177 Beverley Street, Toronto, Ontario, M5T 1Y7, Canada
955 Harbourside Drive, North Vancouver, British Columbia, V7P 3S4, Canada
333.3 km
2,329.0 km
1990
1991
120
560
Preschool to 12
8 to 12
Coed
Coed
Day
Day, Homestay, Boarding
English, French, Mandarin
English
Academic
Academic
Liberal Arts, Montessori
Progressive, International Baccalaureate
10 to 15
18 to 24
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$15,800 to $18,960
$26,000
$29,000
No
No
0%
0%
None
None
$0
$0
8
112
0%
86%
100%
60%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Not available
Rolling
Not available
Rolling
Yes
Yes: grades 8 - 12
No
No
information not available
information not available
The total student population is perhaps on the larger side for Montessori schools in the area, though residing on two campuses. As such Cornerstone reflects the benefits of size, namely in a broader access to resources, while maintaining a very close-knit feel within the classroom. Families are drawn to the Christian values which provide a foundation for the program, and augment the interpersonal aspects of the Montessori method. The teaching methods and the educational philosophy follow those developed by Maria Montessori, and then grow out from there, giving the school its unique character. The program stretches from preschool through Grade 12, allowing students to learn and grow in a consistent environment. The goal is to graduate students who have a good sense of themselves, their place in the world and what they can bring to it, and prepared to provide empathetic leadership within their community. The school has grown into a reputation for providing exactly that, with consistent, caring faculty in a family-oriented setting. The program is challenging, and includes a rich language program, intended to support students in reach their full academic and social potentials.
View full reportBodwell began in 1991 with just six students, and has grown exponentially since then. It’s now one of the largest international boarding schools in the country. Throughout, the school has been developed to support learners arriving in Canada from overseas, including counsellors who can provide guidance on travel and visa requirements, and international credit equivalencies. The atmosphere in many ways in an expression of the surrounding city. Like Vancouver, the school is diverse, positioned to grant a global perspective. Graduates are encouraged to grow a sense of who they are in that wider world, both of the pacific rim and beyond. The ideal student is one preparing for university and, afterward, a professional engagement within an international context.
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"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...
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"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...
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"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...
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"A co-educational integrated Montessori school located in downtown Toronto, CMPS inspires students to exceed beyond their capabilities through our accelerated academics. Our foundational life skills approach and advanced curriculum strengthens our values based education that fosters leadership and faith-based character development. The enriched Music, French and Mandarin curriculum inspires critical thinking to unfold in a safe environment and challenges our students to explore unimaginable possibilities."
"Bodwell offers a rigorous academic program, including IB and AP components, and prepares students for university entrance. All students participate in extra-curriculars, with emphasis on sports, fine arts and life skills in the boarding program. We have a strong ESL program and our Saturday enrichment program allows students to expand their learning and to gain "real-world" knowledge. Our diverse environment enables students to become active learners and well-rounded citizens who contribute positively to the world."
Information not available
"We prioritize university preparation at Bodwell High School, reflected through our expansive multi-cultural counselling team. Our students benefit from well-supported and personalized learning opportunities through the IB Middle Years Program, AP courses, Academic English Preparation program, and a wide range of co-curricular courses (over 100) that provide academic support, skill-building and exploration of interests. Located close to the city, the Bodwell boarding program is fully on-campus."
Information not available
"We have proven success through high acceptance rates to top Canadian and global universities. Bodwell graduates enter post-secondary life with strong life-skills and English-language development gained through a strongly supportive multicultural community. With a safe and secure on-site boarding experience, students are equipped to focus on their learning. Our modern campus, located close to the city, also offers ample opportunities for engaging activities and exploration."
Information not available
"Families might be surprised to learn that Bodwell's student body is almost entirely international. Because of this, we are able to customize our programming. Our community enjoys a modern campus, located close to the core of Vancouver. Students come together from around the world to enjoy a shared and supportive multi-cultural experience, with extra and co-curricular opportunities focused on addressing their needs as international students."
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"Something many families appreciate later in their relationship with Bodwell is the deep and continued commitment we have to open communication with parents. As many of our parents live in different countries, we truly embrace a philosophy that parents are our partners in education - and we work hard to make sure that parents feel their voices are heard."
Information not available
"- 96% rate of university admissions
- Our 2021 class of 128 graduates received 547 university offers
- We have a carefully tailored curriculum bridging the IB curriculum, our provincial curriculum, and AP courses
- Our team of 10 multi-lingual academic counsellors help students from around the world find success
- We offer 100+ co-curricular options for students to seek academic support, and explore skills and interests"
information not available
"A transformative education which helps young people ask big questions, expose common assumptions about the world, critically examine society, and cultivate empathy and responsibility is the ultimate goal. As an educator, a commitment to transformative education is my personal and professional mission."
Progressive
International Baccalaureate
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Cornerstone applies an eclectic approach to designing its curriculum in order to develop a blend of the liberal arts, traditional and Montessori principles. As our intent is to provide a holistic approach to nurturing the intellect, social, emotional, physical, spiritual and psychological development of our students, we feel that a combination of select elements from these various philosophies, enables us to maximize the learning experience at Cornerstone.
Bodwell's linear system gives students several advantages. Firstly, there are three entrance opportunities every year, in September, January, and July, giving students schedule flexibility. Secondly, the system allows a motivated student to complete one-and-a-half academic grades in each calendar year. This allows students to complete high school faster and begin their university studies sooner. ESL students also have an opportunity to join from November and April in addition to Fall, Spring & July intake.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Teachers at Bodwell use a mix of traditional versus discovery approaches depending on their own style, the familiarity of the students to the topic and the need for interaction in class. For example, one teacher stated 'I think it is important to introduce the topic, provide examples, then have students try some on their own'. Another teacher stated 'If it is a concept most students probably know, I try to create a mini, fun, "competition". Students get into teams and answer questions. The first team to get the answer gets a point." Another teacher concluded 'I choose a mix because some students thrive on inquiry and others are uncomfortable with problem solving without the "tools" first'.
Information not available
This varies from teacher to teacher however in general Bodwell permits the use of calculators according to the rules of BC Provincial Exams. In classrooms teachers do not permit the sharing of and use of the calculator on phones unless an activity requires this.
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
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.
Information not available
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
The literature program is vertically aligned to build on critical skills from grade level to grade level. Through inquiry based methods, students are asked to make personal and world view connections to the literature. A mix of modern and classical literature is explored. Across a wide range of genres, the literature chosen is thematic, focusing on: identity, social issues, cultural diversity, community and self-awareness. Traditional, academic essay writing is taught, but students also demonstrate comprehension and critical thinking by completing projects such as a film, work of art, comic strip, and/or original poetry. Cooperative learning activities including debates, skits, pair work and group discussions are an integral part of daily lessons.
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
Not applicable
Information not available
Information not available
Equal Balance
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Both methods are taught our Social Studies classes
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Both methods are taught in French class. At the start of a unit it might be more audio-lingual as the students are introduced to new vocabulary or grammar structures. As their language skills develop we break out into group games, go around and do interviews in French, create little skits, read short texts in French and use new vocabulary in conversation and class routines, and even give short presentations where the other students ask the presenter questions in French to further work on understanding/ and responding.
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.
Information not available
We offer Fine Arts for Grades 8 to 12, with Advanced Placement Visual Art 12 through submission of Art portfolios to the College Board. All Fine Arts courses follow BC Ministry current curriculum focus on core competency and connection to real life. The art teachers use a variety of medium. We are lucky to be on the North Shore with many boutique art galleries and studios with specialties plus the Vancouver Art Gallery and local art destinations that students go. We have increasing contact and join projects with community partners. Our students are also outdoor and active getting inspirations for art work. They also participate in art competitions and events regularly.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Bodwell is well equipped with cutting-edge network infrastructure, equipment, software applications, and databases. Apart from in ICT, teachers are free to utilize technology in their classrooms or not. We have a Bodwell standardized laptop that is used for academics only. The goal is to enhance learning and improve communications between staff and students. In addition, Bodwell students have a professional license to Office 365 which provides all Microsoft Office apps online and locally on their laptop. Students also have access to lynda.com and all major Adobe products. 7 smart boards (SB685 series and SB885 series) have been installed in different classrooms to enhance student learning—targeting various subject areas (Math, science, English, Humanities, ESL).
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
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
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Our kindergarten programme at Cornerstone is a blend of the traditional and liberal arts approach that integrates aspects of the Montessori philosophy to provide child based inquiry learning, multi aged groupings and a systematic and logical progressive way of learning so that the child is educated holistically by addressing the academic, emotional, physical, spiritual, psychological and social levels of his/her development. it is very much a balanced approach.
Information not available
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
The AEP (Academic & English Preparation) Program is a specialized English as a Second Language (ESL) program for students who are becoming proficient in English.
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”.
We expect our students to perform to the best of their ability with the hopes of being inspired to go beyond their own expectations as a result of the academic stimulation in the classroom setting.
Bodwell offers a university preparatory program. When many of our students are from overseas and some are recent immigrant children, we offer a custom-designed Academic and English Preparation for them to improve their English skills before regular courses. Students succeed in the Language Arts, and are equally successful in provincial exams and in grade 12 academic averages to qualify for students’ choice universities. We provide additional formal learning Saturday mornings for specialized language courses, outdoor education, career exposure and community service projects. 80% of our 650 students are boarding on-site and our day and boarding programs are well integrated.
"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."
Our goals is to develop and nurture students who will develop an attitude for life long learnng while realizing the need to foster a strong faith based foundation upon which to establish positive life skills and the ability to make wise choices throughout life.
Our philosophy is to develop “active learners and well-rounded citizens who contribute positively to the world”. We emphasize equally on intellectual, social-emotional and physical development, the latter especially in terms of active living, health and fitness. 80% of our 650 students are boards and we make good use of the time resources and campus facilities to support these developmental goals. In addition to academic excellence, our students strive towards to a variety of athletic events (competing to provincial levels) and extra-curricular events including life skill workshops, career orientation and community services, local and international.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We assess each need individually to see we can do to provide the support they need to be successful students. If we are unable to do so, then we do our best to help them locate the best school for their child.
Information not available
If we discover that a student develops learning difficulties while enrolled at Cornerstone, we will do our best to provide whatever support we can to help that student manage his/her learning challenge. We would also work with the parent so explore possible formal assessments to determine the next step and to also determine if we can continue to support the student in an effective and productive manner.
Our school’s unique learning needs arise from a bigger group of ELL students coming from around the world. Therefore, we are carefully screening out students who might have other special learning needs that we cannot meet. If we discover students who might need assessment and eventually special education services, their parents will be carefully explained how and where to get them.
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
0%
0%
$0
$0
100%
60%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Not available
Rolling
Not available
Rolling
Yes
Yes: grades 8 - 12
No
No
No
No
Yes
Yes: grades 8 - 12
No
No
No
No
We are looking for students who can actively and positively impact on our school student community by giving their best at both academics and student life. Prospective students must demonstrate this in their application, submitted transcripts, references and interview. All new students will start in our Boarding Program. Upon completion of the Boarding Program, students may apply to move to a Bodwell homestay.