Via Aventina 3, Rome, Italy, 00153, Italy
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
Indirect Support:
Via Aventina 3, Rome, Italy, 00153, Italy
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1964
1977
308
670
9 to 12
JK to 12
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Traditional
10 to 15
Varies
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$28,960
$11,780
$49,413
Yes
No
13%
0%
9 to 12
None
$9,996
$0
77
45
19%
0%
50%
80%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Jan 27, 2024
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 12
No
No
information not available
information not available
St. Stephen's School was founded by a group of North American educators who took the American independent school as a model, though with the intention of superseding it, literally creating a “pace-setter,” in their terminology, that other schools would seek to emulate. Notably, it was non-denominational, firmly set within the liberal-arts ideal, offering a course of study toward educating students to take active part in civic life, locally and globally. The founders chose Rome because of its stature in world history and its proximity to some of the prime moral, artistic, and political antecedents of western life. Unusual for the time, it would also be an international school in the sense that we think of it today, one where students come from around the world to grow and learn together, gaining a sense not only of their talents, but also how to deploy them in international settings. In 1975 it became the first school in Italy to adopt the IB. Today the enrollment remains intentionally small, with a high student-instructor ratio, and is attractive to students who share a dedication to learning in a truly international and intercultural environment. The facilities are as good as it gets, sparkling in every way, located in a villa—one that itself sympathetically reflects the architectural heritage of the region—steps from a number of UNESCO World Heritage Sites, including the Circus Maximus, Roman Forum and the Colosseum. Instructors also arrive from around the world, all bringing a close experience of the IB and a passion for what it can offer. A majority of students live locally, though boarding is available, and the school is rightly a draw for students arriving from IB programmes in the US and Canada. Throughout, St. Stephen's continues to realise the founders’ desire to create an institution that would be more than just another school, one that would exemplify the cosmopolitan ideal and serve as an important model of academic excellence.
View full reportBCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
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"Give your child the gift of Culture, Academics and Independence with a year or more abroad at St Stephen's School in Rome. Founded in 1964 and the first IB school in Italy, our enviable position in the Historical Center enhances signature courses and a wide range of arts, clubs and sports. Our Boarding and Trips Programs allow exploration of Rome, Italy and Europe. A rigorous, personalized Academic Program sees our graduates obtain both the IB Diploma and American HS Diploma and go on to top Universities worldwide."
"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"As we maintain the highest standards in all areas, both in and out of the classroom, we use the past to inform our learning, we encourage a passion for thorough knowledge, and we provide challenging intellectual opportunities to offer an enriching scholastic experience.
Students come to St. Stephen’s because they are high achievers looking to make their academic marks and distinguish themselves in their individual scholarly pursuits."
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
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"Nestling at the foot of the Aventine, the most exclusive of Rome’s seven hills, and a stone’s throw from the city’s great imperial sites, our international non-denominational high school for Boarding and Day students has built its academic program and reputation on the classical heritage of our host country, Italy, and the rigor of two prestigious educational models: the American, independent college-preparatory curriculum, and the IB Diploma."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
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"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"Students mature through daily choices and decisions, and through a collaborative effort involving students, faculty, and parents, we sustain a healthy, supportive community that values each individual during his or her transformative time here. We cultivate relationships based on warmth, mutual respect, and genuine concern, essential qualities for living together harmoniously in a small community. The culturally rich and vibrant setting of Rome affords us endless opportunities for exploration!"
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
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Nestling at the foot of the Aventine, the most exclusive of Rome’s seven hills, and a stone’s throw from the city’s great imperial sites, our international non-denominational high school for boarding and day students has built its academic program and reputation on the classical heritage of our host country, Italy, and the rigor of two prestigious educational models: the American, independent college-preparatory curriculum, and the International Baccalaureate Diploma.
Mens Voluntas Gratia
Our students come from all over the world to pursue their high school education in an atmosphere of scholarly endeavor, creative exploration and multicultural exchange. Our motto articulates the dedication to academic excellence shared by students and faculty alike:
At 275 students we are small, forty boarders constitute our ‘nuclear’ family, the experiential dimension of our curriculum, which includes an extensive trip program, confers a ‘hands on’ feel to our academics and our location, in the heart of the Eternal City and at the crossroads of Europe, provides a rich cultural context in which to learn and grow.
The faculty at St. Stephen’s are scholars, artists, writers and scientists who are passionate about their subjects and illuminate the minds and lives of the students they teach, each day and every year.
We look forward to welcoming new students who wish to join us; we would love to hear from you again if you already belong to our global family. Meanwhile, from inside the walls of our cloistered campus, we invite you to tour our site, virtually, or in person, whenever you wish.
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
Traditional
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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St. Stephen’s provides a well-rounded rigorous international academic program modeled on the American independent school tradition of comprehensive college and university preparation in six academic areas: English, Foreign and Classical Language, History, Experimental Sciences, Mathematics, and Arts. Students in Grades 11 and 12 also prepare for the rigorous International Baccalaureate Diploma.
In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
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.
Through inquiry-based instruction and integrated technology, the mathematics classes at St. Stephen's challenge students to reach their full potential while engaging them in a demanding program of study. We train students to think logically and critically and to use the language of mathematics with precision both orally and in writing. Students appreciate mathematics's important role in modern society by studying algebra, geometry, trigonometry, statistics, probability, and calculus. To further support and challenge their understanding, we also utilize a range of resources, including peer tutoring, math laboratory, and math competition activities.
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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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.
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.
The St. Stephen’s Science department provides our students with a solid foundation in all areas of science, offering courses in Biology, Chemistry, Physics, and Environmental Systems and Societies. Students are prepared for a world that is forever changing and advancing in the areas of medicine, technology, and biochemical engineering. The science curriculum offers students a variety of opportunities to engage with the world around them - in the classroom, in the laboratory, and through fieldwork.
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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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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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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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Modern Languages: -Italian -French -Spanish -Mandarin Classical Languages: -Ancient Greek -Arabic -Latin
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
With Ancient, Medieval, Renaissance, Baroque, and contemporary Rome omnipresent, Arts classes at St. Stephen’s stimulate and nurture the student’s aesthetic sense. Placing contemporary artistic trends in a long-term historical, social, and aesthetic perspective comes naturally to students whose everyday experience, though constantly connected to the present-day world of computers and the internet, nevertheless contains persistent visible reminders of more than 2000 years of artistic accomplishment - of the attention humanity has paid to form and detail in its eternal quest to express the contemporary spirit.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Robotics and Artificial Intelligence, 3-D Design and Mixed Realities, Computer Science - Programming
Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
Web design
Robotics
Computer science
Students in Grades 9 and 10 have Physical and Health Education as part of their weekly schedule. Students in all Grades participate in after-school sports and athletic activities.
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
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”.
The academic challenges and rigor of St. Stephen’s produce an environment that students find highly stimulating and rewarding. With an emphasis on the best elements of American and European education traditions, we are the only school in the center of Rome to offer both the International Baccalaureate and the American high school diploma.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
Not applicable
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
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
9 - 12
13%
0%
$9,996
$0
50%
80%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Jan 27, 2024
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 9 - 12
Yes: grades 3 - 9
Yes: grades 9 - 12
No
No
No
We are looking for students who: -are intellectually prepared and ready to learn, -can think creatively, critically and scientifically, -possess the motivation to succeed and the potential to excel academically -demonstrate personal and social integrity, -bring diversity and an international perspective into the classroom, -are committed to contributing to the school, local and global communities.
How to apply
Completing the application process does not automatically guarantee enrollment. All documents listed above must be received on or before the application can be processed. Each applicant file is reviewed by an admissions committee which makes the final decision. Boarding applicants are notified within one month of completing the application. For successful applicants, enrollment confirmation is contingent upon receipt of a €4000 deposit (Day students)/€5000 deposit (Boarding students) and receipt of a duly completed student health form and medical insurance attestation, plus submissions of a hard copy of the original enrollment contract (and supplementary boarding agreement for boarders), signed by both parents. Students are matriculated upon entry.
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
