1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
3467 Duval Road, North Vancouver, British Columbia, V7J 3E8, Canada
Indirect Support:
1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
3467 Duval Road, North Vancouver, British Columbia, V7J 3E8, Canada
1916
2004
540
345
8 to 12
JK to 12
Coed
Coed
Boarding, Day
Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
17
Varies
Learning
Dedicated gifted class
In-class adaptations
$35,500
$27,200 to $30,600
$64,500 to $90,000
Yes
Yes
30%
0%
8 to 12
SK to 12
$0
$0
108
23
81%
0%
60%
0%
8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Feb 01, 2024
Rolling
Not available
Yes: grades 8 - 12
Yes
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 reportFamilies rightly turn to Brockton for strong academics, and it certainly has that, undergirded by the IB program. But families turn to private school for other reasons as well, prime among them an environment in which students enter a community of peers of a like mind, and who are academically inclined, and Brockton offers that as well. Even more importantly though is an aspect of the school that perhaps parents don’t think to first, though they should, and that’s the opportunity to have authentic experience with a range of endeavor that they wouldn’t otherwise. The community of the Brockton School is close-knit, while the academic and extracurricular programs are broad. No, it’s not always easy to try new things, and the school is cognizant of the barriers to participation, anticipates them, and seeks to provide a sympathetic introduction. The ideal student is one able to thrive in a vibrant, active, supportive yet challenging academic environment.
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"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."
"Brockton is a co-educational IB Continuum World School located in North Vancouver with programs from JK to Grade 12. At Brockton students are offered an inclusive, holistic, and challenging learning environment where personal experience and development is paramount. The program supports students in becoming life-long learners, and offers a variety of co-curricular, leadership, and service opportunities. At Brockton every student and every family is known, welcomed, respected, and valued."
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"Within a challenging IB framework, Brockton School focuses on each child and on the whole child. It is a school where every student matters, every family matters, community matters, and learning for life matters. Students work to learn from successes and challenges to explore their sense of purpose and direction. Students are given the strong foundations that inspire them on a journey as outstanding humans."
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"Families choose Brockton because of the authentic connections made between students, staff, and families that, when married to the program delivery, lead to thriving and confident learners. The environment is warm, welcoming, and supportive. The academic standard is high and students are inspired to learn how to learn. Inspiring and supporting students to pursue their dreams with a sense of purpose is a priority."
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"Brockton has an impressive number and diversity of programs.
Students find extraordinary success in multiple arenas.
The student leadership program is innovative and engaging of all students in one capacity or another.
The culture of the school and the associated supports attracts accomplished and outstanding staff."
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"Brockton walks the talk. It is not words on a website or other; Brockton lives its mission and guiding principles.
Brockton is an incredibly innovative school and works with students and families to be successful today and in the future. Brockton is not afraid to be ahead of the curve."
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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.
Imagine a school where students are excited about getting to class; where students are encouraged to be risk-takers; where every opportunity is seen as one for learning. Imagine a school where parents, teachers and students collaborate to create their best possible educational adventure. Imagine Brockton!
Brockton is a safe, caring environment where students are challenged academically through a broad and balanced curriculum which surpasses the expectations of the International Baccalaureate (IB) and British Columbia Education Ministry requirements. The academic programme is complemented by a range of co-curricular activities, from athletics and leadership, to service and our World Music Program. Students are encouraged to engage with our local and global communities as they are guided to become life-long learners.
As an IB World School we embrace the concepts of 21st century learning, providing challenging programs in a culture of inquiry, and fostering the importance of giving service to others. At Brockton we encourage all students to achieve their true potential by being active learners and global citizens.
Students at Brockton don’t simply attend school, they embark on an educational adventure where they are encouraged to take risks and inquire about the world around them. I am really proud to be the Head of Brockton School. It is an honour to lead a truly dedicated and highly trained staff and to serve the families of the Brockton Community. I would like you to be able to experience everything that is brilliant about Brockton, and I welcome you all to come and see what makes our school so special.
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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.
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.
Brockton is an IB World Continuum School hosting the Primary Years Programme (JK-Gr.5), Middle Years Programme (Gr.6-Gr.10), and Diploma Programme, with a choice of pathways at Grade 11&12. At Brockton, student learning and personal experience are paramount. Students are acknowledged as individuals and are supported according to their respective gifts and areas for growth. Brockton’s small class sizes and close knit community allow for the outstanding faculty and staff to guide students in a journey of inspired learning. The Brockton program is challenging, innovative, and holistic and integrates an array of co-curricular, leadership, service, and character-development opportunities. From the students entering as early as JK through to our Brockton Graduates (and Alumni), Brockton aims to nurture (among other things) self-awareness, resiliency, ingenuity, open-mindedness, international-mindedness, principled behaviours, social responsibility, effective communication, and a sense of purpose. Brockton students are guided on a journey of learning that provides them opportunities to chart a course for success during their school years, at their choice of post-secondary, and in life beyond.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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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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Not applicable
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
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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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.
Early Years Education at Brockton School emphasizes the facilitation of intentional and experiential learning opportunities through a play-based inquiry model. Our unique approach builds upon the framework and curricular requirements of both the BC Curriculum and the International Baccalaureate's Primary Years Programme. While play-based in nature, there is a strong academic framework that sets a foundation for early elementary school success. At Brockton, we believe that children learn through doing, and therefore our students are provided with opportunities to explore their interests and passions in a safe, supportive, and inclusive learning environment.
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.
Brockton is an innovative school where creative opportunities for learning are optimized. Personalized approaches to teaching/learning, a well-resourced Student Services team, and multiple pathways of grade 11/12 programming are among the aspects that support diverse learning needs.
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”.
Please note: we would like to be listed in both rigorous and supportive categories. To define us in one and not the other would be misleading. Brockton provides a unique combination of a rigorous academic program within a supportive academic culture. Students are inspired to want to learn and to engage a life-long curiosity. This inspiration is nurtured within the challenging IB academic curricular program, a program that is process based while preparing students for optimal post-secondary and future success. Brockton works with each student (and family) to establish goals for each student relative to their particular potential.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Brockton attends to the whole child development. While there is a focus on intellectual growth, this is achieved through a balanced approach with attention paid to the multiple aspects that lead to a student's overall development. Brockton exists within a compassionate community where students are encouraged to explore their own growth in multiple dimensions.
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
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Brockton’s Student Services Team is dedicated to meeting the needs of diverse learners. Within the scope of the school’s programming, Brockton School establishes and maintains support services for those who qualify for and/or have special education needs. Working in partnership with families, the team collaborates with teachers to employ a wide variety of strategies and tools, including technology, differentiation, and other adaptations and accommodations to address student needs. Our mission is to set students up for independence as they optimize their gifts and challenges.
Information not available
Brockton’s Student Services Team is dedicated to meeting the needs of diverse learners. Within the scope of the school’s programming, Brockton School establishes and maintains support services for those who qualify for and/or have special education needs. Working in partnership with families, the team collaborates with teachers to employ a wide variety of strategies and tools, including technology, differentiation, and other adaptations and accommodations to address student needs. Our mission is to set students up for independence as they optimize their gifts and challenges.
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
SK - 12
30%
0%
$0
$0
60%
0%
8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Feb 01, 2024
Rolling
Not available
Yes: grades 8 - 12
Yes
No
No
No
No
Yes: grades 8 - 12
No
No
No
No
No
Student selection is based on both academic and non-academic considerations. These include but are not limited to: The ‘fit’ of the child and family with the school. The availability of space and class composition at the particular grade level. Character traits such as curiosity, independence, responsibility, self-discipline, and creativity.
-$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)
STEP 1: DISCOVER BROCKTON
Start by exploring our website for information about the school, our programming, fees, deadlines for admissions, and culture.
Dive deeper into our unique programming by downloading our Admissions Information Package or registering for an Open House.
Once you know that Brockton is the right fit for your family, click the apply button. You will be prompted to create an account and fill out an online application.
Please note that applications are not considered complete until we receive all supporting documentation, and the non-refundable $300 application fee has been paid.
For more detailed information on the application process, download our application guide and required documentation checklist.
STEP 3: SCHEDULE ASSESSMENTS
Student applicants are required to participate in an entrance assessment to determine ‘fit’ and evidence of the applicant’s potential for success within our program. Parents will also be invited to meet with a member of our admissions/leadership team for a personal interview.
These can be booked in your admissions checklist.
