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上海的教育选择很多。
有人在公立名校体系中不断前行，
也有人从海外归来，
或是在不同国际课程之间
寻找更适合孩子的发展方向。
在哈罗上海我们遇见了许多来自不同背景的学生：
有人来自上海顶尖公立学校，有人从海外回国，
也有人从其他国际学校转入。
他们的选择背后，其实是同一个问题
什么样的学校，真正适合孩子的成长？
今天，我们邀请几位家长分享他们的真实故事。
更包容、多元的成长环境
Jacob. (Year 8)
从复旦附中到哈罗上海
Jacob 是在2025–26学年加入哈罗上海的八年级新生，此前就读于上海知名公立学校——复旦附中。
在很多家庭看来，这是一个竞争非常激烈、也非常难得的学习机会。但在 Jacob 六年级之后，家里开始重新思考教育路径。
Jacob妈妈分享：
“在 Jacob 六年级那年，高强度的学业压力让我们开始重新审视：单一的评价体系真的是唯一的出路吗？最终，我们决定在竞争最激烈的时刻‘跳出来’，去寻找一个更尊重个性、更包容的成长环境。”
在她看来，体制内教育的评价标准相对单一，而她更希望孩子能在一个更加多元、更加包容的学习环境中成长。
“我们更希望他能在一个更加宽松、更加多样化的学习环境中成长，让他的个性被尊重。比起成绩，我们更希望的是他健康快乐地成长。”
更聚焦学术深度的A-Level课程路径
Clark. (Year 12)
从 IB 课程转向 A-Level
Clark在2025–26学年第一学期从德威转入哈罗上海。在10至11年级期间，他学习的是 IB 课程，并逐渐确定了未来申请英国大学、生物医学工程专业的目标。
因此，他希望选择更适合英国大学申请路径的课程体系。
Clark妈妈分享：
“A-Level 课程可以让我把 100% 的精力集中在 3–4 门核心学科上，这种深入研究的学习模式更符合英国大学对学术严谨性的要求。”
选择哈罗上海，是因为学校不仅提供丰富的 A-Level 课程选择，还有多样化的学术社团和课外活动。
此外，学校连续多年获得英国 G5 大学（牛津、剑桥、帝国理工等）的录取成果，也让他们对未来的升学支持充满信心。
小班教学与专业升学指导
Brian. (Year 13)
从惠灵顿转入哈罗上海
Brian在2024–25学年第一学期从惠灵顿转入哈罗上海。在IGCSE 学习阶段，他逐渐明确了自己对理科的兴趣，并确定未来申请英国理工科专业的方向。
Brian 妈妈表示，A-Level 课程在学科选择自由度和学术深度上，非常适合孩子未来的发展规划。
来到哈罗之后，Brian 适应得非常快。
Brian妈妈分享：
她特别提到学校的小班制教学模式和温暖友好的校园氛围：
“老师们能够真正关注到每一个学生，Brian 在课堂和课后都能和老师进行非常密切的沟通和反馈，这也帮助他逐渐建立了 A-Level 学习的信心。”
在大学申请阶段，学校的升学指导团队也给予了非常系统的支持。
从专业方向确定、选校规划、大学信息分析，到申请时间线制定和文书修改，升学指导老师都提供了非常专业和细致的帮助。
“老师们会根据 QS 排名、专业排名、录取率以及学校环境进行详细分析，并持续跟进 Brian 的申请进度。”
Brian 妈妈表示：
“升学指导老师的建议和帮助为 Brian 的大学申请奠定了非常坚实的基础，也让我们作为家长非常安心和感激。”
全人教育与丰富 ECA 活动
Max. (Year 4)
从新西兰到哈罗上海
Max 在新西兰接受多年教育后，于四年级加入哈罗上海。Max 爸爸表示，最吸引他们的是学校的 全人教育理念。在第一次参观校园时，他对学校的教学环境和老师的介绍都留下了非常深刻的印象。
除了学术课程之外，学校还提供 丰富的体育项目、领导力培养以及多样化的课外活动（ECA），让孩子能够在不同领域探索兴趣。
Max爸爸分享：
“另外一个重要原因是中文教育。在海外很难获得系统的中文学习环境，而哈罗在中英文双语教育 方面做得非常好。”
在入学初期，学校也为 Max 提供了很多支持，例如伙伴制度（Buddy System） 和中文分级教学，帮助他顺利适应新的学习环境。
Max 还加入了学校足球队，很快就结识了新的朋友。
“学校的学生氛围很好，很多同学会主动和 Max 一起玩，他很快就找到了归属感。”
小班制与个性化学习
Cheyenne. (Year 2)
从双语幼儿园到国际学校
Cheyenne 在2024–25学年从双语幼儿园进入哈罗上海。妈妈表示，希望孩子能够在 更加纯正的英式教育体系 中成长，并为未来的 A-Level 升学路径 做好准备。
Cheyenne妈妈分享：
相比之前的学校，她感受到三点明显变化：
首先是丰富的课外活动（ECA）。
学校提供从足球、国际象棋到戏剧、创意课程等大量兴趣选择，孩子可以在校园内一站式探索不同兴趣，而不需要额外在校外报班。
其次是小班制教学。
“相比以前一个班接近二十个学生，哈罗每个班人数更少，老师可以更了解每一个孩子。”
第三是个性化学习和分层教学。
学校会根据学生不同程度，在 英语、数学等学科进行分层教学，让学习节奏更加适合每个孩子。
在中文方面，学校使用 部编版教材，让家长也非常放心。
Cheyenne 妈妈还发现孩子在英语表达方面变得更加自信：“在最近的一次出国旅行中，我们明显感觉到她更愿意主动用英文表达自己。”
来自不同教育体系、不同城市、
不同国家的家庭，最终在哈罗上海相遇。
有人从公立体系转入国际教育，有人从海外归来，
也有人在不同国际课程之间寻找更适合自己的方向。
他们的选择背后，其实是同一个愿望——
在一个既重视学术，也尊重个性的环境中，
让孩子找到属于自己的成长路径。
在哈罗上海，这样的故事每天都在发生。
每个孩子的成长路径都是独一无二的。
如果你也在为择校迷茫，欢迎预约
今年首场3月21日全校大型开放日，
与我们的校长、老师、招生官面对面对话。
3.21哈罗上海全龄段开放日
了解纯正的哈罗英式教育
尽享全国际名师体验课。
In Shanghai, families have a wide range of educational pathways to choose from. Some continue along the highly competitive route of top public schools, while others return from overseas or explore different international curricula to find the environment that best suits their children.
At Harrow Shanghai, we have welcomed students from a variety of educational backgrounds—some from leading public schools in Shanghai, some returning from overseas, and others transferring from other international schools.
Behind each decision lies the same fundamental question:What kind of school truly supports a child’s growth and development?
Today, we invite several families to share their stories.
A More Inclusive and
Diverse Learning Environment
Jacob. (Year 8)
From Fudan High School
to Harrow Shanghai
Jacob joined Harrow Shanghai in the 2025–26 academic year as a Year 8 student. Prior to this, he attended Fudan High School, one of Shanghai’s most prestigious public schools.
For many families, gaining admission to such a highly competitive school is considered a remarkable achievement. However, during Jacob’s Year 6, his family began to rethink their educational path.
Jacob’s mother shared:
“In Year 6, the increasing academic pressure made us pause and reflect:Is a single evaluation system really the only path forward?Eventually, we decided to step away at the most competitive moment and seek an environment that values individuality and offers greater inclusivity.”
In her view, the evaluation system within the traditional public education framework can be relatively narrow. She hoped that Jacob could grow in a more diverse and supportive environment.
“We hope he can grow in a more relaxed and diverse learning environment where his individuality is respected.More than academic results, what we truly value is that he grows up healthy and happy.”
A-Level Pathway
with Greater Academic Focus
Clark. (Year 12)
From IB to A-Level
Clark transferred to Harrow Shanghai from Dulwich at the beginning of the 2025–26 academic year. During Years 10 and 11, he studied the IB curriculum and gradually identified his goal of applying to UK universities to study Biomedical Engineering.
As a result, he decided to pursue a curriculum that aligns more closely with the UK university admissions pathway.
Clark’s mother shared:
“The A-Level curriculum allows students to focus 100% of their energy on three to four core subjects. This depth of study aligns much more closely with the academic expectations of UK universities.”
Harrow Shanghai stood out for its broad range of A-Level subject options, as well as its rich academic societies and co-curricular opportunities.
In addition, the school’s consistent offers from UK G5 universities—including Oxford, Cambridge and Imperial College London—also gave the family strong confidence in the school’s university guidance.
Small Class Teaching and
Professional University Guidance
Brian. (Year 13)
From Wellington to
Harrow Shanghai
Brian transferred from Wellington College Shanghai to Harrow Shanghai in the first term of the 2024–25 academic year.
During his IGCSE studies, he developed a strong interest in the sciences and determined that he would pursue a degree in a STEM-related field at a UK university.
Brian’s mother explained that the A-Level curriculum provides both greater subject flexibility and deeper academic exploration, making it well suited to his future plans.
After joining Harrow, Brian adapted quickly to his new environment.
Brian’s mother shared:
“The small class teaching modelandthe school’s warm and supportive atmosphereallow teachers to truly understand each student. Brian is able to communicate closely with his teachers both during and after class, which has helped him build strong confidence in his A-Level studies.”
During the university application process, the school’s University Counselling team provided comprehensive support.
From identifying academic interests and developing university lists to analysing university data and planning application timelines, the counsellors offered highly professional and detailed guidance.
“They carefully analyse QS rankings, subject rankings, admission rates and campus environment, and continue to follow up on Brian’s progress throughout the application process.”
Brian’s mother added: “The guidance and support from the university counselling team laid a very solid foundation for Brian’s applications, and it gave us, as parents, tremendous reassurance and confidence.”
Holistic Education
and a Rich ECA Programme
Max. (Year 4)
From New Zealand
to Harrow Shanghai
After spending several years studying in New Zealand, Max joined Harrow Shanghai in Year 4.Max’s father explained that what attracted them most was the school’s holistic education philosophy.
During their first campus visit, he was deeply impressed by both the learning environment and the teachers’ approach to education.
Beyond academics, the school offers a wide range of sports, leadership development opportunities and a rich ECA (Extra-Curricular Activities) programme, allowing students to explore their interests across many different fields.
Max’s father shared:
“Another very important factor was Chinese language education. Overseas, it can be difficult to access a structured Chinese learning environment. At Harrow, the balance between English and Chinese bilingual education is excellent.”
During the transition period, the school also provided extensive support, including the Buddy System and Chinese language streaming, helping Max adapt smoothly to his new environment.
Max soon joined the school football team and quickly made new friends.
“The student community here is wonderful. Many students took the initiative to play with Max, and he quickly found a strong sense of belonging.”
Small Classes
and Personalised Learning
Cheyenne. (Year 2)
From a Bilingual Kindergarten
to an International School
Cheyenne joined Harrow Shanghai in the 2024–25 academic year after attending a bilingual kindergarten.
Her mother explained that they hoped Cheyenne could grow within a more authentic British educational framework and gradually prepare for the A-Level pathway in the future.
Cheyenne’s mother shared:
Cheyenne’s mother shared that she noticed three major differences compared with their previous school.
First is the wide range of ECA opportunities.The school offers a variety of activities—from football and chess to drama and creative programmes—allowing children to explore different interests within the school environment, without needing to attend additional external classes.
Second is the small class size.
“Compared with our previous school, where each class had close to twenty students, Harrow’s smaller classes allow teachers to understand and support each child more effectively.”
Third is personalised learning and ability grouping.Students are grouped according to their level in subjects such as English and Mathematics, ensuring that the learning pace suits each individual student.
In addition, the school uses the national Chinese curriculum (Ministry-approved textbooks), which reassures parents about maintaining strong Chinese language development.Cheyenne’s mother has also noticed a significant improvement in her daughter’s confidence in English communication.“During our recent overseas trip, we clearly saw that she was much more willing to express herself in English.”
Families from different educational systems, cities and countries ultimately meet at Harrow Shanghai.
Some move from the public system into international education.Some return from overseas.Others explore different international curricula to find the right fit.
Yet behind all these choices lies the same aspiration: To find a school where academic excellence and individuality are equally valued, and where every child can discover their own path of growth.At Harrow Shanghai, stories like these unfold every day.
Every child’s journey is unique. If you are also exploring the right educational path for your family, we warmly invite you to join us at our firstWhole School Open Day of the year on 21 March, where you will have the opportunity to meet our Head, teachers and admissions team in person.
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Harrow Shanghai 2026/27 Academic Year Admissions Now Open! Please scan the QR to add Admissions officers to enquire about places and to book a VIP tour.
