2480 15th Sideroad, King City, Ontario, L7B 0P5, Canada
2330 Cypress Bowl Lane, West Vancouver, British Columbia, V7S 3H9, Canada
1999
1993
565
1030
4 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
16 to 20
14 to 22
Learning
Accelerated curriculum
In-class adaptations
$22,400
$26,850 to $30,290
Yes
Yes
0%
5%
4 to 12
7 to 12
$0
$15,000
63
64
0%
0%
0%
18%
4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2023
Dec 01, 2023
Not available
Not available
Yes: grades 4 - 11
Yes: grades Preschool - 11
No
No
information not available
information not available
Villanova was founded in 1999 on property that is home to the Mary Lake Augustinian Monastery. Today the school operates independent of the order, in terms of finances and leadership, though shares the values of service and charity. While the school is understandably a draw for families looking for a school delivering the curriculum through a Catholic lens, it also attracts those from surrounding communities who, apart from religious observance, share those foundational values. The school is relatively young, though has established a strong academic and athletic reputation in a short time. The school also has set standards for online communication, and the use of technology in instruction and assessment. The ideal student is one able to thrive in a challenging, active student environment.
View full reportMulgrave was founded in 1993 on the grounds of the West Vancouver Montessori School, and has grown exponentially since then due to the strength of the program and the school’s earned reputation. Today Mulgrave is home to just over 900 students from pre-school through grade 12, housed within a 150,000 sq. ft. building that includes substantial upgrades completed with the senior school expansion in 2015. The school operates a centre for educational innovation, a clear expression of the administration’s desire to be a model to others, and to continue to evaluate and grow the programs the school offers. So, there's a lot going on, largely driven, as it was at the start, by the members of the community the school serves. The school rightly prides itself on maintaining a close, community feel throughout, while offering a strong academic foundation through the International Baccalaureate and an overall dedication to delivering the curriculum through a global lens. The ideal student is one who will thrive in a vibrant, challenging yet supportive academic environment.
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"My experience at Villanova was nothing short of life-changing."
Gabi Stefou - Alumnus (Aug 09, 2018)
My experience at Villanova was nothing short of life-changing. I entered Grade 7 as a shy student af...
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"The quality of teaching at Villanova is second to none"
Josephine Greig - Parent (Aug 14, 2018)
All 3 of our children like and appreciate their teachers the best! They truly care about their pup...
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"Villanova College is York Region’s only independent Catholic school preparing young men and women for university and for life. Learning at Villanova is exciting, engaging and enduring. Small class sizes, the Teacher-Advisor Program and the Guided Learning Centre allow our faculty to give students the individual attention they require to reach and exceed their potential. Individual talents are nurtured through specialty academic programs, including Advanced Placement and STEM (Science, Technology, Engineering and Math) as well as extensive co-curricular programs including music, performing arts and athletics. Located on 53 acres on the Oak Ridges Moraine, the school is situated in an idyllic setting with state of the art facilities including an artificial turf field, triple gymnasium and completely wireless environment. The academic achievements of Villanova graduates have consistently been recognized through scholarship offers and acceptance to preferred universities. Our graduates have gone on to study at the most selective programs at highly regarded universities in North America and internationally. To provide your child with a foundation for lifelong success contact our admissions office or visit our website at www.villanovacollege.org."
"Mulgrave is a gender-inclusive, non-secular Pre-K to Grade 12 IB World School nestled in the forested slopes of West Vancouver. We inspire students to be self-motivated critical thinkers, young leaders, and active, responsible citizens in a global community. Mulgrave offers a wide range of enrichment activities in athletics, outdoor education, service and leadership, and the arts. Our students, diverse yet united in their values, support and care for one another as they strive to achieve their personal best."
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"Why Mulgrave? can be answered in so many ways - each as unique as our students themselves. A few of the most cited reasons include: outstanding individual care and attention and focus on wellbeing; development of an individual’s character, personal skills, and qualities, and values; balanced programme of the arts, athletics, outdoor education, and service learning alongside academics; world-renowned IB programmes; highly skilled teaching faculty; and our diverse and engaged community."
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"Families come to visit our campus and describe the feeling as 'Mulgrave magic'. Our campus is beautiful and our location is spectacular, but it is our warm and inviting community of learners, teachers, and families that contribute to something truly special. Mulgrave students are encouraged to be their personal best, to be allies and advocates, and to follow their passions. While the IB programme offers academic rigour, we hold student wellbeing at the heart of our purpose."
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"Families new to Mulgrave come to quickly appreciate the openness and community at Mulgrave. It may be cliche to say we're family, but it's true! We delight in having parents, grandparents, and loved ones volunteer at our school. Teachers and leaders are approachable and happy to engage with families in partnership in their child's education. Parents and caregivers chat in parking lots and enjoy a cup of coffee together at drop-off. Students connect across grade levels in support of one another."
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Villanova College is an independent, Catholic school committed to the Augustinian values of unitas, veritas and caritas, meaning unity, truth and love. Since 1999, the School has prepared young men and women for university, for leadership and for life. Villanova educates its students in a caring environment focused on academics while maintaining a balance between spirituality, arts, athletics and community involvement.
Villanova is a tightly knit family that supports and challenges students in grades 4 through 12, as they become independent critical thinkers so that they may lead with integrity. Challenge, community, care and respect are the key characteristics of our school. Our high academic standards are supported by a caring and involved faculty that serves to help each student reach his/her potential. Villanova College is a special place that recognizes and takes great pride in our students' academic achievements, aptitude in the performing arts, athletic excellence, extensive Christian Service and proud community spirit.
Faithfully yours,
Paul Paradiso
Headmaster
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Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Villanova College is an independent, Catholic school committed to the Augustinian values of unitas, veritas and caritas - unity, truth and love. Since 1999, the School has prepared young men and women for university, for leadership and life. Villanova educates its students in a caring environment focused on academics, while maintaining a balance between spirituality, arts, athletics and community involvement. Villanova College is a tightly knit family that supports and challenges students in grades 4 to 12, as they become independent critical thinkers so that they may lead with integrity. Challenge, community, care and respect are key characteristics of our school.
At Mulgrave, our vision for learning is informed by our school's aims and values and is encapsulated within our learning model. We truly want students’ learning at Mulgrave to be personalised and very special. We want our students... to enjoy and be passionate about learning throughout their school career and beyond. to understand themselves and how they learn and be genuinely active and reflective in the learning process. to be increasingly independent in their learning whilst being able to collaborate and be genuine co-constructors of knowledge and understanding. to be confident, connected and informed digital citizens and self-directed, enquirers, and risk takers. to be creative and innovative in the way they work and think. to be supported, challenged and cared for by their teachers and each other.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Students are exposed to advanced topics in mathematics to develop the ability to define problems, design investigations to gather data, organize data, draw conclusions and then apply understandings to new and novel situations. Students are exposed to advanced topics in mathematics and use computer programming, simulation, and control devices to explore in a rigorous manner and learn how to systematically and creatively solve problems.
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There are many mathematics activities that do have students using calculators, while there are other tasks/units where calculators are not permitted. It depends on the lesson at hand and the learning goals of the particular lesson.
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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.
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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.
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.
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Not applicable
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.
Not applicable
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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
Not applicable
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.
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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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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.
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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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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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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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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
With our campus-wide wireless network, Villanova College is committed to developing and integrating technology to cultivate critical thinking skills, nurture creativity and enhance learning. All students use Edsby, a web-based Learning Management System with an integrated platform, to access course material, receive and submit assignments and collaborate with teachers and classmates. Parents are engaged in their child’s academic success and stay well connected and informed with on-line access to calendars, schedules, assignment deadlines and information regarding extra-curricular programs and school events. Students from grades 7 – 12 participate in our wireless Windows-based laptop program, while mobile labs are dedicated to students in grades 4 - 6.\nOur Educational Technology plan continues to emphasize the development of organizational skills, technological literacy, and the use of project based learning. Classrooms are digitally equipped to be interactive and we continue to explore the best educational resources including e-texts, OneNote, and specialized software.
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Web design
Robotics
Computer science
Villanova College has specialist Physical Education educators teaching each grade in the school. Every child in grades 4-9 are required to take physical education as one of their eight courses. In grades 10-12, physical education is an optional course. In all grades, we strive to develop lifelong skills such as sportsmanship, fair play, accountability, the ability to work with others effectively, the ability to lead others in a positive manner, the ability to perform at one\'s best, and the ability to enjoy athletic activities.
Physical education is combined with health education to provide students with a wealth of opportunities to establish good habits.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our approach to preschool and Kindergarten is in alignment with our approach to learning at all grade levels. Our IB curriculum extends into our PK3 and PK4 programmes and provides students with a strong inquiry-based foundation that sparks their curiosity and kicks off their journeys as life-long learners. While we generally classify our preschool as 'play-based' and Kindergarten as 'academic', in reality, we provide a balance of both, believing in each child's capacity to explore their potential in literacy and numeracy, as well as the importance of learning from the daily interactions they have with their natural and social surroundings.
Accelerated
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
We offer standard- and higher-level IB diploma courses, Mandarin language streams for native and non-native speakers, and online courses. As well, we have well-staffed learning support centres that serve as resources for our teachers as they work to provide differentiated and personalised instruction for all our students.
Rigorous
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”.
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”.
At Villanova College students are challenged to discern and develop their interests and strengths with the personal attention and support of a caring faculty who are committed to seeing their students succeed at the post-secondary level and beyond. We provide a rigorous academic program that exceeds Ministry of Education expectations and emphasizes skill development. This educational philosophy gives our students an academic advantage as Villanova graduates consistently gain entrance to their preferred universities and experience success in elite university programs.\n
We want our students' learning to be experiential, relevant and authentic. All this so that they can achieve their personal best and, more importantly, take with them skills and qualities to live better lives as lifelong learners and stewards of our world. We want our students to have high expectations for themselves, and we provide the support they need to achieve their dreams.
"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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Villanova College is an independent, Catholic school committed to the Augustinian values of unitas, veritas and caritas, meaning unity, truth and love. Since 1999, the School has prepared young men and women for university, for leadership and for life. Villanova educates its students in a caring environment focused on academics while maintaining a balance between spirituality, arts, athletics and community involvement.
We recognise that learning happens through the holistic educational experience of our students through the IB academic programmes of the formal curriculum, through the enormous range of curriculum enrichment that happens through co-curricular and other programmes and through what our students experience at home and outside school. We regard a Mulgrave education as an important part of their total education.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
The majority of our students begin their Mulgrave journey when they are quite young, so we cannot know if they will develop learning difficulties as they grow. We have a learning support team in place to provide the guidance students with learning challenges may need to successfully earn an IB diploma at the end of their Mulgrave career. Our admissions process is very personalised, and through it, we hope to provide prospective families with a sense of our ability to meet their child's needs while determining if we have the resources in place to be able to meet those needs.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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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
4 - 12
7 - 12
0%
5%
$0
$15,000
0%
18%
4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2023
Dec 01, 2023
Not available
Not available
Yes: grades 4 - 11
Yes: grades Preschool - 11
No
No
No
No
Yes: grades 4 - 9
Yes: grades 1 - 11
Yes: grades 4 - 11
Yes: grades 7 - 11
No
No
Mulgrave looks for students who will profit from its enriched programme and who will be able to contribute their own special talents, abilities, imagination, and curiosity to the school community.
The Admissions team reviews a variety of information to determine the preparedness of each applicant to succeed in the university-preparatory program and co-curricular offerings of the School. Admission to Villanova College is competitive and decisions are based on the following:
To learn more about our application process (which varies by grade), please visit our website here.