33 King's-Edgehill Lane, Windsor, Nova Scotia, B0N 2T0, Canada
Via Aventina 3, Rome, Italy, 00153, Italy
Indirect Support:
33 King's-Edgehill Lane, Windsor, Nova Scotia, B0N 2T0, Canada
Via Aventina 3, Rome, Italy, 00153, Italy
1788
1964
380
308
6 to 12
9 to 12
Coed
Coed
Boarding, Day
Day, Boarding
English
English
Academic
Academic
Traditional, International Baccalaureate
Liberal Arts, International Baccalaureate
15 to 17
10 to 15
Learning
Learning
Dedicated class; in-class adaptations
In-class adaptations
$18,800
$28,960
$44,250 to $58,800
$49,413
Yes
Yes
33%
13%
6 to 12
9 to 12
$15,000
$9,996
54
77
55%
19%
80%
50%
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Jan 27, 2024
Rolling
Rolling
Yes: grades 6 - 12
Yes: grades 9 - 12
No
No
information not available
information not available
King's-Edgehill School is the oldest independent school in Canada, and was founded as King's Collegiate by United Empire Loyalists in 1788. It was given royal assent by King George III the following year, the first instance that honour was bestowed outside Britain. The initial goal of the school was to prevent young men from traveling abroad to receive an education, men that would be needed to stay to administer and defend the colonies. While the school remained small, its alumni took prominent roles in military, legal, religious, and political life (including two fathers of Confederation).
So, yes, there’s an impressive history here, in all kinds of ways. That said, the school has changed considerably over the years. The historic buildings have been augmented by recent, and very sympathetic, development, all set on a 65-acre campus. It’s, frankly, beautiful. The academic program is as rigorous as it is supportive, and the school attracts students from around the world, creating a diverse, vibrant, exceedingly modern student population.
St. Stephen's School was founded by a group of North American educators who took the American independent school as a model, though with the intention of superseding it, literally creating a “pace-setter,” in their terminology, that other schools would seek to emulate. Notably, it was non-denominational, firmly set within the liberal-arts ideal, offering a course of study toward educating students to take active part in civic life, locally and globally. The founders chose Rome because of its stature in world history and its proximity to some of the prime moral, artistic, and political antecedents of western life. Unusual for the time, it would also be an international school in the sense that we think of it today, one where students come from around the world to grow and learn together, gaining a sense not only of their talents, but also how to deploy them in international settings. In 1975 it became the first school in Italy to adopt the IB. Today the enrollment remains intentionally small, with a high student-instructor ratio, and is attractive to students who share a dedication to learning in a truly international and intercultural environment. The facilities are as good as it gets, sparkling in every way, located in a villa—one that itself sympathetically reflects the architectural heritage of the region—steps from a number of UNESCO World Heritage Sites, including the Circus Maximus, Roman Forum and the Colosseum. Instructors also arrive from around the world, all bringing a close experience of the IB and a passion for what it can offer. A majority of students live locally, though boarding is available, and the school is rightly a draw for students arriving from IB programmes in the US and Canada. Throughout, St. Stephen's continues to realise the founders’ desire to create an institution that would be more than just another school, one that would exemplify the cosmopolitan ideal and serve as an important model of academic excellence.
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"“Be More” at King’s-Edgehill School, an IB Plus school since 1979 and Canada’s first independent school. Surrounded by the unparalleled beauty of our 92-acre campus in the safe and friendly province of Nova Scotia, study at a school that offers more at every turn and expects that by doing more and giving more, you will become one of the School’s highly successful graduates. Graduates who attend the world’s top universities and earn more than $2 million in university scholarships annually."
"Give your child the gift of Culture, Academics and Independence with a year or more abroad at St Stephen's School in Rome. Founded in 1964 and the first IB school in Italy, our enviable position in the Historical Center enhances signature courses and a wide range of arts, clubs and sports. Our Boarding and Trips Programs allow exploration of Rome, Italy and Europe. A rigorous, personalized Academic Program sees our graduates obtain both the IB Diploma and American HS Diploma and go on to top Universities worldwide."
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"As we maintain the highest standards in all areas, both in and out of the classroom, we use the past to inform our learning, we encourage a passion for thorough knowledge, and we provide challenging intellectual opportunities to offer an enriching scholastic experience.
Students come to St. Stephen’s because they are high achievers looking to make their academic marks and distinguish themselves in their individual scholarly pursuits."
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"Nestling at the foot of the Aventine, the most exclusive of Rome’s seven hills, and a stone’s throw from the city’s great imperial sites, our international non-denominational high school for Boarding and Day students has built its academic program and reputation on the classical heritage of our host country, Italy, and the rigor of two prestigious educational models: the American, independent college-preparatory curriculum, and the IB Diploma."
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"Students mature through daily choices and decisions, and through a collaborative effort involving students, faculty, and parents, we sustain a healthy, supportive community that values each individual during his or her transformative time here. We cultivate relationships based on warmth, mutual respect, and genuine concern, essential qualities for living together harmoniously in a small community. The culturally rich and vibrant setting of Rome affords us endless opportunities for exploration!"
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My wife Belinda and I have lived on campus for eleven years and we love this school more than ever. You know why? The students are genuinely kind and warm and “real”. We don’t know for sure if it is because Nova Scotians are naturally friendly and welcoming, or whether King’s-Edgehill School itself has a uniquely respectful and happy culture. Whatever the reason, we love that everyone feels like they belong here. As a result the campus is a remarkably happy place and despite our high academic expectations students tend to get higher marks than ever before. Maybe it is because of the support they receive. Maybe it is because students like their teachers and feel that their teachers genuinely care about student success and emotional well-being. Maybe it is because when teenagers feel accepted, like they belong somewhere, they can concentrate on doing their very best rather than what they need to do to fit in or be liked.
Just under 400 students, King’s-Edgehill is small but mighty. We are small enough to know everyone really well, but large enough to do big things and to compete with schools much larger than us (and win!). Be it debating or robotics, math competitions or sport, we have an impressive record of success provincially, nationally, and internationally.
I love the diversity of our students too. Although two-thirds are Canadian, there are students from every continent and thirty different countries here. It is fabulous to see our Canadian students make best friends from Japan and Barbados, or Germany, or Ghana! Our annual Cultural Fair is an unbelievable feast of food and entertainment from around the world.
If you are interested in a school where it is cool to work hard and get good grades and go to university… if you want a place that is not pretentious and values humility and gentleness… if you are looking for a place that is an oasis of kindness and high achievement: then King’s-Edgehill School is definitely worth a look.
Come and see what brought Belinda and my family to Windsor, Nova Scotia. Like us, you may feel you belong here too.
Sincerely,
Joseph Seagram
Nestling at the foot of the Aventine, the most exclusive of Rome’s seven hills, and a stone’s throw from the city’s great imperial sites, our international non-denominational high school for boarding and day students has built its academic program and reputation on the classical heritage of our host country, Italy, and the rigor of two prestigious educational models: the American, independent college-preparatory curriculum, and the International Baccalaureate Diploma.
Mens Voluntas Gratia
Our students come from all over the world to pursue their high school education in an atmosphere of scholarly endeavor, creative exploration and multicultural exchange. Our motto articulates the dedication to academic excellence shared by students and faculty alike:
At 275 students we are small, forty boarders constitute our ‘nuclear’ family, the experiential dimension of our curriculum, which includes an extensive trip program, confers a ‘hands on’ feel to our academics and our location, in the heart of the Eternal City and at the crossroads of Europe, provides a rich cultural context in which to learn and grow.
The faculty at St. Stephen’s are scholars, artists, writers and scientists who are passionate about their subjects and illuminate the minds and lives of the students they teach, each day and every year.
We look forward to welcoming new students who wish to join us; we would love to hear from you again if you already belong to our global family. Meanwhile, from inside the walls of our cloistered campus, we invite you to tour our site, virtually, or in person, whenever you wish.
Liberal Arts
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.
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.
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.
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.
The delivery of a challenging and robust curriculum while respecting each student’s learning style is a cornerstone of our academic approach at King’s-Edgehill School. Being committed to the world class International Baccalaureate program inherently challenges each student to a higher level of understanding, often beyond their own expectations. Alongside of this is the notion of small class sizes and individualised learning whereby each student is aided in their own integration and adoption of the content at hand. Along with the theoretical is the actualization of knowledge where students take what is taught in the class and apply it. Ethics studied in the class becomes part of the dialogue in our Dignity and Respect meetings, math acquired via a course become the foundation for precise mechanistic movement for our winning robotics teams. In and through all of this is the cultivation of the joy of learning, where difficult problems become opportunities grow and perhaps help others. Supporting this is a dedicated Success Center, advanced technology in each class, and a vibrant faculty committed to each student.
St. Stephen’s provides a well-rounded rigorous international academic program modeled on the American independent school tradition of comprehensive college and university preparation in six academic areas: English, Foreign and Classical Language, History, Experimental Sciences, Mathematics, and Arts. Students in Grades 11 and 12 also prepare for the rigorous International Baccalaureate Diploma.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Through inquiry-based instruction and integrated technology, the mathematics classes at St. Stephen's challenge students to reach their full potential while engaging them in a demanding program of study. We train students to think logically and critically and to use the language of mathematics with precision both orally and in writing. Students appreciate mathematics's important role in modern society by studying algebra, geometry, trigonometry, statistics, probability, and calculus. To further support and challenge their understanding, we also utilize a range of resources, including peer tutoring, math laboratory, and math competition activities.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The St. Stephen’s Science department provides our students with a solid foundation in all areas of science, offering courses in Biology, Chemistry, Physics, and Environmental Systems and Societies. Students are prepared for a world that is forever changing and advancing in the areas of medicine, technology, and biochemical engineering. The science curriculum offers students a variety of opportunities to engage with the world around them - in the classroom, in the laboratory, and through fieldwork.
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Modern Languages: -Italian -French -Spanish -Mandarin Classical Languages: -Ancient Greek -Arabic -Latin
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
With Ancient, Medieval, Renaissance, Baroque, and contemporary Rome omnipresent, Arts classes at St. Stephen’s stimulate and nurture the student’s aesthetic sense. Placing contemporary artistic trends in a long-term historical, social, and aesthetic perspective comes naturally to students whose everyday experience, though constantly connected to the present-day world of computers and the internet, nevertheless contains persistent visible reminders of more than 2000 years of artistic accomplishment - of the attention humanity has paid to form and detail in its eternal quest to express the contemporary spirit.
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Robotics and Artificial Intelligence, 3-D Design and Mixed Realities, Computer Science - Programming
Web design
Robotics
Computer science
Every student at King's-Edgehill School particpates fully in our sport and wellness program. Students do their chosen sport on a daily basis. Students will choose three sports each year by term (Fall, Winter, and Spring) and particpate in the sport for the duration of the term. We offer a range of both competitive and recreational sports.
Students in Grades 9 and 10 have Physical and Health Education as part of their weekly schedule. Students in all Grades participate in after-school sports and athletic activities.
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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.
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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”.
The academic challenges and rigor of St. Stephen’s produce an environment that students find highly stimulating and rewarding. With an emphasis on the best elements of American and European education traditions, we are the only school in the center of Rome to offer both the International Baccalaureate and the American high school diploma.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
6 - 12
9 - 12
33%
13%
$15,000
$9,996
80%
50%
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Jan 27, 2024
Rolling
Rolling
Yes: grades 6 - 12
Yes: grades 9 - 12
No
No
No
No
Yes: grades 6 - 12
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
No
We love enthusiastic and motivated students who embrace our "be more" philosophy. We are looking for students who are keen to be involved in the four pillars that form the foundation of our school (academics, athletics, fine and performing arts, and leadership through service).
We are looking for students who: -are intellectually prepared and ready to learn, -can think creatively, critically and scientifically, -possess the motivation to succeed and the potential to excel academically -demonstrate personal and social integrity, -bring diversity and an international perspective into the classroom, -are committed to contributing to the school, local and global communities.
King's-Edgehill School requires applicants to complete our student application and send this along with a copy of academic records for the past two years to begin the application process. All domestic applicants are encouraged to schedule a visit to campus during which they can write their entrance test and interview with the Headmaster. When distance is a factor, we are pleased to arrange for the Headmaster to conduct the interview by skype.
How to apply
Completing the application process does not automatically guarantee enrollment. All documents listed above must be received on or before the application can be processed. Each applicant file is reviewed by an admissions committee which makes the final decision. Boarding applicants are notified within one month of completing the application. For successful applicants, enrollment confirmation is contingent upon receipt of a €4000 deposit (Day students)/€5000 deposit (Boarding students) and receipt of a duly completed student health form and medical insurance attestation, plus submissions of a hard copy of the original enrollment contract (and supplementary boarding agreement for boarders), signed by both parents. Students are matriculated upon entry.
