33 King's-Edgehill Lane, Windsor, Nova Scotia, B0N 2T0, Canada
250 Lesmill Road, North York, Ontario, M3B 2T5, Canada
Indirect Support:
33 King's-Edgehill Lane, Windsor, Nova Scotia, B0N 2T0, Canada
250 Lesmill Road, North York, Ontario, M3B 2T5, Canada
1788
2016
380
100
6 to 12
9 to 12
Coed
Coed
Boarding, Day
Day, Homestay
English
English
Academic
Academic
Traditional, International Baccalaureate
Traditional
15 to 17
5 to 10
Learning
Dedicated class; in-class adaptations
In-class adaptations
$18,800
$14,000 to $20,000
$44,250 to $58,800
Yes
No
33%
0%
6 to 12
None
$15,000
$0
54
25
55%
0%
80%
90%
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
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.
While still a young school, founding principal, Henry Michels, brings a wealth of enthusiasm, insight, and decades-long experience to the program. Small class sizes are a draw, with less than 10 per, allowing for a very student-directed delivery, building from individual strengths, talents, and areas of interest. The school addresses itself to students operating at the top of their peer group, granting them the challenges and diversity of approach that can make the most of their gifts. The diversity of the student body—the homestay program attracts overseas students—adds to the experience, allowing for a range of perspective within classroom discussion.
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"The unique approach the school took when it came to course planning for my son caught my attention."
Gilbert Tossa - Parent (Jun 08, 2021)
My son joined Webtree Academy during a challenging year, when we were at the middle of a pandemic, w...
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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."
"Webtree Academy is a private day school for Gr. 7-12 students, focusing on university preparation. Our institution employs an innovative, nurturing approach to education, tailored to each student's needs. By fostering creativity and individualized learning, we aim to cultivate responsible, engaged citizens, and future leaders. Recognizing the evolving landscape of technology, workplace demands, and multicultural societies, we strive to offer a diverse range of educational programs to meet the unique needs of every student."
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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
DEAR STUDENTS, STAFF, AND PARENTS
Education has been a lifelong passion and is the greatest gift, we give to our youth. It has the transformative power to change lives and continually redefine the limits of what can be achieved. As an educator with over 30 years experiences working with gifted, special needs, second language learners, I am convinced that all students can excel to reach their full potentials with provision of stimulating challenge, encouragement, and the targeted support.
Therefore, at Webtree, we value every individual's uniqueness, recognize his /her strength and areas that need improvement, so as to personalize the academic path leads to each student's ultimate success.
At Webtree., we aim to nurture our student with global version, a sense of citizenship, a critical mindset, in addition to their academic success. Webtree Academy. is the home away from home for our students; is a school where they will laugh and shine.
WEBTREE PRINCIPAL: HENRY MICHELS
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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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.
At Webtree., we strive to provide our students with the necessary language, academic, and technological skills required for students to achieve their educational and personal goals as well as being successful in post-secondary studies. Additionally, we aim to assist our students to not only better immerse them into Canadian cultural and social environments but also to thrive in a competitive global environment.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our OCT Math teachers are qualified in Mathematics and some in Special Education, having the qualifications to manage student groups of varying needs including ESL accommodations, the sequentially-chunked curriculum at a pace that suits the individual student. Being that our mathematics credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements.
Ministry-approved textbooks along with learning materials from SOLARO.
Calculators are permitted.
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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.
Not applicable
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Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
Our Science OCT teachers are qualified in Biology, Chemistry, and Physics as well as Special Education. Our teachers are qualified to manage student groups of varying needs including ESL accommodations, the sequentially-chunked curriculum at a pace that suits the individual student. Being that our Science credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements.
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.
Our English OCT teachers are qualified to manage student groups of varying needs including ESL accommodations. The curriculum is offered at a pace that suits the individual student and is designed thematically. Being that our ENG credit courses are Academic and University-level, our focus is to achieve high standards of achievement in preparation for university entrance requirements. Our ESL program is comprehensive in building the reading, writing, listening and speaking skills for other language-oriented credit courses.
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
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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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To study History, Economics and Philosophy is to embark on a voyage of discovery, to seek in many ways to advance beyond the limitations and preoccupations of the present. Only by exploring the human experience in the past can we see how and why society changes and develop a sense of perspective on where we are heading in the 21st century.
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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At Webtree, we offer Mandarin as an international language credit course.
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.
At Webtree, we offer visual arts, dramatic arts & music (keyboard & guitar) to enrich our academically-focussed students.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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At Webtree, students are allowed to use personal laptops to complete homework or assignments such as writing essays, constructing Power Point slides for presentation. Our science teachers sometimes use Virtual Labs on computers to demonstrate physics or chemistry experiments in assisting teaching and learning.
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.
We utilize the soccer field and rented space for physical education credit courses and the afterschool sports program.
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Accelerated
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).
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).
At Webtree, credit courses can be completed in 10-week blocks in small-sized groups (ranging from 1-6 students per OCT teacher). Teachers are sensitive to differentiated instruction including multiple intelligences.
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”.
In addition to teaching academic credit courses, we offer specialized learning programs for our students entering into DECA competitions and Waterloo Math Contests. For our International students we offer intensive, personalized support toward accomplishing their post-secondary goals into reputable universities and colleges in Canada, USA and abroad. We offer summer camps for our students to explore different cultural areas of Toronto. We have OCT teachers giving extra hours to tutoring students within our school and other students from leading Preparatory schools.
"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."
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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
33%
0%
$15,000
$0
80%
90%
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades 9 - 12
No
No
No
No
Yes: grades 6 - 12
Yes
No
No
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 well rounded applicants. Who is committed to work towards his/her goal.
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.
Completed Application Form with Signature
Report Card from Previous School
Copy of Identification
Application Fee - $250 CDN
