120 Howland Avenue, Toronto, Ontario, M5R 3B5, Canada
201- 1085 Homer Street, Vancouver, British Columbia, V6B 1J4, Canada
Indirect Support:
120 Howland Avenue, Toronto, Ontario, M5R 3B5, Canada
201- 1085 Homer Street, Vancouver, British Columbia, V6B 1J4, Canada
1964
2017
447
80
3 to 12
K to 7
Boys
Coed
Day
Day
English
English
Academic
Academic
Progressive
Progressive
16
9 to 11
In-class adaptations
$35,320
$19,855
Yes
Yes
5%
0%
7 to 12
K to 8
$16,000
$9,000
45
10
0%
0%
40%
75%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6
Dec 01, 2020
Rolling
Not available
Not available
Yes: grades 3 - 12
Yes: grades K - 6
No
No
“The academic program is rigorous in the sense that it seeks to challenge students, though rigorous, too, in the sense that it intends that students have experience across the disciplines, while also appreciating the connections between them.”
“Athletics are important at RSGC and, for a small school, it brings home more than its fair share of medals in certain sports. The boys we spoke to were keen to dispel the myth that, because RSGC is small and has fewer players to choose from, it doesn’t perform well in sports.”
“Underpinning everything at RSGC is the belief that when boys feel cared for and happy, they learn well.”
Read The Our Kids Review of Royal St. George's College
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Royal St. George’s College began as an Anglican choir school, and that tradition remains, in various ways, to this day. The entire school meets every Thursday for evensong, for example, and the houses are Canterbury, Westminster, Winchester, and York. The Royal designation was bestowed by the Queen herself at about the time of the school’s 25th anniversary. In that, and much else, this is a very traditional school, which can at times seem untouched by time and the pace of history. The choral program remains very strong, though is part of a very broad range of extracurricular programs. The school very rightly makes good use of all the cultural centres nearby, including U of T, the ROM, the AGO, and the reference library. Values, too, remain important, and are a draw for many parents who enroll their boys here, whether or not they live within the Anglican tradition.
View full reportClaren Academy is one of those places that, in every way, was clearly created with the the learner foremost in mind. The teaching environment is bright, clean, and inviting, with lots of colour and natural light. It’s just a very comfortable place for young people to spend their days. Instruction is student-centred, building on the skills, interests, and needs that the students bring with them into the room. The intention is to deliver the attributes and knowledge they will need in the future as they move on to secondary and post-secondary education, and life. Administration references future-focused skills, though it says something about the school that creativity, empathy and kindness make that list. The school leadership is accessible, and assessment and progress reporting is consistent and detailed. So, yes, the school looks charming, and indeed it is, in all kinds of ways. Founded in 2017, Claren Academy has quickly become an important and valued educational offering within the city.
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"Our mission is to challenge and inspire each boy to become the best version of himself. We believe that school should be challenging and meaningful. We believe that knowledge matters; our collective future relies on us knowing more than we do today and acting purposefully on what we learn. We believe that each boy should be known and loved and that learning takes place within relationships. We believe that boys can be good and ambitious at the same time. They should be held to a high standard. Sometimes, pushing our boys to be more, do more, and act more thoughtfully and courageously, is the most loving thing we can do as adults. We believe in character and in doing the right thing. We believe in caring for one another, in integrity, and putting others before ourselves. We continue to be inspired by our founders, who insisted that "Manners Maketh Men." This is our code. We are Georgians."
"Claren Academy is a future-focused independent school located in downtown Vancouver. Claren Academy has a brand new campus and a vibrant middle years program for students in grades 7, 8, and 9. With individualized learning plans, dedicated educators, strong fundamentals, and real, hands-on learning, Claren Academy gives students the tools to be creative, competent, and happy in their changing world."
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Since 1964 Royal St. George's College has been providing an extraordinary learning environment for boys in the heart of downtown Toronto.
The Georgian experience has always transcended an outstanding academic education. Our mission is to challenge and inspire each boy to be the best version of himself.
Our RSGC guarantee of Known and Loved is something that is lived everyday at the school. Each student is challenged and supported academically, athletically, artistically, socially and emotionally. The best version of himself is a person of character. The best version of himself is an inquirer and a critical thinker. The best version of himself is engaged in a breadth of experiences and understands what it feels like to commit to being the best. The best version of himself is cultivated in authentic relationships with outstanding educators who are passionate about their students. The best version of himself is a Georgian.
There is an intangible quality to a great school; something you can sense when you walk in the door. It’s the sense of community and the culture of respect. It’s the esprit de corps and the sense of pride and belonging among the students. It’s the way the school resonates and simply feels right. I welcome you to come and visit Royal St. George’s College and see, feel and understand the benefits of the Georgian experience for yourself.
Sincerely,
Stephen Beatty (Class of ’86)
Headmaster
Royal St. George’s College
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Progressive
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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.
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.
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At Royal St. George's College, our academically grounded, hands-on curriculum emphasizes project and inquiry-based learning. In our nurturing environment, our boys develop creative problem solving and critical thinking skills. In the Junior School, we require our students to take on the roles of Researcher, Designer, Developer and Presenter as they engage in interdisciplinary and collaborative real world learning. We encourage thoughtful questioning, deep learning, the application of knowledge and meaningful reflection. In the Senior School, boys engage in a demanding curriculum that requires creative problem solving and refined inquiry skills. The students choose from a wide variety of thought-provoking courses, including Design Engineering, Advanced Placement courses and the AP Capstone, which offer an abundance of opportunities for enriched learning. Georgians are global-minded, innovative thinkers who are able to build personal and collective knowledge while they engage in design, engineering, entrepreneurship, collaboration and the arts. Built upon the values of integrity, community, spirituality and empathy, Georgian academics equip boys with the skills required to navigate and live balanced, purposeful and happy lives.
Claren Academy prepares students for the world of the future, with strong academic foundations and creative use of technology. We strive to develop critical thinkers who are caring, confident, lifelong learners in a diverse community. We foster creativity, joy, and passion for learning through our personal connections with each student and their family. We provide opportunities, encouragement, inspiration, and mentoring for each child. We use the B.C. curriculum to provide strong fundamentals using developmentally appropriate practices and materials, while also exposing students to forward-looking areas of study such as programming, virtual reality, robotics, and much more. Our technology-enhanced personalized learning takes place in a school environment that emphasizes creativity, independence, entrepreneurial skills, and academics. There is an equal emphasis on acceleration and enrichment. All students are immersed in a creative learning process through exploration, critical thinking, and reflection. Together the students think, work, and create in a way that demonstrates their new understanding.
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.
For the core foundational subjects of literacy and math we used a levelled program that fits students into their just-right group, regardless of grade. That allows students to have more support as needed, and to advance with mastery.
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Balanced Literacy
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.
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.
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For the core foundational subjects of literacy and math we used a levelled program that fits students into their just-right group, regardless of grade. That allows students to have more support as needed, and to advance with mastery.
Equal balance
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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For the core foundational subjects of literacy and math we used a levelled program that fits students into their just-right group, regardless of grade. That allows students to have more support as needed, and to advance with mastery.
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.
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No matter how much the world changes, creativity and inventiveness are skills that will always be in demand. The Oxford study The Future of Employment states, “Specialist occupations involving the development of novel ideas and artifacts, are the least susceptible to computerisation.” This includes occupations in the fields of science and engineering, but it also includes work in the fields of entertainment, helping, and the arts. We foster creativity in our students by reducing emphasis on rote memorization, and by teaching them to find answers for themselves, critically assessing the information available.
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
Not applicable
Not applicable
Not applicable
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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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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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Humans evolved to enjoy play because play helps us to learn about our environment and prepare for our adult lives. However, learning only feels like play when it is hands-on, self-directed, and self-motivated. Students are excited about learning when they can see how the subject at hand will be relevant to their lives. Most high school students are not excited about learning the quadratic formula because they don't see how it will ever be useful to them outside of school. At Claren Academy, we expose students to aspirational fields in a hands-on way to show that their studies will indeed help them to excel in the areas they most enjoy. Our students are introduced to: Computer programming Digital art & music Robotics & electronics Entrepreneurship Science experiments 3D printing Broadcasting & streaming Digital film making & animation Virtual reality Molecular gastronomy (cooking!) Game design and much more!
Web design
Robotics
Computer science
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Play-based
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.
We have developed a method of teaching to personalize learning for each child. Teachers prepare materials, centre play activities and projects with our students' interests and needs in mind. Our programs are inspired by the approaches used in Reggio Emilia, Montessori and Play-based programs. Humans evolved to enjoy play because play helps us to learn about our environment and prepare for our adult lives. However, learning feels like play most often when it is hands-on, self-directed, and self-motivated. Students are excited about learning when they can see how the subject at hand will be relevant to their lives.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Our students have opportunities each day to learn across grades in a large group setting as well as smaller groups based on ability and/or on curriculum.
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.
Our enriched programming exposes boys to a breadth of learning opportunities that deepen their understanding of themselves and the world around them. The inquiry process is at the heart of the learning in the Junior School. Our students take on the roles of researchers, designers, developers and presenters as they engage in hands-on and meaningful problem solving. In our Senior School, we offer numerous AP and enriched programming that provide students with the opportunity to engage in rigorous scholarly practice of core academic skills through collaboration, research, critical thinking and problem solving.
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"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.
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
RSGC endeavours to develop the following special set of attributes. Our aspiration is that each RSGC boy: • Is inquisitive, creative and collaborative • Is resilient and able to adapt and thrive • Has moral character and spiritual strength • Is kind, polite and caring • Has a global mindset and community awareness • Takes initiative and honours his commitments • Values continuous learning • Gives back to his communities • Continues to be engaged in the Georgian community throughout his life.
We foster creativity in our students by reducing emphasis on rote memorization, and by teaching them to find answers for themselves. Similarly, we encourage diversity over conformity, and instead of a "one size fits all" program, our students are at liberty to explore their own areas of interest, permitted that a strong grasp of core subjects has been demonstrated.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
RSGC offers two full-time social worker and two learning centres to support students academically and in their mental health and well being.
Information not available
At RSGC, we understand and appreciate that boys learn and develop differently across all ages and stages of development. We are committed to providing our students with support and guidance in the classroom through differentiated instruction. In addition, more personalized support is provided to students who have been identified with exceptional learning needs. Coaching sessions related to learning strategies and study skills are also available to all students.
We are able to provide minor accommodations for our students experiencing subclinical difficulties. At this time, we do not have the resources to assist any clinically diagnosed learning disability.
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
K - 8
5%
0%
$16,000
$9,000
40%
75%
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6
Dec 01, 2020
Rolling
Not available
Not available
Yes: grades 3 - 12
Yes: grades K - 6
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
No
A well balanced academically strong student
Admission to grades K-8 at Claren Academy is based on: - The candidate's social, emotional, and developmental readiness - The family's interview - The candidate's actions during the play-based observation - The school's assessment of references and past academic records The following may also be considered: - Availability of space in the year to which the candidate is applying - Diversity and gender balance - Siblings of students already enrolled
Please visit our admissions page to learn about our requirements and process.
Claren Academy is accepting applications for kindergarten to grade 8, adding a grade each year up to grade 12. Children born from 2010 to 2018 are eligible to apply for 2023.
Application steps:
Interviews and play evaluations take place on a rolling basis. Placement decisions will be announced within two weeks of your interview and observation. Successful applicants will then be asked for a deposit to secure enrolment.
Please visit our admissions page to learn about our requirements and process.
