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THINK Global School

1460 Broadway, #7032, New York, New York, 10036, United States

Grades (Gender):
Gr. 10 to Gr. 12 (Coed)
US $79,000/year
Main Language:
Avg. Class Size:
Boarding: 46 (Gr. 10 - 12)

School Address
1460 Broadway, #7032, New York, New York, 10036 , United States

About this school:


THINK Global School is a not-for-profit, traveling high school where you’ll live and study in a different country every term, combining a top-notch education with place-based learning in four countries per year. Make real-world connections between your classroom subjects and the world around you while experiencing the adventure and excitement that each new environment has to offer. Need-based financial aid is available for those who qualify. — Visit school website



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Our Take: THINK Global School

our takeTHINK Global was founded in 2010 by Joann McPike, a travel photographer initially from New Zealand. She left at age 18 and quickly became a true citizen of the world, travelling constantly for her work. In 2008 she collected her photographs in a book titled THINK, and within that, as well as the fact that she was now travelling with her son, the idea for a true international school took root. There are of course a range of things that schools mean when they describe themselves as international, though THINK Global School, perhaps more than any other, embodies all of them: students enroll from around the world, they travel throughout the school year, and they learn the core academic curriculum through a global lens. It’s not for everyone, though, for some students at least, it’s literally a dream come true. THINK Global prizes learning through doing, though also learning through living. Travel is managed to create opportunities not only to experience global history and geography, but also—and more importantly—to grow an awareness of global community, empathy, and stewardship.

Principal's Message


James Steckart, Head of School

A great school is like a three-legged stool: parents, educators and students acting together provide the necessary support needed for success. I look forward to developing relationships with THINK Global School families as we journey together on this exciting innovative path in education. As a former Outward Bound Instructor I have come to understand the value of traveling with students in an educational setting. I strongly believe in developing not only the academic skills of the youth we serve, but also take leadership, critical thinking and compassion as important components to an education worth pursuing. 


Curriculum Progressive

Primary Curriculum: Progressive

What THINK Global School says: THINK Global School offers a unique curriculum designed to get the most out of the diverse set of locations we inhabit each school year. Learning is structured around the project-based learning pedagogy, allowing students to continuously build upon themes and topics across courses simultaneously while developing critical thinking, collaboration, and self-management skills. Our teachers routinely trade the classroom for real world settings, letting students engage in hands-on learning at significant historical, cultural and geographical sites while collaborating on projects with a real world impact. Concurrent to this project-based approach, students at THINK Global School take key AP courses on their way to completing the AP Capstone Diploma Program, with the option to pursue more specialized AP credits through self-directed and online learning.

  • Approach:

  • Pedagogies and subject courses:

  • Mathematics
    • What THINK Global School says: This information is not currently available.

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

    • Calculator policy: This information is not currently available.

    • Teaching approach: This information is not currently available.

    • 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

    • What THINK Global School says: This information is not currently available.

    Humanities and Social Sciences
    • What THINK Global School says: This information is not currently available.

    Foreign Languages
    • What THINK Global School says: This information is not currently available.

    • Languages Offered: • Spanish

    Fine Arts
    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • What THINK Global School says: This information is not currently available.

    Computers and Technology
    • What THINK Global School says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What THINK Global School says: This information is not currently available.

    IB Diploma Courses
    Group 1 (Language A)

      Group 2 (Language B)

        Group 3 (Individuals and Societies)

          Group 4 (Experimental Sciences)

            Group 5 (Mathematics)

              Group 6 (The Arts)

              Sex and Health Education
              Topics covered in sex and health education: This information is not currently available.

              What THINK Global School 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 THINK Global School says: This information is not currently available.

              Curriculum Pace Student-paced

              • Standard-enriched
              • Accelerated
              • Student-paced

              The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

              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 THINK Global School says about flexible pacing: This information is not currently available.

              Academic Culture Supportive

              • Rigorous
              • Supportive

              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.

              What THINK Global School says: Academics at THINK Global School are centered around the ideas of mastery and instilling a growth mindset. With much of our learning taking place outside of the traditional classroom setting, students are encouraged to pursue courses and projects they find personally fulfilling. Students are measured more by their effort and continual improvement rather than narrowly focused, high-stakes tests. Students are well supported in their work and attend daily meetings with their advisors, who monitor, discuss, and provide coaching in all areas of work and life at THINK Global School.

              Developmental Priorities Balanced, Intellectual

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

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

              What THINK Global School says: We take pride in developing our students as a whole, in teaching them to be empathetic and appreciative of the world around them. Our core values of Meraki (putting full heart and soul into everything you do), Satya (seeking truth and integrity), Qui Zhi Yu (Thirst for Knowlege), Empathy, Grit (never giving up), Kaizen (continuous improvement), Ubuntu (care and engagement in community) are woven into the expectations for everything we do. Students are encouraged to take the mindset that they are never too young to affect change, to be global citizens and leaders.

              Special Needs Support No support

              No support

              THINK Global School offers no/limited support for students with learning difficulties or special needs.

              • 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
              • What THINK Global School says: THINK Global School uses a project-based learning approach rather than the typical classroom setting. Therefore, minor accommodations can be made for those students with mild learning disabilities; however, due to the traveling nature of the school, curriculum modifications and remediation are not learning supports offered at TGS.

              • 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

              Gifted Learner Support No Support

              THINK Global School does not offer any specialized programming for gifted learners.

              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.

              Class Sizes Not available

              This information is not currently available.


              What THINK Global School says:

              This information is not currently available.

              • Sports OfferedCompetitiveRecreational
                Ice Hockey
                Track & Field
              • Clubs Offered
                Chess Club
                Community Service
                Environmental Club
                Foreign Language Club
                Math Club
                Online Magazine
                School newspaper
                Student Council

              Tuition & Financial Aid


              Boarding US $79,000
              What THINK Global School says: THINK Global School is committed to making our unique educational model available to as many qualified students as possible, regardless of economic background. Thus, we offer sliding-scale tuition to all accepted students demonstrating financial need. To be considered for sliding-scale tuition, please submit a completed Financial Aid Form along with your application.

              Need-based financial aid

              Grade range that need-based aid is offered: 10 to 12
              Percentage of grade-eligible students receiving financial aid0%
              Average aid package size$0
              Percentage of total enrollment on financial aid0%
              Total aid available$0

              Application Deadline:
              May 01, 2017 Repeats annually

              More information:

              Application Details:

              This school works with other. for processing financial applications

              Merit based Scholarships

              This information is not currently available.


              Total enrollment 46
              Average enrollment per grade15
              Average class size12
              Gender (grades)Gr. 10 to Gr. 12 (Coed)
              Boarding offered Gr. 10 - 12
              % in boarding (total enrollment)100%
              % in boarding (grade-eligible)100%

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

              Student distribution:

              Boarding Enrollment131714



              Admissions Assessments:

              Assessment = requiredGrades
              SSAT (out of province)
              Entrance Exam(s)N/A
              Entrance Essay
              Application Fee 

              Application Deadlines:

              Boarding students:
              March 01, 2016

              What THINK Global School says:

              All applications are submitted online with required supplementary documentation. Once submitted, selected candidates move on to testing and interviews with faculty and current TGS students.


              Acceptance Rate:


              Type of student THINK Global School is looking for: THINK students must have strong academic qualifications, but also the unique blend of curiosity, independence, and adaptability essential for world travel and global citizenship. Because students depend so much on one another to navigate unfamiliar places and experiences, a strong spirit of teamwork and collaboration is also important. These characteristics can be demonstrated in your admissions essays and interviews, and also through your record of proactive engagement with activities in and outside of school. It’s always best to apply early and to show your creativity on our unique online application.

              Student Entry Points

              Student Type101112
              Boarding Acceptance
              (Acceptance rate)
              11 - 15 (10%)2 - 3 (3%)0

              University Placement

              Services = offered
              Career planning
              Mentorship Program
              University counseling
              Key Numbers
              Average graduating class size15
              *Canadian "Big 6" placements1
              **Ivy+ placements3

              *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)

              Schools our students are admitted to (last 4 years): Harvard, Oxford, Columbia, Wellsley, Georgetown, University College London, NYU Shanghai, Hult International Business School, Marymount University, Jacobs University, McGill, London School of Economics, University of St. Andrews, Soka University, University of Amsterdam, Mount Holyoke College, NYU, American University of Paris, Skidmore College
              Schools our students attend (last 4 years): Harvard, Oxford, Columbia, Wellsley, Georgetown, University College London, NYU Shanghai, Hult International Business School, Marymount University, Jacobs University, McGill, London School of Economics, University of St. Andrews, Soka University, University of Amsterdam, Mount Holyoke College, NYU, American University of Paris, Skidmore College

              Stories & Testimonials


              Colonia del Sacramento - a Poem

              Who would have ever thought of coming to Colonia?

              This lovely little town in the southeast of Uruguay…

              So isolated, tranquil, small and lonely,

              Well, here I come, to your blue magic skies.

              You greeted us with your lighthouse,

              Which towered gently through the mist.

              And sun was making its way out

              While we were approaching the bank.

              We learnt about Aarón de Anchorena,

              A rich man, who came to your land.

              He built a church, set up a ranch,

              And lived up there with his men.

              While walking through your quiet streets,

              I noticed, and almost felt a breeze,

              Which enveloped me, and let me in,

              Into your life, your real living.

              The sun began to settle down,

              When we were having our dinner out.

              I saw bright vibrant red – the sunset,

              The sun was down; but it was only the outset.

              Coming back home from the beach,

              I saw a guy, playing the guitar.

              He reminded me of John Lennon,

              Unknown guy, almost as good as him.

              Colonia del Sacramento,

              I learnt about you, I felt you;

              But that small sip was not enough –

              I might come back one day, my friend!

              What Makes a Traveler?

              There is a question that I have asked myself a lot (mainly from the numerous debates I’ve had with Lindsay) on what makes a good traveler. How do we, as members of a traveling boarding school, supplement our experiences of exploration with the writing and notes that we make before, during and afterwards?

              This past weekend had me questioning what makes a good traveler. Is it the ability to handle situations that may arise? Is it the understanding of alternate cultures and viewpoints? Is it the honesty to accept that you aren’t able to explore every situation?

              Our weekend was a challenge; I will not lie about that. I’ve experienced long journeys before, but the fifteen hours driving between Hyderabad and Aurangabad was difficult. Extremely, deafeningly difficult. That is, however, part of the experience of India. Our bus had been late because of planning errors, proper forms for taking certain highways hadn’t been processed, and the deep monsoon season had not finished in its normal fashion, leaving roads disastrous for large coaches like our own. Multiply that by 25 students and 5 teachers in a sardine can of a bus, and we definitely have a worthy story.

              After our late arrival (imagine sore teenagers staring at a clock in the lobby which glares 3:30 am with angry hands), the five hours of sleep fueled my body in some magical aura, and I woke up feeling somewhat refreshed. The act of traveling, I realized, can be as much a cure as a disease; it pulls at your lungs and tears at your eyes, but it also awakens something deep in your heart: the desperation for adventure, exploration and discovery.

              After three more hours trapped in a bus, we emerged outside of the Ajanta Caves. My prior expectations of India had been flat, crowded and deafeningly noisy. Ajanta countered all those beliefs. It was green, emotively silent, lush, and stark. The growth and brush of the trees and bushes were starkly cut by the caves; facades of yellow and grey etched deep into the valley’s edge. The sounds of water and birds set the backdrop for the caves as we wandered.

              I am a history nerd; I love to learn about cultures, society and the development of nations, so visiting the Ajanta and Ellora caves really lit me up. The caves connect two periods of growth, the first in the 2nd Century BC and the second in the 6th century AD. They tell a story of these eras in Indian history. 700 royal states maintaining their lands and cultures. “People in that time period were not frictionous like our nations are today,” Anmol explained to me afterwards. “The nations and states in the geographical India we imagine today were able to coexist back then. Religion flowed freely between cultures, art and design was always interchanged with the eras that passed.” He grinned at me and looked towards the carving of Buddha, “Life is easier when you’re allowed to trace your own path.” 

              That thought left me questioning the rest of my experience in India. How does the centralization of a nation add or subtract from its livelihood? We are surrounded by it every time we enter the city and even just society outside of Indus. The sheer volume of people can be disheartening and the levels of poverty that we are forced to comprehend are hard, but comparing the single party mentality of this culture, so focused on growth, to the small city-states that governed back then with the Maharajahs and the shamans makes me question whether the decentralization that many western countries are terrified of is really the best option for this subcontinent.

              This is what traveling is in my experience. Gaining more knowledge, more opinions and more questions to fuel my time spent traveling and exploring. If you cannot find your passion within your experiences, something that makes you tick, concerned or entirely confused out of your mind — then you haven’t found something worth traveling for yet.

              Students Transform to Delegates at Model United Nations

              Carrying a briefcase and a backpack, everyone trudges to the different committee rooms. A nervous chatter fills the hall, a very unfitting sound considering the well-dressed suit and tie people. We had just come out of the morning assembly, and it was almost time for us to shine.

              Hours of preparation were poured into these few hours, of researching and anticipating questions. But the feeling of unpreparedness still lingered. As soon as every one of the delegates had sat down and opened up their laptops, the chair asks if the delegates are ready to begin.

              Cuba. Venezuela. Saudi Arabia. Singapore. The list goes on and on. Gawa, Alice, Russell, and I smile at each other. We've got a plan, but by the looks of the other delegates, they seem like they have their guards up, too.

              A quick flip through the notes later, the conference begins. While some of the delegates sound sure and confident, others seem less competent in English. Every one of them carefully looking at each delegate; judging.

              Then it's my turn. How weird I must be, in my bright pink top and high heels, how dumb. I could almost hear the snickers barely reigned back in a mask of formality. Not one to be intimidated by the pairs of eyes watching me; I start.
              The delegate of Vietnam...

              Words get stuck in my throat, and I clear my throat to hide my hesitation. It was soon over though, and I got to sit down again.
              What is Vietnam'™s situation with domestic violence?

              The question seems to spring out of nowhere from Cuba. Gawa and I stare at each other; we both forgot that one topic in the multi-faceted view of women'™s rights. Two minutes tick by as Gawa and I flick frantically through the notes, nudging each other to make something up. Finally, we tell Cuba that we would discuss this later. Later, we would say that Vietnam's domestic violence problems were like every other country's and that we have a whole ministry dedicated to this advancement. Of course, all of this we make up from what little we know about the matter.

              Debating and discussing, as a delegate gets easier as time passes. I start to get the hang of the conversation, how people respond, allies and enemies. I learn how to make up things and sound good when I don'™t know what to say“ "how to debate and how to persuade the audience. Sometimes, there was a minor debate between two countries, but when we got down to the nitty gritty; we made a resolution in less than two hours.

              The clapping slowly dies out when the General Secretary has the floor. He is a witty chair. He thanks every one of us for participating in this event and gives "plants" as an award for the best delegates. Proudly, our fellow mates Hannah and Emma go onto the stage to get their awards for the best delegate in their committee.
              It was the first time for us, and we had a limited amount of time to prepare ourselves. Yet, we did amazingly well and made TGS proud. ...

              The First TGS Tennis Tournament in Thailand

              Last Saturday was an eventful day. Together, Gawa, Ambika, and I formed a tennis tournament within a week'™s time!

              We had twelve people participating through out the whole tournament. We decided to create doubles teams and split them up into two different pools. In the end we had our final match under the lights: Ambika & Liam vs. Gawa & Gijs. Battling for third place, we had Willem & Alex vs. Lin & A™ntonia.

              In the end, Gawa and I came away victorious with Ambika & Liam in second place and Willem & Alex in third. We played from 1:30pm to 6pm. The whole day, most of the TGS'™ers were outside watching and supporting the teams. We had a large variety of players, from beginners to pros; we had a lot of fun. Ball boys ran left and right, and Pema acted as our official umpire throughout the matches! It was a day that everyone enjoyed! We were outdoors in the open sun and laughing at our faults.

              If we have the possibility to do something like this in Germany, I would love to do it again. It would be like a tennis tour around the world! Next time, I hope we can have singles matches or enough participants to pair the teams based on levels. Hopefully, we will get more people interested in joining and before you know it, TGS will have a little army of tennis players! Let the tournaments keep coming!


              TGS Students Give Back to Ecuador


              As an end-of-term trip, TGS went to give something back to the country that had given us so much. High up in the highlands of Ecuador, in a tiny province named Chimborazo, we got off the bus, eager, ready to help. We were the first group to bring kids from outside of the U.S. and Canada.

              We looked around they gave us a tour. They showed us the adobe brick-making machine where they pile dirt recently dug up from the ground into these metal pressers, and press and press it into bricks. They showed us where we were going to be building. Flat ground. Some white lines drawn onto the ground where they wanted the foundation to be built. They told us they wanted it 60cm on the sides and 150cm in the corners.

              We went back home, "œhome" being where we ate, slept, and talked about the world, its problems, and possible solutions. The real work started day two. This same schedule of working for 3-4 hours, going to eat lunch, and either working or having a workshop for 4-5 hours would repeat again. They gave us a beautiful welcoming ceremony into their community, with speeches and dancing.

              The digging was hard. My partner and I managed to find the rootiest, rockiest area, and smashing our way through with hoes and pickaxes was amusing. By the end, our muscles were tired, and we were getting short of breath, because of the high elevation.

              One moment stood out to me that explained the entire trip: The translator was crouched on the ground, translating from Spanish to English. All the primary children had chairs, and one child stood up, walked to the centre with her chair, and gave it to the translator, remaining standing until someone could find her a chair to sit on. She couldn'™t have been more than 11 years old.

              The people of the community were so selfless, so eager to help, and willing to be helped. The digging was tiring but rewarding, by the end of 3 days we had pretty much finished digging the entire foundation. The bricks were going good and strong, more than 100 bricks made. The mural was almost done at the end, and it was beautiful. The buildings were looking nice and rocky.

              This was an amazing experience, at least for me. We gave up time that we could'™ve been doing rafting or zip-lining, and hey, that might've been more fun.

              But I think we gained more out of this trip.


              The View from Sydney Harbor Bridge

              6 million hand driven rivets. That is all that hold together the Sydney Harbor Bridge. From 1928 to 1932, over 52,000 tons of steel were use to create the crown jewel of Sydney. As we trudged over the great arches, strapped to the steel wiring, I suddenly realized what power people have over the world around us. For over a hundred years the people of Sydney wanted a bridge across their harbor. For such a small patch of water, it could take over eight hours, or even a couple days to get from one side of the river to another. But it took over four million pounds and fourteen years of planning to get the bridge into construction stages.

              We left our home and began the long 5km hike to the Taronga Zoo Wharf through thick leafy trees and along small wooden walkways. The heat bore down on our backs as we quickly ambled from bay to bay, watching as the central city get closer to us, and our excitement grew. We sat and relaxed on the short ferry ride across the harbor and towards the looming bridge. We quickly strode through the waterfront, dodging tourists and vendors, preparing and performing for the Sydney Festival.

              After being let into the locker/changing rooms we all changed into jumpsuits, and were accessorized with radios, handkerchiefs and hats, we began the fourteen hundred step climb to the highest arch. Slowly, but surely, we ascended the majestic archway, following our well-informed leader Owen. At the summit of the bridge, the view over Sydney was magnificent, a panorama of the Opera House and The Rock, spanning to Luna Park and Bondi Beach. We marveled at its beauty, watching as the boats glimmered across the deep blue water beneath us. I could not comprehend how lucky we were, to get the opportunity to climb the bridge, and see Sydney from an angle that most people do not get to see.


              A Week in the Life at TGS


              I was brought up in a school system when every day was more or less routine. Morning assemblies where the Principal talked and talked without bothering to even find out if we were listening. Classes were no different -“ teachers talked, we listened passively and everything was so predictable. But coming to TGS was like entering another world all together. Each hour, day and week was different and I cannot imagine that I have been here for nearly two months and still the excitement is not over! There is always something to look forward to!

              This week at TGS was yet another special week, and it has passed by in a fizz. Everyone looked so happy. All of us had the feeling that we were going to have a great week. We had Global Studies class in the residence. Andrew taught us how to think differently, how to ask questions! We headed to the TV station where a student's mother works. We sat down in one of the offices heard more about the company. It was an intense session. We went for lunch. The food was some of the best I have ever had. I do not want to talk about it though. It makes me hungry. After lunch had a tour around the station. The station was enormous. It was actually pretty cool.

              We came back to the residence and had World Literature class. Later that day, after dinner, we discovered a new place - a playground. We traveled back in time. We were 6 year-old kids again. We had such a great dinner. TGS is all about experiences. We had bed time stories and that just made the day, one of the best!

              Let me be honest. I love every day. The whole week is amazing with so much to look forward to.

              At the end of the week there was a student birthday. Her family came to the residence with presents and cakes. The cake was so yummy that I am still salivating while I write about it. At YBC there was a Halloween Costume Contest. That was pretty fun.

              SATURDAY!!! SLEEP is the word of the day. We ate, slept, did our homework, went out and that was Saturday. After dinner, we went out for dessert. We had such a great night.

              We ended the week with a really great experience. We went to a game workshop, played some games and painted some toys. It was such a great experience. Time for another great experience!


              A Week in the Life at TGS

              This school week was truly TGS-tastic (a made up word, but a descriptive one)! We did so many things that were just TGS experiences, and this week really sets the standard for the so-called average TGS week.

              On Monday, I went to the Aftonbladet Newspaper HQ in the morning. It was magnificent compared with the crowded little ones in my hometown. I got to go behind-the-scenes in the production of a large-scale company. I was practically brimming with girlish excitement when I stood up in front of all my classmates, read aloud my written essay for Doug Lansky (author, editor, and guest lecturer at TGS), and got some feedback! However, we had to have some normal classes too.

              Tuesday, I had half a normal  school day and half excursion. We went to the Stockholm Open, which was where Federer was going to play! I was one of the few who managed to get his signature, after many bumps with near-death.

              Wednesday was our regular class schedule, along with swimming and fencing class. However, on Thursday, after a normal day of classes, we went on a Scavenger Hunt of Gamlastan. Although my group failed to win the day, we had a lot of fun!

              The Viking Day, Friday, was the most special day of all. We got to dress up as Vikings, have snow ball fights, and learn about the Viking times. I even got to make iron hooks and bake bread.

              I slowed down from a busy week on Saturday, but we went bowling for one of my classmates'™ birthday, which was on Sunday. All in all, this week was a blast, and we would have many more of these in the future!


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