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WASCZ Class of 2026
Alison Ren
Blyton House
Offer Received
The London School of Economics and Political Science (LSE)
– Philosophy and Economics
University College London (UCL)
– Philosophy and Economics
King’s College London (KCL)- PPE
University of Manchester- PPE
University of Warwick- PPE
A Level predicted Grades
Maths A*, Further Maths A*, Chemistry A*, Economics A*, Chinese A*
EPQ Project
The relationship between higher education and social inequality
She first encountered philosophy through Sophie’s World, was deeply influenced by the Eastern wisdom in Tao-Te Ching, and found further reflection in Yu Hua’s literary portrayals of individuals enduring hardship yet continuing to move forward. As she followed the thread of the humanities, she also began to use data and models to explore the underlying mechanisms of how society operates.
Throughout her journey at WASCZ, Alison never abandoned her pursuit of meaning and value, nor did she let go of her command of logic and numbers. Between humanities and data, philosophy and economics, she built her own intellectual bridge—combining strong academic ability with a clear sense of direction to secure her place at LSE.
01. Academic Development “Building a Bridge Between Humanities and Data”
“Why can so many complex social phenomena be explained through numbers and models? What are the underlying logics of how society works?”
These questions stemmed from Alison’s long-standing curiosity about the structures beneath society. Influenced by her mother, she was exposed to philosophical texts from an early age, gradually developing a habit of questioning and analytical thinking.
When she began studying Economics at WASCZ in Grade 10, a new perspective emerged: the discipline revealed the “art” of translating real-world issues into models—rigorous, rational, and deeply insightful in explaining social mechanisms. “Economics strengthened my logical and mathematical thinking, while philosophy developed my critical thinking and social awareness,” she explained. In her view, the combination of the two disciplines forms a true bridge between humanities and data.
To build this bridge, Alison selected a carefully considered A Level combination at WASCZ: Maths, Further Maths, Economics, Chemistry, and Chinese—spanning both humanities and sciences with clear strategic intent. Economics, her favourite subject, taught her to construct knowledge frameworks through mind maps rather than memorisation, helping her understand how concepts connect organically. “Mathematics underpins many disciplines and allows you to push further, while Chemistry shows universities my willingness to step beyond conventional academic paths,” she added.
Beyond the classroom, Alison extended her learning to the international stage, participating in competitions such as ASIA, BPA Business Competition, the Euclid Mathematics Contest, and the John Locke Essay Competition. These experiences enabled her to translate theory into practice and deepen her academic development.
Her most profound academic exploration, however, came from her engagement with real-world issues. Inspired by public discussions around social mobility and inequality, Alison chose “Higher Education and Social Inequality” as the focus of her EPQ. With guidance from her teachers, she independently learned programming and built an OLS regression model to analyse the relationship between UK universities and students’ socio-economic backgrounds. Through this research, she aimed to explore potential ways to reduce disparities in educational resource distribution and ultimately contribute to a more equitable society.
With this depth of reflection and academic rigour, Alison achieved an outstanding set of A Level predicted grades—five A*s—confidently stepping through the next door of her academic journey.
02. The Support of Teachers “Finding Certainty Within Uncertainty”
As her direction gradually became clearer, the real challenges were only just beginning. The academic demands of elite university applications, competition pressures, the intensity of the application season, and the uncertainty of outcomes together formed the most tangible pressures of Alison’s high school journey. It was the sustained support from teachers at WASCZ that guided her through this uncertainty towards a definitive offer.
She is especially grateful to her Mathematics teachers: “As a foundational subject for many disciplines, mastering Maths really depended on their solid teaching, patient after-class guidance, and structured revision support,” Alison reflected. In Economics, she also recalls how Mr Ma prepared a dedicated book for each student, embedding real-world case studies and data into every chapter, teaching them how to apply concepts flexibly in examinations—effectively addressing her initial gap in current affairs awareness.
During the application season, WASCZ’s University Guidance Counsellor, Ms Wu, became her strongest pillar of support. Not only did she help Alison build a clear application narrative, but she also recognised her anxiety after examinations and provided not only professional guidance, but also consistent reassurance and encouragement.
Looking back, Alison believes what most distinguishes WASCZ is its “university-style” learning environment. “Students are given space to experiment, explore and make mistakes, while always feeling strongly supported by their teachers,” she explained. This invisible but constant support allowed her to maintain direction amid uncertainty and move steadily forward under pressure.
With the encouragement of her teachers, Alison gradually developed her own philosophy: “Do not negatively pre-judge your outcomes; let action lead cognition—something is better than nothing.” When setbacks arose, action became her answer. Step by step, she ultimately secured her offer from the LSE—the dream university she had first set her sights on when she joined WASCZ.
03. Growth Through Experience “A Journey at WASCZ That Left an Indelible Mark”
“I joined WASCZ in Grade 10. Although my time here was not long, it has been an unforgettable chapter of my life.” Looking back on her three years at WASCZ, Alison describes a rich and liberating environment that quietly expanded the breadth of her life experience, helped her discover new dimensions of herself, and gradually shaped her independence and resilience.
During the Duke of Edinburgh’s Award (DofE) expedition, she travelled to the countryside of Hangzhou, where she and her peers volunteered alongside local villagers to harvest roselle flowers and learn the full process of drying, roasting and brewing. Sitting quietly afterwards with a cup of roselle tea they had made themselves became one of the most healing moments of the journey. On the same expedition, they also encountered sudden torrential rain. As the group crossed a swaying suspension bridge, soaked through and supporting one another, she felt a quiet transformation taking place within her.
Sleeping in tents, using sleeping bags, trekking through muddy paths—these challenges pushed her beyond her limits. Alison recalls that such experiences not only helped her build lasting friendships grounded in mutual support, but also allowed her to appreciate a wider world, ultimately shaping a core belief: the challenges in life are all necessary passages to the other side.
The annual House Unison competition offered a different kind of experience—one defined by collective spirit and unity. Alison still remembers the year her house, Blyton, won “Best Girls’ House.” The sense of working together towards a shared goal, standing side by side in a team, and achieving something collectively left a lasting impression on her sense of belonging.
Today, she is preparing to leave WASCZ and head to London—one of the world’s leading global financial centres—to pursue her journey at the intersection of economics and philosophy. Between rationality and the humanities, she is building her own coordinates. What WASCZ’s holistic education has given her is not only the confidence to enter a world-class university, but also a long-term strength: the ability to move forward with composure amid uncertainty, to grow through experience, and to continuously reach further through action.
As she believes, action will always matter more than waiting. The bridge she has built between humanities and data now extends steadily towards the LSE—and towards an even broader future yet to be defined.
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