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Neuchâtel Junior College

Crêt-Taconnet 4, Neuchâtel, Switzerland, 2002, Switzerland
44 Victoria Street, Toronto, Ontario,
Grades (Gender):
Gr. 12 to Gap (Coed)
SF 29,000 to 54,500/year
Main Language:
Avg. Class Size:
Boarding: Varies (Gr. 12 - Gap)

School Address
Crêt-Taconnet 4, Neuchâtel, Switzerland, 2002 , Switzerland
1310-44 Victoria Street, Toronto, Ontario, M5C 1Y2



About this school:


Every September, teenagers from across Canada and beyond choose to step outside of their comfort zones at NJC. While studying grade 12 curriculum from their new home in Switzerland, they explore a dozen countries, mature rapidly, and make the best friends of their lives. Academic preparedness and international exposure lead to acceptances from the finest universities. New independence enables them to understand who they are and realize how their passions and talents will one day contribute on a global scale. — Visit school website



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Our Take: Neuchâtel Junior College

our take

Neuchâtel Junior College was founded in 1956 and, from then to now, there’s been nothing else quite like it when it comes to options for North American students. It’s so unique that, in some ways, it’s hard to believe that it exists at all: a school, offering the Ontario curriculum, nestled within the stunning natural and diverse cultural environments of Europe. The views are inspiring, as is the proximity to international organizations, including the UN in Geneva. Skiing in Zermatt, visiting Flanders Fields on Remembrance Day … it goes on and on. The instruction is rigorous, and classes are intimate. The majority of students arrive from Ontario, though the student population is drawn from across Canada, the US and abroad. The ideal student is one who is inclined to make the most of the vast range of opportunities that the school provides through this unique educational experience.

Upcoming Events Next event: June 29, 2018

upcoming events
  • June 29, 2018September 2018 Admission Deadline
    Neuchâtel Junior College, Crêt-Taconnet 4, Neuchâtel, Switzerland
    Register by Friday, June 29 from 05:00 pm

    Space permitting, applications for September 2018 admission will be reviewed up until this date. Please contact the Director of Admission to determine if space remains open.

Principal's Message


Mr. Bill Boyer, Head of School

One characteristic of all good students is an unquenchable thirst for knowledge. Our unique little school, perched on the shores of Lake Neuchâtel in the beautiful Swiss town of the same name, is ideally suited to students of this kind. Students come to us eager to learn more about the world around them; drawn to change, they sense that the world has more to offer them if they could just step outside the boundaries of their local experiences. Neuchâtel Junior College exists for these types of students at this pivotal time in their lives, and here, they learn about themselves as much as they learn about the world. 

In 1956, NJC’s visionary Founder, Leonard Wilde knew that, “To be a leader today, one must travel the world.” This enduring idea is just as – if not more – relevant today. As much as our students have likely travelled to places with their families before, in most cases, they have not gone on an extended, independent journey. The Neuchâtel experience offers a view to the world beyond childhood borders, and our trips are integrated with the curriculum to make the learning experience richer and fuller. The fact that students have chosen this journey to NJC sets them apart both geographically and personally from where they began, thereby transforming them well beyond the potential of any single school trip experienced before. 

Over the course of many months, our students explore centres of Western European civilization, which helped to shape our own culture, giving them knowledge of the past with which to consider the future. They visit unfamiliar and exotic places to gain an insight into the similarities and differences of other cultures in this increasingly global community. Inspired by NJC’s program, our students also learn that they can have a positive impact on each place they visit. This may be through participation in a service trip, involvement in a Model UN activity, or by helping to make our school community a better place through personal character, talent, ideas and leadership. All of this they experience while immersed in their studies, surrounded by inspiring teachers and classmates, and living with a local Swiss, French-speaking family. This formula, unique in the world for nearly 60 years, consistently opens minds, broadens perspectives, and inspires graduates to make their place in the world more meaningful and purposeful. 

Who is best suited to attend Neuchâtel Junior College? I would encourage you to take advantage of this transformational experience if you are willing to meet two very important expectations. You must come prepared to work hard in your academic studies and be curious about the world around you; these are prerequisites so that you will be able to apply your newfound knowledge, confidence, independence and leadership in your chosen university, in the career that you wish to pursue, and throughout your life. 

I look forward to meeting you soon. A bientôt!

Bill Boyer



Curriculum Traditional

Primary Curriculum: Traditional

What NJC says: Applicants are those who seek to challenge and advance themselves through a transformational experience of personal and intellectual growth. Students attend exclusively for the pre-university year, be it for Grade 12 or a gap year of enrichment. We offer Ontario Grade 12, university-preparatory curriculum as well as Advanced Placement (AP). All instruction and life on campus is in English, yet students live as Europeans in the French-speaking, Swiss town of Neuchâtel.

  • Approach:

  • Pedagogies and subject courses:

  • Mathematics Traditional Math

      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.
      Learn about the different mathematics approaches  

    • What NJC says: Neuchatel Junior College assembles a body of excellent students together. The MHF and MCV courses follow the Ontario ministry of education guidelines, but there is room for some remediation and enrichment. We run an after school math club for several months to help prepare students for the Euclid math contest from the University of Waterloo. Ten students participated in this contest in April 2016 and the results were very good, especially for a school of our small size.

    • Textbooks and supplementary materials: This information is not currently available.

    • Calculator policy: This information is not currently available.

    Science Equal Balance

      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.
      Learn about the different science approaches  

    • Teaching approach: The approach to teaching science at NJC is to engage students with the scientific concepts of physics, chemistry, and biology through a variety of activities including, (but not limited to) laboratory experiments, demonstrations, video presentations, field trips, class discussions, and research projects. The European environment provides the opportunity to connect both with European scientific organizations such as CERN (Conseil Européen de Recherche Nucléaire) as well as local organizations (ex. Musée de l’histoire naturelle et le Jardin Botanique – both in Neuchatel.) These experiences allow students to see first-hand that science lives beyond the classroom and to meet international scientists and ask questions about their work/careers. The students at NJC have been very enthusiastic in their pursuit of such opportunities and it has allowed for frequent follow-up discussions within the classroom.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What NJC says: The approach to teaching literature is closely connected to the trips the school offers, both optional and compulsory. Since many students choose to participate in school excursions to either Krakow, Poland, or Munich, Germany, where they will visit Auschwitz or Dachau, it is fitting that two of the works we teach are connected to the Holocaust.

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What NJC says: Humanities is not a dry academic exercise. It’s real life, and people are living it right now. At NJC we have a double focus on developing core skills — formulating questions, research and analysis, critical thinking, essay composition, debate and rhetoric — and applying knowledge and understanding to current affairs: for example, finding similarities and differences between the current situation in the Middle East and the 16th Century European Wars of Religion. Our numerous field trips throughout Europe and beyond lie at the core of our program: students are expected to relate classroom learning to extramural experience. Teachers draw on a broad repertoire of instructional methods, from traditional chalk-and-talk to student-led explorations, Harkness tables, primary source analysis, debates – variety is the spice of learning! Students have many opportunities to pursue topics of personal interest, and then demonstrate and reflect on their learning in formats of their choice.

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What NJC says: Teaching French is greatly facilitated in the French part of Switzerland. We use the town of Neuchâtel to organise many cultural trips for all classes to emphasize using the language in authentic contexts. Excursions are differentiated according to French level. For the intermediate to advanced, we do a guided tour of the Castle and visit the permanent exhibition about the millennium of the city of Neuchâtel in the Musée d’art et d’histoire. For beginners, we visit the local market and various shops and cafés where the students need to manage in the target language. We always refer to students’ pension life experiences—living with local Swiss Families—and teach vocabulary that is relevant and practical. We also focus on current events in Switzerland and European countries using written or oral media sources. For Ontario curriculum credit classes, the programs are accentuated by the themes of the school trips.

    • Languages Offered: • French • German • Italian

    Fine Arts Creative

      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.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What NJC says: The Visual Arts course offers pre-university training while exploring diverse aspects of the Arts. Students work on different units during the semester, one of them being of their own choice. Students are encouraged to explore creativity and train their skills. Each unit is closely linked with art history, and, frequently illustrated with field trips. Students are encouraged to link their own work with styles and movements mainly found in the last 150 years and to gain a strong critical sense in order to evaluate their own work. Individual research in art history, theory of art, and studio processes are meant to help students acquire originality and individuality in their creation. They are encouraged to evaluate their own creation and define its inner specificities that will help them improve the quality of communication as artists.

    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  

    • What NJC says: Our classrooms are equipped with Smartboards and staff are allocated laptop computers for instructional purposes. Students benefit from the expertise of our trained staff in 21st century differentiated instruction methodology.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What NJC says: Not applicable.

    Sex and Health Education
    Topics covered in sex and health education: We don’t cover any topics in sex and health education

    What NJC says: This information is not currently available.

    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.


    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What NJC says: Not applicable.

    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    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.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What NJC says about flexible pacing: This information is not currently available.

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    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”.

    What NJC says: We offer university-level academic courses with an option to select from a rich variety of Advanced Placement exams. We are a university-preparatory school with expectations of high academic performance to meet entrance requirements for the best universities and programs around the globe.

    Developmental Priorities Intellectual, Balanced

    Primary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    Secondary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What NJC says: We strive to create a community of confident independent global citizens through a life-changing educational experience. Living abroad with a French-speaking Swiss pension family assists with the acquisition of linguistic abilities in the target language. Our students foster independence and responsibility for themselves as they prepare for the next phase of their lives in their post-secondary destinations.

    Special Needs Support Indirect Support

    Indirect Support

    Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy
    • Summary: NJC is able to accommodate many different learners and those with psychological educational assessments are offered all the possible accommodations on our campus. We have a quiet learning space for students who need a distraction-free zone, we are also able to provide extra time and use of technology. We have tutorial support within the community and therapeutic services are available via our medical team affiliated with our school.

    Gifted Learner Support In-class adaptations

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    Curriculum delivery: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What NJC says: Gifted learners will find themselves in an academically challenging environment. Students can opt from a variety of AP (Advanced Placement) exams with the potential to earn a university-level credit while still in high school. Students can also seek out leadership positions, for example, within our Student Council, Model UN program and the New European Schools Acting and Debating (NESDA). Competitions.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Neuchâtel Junior College students perform an average of >2 hours of homework per night.

    Nightly Homework
    NJC 160 mins
    Site Average108 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades12 to 12
    Prose (narrative)-based feedback12 to 12
    Parent-teacher meetings12 to 12

    Class Sizes Not available

    This information is not currently available.


    What NJC says:
    • "This year, I hiked up the Swiss Alps during the summer and skied back down them during the winter."- Declan Seviour '14

    • Sports OfferedCompetitiveRecreational
      Downhill skiing
      Field Hockey
      Ice Hockey
      Track & Field
      Cross-country skiing
      Figure Skating
      Ice Skating
      Martial Arts
      Mountain biking
    • Clubs Offered
      Chess Club
      Community Service
      Debate Club
      Drama Club
      Foreign Language Club
      Habitat for Humanity
      Musical theatre/Opera
      School newspaper
      Student Council

    Tuition & Financial Aid


    Boarding SF 54,500

    Need-based financial aid

    Grade range that need-based aid is offered: 12
    Percentage of grade-eligible students receiving financial aid20%
    Average aid package size$20,000
    Percentage of total enrollment on financial aid20%
    Total aid available$250,000

    Application Deadline:
    Rolling deadline Repeats annually

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications
    Interview Supplementary Essays Application File Review Apple Financial Third-Party Review

    Merit based Scholarships

    Neuchâtel Junior College Merit Scholarship
    Amount: $500
    Deadline: 02/10/2016
    Eligibility Details: Students grade 12
    For more details, visit: www.njc.ch/admissions/affording-njc/


    Total enrollment Varies
    Average enrollment per gradeN/A
    Average class size13
    Gender (grades)Gr. 12 to Gap (Coed)
    Boarding offered Gr. 12 - Gap
    % in boarding (total enrollment)N/A

    If you want to learn more about boarding schools, check out our comprehensive guide.

    Student distribution:

    Boarding Enrollment



    Admissions Assessments:

    Assessment = requiredGrades
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay12 - 12
    Application Fee 

    Application Deadlines:

    Boarding students:

    What NJC says:
    • Admission Application Form
    • Character Reference Letter
    • Official Transcript
    • Report Card
    • Student Essay
    • Application Fee

    Please note: Space permitting, new applications for September 2018 admission will be reviewed until June 29, 2018. Applications will be reviewed on a rolling basis until any remaining places are filled by successful candidates. 


    Acceptance Rate:


    Type of student Neuchâtel Junior College is looking for: Neuchâtel Junior College selects on the basis of their academic performance, character, interests, talents and potential. Successful applicants are those who seek to challenge and advance themselves through a transformational experience of intense personal and intellectual growth. The College favours applicants who respond positively to new challenges and who express sufficient maturity, international curiosity and personal responsibility.

    Student Entry Points

    Student Type12
    Boarding Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size70
    *Canadian "Big 6" placements36
    **Ivy+ placements11

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Stories & Testimonials


    Always Neuch Alumni Reflections

    Visit our Always Neuch collection of alumni stories and read some recent grad reflections


    Nicole Strickland, Class of 2016

    I can't imagine who I would be if I hadn't had come to Neuchâtel Junior College for grade twelve this year. The amount of knowledge and common sense that I have learned over the past ten months has set me up ready to take on the rest of my life and the rest of the world. NJC has opened my eyes and my heart to adventure, learning and travelling. I can now find my way through foreign cities, train stations and airports without being panicked or scared, I can confidently talk to people in stores or on the streets in a language that's not my own because they do not speak English and I need to communicate with them, I can plan, execute and enjoy independent trips, I can manage my time between multiple different tasks, I can take care of myself while living away from my family and last but definitely not least, I now feel ready for University and for the 'outside world', and ready to take it all on as a matured young adult with confidence, knowledge and experience. Who else in their last year of high school says that? Anyone who graduated from Neuchâtel Junior College.” –Nicole Strickland, Queen’s University (Science)



    Jared Hudson, Class of 2016

    The sheer amount of memories and moments that I will never forget that have been made here is far too many to count. It seems that every day there is a point in time that adds to the already gigantic sum of highlights. Whether it be boarding a flight with friends to a new unexplored city or simply walking by the lake, each second is cherishable. Neuchâtel Junior College is more than a school; it takes the definition of a school to the next level. When a person enrolls to NJC they are not going to merely get a school education.  The student will grow as an individual and pick up new social, life, and everyday skills. -Jared Hudson, Dalhousie University (Commerce) 


    Sasha Cove, Class of 2016

    "I do not think that it is possible to speak about my time at Neuch, and how it affected me as a person without speaking about my pension experience. In comparison to living in a dorm, you live with a family. You get to experience firsthand Swiss culture, people, and language. I quickly developed a bond with them, and my pension family will always hold a place in my heart – we are already speaking of a visit! The amount that my French has improved is alone enough of a reason to endorse pension living. I went from barely understanding simple words to being able to hold and understand a conversation, as long as they speak very slowly. I also feel that being in pension living has allowed me to develop significantly as an individual, and work a lot on my self-reliance and independence." -Sasha Cove, Rollins College (International Business) 



    Laura Bryce, Class of 2016

    "A year at NJC cannot be summarized in words and paragraphs, nor pictures and videos. The amount you learn and grow when you take the leap of faith to do something so extraordinary is inconceivable. I have grown so much personally and intellectually, that I now see problems and solutions from an entirely new perspective. Living in the home of Swiss family who I was unable to properly communicate with for the first few weeks taught me to be patient and open to different cultures. Visiting the Auschwitz-Birkenau concentration camp, a warning to humanity of the dangers of war, I challenged myself to lead a career that will make a positive contribution to the world. Singing my national anthem in loving memory of the soldiers who died below my feet at Vimy Ridge opened my eyes to the importance of understanding my country’s history and how easily it can be repeated. Skiing from Switzerland to Italy with one of my best friends in front of me and the Matterhorn behind me reminded me how you usually don’t regret what you do, but what you don’t do. If only there was more time to do more hikes, spend more days by the lake and jet off for the weekend to a new city with my best friends."  -Laura Bryce, Queen’s University (Commerce) 



    Myles Goodman-Vincent, Class of 2014

    I can without a doubt say that I have seen a positive change in everyone this year. I have never witnessed, in my life, a group of seventy students become such a tight-knit community. Although it is cliché to say that we are a family, the fortunate truth is that we actually are! I know that where I am in the world, I would feel comfortable calling up one of my Neuchâtel friends, and have it be as if we are together in class in Switzerland.


    Sara Szot, Class of 2014

    Before this year, I looked at the lives of others and thought about how nice it would be to live like that. Now I look at others and see how much I can learn from them, and share with them. Life is not a race or a competition. There are no winners or losers, just people, and it is important to realize this early on in life. At some point, you have to stop doing things just for the happiness or approval of others. It is your life, and you have to do what you want with it. Neuchâtel Junior College gave me not only the confidence to acknowledge it, but the power and motivation to do something about it. I owe so much to this school, as they have given me an unimaginable experience here this year, and I just know I will be talking about it for the rest of my life. If someone were to ask me if I recommend NJC to future students, I would simply smile and say, “If you come to NJC, you will miss out on nothing, and gain everything.” 


    Jerry Li, Class of 2014

    It is difficult to pinpoint exactly how I will build upon these experiences in the future, but one thing is for certain: the experiences that I had and the stories that were created as a result will last me a lifetime, and at certain points in life, there will be moments where hardship will force me to extract the lessons learned from the stories of this year, and I will know how to act, what to do, and what to expect as a result.


    Erin Abbott, Class of 2013

    Over the course of the year, all the students of NJC have learned something about themselves, some may have found that they would rather be closer to home, some may have discovered a hidden passion, others may have finally realized what they wanted to do in university, but we have all grown in some way shape or form. We all started the year not knowing what to expect and now entering university next year we have a better understanding of the type of lifestyle we will live.


    Peter Daglish, Class of 2013

    I feel as if as soon as I got here, there was a significant focus on getting me confident and ready for post-secondary education. Even for life in general. There’s so much I’ve learned in the classroom here, but also just as much that I’ve learned outside of it. NJC takes a good stance towards it as well, by not just doing things the easy way and saying “here is the information, etc.”, but rather letting you go your own way to find it. 



    • Canadian Accredited Independent Schools (CAIS) Associations
    • Advanced Placement Canada (AP) Associations
    • Swiss Group of International Schools (SGIS) Associations

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