雅思8分，帝国理工录取Jason Cai：辗转两洲多国，确认自我的来路与方向

As graduation approaches, Jason Cai has received offers from Imperial College London, University College London, The University of Manchester, the University of California, Davis, and the University of California, Irvine.

Jason’s story reflects the experience of many young people today. From a public school in Shijiazhuang, to the cultural landscapes of Europe, and then to Singapore’s highly competitive education system, he spent years moving between countries and cultures. It was only after arriving at Fettes College Guangzhou that his search for identity and purpose found direction.

This was never simply about choosing a school. It was about finding a place that resonated with who he was and who he hoped to become.

During primary school, Jason was among the top students at a leading public school in Shijiazhuang. Later, his family relocated overseas, taking him to both Europe and Singapore.

By Year 10, while studying in Singapore, Jason had already set his sights on applying to the UK’s G5 universities. He made an important decision of his own: to return to China and transfer into the A-Level system.

“For me, the learning environment and language environment are both very important,” Jason explains.

After returning to China, he and his family visited several international schools in cities such as Tianjin and Shanghai. After careful consideration, he ultimately chose Fettes College Guangzhou.

“I wanted to study at Oxford or Cambridge, and I believed the resources here could help me get there,” he recalls. “The school’s RMB 1.7 million Dream Fund wasn’t my final goal, but it reinforced my determination to aim for the very best universities.”

Although Oxford and Cambridge were not his final destinations, the ambition itself became a driving force that encouraged him to keep exploring, both academically and personally.

The small-class teaching model at Fettes College Guangzhou gave Jason considerable room to grow.

He believes that true learning comes from understanding rather than memorisation. In lessons, he frequently asks questions and challenges ideas.

“Whenever I had a question, teachers would come over and explain things clearly and patiently,” he says.

This personalised support continued throughout his studies.

In Year 12, after returning to school several weeks later than expected, Computer Science teacher Hajnalka Torma volunteered to arrange additional lessons to help him catch up with the class.

One particularly memorable example came in Further Mathematics.

While almost every student in the Further Mathematics cohort chose the Statistics pathway to support university applications and examinations, Jason selected the more demanding Mechanics pathway because of his interest in engineering.

The content, assessment style, and examination materials differed significantly from those followed by the rest of the class.

Recognising this challenge, Mathematics teacher Angela designed an individual support plan specifically for him. Outside normal lessons, she helped him build a clear understanding of the Mechanics syllabus, analysed key examination topics and common mistakes, and even prepared a customised set of mock papers and revision materials tailored to his course requirements.

From one-to-one explanations in class, to detailed feedback on assignments, to focused revision sessions before examinations, she supported him every step of the way.

As a result, although he was effectively studying a unique course on his own, he still benefited from the same level of personalised guidance as students in a dedicated small class.

This student-centred approach left a lasting impression on Jason.

“At FCG, there is no standard template for teaching. Every student has their own pathway. Every teacher understands my learning pace and adapts their support accordingly. It was something I had never experienced before.”

His efforts paid off.In his AS examinations, he achieved a grades in both Physics and Computer Science. In his A-Level examinations, he achieved A* in Mathematics and Further Mathematics, and an A in Chinese. He also achieved an overall IELTS score of 8.0, including a perfect score in Listening.

During the summer of Year 11, Jason found himself uncertain about how to begin his university applications.

His university guidance counsellor helped him reflect on his interests, strengths, and future aspirations.

“My counsellor understood me extremely well, even down to the specific branch of engineering I wanted to pursue. That made a huge difference when making decisions later on.”

When Jason expressed an interest in renewable energy, his counsellor recommended that he undertake work experience at a photovoltaic manufacturing company.

“My counsellor is very good at identifying my strengths and helping me plan accordingly.”

It was during this experience that Jason developed a project inspired by the way sunflowers track sunlight. His design focused on photovoltaic panels that could follow light sources more effectively.

The project became one of the strongest elements of his Imperial College application and demonstrated his ability to apply academic interests to real-world challenges.

Jason also benefited from the Country Garden Group’s Oxbridge Elite Programme.

“The university advisers shared information that I wouldn’t otherwise have had access to,” he says. “We learned about degree structures, subject choices, and how admissions tutors evaluate applicants.”

“Students in the Elite Programme receive personalised, one-to-one support throughout the application process,” says Kris, General Manager of the International Education Development Centre. “We help match each student with the most suitable specialists for admissions test preparation and interview coaching. In addition, we have developed a comprehensive four-year university guidance framework that not only supports students throughout their secondary education journey but also provides ongoing professional development for our university counselling team.”

At the same time, Physics teacher Bowen provided Jason with four specialised interview and admissions test preparation sessions each week.

Rather than simply teaching him how to answer questions, Bowen focused on helping him explain his thinking process.

“I wasn’t just told the solution. I had to explain why I was thinking in a particular way, step by step. That approach was incredibly valuable, especially for my Imperial application,” Jason says.

According to Bowen, successful Oxbridge preparation is not about creating stronger test-takers.

“The goal is to help students move from being examination candidates to becoming academic thinkers. Oxford and Cambridge are looking for intellectual potential and genuine curiosity.”

In addition to developing Jason’s academic thinking, Bowen conducted intensive mock interviews designed to build confidence under pressure.

“We study the characteristics and expectations of admissions tutors for different subjects and tailor our preparation accordingly,” he explains.

For admissions tests, Bowen also analysed past papers in depth and trained Jason in mental arithmetic, algebraic manipulation, and time-pressured problem solving.

Jason was not alone in this journey.

Because both he and his classmate, Harper, were applying to the same Oxford course, they formed a study group.

“Whenever one of us discovered a new question, a new idea, or a useful insight, we shared it immediately.”

From Shijiazhuang to Europe, from Singapore back to Guangzhou, Jason’s journey has taken him across continents.

His time at Fettes College Guangzhou is not the end of that journey, but the beginning of a new chapter.

People often say that the ultimate purpose of education is freedom.

That freedom comes from understanding who you are, staying confident in the face of uncertainty, and having the courage to pursue what truly matters to you.

At FCG, Jason was never shaped into someone else’s version of success. Instead, he was supported in becoming the person he wanted to be.