Via Aventina 3, Rome, Italy, 00153, Italy
16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
Indirect Support:
Via Aventina 3, Rome, Italy, 00153, Italy
16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
1964
1980
308
1007
9 to 12
JK to 9
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Traditional
10 to 15
20 to 25
Learning
In-class adaptations
$28,960
$3,210 to $7,595
$49,413
Yes
No
13%
0%
9 to 12
None
$9,996
$0
77
84
19%
0%
50%
50%
9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
9, 10, 11, 12
Jan 27, 2024
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades K - 9
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 reportThe initial draw for families considering Glenmore is the values piece: a full curriculum taught through the Christian lens. Certainly, that’s something which distinguishes the school within the region, and often is the first point of contact. What families find in the school, however, is both that and whole lot more. Given the size of the school, Glenmore is also able to offer a very rich, diverse range of programming, something that understandably is also very attractive. There is a full program of intramurals, and the breadth of the music program—including options for individual lessons—is something that also distinguishes the school. A mission program at the grade 9 level offers an international experience earlier than in a majority of programs, and can provide a very nice punctuation to a student's experience at Glenmore. The ideal student is one who will thrive within a vibrant, challenging, community-centered learning environment.
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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."
"Glenmore Christian Academy’s mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love. Through a Biblical worldview, students learn liberal arts, sciences, fine arts, languages and Phys Ed from specialist educators in our state-of-the-art facility. Extra-curricular options include performing arts, band, intramural and competitive sports. In Junior High, students partake in outdoor leadership programs including an international Mission Trip in Grade 9."
"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."
"GCA is more than just a school: it is a community. It is our priority to work in partnership with parents to help our students discover their God-given talents. At GCA, Bible is more than just a subject. Our enriched academic program is infused with a Biblical perspective, even in the core subjects. Christ is in everything that we do. These two elements working together allow us to provide students the tools they need to continue to thrive academically and spiritually when they graduate."
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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."
"Those that apply to Glenmore Christian Academy are looking for an educational program where their child will be taught how to become a life-long learner, be encouraged to grow in their faith as they learn about Jesus Christ and be given opportunities to put that faith into practice."
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"At GCA, we are truly blessed to have a wonderful facility for our students and staff. Our facilities team are all dedicated Christ followers and completely committed to what they do, and are an incredible example to the rest of our staff. The work that goes into keeping our school clean and safe is a huge endeavour, and our facilities team members are truly inspirational."
"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!"
"The culture at GCA is incredibly diverse. Our community is comprised of students whose families are from all over the world, and from more than one sect of Christianity. At GCA, we come together and celebrate our differences all under the banner of Christ."
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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.
Stanford Hielema is passionate about education and nurturing an environment where all children have an outstanding learning experience. Previously, as Associate Superintendent for Palliser Regional Schools, he oversaw student learning, fiscal management, policy and administrative procedures, and community relations for the faith-based alternative schools. Before that, Stanford spent over 20 years building Trinity Christian School from 45 students to more than 400. With a strong focus on community, the school thrived in academics and athletics. He built capacity with teachers through instructional best practices to improve student learning. He acted as a Designated Signing Authority for the province during this time, and evaluated 60+ teachers for their Alberta Permanent Teaching Certificate.
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 partnership with supportive, involved parents, the goal of our educational team is to develop well-educated, faith-filled youth in a creative, active and nurturing environment. With a focus on high academic standards and using an enriched, balanced academic curriculum, our two dedicated principals work alongside our team of specialist educators to ensure your children are receiving the highest quality education.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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.
Basic facts are still emphasized.
Information not available
Students don't use calculators until Junior High.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Students are assessed twice a year in Elementary using a standardized reading assessment to measure growth.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Fountas and Pinnell
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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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
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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
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
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.
From K-Grade 5, students are engaged in physical activity on a daily basis. We have specialized phys ed teachers from Kindergarten to Grade 9.
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.
Our Kindergarten program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
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.
Students have a variety of options on how they can showcase their learning.
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.
Information not available
"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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
We desire to be recognized as a Christian school that maintains high academic standards with graduates who become responsible citizens, worldview thinkers, and have a commitment to Christian service. We value “arts” and “athletics” each as a medium to build within our students a sense of self-worth, supporting each one to discover his/her God-given gifts.
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
Information not available
Information not available
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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%
50%
9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
9, 10, 11, 12
Jan 27, 2024
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades K - 9
No
No
No
No
Yes: grades 9 - 12
Yes: grades K - 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.
The student should be curious and interested in learning, dedicated to achieving success in a range of areas including academics, athletics and arts. As we are a faith-based school, it is important that parents support the Biblical component infused into all of our curriculum.
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.
Our Facility Fee is a one-time, NON-REFUNDABLE fee that applies to all NEW Kindergarten to Grade 9 students.
- First child: $2000
- Subsequent children: $500
