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 2026-2027 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?
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?
Apply to WLSA
Scholarships & Financial Aid
Which students can apply for WLSA scholarships and financial aid? How does the school evaluate applicants?
For the 2026–2027 academic year, we have further optimized our mission-aligned scholarship and financial aid system to benefit a wider range of students.
WLSA Leadership Scholarship: Recognizes strong leadership, academic excellence, and community impact.
WLSA Academic Excellence Scholarship: Encourages students who demonstrate continuous exploration in academic performance, competitions, and research.
WLSA Talent Scholarship: Supports students who excel in music, sports, arts, and innovation.
WLSA Financial Aid: Provides educational access for outstanding students with financial needs.
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.
Curriculum and Growth
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".
Our teachers come from 16 countries and regions, with a student-teacher ratio of approximately 1:6. Over 70% of our faculty hold a master’s degree or higher.
Many are graduates of the world’s top universities, including Columbia University, Dartmouth College, the University of Oxford, the University of Cambridge, the National University of Singapore, Tsinghua University, and Fudan University.
Our team features veteran instructors with deep expertise in AP and A-Level curricula, delivering instruction precisely aligned with academic standards. We also have seasoned educators from Phillips Academy Andover — one of the world’s most prestigious high schools — co-developing innovative teaching programs to bring diverse educational perspectives to our students.
How are classes organized in high school? Is tiered teaching used? 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, 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:
1）Academic Rigor (e.g., standardized research methods, logical reasoning);
2）Critical Thinking (independent problem analysis, critically viewing global issues);
3）Cross-Cultural Understanding (understanding differing perspectives across cultures, learning cross-cultural collaboration);
4）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."
Deep Dive: WLSA GIP's Cultivation System and New Innovations
What clubs and sports activities are available for the 2026-2027 school year? Can students initiate their own activities?
For the 2026-2027 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 12 sports:
We have established 12 sports including football, basketball, tennis, 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 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:
There are currently over 100 CCA clubs spanning academic debate, arts, athletics, general enrichment, community service and leadership, catering to the full spectrum of student 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 2027, the WLSA Global Student Exchange has expanded further, covering 15 leading schools across 8 countries worldwide. This year, building on last year, we continue partnerships with Groton School, Harvard-Westlake School, Episcopal High School, and Montgomery Bell Academy in the USA; in South Africa, students can go to African Leadership Academy, Westville Boys/Girls' High School; The Royal Academy in Bhutan, Liceo Galvani in Italy and The Doon School in India remain on the list. Additionally, we have newly added Winchester College and London Academy of Excellence in UK for the first time. 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 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.
College Counseling
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, The University of Chicago, 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 there past admission data for reference?
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.
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:
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).
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.
School Life
Can students freely choose to be day students or boarders? If choosing to board, how many share a room? Can students stay on campus during weekends?
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?
Sino-Global Program：
06:30- 07:15 Wake up & tidy up07:15- 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
A-Level Program
06:30- 07:15 Wake up & tidy up
07:15- 07:50 Breakfast
08:00-15:40 Classes
15:40-16:30 CCA
16:30-17:30 Arts & Sports Enrichment CoursesAcademic Support
17:30-18:30 Dinner
18:30 -20:00 Evening self-study
20:00-21:00 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.
