top universities, but the program aims far beyond merely enhancing A Level studies—it encompasses more than just subject teachers. Entering the Summit Class, students find morning and evening tutors alongside them, and it"s not uncommon for them to pop into the adjacent college counselling office. College counsellor Ms. Ann Lin and Summit class tutor Ms. Liz Liu describe their roles in these terms:"Subject teachers see the development of specific disciplines; college counsellors see the big picture.""If subject teachers and college counsellors are wise mentors, tutors are good friends."They dine together, discussing students" conditions, and parental relationships, predicting exam outcomes, and focusing the conversation entirely on students. Although subject teachers, college counsellors, and class tutors provide support from different angles, they consistently collaborate, jointly strategizing for the futures of Summit students.College CounselingDuring course selection, subject teachers outline course frameworks and provide their professional judgments on whether students are suited for certain courses, while college counsellors ensure that university and major requirements regarding the number and quality of subjects are met, as well as assessing students" capacity to manage these courses.For another example, seasoned subject teachers tailor learning paces—including courses, competitions, and Oxbridge tests—based on students" university and major goals, meticulously planning down to the month, while college counsellors accompany students through the unpredictable parts of their journeys. "College counseling is not just about scheduling a few meetings, providing university information, or preparing application materials," Ms. Clare Huang asserts.Ms. Ann Lin operates similarly. Her office, often stocked with snacks, becomes a casual spot for students to sit (and vent), fostering a relaxed environment that builds mutual trust. Around IGCSE exams, students frequently seek reassurances from Ms. Lin, asking, "If I mess up, it won"t affect my chances of getting into a good university, right?" She laughs, "I"m almost expected to provide a written guarantee." The better the students" grades, the harder it is for them to let go of minor errors or overlooked details.Ms. Lin has found that beyond professional support, college counseling is akin to psychological therapy. She consistently provides emotional support, consulting the school"s psychologists and seeking online psychological resources, even considering earning a related degree. Jocelyn, for example, tends to magnify her perceived linguistic disadvantages while overlooking her strengths in mathematical logic. "She needs external voices to reinforce her strengths. When some psychological concepts are applied in real life, the magic of language can truly have an effect—it"s fascinating."

Mrs. Ann Lin provides professional support to studentsCommunity contribution is pivotal in American university applications, and not only do subject teachers guide students to apply their knowledge to improve the community—such as students with a programming ambition proposing projects to support the school"s IT needs—but college counsellors also observe students to match or create resources to fill the gaps. Ms. Ann Lin is capable of building platforms for university resources and has initiated and consistently managed educational and library projects in the Sichuan mountain areas, which have even received recognition from local governments. Simultaneously, she notices some students" unclear interests or lack of leadership skills. Whenever she uncovers a small interest, she"s eager to mobilize school resources to encourage students to take small steps forward. Jocelyn, who enjoys baking, partnered with a senior student under Ms. Lin"s guidance to make crispy snowflakes for boarding students using the cafeteria"s facilities on Christmas Eve, and she bravely performed on stage during a school assembly with encouragement. These seemingly minor activities significantly help students step out of their comfort zones.

Summit Program students participated in community contribution projectsKCSCD believes that senior school is a time to gauge one"s position through external assessments, make adjustments, and ultimately make informed choices. In this dynamic process, only with college counsellors by their side can students truly unearth their individuality and strengths, accurately navigate their direction, and authentically appeal to top universities.Class TutorThe care from class tutors is subtly profound. When students say, "The pressure isn"t as bad as I thought," a significant reason is that tutors like Ms. Liz Liu and Mr. Kelvin Wang stand by the philosophy of holistic development, providing essential support from a stance of equality. When Thursday afternoon"s reading class and soccer practice conflicted for Steve, it was the tutor"s negotiation and persistence that led to a timetable adjustment by the subject teacher. Often, the tutors would pause by the soccer field, feeling the boundless energy of Summit students running on the green. Recalling a teacher-student soccer game on a Friday, Ms. Liu said proudly, "It was no surprise—the teachers lost to the students by a large margin." Whenever study hall coincided with a game, she would also ask if students wanted to watch, ensuring their safety by running between the classroom and the field. This dedication ensures that students" interests and well-being are prioritized, and of course, that leadership, teamwork, and communication skills, often fostered through sports, are developed.Swipe left for more pictures

Summit Program students participated in inter-school activitiesIn this optional class, the tutors also make small experiments: they encourage Summit students to decorate the classroom to express their individuality; they implement a rotating leadership system responsible for attendance, organizing discussions, etc., gradually aiding students in developing a service mindset and using their abilities and influence to change their environment and society. They also collaborate with college counsellors, leading by example by posting university profiles on classroom walls and playing documentaries about successful Dipont graduates during morning tutor time, inspiring and absorbing experiences. The unique application stories and university experiences easily motivate students in the classroom.

Students decorationLess than a semester into their formation, Summit students have already begun returning to the classroom during self-study periods, "indicating that a sense of belonging is gradually forming." This sense of belonging is undoubtedly the highest praise for the class tutors. To a significant extent, class tutors bring a touch of warmth to the lives of Summit students. They get excited when a shy student makes a breakthrough in math class, happy when students take on classroom responsibilities, and worried when a student occasionally falls behind on homework. These minute observations are all recorded in the "Summit Class Weekly," sent to parents in a "comprehensive, warm, and transparent" manner, ensuring synchronization between home and school and leaving a clear trace of students" and the program"s growth.ConclusionWhat seems like an overwhelmingly stressful school life becomes gentle because of the respect, support, and companionship provided by the teachers, offering freedom and space for students to fully explore themselves, absorb nutrients, and develop a well-rounded personality without losing sight of academic achievements. Mr. Ryan Pan often says, "We need to compete with grace," and the Summit Program is precisely about "competing" to develop talents fit for future society. It is an integrated training program that includes subject development, academic inquiry, competition preparation, standardized testing, community contribution, application competitiveness, and advanced college counseling. Not only is the school well-resourced internally, but Dipont Education Group"s 20 years of industry experience also provides the Summit class with extensive external resources, such as standardized and language enhancement by the Dipont research team, academic research projects and Oxbridge interview training developed with Oxford and Cambridge professors, and the Oxbridge camp co-created and taught by senior KCS educators…

2023 Dipont Oxbridge Elite BootcampIt is believed that high-potential students graduating from this comprehensive training program will not only be qualified to attend top universities but also gain the capacity to perceive happiness and the courage to face the unknown.