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Page 22 ASK THE EXPERTS Going green in Shanghai

EDUCATION Four habits of highly effective learners Stage not age

the british international school

Shanghai, China

the british international school Shanghai, China


helping others to be the best they can be Education and learning have always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be.




education and the environment from tree-hugging hippies to sustainable families

Page 22 ask the experts Going green in Shanghai

education Four habits of highly effective learners Stage not age

the british international school

Shanghai, China

Family Matters Issue 8 Contributions welcome from all of the Shanghai community. Please contact for more information.







hile some of the un- or misinformed continue to dispute the validty of the claim that global warming is the product of human activity, those residing in Shanghai most certainly aren’t among them. We needn’t study the satellite images showing a mile-deep brown streak in the atmosphere running from India to the Pacific. We only need look out our windows more days than not, and it’s abundantly clear that humans are having a demonstrably negative impact on Mother Earth. While I wouldn’t go so far as to call this the ‘environment issue’, we do explore some interesting and related topics, and it got me thinking about some of the sacrifices many expats make in coming to China. Many of us come from places where the air

and water are clean and the visible impact of human activity is not so apparent. It was the mindset we carried with us to China that gave rise to the feeling that there was some sacrifice being made in moving here. I think, however, that there’s also an inherent benefit in moving to the megalopolis of the Middle Kingdom that relates specifically to the issue of climate change and the global movement toward environmental sustainability. In addition to seeing the negative impact of human activity on the environment every day, we’re also exposed to a culture that takes the issue of the environment very seriously. China has perhaps one of the largest and most efficient recycling

industries in the world. It’s building carbon-neutral cities and will soon be the largest producer of wind turbines and solar cells. People in general have a carbon footprint that is much lower than their middle-class counterparts abroad. Though excess does exist, people don’t seem to waste nearly as much. It’s in this environment that we can take advantage of one of the benefits of living in Shanghai. In seeing and understanding that cutting back on consumption and making a conscious effort to waste less can become the norm, perhaps we can take some of that midset home with us and turn it into action. § The Family Matters Team

10 16 22 four habits of highly successful learners

Stage not Age

education and the environment

Mark Angus explains four habits that can help children become more successful in school

Why the English Curriculum is also suited to the international environment

Martina Heuberger and Pudthila Srisontisuk explore how education and the environment have integrated in modern times



22 XX Education and the environment

Martina Heuberger and Pudthila Srisontisuk explore the evolution of the environmental movement from tree-hugging hippies to sustainable families

40 44 52 58 Learning on the job

See the future

The road less travelled

Going GReen in Shanghai

Devan Corrigan takes a look at what makes educational travel educational

Matthew Riddington talks about successful investing without using a crystal ball

Ryan Metz describes some alternative ways to get around Shanghai

Vela Ganeva talks about some of Shanghai’s exciting new environmental initiatives


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COMMENT Bullying 2.o

Diving into the deep end

As bullying has moved online, the effects can be even more significant

Linda Guishard shares some insight into setting up a local business



s we all remember from our schooldays, life for young people has never been devoid of bullies; but the Internet has opened a whole new realm where bullying can take place while your child is apparently safely at home – cyber-bullying. Cyber-bullies are children who verbally harass other children online. While this is not officially considered an online crime, it can be detrimental to your child’s self-esteem. Cyberbullying can include insulting your child, spreading rumours about them and posing as them in chatrooms. With the ubiquity of Facebook and other online forums, the unique malevolence of cyber-bullying lies in how quickly lies and slurs can spread to everyone who knows the victim, and even further. It’s frightening for children to feel that their embarrassment is not contained to people in their own small community, unpleasant though that already is. Kids can be uniquely cruel to each other, and the power of the Internet can magnify this cruelty. Sometimes children know exactly who their harasser is, but it can be difficult to prove their identity to teachers or parents when online anonymity clouds the issue; some cyberbullies hide behind aliases. Compared to our understandable fears of malevolent adult targeting of children, kids taunting each other online may seem a small matter; but bullying is bullying no matter what the forum, and children have been driven to despair and even, in some tragic cases, to taking their own lives. Parents need to talk openly to their children about online protection against cyber-bullies. First and foremost, encourage your children to talk with you about any problems they may

have with online harassment. Encourage them to confide in you or another trusted adult, such as a teacher, if they’re being cyberbullied. The Internet often gives users the illusion of anonymity, and without the social hindrances of the real world, people of all ages have a tendency to say what they want; people are far more likely to become aggressive or even abusive from the safety of their computer screen. Teach your child how to block email addresses in an attempt to stop abusive emails. Because it’s easy to get additional email addresses, you may need to block addresses on an ongoing basis, in the worst-case scenario that the bullying is systematic. Instruct your children to save any messages that are mean or intimidating – people are never quite as anonymous and free from repercussions as they think online. Remind your child that cyberbullying is just like regular bullying. Bullies are doing it to get a reaction out of them. If you can convince your child to ignore the emails and comments, chances are the bully will get bored and give up. Point out to your child that real online friends won’t believe lies the cyber-bully may be spreading. Finally, if the person bullying your child online goes to his or her school, for your child’s safety you may need to seek the advice of a teacher or principal. Online activity like this can lead to diminished self-esteem and cause learning problems. Cyber-bullying is a new twist on an old problem; bullies have always been and will always be with us. But in the same way that we do our best to counsel our children on how to deal with playground bullies, we should make sure they’re prepared to deal with their online counterparts. §

ith just over 1.3 billion people living in China, China appears to be the perfect place to start a small business, right? If only .001% of the population buys your product or service, you could be very successful! Heck, if only .0001% of the population consistently buys your product or service, you could still be very successful! This fact is probably what drives untold foreigners to start new businesses in China. While I’m sure some are successful, alas, I would wager that most aren’t. So, what is it that separates those who are successful from those who aren’t? An undergraduate business degree? An MBA? Years of business experience? Important contacts? No. The answer is the willingness to suspend rational thought or logic. I’m the owner of a new business in Shanghai. As in any country, there are government procedures to follow in order to establish a new business. I fully expected differences to exist between Canada and China; however, I must say these differences were quite… ahem… unique. As I look back on the process, the experience of establishing a business in Shanghai was a comedy in hindsight but a tragedy while unfolding. Allow me to cite one example. In Canada, if I wanted to open a business bank account the scenario would likely go like this: Linda: I’d like to open a business bank account. Bank manager: Great. Please show us some identification. Wonderful, now please complete this document. Terrific, here’s your bank book, bank card and free toaster. Welcome to our bank! Here’s how the scenario went in Shanghai: Linda: I’d like to open a business bank account.

Bank manager: Great. Please show us your business licence. Great. We’ll now make a bazillion photocopies and stamp them with a bazillion chops. Now show us your passport. Great. We’ll now take a bazillion photocopies and stamp them with a bazillion chops. Now go away for three weeks and we’ll let you know if you’re worthy of having a business account in our bank. Goodbye. Three weeks later I received a telephone call from the bank. “We’re coming to visit your business to see if it’s a real business. Goodbye.” Literally two minutes later, two bank officials came to my door and took a million photos of my club. They also wanted to see our business licence. “But I already showed you my business licence and you took a bazillion photocopies,” I said. “Yes, we did. Please show us your business licence.” Three weeks later I returned to the bank and saw the same bank official I had first met. With a stack of papers in front of him, including a bazillion photocopies of my business licence and my passport, he said, “Please show me your business licence and passport.” “What?” I exclaimed. “You have the photocopies right there in your hand.” “Yes, I do. Please show me your business licence and passport.” RAWBOK, RAWBOK. This became my mantra during the process of setting up my business. I was perplexed. Was this a case of all foreigners looking alike? Was I in a Twilight Zone episode? A Monty Python skit? After showing him my business licence and passport (again), he took another bazillion photocopies and stamped them with a bazillion chops. He told me I would hear from him in three weeks... RAWBOK, RAWBOK – “Relax. All Will Be OK.” Comedy? Tragedy? You decide. § By Linda Guishard Owner, Curves Former French Concession North



The British International School


Travis Murray

helping others to be the best they can be


Travis Murray


Aelred Doyle


Richard Restell

Education and learning has always been our focus and our area of expertise. Our people and the people we work with all have a good understanding of what this means to us. We aim to provide students with the opportunity to be the best they can be.


Terry Creissen Mark Angus Kevin Foyle Mark Wilson Richard Restell Stuart White Kate Lorenz Thomas Coupat Vela Ganeva Wade Dawson


Dee Dee Zhou


The British International School 111 Jinguang Lu, Huacao Town Shanghai, China 201107 86 21 5226 3211

Entire contents Š 2011 by Family Matters Magazine unless otherwise noted on specific articles


the british international school Shanghai, China


FeatureD Contributors





r Terry Creissen worked in various schools in the UK prior to taking up the role of leading our schools in Shanghai. A former Schools Inspector, Terry has been a consultant for the British Executive Principal Government and has served on national educational groups in The British International School the UK. Terry is a qualified Trainer and Consultant Leader for the Shanghai, Pudong Campus National College for Schools and Children’s Services in England. He is a long-standing member of MENSA. In addition to his degree and teaching qualifications from the University of Sussex, he has an MA and MBA in Educational Leadership and Management and was awarded the OBE by the Queen of Great Britain in June 1997 for “services to education”. He is a keen musician and a Fellow of the Royal Society for Arts (FRSA). Terry is passionate about education and strongly believes that the children always come first. Dr Creissen is based at our Pudong Campus in Shanghai, where he is the designated Principal. He is the Executive Principal for our Shanghai schools.

Kevin Foyle


evin Foyle has fifteen years experience in school leadership. After a brief period playing professional cricket in the UK, he began his teaching career at Winchester College, one of the UK’s leading Principal independent schools, where he taught history and politics. He was The British International School then appointed to be Headmaster of Norman Court Preparatory Shanghai, Puxi Campus School in 1995. He was a member of the Council of the Incorporated Association of Preparatory Schools from 2004-2007. In 2007, he joined Nord Anglia Education when he was appointed the founding Principal of The British International School Shanghai, Nanxiang. At the beginning of 2009 he moved with his wife and two children to take up the position of Principal at The British International School Shanghai in Puxi. The wonderful fusion of cultures and nationalities inherent in international education and all that this brings to students’ learning experiences inspires him every day. He enjoys all manner of sports and music and, when time permits, can be found out and about exploring the historic districts of Shanghai.

Mark Angus


ark Angus read English and Drama at Flinders University, Adelaide, where he specialised in Elizabethan and Jacobean theatre. He also has an MA in Early Modern Studies from King’s Principal College, University of London, where his main focus of study was The British International School the repertories of 16th- and 17th-century playing companies.  Further Shanghai study includes a Post-Graduate Diploma in Acting from Mountview Theatre School, London, which was followed by six years as a professional actor in theatres throughout the UK. He gained his PGCE in Secondary English from the Open University and was previously the Academic Deputy Head at Westminster Cathedral Choir School in central London.  He has been at BISS since 2007, becoming Principal in 2009. Mark Angus has written for the theatre and radio and published articles in a variety of journals on a diverse range of subjects, from Victorian crime to the theatre of Sophocles.  His interests include literature, theatre, wine, sport and travel.

Stuart White


tuart White read Engineering at Gonville and Caius College, Cambridge and worked as a research engineer for GEC’s central research labs in London, before training to teach Physics. He started Head of Secondary his teaching career at Winchester College, one of the UK’s oldest and The British International School most prestigious independent schools, before taking on a variety of Shanghai, Puxi Campus positions including Head of Physics, Director of Studies and Deputy Head in well-known schools in England. Working as Vice Principal/Interim Principal at Aiglon College in Switzerland gave him a taste for living and working in an international community, and he took up his role as Head of Secondary at The British International School Shanghai’s Puxi campus with enthusiasm: a feeling he still has as he steps into work each day! He is married to Jane, also an experienced teacher, and has three children. When time allows he enjoys playing and watching most forms of sport, as well as playing the clarinet or just soaking up the Shanghai atmosphere.

Mark Wilson


ark Wilson has been teaching since 1995, and has been involved in training teachers with Middlesex University, The Royal Deputy Principal and Academy of Dance and through various Initial Teacher Training Secondary Head Teacher programmes. He joined Pudong as Headteacher for the Secondary The British International School School in 2009 after being involved in leading various schools in Shanghai, Pudong Campus the UK, and became Deputy Principal at Pudong in 2010. Mark has worked for the Department of Education in the UK through the Innovations Unit and the National College for School Leadership on Leadership projects. He was nominated for Teacher of the Year in 2005. Mark is often asked to speak at educational conferences, which he enjoys doing. He currently trains school leaders and future Headteachers via the Nord Anglia Staff College.  His hobbies include playing guitar and singing, running, swimming, playing football and being a long-suffering fan of Nottingham Forest Football Club. Mark is married with two children.





Four Habits of Highly Successful Learners What are the qualities that top students have in common? By Mark Angus Principal The British International School Shanghai





Successful learners love a challenge


uccessful learners love a challenge. They like being set a target and then being challenged to reach it. For the truly successful learner, this is the most important part of academic life. They’re not interested in comparing themselves to or competing with others – they’re far more engaged by the idea of reaching their own personal goals. This is why a teaching and learning environment where the emphasis is on setting challenging personal targets is so valuable, as it fosters in pupils a range of positive qualities that will serve them well throughout their lives. When students are used to having targets to aim for and, more importantly, to doing their very best to achieve them, they develop a whole host of other positive attributes as well. Pupils in environments such as these become fearless learners, as they learn to embrace failure as part of the journey. This makes them confident learners, as they understand that academic success is not a mystery – the path towards achieving goals is clear and can easily be followed with hard work and application. In turn, these pupils also learn to recognise and embrace success and the wonderful warm glow that comes from setting out to achieve something and then doing it. This feeling very quickly becomes addictive, and they want more and more of it! Pupils who are used to being challenged also have a high degree of self-awareness and are not afraid to analyse their work, both when it’s been successful and when it hasn’t. Allied to this, successful learners are independent learners – they take responsibility for their learning and they know that achieving their targets is, ultimately, up to them. Of course teachers, parents and peers are there to help, but deep down the successful learner knows that in the end it’s in their hands. And ultimately this liberates them – they know that they have the freedom to succeed or fail, and that the way things turn out is therefore entirely up to them. Finally, the student who knows how to hit a target also knows the value of hard work. Goals are not reached without endeavour and so the successful student discovers early on that real success – the success that comes with achieving what you set out to do – is only possible with a great deal of hard work. Highly successful learners don’t expect things to be handed to them on a plate. They know that working towards a target requires self-discipline, self-reflection and a good helping of self-awareness. Who would argue that these are not pretty valuable qualities in life too?





Successful learners love to work with others

The stereotype of the solitary genius toiling away to achieve academic brilliance isn’t borne out by the facts. In most cases, highly successful learners don’t lock themselves away from the outside world, shunning company and personal hygiene. In fact, they function extremely well as part of a team, enjoy working with others and, rather than trying to keep their discoveries to themselves, they love sharing what they know with colleagues and testing out their ideas on the people around them.


positive learning environment, therefore, is one that offers pupils chances to work together in a variety of ways. Such an environment probably encourages a lot of peer evaluation; it encourages pupils to work with other age groups and to be both learner and teacher; and big, bold project work is a regular feature of school life. In addition, successful learners find their own ways to work with others too. They are the students who put together a band, get involved in an after-school activity or set up a study group. Successful learners know that, no matter how much they think they know, there’s so much more to find out about the world… and who better to learn from than the people around them? So why does being a good team player make you a successful learner? For a start, someone who likes to collaborate is going to have many more opportunities to discover whether they have any leadership potential. It’s no good wanting to be

a leader if no one else wants to work with you! Working with groups also provides students with opportunities to take on responsibility and to begin to understand the meaning of duty. Knowing that the success or failure of a group project depends on everyone’s contributions is a valuable lesson for young people to discover, and highly successful learners understand and act upon this. Consider also how teamwork is integral to sporting and musical success. The analogy with a winning football team or a famous orchestra is obvious, but it applies equally to individual sportsmen and musical soloists. Rafael Nadal may be a star in a solo sport, but when you hear him speak he always talks about his success in terms of ‘we’, never ‘I’. He has people around him to help him, such as coaches, nutritionists and trainers, but this would be pointless if he didn’t listen to them and follow their advice. He may be the guy on the court hitting the ball, but

he’s just as much a part of a team as someone playing football, hockey or volleyball. The same applies to a musical soloist. Even the greatest, most virtuoso piano concertos are written to be performed with orchestras, and even the greatest soloist in the world is going to sound pretty rotten if they can’t keep in time with the string section! In addition, there are of course some more pragmatic considerations. Universities want students who will be a part of and contribute to their communities, so they’re always more well-disposed to pupils capable of working with others and looking outside of themselves. Employers are the same – the most valuable employees are those who work well in a team and know how to compromise, accept others’ failings and see a bigger picture – all extremely valuable traits that successful learners gain from working collaboratively.





Successful learners love to learn inside and outside school

As we know, highly successful learners are fearless learners. This means that they’re not afraid of a challenge or of failure. However, it also means that they’re not afraid of new and different experiences, learning in unconventional ways or tackling issues and problems that seem overwhelming. They’re not afraid of being global citizens.


oving learning inside and outside the classroom manifests itself in a variety of different behaviours and attitudes. For instance, a successful learner is not upset when there’s a change of routine, classroom or teacher, or when they’re asked to do something different or unexpected. They’re able to deal with change in a positive way and don’t let a break from how things are usually done become an excuse for not doing their best. Mr Smith is absent? Okay, being in Mrs Jones’s class will be fun. Maths now instead of History? That’s fine, I have some catching up to do. You want me to stay behind after school to help finish a project? Sure, no problem, we need to get it done. At the same time, successful learners relish the chance to get out of the classroom. They thrive on excursions and field trips. They love to celebrate festivals and national days. They want to engage with the wider community. They can’t wait to go on their International Award journey.

They relish working with students from other schools, cities and countries at a Model United Nations conference. In short, they can’t get enough of new and different experiences. Keep throwing things at them and they’ll keep rising to the challenge. In addition, successful learners also look outside the classroom, both literally and metaphorically. In fact, they look beyond everything they know to the big, wide world outside. They’re the students organising a charity fund-raising event or getting a recycling programme started. They’re the ones who participate in International Award and Model United Nations. They’re the ones who join every club and society going. They’re the ones who truly engage with their local communities. In short, they embrace every opportunity that comes their way. And you’ll easily be able to recognise these successful learners. They’re adaptable and

flexible. They’re active, energetic and confident in the outside world. They’re not frightened of life (an important quality for international school students in particular) and show initiative. You’ll also be able to recognise in them a sense of duty and responsibility. They care about other people. They want to save the world. And for these types of learners, the opportunities are endless. They’ll be in demand from universities from around the world. And then they’ll be in demand from employers around the world. A positive, questioning, energetic outlook is what’s required in today’s global employment market, and even more so in the future. The successful business people, sportsmen, diplomats and artists of tomorrow are the successful learners of today. This is why they’re so engaged right now, both inside and outside school – it’s an extremely big world out there, and they’re learning how to be an important part of it.




CETA High Performance – Personal Programme (PP)

t e n n i s


This specialised programme is available for selected Adult and Junior players, trying to raise their level with clear, specific goals. Personal Programmes are designed specifically for players that require a range of components for their development, in an individualised environment. Programs include Privates, SMAP Biomechanical Assessments, TEC REP through ball machine training, Skill Acquisition activities and specific fitness programming and conditioning with our Director of Fitness and our Professional Hitting Programme, as well as additional Match Play.

CETA Elite Tournament Travel Team (ETTT) Our CETA travel team goes to events primarily around China and surrounding Asian countries. With our expertise in travelling to ATF & ITF events in Asia as well as ATP & WTA events for professional players, we have teams travelling to events with a CETA Coach who is available for all travel coach programmes. We currently work with numerous players coming to Asia in our International Home Base Programme in which we also have clubs in Japan, the US, Spain, Hong Kong, Singapore, Malaysia, Australia, Brunei and India. We have an extensive network of programmes and coaches available in these regions to assist our players when they travel, should they be in need of specialised care.

Competitive Players Pathway Programme (CPPP) The programme is designed for players looking to compete at national, Asian Tennis Federation (ATF 14’s) and International Tennis Federation (ITF 18’s) level. These players are aspiring to develop their tennis to an elite level and will be involved in training a number of days per week at various facilities throughout Shanghai. Competitive players will be exposed to Dead & Live Ball Feeding, SMAP On Court Biomechanical Assessments, Specific Fitness Conditioning and Mental Skill Development sessions throughout the programme. Players will be invited to become a part of travel teams competing around Shanghai and also travel to specifically selected tournaments within Asia. The major benefit of this programme is that players have a wide range of team mates and opponents to practise with, who display similar levels of aspiration, talent and drive. CPP players will be encouraged to pursue competition at every possible opportunity.

Talent Advantage Pathway Programme (TAPP)


This programme is designed to give an opportunity to players displaying talent and the aspiration to begin their journey towards competitive tennis. These players are experienced and have a strong understanding of the game, and are looking towards competing at national level. The major benefit of this programme is that players have exposure to team members with similar levels of aspiration, talent and ambition.


Summer Camps


“Your Tennis Experience” is a concept which allows us to bring our players to countries worldwide to train, compete and play against players from all over the world. It gives our players the experience of being an international player in a safe, fun team environment, and provides an opportunity for CETA players and other overseas guests to come together to create a truly international camp.






Successful learners love Support

Even the most resourceful, resilient and independent learners can’t do it on their own. They have families behind them who support and encourage them. This doesn’t mean that the successful learner doesn’t have setbacks – far from it – but they do always have someone there taking an interest in them.


o try to find out more about what really engages your children, which means more than simply asking them what they did in school that day. Encourage them to talk about their studies, but also about what makes them laugh, or what makes them angry in the world around them. Help them to see the benefits of working hard and don’t reward a lack of effort

Mark Angus


or encourage excuses. Don’t do their work for them, and certainly don’t tell them they’re terrific irrespective of what they do. Instead, celebrate success when it’s been earned and show them that you value endeavour as highly as attainment. Talk about the wider world and make helping others a regular part of family life. Give them opportunities to show responsibility

and to take the initiative. Help them to understand that one day soon they’re going to be running the world. After all, the successful learners of today go on to become the successful people of tomorrow – and isn’t that what we want for them all?

ark Angus read English and Drama at Flinders University, Adelaide, where he specialised in Elizabethan and Jacobean theatre. He also has an MA in Early Modern Studies from King’s Principal College, University of London, where his main focus of study was The British International School the repertories of 16th- and 17th-century playing companies. Further Shanghai, Nanxiang Campus study includes a Post-Graduate Diploma in Acting from Mountview Theatre School, London, which was followed by six years as a professional actor in theatres throughout the UK. He gained his PGCE in Secondary English from the Open University and was previously the Academic Deputy Head at Westminster Cathedral Choir School in central London.  He has been at BISS since 2007, becoming Principal in 2009. Mark Angus has written for the theatre and radio and published articles in a variety of journals on a diverse range of subjects, from Victorian crime to the theatre of Sophocles. His interests include literature, theatre, wine, sport and travel.



School Life




STAGE, NOT AGE Why the English Curriculum is also suited to the international school environment by Mark Angus Principal The British International School Shanghai


nternational school learners: who are they? A fundamental and seemingly straightforward question, but nevertheless one that repays closer inspection if we are to better understand how pupils are best served in an international learning environment.

While young people all over the world are required to confront any number of pressures that their parents and grandparents didn’t have to face, it also seems that international school pupils – in addition to the normal problems of childhood and adolescence – face a range of challenges that are unique to them and which may have an impact on their learning, putting them under even greater strain than their home country counterparts.





The issues facing international learners Consider, for instance, the sort of transitions that many international school pupils undergo: • leaving a familiar home • leaving an existing school • leaving a network of friends • moving to a country where the language, culture, media and food may be unfamiliar and challenging • being without extended family support groups • perhaps leaving well-loved pets or toys • restricted play or sporting facilities • personal security issues Any of the above could have an effect on the most resilient of children (or adults, for that matter), but for those who have not developed sufficient coping skills and strategies, the process can be overwhelming. Consider also the types of home environments international learners may experience: • separation for extended periods of time due to work • limited social interaction with people outside the family • a sense of physical isolation • a learner’s parents may not speak English, meaning they mix socially only in communities who don’t use English

These are the sorts of circumstances in which international learners frequently find themselves. The process of starting a new school in a foreign country can be disconcerting and disorientating enough, but when we consider all that pupils have to contend with, often at a very young age, it looks to be an extremely difficult task to support them, to help them to learn and to assist them to function in a relatively ‘normal’ way. The task becomes even more daunting when practical, school-related issues are also addressed. For instance: • in international schools, pupils may not be entirely competent or confident in the language of instruction



The process of starting a new school in a foreign country can be disconcerting and disorientating

• families may not understand the underlying principles of the system in which they have enrolled their children • pupils and parents may be undecided as to the tertiary education system they wish to follow • pupils may have large gaps in their knowledge as a result of frequently moving or transferring from one system to another • pupils may have difficulty adapting to different teaching styles, school organisation systems and expectations Therefore, the degree to which international learners need to be supported in their learning is probably even greater than in a home country environment. If this is the case, international schools should aim to provide a system of learning and teaching that takes into account the myriad factors above, while also providing




teaching and learning is driven by an understanding of what pupils need to know how to be able to do, rather than simply what they need to know

the means for accurate assessment, setting clear targets for pupils to work towards and designing programmes of study based on an individual’s strengths and the areas they need to develop.

How the English National Curriculum works For these reasons, the English National Curriculum has proved to be a valuable and robust system for providing international learners with the right sort of challenges and support. Its greatest strength in this respect is that it operates on the basis of Stage, Not Age. Subjects in the National Curriculum are divided into 8 levels of attainment (1 being the lowest, 8 the highest), and each level contains a number of key skills or competencies that pupils are required to attain. In the core subjects of English, Maths and Science these 8 levels are divided into a further 3 sub-levels which are classified in ascending order as c, b, a (2b is higher than 2c, 2a higher than 2b and so on). This nomenclature is used to indicate a pupil’s security within that level. A pupil with a level of 2c has attained some of the competencies within that level but not all, while a pupil at 2a has achieved all or almost all of those competencies. The emphasis on key skills and competencies means that there is a great deal of flexibility in how pupils are assessed and then taught, which is essential in an international school. Teachers are not necessarily bound by rules that say topic X must be taught in Year 3, or skill Y in Year 7. Rather, teaching and learning programmes can be modified to build on an individual pupil’s previous learning and skills, and can then be used to develop attainable, personalised targets

that enable pupils to make clear and measurable progress. In such a scenario, teaching and learning is driven by an understanding of what pupils need to know how to be able to do, rather than simply what they need to know.

The benefits of Stage, Not Age This helps international learners in a number of ways. Firstly, teachers have clear guidelines when getting to know and assessing new pupils on the competencies and skills they’re looking for. They seek to place each pupil within one of the eight level descriptors described above, noting as they do particular areas of strength and weakness. This is important, as the school records that accompany international pupils do not always provide such information, or are simply unavailable. Similarly, for highly mobile families, pupils may start at new schools often and so the interruptions to their learning need to be minimised as much as possible. Following on from this, teachers are then able to use the information gained from initial assessments to ascertain what is required to fill in the gaps in a pupil’s learning easily and effectively. This means that time is not wasted by teachers trying to get a handle on what new pupils already know. This is extremely important in the international school sector. A glance at the enormous and varied list of countries that pupils come from in a large international school tells us that expecting homogeneity is pointless. Year 6 will not be the same in the US as in Germany, Norway or Saudi Arabia. A Year 9 student from Australia will have studied different topics than their classmates from Belgium, Thailand or Korea. This is why the National Curriculum and its focus on competencies is so useful and effective.

It allows schools to describe in useful and practical terms pupils’ abilities and to delineate in detail the skills that they possess. It’s very clear, for instance, what skills a pupil who has attained a level 5a in Maths has. This information, because it’s clear and easy to understand, is also readily transferrable and helpful right across the world, irrespective of the system in which a pupil is learning. In an international school context, where families are highly mobile, being able to understand pupils’ abilities and skills quickly is extremely valuable. In addition, the National Curriculum allows pupils to be put into class groups appropriate to their age, irrespective of their previous learning. This is extremely important in the international sector, where there are so many mitigating factors that might prevent a pupil automatically being at the same place in their learning journey as other pupils of the same age. Experience has shown that pupils are able to settle more quickly in a new school if they are with peers of their own age, even if their learning experiences to date do not entirely correspond. National Curriculum levels also mean that it’s easy to identify where pupils need to be supported in their learning, or alternatively where they need to be extended. Pupils with English as a second language can learn alongside native speakers, for instance, or pupils who have studied geography in and about different countries can nevertheless work together with others with different knowledge when the focus is more on developing their key skills. This is possible because of the National Curriculum’s adaptability and the importance it places on Stage, Not Age. Pupils are given the opportunity to develop the competencies appropriate for them as individuals, given the skills they have


The focus on skills also means that units of work can easily and effectively be adapted for local circumstances

Mark Angus


already acquired, and these are not defined solely by the year group they’re in. Very effective teaching can then be designed around this principle of personalisation; a common sight in a successful international school is pupils of the same age working alongside each other at very different stages of their learning journeys. The focus on skills also means that units of work can easily and effectively be adapted for local circumstances. For instance, the History curriculum requires pupils to learn and develop a series of competencies, but it does not prescribe the historical periods, personages or politics they should study. This means that programmes of study can be made more relevant to local history and events, or to a particular class group, which in turn creates more relevant and engaging programmes of study. A further benefit is that using the National Curriculum effectively in an international school requires imaginative, thoughtful and resourceful teachers able to adapt what they teach and the way they teach it to suit the requirements of the pupils in front of them. International school teachers often bring



very different types of professional and life experience to the classroom, and these factors, combined with the demands of the National Curriculum, mean that the international school teacher is often more flexible, more creative and more able to personalise learning than their home-based counterparts may be. (An excellent example of how this may be done can be found in Family Matters Issue 7, where Katherine Norris, a teacher of English and Literacy in Shanghai, describes how she personalises learning for pupils with different backgrounds, experiences, skills and knowledge in an international setting.) Therefore, while the National Curriculum is very much a product of the English educational system, and was originally designed for use in schools in England and Wales, it has many qualities that make it eminently suitable to be used as the basis for programmes of study in international schools all over the world. It is flexible, provides good assessment tools and describes pupils’ skills and competencies in clear terms that can be understood anywhere, which is extremely useful for the mobile, international pupil. §

ark Angus read English and Drama at Flinders University, Adelaide, where he specialised in Elizabethan and Jacobean theatre. He also has an MA in Early Modern Studies from King’s Principal College, University of London, where his main focus of study was The British International School the repertories of 16th- and 17th-century playing companies. Further Shanghai study includes a Post-Graduate Diploma in Acting from Mountview Theatre School, London, which was followed by six years as a professional actor in theatres throughout the UK. He gained his PGCE in Secondary English from the Open University and was previously the Academic Deputy Head at Westminster Cathedral Choir School in central London.  He has been at BISS since 2007, becoming Principal in 2009. Mark Angus has written for the theatre and radio and published articles in a variety of journals on a diverse range of subjects, from Victorian crime to the theatre of Sophocles. His interests include literature, theatre, wine, sport and travel.





ENVIRONMENT By Martina Heuberger, Topic Coordinator and ‘Go Green Group’ Teacher, Pudong Campus and Pudthila Srisontisuk, Year 3 Teacher and Environment Club Teacher, Nanxiang Campus




t’s becoming hard to ignore the fact that environmental degradation is affecting everyone. The growing population is putting increased pressure on valuable resources, and disruptions in the global climate have adversely affected people’s lives regardless of where they live. As a result, environmental education has become increasingly relevant. Schools across the world are now incorporating environmental education into their curriculum.







n the past, teachers and families may have found getting involved in environmental education rather daunting and found it difficult to know where to look for information. However, things have changed over the past decade and this is an exciting time to get involved in environmental education, with many creative and high-quality resources to support both teachers and parents. Thanks to international development organisations such as Oxfam, WWF and ActionAid developing their focus on environmental education, it has been progressively easier for teachers and parents to get involved in educating children about these issues.

Sustainable families vs. tree-hugging hippies Historically, the environmental movement has been about ‘tree-huggers’ and ‘hippies’. However, this movement has changed its direction and is increasingly about finding a balance between a good quality of life and respecting the planet. People are more willing to embrace the concept of living responsibly by being aware of their community and local surroundings. The trend is to enable communities to take responsibilities for the impact their actions have on the environment. Sustainability and going green are no longer hollow political statements, but real lifestyle choices that families can make, to make changes both to their personal lifestyles and the planet in the long run. Sustainability is the new buzzword, but what does it really mean? According to the UK

Department of Education, the definition of sustainable development is “Understanding the need to maintain and improve the quality of life now without damaging the planet for future generations” (Developing the Global Dimension in the School Curriculum, March 2005). Practically and in a school context, this means children need to recognise that their actions have consequences on a local and global scale.

Global movement towards sustainability Globally, leaders and politicians have placed environmental issues high on their agenda. Around the world, there are legal instruments in place that highlight the need to take care of the planet. The United Nation’s eight Millennium Development Goals (MDGs), which range from halving extreme poverty to providing universal primary education by 2015, is a development blueprint for the world’s countries and leading development institutions. One of the MDGs is to “Ensure Environmental Sustainability”, which includes “Integrate the principles of sustainable development into country policies and programmes and reverse the loss of environmental resources”. In practical terms, this means countries need to provide information and take action to ensure that environmental issues such as loss of biodiversity, country policy, water sanitation and improving lives of slum dwellers are addressed. According to the UNDP’s latest report on China’s progress in achieving the MDGs, China has made significant progress in integrating sustainable development into the



Sustainability and going green are no longer hollow political statements, but real lifestyle choiceS that families can make, to make changes both to their personal lifestyles and the planet in the long run

Recycling worker hauling the day’s collection




Amid the rapid urbanisation of Shanghai, it’s possible to see efforts aimed at preventing the city from becoming a concrete jungle.




With this global trend towards sustainability becoming increasingly evident, environmental issues are being integrated into the education system of most countries

country’s policies and programmes, as well as reversing the loss of environmental resources (China’s Progress Towards the Millennium Development Goals, UNDP 2008 Report). From a media perspective, we’ve seen the popularity of documentaries such as An Inconvenient Truth, Pixar’s Oceans and the BBC series Planet Earth and Life. Many animations targeted at children have also been produced with an environmental theme, such as Ferngully, Wall-E and films by Japanese Studio Ghibli such as Laputa in the Sky, Princess Mononoki, Howl’s Moving Castle and Tales from Earthsea. There’s undoubtedly a growing audience for movies and animations related to the environment, highlighting the trend of sustainability.

Changes in the curriculum globally With this global trend towards sustainability becoming increasingly evident, environmental issues are being integrated into the education system of most countries. For example, in the United States the Environmental Protection Agency has developed resources related to environmental education, which can then be

integrated into the curriculum in different states. The International Baccalaureate (IB) curriculum and the International Primary Curriculum (IPC), which are becoming increasingly popular in British schools, have integrated sustainability and environmental themes, as both curricula have a strong global dimension component. The current British National Curriculum also caters to environmental education, particularly in Geography, Science and Citizenship. From Year 1, the British National Curriculum for Geography stipulates that in teaching children “geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development.” And in Science, children from Year 1 should be taught to “care for the environment”. The British government has produced a document called The Global Dimension in Action which provides guidance to schools. It highlights eight key concepts which underlie the idea of global dimension in the curriculum. These eight key concepts are global citizenship,

conflict resolution, social justice, values and perception, diversity, human rights, interdependence and sustainable development. Although this document is not yet mandatory, many schools and curricula, such as the IB and IPC, are integrating these concepts.

Taking action at school and at home Children are increasingly exposed to these environmental issues, so it’s therefore crucial that teachers and parents educate children to raise awareness, create understanding and give them the skills to make sense of these issues and take action. There are various ways this can be done, such as involvement in community projects, setting up environmental groups, celebrating world environment days and encouraging family-centred activities.

Involvement in the local community Initially, it may seem daunting to find out what’s going on in terms of environmental initiatives in Shanghai. However, there’s a well-established network of businesses, organisations and




charities in the city for those keen on living a more sustainable life. As the world is watching how China will achieve its environmental goals, children growing up in Shanghai are exposed to new and exciting ideas on sustainability. Groups that help to do this in Shanghai include, but are not limited to, environmental organisations such as Marinedream, Shanghai Roots and Shoots and BioFarm. From an educational standpoint, many international organisations have also realised the importance of China and developed interesting resources that can be implemented locally. These include WWF, Oxfam, Save the Children UK, ActionAid, Global Dimensions, Greenpeace UK and UNICEF. People in these organisations are very keen and open to talking to those who want to get involved.

endangered animals and deforestation. At the primary level, getting involved in the environment group means doing hands-on activities such as setting up a worm farm, starting an organic farm and creating recycled artwork. At the secondary level, students develop their planning skills as they get involved in environmental projects which include raising money for planting trees, as well as implementing projects that promote whole-school awareness of environmental issues. Overall, students develop a better understanding of their place in the world and recognise what they can do towards achieving a sustainable lifestyle.

Setting up environmental groups

Integrating environmental education into the curriculum can be done in different ways, most commonly through cross-curricular projects and the celebration of global environment days. Cross-curricular projects are when children are taught through broad, subject-integrated themes. For example a topic on Oceans could integrate Science, Geography and ICT in one lesson. Schools can also get involved in cross-curricular theme days and weeks such as World Environment Week, Earth Hour and

Many schools in Shanghai have set up environmental initiatives for their students. Across the three BISS schools, environment clubs have been established with the goal of raising awareness and appreciation of global issues. Setting up these groups gets students involved and excited about environmental issues and topics such as organic farming,

Cross-curricular projects and theme days

there’s a wellestablished network of businesses, organisations and charities in the city for those keen on living a more sustainable life


Earth Day. These activities provide out-ofschool learning opportunities and support local projects organised by Shanghai-based charities. Benefits of these events include the enthusiasm they generate in the children. They also create an opportunity for the whole school to work together.

Family activities This learning doesn’t have to stop at school. There are ample opportunities for families to get involved. Magazines such as Shanghai Family, City Weekend and That’s Shanghai are a good source for eco or sustainable activities (i.e. Farmer’s Market, Eco-Design Fair) as well as community-based projects. Parents can also introduce environmental themes at home through books such as: Charlie and Lola by Lauren Child The Lorax by Dr. Seuss The Giving Tree by Shel Silverstein Varmints by Helen Ward and Mark Craste This article has shown what we, as adults, can do to help stimulate an interest in environmental awareness. Children are the future. As educators, it’s important we remember that for children to care about the world, they need to understand it. §

Martina Heuberger


Pudthila Srisontisuk



artina Heuberger’s keen interest in the world and how to Topic Coordinator and ‘Go Green Group’ look after it inspired her Teacher to study Geography and Pudong Campus Development Studies at the University of Sussex. Realising the importance of education in stimulating an interest and love for the planet, Martina decided to work in a school for two years as a SEN TA and classroom TA. Having enjoyed working in schools, she went on to do her PGCE at the Institute of Education in London and worked at an inner-city London school for two years before coming to work for BISS in Shanghai.

udthila Srisontisuk completed her Bachelors and Masters Year 3 Teacher and Environment Club degrees in International Teacher Relations at the London Nanxiang Campus School of Economics (LSE) and the School of Oriental and African Studies (SOAS). She received her PGCE from the University of Cambridge, where her focus was on Early Years Education.  Prior to teaching, Pudthila worked at a non-governmental organisation, Education Development Center, managing various education and public health projects in Southeast Asian countries.







MOdel citizens The rewards and benefits of participating in the Model United Nations By Aaron Milburn


Year 4 teacher and MUN Coordinator

As educators in international schools, we’re presented with a unique opportunity. At home, many of our students have no concept of the world outside their own neighbourhoods, let alone their own country. In international schools, our students come from a vast array of home countries, bringing with them their own cultures and world views. Since they’re living away from their homes and going to school with students from all over the world, one would think that gaining a truly international world view would be an obvious side effect of such an education. This is certainly true for many, but more can be done. The opportunity to be a member of a Model United Nations club affords students the ability to see themselves in a broader context, and to put themselves into the role of someone else in a very real sense.






odel United Nations is a simulation of the actual United Nations, wherein students take on the role of a specific country in the context of a specific committee (such as the General Assembly or the Security Council). Students debate and form resolutions to address issues pulled straight out of the headlines. Some issues from this year include addressing the mounting tensions between the Republic of Korea and the Democratic People’s Republic of Korea, addressing the use of human stem cells in scientific research and protecting women’s rights in third-world countries. This experience calls on a variety of skills: • research • parliamentary debate • writing position papers • assuming the role of a different country • strategy formation The skills learned through MUN are invaluable for any university-bound student. The ability to see various sides of an issue and form a strategy to address it based on these observations is an important skill in science-related fields as well as big business. Solid research skills are a must in most fields, as is the ability to express one’s opinions clearly and concisely. The culmination of any MUN club or class is an MUN conference. All of the students’ hard work builds towards this, where they’ll use the research they’ve done to debate other students in the context of various issues. A fledgling MUN is best served by going to an MUN conference tailored to local or new MUN groups, such as BISSMUN. These conferences are most easily

found by contacting representatives from other schools in the area. The MUN community is small and close-knit, and MUN directors are eager to help. Larger conferences such as MYMUN or BEIMUN require an invitation, which must be applied for at least a year in advance. These larger conferences are designed for very advanced representatives to really show off their stuff. Students who feel very confident about their abilities should consider these as a goal to work towards.

Who can benefit from MUN? When creating an MUN at your school, a choice needs to be made. Should this be an extracurricular activity that meets once or twice a week after school? Or should it be a class that students receive a grade in? Both approaches have their merits and drawbacks. If you choose to run a club, your members will be students with an interest in international events and debate. Your club will most likely attract students who already have some knowledge of the UN and the role it plays in the world, and they will most likely be very invested in the work they need to do to achieve success at MUN conferences. If your school decides to run MUN as a class, you’ll need to work with the appropriate staff to integrate it into the curriculum. One benefit to this approach is that you’ll most likely have a more varied class composition, with students who may know very little at the onset about the MUN and how it runs. They’ll begin experiencing day-to-day world news, something very new to them, and benefit immensely from this exposure to events outside their own home and country.

The ability to see various sides of an issue and form a strategy to address it based on these observations is an important skill in sciencerelated fields as well as big business

UN Headquarters in New York


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My students felt very close to some of these events, particularly the disaster in Japan and the hostilities between North and South Korea

Aaron Milburn Year 4 Teacher and Model UN Coordinator The British International School Shanghai

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his year was the first year our school ran an MUN. The students in my class came from all over the world, but they had in common that they didn’t follow local news, let alone world news. They ranged in age from 13 to 18 and all spoke English as their second or third language. These students were subject to an incredible amount of news. To recap some of the events this past school year: • Hostilities between the RPK and the DPRK • Protests in North Africa and the Middle East • An earthquake in New Zealand • Another earthquake in Japan, followed by a nuclear crisis • The secession of southern Sudan from Sudan • The election of Alassane Ouattara in the Ivory Coast and the resulting civil war My students felt very close to some of these events, particularly the disaster in Japan and the hostilities between North and South Korea. Having an open forum where my class discussed these events daily really helped to spark discussions. Our class used a forum on our school’s Moodle, which I moderated, to discuss the day’s news. Other teachers reported to me that as time went on, they observed the students discussing current events more and more with their friends. My conclusion is not that teenagers don’t care about current events, but rather that they simply don’t know what’s going on most of the time. I found my students



to be very empathic towards the plight of abused women and children in the world, concerned about mounting hostilities between North and South Korea and shocked by the amount of poverty in the world. MUNs typically use English as the language of debate, which makes it a challenge for students with limited English proficiency; however, research can easily be done in almost any language. The UN website is available in English, French, Chinese, Russian, Arabic and Spanish, as are their podcasts and articles. I encourage my students to use whatever format (print, audio, video) works best for them to consume their news. One of my students from Year 9 had this to say about his experience with MUN this year: “By being part of the Model United Nations I think I have really gotten to understand the world much better and the balance between our efforts, the gains and the room for improvement. As well as this I have learned that the world seems to respond OK through the UN to world issues. However countries have very clearly showed that if it does not benefit them in any way they will not invest in it at all. In this way countries are quite selfish and this still needs to be improved on a lot before we can raise the poverty line or ever dream of sustainable development.” With intelligent, caring young men and women such as this learning about the benefits and setbacks of the real UN, we are moulding the future of world politics. §

aron Milburn received a Bachelor’s degree in English and a Bachelor’s degree in Computer Science from the College of William and Mary. He received his Master’s in Elementary Education from George Mason University. He spent four years working as a government contractor in information technology before making the transition to education. Aaron and his wife moved to China to teach in the international school system and to learn Chinese. Before BISS, he taught in Suzhou and Arlington, Virginia as a classroom teacher of students ages 6 to 9 and as an ICT teacher for ages 5 to 13. He began Model United Nations clubs in both Suzhou and Shanghai. He teaches Year 4 and runs the MUN class for KS3 students.




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Personalising learning By Dr Terry Creissen OBE Executive Principal The British International School Shanghai


f you really want to make the right choice of school for your children, you need to be aware of how the school meets their individual needs. With a class of pupils, how can we really guarantee that all children are stretched and supported in developing their skills, knowledge and understanding so that they remain motivated and passionate learners? There are many ways in which schools try to make the learning experience individualised to pupils. Perhaps the best way is one-toone tutoring, but there are many other ways that teachers can group pupils to ensure that they are challenged and stretched on an individual basis. Some schools choose to select their pupils on entry through testing, similar to many private schools in the UK and elsewhere. Others offer a streaming approach which classifies learners as high, average or low ability. This approach is, in my view, fundamentally flawed because it fails to recognise that there are different skills required to be good at Maths compared with English. Branding them through selective education or streaming fails to recognise their individual talents and fails to support their specific areas of development. Similarly, relying on mixed ability can be harmful because few teachers can manage the individual needs of pupils effectively in broad ability groupings. Professor Eric Bolton, the former Chief Inspector of Schools in England, said that in classes where no setting takes place, “Most teachers aim for the middle: The bright children are frustrated and the ones at the bottom get left behind.�




This is why many schools, such as The British International School in Shanghai, have adopted a more flexible approach through setting. This targets pupils at different abilities in different subjects. Children are tested to find out their innate abilities and then placed in sets tailored to their learning needs. The problem with any approach that groups children by ability is that children do not always progress in their understanding at a fixed and steady rate. In the same way that they have physical growth spurts, children also experience mental growth spurts. One minute they are half the size of their parents and before you realise it, they are towering over us. The learning process is not an exact science and many children experience a series of “eureka” moments when they suddenly make the breakthrough in a specific area. Teachers see this regularly in lessons when children just seem to “get it”. A problem that they have not

Dr Terry Creissen OBE


been able to master suddenly becomes clear, and they make a great leap forward in their understanding. So, even with a setting system, there needs to be flexibility throughout the academic year to ensure that children can move easily between sets, based on their progress. This requires teachers to make continuous assessments of the abilities and progress of all pupils in their classes, coupled with formalised tests and questioning to check understanding along the way. This progress needs to be carefully tracked and measured against standardised assessments to ensure that the teachers’ assessments are in line with other staff. In the UK, this was previously managed through the Standardised Assessment Tests (SATs) but good schools prefer a more regular, termly assessment to ensure that their judgements on individual pupils are accurate. At The British International School, we use GOAL assessment, which is an online resource linked to the standards of the UK National Curriculum. It’s a great way for teachers

to moderate their own assessment and to identify areas for further development at an individual level. So, when you visit a school, ask them how they ensure that children in classrooms are monitored and assessed to ensure that they’re making the right level of progress, and ask how they provide additional support to children who are experiencing difficulties with their learning. Check to see if they have a learning support teacher who can sometimes work with children on an individual basis for a short period of time to overcome barriers to success in the education system. If they’re using a setting system, check to see if there are systems in place to ensure consistency in marking and termly checks to guarantee that learning growth spurts are rewarded and that areas of concern are quickly addressed. Only by asking the right questions can you be sure that your children will be given the chance to thrive and be the best that they can be.

r Terry Creissen worked in various schools in the UK prior to taking up the role of leading our schools in Shanghai. A former Schools Inspector, Terry has been a consultant for the British Government and has served on national educational groups in Executive Principal The British International School Shanghai the UK. Terry is a qualified Trainer and Consultant Leader for the National College for Schools and Children’s Services in England. He is a long-standing member of MENSA. In addition to his degree and teaching qualifications from the University of Sussex, he has an MA and MBA in Educational Leadership and Management and was awarded the OBE by the Queen of Great Britain in June 1997 for “services to education”. He is a keen musician and a Fellow of the Royal Society for Arts (FRSA). Terry is passionate about education and strongly believes that the children always come first. Dr Creissen is based at our Pudong Campus in Shanghai, where he is the designated Principal. He is the Executive Principal for our Shanghai schools.







LEARNING ON THE JOB What makes educational travel educational? By Devin Corrigan, WildChina


s a middle and high school student on the east coast of the United States, my idea of educational travel was defined by school trips to New York, Washington, DC and YMCA camps in Massachusetts, always highlights of the year. Of course, we were thrilled at the prospect of a couple of days with no classes, but the teachers’ goals for these trips were a bit more ambitious. They wanted to push us out of our comfort zones, encourage us to bond with classmates we passed wordlessly in the halls and expose us to history, culture and current affairs outside the classroom. That meant high ropes courses and orienteering at the camps, tickets to a Broadway show and tours of the United Nations building, the Met and the DC war memorials. Now, as a member of the Education and Non-Profit Team at WildChina, I find myself constantly revisiting my concept of educational travel. I do think that educational trips should foster class bonding, cultural understanding and stretching personal limits, but I’ve realised that these things are seeded by a simpler idea. From my experiences leading trips around China for international high school groups, I believe the key to successful educational travel can be summed up in one word: purpose.

Purpose, to me, means having a theme and a focus, knowing what you hope to achieve out of the activities and sites on your itinerary and encouraging students to reflect on the trip as it unfolds. Why are you travelling? What can you learn here that you can’t learn at home? How are you going to change after you leave this place? With this mindset, everything else falls into place. This past autumn, I worked with an educator from Hong


protein is in short supply. They also spent time in the village’s primary school teaching English vocabulary, basketball skills and songs to local children.

The students lived in very basic conditions with local villagers and worked hard during the day, diligently plotting out a curriculum to use at the school and finishing the entire retaining wall (they’d only been expected to build a portion). That was impressive enough; what stayed with me after I came back to Beijing, however, was the balanced, meaningful and consistent tone of the trip. The students were very serious about their work, and thoughtful about why they were doing it; but they also managed to have a tremendous amount of fun. Kong who expertly maintained the focus of his 20 high school students during a community service trip in Guizhou Province. We spent three days in Baibi Village, an isolated Miao community outside Kaili in eastern Guizhou. We were there to think about what community really means. This spirited and driven group of students built a concrete retaining wall around the edge of a rice paddy, paving the way for the creation of a new fish pond – a crucial food source in a place where

That atmosphere started at the top. It was established by the teachers, and my colleagues and I supported it in every way we could. The teachers did this by constantly reminding the students why they were in Guizhou, though this took the form of discussions rather than lectures. For example, a few hours after teaching in the school the students had a bit of free time. Some of them wanted to take the basketball they’d used earlier at the school for a pick-

up game. The teacher shook his head, reminding the students they weren’t in the village to play basketball and that interacting with their host families or writing a journal entry would be a much more worthwhile activity. The students handed over the basketball. I watched this interaction, impressed. It might not seem like a big deal to let the students have a game or two, but that would have been a wasted opportunity to do something more meaningful with their very limited time in Guizhou. The teacher recognised that because the purpose of the trip never left his mind. As the tour leaders on the trip, my colleague Sarah and I were there to help support the school’s mission, with ample help from our expert local guide, Jacky. We did our best to help communicate the needs of the village to the group, so the students understood that what they were doing had a true impact. We also put a high priority on organising everyone’s time in a way that encouraged a balance of service, fun and reflection. This sense of purpose is something that began with a lot of planning, well before the day we arrived in Guizhou. Just as important, however, is being ready to embrace the moments you can’t prepare for; in fact, that’s what travelling is really about. Sometimes all it takes is an unexpected moment – a snapshot of daily life – to bring a trip into focus. After the students had put the finishing touches on their fish pond project and we had gathered on the road to depart, an elderly Miao woman approached our group with a giant smile on her face. Using a mixture of Mandarin and Miao dialect, she explained to Jacky why she was so content. Jacky told us she was happy about the sunny weather and our presence in the village. Jacky, who is half-Miao, then explained that she was about to



start singing: “Miao people have to sing to show they are happy!” Right on cue, she closed her eyes, tilted her head back and broke into a slow croon that might have seemed mournful if not for the smile still spread across her weathered face. Students, teachers and villagers alike stood motionless as she sang, and when she had finished she distributed bags of sunflower seeds as gifts. For all we had heard and experienced of the famously friendly Miao community, nothing brought it home like the infectious elation of this village elder. After the trip, I got an email from the teacher. He’d begun to review the students’ journal entries, and the recurring theme was the crucial relationship between one’s happiness and one’s connection with the local community. From my perspective, our time in Guizhou was everything an educational trip was supposed to be. The students pushed their limits and surprised themselves; they learned about Miao culture; and they got to know each other better. And thanks to the various components of our trip’s consistent mission, planned or not, to learn about community, the students found that they’d learned a bit about themselves, too.


Devin Corrigan is a Senior Associate of the Education and Non-Profit Team at WildChina, an awardwinning travel company that provides distinctive, responsible travel experiences to all corners of China. WildChina’s community service trips allow travellers to immerse themselves in Chinese culture, language and life, and create meaningful change in underserved rural communities.







PORTUGUESE DELIGHTS Chef Ricardo Bizarro shows Family Matters how to cook Portuguese fare

Ricardo Bizarro is a talented young Portuguese chef who cooks with imagination and originality, presenting contemporary Macanese cuisine with a Portuguese influence. Fuelled by his international savvy, extensive resume and culinary dreams, Bizarro has created a menu with global tastes, using fresh local ingredients. Ricardo showed Family Matters how to cook charcoal-grilled African spiced organic chicken with truffle potato mash.

Ingredients Chicken:

Chicken Lemon juice Garlic Olive oil Paprika Salt & pepper

Charcoal-grilled African spiced organic chicken with truffle potato mash


Garlic Onions Turmeric Paprika Curry powder Boiled eggs Coconut milk Portuguese sausage Olive oil White wine Dry coconut Salt & pepper

Truffle potato mash: Potatoes Milk Eggs Nutmeg White truffle oil Salt & pepper


Marinate the chicken with the ingredients, then panfry it with extra virgin olive oil and garlic at a high temperature. The skin must be crispy, but don’t cook the chicken for too long because it then goes into the oven with the sauce on the top for at least five minutes. For the sauce, sautée all the ingredients (except the liquid ones), then refresh it with white wine, let the alcohol evaporate and add the coconut milk, and boil for about 10 minutes. Then blend everything, and it’s done. The coconut milk is very important to the balance of the dish. The sauce has a lot of turmeric powder, and the coconut milk cuts its bitter taste and ensures the sauce isn’t too hot and aggressive. Ricardo says: “This is my favorite Macanese dish. This dish was created by a mixing of spices and cultures. When the Portuguese arrived in Macau they tried to cook their own traditional dishes, but with local products, because they weren’t used to the local food. They started sharing knowledge with Chinese people and using spices from Africa and India. And with all of these experiences, over time they created this dish. “I use organic chicken because the flavour is completely different to regular chicken, and of course it’s healthier. In my opinion the most important aspect when cooking is the quality and freshness of the ingredients. I’ll never forget what my first chef in school told me one day: ‘Bizarro, with good ingredients you can ruin a dish; but with bad ingredients you can’t create a nice dish, even if you’re the best chef in the world.’”




SEE THE FUTURE Financial planning without a crystal ball by Matthew Riddington Associate Austen Morris Associates


hroughout my 20 years of financial planning, I’ve been told many times, “You didn’t predict that, did you?” The premise that as an advisor I should be able to predict the major catalysts that affect investment performance is pure fallacy! September 11, the collapse of the financial markets and more recently events in Japan have all resulted in global downturns in investment performance. I believe that success in financial management lies in having flexibility and diversity within your investment portfolio. Whether saving on a regular basis for the costs associated with children’s education, planning for the inevitability of retirement or investing a capital lump sum to provide a regular income or capital growth, the requirement for competent individual financial advice has never been greater.






School Life

There’s no avoiding it: investing and risk go hand-in-hand

Investments with greater inherent risk must provide higher expected yields if investors are to be attracted to them

of just how unpredictable stock markets can be. The credit crunch, higher interest rates and a number of other factors saw the markets beset by volatility (the rapid movement of share prices up and down).

There’s no avoiding it: investing and risk go hand-in-hand. The truth is that risk, in its simplest sense, is the variability of returns. Risk is a fact of life for any investor. Thanks to inflation, there’s even risk in doing nothing. To earn rewards you have to assume some level of risk. If you minimise risk you may also minimise your chance of achieving your goals.

The media made much of this volatility, and people were understandably concerned that their investments would lose money. Some financial commentators have forecast more to come, with the risk of a double dip recession, so it’s important to understand exactly what market volatility is and why I believe investors should consider such movements a normal and healthy feature of stock market investing.

Understanding the level of risk you’re willing to take is crucial. It’s likely to be one of the first things a financial adviser will ask you about, a process known as risk profiling. This is essential, as the more accurate your risk profile, the greater the chance of recommending the most suitable investments for your needs.

Stock markets go up and down all the time; this is how they work. Despite this, markets have historically followed an upward trend, even in times of short-term volatility (see chart below). That said, fluctuations both positive and negative can be sudden and dramatic, and may catch even experienced investors off-guard.

Remember that over time, as your personal circumstances and the economic outlook change, so too might your attitude to risk. So it’s essential that you regularly review your investments to make sure they continue to reflect your needs.

In turbulent times, therefore, it’s all the more important to understand the fundamentals that underpin stock markets, look beyond shortterm volatility and consider market movements with a longer-term perspective.

The single best way to protect your portfolio is to spread your risk across several different types of investment

Timing the market, trying to spot the lowest of the low points and the highest of the highs, is difficult. Diversification, on the other hand, is easy and effective. The starting point is an accurate assessment of your tolerance to risk.

There are many different assets in which you can invest, each with different risk characteristics. While the risks attributable to assets cannot be avoided, when managed collectively as part of a diversified portfolio that spreads investment funds among classes of securities and localities in order to distribute and control risk, they can be diluted.

When markets are turbulent, it’s natural to be concerned about how your investments will be affected. Yet with suitable long-term planning, short-term market volatility need not be a concern The latter part of the first decade of the 21st century provided investors with a stark reminder

In volatile times you’ll feel very exposed unless your portfolio has been crafted around your own personal risk profile. Picking the right investment is essential to securing performance and successfully riding out volatility. But what is the right investment, and what are the right sectors to invest in? Here again diversification and expertise are key. Investment funds run by professional, well-resourced fund managers can offer a route to both, with the associated benefit of a knowledgeable financial planner. Advice is the key. The logical response to a volatile market is that it creates good buying opportunities, as shares actually cost less. Investing on a regular basis can further dilute the risk to investment and provide significantly greater returns.

Holding too many assets might be more detrimental to your portfolio than good. If you over-diversify, you might not end up losing much money, but you might be holding back your capacity for growth, as the proportion of your money in different investments will be too small to see much in the way of positive results. The need for sound financial advice has never been more appropriate. Different markets perform differently at different times, so one of the most effective ways to achieve consistent returns is to spread your money between several different types of assets or markets. This is known as diversification. Diversification gives you greater potential for growth because your portfolio is not dependent on any one company, fund or sector doing well. So if one of your investments is performing less well, others should be performing better to compensate. This means you reduce your potential risk. Diversification can be achieved in a number of ways: By asset class – the simplest form of diversification is spreading your money across equities, bonds, cash and property By country – investing internationally means you’re not limiting your investment to the fortunes of only one country By industry sectors – consider investing across a variety of sectors such as energy, financial services, industrial and health care By investment style – creating a balance between funds that concentrate on growth opportunities and others that focus on value stocks, those whose potential has not yet been recognised by the market

Effective diversification Investing in a range of funds and fund managers provides a simple and effective method of diversification. Because your money is pooled together with that of other investors, each fund is large enough to diversify across hundreds and even thousands of individual companies and assets. What‘s more, all investment decisions are managed by leading investment experts. The opportunity to take professional independent financial advice should never be undervalued. Risk awareness and diversity of portfolio are key to the ongoing satisfaction of investors. So when clients say, “You didn’t predict that, did you?” – I tell them that we had it covered. §

Matthew Riddington is an Associate of Austen Morris Associates in Shanghai. If you would like an introduction to Austen Morris Associates or an appointment to discuss savings or investment planning with Matthew, contact us on (021) 6390 1233 or email matthew.r@



The fact is, there’s no such thing as crystal ball finances. Different markets perform differently at different times & the most effective way to achieve consistent returns is to spread your money between several different types of assets or markets - diversify.




And to do this, the need for sound financial advice has never been more appropriate.

Matthew Riddington Associate Financial Planning and Wealth Management T. (86 21) 6390 1233 M. 18616822892


Head Office Asia Pacific, 19th Floor Guangdong, Development Bank Tower, 555 Xujiahui Lu, Shanghai, China 200023





HEDGE FUNDS: MYTHS AND FACTS By Robert Webb Senior Associate Elgin Group


he very term ‘hedge fund’ rouses emotions, many of them hostile. Never has an industry so extensively studied by ‘experts’ produced such a surplus of myths, misunderstandings and half-truths. They have been demonised for causing instability in financial markets and are often associated with greed and ruthlessness. The incomes of many top hedge fund managers, often on a par with their egos, can be 100,000 (yes, that’s one hundred thousand) times that of the average Joe in the developed world. Investors disappointed by the dismal performance of equity markets over the past decade are flooding into hedge funds in search of managers who they hope will make consistently good money for them regardless of where markets are going. Try Googling “hedge funds” and you’ll get over 9 million results – about 20 times the number five years ago. Before going on, we should define what the beast is. There are varying definitions, but the one we think most complete is the following: Hedge funds are investment vehicles that explicitly pursue absolute returns on their underlying investments. They invest within the financial

markets (stocks, bonds, commodities, currencies, derivatives, etc.) and/or apply non-traditional portfolio management techniques including, but not restricted to, shorting, leveraging, arbitrage and swaps. They can invest in any number of strategies and are perhaps most readily identifiable by their structure, which is typically a limited partnership (the manager acting as the general partner and investors acting as the limited partners) with performancerelated fees, high minimum investment requirements and restrictions on types of investor, entry and exit periods. What does it mean to ‘hedge’? It means to manage risk. In the end, the best managers are

the ones that best manage the many risks associated with financial markets. Why are they so controversial and despised by many? There are several reasons, the most important being: • Use of leverage (borrowing a multiple of the principal available for investing). This amplifies returns but also losses. Excessive leverage can lead to systemic risks, as was the case with Long-Term Capital Management (LTCM) in 1998. • Lack of transparency. Most hedge funds don’t need to disclose their activities to third parties, often quoting confidentiality and proprietary



systems. While most funds operate with strict compliance, the lack of transparency can also lead to fraud, which is often difficult to detect. Bernie Madoff was an extreme case of massive fraud. • High fee structure. Typical fees of 2% of assets + 20% of profits eat into investor returns. So should hedge funds be considered at all? Absolutely. While no one has exact numbers, there are probably close to 10,000 hedge funds, managing in total about USD2 trillion. There are probably a few hundred top funds out there. They attract the brightest managers and provide good risk-adjusted returns to their investors. When vetted properly, hedge funds are essential in portfolio construction as they add to the

stability and performance of the portfolio. This is because they can produce positive returns in both rising and falling markets. A good portfolio manager should have the ability and tools to filter the best funds, but also have the necessary relationships which open doors to great managers. Many of these great managers fly under the radar and don’t even have websites. Many investors believe they’re following the old eggs and baskets adage by holding lots of different stocks across a variety of sectors and countries. On the surface this may appear to be a quite well diversified portfolio… apart from the fact that they’re all equities, with maybe a few bond funds chucked in for good measure. These days, markets move together with a very high degree of correlation – Wall Street

sneezes and the rest of the world goes down with bubonic plague – so the addition of assets and strategies that can perform well, at times when the stock markets of the world do not, helps deliver far smoother returns than a portfolio overweighted towards equities. We end with a word of warning. No matter how good some hedge fund managers are, they can never always get it right. With hedge funds it’s very much about the skill of the manager himself (rather than a bunch of spotty graduates sitting around a table sipping lattes) and his commitment to his fund and strategy, which is why it’s sometimes very difficult to see exactly what he’s doing. The likes of George Soros and John Paulson don’t earn billions of dollars each year by letting on what they’re up to. §



We end with a word of warning. No matter how good some hedge fund managers are, they can never always get it right




photography by martin brown


artin is a British photographer and has somehow found his way to living in Shanghai. In recent years Martin has lived, worked and studied in the United Kingdom, the United States, Canada and, since 2008, Shanghai. From the UK to North America to Asia, Martin

has been gaining a reputation for bold and innovative photography. He has a passion for night time photography, editorial, travel and fine art photography; however, given the opportunity Martin also enjoys undertaking portraiture projects and teaching photography skills to others keen to learn.

m a rt i n b row n p h o to g ra p h y




[ if you have any questions for martin please contact ]



School Life

Ask the experts



THE ROAD LESS TRAVELLED Other ways to get around Shanghai by Ryan Metz Director of Shanghai Operations Pricoa Real Estate and Relocation Services


hanghai has 45,000 taxis, the world’s longest subway with 420 km of lines and the Hongqiao Transportation Hub combining an international airport, a highspeed railway station and a long-distance bus station. Yet with congested roads, a population of over 20 million people and humid summers with temperatures in the high 30s, getting around Shanghai can be challenging at times. When an available taxi is nowhere to be found and the subway is overcrowded, consider some of Shanghai’s alternative transportation methods.

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Bus system Many foreigners living in Shanghai rarely consider the city bus system, due to the language barrier. Bus routes and maps are written exclusively in Chinese characters, which makes bus travel seemingly inaccessible for non-Chinese readers. However, with a little initiative, this massive transportation network of over 500 public bus routes proves an excellent way to move around the city. Bus route numbers are posted above the front windshield or side of each bus and correspond to the bus route posted at each bus station. At each bus stop along the route, a list of stops is posted. This list helps riders determine where they are along the route (the stop they’re at is clearly marked) and, by identifying the destination stop, the rider can use this to find the bus route(s) between the two locations. For example, if after visiting the historic buildings on the Bund, he wanted to go to Jing’an Temple, a rider at the Bund bus stop on the cross street of Zhongshan Dong Lu and Jiujiang Lu would catch a number 20 bus, as Jing’an Temple is a stop on that bus route, seven stops away. (See sample bus route below.) The key to deciphering Shanghai bus routes

lies in knowing the name of the bus stop you’re at, and that of the destination stop. Fluency in Chinese is not required, but recognising the Chinese name of the two locations is a good way to start exploring the bus system. There are also websites that translate many of the bus routes. An excellent starting point to riding the bus is to find the bus route between home and work or school. This will serve as a convenient back-up on rainy days or when taxis are scarce. Moreover, getting lost on the bus system is not too worrisome – the worst-case scenario means getting off the bus and catching a taxi... if you can. Other advantages of the bus system are cost and, surprisingly, comfort. Fares are generally RMB2, and are paid with pre-paid cards or cash. Bus drivers do not give change. Almost all buses turn their air conditioning systems on high during the summer months, and are in some cases cooler than the taxis and subway. With more people using the subway system, some bus routes are seeing lighter ridership with plenty of seats, but this is not always the case. For example, buses can be crowded during rush hours and some routes are still in high demand. Nevertheless, Shanghai buses are generally comfortable and clean.



The key to deciphering Shanghai bus routes lies in knowing the name of the bus stop you’re at, and that of the destination stop - Fluency in Chinese is not required




‘Black’ motorcycle taxis Despite being unlicenced, motorcycle taxis are a common sight across China, including Shanghai. Motorcycle taxis are typically found near shopping malls, subway stations and office buildings during peak traffic hours. For locals, motorcycle taxis are particularly popular on rainy days and during rush hour when taxis are difficult to get, or for short trips that are too far to walk, but too short to justify a taxi ride. While most motorcycle taxi drivers are middle-aged Chinese men who don’t speak English, seeing a foreigner on the back of a motorcycle taxi is not uncommon, and drivers are not shy about approaching foreigners to offer rides. Negotiation skills come into play when engaging motorcycle taxis, as they follow no standardised fare structure. The general consensus is that short trips in residential areas incur a minimum fare of RMB5. Short trips in the downtown area start at RMB10, with the shortest trip during rush hour or a torrential downpour costing at least RMB15. However, the length of the trip, the time of day, the driver’s mood and his perception of how well-off the rider is all affect the fare. Make you negotiate and clearly agree on the fare before you get on, to avoid an argument at the destination. Motorcycle taxis are often equipped for special requests. Most have an extra helmet provided at no charge, or the driver will let the rider use their own helmet. On rainy days drivers may have an extra rain slicker that the rider can use, at an additional cost. Some taxis have a luggage rack to tie down small cargo, useful if you’re coming out of the mall with a handful of boxes and shopping bags. If you’re in a rush and the streets are gridlocked, a 20-minute taxi ride can potentially be completed in three minutes on a motorcycle taxi, weaving around traffic that’s at a standstill. So if you’re feeling adventurous, give a ride on a motorcycle taxi a try.

Negotiation skills come into play when engaging motorcycle taxis, as they follow no standardised fare structure

Bicycles and electric scooters Bicycles have long been a symbol of China transportation culture. In the past decade, electric bicycles have become popular, as they use a battery-powered motor that can be recharged with pedal power and are especially useful in hilly areas. More recently, electric scooters with powerful lithium or lead battery cells have been adopted as an economic and green transportation alternative. At latest count, approximately 20 million electric scooters are sold in China each year. In addition to being environmentally friendly, the electric scooter has many other advantages. Driving a car or any gas-powered vehicle requires foreigners to obtain a Chinese driving licence. Currently, no licence is required for operating an electric scooter; the scooter itself, however, requires a licence plate that most dealers can assist with. Batteries can be quite robust, able to hold a charge for up to 100 km in one use and allow top speeds of 50 km per hour. Moreover, e-scooters are very cost competitive, with prices around RMB2,000 for most models.

No need for gas; recharging the battery of an e-scooter simply entails plugging it into a standard electric socket overnight. Despite this, electric scooters raise some safety concerns. China doesn’t have a helmet law for scooter riders and even a minor accident can be extremely dangerous. Protective gear when operating the vehicle is a must. Some say e-scooters are too quiet, similar to the sound of a hairdryer. The low noise doesn’t warn other cyclists when an e-scooter approaches from behind. As a result, sudden lane changes by other motorists and cyclists are a real concern. Also, bicycle theft is prevalent – e-scooters are a popular target for thieves and a heavy-duty lock must be used, even when going into a store for just a few minutes. These are some of the most popular alternatives to the traditional taxi and underground transit system in Shanghai. There’s a multitude of options for quickly getting around the city, as long as you’re ready to be resourceful and adventurous!





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We stock a huge range of strings and grips, catering for all playing styles and requirements – advice can be provided regarding the best strings and tension for your game when you contact our stringing team.

All restrings are performed by highly trained restringers on our Kamex 8000 stringing machine, ensuring high quality restrings and no damage to racquets.








going green IN






hen it comes to environmentally friendly initiatives, Shanghai, and China more generally, don’t come top of the list. Sometimes poor air quality makes the headlines, as do other environmental scares. Nevertheless, the 2010 World Expo highlighted what the city and country see as a long-term necessity, namely sustainability in all aspects of urban living. The Expo introduced numerous urban best practices and concepts from all over the world, which the organisers strongly hoped would leave a lasting legacy for better urban life in China and around the world. The event advocated that future developments focus on environmental sustainability, efficiency and diversity.



Earth Hour Since 2009 Shanghai has been at the forefront of the Earth Hour initiative, which started back in 2007 in Australia and today has reached over 5,000 cities and 135 countries. This year, along with major metropolises such as Shanghai and Beijing, businesses and individuals in another 84 cities across China turned their lights off for one hour on March 26, as did global landmarks such as the Sydney Harbour Bridge and the Golden Gate Bridge in San Francisco, taking a stand against climate change. And with every year, the initiative is pushing to reach further and engage more people – this year, the message was to go beyond the hour, asking participants to make long-term commitments to protect the planet all year round.

First steps towards environmentally friendly initiatives Even before the 2010 World Expo and “Better City, Better Life”, Shanghai made headlines back in 2008 with the launch of URBN Hotel, China’s first carbon-neutral hotel. Located in the heart of the city, close to Jing’an Temple, and housed in a refurbished factory warehouse, using 100 percent locally sourced and recycled materials for the interiors, the boutique hotel boasts 26 chic rooms. URBN Hotel encompasses not only paid-for offsets but also intelligent energyreduction measures. Rather than a new build, the boutique hotel is based in an old factory, reusing local Shanghai bricks and reclaimed hardwoods, and also featuring a number of hightech energy-saving measures. The boutique hotel is part of a larger-scale expansion scheme through China by the owners behind the brand.

And the URBN Hotel in Puxi is not a standalone initiative. The Pudong side of the city, with more available space and innovative urban planning, will be the location of many more environmentally friendly practices. Pudong is especially favoured by many expatriate families for its spaciousness, Century Park and very often better air quality. Over the next two to three years, the new URBN Residences and Shanghai Tower will be putting together the beginning of a new era of cuttingedge environmentally conscious designs.

The new URBN Residences Spurred by the collaboration between China’s largest residential real estate developer, Vanke, and the team behind URBN Hotel, the new URBN Residences will be part of a large mixeduse development encompassing over 200,000 sqm of residential, retail and commercial space in Pudong’s Sanlin District. The residential part of the development is designed to feature 55 hotel rooms and 50 serviced residences, complemented by 4,500 sqm of dining, wellness and art space. URBN Residences will aim to surpass the 35 percent energy savings of URBN Hotel, with the long-term target being not simply to have a neutral carbon footprint, but rather a positive one. The project is even intended to discharge water – cleaner than the city’s water supply, aiming for LEED and China Green Star certifications.

Shanghai Tower By 2014, the Pudong skyline will have a new landmark – Shanghai Tower, a super-tall skyscraper rising 632 metres with over 120 storeys. Upon completion it will be the tallest



By 2014, the Pudong skyline will have a new landmark – Shanghai Tower, a super-tall skyscraper rising 632 metres with over 120 storeys. Upon completion it will be the tallest building in China and the second-tallest in the world, surpassed only by Burj Khalifa in Dubai at 828 metres




As the incubator for a new generation of projects such as URBN Residences and Shanghai Tower, Shanghai is certainly poised to play a major role in sustainable and environmentally friendly initiatives

building in China and the second-tallest in the world, surpassed only by Burj Khalifa in Dubai at 828 metres. Savills Shanghai has been appointed property and facilities management consultant for Shanghai Tower. Regarding the appointment, Albert Lau, Managing Director of Savills China, said: “Savills is delighted to have been entrusted with this most important and landmark project by Shanghai Tower Construction & Development Co., Ltd.. The appointment recognises our ability to provide comprehensive strategic and operational level services for this premium mixed-use commercial tower. To complement the quality of the super skyscraper, Savills Shanghai is committed to providing highly responsive and client-focused property management consultancy services to ensure that

Shanghai Tower will be one of the best locations for occupiers in the Shanghai market.” This skyscraper will be in the heart of Shanghai’s Lujiazui Finance and Trade Zone, adjacent to the Jinmao Tower and Shanghai World Financial Center. As the most prominent icon on the city’s skyline, Shanghai Tower’s transparent spiral form will showcase cutting-edge sustainable strategies and public spaces that set a new standard for green community. Within its 121 storeys, Shanghai Tower contains class-A office space, entertainment venues, retail, a conference centre, a luxury hotel and cultural amenity spaces, and will be registered for a high level of building certification from the China Green Building Committee and the US Green Building Council. Designed by Gensler, the world-renowned architecture, design, planning and consulting firm, the tower will be organised as nine cylindrical buildings stacked on top of each other, enclosed by the glass facade’s inner layer. Between that and the outer layer, which twists as it rises, nine indoor zones will provide public space for visitors. Each of these nine public spaces will have its own reception area featuring gardens, cafes, restaurants and retail space, while giving visitors a 360-degree view of the city. These intermediate levels will cut down the time needed for people to travel on the building elevators and provide community spaces where visitors have a place to meet, eat and shop. Both layers of the facade will be transparent, and retail and event spaces will be provided at the tower’s base. The design of the glass facade is described to be able to reduce wind loads on the building by 24 percent, meaning less construction

material will be needed, and the twisting feature will collect rainwater to be used for the tower’s air conditioning and heating systems, while wind turbines will generate power for the building. As the incubator for a new generation of projects such as URBN Residences and Shanghai Tower, Shanghai is certainly poised to play a major role in sustainable and environmentally friendly initiatives, setting an example not only within China but on a global scale. Meanwhile, until the next Earth Hour in 2012, each of us could commit to small changes (turn off the lights when not needed, recycle and reuse) to ensure our footprint on nature is as limited as possible. § For more information on suitable properties or compounds that will best fit your family’s needs, please do not hesitate to contact Savills Residential Leasing and visit http://residential. The details provided are prepared by Savills for information only. Savills cannot be held responsible for any liability whatsoever or for any loss howsoever arising from or reliance upon the whole or any part of the contents in this article.










RUN LIKE THE WIND Avoiding running injuries in Shanghai By Leah O’Hearn Sino United Health


hether you’re experienced or not, running can be a risky form of exercise. Studies have shown that 60-65 percent of runners experience injury each year. Whether you’re training for a marathon or just interested in taking up running as a form of exercise, have a read through these useful tips from medical staff at Shanghai’s SinoUnited Health. First of all, if you’re considering a marathon you need to begin your training at least six months before the event. Your body needs time to work up to an adequate level of fitness for the race; this goes for both complete beginners to the sport as well as treadmill junkies. Before you start training for a marathon, it’s a good idea to consult your doctor and gather as much information as you can to sort out a training programme that works for you. First-timers should be especially careful and start slowly. Gradually improve your times and distance by going for short runs, often. There’s no need to start in hard, and most medical professionals recommend no more than a 10 percent increase in mileage each week. Even still, when you start, you may feel adverse affects like muscle aches and general fatigue. It’s important to stick with it and push through not only the physical fatigue that sets in, but the mental block that will more than likely develop too. That said, there are times when you should stop pushing yourself and rest or consult a doctor or physical therapist. SinoUnited Health physiotherapist John Wang advises that if you experience pain in the hip, knee, shin, ankle or foot during a training session and continue to feel it in the next two or three runs, you should discontinue training and start looking for the reason behind the pain. These problems can quickly become serious if left untreated. Likewise, if you have symptoms like a sense of pressure all over your body, giddiness, nausea or continued shortness of breath after five minutes of rest, see your doctor. Wang is also keen to point out that when training for a marathon, running is enough, particularly in terms of conditioning for your lower legs. “The marathon is a cardiovascular

sport that may not require weight training for conditioning, so focusing on your heart, lungs and core strength can be beneficial. Weight training on the upper arms may result in additional muscle mass, which might in turn decrease your speed and add difficulty when running.” So go to the gym by all means, but focus on cardiovascular workouts and increasing your core stability. These important core muscles can be trained through Pilates or yoga, or exercises on a stability ball or wobble board. These exercises should be a supplement to your running programme. Physical therapists most frequently see patients for knee problems, anterior compartment syndrome (a build-up of pressure in the muscle caused by swelling or bleeding), tears, patellofemoral pain syndrome (sometimes called Runner’s Knee, this is a syndrome which affects the cartilage under the knee cap) and problems affecting the hip and lower back. To avoid issues like these, medical staff at SinoUnited Health point out that warming up is crucial... as long as you do it properly. Too much stretching before you run is generally a bad idea. Recent research shows that improper stretching, particularly before a run, irritates the ilio-tibial band and causes severe pain, as well as limiting overall running endurance. To warm up safely, it’s best to begin with a light jog and perhaps then a little stretching. You can also simply jog slowly at first and gradually increase your speed. Most of your stretching should come at the end of the run. If you’re training for a marathon, make sure you do train outdoors sometimes to give your body experience of different running conditions. However, in a city like Shanghai, if you’re simply taking up running for fitness purposes it’s not necessary to run outdoors. Conditions outside can actually compromise your overall fitness level with dust, air pollution and hard concrete adding unnecessary stress to your body (and that’s not even considering the crazy traffic). Remember that the treadmill has give to it; it’s bouncy in a way that concrete certainly isn’t. When running on a hard surface like

concrete, it’s more important than ever to have the correct running shoes, well-fitted and cushioned to give adequate support to your joints. While running, keep up your fluid intake, not just with water but with sports drinks designed to maintain the right electrolyte balance. SinoUnited Health’s Dr Peter Cheng, a specialist in rehabilitation and sports medicine who has in the past led running clinics, advises runners to drink 300 ml of water before exercising, 100 ml every 20 minutes and the same amount as the total weight lost afterwards. Take note of your diet and keep it healthy. Enjoy a wide range of foods for optimal nutritional benefits and remember to eat regularly. Finally – this should be obvious – don’t smoke. Your body will be better able to cope with the stresses of running if your lungs are working effectively. §



School Life

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urn injuries account for approximately 220,000 (Australia & New Zealand) and 450,000 (US) visits to emergency departments or medical clinics each year. 10 percent of those require hospitalisation.

(second-degree) burns involve damage to the epidermis extending into the dermis (second layer of skin); full-thickness or deep-dermal (third-degree) burns involve damage to both epidermis and dermis.

While most burns cause only temporary pain, the cost of a severe burn is high. Financially the acute and long-term care of a patient with a severe burn requires expensive medical treatment from not only acute care physicians and surgeons but also a team of specialised nursing staff, physiotherapists, occupational therapists, social workers and mental health specialists. Physical, emotional and social rehabilitation is often required for deforming and debilitating scarring. Time off work and a potential loss of future earning power can also add to the burden.

When determining the percentage of the body involved, each body part is assigned a certain number relative to the rest of the body. For example an arm is 9 percent of total body surface and a hand is 1 percent. Finally, the actual body part burned is relevant; burns to the face and neck, for example, can indicate airway involvement, which can be lifethreatening, and a burn to the hand can result in serious disability. The severity of burn can be greatly reduced in the initial minutes after exposure through basic first aid.

The majority of burns in children occur in the home. Over 50 percent of all burns in children are scalds from exposure to hot liquid. It’s not surprising that most of these occur in bathrooms and kitchens. It can take just one second for hot water at a temperature of 60C to cause a burn severe enough to require skin grafting. The water in our taps at home can be as hot as 70C! Hot coffee or tea spilled onto an infant can cause permanent scarring to a large proportion of the body, including the face and neck. The next most common burns in children are friction and contact burns, followed by flame burns. Friction burns are most commonly sustained when curious little hands make contact with exercise treadmill belts. Small children should never be in the same room when a treadmill is operating. Contact burns are caused by touching hot stoves, ovens, heaters, curling irons, etc. Other sources of burns are electrical from power outlets or damaged electrical cords, and chemical burns from common household cleansers coming in contact with the skin, eyes or being ingested. Sunburn is an easily preventable type of burn. In contrast, flame burns account for 80 percent of all adolescent and adult burns. Young men lighting inappropriate things on fire are the usual suspects. Burn severity is assessed by the depth of tissue involved, the percentage of the body surface involved and the parts of the body affected. The depth of burn ranges from superficial to deep. Superficial (first-degree) burns range from simple redness to damage to the outer layer of skin (epidermis), causing blisters; partial-thickness or mid-dermal

• Ensure your own safety and that of the victim by checking for danger • Remove heat source • Remove clothing • Extinguish flame; ‘stop, drop and roll’; smother patient with fire blanket • Cool the burn, ideally with running water from the cold tap for at least 30 minutes • If access to running water is not available then any water will do (water in a bucket or immersing in pool/lake/sea – anything that can lower the temperature) • Do not apply ice or ice water, as this may cause more tissue damage • Do not apply butter, ointments or creams to the burn initially, as they may trap the heat and may also introduce infection • Avoid hypothermia • Keep the rest of the body warm by removing clothing from affected area only • Use blanket or hold the patient close while cooling the burn • Do not use ice or ice water • Call for help or bring the victim to a medical care facility as soon as possible.

How to prevent burns

• Do not pass hot liquids directly over children • Supervise small children, especially in the kitchen or bathroom • Don’t leave cooking pots unattended, and turn pot handles away from the stove edge so that they can’t be pulled down by children • Keep kettle and other appliance cords away from the edge of kitchen benches • Supervise children around water dispensers (ideally either place on the kitchen bench or unplug so that the boiling function is disabled) • Keep small children out of the kitchen while cooking • Don’t heat baby bottles in the microwave • Set water heater to a maximum temperature of 50C • Always test water temperature before placing a child in a bath • Don’t use hot water bottles • Don’t leave heated oven door open or unattended • Keep children away from exercise treadmills • Don’t use electric blankets • Cover electrical outlets with child-proof covers • Use protective screens and safety guards around fireplaces, ovens, space heaters and radiators • Store all chemicals in child-locked cupboards. Keep in original containers with labels • Dress children in non-flammable clothing, especially at night • Install and maintain smoke alarms. Change batteries twice a year • Keep a working fire extinguisher in the home. Learn how to use it properly • Have an emergency exit plan for the household. Practise fire drills • Don’t smoke in the home or around children • Don’t smoke in bed

• Never drink hot liquids when holding a baby

• Keep lighters, matches, candles and flammable liquids out of little hands

• Keep pots, bowls and cups containing hot liquids out of reach of children (being mindful of their ability to climb, pull on tablecloths, grab arms, etc)

• Prevent sunburn by covering children in hats, shirts and sunscreen • Dress teenage sons in flame-retardant hazmat suits until the age of 30 §



School Life




PLAN FOR THE WORST, HOPE FOR THE BEST Preparing an emergency plan By Dr Jane Shen Obstetrics & Gynecology Shanghai East International Medical Center


xpats encounter certain challenges when living abroad, particularly when faced with an emergency. The following is a set of suggestions to help you prepare.

What can I do to prepare for an emergency in Shanghai? • Register at one or more hospitals (you can do this as a precaution, free of charge). • Get health insurance and make sure you understand your coverage (including whether medical evacuation is included in your plan). But remember that most hospitals will not be able to offer direct billing outside of office hours in the case of an emergency, so no matter how comprehensive your health insurance plan is, you should always have cash on hand. • Put an emergency kit together – ­ first aid kit, copy of passport, copy of insurance card, copy of a valid credit card, a list of any known allergies and pertinent medical information, copy of hospital contact details (including address, contact number and map if available), cash (many local hospitals

will demand cash up front before beginning treatment). If an emergency strikes, call the hospital while you’re on your way so that they can properly prepare for your arrival. Keep one kit at home, one at work and one in your car. • Identify 2-3 bilingual interpreters or friends to contact if needed (secretary, Chinese teacher, China Helpline (a paid translation service)). Even if you speak Chinese, you may have difficulty articulating your thoughts in the heat of the moment.

cash upon arrival at the hospital. In most cases, you can request that the ambulance take you to a specific hospital. • Specify a legal guardian empowered to make medical decisions for your child if both parents are away. • Have your consulate’s emergency number on hand. • Walk through a sample scenario, noting length of time of commute to hospital, location of entrance, etc.

• Identify emergency facilities and tour hospitals in your area (not all hospitals treat children!)

Shanghai East International Medical Center offers:

• Make an Emergency Action Plan and share it with your ayi, driver and emergency contacts.

• First aid kits for purchase from our clinic for RMB250.

• Get trained in first aid and CPR, and provide training for your driver and ayi.

• Regular first aid classes in English and Chinese.

• Call 120 for an ambulance only if the patient must be immobilised. Ambulances are frequently not the fastest way to get a patient to the hospital, since, sadly, traffic does not give way to ambulances in China. Ambulance drivers will need to be paid in

• Email or call 5879 9999 to check whether your insurance provider has a direct billing relationship with SEIMC. • Register and take a free tour of our facilities.§



School Life





A discussion with Dr Thomas By Dr Richard Thomas WorldPath Clinic International


his issue, I’ll write about what I’ve learned in the 40 years I’ve studied and treated obesity. Since I’ve had my own battle of the bulge (which I seem to have won), I have a bias that what I recommend has merit. First, I’ve noted that weight problems vary with the genetics of the individual, so some folks are best managed differently than I recommend. There is, however, a common problem that is a global phenomenon and contributes to the preponderance of obesity cases. What I see is that a huge percentage of the obese have a metabolic problem handling carbohydrates. When I examine an overweight person, I first look for evidence of acanthosis nigricans. This shows up as darkened skin in certain signal areas, mainly the back of the neck, under the arms and perhaps in the groin. If there is also thickening and creasing of the skin in those areas, the diagnosis is certain. These individuals have chronically high insulin levels in their bodies, which causes the acanthosis. It also means they are chronically over-consuming carbohydrates, typically white flour (bread, pasta, pastry, cereal), white potatoes or white rice, fruit juices or sugar itself. I tell them they are addicted to such foods; and when they are told to stay completely off them for one week, they moan about how deprived they will be.

Those high insulin levels are causing chronic sugar-seeking, and as more carbs are eaten, more insulin pours out, stimulating more carb eating. Insulin + carbohydrates rapidly results in fat production and storage. It seems too basic, but it’s just that simple.

“If Lustig is right, it would mean that sugar is also the likely dietary cause of several other chronic ailments widely considered to be diseases of Western lifestyles — heart disease, hypertension and many common cancers among them.

I don’t believe that most fruits are similarly toxic, but one must also avoid fruit juices, which are concentrated sugars, as well as bananas, pineapples and sweet melons, at least for a time, until the body’s insulin levels have enough time to subside to normal levels. In a fascinating recent article in the New York Times, it was revealed that high-fructose corn syrup is particularly toxic and damages the liver, the main metabolic regulator of our nutrition. The article by Gary Taubes, titled ‘Is Sugar Toxic?’, should be read by everyone who is overweight. (Google: New York Times is sugar toxic?)

“By the early 2000s, according to the USDA, the US had increased consumption to more than 90 pounds per person per year. That this increase happened to coincide with the current epidemics of obesity and diabetes is one reason that it’s tempting to blame sugars — sucrose and high-fructose corn syrup — for the problem. In 1980, roughly one in seven Americans was obese, and almost six million were diabetic, and the obesity rates, at least, hadn’t changed significantly in the 20 years previously. By the early 2000s, when sugar consumption peaked, one in every three Americans was obese, and 14 million were diabetic.”

He cites the talks of Robert Lustig, who sees sugar as a poison. Sugar in this case means not only the white sucrose we add to coffee and cereal, but also high-fructose corn syrup – “the most demonized additive known to man”. Lustig’s point is that it’s not the calories – the substance itself is a kind of poison. To quote Taubes’ piece:

If you wish to take action, the best place to start is to follow what is known as the South Beach Diet for two weeks. A parent of one of my patients followed that advice and went on to lose 30 pounds over the following five months! However, always seek your doctor’s advice prior to commencing any diet. §





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Historic Ohel Rachel Synagogue 500 Shaanxi Bei Lu, by Beijing Xi Lu (5306 0606) 西摩路会堂 (欧黑尔.雪切尔犹太会 堂), 陕西北路500号近北京西路

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Lujiazui Golf Club 501 Yincheng Zhong Lu, by Huanyuanshiqiao Lu 上海陆家嘴高尔夫俱乐部, 银城中 路501号近花园石桥路 Megafit Fitness 208 Baise Lu, by Longwu Lu

Dragonfly Changyi 29-31 Changyi Lu, by Jimo Lu (5878 4755) 悠庭昌邑, 昌邑路29 - 31号近即墨路 Dragonfly Hongmei 3911 Hongmei Lu, by Hongxu Lu (6242 4328) 悠庭虹梅, 虹梅路3911弄5号近虹 许路 Dragonfly Retreat 206 Xinle Lu, by Donghu Lu (5403 9982) 悠庭保健会所, 新乐路206号近东 湖路

(5435 6399) 美格菲健身, 百色路208号1楼 近龙 吴路 Physical Fitness 1111 Zhaojiabang Lu, by Hengshan Lu (6426 8282) 舒适堡健身, 肇嘉浜路1111号近衡 山路 Shanghai Golf Club 3765 Jiahang Highway, by Shuangliu Lu (5995 0111) 上海高尔夫俱乐部, 嘉行公路3765 号 近双浏路



School Life

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LISTINGS Shanghai International Golf Country Club 961 Yingzhu Lu, Zhujiajiao, Qingpu (5972 8111) 国际高尔夫球乡村俱乐部, 朱家角 镇盈朱路961号 Shanghai Stadium Rock-Climbing 666 Tianyaoqiao Lu, by Lingling Lu (6426 5178) 上海体育场攀岩中心, 天钥桥路 666号 Tomson Pudong Golf Club 1 Longdong Highway (5833 8888) 汤臣高尔夫俱乐部, 龙东大道1号 Toni & Guy Hairdressing 99 Huaihai Zhong Lu, by Longmen Lu (5351 3606) 汤尼英盖, 淮海中路99号近龙门路 Wide Tera Gym International 1018 Changning Lu, by Kaixuan Lu (5238 2222) 一兆韦德, 长宁路1018号近凯旋路 Will’s Gym 5 Yinxiao Lu, by Huamu Lu (5045 6257) 上海威尔士健身中心, 银霄路5号 近花木路

1515 Nanjing Xi Lu, Suite 301, Shanghai Kerry Center (5298 6339) 浦西全康医疗中心 上海市静安区南京西路1515 号上海嘉里中心301室 Huashan Hospital 12 Wulumuqi Zhong Lu, by Changle Lu (6248 9999 ext 2500) 华山医院, 乌鲁木齐中路近长乐路 International Peace Maternity & Child Health 910 Hengshan Lu, by Zhaojiabang Lu (6407 4887 ext 1105) 国际和平妇幼保健医院, 衡山路910 号 近肇嘉浜路 ParkwayHealth Medical & Dental Centers 51 Hongfeng Lu, Jinqiao, by Xinqiao Lu (6445 5999) 瑞新医疗, 金桥红枫路51号近新 桥路 ParkwayHealth 788 Hongxu Lu, by Huaguang Lu (6445 5999) 瑞新国际医疗, 虹许路788号近 华光路

East International Medical Center 551 Pudong Nan Lu, by Pudong Avenue (5879 9999) 上海东方国际医院, 浦东南路551号 近浦东大道 Global HealthCare Medical & Dental Center 100 Century Avenue, Suite 212, Shanghai World Financial Center (6877 5093) 浦东全康医疗中心 上海市浦东新区世纪大道100号 上海环球金融中心商场212室

Eday ToWn 5001 Dushi Lu, by Chunshen Lu (400 820 5066) 星期八小镇, 都市路5001号近春 申路

United Animal Hospital 3333 Qixin Lu, by Wuzhong Lu (5485 9099) 上海联谊动物医疗诊所, 七莘路3333 号近吴中路

Fuxing Park 2 Gaolan Lu, by Nanchang Lu (5386 1069) 复兴公园, 皋兰路2号近南昌路

United Family Clinic 555 Jinfeng Lu, by Beiqing Highway (2201 0995) 上海市和美家诊所, 金丰路555弄近 北青公路 WorldPath Clinic International 399 Nanquan Bei Lu (2020 7888) 上海市南泉北路399号


Children’s Technology Workshop 199 Fangdian Lu, by Yinchun Lu (5033 3053) 儿童科技营, 芳甸路199弄46-47B 近 迎春路

American-Sino OB/ GYN Service Huashan Hospital 12 Wulumuqi Zhong Lu, by Zhenning Lu (6249 3246) 美华妇产服务, 乌鲁木齐中路12号 华山医院近镇宁路 Children’s Hospital of Fudan University 399 Wanyuan Lu, by Gudai Lu (6493 1990) 复旦大学附属儿科医院, 万源路399 号近顾戴路

Sun-Tec Medical Center 2281 Hongqiao Lu, by Jianhe Lu (5175 0505) 上海申德医院, 虹桥路2281号近剑 河路

Auto Museum 7565 Anting Boyuan Lu, by Moyu Nan Lu (6955 0055) 上海汽车博物馆, 安亭博园路7565 号近墨玉南路


Circus World 2266 Gonghexin Lu, by Guangzhong Lu (6652 7750) 上海马戏城, 共和新路2266号近广 中路 PAW Veterinary Surgeons 722 Xinhua Lu, by Kaixuan Lu (5254 0611) 上海汪汪宠物医院, 新华路722弄15 号 近凯旋路


Dino Beach 78 Xinzhen Lu, by Gudai Lu (6478 3333) 热带风暴, 新镇路78号近顾戴路

Ruijin Hospital 197 Ruijin Lu, by Shaoxing Lu (6437 0045 ext 668101) 瑞金医院, 瑞金二路197号近绍兴路

Disc Kart Indoor Karting 809 Zaoyang Lu, by Jinshajiang Lu Metro (6222 2880) 迪士卡赛车馆, 枣阳路809号近地铁 3号线金沙江路站

SinoUnited Health 300 Hongfeng Lu, by Biyun Lu (5030 7810) 盛和红枫康复门诊, 红枫路300弄16 号近碧云路

Dramatic Arts Center 288 Anfu Lu, by Wukang Lu (5465 6200) 上海话剧艺术中心, 安福路288号 近武康路


Guyi Garden 218 Huyi Highway (5912 2225) 古漪园, 沪宜公路218号 IMAX 3D Cinemas 2000 Century Avenue, by Dingxiang Lu (6862 2000 ext 30712) 上海科技馆3D电影院, 世纪大道 2000号近丁香路 Jinmao Concert Hall 88 Century Avenue, by Lujiazui Dong Lu (5047 2612) 金茂音乐厅, 世纪大道88号近陆家 嘴东路 Jinjiang Amusement Park 201 Hongmei Lu, by Humin Highway (5420 4956) 锦江乐园, 虹梅路201号近沪闵路 Kids’ Golf 88 Xianxia Xi Lu, by Jianhe Lu (5217 2075) 上海新中少儿高尔夫培训有限公 司, 仙霞西路88号近剑河路 Kidtown 3211 Hongmei Lu, by Chengjiaqiao Lu (6405 5188) 可童探索城, 虹梅路3211号4楼 近程 家桥支路 Kodak Cinemaworld 1111 Zhaojiabang Lu, by Tianyaoqiao Lu (6426 8181) 柯达超级电影世界, 肇家浜路1111号 近天钥桥路 MoCA People’s Park, 231 Nanjing Xi Lu (6327 9900) 上海当代艺术馆, 南京西路231号人 民公园7号门 Municipal History Museum 1 Century Avenue, by Oriental Pearl Tower (5879 1888) 上海城市历史发展陈列馆, 世纪大 道1号近东方明珠 Natural Wild Insect Kingdom 1 Fenghe Lu, by Binjiang



School Life

LISTINGS Avenue (5840 5921) 大自然野生昆虫馆, 丰和路1号 近 滨江大道 Paradise Warner Cinema City 1 Hongqiao Lu, by Huashan Lu (6407 6622) 永华电影城, 虹桥路1号近华山路 Planet Laser Tag Hongkou Stadium, 444 Dongjiangwan Lu (5560 0658) 上海普兰尼镭射, 东江湾路444号 虹口足球场 Ruby’s Party 3333-A Hongmei Lu, by Huaguang Lu (6401 6323) 乐贝派对,虹梅路3333-A号近华 光路 Science and Technology Museum 2000 Century Avenue, by Jinxiu Lu (6862 2000) 上海科技馆, 世纪大道2000号近 锦绣路 Shanghai Art Museum 325 Nanjing Xi Lu, by Xinchang Lu (6327 2829) 上海美术馆, 南京西路325号近新 昌路 Shanghai Arts And Crafts Museum 79 Fenyang Lu, by Taiyuan Lu (6437 2509) 上海工艺美术博物馆, 汾阳路79号 近太原路 Shanghai Discovery Children’s Museum 61 Songyuan Lu (6278 3127) 上海儿童博物馆, 宋园路61号近虹 桥路 Shanghai Film Art Center 160 Xinhua Lu, by Panyu Lu (6280 4088) 上海影城, 新华路160号近番禺路

Shanghai International Circuit 2000 Yining Lu (6956 9999) 上海国际赛车场, 伊宁路2000号 Shanghai Municipal History Museum 1 Century Avenue, by Oriental Pearl Tower (5879 1888 ext 80449) 上海城市历史发展陈列馆, 世纪大 道1号近东方明珠

Baby Bamboo 3338 Hongmei Lu, by Yan’an Xi Lu (6465 9099) 大竹子咖啡吧, 虹梅路3338弄近延 安西路 Bergamo Italian Restaurant & Bar 1212 Biyun Lu, by Hongfeng Lu (3382 1068) 贝加莫意大利餐厅酒吧, 碧云路1212号近红枫路

Shanghai Ocean Aquarium 1388 Lujiazui Ring Road, by Big Bamboo Oriental Pearl Tower (5877 9988) 777 Biyun Lu, by Lan’an Lu 上海海洋水族馆, 陆家嘴环路1388 (5030 4228) 号近东方明珠 大竹子, 碧云路777号近蓝桉路 Shanghai Wild Animal Park Blarney Stone 178 Nanliu Highway, Nanhui, 5 Dongping Lu, by by Xiayan Highway (6118 0000) Yueyang Lu (6415 7496) 上海野生动物园, 南汇南六公路178 岩烧, 东平路5号A近岳阳路 号近下盐公路 Shanghai Zendai Museum of Modern Art 199 Fangdian Lu, by Yanggao Zhong Lu (5033 9801) 证大现代艺术馆, 芳甸路199弄28号 近杨高中路 Super Rink 168 Lujiazui Xi Lu, by Fucheng Lu (5047 1711) 司凯特正大真冰滑冰场, 陆家嘴西 路168号近富城路

Blue Frog 633 Biyun Lu, by Pudong Carrefour (5030 6426) 蓝蛙, 碧云路633号近浦东家乐福 Boxing Cat 453 Jinfeng Lu, by Baole Lu (6221 9661) 拳击猫啤酒屋, 金丰路453号 近保 乐路

Think Town 1118 Changshou Lu, by Wanhangdu Lu (5238 3208) 宝贝科学探索坊, 长寿路1118号近 万航渡路 Yinqixing Indoor Skiing Site 1835 Qixin Lu, by Gudai Lu (6478 8666) 银七星室内滑雪场, 七莘路1835号 近顾戴路

Address: Level 2, No.3, Sinan Mansions, Long 507 Fuxing Zhong Lu, at Chongqing Rd 复兴中路507弄思南公馆3号2楼,近重庆南路 Reservations: (21) 5465-4800 Hours: 11am - 11pm, daily



Cotton’s 132 Anting Lu, by Jianguo Xi Lu (6433 7995) 棉花, 安亭路132号 近建国西路 Di Shui Dong 626 Xianxia Lu, by Shuicheng Lu (3207 0213) 滴水洞饭店, 仙霞路626号 近水 城路 Dublin Exchange 101 Yincheng Dong Lu, by Lujiazui Lu (6841 2052) 都不林, 银城东路101号近陆家嘴路 Eastern Seafood Port 33 Fushan Lu, by Dongfang Lu (6888 2318) 东方海港, 福山路33号近东方路 El Wajh 1800 Jinke Lu, by Longdong Lu (5027 8261) 摩洛哥餐厅, 金科路1800号近龙 东路 Enoteca 58 Taicang Lu, by Jinan Lu (5306 3400) Enoteca, 太仓路58号近济南路 Fuga 2967 Lujiazui Xi Lu, by Oriental Pearl Tower (5877 6187) 枫雅, 陆家嘴西路2967号近东方 明珠 Greek Taverna 199 Fangdian Lu, by Dingxiang Lu (5033 7500) 希腊餐厅, 芳甸路199弄41号近丁 香路 Gui Hua Lou 33 Fucheng Lu, by Huayuanshiqiao Lu (5888 3697) 桂花楼, 富城路33号近花园石桥路


Casa Mia 221 Shimen Er Lu, by Xinzha Lu (6271 9881) 石门二路221号近新闸路

Haiku By Hatsune 28B Taojiang Lu, by Hengshan Lu (6445 0021) 隐泉の语, 锦严路309号近锦绣路

Shanghai Grand Stage 1111 Caoxi Bei Lu, by Tianyaoqiao Lu (6438 5200) (上海大舞台) 漕溪北路1111号近天 钥桥路

1001 Nights 4 Hengshan Lu, by Wulumuqi Lu (6473 1178) 一千零一夜, 衡山路4号近乌鲁木 齐路

Chiang Mai Thai Cuisine 1019 Kangding Lu, by Yanping Lu (5228 1588) 清迈泰国餐厅, 康定路1019号近延 平路

Hofbraeuhaus Shanghai 309 Jinyan Lu, by Jinxiu Lu (6163 3699) 豪夫堡, 锦严路309号近锦绣路

Shanghai Grand Theatre 201 Renmin Avenue, by Huangpi Bei Lu (6372 3500) 上海博物馆, 人民大道201号近黄 陂北路

Azul 18 Dongping Lu, by Wulumuqi Lu (6433 1172) 西班牙餐厅, 东平路18号近乌鲁木 齐路

Cloud 9 88 Century Avenue, by Lujiazui Dong Lu (5049 1234 ext 8787) 九重天, 世纪大道88号近陆家嘴 东路

Hongmei Entertainment Street 3338 Hongmei Lu, by Yan’an Xi Lu (6465 6996) 虹梅休闲步行街, 虹梅路3338近延 安西路




LISTINGS Hooters 168 Lujiazui Xi Lu, by Fucheng Lu (5049 0199) 美国猫头鹰餐厅, 陆家嘴西路168号 近富城路 House of Flour 635 Bibo Lu, by Chunxiao Lu (5080 6230) 毂屋, 碧波路635号近春晓路 Indian Kitchen 600 Lantian Lu, by Biyun Lu (5030 2005) 印度小厨, 蓝天路600号近碧云路 Jade on 36 33 Fucheng Lu, by Lujiazui Xi Lu (6882 3636) 翡翠36楼, 富城路33号近陆家嘴 西路 Jean Georges 3 Zhongshan Dong Yi Lu, by Guangdong Lu (6321 7733) 陆唯轩, 中山东一路3号近广东路 Jendow 2787 Longhua Lu, by Tianyaoqiao Lu (6457 2299, 6457 7821) 人道素菜, 龙华路2787号近天钥 桥路

Le Bouchon 1455 Wuding Xi Lu, by Jiangsu Lu (6225 7088) 勃逊, 武定西路1455号 近江苏路 Little Sheep Hot Pot 1033 Yan’an Xi Lu, by Wuyi Lu (6234 1717) 小肥羊火锅, 延安西路1033号近武 夷路 Lost Heaven 38 Gaoyou Lu, by Fuxing Xi Lu (6433 5126) 花马天堂云南餐厅, 高邮路38号近 复兴西路 M on the Bund 5 Zhongshan Dong Yi Lu, by Guangdong Lu (6350 9988) 米氏西餐厅, 中山东一路外滩5号7 楼近广东路 Malone’s 3 Pudong Avenue, by Pudong Nan Lu (6886 1309) 马龙, 浦东大道3号雅诗阁公寓1楼 近浦东南路 Moonsha 5 Zhongshan Dong Yi Lu, by Guangdong Lu (6323 1117) 月影, 中山东一路外滩5号3楼近广 东路

Jujube Tree 848 Huangjincheng Lu, by Munich Beer House Shuicheng Nan Lu (6275 1798) 枣子树, 黄金城道848号近水城南路 1138 Pudong Nan Lu, by Zhangyang Lu (5878 7979) 莱宝啤酒屋, 浦东南路1138号上海湾 Kakadu 广场118商铺近张扬路 8 Jianguo Lu, by Chongqing Lu (5468 0118) 卡卡图, 建国中路8号近重庆路 Kobachi 88 Century Avenue, by Yincheng Xi Lu (5047 1234 ext 8907) 日珍餐厅, 世纪大道88号金贸君悦 56楼近银城西路 La Verbena 2967 Lujiazui Lu, Binjiang Avenue North (5878 9837) 露华娜餐厅, 陆家嘴路2967号滨江 大道北端店面E Laris 3 Zhongshan Dong Yi Lu, by Guangdong Lu (6321 7733) 陆唯轩, 中山东一路3号4楼近广 东路 Las Tapas 259 Hongfeng Lu, by Biyun Lu (3382 1686) 乐泰餐饮, 红枫路259号近碧云路

New Age Veggie 168 Lujiazui Xi Lu, by Fucheng Lu (5047 1880) 新素代, 陆家嘴西路168号正大广场 5楼20A/B近富城路 New Heights 3 Zhongshan Dong Yi Lu, by Guangdong Lu (6321 0909) 新视角, 广东路17号 O’Malley’s 42 Taojiang Lu, by Hengshan Lu (6474 4533) 欧玛莉餐厅, 桃江路42号近衡山路 Paulaner Brauhaus 2967 Lujiazui Lu, by Pudong Shangri-La Hotel (6888 3935) 宝莱纳, 陆家嘴路2967号近香格里 拉大酒店 Quan Ju De 778 Dongfang Lu, by

Zhangyang Lu (6886 8966) 全聚德, 东方路788号3楼紫金山大 酒店3楼近张扬路 Rendezvous 435 Jinfeng Lu (5256 4353) 朗迪姆, 金丰路435 Sasha’s 11 Dongping Lu, by Hengshan Lu (6474 6628) 萨莎, 东平路11号近衡山路 Shanghai Ren Jia Restaurant 90 Shaanxi Nan Lu, by Changle Lu (5403 7888) 陕西南路90号近长乐路 Simply Thai 600 Lantian Lu, by Biyun Lu (5030 1690) 天泰餐厅, 蓝天路600号近碧云路 South Beauty 168 Lujiazui Lu, by Fucheng Lu (5047 1917) 俏江南, 陆家嘴西路168号正大广场 10楼近富城路



The Irishman’s Pub Lane 199 Fangdian Lu, at Thumb Plaza (5033 9163) 愉龙餐厅, 芳甸路199弄20号大拇 指广场 The Monk 458 Jinfeng Lu, Huacao Town (6221 2844) 闵行区华漕镇金光路458号 The Spot 331 Tongren Lu, by Beijing Xi Lu (6247 3579) 欧风咖啡馆, 铜仁路331号近北京 西路 Xiao Nan Guo Restaurant 1 Weifang Xi Lu, by Pudong Nan Lu (3208 9777) 小南国大酒店, 潍坊西路1弄18号近 浦东南路 Yuyintang 1731 Yan’an Xi Lu, by Kaixuan Lu (5237 8662) 育音堂, 延安西路1731号 入口在凯 旋路


South Memory 118 Weifang Lu, by Laoshan Dong Lu A.P. Xinyang Fashion (6876 5502) & Gifts Market 望湘园, 潍坊路118号近崂山东路 2000 Century Avenue, inside Metro Line 2 Shanghai Southern Barbarian Science & Technology 56 Maoming Nan Lu, by Museum Station (6854 2230) Changle Lu (5157 5510) 中国亚太新阳, 世纪大道2000号地 南蛮子, 茂名南路56号近长乐路 铁2号线上海科技馆站内 Spicy Joint 601 Zhangyang Lu, by Nanquan Lu (6470 2777) 辛湘汇, 张杨路601号5楼近南泉路 Tairyo Teppanyaki 139 Ruijin Yi Lu, by Changle Lu (5382 8818) 大渔, 瑞金一路139号近长乐路 The Bulldog Pub 1 Wulumuqi Nan Lu, by Dongping Lu (6466 7878) 英国斗牛犬, 乌鲁木齐南路1号近 东平路 The Bund Brewery 11 Hankou Lu, by Sichuan Lu (64341318) 外滩啤酒总汇, 汉口路11号近四川路 The Cool Docks Food and Fashion Zhongshan Nan Lu, by Fuxing Dong Lu 老码头, 中山南路近复兴东路

Amphora Hongqiao Shop 3219 Hongmei Lu, by Huaguang Lu (51759156) 爱芬乐, 虹梅路3219号近华光路 Amphora Greek Grocery 429 Shaanxi Bei Lu, by Beijing Xi Lu (5213 9066) 爱芬乐, 陕西北路429号近北京西路 B&Q Zhabei 3228 Gonghexin Lu, by Wenshui Lu Metro (3603 0099) 百安居闸北店, 共和新路3228号地 铁汶水路站 Brilliance West Shopping Mall 88 Xianxia Xi Lu, by Hami Lu (5219 8000) 百联西郊购物中心, 仙霞西路88号 近哈密路 Buy Now Electonics mall 588 Zhangyang Lu, by




LISTINGS Pudong Nan Lu (6160 9073) 百脑汇, 张扬路588号近浦东南路 Carrefour Biyun 555 Biyun Lu, by Yunshan Lu (5030 4420) 家乐福金桥店, 碧云路555号近云 山路 Carrefour Gubei 268 Shuicheng Bei Lu, by Yan’an Xi Lu (6278 1944) 家乐福古北店, 水城南路268号近 延安西路 Carrefour Xujing 1829 Huqingping Highway (6191 3330) 家乐福徐泾店, 沪青平公路1829号 Carrefour Zhongshan Park 1018 Changning Lu, by Kaixuan Lu (6225 5656) 家乐福中山公园店, 长宁路1018号 近凯旋路 City Shop Hongmei 3211 Hongmei Lu, by Luchun Lu (6215 0418) 城市超市 虹梅店, 虹梅路3211号近 陆春路 City Shop Riverside 33 Huayuanshiqiao Lu, by Fucheng Lu (5047 8028) 城市超市滨江店, 花园石桥路33号 近富城路近富城路 City Shop Zhudi 550 Jidi Lu, by Stratford (5226 1250) 城市超市诸翟店, 纪翟路550号近万 科红郡西翼 Cloud Nine Shopping Mall 1018 Changning Lu, by Kaixuan Lu (6115 5555) 龙之梦购物中心, 长宁路1018号近 凯旋路 Decathlon Huamu 393 Yinxiao Lu, by Lanhua Lu (5045 3888) 迪卡侬花木店, 银霄路393号近兰 花路 Dongtai Road Antique Market Dongtai Lu, by Ji’an Lu 东台路古董市场, 东台路近吉安路

Fuyou Street Merchandise Mart 225 Fuyou Lu, by Anren Lu (6374 5632) 福佑路小商品市场, 福佑路225号近 安仁路

Meiyuan Bird and Flower Market Lane 49 Fushan Lu, by Rushan Lu (6876 6638) 梅园花鸟市场, 福山路49弄近乳 山路

Hola Home Furnishing Store 189 Zhengtong Lu, by Songhu Lu (6511 1888) 特力屋, 政通路189号和乐家居广场 1楼近淞沪路

Metro Putuo 1425 Zhenbei Lu, by Meichuan Lu (6265 8888) 麦德龙普陀店, 真北路1425号近梅 川路

Homemart 55 Yiminhe Lu, by Zhongshan Bei Er Lu (6552 3300) 好美家, 伊敏河路55号近中山北 二路 Hong Kong Plaza 283 Huaihai Zhong Lu, by Huangpi Nan Lu 香港广场, 淮海中路283号近黄陂 南路 Hongqiao International Pearl City 3721 Hongmei Lu, by Yan’an Xi Lu (6465 0000) 上海虹桥珍珠城, 虹梅路3721号 近 延安西路 IKEA Shanghai 126 Caoxi Lu, by Sanhui Lu (5425 6060) 宜家, 漕溪路126号近三汇路 Jiuxing Tea Leaf Wholesale Market Bridge 6 Caobao Lu, by Hongxin Lu (5486 5988) 九星茶叶市场, 漕宝路6号桥近虹 莘路 Life Hub @ Daning 1978 Gonghexin Lu, by Wenshui Lu (6630 0077) 大宁国际商业广场, 共和新路1868 2008号近汶水路 Lotus Supermarket 3521 Shangnan Lu, by Haiyang Lu (6832 1188) 易初莲花超市, 上南路3521号近海 阳路 M50 Art District 50 Moganshan Lu, Suzhou Creek M50艺术区, 莫干山路50号苏河

Nanjing Road Pedestrian Street Nanjing Dong Lu 南京东路步行街, 南京东路 Oriental Department Store 8 Caoxi Bei Lu, by Zhaojiabang Lu (6487 0000) 南京东路步行街, 南京东路 Outlets Shopping Center 2888 Huqingping Highway, by Jiasong Zhong Lu 奥特莱斯直销广场, 沪青平公路 2888号 近嘉松中路 Pacific Department Store 333 Huaihai Zhong Lu, by Huangpi Nan Lu (5306 8888) 太平洋百货, 淮海中路333号近黄 陂南路 Parkson Department Store 918 Huaihai Zhong Lu, by Shaanxi Nan Lu (6415 8818) 百盛, 淮海中路918号近陕西南路 Pines The Market Place 322 Anfu Lu, by Wukang Lu (6437 6375) 松园坊商场, 安福路322号近武康路 Pines The Market Place 427 Jinfeng Lu, by Baole Lu (5226 4137) 金松坊, 金丰路427号 近宝乐路 Pines The Market Place 633 Biyun Lu, by Lan’an Lu (5030 6971) 松园坊商场, 碧云路633号碧云体育 休闲中心近蓝桉路 Plaza 66 Square 1266 Nanjing Xi Lu, by Shaanxi Nan Lu (6279 0910) 恒隆广场, 南京西路1266号近陕西 北路



Raffles City 268 Xizang Xi Lu, by Fuzhou Lu (6340 3600) 来福士广场, 西藏中路268号近福 州路 Shanghai Book CitY 465 Fuzhou Lu, by Guangdong Lu (6391 4848) 上海图书城, 福州路465号近广东路 South Bund Fabric Market 399 Lujiabang Lu, by Zhongshan Nan Lu (6377 7288) 南外滩轻纺面料市场, 陆家浜路399 号近中山南路 Super Brand Mall 168 Lujiazui Xi Lu, by Fucheng Lu (6887 7888) 正大广场, 陆家嘴西路168号近富 城路 Suzhou Creek Art Area Suzhou Creek, by Datong Lu 苏河艺术, 苏河艺术近大统路 Taobao Market 1-3/F, 580 Nanjing Xi Lu, by Chengdu Bei Lu 凤翔礼品市场, 南京西路580号1-3楼 近成都北路 Thumb Plaza 199 Fangdian Lu, by Yanggao Zhong Lu (5033 9899) 大拇指广场, 芳甸路199弄近杨高 中路 Toys “R” Us 168 Lujiazui Xi Lu, by Fucheng Lu (5047 1472) 玩具“反”斗城, 陆家嘴西路168号 正大广场四楼36-37,41-43号近富城路 Wal-Mart 252-262 Linyi Bei Lu, by Longyang Lu (5094 5881) 沃尔玛, 临沂北路252-262近龙阳路 Watsons 939-947 Huaihai Zhong Lu, by Shaanxi Nan Lu (6437 5250) 屈臣氏超市, 淮海中路939号巴黎春 天近陕西南路 Yuyuan Garden Market 218 Anren Lu, inside Yuyuan Garden (6238 3251) 豫园市场, 安仁路218在豫园内

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All stressed out Practical tips for dealing with the stress of parenting


ecoming a parent is a life-changing event, and while bringing up children certainly can be a joyful experience, there’s no denying that it can also place huge stresses on you as a mother or father. Commonly recommended ways of dealing with stress in other areas of life tend to involve ‘getting away from it all’, such as visits to the gym or a game of tennis to release the tension. However, being a parent is a full-time job and it’s not always possible to take time out in this way. Your time is no longer your own to arrange as you see fit! Luckily, there are several ways of dealing with your stress that actively involve your children, and so are much easier to apply to your day-to-day life. You’ll also probably find that enjoying time with your children while simultaneously lowering your stress levels will deepen your bonds and strengthen your relationship. It’s not too hard to see that this is a pretty great thing all round. Once your child is old enough to walk, you’ll likely find yourself constantly watching out for them as they use their seemingly unlimited energy to explore both their environment and their own

physical skills and potential. This can sometimes be draining of the parents’ energy and a factor of stress, but why not use the situation to your advantage? Harness their energy and curiosity by taking them to a safe place such as a park or the open country, and join in with their games in the sunshine and fresh air. Exercise is a proven stress-buster, and outdoor fun with your kids is probably more enjoyable than a gym workout, and almost certainly less expensive. Plus nothing helps people take themselves less seriously than running along after a gleeful child and letting them take the lead in your games. Artistic expression is good for your child’s development, and also good for the parent’s soul. Join in with your child’s painting sessions, let yourself go and get as covered in paint as she does. You might not create a masterpiece, but you’ll have fun together; and this small reversion to your own childhood can provide relief from your stressed adult world. The aim isn’t to produce a great artist (and certainly not a tortured one), but simply to enjoy time together without a goal to reach or a deadline to meet.

In a similar vein, music can be another great aid in the battle against stress. Maybe the most obvious way of using music is to choose something mellow and relaxing, but this is unlikely to appeal to your child as much as it does to you, and so is perhaps best left until after they’re in bed and you can listen in peace. A better choice is a piece of music that has energy and encourages dancing. Your child will need no encouragement to get down and boogie, but maybe you will – try it, let yourself go a little, jump around a bit, and you can both laugh with each other and at yourselves. If you’re still feeling stressed, then head for your child’s toy box and choose the noisiest toy you can find. Something like a drum is ideal. Let out your pent-up frustrations by making a total racket – your child may be bemused at first but should soon enter into the spirit of things. One thing to bear in mind, though, is that this last activity is perhaps best conducted in the safety of your own home, and away from the eyes of non-parent adults who may not quite understand! §

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Family Matters Magazine Issue 8  

A magazine written by teachers, parents, students and friends of the British International School Shanghai for families living in or relocat...

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