1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
216, rue Victoria, Baie-D'Urfé, Montreal, Quebec, H9X 2H9, Canada
2010
1980
127
300
1 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English, French, German
Academic
Academic
Progressive
Traditional
10 to 20
10 to 12
In-class adaptations
$22,000 to $23,500
$9,950 to $12,350
No
Yes
0%
0%
None
1 to 12
$0
$5,000
11
19
0%
0%
98%
80%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades K - 12
No
No
No
No
“Nurturing teacher-student relationships is a priority at Cambridge, something that’s made easier with such small class sizes.”
“Cambridge International Academy is a university preparatory school with ... a high university placement success rate, but its key differentiator is the “customized learning” program.”
“Every Cambridge teacher we spoke to agreed that character education underpins the whole curriculum.”
Read The Our Kids Review of Cambridge International Academy
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Cambridge International Academy offers a safe, nurturing, and cooperative learning environment designed to help kids thrive from Grade one. Following an enriched Ontario curriculum that’s supplemented with resources that help kids excel, the caring staff at Cambridge International Academy prepare students for success in a rapidly transforming, competitive, and global society. Small classes and a tight-knit community allow school staff to develop close relationships with every child, guiding their moral and emotional growth. A varied range of extracurriculars—robotics, math club, sports, debate, drama, poetry, and many more— are seen as essential to student success and character development. High schoolers participate in leadership opportunities such as the Model UN and DECA, as well as after-school clubs and volunteer opportunities within the local community. Cambridge International helps kids succeed in their chosen areas of interest through customized educational pathways, and its graduates are frequently offered admission to Canada’s top universities.
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The program at Alexander von Humboldt is unique in Canada, principally because it admits students for whom either English, French, or German is the language spoken at home. Students need to use those languages not just to interact with the coursework, but also to make themselves understood to their peers, something which creates a particularly rich academic environment. Students arrive speaking different languages, with different life experiences, yet all share the experience of difference, and are faced each day with the social and linguistic challenges of making themselves understood to others. While they learn languages, they also have a more authentic experience of language than students in the more typical immersion programs found in Canada. Likewise, the atmosphere is particularly conducive to the development of social competencies, including empathy and cooperation, as well as an authentic global perspective through which the core curriculum is taught. The ideal student is one able to thrive in a challenging, diverse academic and social environment.
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"They recognise a student's strengths and weaknesses and encourage them by adapting lessons to capitalize on these."
Vijaya Dass - Parent (May 27, 2021)
My children enjoy Cambridge International Academy. They feel safe and comfortable at school. The cl...
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"...they also actively took care of the students in life."
Coco Li - Student (Jul 21, 2021)
I miss my time at Cambridge International Academy very much. The teachers in the school were very pa...
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"All my teachers were passionate and knowledgeable in their respective subjects."
Julie Indrigo - Alumnus (Nov 24, 2021)
My experience at Cambridge International Academy was eye-opening because not only did I do school wo...
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"Cambridge International Academy is a ministry inspected co-ed private school in Ajax, which customizes and enriches the Ontario curriculum with AP program from grades 1 to 12. Using customized planning we help students achieve their potential. With strong parent partnerships, our Elementary Programs help students transition to high school with Reach Ahead credits. For high school, we design the curriculum to ensure students are able to achieve their post-secondary goals."
"From pre-K through Grade 12, AvH offers multilingual (German, French and English) private, internationally recognized German general education with special focus on languages, math and sciences. AvH is the only school in Canada to offer the German International Abitur which provides students with the opportunity to fast-track straight from high school to university where they are able to study at Canadian, German or international universities."
"Every student receives an Individual Student Plan so that their learning experience is personalized and customized to their individual needs, interests, talents, and skill level. The Student Plan is comprised of customized academic programs such as Blended Learning, Reach Ahead, & AP, volunteer initiatives, interesting co-curriculars, as well as academic and non-academic outside competitions. Lastly, we offer cross-curricular coding to increase the technology proficiency of students."
"We offer Trilingual learning environment :
We believe in opening doors for our students and pathing the way for future success – AvH-graduates leave our school trilingual (German, English & French)
We offer excellence in the STEM-subjects :
A major focus of AvH are STEM-subjects (Science, Technology, Engineering, Maths). Adhering to the German Education curriculum we build applied learning spaces and project-oriented units into our curriculum."
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"Families join Cambridge International Academy because of our personalized approach to education. Our customized programs (Blended Learning, Reach Ahead, & AP classes) challenge our students so that they thrive academically, socially, and personally. Our small class sizes provide students individual attention to successfully complete the curriculum and ready them for the next higher grade level. Our parents appreciate the frequent updates about their child's academic progress."
"In a safe and close-knit environment our highly qualified and dedicated teachers provide the very highest standard of education, from Preschool right up until Grade 12. Children benefit from small classes and feel nurtured in a modern and immersive learning setting."
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"The kitchen & dining area are sometimes overlooked by prospective parents. Initially, parents don’t realize the significant academic & social learning that takes place in these gathering areas. Students not only learn about healthy eating habits, kitchen safety, and food preparation but they also gain a deeper understanding, respect, and appreciation for diversity while they prepare and taste each other’s cultural traditional foods. Transferable skills acquired through cooking are beneficial."
"Why German?
Germany has the biggest economy in the European Union and the fourth largest worldwide. It is home to numerous international corporations and at the forefront of technological innovation. German is the most widely spoken mother-tongue language in Europe. And just like at AvH, English, French and German are the three official working languages of the European Union."
"Families are surprised by the frequent communication and the variety of co-curriculars at school. Our teachers frequently communicate with parents to offer the 'next steps' to keep their children engaged and challenged in their learning. In addition, our teachers coach students to perform their best in a wide range of co-curricular activities. This year, students in our Math Club won University of Waterloo's 2022 Zone Champion Award for the Canadian Intermediate Mathematics & Computing Contest."
"Multilingualism breaks down communication barriers, broadens horizons and allows us to learn about other cultures and ways of life. Numerous studies have shown that speaking multiple languages provides many advantages that go far beyond the knowledge of the languages themselves. Multilingual speakers can concentrate better, resolve conflicts easier and empathize better with others. Overall, the multilingual brain is much more flexible, even into old age."
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It is with great pleasure that I welcome our twenty-first-century pupils to Cambridge International Academy located in Ajax, Ontario. We are a co-ed private school that customizes and enriches the Ontario Curriculum for students from grades 1 to 12. Our goal is to find each of our student's academic potential and personal interests so that they can thrive in their future endeavors.
Our professional and dedicated teachers ensure a respectful learning environment where students can reach their academic potential through our customized academic pathway and be inspired by each other. Our caring teachers understand the importance of encouraging students to apply their critical thinking and analysis skills in order to experience an ongoing and in-depth inquiry about their learning. They give high-achieving students more opportunities to be engaged and challenged with the curriculum. Our educators provide their students with opportunities to engage in different ways of learning, seek out information related to the interest of the students, and provide them with time and resources to explore these interests. With our enriched curriculum, we help students in their personal/character development, uncover their hidden talents, and inspire a love for learning. We promote our students to embrace collaboration, communication, innovation, and computer technologies to keep up with the ever-changing landscape of education.
We believe parents are vital partners in education and they have a positive impact on their child’s school experience. We invite our parents to get involved in various school initiatives and make them a part of our school community. We communicate frequently with parents to ensure their son/daughter remains on track in his/her academic success so that their child experiences individual success in education.
I invite you to visit Cambridge International Academy and experience a difference in education. This may be one of the best decisions you will make in your child’s life. Cambridge International Academy’s Information Package provides you with further details about our enriching way of education.
Best Regards,
Sandra Arff
AvH is a member of a network of over 140 German schools abroad. In 2018, we were once again awarded the official “Excellent School Abroad” seal of approval by the German government. We are recognized by the Ministère de l’Éducation et de l’Enseignement supérieur du Québec. Therefore, we can offer two degrees: the internationally respected and globally recognized German International baccalauréat (Abitur), which allows a seamless transition to university studies, as well as the Quebec Secondary School Diploma, which leads to CEGEP. Our school’s academic success is clearly reflected in the fact that our graduates go on to the world’s leading universities.
Since its founding in 1980, AvH has been educating students of German, Canadian and international origin. Our graduates acquire a wide range of skills and competencies and they master three languages: German, French and English. All this prepares them especially well for the challenges of our global world.
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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.
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.
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Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit students' learning profiles. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence of every student's learning progress. This information helps teachers immediately flag areas of concern and help students in that subject. Triangulation assessments also help students, parents and teachers select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as organization, self-advocacy, note-taking, study skills, collaboration, and communication.
Our challenging program adheres to both German and Quebec curricular requirements. The curriculum of every German school abroad offering the "German International Abitur' (DIA) is that of the German state of Thuringia. The subjects "Geography of Quebec and Canada", "History of Quebec and Canada" and "Politics & Economics" reflect the syllabus of the Province of Quebec.
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.
Our Grade 1 through 8 Mathematics program is built around the Ontario Curriculum and is delivered with a Singapore Math approach. Singapore math ensures a foundational mastery in underlying mathematical procedures using a three-stage learning process which moves from concrete, to pictorial, and then abstract. The Singapore Math approach ensures social-emotional well being for students as they develop confidence, and comfort with mathematical thinking. Additionally, both our elementary and Grade 9 programs follow the updated curriculum strands with the use of Scratch ™ coding as the mode of instructional delivery for programming. Our approach goes above and beyond the ministry requirements in that we incorporate coding practices and principles into all Mathematical strands. The high school mathematics program closely follows the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking, with regular opportunities for discovery through proofs, manipulatives, and technology.
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Textbooks used are from the Ontario Trillium List.
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Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.
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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.
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We use an individualized reading approach whereby students learn to read at their own pace within the classroom. Students are given the opportunity to develop their phonemic awareness, phonetic decoding skills, reading comprehension and overall reading fluency in a safe and supportive learning environment where they read, are read-to, and are read-with. At the elementary level we use a formalized Reading Program in combination with high-interest leveled readers to ensure continual reading engagement and progression.
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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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In the early years the writing focus is on structure and usage and students are given topics of personal interest and relevance, inspiring creativity and a love of writing. Students are provided with comprehensive instruction in grammar, punctuation, spelling, and vocabulary which is spiraled throughout the grade levels as skills and concepts are re-introduced and reinforced by repeated exposure. The writing process is modelled and further developed through the use of graphic organizers and outlines. Students create descriptive and grammatically sound sentences which lead to cohesive paragraphs and, ultimately, short stories, reports, and essays. Students engage in self and peer editing and learn the importance of continual improvement in writing.
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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.
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Science is fundamental to helping students understand how things work in our world. In the Elementary grades, Science is inquiry-based, and uses real materials to make connections between scientific theory, technology, and our everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences which reinforce scientific theories learned in class. The High School Science program delivers the Ontario Curriculum thoroughly with emphasis placed on inquiry-based learning and knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current event discussions, and case study analyses. The curriculum is delivered through the use of up-to-date texts, hands-on experimentation and investigation, and online simulations. Experiments are thoughtfully designed to enrich the students’ learning and provide experience with instrumentation, procedures and lab reporting skills. Students work independently and in groups to create and present projects that demonstrate their understanding of the concepts learned.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Literary analysis is key to the development of critical thinking. Our teachers choose both classic and contemporary literary texts that resonate with students and promote discussion, critique and debate. Students are encouraged to make connections to themselves, the text, and the world around them as they read and listen to literary text. Students engage in reading comprehension and vocabulary exercises, as well as written response journals, as they build their thinking skills. We have been successful in increasing students’ reading interest through reading clubs which foster offline discussions and help students understand the historical and social context of the text being read. This leads to a deeper understanding and a greater sense of achievement. Emphasis is on the use of the personal growth model which encourages students to draw their own opinions, express their feelings, and use personal experiences and the text to develop their writing skills.
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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
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of World cultures and history as well as a more focused knowledge on Canadian history and geography. Students engage in individual and group based projects that demonstrate their understanding of the content. Art, drama, and literature are used to enhance the social studies program in all elementary grades.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Humanities and the Social Sciences promote active listening, critical thinking skills and help students make connections to history and the world in which they live in. Students learn to make decisions based on values, and discover the truth about the human condition and the human experience. Our teachers use a number of strategies such as direct instruction, visual media, and reciprocal teaching to increase dialogue between teacher and students. Thinking and inquiry is key to learning in the Social Sciences and Humanities where students develop their own questions, collect and organize data, draw inferences, and engage in problem solving. Field trips and role play are also incorporated as part of the teaching strategies to give students the opportunity to make real-life connections to their learning.
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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.
The French curriculum follows ministry guidelines and is a comprehensive and seamless program that builds on the four key strands of Listening, Speaking, Reading and Writing. Students develop their overall French communication skills using a variety of texts and online French resources. Vocabulary building, reading and writing are connected to relevant events and real-life practical scenarios with the use of engaging multimedia resources and applications.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Not applicable
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.
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The Arts curriculum is designed to facilitate an appreciation of art through the study of art history and various artistic techniques and mediums. This involves exposure to art through gallery visits and online and in-person talks from guest artists from the local community and beyond. Students are encouraged to think about the importance of art in the world, and as a reflection and historical record of humanity. The Arts curriculum encourages self-expression through the creation of various two and three dimensional art projects using a variety of materials. Visual Arts includes the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, photography, and crafts. The program focuses on creating and fostering a sense of curiosity, creativity and confidence in students.
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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.
Our school recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Teachers use coding, robotics, electronics, and multimedia equipment to support learning across the curriculum. Some of the software used within the curriculum includes Java, Python, and Scratch. Additionally, we gladly identify and accommodate students who require the use of a computer to thrive academically.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, as well as safety and injury prevention. We offer a wide variety of competitive and recreational sporting experiences for our students. Gym classes for High School students may include attending a fitness club. Our students are encouraged to find their passion through physical activity and athletic involvement in order to learn the value of hard work, commitment, and discipline and to live a well-balanced life.
At AvH, we promote physical health through regular physical education classes. Our exceptional athletic facilities include two gyms, a soccer field, a running track and an outdoor multi-purpose court. In average 3 hours/week of sports classes are given per grade.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Each child goes through developmental stages at his or her own pace. We take our time, gently guiding each child through these stages while fostering individual skills.
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.
At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.
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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 “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.
Cambridge International Academy keeps the student-to-teacher ratio low so we can focus on the individual needs of the student and support each child on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students. We use a complete approach which reinforces verbal instruction with visual, audio and written support. This allows students to engage on many levels with the material being presented.
The elementary school s small and comfortable. The school size provides ideal conditions for personal development and encouragement of the individual child. A strong sense of community imparts a sense of security and the children enjoy learning. The secondary level curriculum complies with the requirements stipulated by the German "Kultusministerkonferenz" (KMK, The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany). The individual talents and needs of students are taken into account whenever possible and where physical and staffing resources permit.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability. We aim to inspire students to become critical thinkers.
Independent Free Thinker Multilingual Bilingual Global Citizens STEM and enriched science
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RecreationalRec. |
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RecreationalRec. |
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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
1 - 12
0%
0%
$0
$5,000
98%
80%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades K - 12
No
No
No
No
No
No
Yes: grades 1 - 12
No
No
No
No
No
Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.
A multilingual education (especially a trilingual education) can be challenging for both students and parents, yet the benefits of that hard work are incalculable. We look for students and parents who are want to accept this challenge and will put in the required work and effort to achieve them.
Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.
Families who are interested will be invited for a tour and an interview with the principal.
Skype interviews can be arranged for all parents and students who do not live in the area.
The purpose of the interview is to give a general idea about the school and provide an opportunity to ask questions. It is also important to get to know each other and prevent false expectations.