Yes. All classroom/homeroom teachers are native English or Chinese speakers. Teachers in our French and Spanish Departments are all native French/Spanish speakers or speak French/Spanish at a native level.

All children who enrol in our school speak English.

In August 2022, CDNIS launched a Bilingual Programme to run alongside its well-established International Programme.

The International and Bilingual Tracks at Canadian International School of Hong Kong offer our youngest learners the opportunity to grow academically and socially in an intercultural community. Optimizing a child's natural curiosity, our dual-language tracks will help guide your child’s language and cultural fluency in a nurturing but rigorous learning environment.

International Programme
All children in Early Years 1 to Grade 5 study Chinese. Students in Early Years 1 and Early Years 2 enjoy one full day of Mandarin immersion per week. Students in Preparatory to Grade 5 are streamed into differentiated classes and enjoy up to 280 minutes of Mandarin instruction each week. The majority of students in Grades 6, 7 and 8 also study French. Students in Grades 9-12 may study Mandarin, French or Spanish, and in some cases, two languages.

Bilingual Programme
Launched in August 2022, students in the Bilingual Programme are immersed in English one day and Chinese the next. The programme is currently offered to students in Early Years 1 and Early Years 2 and will add a grade level each year right up to Grade 5.

The maximum number of students in each classroom is 24.

The average number of students in each classroom depends on the grade level and subject matter. Early Years 1 (3-year olds): 18.
Early Years 2 (4-year olds): 20. Prep (5-year olds): 20. Grade 1-5: 20-24. Grades 6-12: 8-20

All Early Years 1 to Grade 3 classes have their own individual teacher in addition to a classroom assistant, or Educational Assistant (EA). Grades 4-6 have one teacher in each classroom and there is one EA who shares their time at each grade level. Grades 7 and 8 share one EA. Grades 9-12 have EAs who help in different areas (PE, Science, Performing Arts, Visual Arts, LTT, Library and Learning Support).

As part of our commitment to infuse digital technology to enhance teaching and facilitate learning, all Lower School students have regular access to iPads and MacBooks, with students in Grades 4 and above managing their own laptop as a personal digital learning device, while students in Grade 1 to 3 manage their own iPad. Students from Early Years 1 to Grade 3 use educational technologies to effectively and purposefully create, communicate, collaborate and engage in critical and reflective thinking. Students are supported in the responsible use of technology through our digital citizenship programme. Our aim is to provide students with the skills sand knowledge to become responsible, independent digital citizens. All teachers use digital resources to engage students in authentic and relevant learning experiences. This and the use of digital media have a strong curriculum emphasis. A comprehensive teacher learning programme and at-hand support for students and teachers strengthens the teaching and learning possibilities. CDNIS has been an Apple Distinguished School since 1998.

During the Covid-19 pandemic, we were in the position to adapt our teaching and learning to a hybrid environment but are pleased to say we have been back to face-to-face learning since the start of the 2022/2023 school year.

No

Our students graduate with two diplomas - the International Baccalaureate Diploma and the Ontario Secondary School Diploma.

Members of the Class of 2022 achieved an overall average of 39 points (out of 45 points) on their IB Diploma exams compared to the world average of 33. Four students achieved the maximum possible score of 45, while 51 students recorded a 40 or higher. Across the entire cohort, 89% of the students achieved a score above the worldwide average. Additionally, six students received the Bilingual Diploma.

The success of our students has resulted in the majority being offered places at some of the most selective and prestigious universities around the world, but our caring and student-centered approach ensures that all CDNIS students are guided towards their own ‘best-fit’ for University.

All students from Prep to Grade 5 are assigned homework most nights from Monday to Thursday. All homework will have a specific purpose related to the Teaching and Learning Programme and individual student’s needs. All students are expected to complete all assigned homework, as well as reading on a daily basis.

There is a consensus amongst the proponents of homework in the educational literature that the “10-minute rule” is the most appropriate guideline in terms of time spent on home learning. According to the 10-minute rule, a student should spend 10-minutes for each grade level, e.g. Grade 1: 10 minutes, Grade 2: 20 minutes, Grade 3: 30 minutes, etc. This 10-minute rule accounts for the time it should take the majority of students to complete assignments, assuming that students work without interruption. However, the time it takes for individual students to complete work differs, as there are many variables that affect the rate at which students complete home learning.

Homework assignments vary over the Upper School years. Students in MYP are expected to have 1-2 hours of homework daily or about 5-10 hours weekly. Students in the IB Diploma years should expect 2-3 hours daily or 10-15 hours per week. During exam or internal assessment periods, this load may become heavier. Time frames to complete homework will vary depending on the skill levels of each student.

All students from Prep to Grade 5 are assigned homework most nights from Monday to Thursday. All homework will have a specific purpose related to the Teaching and Learning Programme and individual student’s needs. All students are expected to complete all assigned homework, as well as reading on a daily basis.

There is a consensus amongst the proponents of homework in the educational literature that the “10-minute rule” is the most appropriate guideline in terms of time spent on homework. According to the 10-minute rule, a student should spend 10-minutes for each grade level, e.g. Grade 1: 10 minutes, Grade 2: 20 minutes, Grade 3: 30 minutes, etc. This 10-minute rule accounts for the time it should take the majority of students to complete assignments, assuming that students work without interruption. However, the time it takes for individual students to complete work differs, as there are many variables that affect the rate at which students complete homework.

Homework assignments vary over the Upper School years. Students in MYP are expected to have 1-2 hours of homework daily or about 5-10 hours weekly. Students in the IB Diploma years should expect 2-3 hours daily or 10-15 hours per week. During exam or internal assessment periods, this load may become heavier. Time frames to complete homework will vary depending on the skill levels of each student.

100% of our graduates have gone on to attend a post-secondary institution.

Yes, CDNIS has a Learning Services Team (LST) .

Learning Services is a multi-disciplinary team trained in the psycho-social and cognitive development of children and adolescents. Collectively, the LST support the range of individual need in the Lower School, from the youngest to the eldest and the least able to the most able.

The LST are teachers, support staff and school counsellors who work to ensure that all students have opportunities to develop their full potential according to their unique set of strengths and needs.These staff strive to meet the social, emotional and academic needs of children through an integrated service delivery and a focus upon school, home and peer networks.

The model of Learning Services is pro-active and preventative and when necessary, offers a reactionary model of service delivery. The team members have a holistic view of children and believe that the emotional well-being and resilience of children is a fundamental aspect of turning potential into performance. This view underpins the case management style of Learning Services and the collaboration and cooperation between the counselling and academic support team and the homeroom teacher.

Gifted individuals are those who demonstrate outstanding levels of aptitude or competence in one or more domains. These domains may include intellectual, creative, socioaffective, and/or Sensorimotor. These students require differentiated curriculum, interventions and/or services beyond those normally provided by the regular school programme. CDNIS uses this rationale and definition to identify and challenge gifted and talented students in a way that can also increase opportunities for all students.

Yes. CDNIS has a full-time Psychologist on staff to serve the needs of all students from Early Years 1 to Grade 12.

CDNIS practices a selective admissions process in which students are assessed prior to entry into the school. Admission decisions are based on a careful assessment of each applicant’s age appropriate knowledge, skills and understandings as well as their social and emotional development. Successful applicants must demonstrate that they are capable of meeting the school’s high academic standards as self-directed and responsible individuals. The IB Learner Profile also helps to govern selection as we look for students who are caring, open-minded, balanced, and principled.

Assessment Procedures:

Early Years 1
Applicants need to have beginning English skills as determined through a small group interview with a teacher. Social skills and the ability to follow instructions in English are also part of this assessment. The interview will take approximately 45 minutes.

Early Years 2
Applicants need to have basic English skills as determined through a small group interview with a teacher. Social skills and the ability to follow instructions in English are also part of this assessment. The interview will take approximately 45 to 60 minutes.

Preparatory
Applicants need to have the ability to speak in simple sentences and to understand and respond to a teacher's general instructions and questions in English. Social skills are also part of this assessment. The interview will take approximately 45 to 60 minutes in a small group setting.

Grade 1, Grade 2 and Grade 3
Acceptance is based upon the results of a short written and verbal test specifically designed for the grade level. The test includes vocabulary, writing, reading, comprehension, mathematics, and speaking skills. Social skills and the ability to follow instructions are also part of this assessment. Grade 1 and Grade 2 will take approximately 45 to 60 minutes. Grade 3 will take approximately 1.5 to 2 hours.

Grade 4 to Grade 12
Acceptance is based upon the results of the Canadian Achievement Test, which is a standardized test to determine competency in English and mathematics based on the Canadian curriculum. Applicants may also be required to write a short piece about a prescribed topic. Grade 11 applicants only will write an additional math test to determine their math ability and background. Previous academic results and a Student Reference Form are also taken into consideration. The time for an admission test varies in length from 2.5 to 3.5 hours.

Assessment Procedures
Early Years 1
Applicants need to have beginning English skills as determined through a small group interview with a teacher. Social skills and the ability to follow instructions in English are also part of this assessment. The interview will take approximately 45 minutes.

Early Years 2
Applicants need to have basic English skills as determined through a small group interview with a teacher. Social skills and the ability to follow instructions in English are also part of this assessment. The interview will take approximately 45 to 60 minutes.

Preparatory
Applicants need to have the ability to speak in simple sentences and to understand and respond to a teacher's general instructions and questions in English. Social skills are also part of this assessment. The interview will take approximately 45 to 60 minutes in a small group setting.

Grade 1, Grade 2 and Grade 3
Acceptance is based upon the results of a short written and verbal test specifically designed for the grade level. The test includes vocabulary, writing, reading, comprehension, mathematics, and speaking skills. Social skills and the ability to follow instructions are also part of this assessment. Grade 1 and Grade 2 will take approximately 45 to 60 minutes. Grade 3 will take approximately 1.5 to 2 hours.

Grade 4 to Grade 12
Acceptance is based upon the results of the Canadian Achievement Test, which is a standardized test to determine competency in English and mathematics based on the Canadian curriculum. Applicants may also be required to write a short piece about a prescribed topic. Grade 11 applicants only will write an additional math test to determine their math ability and background. Previous academic results and a Student Reference Form are also taken into consideration. The time for an admission test varies in length from 2.5 to 3.5 hours.

Many international schools in Hong Kong have waiting lists and demand is higher in the Primary school years. At CDNIS, we do have waiting lists at most grade levels in our Lower School. However, we encourage families interested in joining our school to contact our Admissions Department directly to find out more information.

The deadline to apply to CDNIS is different from the deadline in which students can register for the upcoming academic year. Students applying for entry into Early Years 1 to Grade 2 must submit an application by October 2 the year prior. Students wishing to apply for entry into Grades 3-11, must apply by January 31 of the year they wish to enrol. Once a student has been accepted into the school, they may begin registration procedures.

Yes. As some students leave the school after the first term, or move to Hong Kong in the middle of a school year, students may join the school once the year has started.

Lower School students begin at 7:40am and finish at 2:30pm. For students in half-day classes, (Early Years 1 and Early Years 2), class times are 7:40am-10:30am and 11:30am-2:20pm. Upper School students begin school at 8:55am and finish at 3:35pm.

Full-day classes end at 2:20pm for the Lower School and 3:35pm for the Upper School.

No

Yes, our school offers a school bus service with over 80% of our students and staff utilizing this service.

Yes. The school has two cafeterias.

Yes. The school offers a good selection of food items to suit all diet types.

Yes

An active and extensive extra-curricular programme of more than 70 activities and clubs offers our students many leadership opportunities. This dynamic programme includes a comprehensive inter-school sports schedule, a rich array of performing arts opportunities, school clubs and a full complement of intramural and recreational activities.

Students are encouraged to get involved in both local and global community-engagement initiatives, particularly those that promote interculturalism. Members of these clubs are responsible for planning and orchestrating numerous events, projects, fundraisers and more from start to finish, skill which are sought after in future global citizens and leaders.

Physical education and sport have proven an important means of not only helping students perform at their peak level but also of harnessing happiness and fulfillment. Our students participate in a wide variety of posts and have won countless local and international championships in numerous individual and team events.

PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The development of overall well-being is defined through three common strands that have relevance to all teachers: identity, active living and interactions. These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students.

Participation. Enjoyment. Success. These are the goals of the CDNIS Athletics Programme. CDNIS student’s have the best opportunity to take part in a wide range of ISSFHK and SEASAC Sports. We want them to discover and grow a life long love of sport through enjoying their participation. We strive for and celebrate success at the highest level and at the personal level.

Yes. CDNIS was a key player in the formation of the International Schools Sports Federation of Hong Kong (ISSFHK). The league enables students to complete in a league of 24 international schools across a wide range of ports including basketball, volleyball, touch rugby, rugby, track and field, badminton, football, swimming, golf, softball, cross county and netball. CDNIS is also a keen participant int he South East Asia Students Activities Conference (SEASAC), an international organization made up of 12 schools across South East Asia. SEASAC provides students with the opportunity to broaden their horizons through many sport tournaments and activities, such as Model United Nations, and an Arts Festival.

The Leo Lee Arts Centre is a state-of-the art 5-storey performing arts complex. The main house includes a spacious 604-seat auditorium, while the remaining areas are home to numerous music rooms, art studios, a drama studio, black box theatre and other spaces, solely dedicated for the enhancement of our music, drama, and visual arts programmes. The school also has a library, Chinese library, multiple science labs, a TV studio and a Design Studio.

The school has excellent sporting facilities, including two indoor gymnasiums, a weight training and fitness area, a dance studio, a 25-metre swimming pool, an artificial turf field, and several outdoor playing areas.

Canadian International School of Hong Kong (CDNIS) offers a rigorous academic programme to over 1,800 students representing more than 40 nationalities from Early Years 1 (pre-kindergarten) to Grade 12 all on one campus. Along with the IB Diploma, CDNIS students earn the Ontario Secondary School Diploma (OSSD), giving them a rare opportunity to graduate with two distinctly different diplomas and allowing them to gain acceptance to some of the world’s most prestigious universities. At the core of our success is our never-ending pursuit to inspire excellence, cultivate character, and empower engagement locally and globally.