7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
955 Harbourside Drive, North Vancouver, British Columbia, V7P 3S4, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
955 Harbourside Drive, North Vancouver, British Columbia, V7P 3S4, Canada
5,430.9 km
7,659.1 km
1944
1991
125
400
5 to 12
8 to 12
Coed
Coed
Day
Boarding, Day, Homestay
English
English
Science and technology
Academic
Traditional
Progressive, International Baccalaureate
12 to 18
20 to 24
In-class adaptations
In-class adaptations
$13,000 to $16,000
$25,000
$39,000 to $45,000
No
No
0%
0%
None
None
$0
$0
16
80
0%
88%
100%
75%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 8 - 12
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportFounded in 1991 with an inaugural class of six students in Vancouver, Bodwell High School has since grown into a large co-ed independent high school in North Vancouver. It offers both day and boarding options (including weekday and full boarding). Local Canadian day and boarding students are a core part of the community, while the school also welcomes students from abroad, bringing together students from British Columbia and more than 40 countries. Academically, students follow a Canadian pathway that includes IB Middle Years in Grades 8–9 and the BC curriculum with AP options in the senior grades, with a consistent emphasis on structure, belonging, and university preparation. The culture of Bodwell reflects the wider outlook of the region, diverse and shaped by daily cross-cultural contact, a quality that appeals to students and families who want strong academics and a globally minded peer environment, whether they commute locally or live on campus.
View full reportinformation not available
"The teachers are dedicated, knowledgeable, and passionate about fostering a nurturing learning environment."
Tanatswa Chitenga - Alumnus (Oct 23, 2023)
Like any other person, change always makes one anxious as it is unknown what's to come. There is not... View full review
"Because of the lower number of students, there was always someone ready to assist anyone with anything."
Oleg Pak - Alumnus (Nov 27, 2023)
From the very first time I entered Bodwell High School and saw the glowing diverse faces of the stud... View full review
"The teaching and learning environment at Bodwell was very personal."
Danat Turakbayev - Alumnus (Jan 24, 2024)
I had a positive lifetime-changing experience at Bodwell High School. I believe it influenced most i... View full review
"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"Bodwell High School is a fully accredited BC independent day and boarding school located on the North Vancouver waterfront. Serving both Canadian and international students, Bodwell combines Canadian academic standards with global perspectives in a structured, supportive environment. We are a university-preparatory school focused on rigour, character, and personal growth, helping students develop independence, critical thinking, and confidence for life beyond high school."
"We are a family oriented School. Small classes, individual attention."
"Bodwell differentiates itself by combining a truly global learning environment with structured, personalized university preparation. Canadian and international students learn together every day, developing the communication skills, cultural awareness, and confidence universities expect. Diversity at Bodwell is lived, not symbolic—shaping how students think, collaborate, and lead.
At the same time, Bodwell is intentionally designed for university readiness. A large counselling team, small classes, and layered academic supports ensure students are known, guided, and challenged. The result is graduates who are academically prepared, globally fluent, and ready to succeed in a changing world."
Information not available
"Bodwell High School stands out by combining Canadian academic standards with global perspective and strong university preparation in a structured, supportive environment.
Bodwell offers flexible options—day, weekday boarding, and full boarding—allowing BC families to choose the right level of structure and independence while maintaining family connection.
Students follow a clear academic pathway, beginning with IB Middle Years in Grades 8–9 and transitioning to the BC curriculum in senior grades. High expectations, consistent routines, and close guidance help students build strong habits, confidence, and accountability.
With students from British Columbia and over 40 countries, Bodwell provides a diverse yet focused community where students develop maturity, communication skills, and independence—preparing them for university and life beyond high school."
Information not available
"Founded in 1991, Bodwell High School has been a fully accredited British Columbia independent day and boarding school since its beginning. The school has been shaped by the long-term dedication of its founders, Paul Yuen and Cathy Lee, and a strong commitment to student care and education.
In 2024, Paul Yuen and Cathy Lee received the Lifetime Achievement Award for International Education from the British Columbia Council for International Education (BCCIE). This marked the first time a private K–12 school in British Columbia received this honour, recognizing Bodwell’s lasting contribution to international education and student development.
These milestones continue to define Bodwell today as a BC-rooted school with a global outlook and a clear focus on preparing students for a changing world."
Information not available
"Students who thrive at Bodwell are motivated learners who are focused on strong university outcomes and prepared to engage seriously with their academic development. They benefit from clear expectations, structured routines, and increasing independence, whether attending as day students or boarders.
Successful Bodwell students are ambitious but balanced. They take advantage of a wide range of academic and co-curricular opportunities, including pathways in STEM, innovation, and media, while maintaining a strong commitment to their core studies. They are curious, adaptable, and open to learning alongside peers from diverse backgrounds.
Families who are the best fit value Canadian academic standards, intentional university preparation, and character development. They understand that success at the university level is built over time through rigour, accountability, and support, and they see education as a partnership between school, student, and home."
Information not available
"Bodwell High School may not be the right fit for every student or family. Bodwell is a university-preparatory academic school for students who are able to engage successfully with a rigorous, fast-paced secondary curriculum. The school does not offer formal special education services, IEP-based programming, modified curricula, or educational assistants.
Students who require ongoing specialized support or significant curriculum modification may find Bodwell’s academic pace challenging. While students receive guidance from teachers, counsellors, and advisors, this support is intended to help them manage academic demands, not to replace foundational learning skills.
Bodwell is best suited to academically motivated students who are ready to meet expectations around workload, responsibility, and independence. For boarding and weekday boarding students, readiness to manage daily routines away from home is essential."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Bodwell because it offers a global, university-preparatory education rather than a traditional neighbourhood school experience. Grounded in Canadian academic standards, Bodwell prepares students to succeed in a complex and uncertain future.
Parents are drawn to Bodwell’s higher expectations, structured routines, and focus on independence and resilience, qualities they see as essential for success in Canada and beyond. The school’s diverse, internationally minded community helps students think critically, communicate across differences, and approach challenges with confidence.
For many families, Bodwell represents a deliberate choice to prepare their child for what comes after high school, not just for the next grade."
Information not available
"Bodwell is a school built on three pillars – university readiness, a truly diverse community, and well-rounded personalized support.
Our community knows us to be supportive welcoming. Although our programs can be rigorous and stressful, our staff are dedicated, experienced, and work directly with each student to foster success once they walk through Bodwell’s doors.
We have a proven history of success, and are a good bet for strong lifelong outcomes - our graduates within the past ten years are recognized by post-secondary institutions as competitive entrants, often earning scholarship offers and a strong range of options. Older alumni often stay in touch and have reported an inspiring range of successful high-level careers."
Information not available
"An often underappreciated aspect of Bodwell is the intentional structure behind student support and communication. Families see strong academics and boarding, but may not fully realize how closely students are monitored and guided across all areas of school life.
Teachers, counsellors, advisors, and boarding staff share information regularly, creating a complete picture of each student’s academic progress, well-being, and personal development. This allows the school to identify challenges early, respond thoughtfully, and keep families well informed.
Over time, families come to value this coordinated approach. It is not just for academic success, but for helping students build self-awareness, responsibility, and independence in a demanding university-preparatory environment."
Information not available
"Although we like to share about it, the amount of personalized support that we provide to every student still takes many by surprise.
Bodwell students benefit from an almost 1:3 ratio of staff to students. Every student can expect 1:1 meetings with their counselor every semester, as well as personal guidance from their Youth Advisor within the boarding program, and access to extra academic support to fit their weekly schedule."
Information not available
"In recent years, Bodwell has made targeted improvements to better support students’ academic focus, independence, and preparation for life beyond high school.
One key development is the expansion of Weekday Boarding, designed specifically for BC families seeking added structure during the school week while maintaining family connection on weekends. This model reflects Bodwell’s commitment to flexibility, student development, and strong academic routines.
Bodwell has also invested in upgraded boarding residences, improving student comfort, shared spaces, and study environments to better support well-being and daily routines.
Academically, the launch of Real World Academies has expanded opportunities in areas such as STEM, innovation, and media. These programs complement the BC curriculum by giving students hands-on experience, project-based learning, and exposure to skills increasingly valued by universities and employers."
Information not available
"Over the next five years, Bodwell will continue to strengthen its role as a global, university-preparatory school grounded in Canadian academic standards.
The school will further develop its Real World Academies, expanding applied learning in STEM, innovation, and media to better connect academic study with university expectations and real-world skills. Bodwell will also continue refining its day, weekday boarding, and full boarding options to meet the needs of Canadian families seeking structure, balance, and independence.
Across all programs, Bodwell will deepen university pathways and academic support, guided by its mission to prepare students to think critically, adapt confidently, and succeed in a changing world."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
For more than 20 years, I have had the honour of working with students, families and a dedicated staff team at Bodwell High School. Over that time, one thing has become increasingly clear: the world our children are entering is changing quickly, and the kind of education they need is changing with it.
Bodwell is a university-preparatory high school in North Vancouver where diverse Canadian and international students learn together and grow together. This global environment is not an add-on. It is a powerful part of how students develop confidence, new perspectives, and the ability to thrive in universities and careers that are increasingly global.
Our students earn the British Columbia Dogwood Diploma, learn in small classes, and receive personalized guidance from teachers and counsellors who know them well. Alongside strong academics, students gain real-world skills through advanced coursework, mentorship, and our Real World Academies (including STEM and Media), where they create projects and portfolios that help them stand out in university admissions and feel prepared for what comes next.
Many Canadian families choose Bodwell because it offers a focused, supportive environment with high expectations and a global perspective, while students can still live at home and remain connected to family and community.
Choosing a high school is an important decision. We invite you to explore whether Bodwell may be the right place for your child’s future. There's no better way than to visit our campus, either virtually or in person. I look forward to meeting you and showing you around this special place!
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
Bodwell High School offers a university-preparatory curriculum grounded in British Columbia academic standards and enriched by global perspective. Students follow a clear academic pathway designed to support long-term success rather than short-term results. In the junior years, students build strong learning habits, critical thinking skills, and global awareness through the IB Middle Years Programme. In the senior grades, students transition to the BC graduation curriculum, with opportunities for advanced study, including AP options, supported by structured academic routines and close guidance. Bodwell’s approach emphasizes rigour, accountability, and personal growth. Small class environments, regular feedback, and coordinated support from teachers, counsellors, and advisors help students stay focused and on track. Applied programs such as the Real World Academies further connect academic learning with real-world skills in areas like STEM and media. Graduates leave Bodwell academically prepared, confident, and ready for the demands of university and life beyond high school.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
Across Grades 8–12, including IB MYP in Grades 8–10, we combine strong fundamentals with meaningful application. Teachers provide clear, explicit instruction in key concepts and standard methods, followed by guided practice to build fluency and accuracy. Students then apply learning through multi-step problems, modelling, data analysis, and tasks that require reasoning and explanation, not just answers. We emphasize mathematical communication (showing work, justifying choices, using correct notation), perseverance, and strategic problem-solving. Support is built in through small classes, targeted feedback, re-teaching when needed, and extra help outside class. As students progress, we increase expectations for independence and challenge, including enrichment opportunities and extension problems for students ready to go further. Our goal is to develop confident learners who can master procedures, understand why they work, and use math effectively in academic and real-world settings.
Precalculus 11: Theory and Problems for Pre-Calculus 11 3rd Edition Precalculus 12: : Theory and Problems for Pre-Calculus 12 3rd Edition Calculus 12: Infinite Challenge Publishing's AP Calculus AB workbook
Calculators and computers are permitted in all math classes.
Calculators are a tool. We build fluency first, then use approved scientific and graphing calculators for exploration, checking, modelling, and statistics and graphing tasks. AP courses follow College Board section rules.
Not applicable
Not applicable
Information not available
Information not available
Not applicable
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.
Not applicable
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
Information not available
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
In general teachers at Bodwell use the " equal balance" method for teaching science classes. If there is a concept that they feel students can figure out through inquiry, they choose the inquiry method. However, if a particular concept is challenging for most students, then they would use the expository method (direct instruction).
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
Bodwell’s literature program is primarily grounded in traditional literary study, emphasizing close reading, textual analysis, and formal academic writing. Students engage with mostly canonical works alongside selected contemporary texts, studying literature on its own terms while situating texts within appropriate historical, cultural, and comparative contexts. Across Grades 8–12, students develop strong skills in thesis-driven, MLA-formatted literary essays that prepare them for university-level expectations. Class discussion, seminar-style inquiry, and comparative analysis are central features of instruction. Where relevant and mandated by the Ministry of Education, Indigenous and First Nations texts are integrated thoughtfully to deepen understanding rather than replace literary study. While individual teachers may occasionally employ contemporary or social-justice-informed perspectives, the program’s core focus remains the humanities tradition: cultivating critical thinking, clear written communication, and an appreciation of literature’s enduring insights into the human condition.
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
Not applicable
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).
Not applicable
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
Information not available
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.
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
Bodwell’s humanities and social sciences program balances a perennialist emphasis on historical understanding and core disciplinary knowledge with a pragmatic focus on contemporary relevance. Students study history, political studies, law, economics, Indigenous studies, and comparative cultures through both traditional academic approaches and applied inquiry. Courses emphasize essay writing, source analysis, and structured debate, while also incorporating projects that connect historical and social concepts to present-day issues. Assessments are intentionally balanced between argumentative writing and applied tasks. With offerings such as BC First Peoples, Contemporary Indigenous Studies, Asian Studies, and Political Studies, students develop cultural literacy alongside the analytical tools needed to interpret current events. The program aims to graduate students who can reason historically, write persuasively, and engage thoughtfully with social, political, and economic questions in a global context.
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.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
Bodwell’s approach to foreign language learning emphasizes communication, cultural understanding, and academic proficiency within an authentic, multilingual environment. Language study is seen as both an academic discipline and a practical life skill, supporting students’ global awareness and university readiness. In Grades 8–10, students may study Mandarin or Spanish through the IB Middle Years Programme, where language learning integrates reading, writing, speaking, listening, and intercultural understanding. Instruction encourages active use of language through discussion, inquiry, and real-world contexts rather than memorization alone. In the senior grades, students can pursue Grade 12 Mandarin or AP Mandarin, developing advanced literacy, academic language skills, and preparation for external assessments and university study. Throughout the school, students benefit from Bodwell’s multilingual community, where daily interaction with peers from many linguistic backgrounds reinforces language learning and cultural competence. This structured yet immersive approach helps students gain confidence, accuracy, and long-term fluency in additional languages.
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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
Bodwell offers a Fine Arts program for students in Grades 8–12, including Visual Arts, Music, and Performing Arts. Students learn through both creating and experiencing the arts, building technical skills, confidence, and an appreciation for artistic expression across disciplines. Learning is hands-on and supported by exploring styles and traditions. As students move through the program, they are encouraged to find their own artistic voice and take creative risks in a supportive environment. The focus is on confidence, self-expression, and personal growth, allowing students to communicate ideas and emotions in meaningful ways. Senior students may choose to extend this learning through Advanced Placement Visual Arts, where creative practice supports independence. Through partnerships with community artists, organizations, and local galleries, students engage with inspiring artwork while also gaining opportunities to exhibit, perform, and participate in competitions, connecting their creative work to real-world experiences.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Technology at Bodwell is intentionally integrated to support learning, productivity, and real-world skill development while maintaining strong academic foundations. All students use school-issued laptops with professional tools such as Microsoft and Adobe for research, writing, design, and collaboration across subjects. Classrooms are equipped with digital displays and audiovisual systems to support interactive and multimedia instruction where appropriate. Students also use secure platforms, including Microsoft Teams and email, to manage coursework and communication. Beyond core classroom use, Bodwell offers computer-focused learning through courses and programs in STEM courses (Robotics, etc.), Graphic Arts, Computer Programming 11, Computer Science 12, AP Computer Science Principles, and more. These support digital literacy, problem-solving, and university readiness.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
Physical Education is offered in grades 8-12 and follows the BC Ministry current curriculum with the aim of providing opportunities for students to experience a variety of activities and promote lifelong, healthy living. Our Physical Education program encompasses two specific aspects: fitness and sports. The fitness component of the program is a progressive program emphasizing cardio-respiratory development. One of the goals of the program is to teach and instill the skills necessary to live an active lifestyle that promotes health and physical literacy. The sport component of the program consists of activities from a variety of sports and games. A holistic approach is followed with mental, social, and physical domains addressed. The program is intended to allow the student to develop an appreciation of sport and an understanding of the strategies, skills and basic rules involved, encouraging a lifetime of participation.
Not applicable
Not applicable
Information not available
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.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Bodwell’s Personalized Pathways approach uses subject streaming, differentiated instruction, and guided study to match students’ readiness and goals. Academic plans are reviewed regularly, allowing students to progress appropriately while staying aligned with graduation and university requirements, including structured English language development where needed.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
Bodwell maintains a rigorous academic culture with clear expectations around performance, effort, and responsibility, particularly in the senior grades where university preparation is the focus. Students follow an accelerated academic schedule and are expected to engage consistently with coursework, assessments, and study routines. Rigour at Bodwell is paired with strong, structured support. Academic planning is personalized through counsellors, with access to extra help from teachers, tutoring, English language acceleration, guided study halls, and exam preparation as needed. This ensures students are challenged while being well supported. The result is a culture that values accountability, growth, and outcomes, preparing students for the academic demands of university and enabling the vast majority of graduates to achieve their postsecondary goals.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Bodwell’s primary developmental priority is balanced growth, with a strong secondary emphasis on intellectual development. The school aims to develop students who are academically capable, emotionally resilient, socially and globally aware, and physically well, recognizing that long-term success depends on more than academic achievement alone. Intellectually, Bodwell challenges students to think critically, communicate clearly, and engage deeply with complex ideas in preparation for university study. At the same time, structured routines, co-curricular involvement, and boarding life support the development of independence, responsibility, and self-management. Bodwell seeks to graduate confident, adaptable young adults who can manage academic demands, work respectfully with others, and navigate an increasingly complex world with maturity and purpose.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| 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.
|
||||
|
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Bodwell High School does not offer a formal special education or remedial program, nor does it provide IEP-based instruction, modified curricula, educational assistants, or therapeutic services. As a university-preparatory academic school, Bodwell is designed for students who are able to meet Canadian academic standards within a structured and rigorous learning environment. That said, Bodwell provides personalized academic guidance and monitoring for all students. Supports may include additional teacher help, tutoring, structured study periods, academic counselling, and English language development where appropriate. These supports are intended to help students manage workload, strengthen skills, and remain successful in a demanding program. Some students with mild learning differences may find Bodwell a good fit, depending on their independence, academic readiness, and long-term goals. Each application is reviewed individually, and families are encouraged to share relevant learning information so expectations and supports can be discussed openly.
Information not available
When students experience learning difficulties while enrolled at Bodwell, the school responds through close monitoring, early communication, and coordinated support from teachers, counsellors, and advisors. Adjustments may include additional teacher help, tutoring, academic planning changes, or English language support where appropriate. The goal is to help students remain successful within a rigorous, university-preparatory program. Bodwell is not designed for students who require ongoing special education services, modified curricula, or intensive one-to-one learning support. For this reason, families of students with clinically diagnosed learning disabilities are advised to discuss their child’s learning profile with the admissions team before applying. Some students with mild learning differences may be a good fit, while others may require supports beyond what Bodwell can reasonably provide.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
5 - 11
1%
0%
$0
$0
100%
75%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 8 - 12
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
Bodwell seeks students who are academically motivated, open-minded, and ready to take responsibility for their learning and personal growth. Successful students are those who engage seriously with their studies, meet expectations around effort and conduct, and contribute positively to the school community. Prospective students should demonstrate strong academic readiness, a university-oriented mindset, and the willingness to participate fully in both academic and co-curricular life. Independence, adaptability, and respect for others are important qualities, particularly for students entering boarding or weekday boarding. Admissions decisions are based on a holistic review of academic transcripts, references, and an admissions interview, with attention to overall fit with Bodwell’s rigorous, university-preparatory environment.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
Families may learn more about the application process at bodwell.edu/admissions/how-to-apply and submit applications online at apply.bodwell.edu.
Applicants are asked to provide the past three years of academic transcripts and valid passport documentation. After an initial document review, shortlisted applicants are invited to complete an admissions interview. For those not coming from an English speaking environment, an English proficiency assessment is also required after admission for proper placement in courses..
Admission decisions are based on academic readiness and overall fit with Bodwell’s university-preparatory program.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
