Are there any requirements regarding nationality or household registration (hukou)?
There are no restrictions based on nationality or hukou. All students who meet the application criteria are welcome to apply.
What program durations are available?
Our school currently offers three program options, detailed below:
3-Year Program: Corresponds to Grades 10 through 12, officially starting in September 2026.
3.5-Year Program: Includes the Spring Semester of Grade 9 (starting March 2026) + the 3-year high school curriculum.
Transfer Student Pathway: A limited number of transfer spots are available for students currently in Grade 10 or Grade 11.
What do the Open Houses involve? When are the Open Houses and academic assessments for the 2025-2026 school year?
Our Open Houses include school presentations and campus tours. Some sessions will also include academic assessments or course experience activities, providing a comprehensive understanding of campus life.
Open House & Academic Assessment Schedule:
2025-2026 Semester 1:
October 25, 2025: Includes entrance assessment.
November 22, 2025: Course and activity experience only (no entrance assessment).
December 20, 2025: Includes entrance assessment.
January 24, 2026: Includes entrance assessment.
2025-2026 Semester 2:
Open House dates for Semester 2 will be announced officially in early 2026. Please follow official school notifications for the latest information.
Please Note: Each student can attend a maximum of 2 academic assessments per academic year.
When do applicants need to confirm their choice between the A-Level and Sino-Global programs? Can students switch between programs after enrollment?
The WLSA A-Level and Sino-Global programs admit students independently. Applicants must clearly confirm their chosen program during the application stage. Switching between programs after enrollment is not supported. However, there's no need to worry about resource differences – throughout their studies, the school's abundant teaching resources (e.g., high-quality courses, faculty, lectures), activity resources (e.g., clubs, competitions, global exchange), and university guidance resources are equally available to students in both programs, ensuring consistent growth support for everyone.
What subjects are included in the entrance assessment for Grade 10? What are the admission criteria?
Admissions for Grade 10 involve a comprehensive evaluation through a "written exam + interview" to assess academic foundation, English proficiency, and overall literacy, determining the final admission decision.
Key Information:
Test Subjects: The written exam assesses only Mathematics and English, focusing on core subject abilities.
Program Consistency: The entrance assessment scope (including subjects and evaluation dimensions) and process are identical for the Sino-Global and A-Level programs; no separate preparation for each program is needed.
Admission Criteria: Students must first pass the written exam to proceed to the comprehensive interview. The school makes offers based on combined written exam results and interview performance (e.g., logical expression, active thinking, personal qualities).
Are there specific requirements for English proficiency test scores during application?
Submitting English proficiency test scores is not mandatory for all applicants, but students who have scores are encouraged to submit them voluntarily. Applicants who submit scores will be given priority consideration during the evaluation process, and these scores serve as an important reference for assessing English ability. Currently accepted English proficiency tests include: TOEFL, IELTS and Duolingo English Test (DET). Students can choose any one to submit based on their situation.
What subjects are tested for Grade 10 and Grade 11 transfers?
The entrance assessment subjects for Grade 10 and Grade 11 transfers differ by program:
Sino-Global Program: Assesses 2 subjects – Mathematics is mandatory, plus one chosen from Physics, Chemistry, or Biology.
A-Level Program: Assesses 3 subjects – Mathematics is mandatory, plus two chosen from specified subjects (Grade 10 transfers choose from Pre-A Level subjects: Physics, Chemistry, Biology, Economics, Psychology, Computer Science; Grade 11 transfers can additionally choose AS Further Mathematics).
Transfer students are required to submit standardized English test scores, such as TOEFL, IELTS, or Duolingo English Test (DET), as proof of English proficiency.
Does applying to WLSA require providing Zhongkao (senior high school entrance exam) scores? Will first mock exam scores be used as a reference?
Our admissions process is centered on an "independent entrance evaluation." All applicants must take the entrance assessment organized by our school. Specific requirements regarding other exams are as follows:
Zhongkao Scores: Not mandatory during the regular application phase, but students may submit them as supplementary evidence for comprehensive evaluation. If applying through the "Post-Zhongkao Pathway" that year's Zhongkao scores must be submitted and will be a key assessment criterion for that round.
First Mock Exam Scores: Not a mandatory reference. If students have mock exam scores and wish to submit them, the school will include them in the overall evaluation dimensions, considering them alongside the entrance assessment and interview performance.
What does the interview part of the entrance evaluation involve, and what does it assess?
Our admission interviews are conducted online and consist of two parts: a "Family Meeting" and a "Student Interview," focusing on the following areas:
Family Meeting: Focuses on family education philosophy (e.g., expectations for the child's growth, educational approach), parent-child communication patterns, and the family's preliminary thoughts on the child's future educational planning. The aim is to understand the alignment between the family's and school's educational philosophies, ensuring smoother home-school collaboration later.
Student Interview: Conducted as a one-on-one conversation with a teacher, assessing three main areas:
Academic literacy (e.g., understanding of subject knowledge, logical thinking skills);
Language ability (fluency and accuracy in English communication);
Overall performance (e.g., self-awareness, initiative in learning, expectations for school life), providing a comprehensive evaluation of the student's fit.
What diploma do WLSA high school graduates receive? How widely is this diploma recognized?
WLSA high school graduates receive a high school diploma accredited by Cognia (formerly AdvancED), the world's largest school accreditation agency.
The core advantage of this diploma lies in its broad international recognition: The vast majority of universities in mainstream study destinations like the US, UK, Canada, and Australia highly trust and recognize the academic background and application materials from Cognia-accredited schools. This means graduates' diplomas are fully validated when applying to overseas universities, typically requiring no additional academic qualifications verification, streamlining the application process.
About Admissions
Are there any requirements regarding nationality or household registration (hukou)?
What program durations are available?
What do the Open Houses involve? When are the Open Houses and academic assessments for the 2025-2026 school year?
When do applicants need to confirm their choice between the A-Level and Sino-Global programs? Can students switch between programs after enrollment?
What subjects are included in the entrance assessment for Grade 10? What are the admission criteria?
Are there specific requirements for English proficiency test scores during application?
What subjects are tested for Grade 10 and Grade 11 transfers?
Does applying to WLSA require providing Zhongkao (senior high school entrance exam) scores? Will first mock exam scores be used as a reference?
What does the interview part of the entrance evaluation involve, and what does it assess?
What diploma do WLSA high school graduates receive? How widely is this diploma recognized?
Scholarships & Financial Aid Application
Which students can apply for WLSA scholarships and financial aid? How does the school evaluate applicants?
Our scholarships and financial aid are open to students with different strengths and needs.
Overall Excellence: Students with outstanding academic performance (e.g., school grades, competition awards) and comprehensive literacy (e.g., social practice, leadership, moral conduct).
Exceptional Talent: Students with a solid academic foundation and significant talent in specific areas like arts (e.g.,musical instruments, painting, dance) or sports (e.g., main school team member, competition awards).
Financial Need: Students with genuine family financial need and excellent academic performance (must meet the school's academic standards) who require financial support to complete their studies.
How are scholarships selected and assessed?
Students whose entrance assessment results meet scholarship standards will be invited to participate in the selection; students may also submit materials to the scholarship application email for self-recommendation, and the school will notify those who meet the requirements to participate.
The school organizes a unified selection process each semester. A review committee composed of teacher and management representatives conducts a comprehensive and objective assessment of candidates. Current students can apply for scholarships for the next academic year at the end of the current academic year, following an annual review system.
Are the English proficiency requirements high for scholarship applications?
For students participating in G10 scholarship selection, recommended English proficiency score references are: TOEFL 100, IELTS 7.0, Duolingo 130. However, scholarship selection emphasizes a comprehensive review of overall student ability, not solely English scores.
About Teaching & Student Activities
What are the characteristics of the teaching faculty? What is the ratio of Chinese to international teachers, the student-teacher ratio and the backgrounds of the teachers?
Our faculty is characterized by its "internationalization, specialization, and high stability." Specific details are as follows:
Faculty Structure:
The ratio of Chinese to international teachers is approximately 2:1. The student-teacher ratio is as low as 1:7. Ample teaching resources ensure quality classroom interaction and more targeted personalized guidance for students.
Teacher Backgrounds:
Our teachers come from 14 different countries and regions, gathering many high-quality education professionals:
Strong Academic Pedigree: Some faculty members graduated from world-renowned universities including Columbia University, Dartmouth College (USA), Oxford University, Cambridge University (UK), National University of Singapore, Tsinghua University, and Fudan University (China).
Rich Teaching Experience: Our faculty includes seasoned teachers with deep experience in teaching AP and A-Level curricula—who precisely meet course requirements—and senior educators from prestigious schools like Phillips Academy Andover (USA). Collectively, they help create innovative teaching experiences and bring diverse perspectives.
How are classes organized in high school? Are classes grouped by different levels? Do course options differ between programs?
Our class organization and teaching model balance "collective management" with "personalized fit." Course systems in different programs are also designed with differentiated options based on educational goals:
Class Organization & Teaching Model:
Administrative Classes: Use "parallel grouping" to ensure a sense of belonging for daily collective activities (e.g., class meetings, school events). Class configurations are balanced, with no distinction between "key" and "regular" classes.
Academic Courses: Utilize a "walking class system" – students attend classes according to their course selections. Additionally, some subjects offer advanced courses (e.g., subject expansion, advanced difficulty content), achieving "tiered placement for students of different levels within the same grade," avoiding a "one-size-fits-all" teaching limitation.
Course Options by Program:
Sino-Global Program: Offers a tiered curriculum system: "AP Preparation → AP → AP + School-Based Courses," meeting learning needs at different stages.
Foundation Tier: AP Prep courses help solidify subject foundations and transition to AP courses.
Advanced Tier: AP courses cover mainstream subjects, fitting the academic needs of overseas university applications.
Expansion Tier: AP + School-Based courses (e.g., Advanced Mathematics, Organic Chemistry, AI Applications, Astrophysics, Consumer Anthropology) allow students with capacity to explore interests and enhance academic depth.
Students can flexibly choose courses based on their learning level each stage, without being "locked into a fixed class."
A-Level Program: Centers on "interest +university planning" for course selection logic:
Preparation Stage: G9/G10 offers a one-year Pre-A (A-Level preparation course), systematically building subject foundations for subsequent A-Level study.
Core Stage: G11/G12 students can electively study 3-5 A-Level courses. Subject choices directly match intended overseas university major applications, balancing flexibility and focus.
How many courses are offered in the Sino-Global and A-Level programs? What are the specific course selection requirements?
Both programs are designed around the core principle of "covering mainstream needs and fitting university planning." Specific information is as follows:
Course Quantity & Flexibility:
Both the Sino-Global and A-Level programs offer mainstream courses covering languages, mathematics, sciences, humanities & social sciences, arts, etc., in quantities sufficient for most students' needs (e.g., Sino-Global includes multiple AP and AP+ school-based courses; A-Level covers mainstream subject categories). Furthermore, the school dynamically adjusts and optimizes the curriculum annually based on student selection popularity and overseas university major application trends, ensuring courses highly align with student development needs and university requirements.
Core Course Selection Requirements:
Sino-Global Program: Course selection must meet both high school credit requirements (fulfilling graduation standards) and personal university goals. Lower grades focus on "strengthening core subjects (e.g., English, Math, Science)"; upper grades can choose AP courses or AP+ advanced school-based courses based on interests and university application targets (requires corresponding subject foundation; some advanced courses require passing a prerequisite assessment).
A-Level Program: The Pre-A (Preparation) stage focuses on "building a full foundational knowledge base," requiring students to study core basic subjects. Upon entering the A-Level core stage (G11/G12), students must select 3-5 courses based on their university plan, ensuring chosen subjects match the requirements of their target universities and intended majors (e.g., applying for STEM often requires Mathematics, Physics, etc.).
Can you introduce the school's Global Impact Program (GIP)? What abilities does it cultivate in students?
The Global Impact Program (GIP) is a systematic ability cultivation curriculum system specially designed by our school for Chinese students. Its core is "absorbing top global educational concepts and adapting them to the growth needs of Chinese students," ultimately helping students develop core competitiveness on the future global stage. This can be understood from two aspects: program positioning and cultivation goals:
Program Positioning: Different from traditional subject courses, GIP does not focus on transmitting single knowledge points. Instead, it integrates advanced concepts from global education (e.g., project-based learning, interdisciplinary inquiry) and designs them into actionable ability cultivation plans tailored to the learning characteristics and growth needs of Chinese students, transforming "global perspective" from a concept into practical ability.
Core Cultivation Goals: Through critical thinking classes, transnational research projects, global issue practices, etc., it focuses on cultivating four key abilities:
Academic Rigor (e.g., standardized research methods, logical reasoning);
Critical Thinking (independent problem analysis, critically viewing global issues);
Cross-Cultural Understanding (understanding differing perspectives across cultures, learning cross-cultural collaboration);
Leadership (ability to organize teams to solve practical problems, drive project implementation), helping students grow into global learners who "can think, express, and have influence."
What clubs and sports activities are available for the 2025-2026 school year? Can students initiate their own activities?
For the 2025-2026 school year, our club (CCA) and sports system is rich and diverse, covering multiple interest areas and encouraging student initiative:
Sports Activities | 15 school teams across 13 sports:
We have established 13 sports including football, basketball, tennis, ice hockey, swimming, rugby, badminton, table tennis, golf, volleyball, ultimate frisbee, and cheerleading, forming 15 school teams. Students can join based on interest, participating in daily training, inter-school competition, and external competitions, balancing sports, hobbies and competitive experience.
Featured Arts Groups | 3 major bands:
We have separately established Orchestra, Folk Orchestra, and Jazz Band, open to students with instrumental background or interest, conducting regular rehearsals, concerts, etc., providing a platform for artistic students to showcase and communicate.
Clubs (CCA) | 100+ covering all areas:
Over 100 CCA clubs exist, covering academic inquiry (e.g., Debate Club, Science Innovation Club), cultural experience (e.g., Hanfu Club, International Culture Club), public service practice (e.g., Environmental Club, Community Service Club), and more, meeting diverse interests.
Student Initiative Support | Students are strongly encouraged to lead creation:
Beyond existing activities, the school actively supports students in organizing their own activities – as long as there is a clear activity theme, plan, and a certain level of participation interest, students can apply to the school to establish a new club or initiate a special activity. The school provides guidance and resource support, fully stimulating student initiative and creativity.
Which countries and schools are covered by the WLSA student exchange program? How long is the exchange? How can students apply?
In 2025, the WLSA student exchange program has expanded further, covering 12 top schools across 8 countries worldwide. This year, building on last year, we continue partnerships with Harvard-Westlake School, St. Andrew's Episcopal School, and Montgomery Bell Academy in the USA; in South Africa, students can go to African Leadership Academy, Westerford High School (Boys), and Westerford High School (Girls); Maru-a-Pula School in Botswana remains on the list. Additionally, we have newly added Royal Academy in Bhutan for the first time, while also establishing exchange partnerships with renowned schools in Canada, Australia, the UK, and Italy. During exchanges, partner school students will also come to WLSA Shanghai, interacting deeply with our students and promoting multicultural immersion and fusion.
The exchange typically lasts around 2.5 to 3 weeks. For two weeks, students fully immerse in the local school, deeply participating in daily classes and experiencing local campus life; the remaining 0.5 to 1 week is arranged for visits to local world-renowned universities or participation in typical cultural exploration activities, helping students broaden academic horizons and deepen understanding of different cultures.
Interested students and parents can obtain application information by: Closely following the school's official WeChat account, where project-related information will be promptly published; simultaneously, detailed content including application conditions, process, and required materials will be pushed in student/parent DingTalk groups, making it convenient for everyone to grasp the first-hand information and prepare applications.
What global WLSA resources can students apply to use? How can these resources help students?
As a member school of WLSA (World Leading Schools Association), we directly access its unique global resource network. Students can apply to participate in multiple high-value international education projects. Specific resources and their value are as follows:
Key Accessible Resources:
Two-way Exchange Programs: Include student transnational exchanges (e.g., short-term study at partner schools in the USA, South Africa, Italy, Bhutan, etc.) and teacher international exchanges (overseas excellent teachers teaching or guiding in-residence), helping students interact deeply with global peers.
Global Conference Participation: Can apply to attend the WLSA Global Student Conference (discussing global issues with students from various countries) and the Global Educators Conference (getting close contact with international education experts, accessing cutting-edge learning concepts).
Exclusive University Guidance Support : Can join the WLSA College Admission Network activities, gaining access to admission tips from top universities, first-hand information from overseas university admissions offices, providing additional support for university applications.
Core Value of Resources:
These global resources not only help students broaden international perspectives and enhance cross-cultural communication and adaptation skills but also allow students to cultivate problem-solving thinking for global issues through practice, accumulate international experience, and lay a foundation early for future overseas university applications and adapting to international study life.
About University Guidance
Can A-Level program students only apply to UK and Commonwealth universities? Can Sino-Global program students only apply to US universities?
No. Leveraging WLSA's core "Global Multi-Application" strategy and the cultivation of comprehensive abilities through the Global Impact Program (GIP), students from both programs are competitive applicants to top universities in multiple countries/regions worldwide, breaking the limitation of "program binding to a single destination." Specific performance is as follows:
A-Level Program: Not just suited for the Commonwealth, US applications are also outstanding.
A-Level students maintain an advantage in applications to universities in Commonwealth countries/regions like the UK, Australia, and Canada. Relying on the critical thinking, cross-cultural collaboration skills, and solid academic background fostered by the GIP curriculum, they also possess significant competitiveness when applying to top US universities.
Past admission cases show that graduates have successfully received offers from leading US universities such as Cornell University, University of Pennsylvania, Columbia University, UC Berkeley, Rice University, University of Southern California, and Barnard College.
Sino-Global Program: Not just focused on the US, can aim for globally renowned universities.
Sino-Global students also have diverse university choices, not limited solely to US universities. Relying on the credit recognition of the American high school curriculum system and the global perspective provided by the GIP courses, students are fully qualified and capable of applying to world-class universities outside the US.
For example, among past Sino-Global graduates, many have successfully gained admission to globally renowned institutions like Oxford University, Cambridge University (UK), University of Toronto (Canada), University of Hong Kong (Hong Kong SAR, China), and National University of Singapore (Singapore).
Which countries or regions can WLSA high school graduates apply to? Is past admission data available?
Our graduates have global reach and are qualified to apply to top universities in multiple countries/regions. Specific information is as follows:
Applicable Countries/Regions: Universities attended by graduates span 14 countries and regions across four continents, primarily including the USA, UK, Canada, Australia, Japan, the Netherlands, Singapore, and the Hong Kong SAR (China), fully meeting the global educational planning needs of different students.
Past Admission Reference: To understand specific admission cases (e.g., admission trends by program, university tier), you can click to read: WLSA Shanghai Academy University Acceptances
What kind of university guidance support system does the school provide? Which stages and areas does it cover?
Guided by the core philosophy that "the right fit is the best," we have built a dedicated university guidance system that provides "comprehensive coverage across all stages and multi-dimensional support." It offers personalized guidance from enrollment to graduation, including the following four core modules:
1. Dedicated Guidance Setup: An independent University Guidance Office is established, assigning a dedicated university guidance counselor to each class, ensuring every student receives "one-on-one" or "small group" precise guidance, preventing dispersion of resources.
2. Full-Stage Courses & Process Guidance: University guidance runs throughout high school, progressively covering key milestones:
a. Lower Grades (e.g., G9/G10): Focus on "self-awareness" (e.g., interest exploration, ability assessment) and "course selection planning" (matching subjects with university goals), simultaneously guiding students to plan extracurricular activities (e.g., competitions, community service, research).
b. Upper Grades (e.g., G11/G12): Deeply cover the entire university application process, including preparation for recommendation letters, polishing application essays (e.g., personal statement, activity list optimization), university selection and positioning, and guidance on online application filling, ensuring no step is missed.
3. Family Collaboration Support: Regularly holds parent university guidance seminars (e.g., "Interpretation of Overseas University Application Policies," "Differences in University Applications by Country"), helping parents understand the application logic, simultaneously building a home-school communication bridge, allowing families and the school to form a collaborative effort.
4. Diverse Resource Connections: Proactively connects with external quality resources, including organizing offline/online university fairs (inviting overseas university admissions officers for school presentations), hosting university guidance forums and thematic sharing sessions, and also inviting alumni studying at overseas renowned universities to return and share experiences, providing students and families opportunities to "face admissions officers directly and learn from senior experiences," aiding precise decision-making.
About Campus Life
Can students choose between day and boarding? For those who board, how many students share a room? Are students able to stay on campus over the weekend?
Our school supports students choosing to be day students or boarders based on their family's actual situation. Accommodation arrangements and safeguards are as follows:
Accommodation Configuration: Dorms are primarily 2-4 person rooms. Each room is equipped with a bed, wardrobe, independent desk, and air conditioning, meeting basic living and study needs.
Shared Facilities: Each dormitory floor has shared bathrooms and washrooms, a shared laundry room with dryers (no extra drying needed), and a dedicated student study lounge (for self-study or group discussion after class), balancing living convenience and academic needs.
Management & Safeguards: Each dorm floor has dedicated dormitory management staff responsible for daily accommodation management (e.g., safety checks, life assistance), ensuring an orderly living environment.
Boarding Flexibility: Besides weekdays, students can choose to stay on campus during weekends and statutory holidays during the semester (e.g., Mid-Autumn Festival, national holidays), without needing frequent home-school travel. Specific procedures for staying during breaks should be confirmed in advance with dorm management.
What is the daily schedule for boarding students?
06:30 - 07:15 Wake up & tidy up 07:15 - 07:50 Breakfast 08:00 - 15:40 Classes 15:40 - 16:30 CCA 16:40 -18:20 Dinner 18:30 - 20:30 Evening self-study 20:30 - 21:00 Dorm check-in & attendance 22:00 - 22:10 Hand in mobile phones 22:30 Lights out
How does the school regulate student the use of electronic devices? Are there clear usage guidelines?
Our school upholds the philosophy of "guiding reasonable use and cultivating digital literacy." While allowing moderate use of electronic devices (to aid learning), we have established clear rules to balance convenience and regulation, as follows:
1. Device Quantity Control:
Students may only bring 1 computer (laptop or tablet) and 1 mobile phone to school, avoiding (distraction from learning) caused by too many devices.
2. Daytime Usage Management:
During classes and evening self-study, mobile phones must be handed to the homeroom teacher for temporary storage and cannot be used privately.
Other electronic devices like computers may only be used when required for classroom teaching (e.g., teacher assigns online tasks, researching learning materials) and must strictly follow the subject teacher's specific instructions. Use for entertainment is prohibited.
3. Boarding Student Evening Management:
Before lights out each night, all boarding students must hand their mobile phones to the dorm management staff for safekeeping, ensuring nighttime rest quality.
If computer use is absolutely necessary in the evening to complete homework, students must apply in advance according to school procedures. Use without approved application will be treated as a violation.
4. Usage Behavior Guidelines:
Students are encouraged to use electronic devices during extracurricular time to access learning resources and expand knowledge. However, inappropriate behaviors such as addiction to online games or browsing harmful information are strictly prohibited. Violations will be handled according to specific terms in the Student Handbook, coupled with behavioral guidance to help students develop healthy usage habits.
