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The Student Development Center at Sedbergh School has a wealth of experience in international education, and its team members have helped students successfully enter their dream colleges one after another with their deep professionalism and keen global vision.
we have a special interview with Mr. Qin Luo, College Counseling Supervisor of Sedbergh School, to talk about the latest admission trends, college planning, college selection and other related issues.
College Counseling Supervisor
Arizona State University—Master of Education
Member of the International Association for College Admission Counseling (IACAC)、Member of the China College Counseling Research Center
With 10 years of experience in college counseling,having visited over 100 international universities
Assisted students in gaining admission to top universities in more than 10 countries worldwide, including Stanford University, Brown University, University of Cambridge, Imperial College, University College London, University of Hong Kong, University of Toronto, University of Sydney, etc.
Student Admission Offer Results
Class of 2025 admissions offer results, what are the breakthroughs?
Qin: The Class of 2025 delivered a satisfactory performance. This year's students have achieved a number of breakthroughs in their applications to quality institutions around the world. For the first time, they gained admission to the University of Cambridge to major in Biology, continuing the tradition of stable admissions to prestigious schools such as Imperial College, University College London, and the London School of Economics and Political Science. In the highly competitive environment of Hong Kong, the student stood out with his outstanding overall quality and successfully gained admission to the University of Hong Kong. In the United States, UCLA, UC Berkeley and other "public Ivy League" schools have also made offers to students.
What are the key factors that enable students to gain access to top institutions?
Qin: Every student has his or her own characteristics and strengths, and the core is to help them discover and show their true self-strengths. This year's student, Winnie, owes her success to the right combination of academic exploration and social responsibility. After participating in caring activities for autistic children and understanding the difficulties they face, she gradually established her development direction in the field of neuroscience, and went deeper into related fields of research. This blend of humanistic concern and research interest is the highlight of her application materials. Similarly, Zhang, who is fluent in several languages, has enhanced her language skills to become a cross-cultural communication expert through her continuous participation in language teaching volunteering activities, which gives her an inimitable advantage in the application process.
What support and planning does the Student Development Center provide to students during the application process?
Qin: The Student Development Center is involved in student planning from the beginning of high school enrollment, breaking down college goals into grade levels and identifying core tasks for each stage:
G9: Students need to get used to the IGCSE curriculum and full English language teaching, and have an initial understanding of overseas universities and application criteria;
G10: Students then explore their personal professional orientation in extracurricular activities and vocational experiences, and initially identify their target countries;
G11: Students need to adapt to the A-Level curriculum, gain an in-depth understanding of their target subject, and participate in relevant research, competitions or summer school programs;
G12: Students formally enter the college application process, preparing application materials, paying attention to application timelines and application criteria, and striving to achieve their target academic grades to enter the colleges of their choice.
We guide students to try out different fields and learn about various professions, laying the foundation for future professional choices. At the A-level course selection stage, we will give students advice on course selection based on their interests, subject strengths and weaknesses, and target majors. We also provide targeted guidance on the requirements of different countries, for example, in countries with high academic requirements, students should read more and participate in research competitions; for countries that emphasize on extracurricular activities, we will work with students to design relevant activities that can show their personal qualities.
How can I provide effective assistance to students whose majors are not yet clear?
Qin:Students are encouraged to make initial explorations as soon as they select a course.
In terms of professional orientation, we use a diversified approach to assessment:
Scientific assessment: Through tools such as the Hollander Occupational Interest Test, students can learn about their career preferences from an objective perspective;
Personalized Analysis: Customized recommendations that take into account the student's subject strengths, personal interests, and family resources;
Industry foresight: analyzing employment trends and focusing on developing students' core competencies rather than simply chasing after popular majors.
I would recommend an overseas institution with a flexible curriculum; the core of the Career Advisory Service is not to pursue the "best solution", but to support students in exploring themselves, developing their potential, and making choices that truly suit them.
Qin: The office is always stocked with snacks and trivia games, and students are always welcome to come and chat and relax. I always tell students that they should look at their college choices with a broader perspective, and that the top 200 colleges in the world have excellent faculty and resources.
In terms of specific applications, the combination of schools with different gradients is scientifically set up to include both early applicant institutions to help students gain confidence in advance, as well as to ensure that there is a solid guaranteed choice.
Common misconceptions about studying abroad and how to deal with them
Qin: The most common cognitive misconceptions of students and parents in the Career Advisory Service process are:
Rankings are overly sought after. Many students and parents equate rankings with difficulty of admission, when in fact specialty strength is the key. For example, certain institutions with average overall rankings may have more difficulty in admitting their specialty than the top institutions. We advise parents not to be bound by ranking numbers, but to focus on how well the school's specialties match their children.
Geographic choice limitations. Hong Kong and Singapore have become popular in recent years due to their geographic location, resulting in extremely fierce competition. Choosing a place to study should be based more on academic resources and development opportunities than on factors such as distance or cultural proximity.
Misconceptions about the A-level predictive marking system. Many parents worry that not having the actual exam results will affect their admission. In fact, this system is widely recognized by institutions around the world, including top institutions such as Cambridge. Students are advised to study at their normal pace and taking the actual exams too early may affect their final grades.
Are there any cost-effective paths recommended for students who have limited financial resources but want to study abroad?
Qin: We will recommend them to consider some cost-effective study destinations and schools. Hong Kong, China and Macau, China are highly internationalized and at the same time the cost is relatively low; Singapore is world-renowned for its quality of education and the cost is reasonable; European countries such as Germany and France also provide abundant study opportunities and scholarship programs.
The most overlooked link for students?
Qin:In addition to marks, there are two key soft skills that students need to develop.
Many students underestimate the importance of a “super-curriculum” for students applying to G5 schools in the UK. From high school onwards, we recommend that students develop critical thinking and academic vision through in-depth reading of specialized books and participation in subject competitions.
US applications need to be more wary of the "utilitarian" trap. I have seen too many applications for the purpose of piling up the list of activities, the lack of "soul". What really impresses the admissions officers is that those who come from the heart to love the continued commitment, activities do not need to be how "lofty", the precious real and persistent.
How do you create a college admission essay?
Qin: British documents can be imagined as an "academic paper", on the existing questions, around which to develop the answer. Students can show professional knowledge from three dimensions: through specific cases to explain the original intention of choosing a specialty; combing related academic activities; show extracurricular extension of learning. The key is to speak with facts and avoid generalizations.
The essence of the U.S. paperwork is to show the depth and breadth of thinking through a personal narrative. Students should view the essay as a three-dimensional window into themselves, not just a simple question-and-answer exercise. The focus in the conceptualization process is to uncover the cognitive shifts and value shaping behind the experience. For example, how did a particular episode in your life lead you to think about society, culture, or your field of specialization, and how did those thoughts, in turn, influence your choices and actions.
The most important thing you can do to avoid a boilerplate paperwork is to respect the uniqueness of each student and highlight their characteristics.
Future prospects and trends
How do you see the future of study abroad?
Qin: From the national level, the policy orientation of continuously promoting high-level opening-up will not change. The decision to deepen international exchanges and cooperation in various fields such as economy, trade, education and culture is unwavering, which provides a policy guarantee for the continuous development of study abroad education.
In terms of talent demand, composite talents with both Chinese culture and international vision will maintain a long-term competitive advantage in both the international and domestic talent markets.
As for the education model, international education emphasizes the cultivation of practical ability, comprehensive quality and social responsibility, which matches the educational background of contemporary families. In the context of globalization, cultivating multicultural global citizens has become a necessary course for the new generation of young people to go to the international arena. Overseas education will play an important role as a bridge connecting China and foreign countries and cultivating internationalized talents.
What is the greatest feeling of being the senior College Counseling Supervisor at your school?
Qin: As a College Counseling Supervisor, what I value most is the trust I have built with parents. This trust is not built overnight, but is slowly accumulated through the growth of each student. Parents entrust me with the most important task of the Career Advisory Service, and I always tell them thank you for choosing to trust us.
What do you want to say to your students?
Qin:International education is not a shortcut, but a path that requires extra efforts. The degree of competition in applying for prestigious schools is as fierce as that of the college entrance exams, and behind every offer is continuous hard work. We hope that you will be practical in your studies and keep a broad vision to participate in public welfare activities. The real growth is not in which university you end up going to, but in the global perspective and resilience you develop during this journey.
We hope that by sharing these real-life cases and experiences, we can help you to take a more stable and farther path in your study abroad planning.
On April 26, Sedbergh School Open & Experience Day, we welcome students and parents of all school ages, kindergarten through upper senior school, to come and visit.
This is an excellent opportunity to learn about the educational philosophy of Sedbergh School, meet face-to-face, and experience the campus culture, where you can feel how Sedbergh children, under the philosophy of whole-person education, realize the free and comprehensive development of language expression, cross-cultural thinking, and comprehensive literacy.
<Scan the QR code below >
We look forward to working with more families to help their children create positive growth and change and find the right path for them.
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