1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
400-570, Dunsmuir Street, Vancouver, British Columbia, V6B 1Y1, Canada
Indirect Support:
1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
400-570, Dunsmuir Street, Vancouver, British Columbia, V6B 1Y1, Canada
1916
2013
540
300
8 to 12
10 to 12
Coed
Coed
Boarding, Day
Homestay, Day
English
English
Academic
Academic
Traditional
Progressive
17
10 to 16
Learning
Dedicated gifted class
$35,500
$16,500 to $22,800
$64,500 to $90,000
Yes
No
30%
0%
8 to 12
None
$0
$0
108
100
81%
0%
60%
100%
8, 9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 8 - 12
Yes: grades 8 - 12
No
No
information not available
information not available
Shawnigan was founded in 1916 with just six students and cast in the mold of the leading English grammar schools. Its direct model was Westminster School, whose history stretches back to 1179. As such, it provides, aesthetically at least, a contrast to Brentwood, which neighbours the school. Both, as well as Brookes to the south, have some of the most stunning campuses that you could hope to find. The setting of Vancouver Island simply adds to the luster. The founders of Shawnigan Lake felt that all of those things—buildings, vistas, space—were important aspects of learning, and that a school’s setting should be inspiriting. And, certainly, it is. What the campus might lose in terms of warm and cuddly, it gains in a sense of tradition, organization, and consistency. The centennial celebration included school founder C. W. Lonsdale’s 1932 Packard convertible, adding a touch of the Great Gatsby. Still, there is a nice mix of modernity as well, perhaps most obviously in Genius Hour, a program developed by Wendy Milne, assistant head of academics. It’s a cross-grade, cross-curricular program in which students are challenged with creating their own project and seeing it through to completion. The only provisos are that each project involve collaboration, have a clear guiding question, and involve research. All of that—cross-curricular, cross-grade, hands-on, collaborative—are hallmarks of the Shawnigan approach. And, in Genius Hour and beyond, the results are impressive. The student who will do best is one who is a self-starter, operating at the top of his or her peer group, and able to dive in, making the most of the breadth of opportunity provided.
View full reportIn many ways, Alexander is very much an expression of its context, namely the cultural and social life of Vancouver. The approach is international, drawing students from a range of cultural backgrounds, though also teaching with an eye to global communication and issues. The school is very forward looking, adapting programs to address 21st century literacies, and providing support for individual student success, including flexible scheduling. Academics are front and centre, just as they should be, but there is an attention to student life within the walls of the school and beyond. The location is proximate to a range of resources, including galleries and museums, arts venues, and transportation. The ideal student is one preparing for university studies.
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"The community at Alexander Academy is welcoming."
Kate Mezentseva - Parent (Nov 03, 2022)
The school is very compact, has under 100 students, and feels very private and personal. My son love...
View full review
"Shawnigan Lake School is an independent co-educational boarding school on Canada’s beautiful West Coast. Beginning in Grade 8, our unique Shawnigan Journey purposefully guides students through a distinct, unparalleled and bold educational experience. Through empowering involvement in unique experiential, service, academic, fine art and athletic programs, Shawnigan graduates have the capacity, compassion and courage required to create exceptional lives for themselves and others."
"Alexander Academy is a private high school for students in grades 10-12 and is dedicated to educational excellence that is both student-centred and community-oriented. Alexander Academy offers the BC Dogwood Diploma, a unique University Transfer Program and an English Language Development Program for our international students. Our approach is to offer personalized learning, relevant out-of-classroom experiences, and the opportunity to earn advanced university transfer credits."
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"We recognize that each student has their own academic goals, learning style, passion, and talent. Our teachers are committed to ensuring students have the opportunity to challenge themselves academically to reach their full potential. Alexander Academy’s teaching staff is comprised of 11 full-time equivalent qualified faculty members, as well as our Head of School, Headteacher, Student Services Manager, Health and Wellness counselor, and a full-time Librarian. Our student-teacher ratio is 1:11."
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"Alexander Academy is dedicated to the pursuit of excellence in an ever-changing world. We aim to foster a safe, caring, student-oriented community by focusing on building strong relationships between a diverse and inclusive group of internationally-minded learners. We do this by cultivating a collaborative and supportive learning atmosphere that encourages action, inquiry, healthy living, and life-long learning."
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"What makes us special? Alexander Academy is widely proud of the 100% University Acceptance of its students."
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"Our staff promotes holistic education and sustainability practices that place the students first. We aim to cultivate creativity, engagement, collaboration, empathy, and integrity in our students. Alexander Academy seeks to raise awareness for the process of truth and reconciliation and creating authentic connections with Indigenous communities. We nurture skills such as leadership, creativity, resilience, and responsibility to prepare our students for success in an increasingly interconnected w"
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Welcome to Shawnigan! Our responsibility as staff here at Shawnigan is to support and inspire our students – with our values-based education at the heart of our teaching – so that they can achieve their potential and live fulfilling lives.
Shawnigan Lake School’s mission and values are inseparable from the fact that we are first and foremost a co-educational boarding school; a welcoming community whose aim it is to prepare our young men and women equally for independent and inspiring futures through the means of a well-balanced, holistic education.
Five hundred students, representing over thirty nations, come together each year to live and study in this unparalleled setting on the edge of Shawnigan Lake, Vancouver Island. We encourage all students to develop an understanding of and commitment to the people, the place and the heritage of Canada, British Columbia and Shawnigan. At the same time, we challenge ourselves each year to be relevant, purposeful and of service in a changing and increasingly global world.
The conversations, connections, sense of community, and friendships forged through these shared experiences are, I believe, part of the magic of our School.
I look forward to meeting you.
Welcome to Alexander Academy. We are delighted that you have found us and invite you to get to know us better. As you will see, at Alexander Academy our lively classrooms celebrate the joy of learning and foster the quest for excellence and exploration. The first thing you will notice when you arrive at Alexander Academy is that the excitement is tangible: you will feel the energy and sense the vibrancy as soon as you enter our school. You will grasp the wonder of discovery in the classrooms as each student and faculty member engage in authentic critical thinking and learning. Our small classes provide the opportunity to challenge students to express themselves in an environment where teachers are a vital part of each student’s daily experience. Our personalized community also helps to build lifelong friendships among students and faculty.
We are a professional learning community following a holistic approach to education. We educate the whole person: academically, artistically, physically and socially as we put the student and their strengths and interests first. No two students or journeys are alike and we will go out of our way to find and nurture each student’ unique abilities. To help students on their path, we craft a unique program designed for each student. Ultimately, it is our goal is to shape 21st century leaders who have the courage to take intellectual risks as they work effectively with others. Our aim is that every student should leave Alexander Academy happy, fulfilled and prepared for the next stage of their life.
In navigating through the pages of this website, I hope that you will get a real sense of the richness and diversity of life at Alexander Academy. Above all else, I hope that you will gain a strong impression that, at Alexander Academy, the interest of our students comes first.
Please do come and visit Alexander Academy. You will be warmly welcome.
Progressive
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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.
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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Shawnigan Lake School provides a learning community that fosters personal excellence for each and every student. In a School dedicated to a rigorous academic program, we blend the best from traditional education with the contemporary skills of 21st century learning. With our Learning Centre specialists, Advisor program and low teacher-to-student ratio, we ensure that every student is challenged and supported. The Shawnigan classroom is a respectful place, where students develop confidence by engaging, by creating and by taking intellectual risks.
Alexander Academy is authorized to offer the BC Graduation Program. We also offer an English Language Development Program and a unique University Transfer Program in conjunction with Alexander College. Alexander Academy is dedicated to providing educational programs that inspire students to follow independent paths to success. We recognize that each student has their own academic goals, learning style, passion, and talent. Our teachers are committed to ensuring that each student has the opportunity to challenge themselves academically, enabling them to reach their personal level of academic excellence. Out-of-Classroom Learning Alexander Academy recognizes that students thrive in an environment that has relevance and context to their learning. Through authentic, out-of-classroom learning experiences, students are inspired and obtain in-depth knowledge of the curricular subjects they are studying through active and engaged learning, inquiry, real-world exploration, and challenges.
Traditional Math
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.
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.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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.
At each grade we attempt to use a theme to guide our text choice, giving teachers freedom to choose literature they are passionate about. We do not mandate specific texts to be taught at each grade level to allow for this freedom. We see the great value in modeling the study of at least one class novel in order that we can demonstrate the process for analysis of a text, yet we also see the value in letting students choose their own independent novels for study in order to help foster a love for reading. We strive to help students make connections between texts and their life experiences. We work with students to synthesize their learning, their understanding of a broader theme, their study of a wide range of texts and their life experiences. We invite students to look at how stories (influence ideas, events, change a collective identity.
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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
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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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.
The skill to function in more than one's native tongue will broaden intellectual and cultural horizons. To this end, the Department of Modern Languages offers courses in four languages: French, Spanish, Mandarin and German. We also offer French Immersion classes, and students completing this program may qualify for the Français Langue 12 credit. Our students have the opportunity to begin their study and to progress through to Advanced Placement level in all four languages. In French, many of our students take the internationally recognized DELF exams from levels A1 to B2. The classes all emphasize the communicative approach in all four language skills and provide opportunities for differentiated learning and individualized attention. A Japanese language tutor, also a native speaker, is available on Saturday mornings. Above all, however, it is the interaction and connection between teacher and student that is the biggest key to success in this subject area.
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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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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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.
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Web design
Robotics
Computer science
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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.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"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."
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.
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."
Our aim is to see well-rounded citizens gain acceptance to the university of their dreams.
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
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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
8 - 12
8 - 12
30%
0%
$0
$0
60%
100%
8, 9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 8 - 12
Yes: grades 8 - 12
No
No
No
No
Yes: grades 8 - 12
No
No
No
No
No
We seek to identify students who will be the best educators of one another and their teachers—individuals who will inspire those around them during their high school years and beyond.
-$260 application fee
-Photo of applicant
-Copy of valid passport
- Academic reference form filled out by Math teacher
- Academic reference form filled out by English teacher
- Copy of mid-year report from current grade when available
- Copy of final report card from last school year
- TOEFL or IELTS-test (submitted only by international applicants)
Applicants are required to submit the completed online application, supporting documents and fees, and attend an admissions interview either via Zoom or in person.
