P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
100-688 West Hastings Street, Vancouver, British Columbia, V6B 1P1, Canada
Indirect Support:
P.O. Box 100, Wilcox, Saskatchewan, S0G 5E0, Canada
100-688 West Hastings Street, Vancouver, British Columbia, V6B 1P1, Canada
1920
2021
310
20
8 to 12
K to 6
Coed
Coed
Day, Boarding
Day
English
English, Mandarin
Academic
Academic
Traditional
Traditional
12 to 16
4 to 9
Learning, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$3,400 to $11,550
$16,800 to $19,800
$23,100 to $53,550
Yes
No
30%
0%
8 to 12
None
$10,000
$0
62
3
87%
0%
90%
75%
9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7
8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades K - 7
No
No
information not available
information not available
The school began its life in 1920 as a convent school, though came into its own—and gained the present name—after Father Athol Murray arrived in 1927. Murray is one those great Canadians that we all should know more about. Charity was a guiding principle, and he believed that quality education was to be offered to all, if they wanted it, whether they could pay for it or not. Indeed, many students he admitted couldn’t, and he took them anyway. It was on that basis that he was invested into the Order of Canada.
Still, Murray is more remembered today due to his influence in regional and professional hockey. He once said, “I love God, Canada and hockey—not always in that order.” He built the Notre Dame Hounds into a force, and in time the program attracted students for that reason, many of who went on to professional careers. Olympic medalist Delaney Collins is an alum, as is Wendell Clark and of course many others. That said, there is far more to the school than hockey. The program is based in the Catholic tradition, and attention to values is a particular attraction, both for students who share that tradition as well as those who don’t. Character is important, too, and while we tend to look first at the hockey program, the list of notable alumni would be impressive even without the NHL players. The ideal student is one looking for a strong foundation for their careers at university and beyond.
View full reportHongDe is the very definition of a bilingual school—students live and learn in two languages. They also arrive proficient in either. This isn’t a school where Anglophones learn Mandarin, or Mandarin speakers learn English; rather, it’s both. Language learning is important, and bilingual fluency has its own benefits. But there are other benefits to learning languages that are less obvious, maybe, though eminently valuable. They include gaining a sense of the world, interacting meaningfully with other cultures, and gaining a unique sense of mastery. HongDe was formed very much with all of those things in mind. Given that it’s an elementary school, the introduction to a second language comes at the right time, that when kids are best able to take it on board. Facilities are crisp, clean, and the school is a hub to a vibrant, engaged parent and student community.
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"Athol Murray College of Notre Dame is a private, independent, co-educational boarding high school, rooted in Catholic tradition and open to students of all faith backgrounds. Athol Murray College of Notre Dame is dedicated to the development of intellectual, social, emotional, spiritual and physical qualities of our students with a passion for lifelong learning. Through a balance of strong academic, athletic and spiritual growth in a safe and caring prairie environment, we prepare our students for life as leaders."
"HongDe Elementary School is a BC Ministry of Education certified Not-For-Profit Kindergarten – Grade 5 Independent School, offering a Mandarin / English bilingual program. The name HongDe can be translated as “Promoting virtue through learning traditional culture.”"
"Athol Murray College is more than just a school, it is a way of life. The College is located on 50 acres within the small rural Village of Wilcox, surrounded by endless skies and expansive views, with breath-taking sunsets and ocean like wheat fields. This physical location allows for our students to feel safe, secure and part of a local community. It provides an unique atmosphere free from the distractions, but still connected to the global world with our 21st Century Education Learning Plan."
"In a caring and supportive learning environment characterized by small class sizes and a rich multicultural setting, students embark on a transformative journey to acquire both English and Chinese languages. Our program is thoughtfully balanced, with 40% of instruction delivered in Mandarin and 60% in English."
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"Families will choose Notre Dame because of the proven success of our challenging academic, athletic and spiritually balanced lifestyle. Notre Dame develops leaders who are equipped with the emotional, physical, mental and social tools needed to become successful and contributing members within their own communities. The developmental growth within ND students is the most noticeably distinguished character commented on by our parents and guardians."
"Our educators embrace the revised BC curriculum with its focus on engagement, the core competencies, essential learning and literacy and numeracy foundations. We strive to educate students for the future; one in which the ability to collaborate and think critically and creatively will be invaluable."
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"One of the aspects of our school that is often overlooked is the convenience of all essential amenities located in one location. Our university style campus provides everything you need with no more long hours spent driving to location for sports or clubs. It's all right outside your doorway. We are not just a hockey school, we have 15 high school sports including ND Alumni competing professionally in football and rugby and a new Esports Athletic Program (Canada's 1st Prep-College Program)."
"Mandarin is the most relevant and useful second language, spoken by more than 900 million people world-wide. Our students will receive Mandarin instruction in Chinese Language Arts, Arts Education, Physical Education and Health education. This will give them the opportunity to acquire the skills needed for speaking, reading, writing, listening, and communicating in both Mandarin and English."
"Families might find surprising that no other high school in the world has developed more elite junior, collegiate, USPORTS, NCAA, National, Olympic, NHL and professional hockey players than Notre Dame with over 215 NHL drafted players alone. ND graduates also receive more than twice as much in post-secondary scholarships and 50% more scholarships that the average Canadian high school. 80% of all students are on the Honour Roll with 100% graduation rate."
"HongDe Elementary School’s performing arts component in the Mandarin Program is a holistic creative journey that nurtures students in traditional Chinese music and dance."
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As Principal, it is my pleasure to introduce you to HongDe Elementary School, a BC certified Mandarin/English bilingual school where students and teachers learn and collaborate together.
At HongDe Elementary School, teachers and staff strive to ensure that all students are learning in a safe, inclusive, and welcoming school environment. HongDe teachers focus on facilitating the development of critical thinking and inquiry in students by following the BC Curriculum (Core Competencies, Curricular Competencies, Content, First Peoples Principles of Learning), while also modeling and teaching virtues.
HongDe Elementary School is a small and unique learning community that values the diversity and talents of all students and staff. By learning at HongDe Elementary School, your child will not only acquire language proficiency in both Mandarin and English, but will most importantly feel proud of their achievements as bilingual learners.
Traditional
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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.
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.
Not applicable
The academic program at Notre Dame is an integral part of the development of the complete Notre Dame Hound. Graduates from Notre Dame are regularly accepted at top universities in Canada, the United States and abroad. At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. A professional, highly educated and highly motivated academic faculty provides students with a unique learning experience. The creation of a positive classroom environment where students are challenged to think and speak for themselves contributes to the education of our students. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
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Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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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.
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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.
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.
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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
Core Knowledge
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).
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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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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
These programs have an equal emphasis on receptive and creative learning.
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
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Technology is an integral part of learning at Athol Murray College of Notre Dame. we strive to use modern teaching approaches that use technology to enhance student learning, facilitate collaboration, and make creating and communicating e ective and easy. we work closely with students to develop their technology skills and to promote the responsible use of technology and social media tools. Notre Dame also provide families back home an online portal to be able to access student grades, school calendars and collaborate with the Notre Dame Community from anywhere in the world. Every student is issued a tablet that can be utilized from anywhere on our wireless campus. for students frequently traveling o campus, it is easy to stay organized, access coursework and connect with teachers and classmates.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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”.
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.
At Notre Dame, our academic strength lies in the philosophy that all students benefit from a positive learning environment. It is more than the delivery of the curriculum that is important. Our students excel in an environment that is supportive and demanding, challenging each student to strive for growth and understanding in all academic areas. The Notre Dame academic program demands excellence from students and prepares these same students to achieve greatness beyond Notre Dame.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Our aim is the growth of individuals with deeply rooted personal values, who are ready to take responsibility for their own lives and to serve the true needs of our society in Canada and the world. This aim is achieved through the College's program of studies and of spiritual, cultural and social activities, with a special emphasis on athletics. It is also reached through the experience of community life in the College, a life involving both cooperation and competition in the context of the prairie village of Wilcox.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
8 - 12
K - 7
30%
0%
$10,000
$12,000
90%
75%
9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7
8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades K - 7
No
No
No
No
No
No
No
No
No
No
The Notre Dame Man & Woman The world today is looking for men and women, Who are not for sale Who are honest, sound from centre to circumference, true to the heart's core With consciences as steady as the needle to the pole Who will stand for the right if the heavens totter and the earth reels Who can tell the truth and look the world right in the eye Who neither brag nor run Who neither flag or flinch Who can have courage without shouting it In whom the courage of everlasting life runs still, deep and strong Who know their message and tell it Who know their place and fill it Who know their business and attend to it Who will not lie, shirk or dodge Who are not too lazy to work, nor too proud to be poor Who are willing to eat what they have earned and wear what they have paid for Who are not ashamed to say "No" with emphasis God is looking for them. He wants those who can unite together around a common faith - who can join hands in a common task - and who have come to the kingdom for such a time as this. God give us such as them. Not only will they be better prepared to fulfil their duties as a citizen, they should make a better friend, a better husband, a better father, a better wife, because free people do. They will, in short, be better prepared to live, and when their hour comes, they will know better how to die because free people do. – Athol Murray
Application for the 2023- 2024 school year is still open. And we are now accepting new application for the 2024-2025 school year.
The application process is as follows:
Step 1: Please fill out the online application form.
Step 2: Include the following documents with your application and email to [email protected]
Step 3: Student Interview (online or face-to-face)
Step 4: Acceptance
After acceptance, students will be contacted our school to discuss their learning plan.
