2330 Cypress Bowl Lane, West Vancouver, British Columbia, V7S 3H9, Canada
Box 250, 466 Mary Street, Gretna, Manitoba, R0G 0V0, Canada
2,333.3 km
1,205.5 km
1993
1889
1030
60
Preschool to 12
9 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Progressive, International Baccalaureate
Traditional
14 to 22
15 to 20
Learning, Developmental, Behavioral
In-class adaptations
$26,850 to $30,290
$6,285
$11,535 to $26,435
Yes
Yes
5%
25%
7 to 12
9 to 12
$15,000
$1,997
64
15
0%
50%
18%
90%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Dec 01, 2023
Rolling
Not available
Rolling
Yes: grades Preschool - 11
Yes: grades 9 - 12
No
No
information not available
information not available
Mulgrave was founded in 1993 on the grounds of the West Vancouver Montessori School, and has grown exponentially since then due to the strength of the program and the school’s earned reputation. Today Mulgrave is home to just over 900 students from pre-school through grade 12, housed within a 150,000 sq. ft. building that includes substantial upgrades completed with the senior school expansion in 2015. The school operates a centre for educational innovation, a clear expression of the administration’s desire to be a model to others, and to continue to evaluate and grow the programs the school offers. So, there's a lot going on, largely driven, as it was at the start, by the members of the community the school serves. The school rightly prides itself on maintaining a close, community feel throughout, while offering a strong academic foundation through the International Baccalaureate and an overall dedication to delivering the curriculum through a global lens. The ideal student is one who will thrive in a vibrant, challenging yet supportive academic environment.
View full reportFirst begun in 1889, MCI has an exceptionally long tradition of doing great work within the community it serves. The building doesn’t reflect the school’s age, as the current facilities all date to capital campaigns mounted in the 1960s and 1970s, and most recently with the construction of Buhler Hall in 2004. The campus is nicely set within a leafy residential neighbourhood, with ample green space and athletic facilities to complement the academic offering. The boarding program adds depth to the student experience, and further underscores the home feel of the campus, even for day students. Class sizes are small, with students well known across the grades and the programs. Families are drawn to the quality of the offering, as well as the values that come from the Mennonite tradition. A well-rounded program of co-curriculars is a draw as well, allowing for a very balanced, diverse student experience.
View full reportinformation not available
"The teachers and other students provide a very welcoming atmosphere."
Barbara Rieder - Parent (Aug 17, 2021)
My appreciation for MCI started in 2009 when my eldest daughter arrived there halfway through her gr...
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"MCI is in a unique position to truly develop relationships with students that are genuine and authentic."
Zach Gerbrandt - Alumnus (Nov 02, 2021)
I transferred to MCI for my Grade 11 year, after 2 years in public high school. My experience in pub...
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"Mulgrave is a gender-inclusive, non-secular Pre-K to Grade 12 IB World School nestled in the forested slopes of West Vancouver. We inspire students to be self-motivated critical thinkers, young leaders, and active, responsible citizens in a global community. Mulgrave offers a wide range of enrichment activities in athletics, outdoor education, service and leadership, and the arts. Our students, diverse yet united in their values, support and care for one another as they strive to achieve their personal best."
"MCI is a provincially accredited independent high school, and a member of Manitoba Federation of Independent Schools & Canadian Association of Mennonite Schools. MCI emphasizes a strong academic program, excellent athletic & fine arts programs, and is home to a thriving dormitory program. Our mission is to educate young people in an Anabaptist-Christian context, seeking to develop each student’s God-given potential, providing a practice ground for maturing faith in Jesus Christ, in thought, love, and action."
"Why Mulgrave? can be answered in so many ways - each as unique as our students themselves. A few of the most cited reasons include: outstanding individual care and attention and focus on wellbeing; development of an individual’s character, personal skills, and qualities, and values; balanced programme of the arts, athletics, outdoor education, and service learning alongside academics; world-renowned IB programmes; highly skilled teaching faculty; and our diverse and engaged community."
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"Families come to visit our campus and describe the feeling as 'Mulgrave magic'. Our campus is beautiful and our location is spectacular, but it is our warm and inviting community of learners, teachers, and families that contribute to something truly special. Mulgrave students are encouraged to be their personal best, to be allies and advocates, and to follow their passions. While the IB programme offers academic rigour, we hold student wellbeing at the heart of our purpose."
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"Families new to Mulgrave come to quickly appreciate the openness and community at Mulgrave. It may be cliche to say we're family, but it's true! We delight in having parents, grandparents, and loved ones volunteer at our school. Teachers and leaders are approachable and happy to engage with families in partnership in their child's education. Parents and caregivers chat in parking lots and enjoy a cup of coffee together at drop-off. Students connect across grade levels in support of one another."
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Nestled on the beautiful Manitoba prairie, Mennonite Collegiate Institute is a small school with unique opportunities. For more than 130 years MCI has offered exceptional life-changing educational experiences. Students have reached for and exceeded their personal goals and gone on to significant roles of service and leadership in their local communities and the broader world.
Small class sizes and plenty of individual attention encourage high academic standards. With a strong emphasis on the arts, athletics, and co-curricular activities our students receive an excellent well-rounded education. Highly regarded for choral music and the performing arts, MCI is home to Buhler Hall, one of the best concert halls in the province. A broad sports program encourages teamwork and physical fitness. We offer a safe and supportive dormitory program where students develop life skills and lasting friendships. Our student body includes students from across the nations providing wonderful opportunities for cross-cultural learning.
At our core, we are motivated by a commitment to Christian faith in the Anabaptist-Mennonite tradition. This tradition values following Jesus in daily life, practical service, caring community, and peace-making. Following the example of Jesus, we extend a broad and warm welcome to students from many backgrounds and perspectives, even those that may be different from our own.
Do you wonder whether MCI might be a good fit for you or your child? Give us a call. We’d love to talk.
Traditional
Information not available
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.
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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At Mulgrave, our vision for learning is informed by our school's aims and values and is encapsulated within our learning model. We truly want students’ learning at Mulgrave to be personalised and very special. We want our students... to enjoy and be passionate about learning throughout their school career and beyond. to understand themselves and how they learn and be genuinely active and reflective in the learning process. to be increasingly independent in their learning whilst being able to collaborate and be genuine co-constructors of knowledge and understanding. to be confident, connected and informed digital citizens and self-directed, enquirers, and risk takers. to be creative and innovative in the way they work and think. to be supported, challenged and cared for by their teachers and each other.
At MCI our goal is not simply to teach high school curriculum. Our programs are designed to inspire students to excel, to reach, and to lead. As a comprehensive, holistic school, MCI helps students of diverse abilities and interests to become all they can be both in and out of the classroom. In addition to excellent academic, athletic, and social opportunities, all MCI students experience spiritual formation as they study the Bible, participate in hands-on service and attend daily chapel time. All provincial curriculum requirements of Manitoba Education for grades 9 – 12 and high school graduation are taught at MCI.
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.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
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Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Not applicable
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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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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.
All of our science teachers have years of experience in their content areas. Our students have the opportunity to study biology, chemistry and physics. Using experiments as learning tools, our courses invite students to apply the scientific method of problem-solving to a variety of situations.
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.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills.
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
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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.
Information not available
Given MCI’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world.
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
MCI offers French to students each year at a variety of levels. Students who take part all 4 years will graduate with a strong understanding and ability to communicate in the language.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
We aim to foster and develop each student’s God-given inclination towards creativity and their capacity for aesthetic response. From our school-wide choir to classes on dance, visual arts, concert band, theatre tech, and Worship Band to our annual musical theatre production, our students have many chances to discover and develop their artistic gifts in the classroom and co-curricular settings. Our Fine Arts programs accommodate all levels, from beginners to experienced artists and musicians. Students at MCI are provided with a safe space to learn, grow, build confidence in their abilities, develop leadership skills, and help them become independent musicians and artists.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
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Web design
Robotics
Computer science
Physical education is combined with health education to provide students with a wealth of opportunities to establish good habits.
Our athletics program focuses on developing individual and team skills in a variety of sports. Focus is also given to health concepts such as fitness, nutrition and lifestyle, and interpersonal skills.
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Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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Our approach to preschool and Kindergarten is in alignment with our approach to learning at all grade levels. Our IB curriculum extends into our PK3 and PK4 programmes and provides students with a strong inquiry-based foundation that sparks their curiosity and kicks off their journeys as life-long learners. While we generally classify our preschool as 'play-based' and Kindergarten as 'academic', in reality, we provide a balance of both, believing in each child's capacity to explore their potential in literacy and numeracy, as well as the importance of learning from the daily interactions they have with their natural and social surroundings.
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.
We offer standard- and higher-level IB diploma courses, Mandarin language streams for native and non-native speakers, and online courses. As well, we have well-staffed learning support centres that serve as resources for our teachers as they work to provide differentiated and personalised instruction for all our students.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We want our students' learning to be experiential, relevant and authentic. All this so that they can achieve their personal best and, more importantly, take with them skills and qualities to live better lives as lifelong learners and stewards of our world. We want our students to have high expectations for themselves, and we provide the support they need to achieve their dreams.
We offer students a comfortable, safe and caring environment to learn and grow. Our size makes it possible for students to receive the attention and encouragement they need to thrive.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
We recognise that learning happens through the holistic educational experience of our students through the IB academic programmes of the formal curriculum, through the enormous range of curriculum enrichment that happens through co-curricular and other programmes and through what our students experience at home and outside school. We regard a Mulgrave education as an important part of their total education.
Our purpose is to educate young people in an Anabaptist Christian context, seeking to develop their God-given potential in terms of physical, intellectual, emotional, social, and spiritual well-being. Our aim is that our students accept Christ as Lord and that they be disciples who express Christian hope by serving others, promoting peace, and providing Christ-like leadership within the church community and secular world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We strive for all students to develop the strategies they need for academic progress through high school and beyond. We combine classroom experience with current education research and knowledge, for effective student support. We believe building relationships with students is key to their success.
The majority of our students begin their Mulgrave journey when they are quite young, so we cannot know if they will develop learning difficulties as they grow. We have a learning support team in place to provide the guidance students with learning challenges may need to successfully earn an IB diploma at the end of their Mulgrave career. Our admissions process is very personalised, and through it, we hope to provide prospective families with a sense of our ability to meet their child's needs while determining if we have the resources in place to be able to meet those needs.
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
7 - 12
9 - 12
5%
25%
$15,000
$1,997
18%
90%
Preschool, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Dec 01, 2023
Rolling
Not available
Rolling
Yes: grades Preschool - 11
Yes: grades 9 - 12
No
No
No
No
Yes: grades 1 - 11
No
Yes: grades 7 - 11
No
No
No
Mulgrave looks for students who will profit from its enriched programme and who will be able to contribute their own special talents, abilities, imagination, and curiosity to the school community.
To learn more about our application process (which varies by grade), please visit our website here.
Ready to start your journey at MCI? Apply Today!
You will hear from our Admissions Team within 2 weeks of receiving your completed application package.