304 Academy Road, Thetford, Vermont(USA), 05075, United States
400 South Drive, Winnipeg, Manitoba, R3T 3K5, Canada
1819
1820
300
890
7 to 12
K to 12
Coed
Coed
Homestay, Day
Day, Boarding
English
English
Academic
Academic
Progressive
Liberal Arts, Reggio Emilia
14
18 to 22
In-class adaptations
$20,963
$26,670 to $27,370
$50,700 to $72,000
Yes
Yes
0%
10%
None
6 to 12
$0
$15,000
50
68
0%
2%
0%
70%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Jan 26, 2024
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 6 - 12
No
No
information not available
information not available
Thetford Academy is delightful in so many ways it’s hard to know quite where to start. Founded in 1819, it’s the oldest secondary school in Vermont, and has been coed since it first opened its doors. The location, charmingly, was chosen in order to allow students a chance to study in a location described at the time as “remarkably healthy, and free from business, excitement, and every temptation.” While finding a place apart from the real world is certainly no longer a goal—the school is very much an international one in light of its curricular gaze and student population—many of the founding values remain. That includes a dedication to the liberal arts, a rigorous delivery, and a commitment to diversity of thought, perspective, and experience. Instruction today reflects the best practices or our time, with experiential learning, cross-curricular investigation, and a focus on relationships (peer to peer; instructor to student) as the basis of instruction. The campus is extensive, and with a recent purchase of an additional parcel of land adjacent to the main property, has direct access to State Forest. Much, rightly, is made of those outdoor resources, including recreation, physical education, and outdoor instruction. There’s also a maple sugar shack. Again, it’s a stellar setting that hosts a world-class program, just as it’s been doing for more than two centuries.
View full reportSJR was founded in 1820 principally to serve the children of the Selkirk settlers. By 1834 there were forty students, evenly split between boys and girls. The school has inevitably grown and changed over the years since, though it’s success throughout has been unimpeachable. SJR has graduated 18 Rhodes scholars, for example, and the Queen granted patronage and established a scholarship in her name in 1981. Today the programs are as strong as the school’s reputation. A strong academic program is paired with an equally strong attention to the values of stewardship, ethical leadership, and excellence in all areas of academic, social, and athletic life. A strategic plan to culminate in 2020, the school’s bi-centennial, is intended to further develop the school’s campus and programs; it's intended not as a revolution, says the head of school, Jim Keefe, but as the impetus for further evolution of what the school has been providing. The ideal student in one with sights set on post-secondary studies, and able to thrive in a challenging, expansive academic environment.
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"Thetford Academy’s campus is 295 acres of field and forest, with stunning views of the highest peaks of the Connecticut River Valley. The historic White Building, built in 1949 after the original building burned in the Great Fire of 1942, is the centerpiece and hub of Thetford Academy. Sitting at the head of the quad, it is flanked by the the Arts and Science Building, the Vaughan Alumni Gymnasium, and Anderson Hall. Thetford Academy has an extensive trail network for hiking, walking, running, and Nordic skiing."
"Nestled within an oxbow of the Red River lies Western Canada’s oldest independent school, St. John’s-Ravenscourt (SJR). As a co-educational K-12 school, with boarding and day programs, SJR students are engaged in an inspiring environment. Our strong educational offerings provide a balance of values related to academic excellence, social responsibility, creative expression, and active healthy living. With exceptional debate, public speaking and leadership programs, SJR prepares students for their future success."
"Thetford Academy’s 295-acre campus provides unparalleled learning opportunities. Outdoor education is a vital piece of TA’s curriculum and is embedded into many academic disciplines. The Outdoor Program (TOP) offers an immersive interdisciplinary environmental studies elective which combines science, ecology, writing and mindfulness. TOP also offers hiking, camping, rock climbing, and canoeing trips, as well as a leadership program. The garden supports a culinary arts program and school lunches."
"St. John's-Ravenscourt School offers a unique public speaking and debating program that is engrained in the school across all grade levels. We feel that teaching students how to speak well provides them with skills for the future while at the same time building their confidence."
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"Thetford Academy proudly offers families a distinctly different learning community. Our strengths lie in our inclusive culture of kindness and student-centered approach. Families choose Thetford Academy because they know their child will have access to diverse and challenging academic opportunities within a respectful, supportive community. Whether working toward a competitive four-year college or a specialized career in the trades, TA cares, and strives to help each student find their own path."
"When families consider SJR, they feel that the school provides a strong education for their child that pushes them to be their best. They see that academics are at the core of SJR while also providing a well-rounded breadth of opportunities including arts and athletics. Most importantly, families continue to tell us that they appreciate the open nature of the school, welcoming all people."
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"Our location may be one of the most underrated aspects of our school. The phrase ‘best of both worlds’ applies; no one leaves without exclaiming over the beauty of our natural landscape. Our campus sits at the edge of an idyllic village, surrounded by farmland and forests. Mountains beckon in the distance, and one of the best cross-country courses in New England graces our backyard. All this, and we’re still just 3 minutes from the highway, 2.5 hours to Boston, and 3 hours by car to Montréal."
"What often goes unrecognized initially is the athletic and arts offerings and the multitude of opportunities for students to get involved throughout the school. Athletically, our school offers students a wide array of sports and many facilities to use including an arena on campus, a state of the art fitness center, and a double sized gym. Additionally, the arts program offers music, art, and drama in many capacities including a Rock Show, drama productions, and art clubs and events."
"Thetford Academy families are often surprised by the depth and breadth of academic and extracurricular opportunities available at TA. Despite its small size, TA is often “punching above its weight,” in academics, arts, athletics, robotics, and more. TA students are often competing at the highest levels in their disciplines, winning state championships, competing in state and worldwide competitions, and shining in performances, publications, and on the playing field."
"What families might find surprising about SJR is that there is a real community built amongst all families, students, teachers, and staff. Parents often comment once their child is enrolled at SJR, how much they feel a part of the school and welcomed.
Another aspect is the academic pursuit of all students. Families often comment they see a change in their child for the better, in their drive to succeed in school. The feeling of it's cool to be smart is definitely felt at SJR."
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Carrie Brennan joined Thetford Academy as Head of School in July 2019. With a new, five-year strategic plan in place, and with the school on the cusp of its third century, Carrie Brennan is focused on TA’s future: “I am awed by the rich history of Thetford Academy—and inspired by what a vibrant and dynamic 21st-century school TA is today!” Knowing that she would be leading a team of such dedicated and skilled faculty and staff, sold Carrie on the leadership position. “With this team we can accomplish anything for students.”
Formerly the executive director and co-founder of CITY Center for Collaborative Learning in Tucson, Arizona, Carrie’s work in education and education leadership has been widely recognized. In March 2019, she was named one of Tucson’s “Women of Influence,” an award honoring the region’s most impressive female professionals.
St John’s-Ravenscourt (SJR) is an independent co-educational Kindergarten to Grade 12 university-preparatory day and boarding school that offers an outstanding all-round education for talented boys and girls. We are fiercely proud of our rich heritage and combine our long traditions with the best of 21st Century learning to enable our students to thrive in this quickly changing world, not only during their school days but at university and beyond.
Our School community is built around the four pillars of academic excellence, creative expression, active healthy living and social responsibility. We have extremely high expectations of our students, in terms of their academic commitment and co-curricular attainment as well as their personal qualities of compassion, integrity and service. I am very proud to lead a School of such fundamental strength, clear mission and exhilarating possibilities.
SJR has rightly earned an enviable reputation for ensuring that our students rise to the challenge and fulfil their academic potential. Our talented faculty has forged a strong tradition for educational innovation and for creating a vibrant learning environment that nurtures students and helps them grow into well-rounded adults. There is also, of course, our tremendous raft of co-curricular opportunities that develop leadership, self-belief and character.
Situated on the banks of the Red River in Winnipeg, SJR boasts a wonderful campus and some of the very best facilities of any independent school in Canada and beyond.
The best way to appreciate our warm and purposeful atmosphere and strong sense of community is to make a personal visit. Come and meet me and my colleagues and talk with our splendid students. In the meantime, this website provides a wealth of information about life at SJR, and I hope it captures your imagination.
Liberal Arts
Reggio Emilia
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.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
At TA, we believe that education should be: Active and Engaging People learn by doing. Students need to engage in direct experience, including practice, application, creation, and invention. Reflective and Thoughtful People learn by thinking about experience. Students need to reflect, evaluate, and integrate new learning. Varied and Adaptive People learn in diverse ways. Students need multiple approaches that explore and respect varied learning styles. Safe and Supportive People learn by taking risks in a secure environments. Students need physical and emotional safety, along with encouragement to question and experiment. Structured and Coherent People learn by constructing meaning and seeing patterns. Students need clear expectations, purposeful organization, and valid assessment of their work. Motivating and Inspiring People learn by interacting with expert mentors and inspiring models. Students need relationships with adults-both professional teachers and community mentors-who know their subjects and who love their vocations.
Junior School (K - Grade 5) follows the Reggio Emilia curriculum and the Middle and Senior Schools follow a balanced approach to learning.
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.
The mathematics courses at SJR cover the content of the corresponding provincial courses, but include additional material and cover most topics in greater depth. We have three clearly held objectives: 1) Students should have a thorough mastery of basic skills. This is considered essential for success in higher mathematics and mathematics related courses. 2) Students should have an excellent understanding of ideas and concepts. It is important that they understand how various ideas are interrelated, and that they develop an intuitive feeling for the concepts that are being used. Memorizing how to solve a vast collection of “type problems” is not enough. 3) Students should be able to apply their skills and concepts to solve problems that they have not seen before. There is a strong emphasis on problem-solving at all levels, and there are a variety of mathematics competitions that all students can participate in each year.
Grade 10: Foundations and Pre-calculus Mathematics 10 Grade 11: Pearson Pre-calculus 11 Student Edition - myWorkText Grade 12: Pearson Pre-calculus 12 Student Edition - myWorkText
Students in Grades 9 through 12 require a scientific calculator for their Mathematics courses. Students in Grades 11 and 12 are encouraged to use a graphing calculator (a must for those taking AP courses) and the TI-84 Plus graphing calculator is preferred.
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.
Language Arts instruction at St. John’s-Ravenscourt’s Junior School assists students to become adept, confident, fluent and creative communicators, who appreciate the power, usefulness and beauty of language. It is fundamentally important for students to become confident users of language and versatile thinkers, both in school and out.
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.
As students progress through school, their instruction increasingly enables them to acquire as many language conventions as possible. This acquisition cannot be left to time and chance. Given the interrelationships among the language arts, there is a need for fully integrated instruction characterized by coherence and continuity.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Emphasis is on understanding concepts and applying these in many different situations. For each topic, students begin with simple problems, move on to more complicated ones that involve several topics and finally they are expected to solve problems involving previously unseen situations.
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The goal of the English program is to produce graduates who can speak and listen effectively, analyze literature with sophistication, write with forcefulness and precision, read with comprehension and insight and apply their skills with creativity. To these ends, a sequential program—focused on language and literature—has been devised to challenge students in English on a variety of levels.
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.
The core concept of citizenship provides a focus for Social Studies learning across the Junior School grades. Social studies addresses various aspects of citizenship: - Role of Citizenship in Social Studies - Rationale for Citizenship Education - Active Democratic Citizenship in Canada - Canadian Citizenship for the Future - Citizenship in the Global Context - Environmental Citizenship
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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The social studies program is an integral component of the SJR curriculum. Through the two key disciplines of history and geography, students are encouraged to become critically aware and prepared to take an active role in confronting the challenges of the future.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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The study of French and Spanish, as any other second languages, can play an important role in the development of cross-cultural understanding. One of the main goals of the Language Department is to foster an acquisition of knowledge and an appreciation of both French and Spanish language and culture.
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.
Through the study of Drama, Art, and Music, our students learn not only to discover and develop their own creative expression and problem solving skills, but also to better understand the complex world in which we live. Studying the arts encompasses many different aspects of learning.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Our students assume an active and productive role in the Information Age of the 21st century. To do so successfully they must become knowledgeable about, and comfortable with, computing devices and related information technologies.
Web design
Robotics
Computer science
Thetford Academy offers exciting physical education through a wide variety of activities. These units challenge the individual to master fundamental motor skills;develop coordination and overall fitness; maintain or increase positive attitudes toward peer groups; practice social skills necessary for participating in individual and team activities; demonstrate physical skills based on observation and listening to instructions; understand physical, mental, and emotional health; and increase knowledge and skills to maintain a healthy lifestyle.
The vision of the program is to have all SJR students living physically active and healthy lifestyles. The program emphasizes physical, emotional and mental well-being, as well as life-long fitness.
Reggio Emilia
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
The core values in this approach are: - The child is an active participant in learning and is a capable and resourceful learner. - The indoor and outdoor environments are utilized as the “third educator” along with the student and the teacher. - The teacher, parent, and child work together as collaborators in the process of learning. - Making learning visible and documenting students’ learning as it occurs helps to provide key insights into the children’s thought processes.
Accelerated
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.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
SJR offers an Advanced Math program which allows for a streamed approach.
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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
6 - 12
0%
10%
$0
$15,000
0%
70%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Jan 26, 2024
Not available
Rolling
Yes: grades 9 - 12
Yes: grades 6 - 12
No
No
No
No
No
Yes: grades K - 12
Yes: grades 9 - 12
Yes: grades 4 - 12
No
No
Thetford Academy seeks students who will benefit from and contribute to the educational program at our school. We believe in five fundamental principles: excellence, commitment, cooperation, diversity, and care. We are especially interested in students who want to do their best, help others, and be a part of a respectful learning community.
SJR is looking for students who have demonstrated a commitment to achieving their goals whether they are academic, athletic, or artistic, and wish to continue their studies at the university level; students who are looking for a challenge, and are willing to put in the time and effort it takes to reach their goals.
International Student Application Requirements
Submit as soon as possible after November 1st. |
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2. Additional Documents |
Mail, fax, or email as soon as possible after your online application is submitted. |
International Application Essays
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International Physical Examination Report
** Please note that proof of United States Medical Insurance will be required upon enrollment |
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3. International Applicant Recommendation Forms |
Referees must mail, fax, or email recommendations as soon as possible after online application is submitted. |
4. Official School Transcripts |
Records must be sent directly from your current school to Thetford Academy in a sealed envelope. |
All documents must be mailed, faxed, or emailed to: Susan Essex Luce International Student Program Coordinator Thetford Academy 304 Academy Road Thetford Center, VT 05075 USA |
Fax: 011-802-785-4805 |
The admissions process involves 4 steps:
1) submit an online application and required documents including report cards from the past 2 years.
2) request a teacher recommendation of a current teacher through our online application system.
3) admissions assessment
4) student interview with the principal (Gr. 6 - 12)
5) parent interview with the Director of Admissions