此外，还有纽大、塔夫茨、波士顿大学、汉密尔顿学院、爱默生学院、伯克利音乐学院等一众名校offer。英国方向有4封牛剑面邀，3枚UCL (伦敦大学学院) offer。
Additional offers were secured from a range of distinguished universities, including New York University, Tufts University, Boston University, Hamilton College, Emerson College, and Berklee College of Music. Our students also received four interview invitations from Oxford University and Cambridge University, as well as three offers from University College London (UCL).
亮眼的大学录取并非一蹴而就，而是诺达这几年励精图治的结果。随着高中部课程的日趋完善，最近诺达官宣了5条升学路径，以满足不同类型学生升学的多元需求。诺达中学部助理校长章津博（Jason Zhang）对这5条升学路径做了详细解读。
Such outstanding university admissions results are not the product of overnight success, but rather the result of our sustained efforts and strategic development over recent years. With the continuous refinement and maturation of upper secondary curriculum, we have announced five pathways designed to address the diverse academic needs of our students.
我们将从2026年9月的新学年正式开始实施这5个升学路径，我认为这对诺达来说是非常好非常大的变化。首先，整个学术结构和未来升学的匹配更具规范性和可持续性。第二，对于学生来讲在学术上的方向性更加明确。
We will implement these five pathways beginning with the new academic year in September 2026. In my view, this represents a highly significant and positive transformation for NACIS. First, the overall academic structure and its alignment with future university pathways will become more standardised, coherent, and sustainable. Second, from the students’ perspective, their academic direction and planning will be more purposeful.
路径 1 翱鹰计划，Top学生申请Pathway 1 – Ivy Scholars Pathway (Designed for top students)
针对学有余力，目标为英美顶尖学校的学生，设置有针对性的课程，实施层面的突破主要有两点：
This pathway supports applications to leading universities and builds a strong academic foundation, underpinned by two key implementation breakthroughs.
1.将理科课程进行适当前置，在保证IGCSE获取高分的同时加深课程的难度，为后续的IB HL及A-Level的进阶课程打下夯实的基础。
Core science content is strengthened and introduced earlier, beginning in Grade 9, without compromising the progression of the IGCSE foundational curriculum.
2.设置竞赛课程，将AMC12、BPHO、物理碗等国际公认的、学术认可度高、对未来申请顶尖大学有切实助力的理科学术竞赛融入到课程教学中，力争做到布局早、起点高、成绩优。
2.Specialised competition courses are offered through modular teaching. These may be understood as selectively advancing elements of the Grade 11 and 12 curriculum. Such acceleration is not applied universally but is tailored to students with specific academic needs and aspirations.
同时给到学生更多在他们擅长的学科上的突破。必须要有强有力的学术课程带头人和学科专业性的带头人。这两者有何区别？课程带头人对于某个学科的所有课程，有非常专业性的实施和运营。学科专业性的带头人是在竞赛以及未来升学面试这一关，给到学生专业性的支持。
This pathway also enables students to achieve deeper academic breakthroughs in their areas of strength. Successful implementation requires both strong academic course leaders and subject leaders. These roles serve distinct purposes. Course leaders are responsible for the professional design, implementation, and overall management of the full curriculum within a subject area. Subject leaders provide targeted expertise in academic competitions and in preparation for university admissions interviews, offering students specialised and strategic support.
路径 2 飞马计划，常规申请Pathway 2 – Standard Academic Pathway (Designed for students choosing regular IB/ A-level programme)
对于中部学生来讲，他是按照我们常规的课程路线走，不快也不慢。学生9年级的时候，我们不去界定你是top还是非top学生，因为很多家长希望孩子文理兼修有艺术素养，学生在NACIS常规课程里都是要学的。也有很大一部分家长希望孩子在国际化全人教育土壤里慢慢成长，不急。但是不代表学校不会给他们在未来提供相应的升学支持。今年我们的大学申请拿到美国前30、剑桥经济数学面邀的学生，都是通过我们常规课程上来的。我不跟着你们一起卷，我就是享受我的高中生活，这里的平台，这里的课外活动。这样的孩子未来也在我们考虑的范围内，在11、12年级他们要想发力申请名校的时候，也有机会。
This pathway is intended for secondary students with regular academic profiles and follows the standard curriculum progression - neither accelerated nor delayed. In Grade 9, students are not categorised as “top” or “non-top” performers. Many parents value a balanced development in both the humanities and sciences, as well as artistic literacy, all of which are embedded in the NACIS core curriculum. Others prefer that their children grow gradually within an international, holistic educational environment, without undue pressure. Importantly, a non-accelerated pathway does not imply limited university support. In fact, students who received offers from top 30 U.S. universities and interview invitations for Economics and Mathematics at the University of Cambridge this year progressed entirely through our regular curriculum. Some students choose not to engage in excessive academic competition, instead fully embracing high school life, campus resources, and extracurricular opportunities. These students remain firmly within our long-term planning. Should they decide to intensify their university applications in Grades 11 and 12, they will still have access to appropriate academic and admissions support.
路径 3 灵犀计划，艺体特长申请Pathway 3 – Art & Athletics Talent Pathway (Designed for art and sports talented students)
为在艺术、体育等领域具有突出特长的学生提供专属支持。学校将配套定制化学术辅导与专业培养，例如：为艺术生加强作品集指导，为体育生在外出比赛期间开设一对一线上课程，确保学业与特长发展两不误。
This pathway serves students who demonstrate strong talents in the arts or athletics, even if their academic performance is comparatively weaker. We provide corresponding curricular structures and academic support, alongside targeted professional development in their chosen fields. For example, visual and performing arts students receive enhanced portfolio training, while student-athletes are supported through individualised online instruction when they travel for competitions, ensuring continuity in their core academic studies.
NACIS在艺术体育方面具有得天独厚的优势：在艺术界享有盛名的美国茱莉亚学院已经跟诺德安达集团携手走过10年。最近集团又跟世界TOP体育教育品牌——IMG学院达成了深度合作。IMG学院作为在国际上信誉最为卓著的体育教育机构，与多所国际顶尖大学的校队始终保持着极为有效和持久的合作，为学员通过体育特长获得更多名校的青睐甚至获得相关奖学金增加了至关重要的砝码。
We benefit from the distinctive international resources of the Nord Anglia Education group in the fields of arts and sports. The Juilliard School, a world-renowned institution in the arts, has partnered with Nord Anglia Education for over a decade. More recently, NAE has established a strategic and in-depth collaboration with IMG Academy, one of the world’s leading brands in sports education. IMG Academy, as one of the most internationally reputable institutions in sports education, has maintained highly effective and enduring partnerships with teams at numerous world-leading universities. These collaborations provide students with a critical advantage in leveraging athletic excellence to gain admission to prestigious universities and even secure partial or full athletic scholarships.
路径 4 曜麟计划，国内普高Pathway 4 – National University Pathway (Designed for students entering through the high school entrance examination)
NACIS将在2026年9月开启两个G6融合班，拟在2027年9月开启参加高考的高中班型。在这些班级学习的学生在完成高中学业后将参加高考，并藉由在NACIS养成的英语优势和国际化视野为就读上纽大、昆山杜克、宁波诺丁汉等2+2项目奠定坚实的、极具竞争力的基础。
NACIS will launch two Grade 6 Integrated Classes in September 2026, followed by the introduction of senior secondary programmes aligned with the National College Entrance Examination (Gaokao) in September 2027. Students enrolled in these programmes will complete their senior secondary education at NACIS and attend Gaokao. Building on the strong English proficiency and international outlook cultivated at NACIS, they will establish a solid and highly competitive foundation for admission to internationally oriented “2+2” programmes at institutions such as New York University Shanghai, Duke Kunshan University, and the University of Nottingham Ningbo China.
路径 5 睿狮计划，留学直通车Pathway 5 - Facilitated Entry Pathway (Designed for families seeking nearby, safe and cost-effective options)
讲到“睿狮”的“狮”，就是指被称为“狮城”的新加坡。作为近年来最受国内家长和学生青睐的留学目的地，新加坡的大学始终以卓越的学术能力、便捷的地理位置和超高的性价比吸引着大家的注意力。“睿狮”计划是NACIS和新加坡的大学联合推出的大学预科项目，旨在培养有相关需求的11-12年级学生，为他们构建一条便捷、有效、同时又有足够学术上升空间的直通通道，实现在新加坡留学和深造的愿望。
The “Lion” in the “Ruishi” programme (Facilitated Entry Pathway) refers to Singapore, often known as the “Lion City.” In recent years, Singapore has become one of the most favored study destinations among Chinese families and students, owing to the universities’ outstanding academic standards, convenient geographical location, and exceptional cost-effectiveness. The facilitated entry pathway is a university preparatory initiative developed by NACIS and partner universities in Singapore. It is designed for Grade 11-12 students with relevant aspirations, aiming to provide a streamlined and effective pathway with substantial academic progression opportunities, thereby enabling them to pursue higher education and further study in Singapore.
学术越来越卷，大学录取越来越好，诺达还快乐吗？Do NACIS Students Remain Happy as Academic Rigor and University Outcomes Rise?
过去，诺达常被贴上“快乐教育”的标签，仿佛“快乐”与“学术”彼此对立。这实际上是一种误解，亦是对“快乐”的浅层理解。
In the past, NACIS has often been labeled as a proponent of “happy education,” with “happiness” frequently positioned in opposition to “academic rigor”. I regard this as a misinterpretation and, moreover, a rather superficial understanding of what “happiness” truly entails.
在学校层面，我们所追求的“卷”，体现在对教师团队与课程质量的高要求。只有明确课程规划与升学路径，才能更有针对性地加强教师培养、引进学科带头人，从而提升整体教学实力。学生因此对学校与教师产生信任，在清晰、稳定的学术框架中逐步进步，获得持续的成就感。这种“卷”，并非盲目加重学生负担，而是通过优化教学与课程体系，实现学术与成长的有效联结。
Within a school context, the notion of being “highly competitive” we pursue is reflected in high standards for the teaching faculty and curriculum quality. Only through clearly defined curricular planning and articulated pathways can we strengthen teacher development in a targeted manner, recruit subject leaders, and thereby enhance overall teaching capacity. As a result, students develop trust in the school and in their teachers, progress steadily within a clear and stable academic framework, and experience a sustained sense of achievement. This form of “highly competitive” is not about indiscriminately increasing student workload; rather, it seeks to create a meaningful connection between academic development and personal growth through the optimisation of teaching practices and curricular structures.
作为主管高中学术的助理校长，Jason老师认为一个学校如果学术不是很强，那学生也不会真正地快乐，不会有持久的深层次的快乐。因为不同年级的学生诉求不同，家长的诉求也不同。学生的快乐具有阶段性：初中重在探索与发现，快乐可能源于作业量适度、兴趣得以尝试；而进入高中，尤其是10年级以后，学生与家长的关注点自然转向标化考试、学科成绩与升学成果。此时，单纯的“轻松”已无法满足成长需求。
Mr. Jason, Assistant Head of Secondary, National, responsible for High School Academics, explained if a school lacks academic strength, students are unlikely to experience genuine or enduring happiness. The needs and expectations of students-and their parents-vary across developmental stages. Student well-being is inherently stage specific. At the lower secondary level, the emphasis lies in exploration and discovery, where happiness may stem from a manageable workload and opportunities to pursue interests. However, upon entering high school, particularly from Grade 10 onward, the focus of both students and parents naturally shifts toward standardised assessments, academic performance, and university admissions outcomes. At this stage, mere “ease” is insufficient to meet students’ developmental needs.
在诺达，我们致力于通过课程规范化、学科优质化、教师专业化三个维度的夯实，让学生内心充实、让家长感到安心。这种来自成长与收获的快乐，才是深刻、持久且具有生命力的。脱离课程建设，脱离教师发展，脱离教学质量谈所谓的国际教育都是昙花一现，站不住脚。
At NACIS, we seek to address this concern by strengthening three core dimensions: curriculum standardisation, subject excellence, and teacher professionalism. Through these efforts, students gain a sense of inner fulfillment, while parents develop confidence and peace of mind. The sense of happiness derived from growth and achievement is profound, enduring, and vital. Any conception of international education that is detached from curriculum development, teacher growth, and teaching quality is ultimately superficial and unsustainable.
诺达校园天生具备浓厚的国际化氛围与人文艺术气息，高比例外教、丰富的海外资源，为学生提供了全人教育的沃土。这也使我们的学生在大学面试中往往从容自信、观点独到，展现突出的软实力。
NACIS benefits from a campus culture that is inherently international and rich in humanistic and artistic spirit. A high proportion of international faculty, combined with abundant global resources, provides fertile ground for holistic education. Consequently, our students often demonstrate composure, confidence, and originality of thought in university interviews, showcasing strong soft skills.
有人说教学质量提高了，孩子的课业压力会增大。那我们也要考虑孩子的可塑性，短期内学术要求的提升或许会带来适应压力，但从长远看，在科学规范的体系中持续努力，最终收获理想大学offer时所带来的满足与喜悦，远非短暂轻松可比。
Some argue that improvements in teaching quality inevitably increase students’ academic pressure. This perspective, however, must be balanced against students’ capacity for growth and adaptation. While heightened academic expectations may introduce short-term adjustment challenges, sustained effort within a scientifically structured and well-regulated system leads to far greater fulfillment and joy - particularly when students receive offers from their dream universities - than any temporary sense of ease could provide.
