304 Academy Road, Thetford, Vermont(USA), 05075, United States
99 Cartwright Avenue, Toronto, Ontario, M6A 1V4, Canada
1819
1987
300
328
7 to 12
JK to 8
Coed
Boys
Homestay, Day
Day
English
English
Academic
Academic
Progressive
Progressive
14
18 to 20
$20,963
$37,000
Yes
Yes
0%
0%
None
7 to 8
$0
$37,000
50
30
0%
0%
0%
35%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades JK - 8
No
No
information not available
information not available
Thetford Academy is delightful in so many ways it’s hard to know quite where to start. Founded in 1819, it’s the oldest secondary school in Vermont, and has been coed since it first opened its doors. The location, charmingly, was chosen in order to allow students a chance to study in a location described at the time as “remarkably healthy, and free from business, excitement, and every temptation.” While finding a place apart from the real world is certainly no longer a goal—the school is very much an international one in light of its curricular gaze and student population—many of the founding values remain. That includes a dedication to the liberal arts, a rigorous delivery, and a commitment to diversity of thought, perspective, and experience. Instruction today reflects the best practices or our time, with experiential learning, cross-curricular investigation, and a focus on relationships (peer to peer; instructor to student) as the basis of instruction. The campus is extensive, and with a recent purchase of an additional parcel of land adjacent to the main property, has direct access to State Forest. Much, rightly, is made of those outdoor resources, including recreation, physical education, and outdoor instruction. There’s also a maple sugar shack. Again, it’s a stellar setting that hosts a world-class program, just as it’s been doing for more than two centuries.
View full reportBoys' schools often state that they know boys, or are boy-friendly, though too often those statements aren't qualified. Sterling, thankfully, defines what they mean: energy, curiosity, and exploration. Certainly, boys from K to 8 typically have those in abundance, and the program at Sterling is intended to focus things a bit, channeling those natural attributes toward higher order growth and understanding. Confidence, resilience, motivation, goals—we think that boys naturally have these, but they don't. That Sterling places those kinds of values out front is telling of the overall instructional approach. The ideal student is one who can thrive in a structured, challenging, collaborative, and close-knit learning environment. Parent involvement in the life the of the school is both welcome and encouraged.
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"Thetford Academy’s campus is 295 acres of field and forest, with stunning views of the highest peaks of the Connecticut River Valley. The historic White Building, built in 1949 after the original building burned in the Great Fire of 1942, is the centerpiece and hub of Thetford Academy. Sitting at the head of the quad, it is flanked by the the Arts and Science Building, the Vaughan Alumni Gymnasium, and Anderson Hall. Thetford Academy has an extensive trail network for hiking, walking, running, and Nordic skiing."
"The Sterling Hall School is exclusively designed for boys from Junior Kindergarten to Grade 8. Our commitment to fostering individual growth, cultivating curiosity, and igniting a passion for learning sets us apart. At SHS, we immerse boys in a dynamic and innovative academic environment. Our dedicated and compassionate faculty deliver a challenging curriculum that propels each boy towards academic success. We recognize the unique needs of boys during their formative years, and our programs are tailor-made to support their engagement, interests, and the development of character strengths and leadership skills. The SHS experience is about shaping well-rounded individuals poised for success. Character, community and citizenship operate in tandem at SHS. Boys learn to recognize their unique strengths as identified through the VIA character strengths, and become confident by challenging themselves to deepen them daily. To strengthen relationships, we engage in active discussion of character during our daily community circles, part of our Health & Community program. Our values of Learning, Character, and Community are not just words but the very essence of our identity. Discover why The Sterling Hall School is where boys belong."
"Thetford Academy’s 295-acre campus provides unparalleled learning opportunities. Outdoor education is a vital piece of TA’s curriculum and is embedded into many academic disciplines. The Outdoor Program (TOP) offers an immersive interdisciplinary environmental studies elective which combines science, ecology, writing and mindfulness. TOP also offers hiking, camping, rock climbing, and canoeing trips, as well as a leadership program. The garden supports a culinary arts program and school lunches."
"Personal Connection: Every boy is known and cared for.
Leadership & Mentorship: Opportunities are abundant, creating an environment to thrive.
Transformational Programs: Our character and social-emotional programs bring about personal growth for each boy.
Inspirational Learning: Our teacher-boy relationships spark a passion for learning.
Nurturing Growth: We celebrate boys and cultivate a growth mindset.
Self-Discovery: By providing a supportive foundation, boys can truly know themselves."
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"Thetford Academy proudly offers families a distinctly different learning community. Our strengths lie in our inclusive culture of kindness and student-centered approach. Families choose Thetford Academy because they know their child will have access to diverse and challenging academic opportunities within a respectful, supportive community. Whether working toward a competitive four-year college or a specialized career in the trades, TA cares, and strives to help each student find their own path."
"Discover why families choose SHS. Here's what some have told us:
"What makes SHS so unique is its integration of emotional intelligence and character development into all aspects of the curriculum and co-curriculars. Kindness and empathy are prioritized...and they are consistently role-modelled by faculty and staff." (Alyssa, Parent)
"SHS is more than just a school - it is a community that supports everyone to ensure our sons achieve their full potential." (Maryse & Evan, Parents)"
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"Our location may be one of the most underrated aspects of our school. The phrase ‘best of both worlds’ applies; no one leaves without exclaiming over the beauty of our natural landscape. Our campus sits at the edge of an idyllic village, surrounded by farmland and forests. Mountains beckon in the distance, and one of the best cross-country courses in New England graces our backyard. All this, and we’re still just 3 minutes from the highway, 2.5 hours to Boston, and 3 hours by car to Montréal."
"At SHS, we prioritize character development and academic success through research-based practices that are tailored to boys' learning. Actively engaged in global education initiatives, we are a longstanding member of the International Boys' Schools Coalition (IBSC). Rick Parsons, our Principal, serves on the IBSC Board of Trustees, contributing to the development of boys worldwide. Our affiliation reflects our commitment to shaping a rich environment for boys' success and character growth."
"Thetford Academy families are often surprised by the depth and breadth of academic and extracurricular opportunities available at TA. Despite its small size, TA is often “punching above its weight,” in academics, arts, athletics, robotics, and more. TA students are often competing at the highest levels in their disciplines, winning state championships, competing in state and worldwide competitions, and shining in performances, publications, and on the playing field."
"1. Boys engage in global perspectives, tackling complex concepts in intimate class settings with low student-teacher ratios.
2. Sterling Hall is committed to providing safe, guided adventures through our Experiential Learning Program. Our scaffolded approach means that boys receive increasingly challenging learning opportunities that enable boys to develop their individual character strengths.
3. Our inspired service-learning program builds compassion and empathy in our boys."
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Carrie Brennan joined Thetford Academy as Head of School in July 2019. With a new, five-year strategic plan in place, and with the school on the cusp of its third century, Carrie Brennan is focused on TA’s future: “I am awed by the rich history of Thetford Academy—and inspired by what a vibrant and dynamic 21st-century school TA is today!” Knowing that she would be leading a team of such dedicated and skilled faculty and staff, sold Carrie on the leadership position. “With this team we can accomplish anything for students.”
Formerly the executive director and co-founder of CITY Center for Collaborative Learning in Tucson, Arizona, Carrie’s work in education and education leadership has been widely recognized. In March 2019, she was named one of Tucson’s “Women of Influence,” an award honoring the region’s most impressive female professionals.
Dear Families:
I have been asked with some regularity to describe the “typical” Sterling Hall boy. My answer always remains the same: there is no such thing as a “typical” Sterling Hall boy.Progressive
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Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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At TA, we believe that education should be: Active and Engaging People learn by doing. Students need to engage in direct experience, including practice, application, creation, and invention. Reflective and Thoughtful People learn by thinking about experience. Students need to reflect, evaluate, and integrate new learning. Varied and Adaptive People learn in diverse ways. Students need multiple approaches that explore and respect varied learning styles. Safe and Supportive People learn by taking risks in a secure environments. Students need physical and emotional safety, along with encouragement to question and experiment. Structured and Coherent People learn by constructing meaning and seeing patterns. Students need clear expectations, purposeful organization, and valid assessment of their work. Motivating and Inspiring People learn by interacting with expert mentors and inspiring models. Students need relationships with adults-both professional teachers and community mentors-who know their subjects and who love their vocations.
In our inquiry-based learning environment, we develop the whole boy. We provide enrichment opportunities where appropriate and strategies for success for all of our students. Known by every member of the faculty and staff, each boy is supported in all aspects of school life as he develops and discovers his unique interests and love of learning. SHS’ low student-to-teacher ratio allows academic specialists to facilitate how your son learns best. At SHS, boys are taught to collaborate and create partnerships to enhance problem-solving abilities, social interactions and group learning, whether working through the steps of a challenging equation, brainstorming structural ideas or working with a teacher in the Guided Reading program. Small groups are proven to be highly effective and many classrooms are arranged in pods to ensure collaborative work is achieved. Assessment is integral to improving the educational experience. We provide boys with clear achievement markers to reach their goals. This enables student self-assessment and goal setting culminating in student-led conferences as boys pursue areas of passion and interest.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We use an innovative approach based on Singapore Math in our Primary and Junior Divisions. Singapore Math is a teaching method based on Singapore’s national math curriculum. It is designed to connect math learning to a great variety of learners and its framework focuses on an in-depth understanding of essential math skills with a special emphasis on problem solving. The program emphasizes mastery of foundational skills on the well-tested assumption that higher levels of math learning require a students’ deeper understanding of math as a basis of success. Singapore’s three step learning model of concrete, followed by visual representation, followed by the more abstract (questioning and solving written equations) has become a finely tuned method for math learning in many educational jurisdictions worldwide.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Guided Reading has become a proven method of helping boys use and develop strategies to read with greater independence and fluency. Each boy in Grades 1 – 3 receives direct support from a reading teacher as he reads and processes texts at increasingly challenging levels of difficulty. Reading teachers work with small groups of boys ( 6 or 8 boys) reading at a similar ability. Guided reading tends to deliver greater enjoyment of reading over the long term, because it helps boys to construct meaning from what they read and to master an understanding of increasingly complex words and grammatical structures. Interaction with their teacher and reading peers keeps boys' confidence with reading intact and evolving as they learn.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Boys revel in our active, hands-on inquiry - a mainstay of Sterling Hall School science curriculum. Experiences are enhanced by adhering to a scientific method, in which boys become increasingly autonomous through their years at our school. Their experiential learning is deepened through a strong foundation in science concepts and thought. In addition to traditional classroom experiences, our boys enjoy the use of project-based learning challenges, opportunities for group and independent research and learning through experiments. Through innovative academic practices and boy-focussed programming, students are inspired and empowered to engage deeply in the sciences. We know that boys need to have strong relationships with their teachers in order to learn. Old Boys have even come back to SHS in their free time to pursue independent inquiry projects, accessing the resources of beloved teachers and our up-to-date learning environments and tools.\n
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Guided Reading has become a proven method of helping boys use and develop strategies to read with greater independence and fluency. Each boy in Grades 1 – 3 receives direct support from a reading teacher as he reads and processes texts at increasingly challenging levels of difficulty. Reading teachers work with small groups of boys ( 6 or 8 boys) reading at a similar ability. Guided reading tends to deliver greater enjoyment of reading over the long term, because it helps boys to construct meaning from what they read and to master an understanding of increasingly complex words and grammatical structures. Interaction with their teacher and reading peers keeps boys\' confidence with reading intact and evolving as they learn.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Conceptual understandings learned through the social sciences are universally experienced by students through their years at SHS. Continuity and change, historical significance, ethics, perspective, cause and consequence and factual evidence are lenses through which our students experience and learn about their own communities and those around the globe. Our boys enjoy learning engagements that ignite their curiosity and require them to practice critical and creative thinking in social studies. Sterling Hall boys are ignited by the opportunity to engage in relevant, age-appropriate issues and share learning with authentic audiences. SHS boys are known for their exemplary community citizenship, a key criteria in how and what they learn in social studies. It is not unusual to find boys taking action from their learning and reaching out into their community to help. \n
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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We provide engaging second language instruction suitable for the age and stage of each boy. In JK - Grade 5, students benefit from oral repetition in which they participate actively and receive immediate feedback. Using the Accelerated Integrative Method (AIM), students build a foundation through role play, dramatizations, rehearsal of gestures and related vocabulary. This active method of learning a second language that mimics first language development increases risk taking, a skill that leads to greater language acquisition. Boys further develop their thinking and communication in the Grade 6-8 French program. In addition to explicit grammar instructions, they enthusiastically debate, role play, and collaborate on projects and presentations for authentic audiences. Throughout the years of study, SHS students are encouraged to communicate only in French. Technology enhances learning, providing access to the greater French community. Our goal is to develop our students’ love and appreciation for language learning.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Unique to our school, our Visiting Artists Program offers Sterling Hall boys the opportunity to meet, observe and interact with a professional Canadian artist. This interpersonal connection adds life to our curriculum and lets our students observe artistic excellence and achievement first-hand.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Thetford Academy offers exciting physical education through a wide variety of activities. These units challenge the individual to master fundamental motor skills;develop coordination and overall fitness; maintain or increase positive attitudes toward peer groups; practice social skills necessary for participating in individual and team activities; demonstrate physical skills based on observation and listening to instructions; understand physical, mental, and emotional health; and increase knowledge and skills to maintain a healthy lifestyle.
Our Athletics Program is specifically designed for boys in their formative years. Boys receive daily physical education as well as many co-curricular athletics opportunities. As a small school, we are able to offer athletics activities for each boy, from the newest player to the competitive athlete, from Junior Kindergarten to Grade 8. Boys of all skill levels can try a new sport, strive competitively and enjoy inclusive team play with classmates and friends. The main goals of our athletics program are to help boys develop physically, socially and emotionally, build positive relationships with their teachers and peers, develop a lifelong ability to make healthy lifestyle choices and foster a love for physical activity.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Kindergarten is the beginning of an exciting learning journey for children and their families. We welcome our youngest learners by offering a safe, supportive and stimulating environment in the Kindergarten classrooms. This is a time of discovery, growth and wonder when we foster independence, self-help skills, confidence and a love for learning. The foundational program follows a rigorous curriculum to ensure that students are well-prepared for entry into Grade 1 while also providing opportunities for learning through play-based exploration and inquiry. Students engage in activities that are hands-on and that offer opportunities for differentiated learning.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
With our focus on individual attention to accommodate different learning styles, The Sterling Hall School provides every opportunity for students to be successful. Academic Success helps students with varying abilities achieve their academic goals.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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Our core value of Sterling Character states that we value and develop confidence and resilience, kindness and respect, with the courage to advocate for oneself and for others. We aim to instil in each of our graduates a strong moral and performance character that will equip him to be a capable contributor and leader within his communities and an outstanding world citizen.
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RecreationalRec. |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 8
0%
1%
$0
$37,000
0%
35%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades JK - 8
No
No
No
No
No
Yes: grades JK - 8
Yes: grades 9 - 12
No
No
No
Thetford Academy seeks students who will benefit from and contribute to the educational program at our school. We believe in five fundamental principles: excellence, commitment, cooperation, diversity, and care. We are especially interested in students who want to do their best, help others, and be a part of a respectful learning community.
We admit families with a wide range of backgrounds, provided we feel confident that the boy will be successful in our program and the parents will be partners in his educational journey. During the interview process, we get to know you and your son in order to discover whether SHS is where you belong.
International Student Application Requirements
Submit as soon as possible after November 1st. |
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2. Additional Documents |
Mail, fax, or email as soon as possible after your online application is submitted. |
International Application Essays
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International Physical Examination Report
** Please note that proof of United States Medical Insurance will be required upon enrollment |
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3. International Applicant Recommendation Forms |
Referees must mail, fax, or email recommendations as soon as possible after online application is submitted. |
4. Official School Transcripts |
Records must be sent directly from your current school to Thetford Academy in a sealed envelope. |
All documents must be mailed, faxed, or emailed to: Susan Essex Luce International Student Program Coordinator Thetford Academy 304 Academy Road Thetford Center, VT 05075 USA |
Fax: 011-802-785-4805 |
Sterling Hall Admissions Process Step 1: Get to know us |
Step 2: Apply It is easy to submit an application through our Admissions Portal; simply follow the checklist. We ask for the following documentation to be submitted with your application:
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Step 3: Student Learning Snapshot and Family/Parent Interview Once your application is fully submitted, a student Learning Snapshot and family/parent interview help our Admissions Team to better understand your son. Family/Parent Interview On the same day as your son's assessment or shortly after, our Director of Enrolment Management will meet you to learn more about your family and find out how the goals envisioned for your son might align with SHS's mission and core values. This is also an opportunity for you to ask questions about the school. Junior Kindergarten (JK) - Grade 2 Learning Snapshots These assessments take place in groups and consist of grade-appropriate activities that allow us to observe your son's social and emotional development, including working independently, collaboratively and following directions. We will also have the opportunity to observe his developing skills in math, language and critical thinking. Grade 3 - Grade 8 Learning Snapshots Along with any necessary support from the Admissions Team, your son will complete some in-house, grade-appropriate literacy and math tasks to assess his current academic level. These tasks provide insights into how well your son will manage our curriculum. Boys will also engage in casual conversation and critical thinking problem solving with a group. This is not a pass or fail test, but rather a way to gain further insight into your son's academic, learning and personal profile. |
Step 4: Communication Admission offers will be made to our Junior Kindergarten, Senior Kindergarten, and Grade 1 and 2 applicants by early February. Grade 3-8 applicants will be notified by the last week of February. |
Step 5: Enrolment and Onboarding Activities Registration must be returned with the first tuition instalment fee by the date indicated in order for your space at Sterling Hall to be confirmed. From April onwards, we have a number of onboarding activities for families and new boys to help ease the transition to SHS. |