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We are a non-denominational Christian School for boys from three to eighteen years old. As you learn more about the five schools that make up our College, we hope you will be inspired by our commitment to independent education for boys. You are welcome to visit us. The Pre-Primary School is a special place designed for boys from three years old to begin their learning adventure. This is the age at which learning should not be rushed as it is essential for boys’ well-being that they play out their imaginations every day. And on hot days, the Pre-Primary School boys have their own 1m deep pool where they can confidently learn to swim. Drama and music fuel unlimited imaginations and creativity, and solid Christian foundations keep character and values in priority. This is an extraordinary place where the boys love their teachers and their school, and parents often struggle to get them to go home at the end of the day. We believe children learn best in context and through active discovery. We provide the opportunity for your son to do this by providing a safe, caring, family-orientated environment that enables him and his peers to grow into self-confident, accomplished young men. The Junior Primary School has highly motivated and qualified teachers who, through their experience and knowledge, understand the unique learning requirements of young boys. Independent education is more than a good idea. From the start boys are taught to respectfully ask questions, to make choices, and to evaluate consequences. Skills like perseverance and intuition are encouraged and developed through tactile learning. This is no learning factory – rather, by equipping the boys to read and establishing solid numeracy through the Singapore mathematics approach, we expect our boys to be the problem solvers and articulate negotiators of the future. The Junior Primary years are colorful, active years of learning by doing. Singing in Chapel, painting in art, playing the violin in music, moving from play to sport, going on excursions, or jumping into the 1m deep pool when it’s hot – the boys live life to the full. Every learning experience fuels the imagination of the boys as they learn to operate in a more formal environment. Learning and development support is offered through private specialists offering remedial lessons, speech therapy, and occupational therapy. If required, boys attend these lessons on campus during the school day. Sport is a wonderful part of belonging to this College and it is important to keep an educational perspective as boys are prepared to enjoy being part of teams and learning to trust and rely on teammates to achieve collective goals. We begin with a multi-skill program of sports activities, fundamental movement skills, and games for children. A progressive pathway into team games allows boys to master skills and to understand space. While a lot of emotion goes into the sport, we know what parents would like is for their son to grow in confidence and skill level so that he can contribute to the team effort. What they need is unconditional support and encouragement. It is remarkable to watch how much the boys progress at this age. A multisport program means that every boy plays every sport and educationally, research indicates this is the best for boys. Boys who complete their Primary School years at St Charles College receive an extraordinary preparation for their Senior School years. They receive a solid grounding in Christian values, and their confidence is developed by our careful attention to the core academic areas. The St Charles College Primary Schools boys participate fully in the sport and extramural activities of the College and they learn commitment and build capacity for life in the process. During the Senior Primary School years, parents are encouraged to continue to work closely with the College to build resilience and independence which are the key focus areas of the next phase of their development in Middle School. Boys can accomplish extraordinary things if expectations are realistic and within a positive learning climate. The Middle School caters to boys in the early years of adolescence with their lively needs: intellectual, spiritual, physical, and cultural. These aspects are under the direction of the Head of Middle School and three Heads of Grade. In this phase, boys are encouraged to develop learning patterns and explore their abilities in every aspect of College Life. Our boys need to learn to work in teams and as individuals. With a directed academic program leading to the IGCSE examinations in Grade 10, the Middle School boys are required to become increasingly focused on integrating their knowledge and to accept responsibility for their progress. We recognize that not all learning happens inside the Classroom and excellent sports and extramural programs are designed for the positive physical development of the boys in Middle School. Boys in this phase of their education are directing their minds seriously towards tertiary studies and integrating leadership roles with busy schedules, including sporting, academic and extra-curricular responsibilities. The cognitive demands of the curriculum coincide with the emergence of reasoning capabilities, and there is a healthy expectation to apply critical thinking skills. The aim of the final two years at the College is to direct a growing independent ethic as our boys prepare to take their places successfully in a global village. The focus of the Upper School is responsibility - to the College, parents, and ultimately to building a stronger South African society and economy. Grade 11 and 12 boys are expected to act as role models and mentors to those in junior grades and to set a positive example at all times. View full school

Creativity and excellence are at the heart of everything we do at Charles Dickens Primary School. Children are encouraged to work to the best of their abilities. The academic curriculum offers challenge through innovative teaching and projects, which focus on developing the talents of each child. Our aim is that as the children grow in confidence, so does their desire to question and discuss, to reflect and apply their learning. Our distinctive approach to learning, with the creative arts at its core, helps children excel academically. Learning through doing, through collaboration, through linking subjects in topic-based learning, all lie at the heart of our educational ethos. The large sports program, the creative and performing arts, and an ever-changing diverse wealth of activities on offer ensure that every child can develop new skills and new interests important to them. Through every strand of school life, we aim to promote our school ethos, which is tied fundamentally to the UN Rights of the child. Children learn the importance of respect, fairness, equality, democracy, tolerance, and kindness. A global understanding is nurtured through learning about our diverse community, international links, and regular charity projects. Children leave Charles Dickens Primary academically ready for secondary education but also spiritually, morally, and culturally prepared to take on the next opportunities, responsibilities, and challenges that life offers. The Charles Dickens Primary School curriculum consists of: the National Curriculum core and foundation subjects, which are taught through a relevant, contextual and inspiring creative curriculum, RE, PSHCE, Unicef Rights Respecting School aims, an enrichment program for each year group including art classes with our resident artists, Dance lessons with practitioners from Rambert, opportunities to create and perform music at the highest level with a range of resident musicians, teachers, and collaborative local projects, regular visits to ensure learning is always first hand where possible and a program of extracurricular activities that include creative and physical opportunities. The children in Nursery will talk about the things that they have observed and discovered, ultimately learning to show care and concern for living things and the environment. We place a strong emphasis on phonics (letter sounds) in the early years of learning to read because we believe this lays the foundations for successful reading. At Charles Dickens Primary, we use the DFE Letters and Sounds guidance to teach interactive lessons and we use Jolly Phonics resources in the Foundation Stage. The teaching of phonics begins in Nursery and Reception, where sounds are introduced at a rate of one a day throughout the autumn and spring term. Sounds are consolidated in the summer term. This knowledge is built upon in Year 1 more complex sounds are introduced and reinforced throughout Year 2. We are delighted and extremely proud to be recognized as an outstanding provider by Ofsted. We have received 4 Gold Artsmarks, most recently in September 2013. This is for our outstanding achievement in the arts. The school has an excellent reputation for creativity in all aspects of the arts. We were the first school in Southwark to be award the Eco-School ‘Green Flag’ Status in 2008. We now have four green flags and this was most recently renewed in October 2013. This award celebrates our commitment to sustainability and protecting our environment. We have ‘Eco Champions’, a thorough recycling program, a school garden, gardening club, chickens, and much more. In 2007, Charles Dickens won second place in the national teaching awards in the category ‘The DCSF award for sustainable schools’. The judges praised the commitment of both pupils and staff in establishing our school garden and eco-classroom and in ensuring environmental issues were an important part of our curriculum. We have held The ‘Healthy School’ award for many years. In 2011, we became a Fairtrade School. This is a school that is committed to Fairtrade. We use Fairtrade products as far as possible. Gold Award for sustained and evolving excellent practice and innovation with impact beyond Charles Dickens Primary School. View full school

School days are crucial in a young person’s life. The success achieved in school often forms the bedrock on which our future achievements are constructed – a time when attitudes are formed, interests are awakened, and characters are forged. I know that choosing a secondary school for your son or daughter is a time of anxiety, concern, and great excitement. As a parent, you want the very best for your children and you will be looking for a school where they will experience success, be happy, and be fulfilled. Charles Darwin School is a place where students thrive both academically and socially. We believe in making the most of every ability and talent, we do this by offering a broad and balanced curriculum with a strong emphasis on the vital, core subjects of English, Maths, Science, and the Humanities. Our focus is on achievement and all pupils are encouraged to do their best and fulfill their special potential. Examination success is very important to us but we also value other achievements. Participation in extra-curricular activities such as our high-quality school productions, successes in the workplace, and ensuring positive contributions to community activities reflect some of the many dimensions of learning that are highly valued at Charles Darwin School. Students are expected to attend all lessons, assemblies, tutorials, and registrations punctually Sign in at Student Services if late arriving at school. Year 13 students only are entitled to one block of study leave per week and this is wholly at the discretion of the Head of Sixth Form Most students (timetable permitting) will have Wednesday afternoon for recreational purposes although the school must know where the students will be. Students should make every effort to make medical/dental appointments and driving lessons out of school teaching hours. Attendance is expected to be 95% or above. Students will be expected to attend Friday morning detentions from 8 – 8.30 am if they are late two or more times a week. By working in partnership with parents, our well-qualified, highly-skilled, and committed staff aim to secure a successful future for all students based on a foundation of good examination performance and high levels of social responsibility. Our students tell us that they take pleasure in coming to school - a place where they are challenged by the work, where the staff and fellow students support them, and where achievement is part of their everyday experience. Charles Darwin School Council works throughout the year to improve school life and the quality of the learning experience for both students and teachers. We also develop relations within the local community. The School Council is a strong link between students, staff, and the Governors. Each year group is represented by two students who speak for their year. The teachers and governors also have a representative each. Throughout the year, we help make important decisions within the school and also run fundraising events to raise money which the different faculties bid for at the end of each school year for equipment and resources to benefit students’ education. Recently the School Council has been responsible for surveying the students and teachers to help design this site and develop our new logo. We have contributed to decisions on the uniform, school toilets and represent the school at functions and community events. Charles Darwin School is committed to: Encouraging all students to consider their career options from Year 7 through school and beyond, through well-structured tutor programs Ensuring that all students are knowledgeable about, and effective at, using the resources available to them in the careers library, on the school website, and on-line, as well as providing up to date information about courses and events that are taking place locally and nationally Encouraging all students to develop decision-making skills Providing an experience of the world of work through activities such as Mock Interviews, enrichment days, and cross-curricular Work Relating Learning opportunities Developing a careers program that meets the needs of undecided students Equipping all students for independent learning and lifelong learning providing students with impartial and independent careers advice and guidance Taking part in events such as Skills London to provide our students with the information they need to build a personal career plan Preparing students for university and the world of work by providing interview practice and support with writing personal statements and CVs. View full school

Seleina Charles Memorial English School was founded in the year 1996. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 930754 and has a General affiliation which is valid up to 31/3/2015. It is located in the Idukki district of Kerala and is currently being managed by the Teach India, Kerala. It is presently under the principal -administration of V P JOHN. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent View full school

St. Charles School was founded in the year 2005. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 2730761, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the South West Delhi district of Delhi and is currently being managed by the The Sisters Of St. Charles Society, Delhi. It is presently under the principal -administration of Leesamma, with a total of 16 staff members. There are a total of 33 rooms, 02 Labs, and 1 Library present in the school. The nearest railway station is New Rly Stn. and it is 35 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station New Rly Stn. Distance in KM 35 Nearest Police Station New Rly Stn.Jaffarpur Distance in KM 3 Nearest Nationalised Bank State Bank of Mysore Ltd. Distance in KM 10 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 188 I-V 1 220 VI-VIII 1 61 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 33 02 01 05 25 03 6028 5500 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 13 24 22 Composite Science Lab 0 0 0 Physics Lab 1 24 22 Chemistry Lab 1 24 22 Biology Lab 1 24 22 Maths Lab 0 0 0 Computer Science Lab 1 24 22 Home Science Lab 0 0 0 Library 1 24 22 Other Rooms 7 24 22 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 3 2 1 PRTs 2 2 0 TGTs 4 4 0 Librarian 1 1 0 PTI 1 1 0 PGTs 4 4 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 6070.2846 (in Acres.) 1.5 Built up Area in (in sq. Mtrs.) 1542.22 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 5266.00 SANITARY CONDITIONS Type of W.C and Urinals flush No. of Urinals/Lavatories Separately for Boys 6 No. of Urinals/Lavatories Separately for Girls 6 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1100 Periodicals 4 Dailies 2 Reference Books 150 Magazine 4 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

St. Charles School was established in the year 2011. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1930698, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2022. It lies in the Salem district of Tamilnadu and is currently being managed by the The Eastern Province Of The Sisters Of St Charles Ranipet, Tamilnadu. It is presently under the principal -administration of MISS SR.LIZZY, with a total of 15 staff members. There are a total of 15 rooms present in the school. The nearest railway station is Salem and it is 23 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station Salem Distance in KM 23 Nearest Police Station SalemYercaud Distance in KM 1 Nearest Nationalised Bank Yercaud Distance in KM 1 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student Nursery/KG/LKG 1 42 I-V 1 113 VI-VIII 1 9 IX-X 0 0 XI-XII 0 0 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Physics Lab 0 0 0 Chemistry Lab 1 15.3 23.3 Biology Lab 1 15.3 23.3 Maths Lab 0 0 0 Computer Science Lab 1 15.3 23.3 Home Science Lab 0 0 0 Library 1 15.3 23.3 Other Rooms 2 15.3 23.3 Class Room 9 15.3 23.3 Composite Science Lab 0 0 0 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 3 3 0 PRTs 0 0 0 TGTs 0 0 0 Librarian 1 1 0 PTI 1 1 0 PGTs 9 9 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 36421.7076 (in Acres.) 9 Built up Area in (in sq. Mtrs.) 4046.8563 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 14000 SANITARY CONDITIONS Type of W.C and Urinals dry No. of Urinals/Lavatories Separately for Boys 6 No. of Urinals/Lavatories Separately for Girls 6 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1530 Periodicals 10 Dailies 5 Reference Books 1000 Magazine 10 SPORTS & GAMES Swimming Pool No Indoor Games No Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel Yes Health and Medical Check up Yes View full school

St. Charles Higher Secondary School was established in the year 1987. It is an English medium Co-educational Independent school affiliated to CBSE with affiliation number 1030614, with classes Nursery/KG/LKG, I to XII, and has a General affiliation which is valid up to 31/3/2021. It is located in the Hoshangabad district of Madhya Pradesh and is currently being managed by the Sisters Of St.Charles Society,Hoshangabad.M.Py, Madhya Pradesh. It is presently under the principal -administration of Christine Vas, with a total of 17 staff members. There are a total of 36 rooms, 5 Labs, and 2 Library present in the school. The nearest railway station is HOSHANGABAD and it is 3 KM far from the school. You can find other information about the school in the tables below. NATURE OF THE SCHOOL Category of School Co-educational Medium of Instruction English Types of School Independent LOCATION OF SCHOOL Nearest Railway Station HOSHANGABAD Distance in KM 3 Nearest Police Station HOSHANGABADHOSHANGABAD Distance in KM 3 Nearest Nationalised Bank Central Bank Of India Distance in KM 2 ENROLLMENT OF THE STUDENTS Class No. of Section No. of Student IX-X 02 54 XI-XII 01 16 Nursery/KG/LKG 03 172 I-V 08 276 VI-VIII 03 131 Labs and Rooms Details Total Rooms Total Lab Total Libraries Small Room Medium Room Large Room School Area (in Sq m.) Play Area (in Sq m.) 36 5 2 6 4 26 12141 3000 Labs and Rooms Details Room Number Size Length (in Ft.) Breadth (in Ft.) Class Room 25 24.5 20.5 Composite Science Lab 00 00 00 Physics Lab 01 24.5 20.5 Chemistry Lab 01 34.5 20.5 Biology Lab 01 24.5 20.5 Maths Lab 00 00 00 Computer Science Lab 01 34.5 20.5 Home Science Lab 00 00 00 Library 01 52.5 27.5 Other Rooms 03 24.5 20.5 PARTICULARS OF TEACHING STAFF Staff Number Trained Untrained NTTs 0 0 0 PRTs 6 4 2 TGTs 5 4 1 Librarian 1 0 1 PTI 1 1 0 PGTs 3 3 0 *Vice Principal/Supervisor/Head Master/ Head Mistres 1 1 0 Physical Size Area of Campus (in sq. Mtrs.) 12140.5692 (in Acres.) 3 Built up Area in (in sq. Mtrs.) 814 Whether the School at one site or two site ONE Area of Playground (in sq. Mtrs.) 5068 SANITARY CONDITIONS Type of W.C and Urinals dry No. of Urinals/Lavatories Separately for Boys 17 No. of Urinals/Lavatories Separately for Girls 17 Potable Water yes Has Certificate about health and sanitary conditions, drinking water and fire safety of the school has been obtained from the competent authorities of the area? yes LIBRARY FACILITIES Total No of Books 1200 Periodicals 06 Dailies 04 Reference Books 500 Magazine 05 SPORTS & GAMES Swimming Pool No Indoor Games Yes Dance Rooms Yes Gymnasium No Music Rooms Yes Hostel No Health and Medical Check up Yes View full school

In Saint Charles' Primary School every pupil matters, every moment counts. We want school to be an enjoyable experience where children are given values for life - wisdom, justice, compassion, and integrity. We are committed to promoting the health and wellbeing of everyone in the school community. We aim to teach the children to make healthy choices even when we are not there to guide them. In Saint Charles' Primary School, we aim to foster a sense of belonging and we hope that everyone quickly feels a valued member of our school community. In Saint Charles’ Primary, we strive to give children values for life - wisdom, justice, compassion, and integrity. As a Catholic school, we believe that love is at the heart of our endeavors: love of God and love of neighbor as oneself. At Saint Charles’ Primary we strive to be an excellent school while encouraging our children to love life, live it to the full, and gain the confidence to say the following statements: I love learning and I can be proud I love my school and I can help to make it excellent I am loved and feel part of my school community I love best and I can be a good citizen I will always love learning and I can do well Saint Charles' Primary School was built in 1901. A large extension was added in 1932 by William Mc Craig who was the Education Departments Architect. Presently the building also accommodates the Voluntary Tutors Organisation and an independent Language Unit. Bringing learning to life and life to learning The aim of a Curriculum for Excellence is to help equip children with the knowledge and skills they need for an ever-changing world. The eight curricular areas are as follows- Expressive arts Health and wellbeing Languages Mathematics Religious and moral education Sciences Social studies Technologies View full school

Since its founding in 1923, St. Charles Preparatory School has offered young men the challenge to take part in a tradition of excellence. Serving students in grades nine through twelve, St. Charles has continually provided the opportunity to grow in Christian manhood, to prepare for advanced study, and to develop as well-rounded individuals. Over the years, the school has been proud of its more than 4,400 graduates who have responded to the challenge. In colleges and universities, in business and professions, in the Church and in society, the St. Charles man stands out as one dedicated to excellence, a habit he learned and lived during his high school years. As nearly four generations of young men have come and gone to St. Charles, the courtyards and playing fields, classrooms and chapels have watched a tradition grow. Many people consider high school to be one of the important centers of their lives. When a teenager’s days at school have always emphasized excellence, surely he is invited to a tradition he can be proud of and carry on throughout his life. The Alumni & Development Office of St. Charles Preparatory School works to maintain and steward the pledge made by the school’s founder, Bishop James J. Hartley, that no qualified Catholic young man seeking a St. Charles education would be denied entrance because of a family’s economic means. The school’s earliest prospectus declared a goal of “giving students a complete, thorough, and sound classical training.” Today, those same words are found in the St. Charles student handbook. As a friend or alumnus, you can help St. Charles with this charge in four different ways. First, you can be great ambassadors for the school by speaking highly of St. Charles to those outside of our school community. Second, you can volunteer your time and expertise with a group like the St. Charles Mothers Club or the St. Charles Alumni Association. Third, you can support St. Charles financially by helping build an endowment or providing a gift to The Campaign for St. Charles. Finally, you can offer your prayers for the students, faculty, staff, alumni and parents of St. Charles. St. Charles Preparatory School is devoted to providing young men of central Ohio with a fundamentally sound preparation for adult Catholic life, specifically for their college or university years. The school’s administration and faculty are committed to modeling and making clear the importance of a personal relationship with God, accurate learning, and an ethic of disciplined work. St. Charles believes that these three elements are critical components of a competent response to Jesus’ invitation to work toward the complete manifestation of God’s Kingdom. View full school

Our school is an extraordinary place to be a student. We have a beautiful 107-acre campus with impressive facilities that provide space for what matters: the learning experience children share with their classmates and the extraordinary commitment to care that each of our faculty and staff has for your child. Wander our website, and you will get a sense of our community's values of generosity, responsibility, intellectual curiosity, perseverance, and integrity. From the kindergartners' joyful creating and executing of imaginary games on the playground and their excitement to quickly transition to reading books, to the Middle Schoolers engaged in thoughtful conversation about hunger and social justice even as they eagerly anticipated the Ultimate tournament that afternoon, to the richness of conversation among Upper School students in their Advanced Placement classes, there is a healthily balanced program that includes fantastic opportunities to engage in academics, arts, and athletics. The experience of being a Charles Wright student is genuinely extraordinary. This experience is possible at the most foundational level because of the remarkable, talented, and committed faculty. Our faculty is dedicated to helping each of our students learn how to think, not what to think. They are invested in each student's success—a success that is measured in many ways, from vibrant peer relationships to scores on standardized tests to college placement to developing qualities of teamwork, leadership, and healthy habits of a lifetime. At Charles Wright Academy, your child will have the opportunity to grow into their most significant potential. Charles Wright Academy provides a rigorous and dynamic liberal arts education built on the principles of excellence and compassion. Within an inclusive and globally aware learning community, we foster self-reliance, integrity, social responsibility, and humor, inspiring our students to discover within themselves the courage to achieve their personal best in mind, body, and spirit. Charles Wright Academy is a diverse and inclusive learning community. Cultivating respect and compassion is part of our work to create a campus climate that is nurturing to all our students, faculty, staff, and families. Diversity is embedded into every student's experience at Charles Wright, inside the classroom and beyond. From Jr. K through the Upper School, Charles Wright's curriculum digs deeply into many cultures' perspectives and experiences. For example, Lower School students explore our world through projects, literature, and community celebrations. Students in the fourth grade view the history of the Pacific Northwest using a multicultural lens. In seventh grade English, students focus on the theme of identity, delving into various authors' perspectives and using those experiences to explore their own identities. This theme continues in 8th-grade art, culminating in a gallery opening of student heritage paintings during Middle School Heritage Night, a potluck dinner that invites families to celebrate and share their unique traditions and backgrounds. Additionally, many of our service projects allow students to engage with diverse communities, including our longstanding partnerships with the L'Arche Farm and Gardens, Boys and Girls Clubs of South Puget Sound, and Phoenix Housing Network. Upper School students lead their clubs, tackling social justice issues, celebrating multiculturalism, engaging in dialogue about gender and sexual identities, and educating their peers about diversity. Charles Wright Academy's Global Summit brings high school students worldwide to our campus to explore diverse perspectives through personal connections and friendship. As part of ongoing professional development, faculty and staff participate in annual diversity workshops, led by the campus Diversity Committee, tackling such topics as spirituality, gender, sexual orientation, race, and ethnicity. Learning is all about people. It is about the relationships a student forms with peers and teachers. It is about the support parents, and school leaders provide. We were hoping you could get to know our students, parents, faculty, and alumni. As you will see, our students and alumni represent a broad range of academic, artistic, and athletic aptitudes and abilities. The common attributes they share are motivation to learn, desire to work hard and persist in the face of challenges, willingness to cooperate and engage fully in the community's life, and a generally trusting and respectful attitude towards teachers and classmates. View full school

Charles E. Smith Jewish Day School (CESJDS) is the only pluralistic Junior Kindergarten-Grade 12 community school in the Washington, D.C. area, and only a few in the United States. We are a welcoming, inclusive community united by our shared Jewish values, and we embrace a broad spectrum of Jewish backgrounds, beliefs, and practices. Our comprehensive dual-curriculum invokes deep and critical thinking, and our students are guided by dedicated and gifted faculty. CESJDS graduates emerge as confident and compassionate life-long learners who lead positive change in the world. When we teach and confront students with the Jewish value concept that their bodies are sacred, that each person is endowed with uniqueness and that relationships between people should be viewed as holy, we can present a perspective that pushes back against the prevailing cultural norms. Jewish educators can and should do better in teaching our teens around these issues. We need to re-engage in conversations and planning around how our curricula and programs confront the current cultural assumptions that teens are socialized into. At the same time, our communities start with the advantage that this discussion is taking place with value concepts and framing counter-cultural language. Together, Jewish educators and parents can continue to create the conditions for positive teen cultures. CESJDS, as many schools do, employs theme-based learning as an instructional strategy in a variety of settings. Each year, we also establish a school-wide learning theme. This year we have chosen Derkh Eretz, ethical behavior, to serve as that connective thread. What is the educational value of instruction based around themes, rather than just teaching each subject area individually? The Soviet psychologist, Lev Vygotsky, conducted significant research into the role language plays in cognitive development. His findings suggest an explicit connection between speech/language and the development of mental concepts. The way we speak and the language we use helps us learn information and gives it meaning. When we use a specific theme for instruction, we enable the human brain to establish meaning and assign value. A second reason for using thematic learning is to provide a cognitive "hook" to store the information. A theme creates a relevant context for learning and serves as an aid for remembering what is taught. When we use a theme as the connective thread between discreet learning, students have a place to put, organize, and recall what they have learned. In this way, thematic learning structures teaching in a way that supports student growth. Cognitive science also suggests that an interdisciplinary approach to learning leads to an increase in understanding and applying general concepts. Using a theme as an organizing principle enables teachers to provide an interdisciplinary approach that helps students understand better and then apply the knowledge and information they have learned. Finally, research indicates that a thematic/interdisciplinary approach is better suited to teach students cognitive skills such as cooperation, problem-solving, and the ability to see connections. Using a theme sets up a structure whereby students naturally will need to develop these thinking and working skills. When a school or a teacher chooses a learning theme, the idea often emerges from a desire to emphasize a specific topic. Educators can then use that topic to teach the general skills, knowledge, and concepts required within the curriculum. But beyond emphasizing a particular topic, cognitive science indicates that thematic learning is a powerful instructional strategy for learning in general. We deliver an exemplary and inspiring general and Jewish education. Our core values: Lifelong learning inspired by a strong, comprehensive academic program of general and Judaic studies that prioritizes critical, independent, and creative thought and expression. Knowledge of and appreciation for the wisdom, spiritual depth, and ethical guidance of Judaism. Perception of God's presence in the awe and wonder of our world and how we can sanctify our lives through the practice and experience of the mitzvot. An inextricable bond with the Jewish people – past, present, and future. A strong personal and ongoing relationship with Israel, its history, people, and culture. An appreciation for and mastery of Hebrew as the language and voice of the Jewish people. Passionate desire, active engagement, and individual/collective commitment to repair the world make it more compassionate and peaceful. A principled commitment to the diversity of Jewish backgrounds, beliefs, and practices of our community of students, teachers, and parents. We unite through our shared values and cultivate respect and knowledge inspired by our differences. A deep commitment to b'tzelem Elokim (each individual is created in the image of God) and Derekh Eretz (ethical decency). A vibrant, caring, moral community based upon the concepts of the-but and arrived (individual and collective responsibility). CESJDS is a learning community committed to diversity and inclusion. Our commitment to diversity and inclusion emanates from the School's core values of K' dushah (Holiness), V'ahavta L'rei-akha (Loving your Neighbor), Kehillah (Community), and pluralism. Our community is intellectually and morally strengthened when many different voices, viewpoints, and backgrounds learn with and from each other. We facilitate experiences to educate students towards a richer understanding and appreciation of diversity so that they are better prepared to contribute meaningfully to the diverse world in which we live. View full school

Charles R. Drew University of Medicine and Science (CDU) is a private, nonprofit, community-founded, student-centered University committed to cultivating diverse health professional leaders dedicated to social justice and health equity for underserved populations outstanding education, clinical service, and community engagement. CDU is also a leader in health disparities research focusing on education, training, treatment, and care in cancer, diabetes, cardiometabolic, and HIV/AIDS. In the five decades since the school was incorporated in the Watts-Willowbrook area of Los Angeles in 1966, CDU has graduated more than 575 physicians, 1,200 physician assistants, and over a thousand other health professionals as training over 2,700 physician specialists through its sponsored residency programs. Its School of Nursing has graduated over 1000 nursing professionals, including more than 600 family nurse practitioners. CDU has earned designation as a minority-serving institution by the U.S. Office for Civil Rights and is recognized by the Department of Education (DOE) under Title III B as a Historically Black Graduate Institution (HBGI). The University is also a member of the Hispanic Association of Colleges and Universities. Over 70 percent of graduates since 2000 are from underrepresented backgrounds: CDU is the second most diverse four-year private nonprofit college in the nation, according to The Chronicle of Higher Education (August 2017). A California Wellness Foundation report estimated that one‐third of all minority physicians practicing in Los Angeles County are graduates of the CDU medical school and residency training programs. Moreover, more than 80 percent of CDU students report returning to practice and provide much-needed care in underserved communities following graduation. CDU has evolved and grown, shaped by the needs of the community it serves. The institution benefits from its location and the corresponding diversity and complexity of its population by creating an academic environment unlike any other that features the "CDU Advantage," a curriculum based on five specific pillars—research, social justice, international exposure, experiential education, and health policy—that gives CDU graduates both solid preparation to practice in their chosen field of healthcare, and a proper understanding of health disparities, health policy, and social justice. The University is named after Dr. Charles R. Drew, a brilliant, pioneering African-American physician who overcame long odds and racism in the early and mid-20th century to produce seminal work on blood banking and blood plasma storage transfusion. He was also a distinguished surgeon and chair of surgery at Howard University. His dedication to learning and sharing knowledge to benefit humanity is the inspiration for the University. CDU strives to improve the health status of underserved communities through innovative biomedical research and progressive health policies. By maintaining and expanding relationships with local health professions schools, research institutions, and community-based organizations, Charles R. Drew University of Medicine and Science strives to eliminate health disparities by providing access to and delivering healthcare services to underserved populations. Excellent health and wellness for all in a world without health disparities. Charles R. Drew University of Medicine and Science is a private nonprofit student-centered University that is committed to cultivating diverse health professional leaders who are dedicated to social justice and health equity for underserved populations through outstanding education, research, clinical service, and community engagement. Students who are high school graduates or transfer students seek an Associate or Bachelor's degree at CDU. Students are seeking to continue their education by pursuing a Certificate, Masters, or Doctorate at CDU. The University welcomes applications from all international students. The University welcomes applications from all international students. Charles R. Drew University of Medicine and Science (CDU) is authorized under federal law to enroll non-immigrant students with an F1 Student Visa. The term "International Student" refers to any student who is not a permanent resident or naturalized citizen of the United States. CDU requires a course-to-course evaluation that lists all subjects/courses completed at the post-secondary level, a U.S. semester credit and grade equivalent for each course, a U.S. grade point average (GPA), the level of undergraduate courses designated as lower or upper-division, and the degree awarded with the title and date conferred. The CDU Office of Financial Aid and Scholarships is committed to providing each student with the individualized attention they deserve. All eligible students who qualify are provided financial aid based on demonstrated financial need and availability of funds. Our research teams have made a difference in our community in our short history in areas ranging from cancer health disparities research, HIV/AIDS research, cardiometabolic research, mental health, and health services/policy research. Also, CDU has trained and will continue to train highly competitive and award-winning students and trainees, including undergraduate, graduate, medical students, and fellows and junior faculty in performing multi-faceted translational research on health disparities. Our research efforts have garnered numerous national and international recognition, awards, and competitive grant funding from the National Institutes of Health (NIH), the Department of Defense (DOD), and other national sources. 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