Bodwell offers a rigorous academic program, including AP courses, and prepares students for university entrance. All students participate in our extra-curricular clubs, with emphasis on sports, fine arts and life skills in the boarding program. We have a strong ESL program and our Saturday enrichment program allows students to expand their learning and to gain "real-world" knowledge. Our diverse environment enables students to become active learners and well-rounded citizens who contribute positively to the world.
Established in 1991, Bodwell is one of the leading boarding schools in Canada
With average class size of 12, experts at academic and English preparation
Multi-lingual counsellors that help students with academic guidance and university preparation
Boarding Program that teaches: self-care, interpersonal skills & leadership
36 hours of hand-on courses on Saturday for students to gain “real-world” knowledge and skills
Bodwell began in 1991 with just six students, and has grown exponentially since then. It’s now one of the largest international boarding schools in the country. Throughout, the school has been developed to support learners arriving in Canada from overseas, including counsellors who can provide guidance on travel and visa requirements, and international credit equivalencies. The atmosphere in many ways in an expression of the surrounding city. Like Vancouver, the school is diverse, positioned to grant a global perspective. Graduates are encouraged to grow a sense of who they are in that wider world, both of the pacific rim and beyond. The ideal student is one preparing for university and, afterward, a professional engagement within an international context.
Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.
Curriculum approach at Bodwell: Progressive
Bodwell has a Progressive approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive?]
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.
Curriculum at schools on OurKids.net
Progressive - 27%   Traditional - 44%   Liberal arts - 17%   Montessori - 10%   Reggio Emilia - 1%   Waldorf - 1%
What Bodwell says: Bodwell's linear system gives students several advantages. Firstly, there are three entrance opportunities every year, in September, January, and July, giving students schedule flexibility. Secondly, the system allows a motivated student to complete one-and-a-half academic grades in each calendar year. This allows students to complete high school faster and begin their university studies sooner. ESL students also have an opportunity to join from November and April in addition to Fall, Spring & July intake.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics at schools on OurKids.net
Equal balance - 68%   Traditional math - 28%   Discovery math - 4%
What Bodwell says: Teachers at Bodwell use a mix of traditional versus discovery approaches depending on their own style, the familiarity of the students to the topic and the need for interaction in class. For example, one teacher stated 'I think it is important to introduce the topic, provide examples, then have students try some on their own'. Another teacher stated 'If it is a concept most students probably know, I try to create a mini, fun, "competition". Students get into teams and answer questions. The first team to get the answer gets a point." Another teacher concluded 'I choose a mix because some students thrive on inquiry and others are uncomfortable with problem solving without the "tools" first'.
Textbooks and supplementary materials: This information is not currently available.
Calculator policy: This varies from teacher to teacher however in general Bodwell permits the use of calculators according to the rules of BC Provincial Exams. In classrooms teachers do not permit the sharing of and use of the calculator on phones unless an activity requires this.
Teaching approach: In general teachers at Bodwell use the " equal balance" method for teaching science classes. If there is a concept that they feel students can figure out through inquiry, they choose the inquiry method. However, if a particular concept is challenging for most students, then they would use the expository method (direct instruction).
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature at schools on OurKids.net
Equal balance - 78%   Traditional - 19%   Social justice - 3%
What Bodwell says: The literature program is vertically aligned to build on critical skills from grade level to grade level. Through inquiry based methods, students are asked to make personal and world view connections to the literature. A mix of modern and classical literature is explored. Across a wide range of genres, the literature chosen is thematic, focusing on: identity, social issues, cultural diversity, community and self-awareness. Traditional, academic essay writing is taught, but students also demonstrate comprehension and critical thinking by completing projects such as a film, work of art, comic strip, and/or original poetry. Cooperative learning activities including debates, skits, pair work and group discussions are an integral part of daily lessons.
What Bodwell says: Both methods are taught in French class. At the start of a unit it might be more audio-lingual as the students are introduced to new vocabulary or grammar structures. As their language skills develop we break out into group games, go around and do interviews in French, create little skits, read short texts in French and use new vocabulary in conversation and class routines, and even give short presentations where the other students ask the presenter questions in French to further work on understanding/ and responding.
What Bodwell says: We offer Fine Arts for Grades 8 to 12, with Advanced Placement Visual Art 12 through submission of Art portfolios to the College Board. All Fine Arts courses follow BC Ministry current curriculum focus on core competency and connection to real life. The art teachers use a variety of medium. We are lucky to be on the North Shore with many boutique art galleries and studios with specialties plus the Vancouver Art Gallery and local art destinations that students go. We have increasing contact and join projects with community partners. Our students are also outdoor and active getting inspirations for art work. They also participate in art competitions and events regularly.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers and Technology at schools on OurKids.net
Medium integration - 48%   Light integration - 18%   Heavy integration - 34%
What Bodwell says: Bodwell is well equipped with cutting-edge network infrastructure, equipment, software applications, and databases. Apart from in ICT, teachers are free to utilize technology in their classrooms or not. We have a Bodwell standardized laptop that is used for academics only. The goal is to enhance learning and improve communications between staff and students. In addition, Bodwell students have a professional license to Office 365 which provides all Microsoft Office apps online and locally on their laptop. Students also have access to lynda.com and all major Adobe products. 7 smart boards (SB685 series and SB885 series) have been installed in different classrooms to enhance student learning—targeting various subject areas (Math, science, English, Humanities, ESL).
What Bodwell says: Physical Education is offered in grades 8-12 and follows the BC Ministry current curriculum with the aim of providing opportunities for students to experience a variety of activities and promote lifelong, healthy living. Our Physical Education program encompasses two specific aspects: fitness and sports. The fitness component of the program is a progressive program emphasizing cardio-respiratory development. One of the goals of the program is to teach and instill the skills necessary to live an active lifestyle that promotes health and physical literacy. The sport component of the program consists of activities from a variety of sports and games. A holistic approach is followed with mental, social, and physical domains addressed. The program is intended to allow the student to develop an appreciation of sport and an understanding of the strategies, skills and basic rules involved, encouraging a lifetime of participation.
Sex and health education approach at Bodwell: British Columbia curriculum
Bodwell has a British Columbia curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About British Columbia curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.
Sex and health education at schools on OurKids.net
Follows provincial curriculum - 55%   Does not follow prrovincial curriculum - 45%
Approach to sex and health education: Mostly value-neutral
Bodwell has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.
What Bodwell says: For grades 8 and 9, we offer 3 weeks on sexual health education covering the human body, reproduction and conception, pregnancy prevention, common sexually transmitted infections and prevention, with emphasis on healthy and active living and mental well-being. Planning 10 course is mandatory for grades 10 to 12 students and there is one week of five instructional blocks covering teenage health, and sexually transmitted illnesses.
This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.
Curriculum Pace approach at Bodwell: Standard-enriched
Bodwell has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About 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.
What Bodwell says: This information is not currently available.
Flexible pacing style
Flexible pacing style
Multi-age classrooms as standard
Ability-grouping (in-class) as common
Frequent use of cyber-learning (at-their-own-pace)
Regular guided independent study opportunities
What Bodwell says about flexible pacing: The AEP (Academic & English Preparation) Program is a specialized English as a Second Language (ESL) program for students who are becoming proficient in English.
Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.
Academic Culture approach at Bodwell: Rigorous
Bodwell has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About 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”.
Academic Culture at schools on OurKids.net
Rigorous - 51%   Supportive - 49%
What Bodwell says: Bodwell offers a university preparatory program. When many of our students are from overseas and some are recent immigrant children, we offer a custom-designed Academic and English Preparation for them to improve their English skills before regular courses. Students succeed in the Language Arts, and are equally successful in provincial exams and in grade 12 academic averages to qualify for students’ choice universities. We provide additional formal learning Saturday mornings for specialized language courses, outdoor education, career exposure and community service projects. 80% of our 650 students are boarding on-site and our day and boarding programs are well integrated.
Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.
Primary Developmental Priority: Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Secondary Developmental Priority: Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
What Bodwell says: Our philosophy is to develop “active learners and well-rounded citizens who contribute positively to the world”. We emphasize equally on intellectual, social-emotional and physical development, the latter especially in terms of active living, health and fitness. 80% of our 650 students are boards and we make good use of the time resources and campus facilities to support these developmental goals. In addition to academic excellence, our students strive towards to a variety of athletic events (competing to provincial levels) and extra-curricular events including life skill workshops, career orientation and community services, local and international.
Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.
Bodwell offers No support
Bodwell offers no/limited support for students with learning difficulties or special needs.
What Bodwell says about their special need support: Our school’s unique learning needs arise from a bigger group of ELL students coming from around the world. Therefore, we are carefully screening out students who might have other special learning needs that we cannot meet. If we discover students who might need assessment and eventually special education services, their parents will be carefully explained how and where to get them.
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties
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.
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.
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.
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.
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).
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.
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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).
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.
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.
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.
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.
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.
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.
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 is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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.
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."
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 (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
Accommodating a wide range of physical conditions and disabilities.
Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.
Dedicated gifted programs:
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)
Curriculum delivery: This information is not currently available.
What Bodwell says: If students who are found gifted can benefit from our program offering, then they will continue at our school and their learning goals will be clearly set up among teachers, counsellors, students and parents. If we find out that they should be offered other opportunities, we discuss with parents to make this happen.
Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.
In grade Gr. 12, Bodwell students perform an average of >2 hours of homework per night.
What Bodwell says about their flipped classroom policy: This information is not currently available.
While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.
While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.
What Bodwell says:
GVISAA Boys' Volleyball Champions 2014
GVISAA Girls' Volleyball Champions 2014
NSSSAA Senior Boys' Basketball Champions 2016
BCHSBBA Senior Boys' Basketball Champions 2015
NSSSAA Boys' Swimming Champions 2015
Competitive sports: 8 Recreational sports: 20
Legend: Competitive offered Recreational offered
Track & Field
Bodwell High School offers 26 clubs and extracurricular programs.
This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).
Day (Domestic)Day (International)Boarding (Domestic)Boarding (International)
What Bodwell says about their tuition: Tuition is listed as per two terms as this would count as a regular amount of classroom and learning time to constitute a year. As of September 2016, all new students will start in boarding. Upon completion of the Boarding Program, students may apply to move to a Bodwell homestay.
2nd child (sibling)
3rd child (sibling)
4th child (sibling)
Need-based financial aid
Bodwell High School does not offer need-based financial aid.
Private schools come in all shapes and sizes. Some larger schools have enrolment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrolment. For instance, here you can learn about a school’s enrolment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrolment per grade.
Gr. 8 to Gr. 12
Gr. 8 to Gr. 12
Gr. 9 to Gr. 12
Average class size
18 to 24
% of international students (total enrolment)
Number of different nationalities within student population
Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.
8 - 12
SSAT (out of province)
8 - 12
Day students: Rolling Boarding students: Rolling Homestay students: Rolling Offer mid-year entry:
1. Is Bodwell the right school for you? Understand Bodwell’s Mission and Vision and decide if Bodwell is the right fit for you. Arrange for a visit to school, if appropriate. 2. Submit an Application Form Check First • View Term Calendar as a PDF document. • Understand overall application process. • Questions? Contact our Admissions Officer. Apply Online Go to online application page, create an account and follow instructions there. You can make multiple applications with a single account. Please make sure you have all supporting document files ready listed in Section 3 below to complete the application. You will be updated of your application status through your registered email. Bodwell Online Application System Apply through Email Or alternatively, you can download an Application Form and/or Dormitory Application Form or Homestay Application Form, complete it, and email them to the corresponding Admissions Officer. 3. Submit Supporting Documents Required documents: • Complete transcripts and progress reports of the past 3 years of schooling • An essay (over 1 page) indicating why the student would like to study at Bodwell • A photo copy of student’s passport ID page • Immunization history record You can submit these documents via: • electronic files while applying online • or scan & email to your corresponding Admissions Officer • or fax to +1-604-924-5058 • or post mail to: 955 Harbourside Drive, North Vancouver, B.C., Canada V7P3S4 Application Fee and ID Photos: • CAD $200 Application Fee (non-refundable) • 2 recent ID photos Also required: • Interviews in person or by phone • Two confidential Letters of Recommendation from teachers 4. Payment of Fees After reviewing the application, we will inform you via email of the program into which the student will be accepted and the appropriate fees (see sample fees) in the Letter of Offer document. We require full payment of fees in order to issue the student’s Letter of Acceptance (which is required for visa application purposes – international students only). 5. Receive Letter of Acceptance Upon receipt of the full payment, we will send you a Letter of Acceptance and the official receipts. International students should apply for their student visa as soon as they receive the Letter of Acceptance. 6. Arrange Custodianship for International Students If the student is under 19 years of age, Canadian Immigration requires custodianship. If he/she stays in our student dormitory or homestay program, Bodwell High School can assume supervisory responsibility and meet the custodianship requirement. 7. English Placement Test for International Students An on-line English test will be arranged for all international students. Upon arrival at Bodwell High School, the student will be asked to write the English Placement Test. According to the test results, he/she will be placed in an appropriate level of the Academic & English Preparation (AEP), a specialized ESL program program, or regular high school grade.
Acceptance Rate: 60%
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Day Acceptance (Acceptance rate)
Homestay Acceptance (Acceptance rate)
Boarding Acceptance (Acceptance rate)
Type of student Bodwell is looking for:
We are looking for students who can actively and positively impact on our school student community by giving their best at both academics and student life. Prospective students must demonstrate this in their application, submitted transcripts, references and interview. All new students will start in our Boarding Program. Upon completion of the Boarding Program, students may apply to move to a Bodwell homestay.
Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.
Average graduating class size
Students accepted into post-secondary studies upon graduation
Percentage of students who attend post-secondary institutions outside of Canada
Students who attended a Ivy+ school
Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)
Bodwell High School Graduates’ Post-Secondary Studies:
This information is not currently available.
Aggregate of All Schools’ Post-Secondary Studies:
24% - Liberal Arts and Sciences 25% - Engineering and Applied Sciences 25% - Business/Commerce 4% - Fine and Performing Arts 13% - Applied Health Sciences 2% - Applied Professional Studies (Post-grad certificate / diploma) 7% - Other
Services Offered to Students
What Bodwell says:
University of Toronto was number 1 in Top university acceptances in 2013 (36)
University of BC was number 2 in Top university acceptances in 2013 (25)
Simon Fraser University was number 3 in Top university acceptances in 2013 (23)
University of Victoria was number 4 in Top university acceptances in 2013 (21)
York University was number 5 in Top university acceptances in 2013 (16)
In 2016, 156 graduates received a total of 312 offers of admission from 92 universities and colleges in 12 countries
70% of all offers for 2016 graduates are from top ranked universities (featured on Times Higher Education, QS or Shanghai world top ranked university lists for 2016-2017
The most popular university Bodwell sent students to in 2015 was University of Toronto which is ranked 19th in world by Times Higher Education
Bodwell 2016 graduates received a total of $323,000 in university scholarships
University of Toronto was the most popular destination amongst Bodwell's 2018 graduates.
97% of all graduates are accepted to post-secondary institutions right after graduating.
In 2018, graduates received offers from 87 universities in 9 countries.
Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.
Boris now works as Assistant Director, Graduate Recruitment & Admissions at Schulich School of Business at York University.
Mikhail is a judo champion. In 2016 he won the Alberta Provincials, Saskatchewan Open and Bronze at the Pacific International all at 90kg class.
Jeff is an accomplished artist/photographer who has had many exhibitions and books published concerning his work in and around New York. See more here: http://bodwell.edu/jeff-liao-museum-of-the-city-of-new-york-exhibition/
The Bodwell Alumni Association enables long-term relationships between alumni, students, staff, and faculty. Through the association and the high school Facebook page, members can locate each other, update personal information, request transcripts, set up meet-ups and reunions, or just drop Bodwell a line to tell us how they're doing.
The alumni association represents the interests of Bodwell graduates. It is dedicated to keeping the alumni community up to date and involved in the future of Bodwell through open communication, events, and services for current and future alumni.
The alumni association is comprised of dedicated, respectful and successful graduates working with the school to maintain new and existing relationships through alumni managed chapters around the world.
The alumni association is committed to honest, open communication, dealing with its members respectfully and equally, and supporting its members in times of need.
Past speakers at our graduations include world champion ice skater, Patrick Chan,, world famous writer, Joy Kagawa, renowned chocolatier, Thomas Haas, young tech entrepreneur, Brian Wong, and former child soldier and peace advocate, Michel Chikwanine, President of University of British Columbia (UBC) Santa Ono.
"A transformative education which helps young people ask big questions, expose common assumptions about the world, critically examine society, and cultivate empathy and responsibility is the ultimate goal. As an educator, a commitment to transformative education is my personal and professional mission."