OVERVI At the heart of our work is the belief that schooling everywhere is stuck in the past and that a dramatic modernization is long overdue. Our innovations focus on how students learn as much as what they learn. Conceived as a global network of 30 residential campuses, our educational program is truly unique in its exposure to international culture and languages. Achieving mastery and engaging student passions will foster creativity, personal growth, independence and a sense of responsibility.
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IEW From day one, our boarders will be connected with a global community. They will build relationships and collaborate with their peers from other Whittle campuses around the world through digital connections and by interacting with students participating in GLOBAL ROTATION. As the Whittle campus network grows, so will the opportunities for connection and rotation programs between campuses. Whittle campuses are defined by the energy and opportunities of the city. Students
will have opportunities to immerse themselves within the offerings of these urban environments, whether by exploring museums, engaging in exhibitions by worldclass experts, or attending concerts and professional athletic events. The diversity of the offerings within the city will only be surpassed by the diversity of backgrounds and beliefs of the students within the residential program. It is here where students will be exposed to and learn about cultures and customs from all over the world.
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Our campuses not only provide students with life-changing experiences, but also with lifelong friendships around the world.
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JIM HAWKINS VICE-CHANCELLOR & GLOBAL HEAD OF SCHOOL HEADS FORMER HEADMASTER, HARROW SCHOOL
Boarding lies at the heart of some of the world’s greatest schools. There is good reason for this: the opportunity to live in a learning community, to form lasting friendships and to develop confidence and independence when away from home can be lifechanging. Whittle School & Studios is reinventing education for a new generation of boys and girls, including in our approach to residential life, which will be experiential, vivid, fun and caring. Our boarders will build memories, learn from the vibrant city in which they live and generate a sense of family that will stay with them for life. The facilities for students participating in GLOBAL ROTATION will provide an unprecedented array of opportunities to expand horizons and develop strong connections with people around the world. We invite you to join this truly global, residential Whittle community.
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OVERVIEW The Whittle Global Curriculum is a curation of best practices from curricula around the world. In order to deliver the future of education, our education design team has spent the past four years visiting and researching the world’s most prestigious schools, from traditional institutions such as Eton and Harrow, in England, and Phillips Academy Andover, in Massachusetts, to leading progressive schools on the West Coast and in Northern Europe, and the world’s best-performing institutions across Asia. Guided by the Center for Curriculum Redesign at Harvard, our team has been encouraged to rethink education according to what we know from the science of learning, to retain the best of traditional practices while employing the best progressive practices and to respect local cultures in the development of schools that meet the demands of a new era in global education.
Curric THE ACADEMIC PROGRAM ENGINEERED FOR THE MODERN STUDENT AND THE 21ST CENTURY
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Central to our approach is the consideration of who our graduates are going to be. In order to face the challenges and opportunities of the 21st century, students need to learn more than just course content. Whittle students will learn how to solve problems in creative ways, how to work well with others, how to research and synthesize information and how to apply their learning to real-world problems. They will be firmly rooted in their own culture and gain great respect and knowledge of other cultures.
Engaging with the city and respecting local cultures are essential to fulfill our model of a global, modern education.
culum
Every aspect of the curriculum, down to the way the daily schedule is structured, is built around ensuring that students are well developed in three spheres of life: the world of humanity, the world of the self and the world of knowledge. We believe deeply in the power of education as a transformative force in society and in the lives of students. Our school is dedicated to cultivating in our students the skills, creativity and character necessary to solve the world’s existential challenges. Our graduates will leave the Whittle School & Studios with unique strengths as resilient individuals, rigorous scholars and compassionate citizens.
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THE UPPER SCHOOL CURRICULUM Humanities
A TYPICAL DAY AT WHITTLE TIME
FOCUS
8:30-8:45 a.m.
Mind & Body
8:45-9:55 a.m.
Interdisciplinary Block: Humanities
10:00-11:10 a.m.
Interdisciplinary Block: STEM
11:15-12:05 noon
Mastery Band: Chinese
A two-year core program integrates English Language and Literature, History, Politics, Economics, and Religion. Ninth graders engage in thematically oriented, project-based study of Modern World History and Literature, culminating in a capstone project. Tenth graders study Modern United States History and Literature, using Washington D.C. as a lens to examine our national history. Students also have the opportunity to choose from a diverse menu of elective seminars on topics ranging from poetry to journalism to urban planning. STEM
12:10-12:45 p.m.
Lunch
12:45-1:20 p.m.
Advisory
1:20-2:10 p.m.
Acceleration
2:15-3:05 p.m.
Mastery Band: Math
3:10-4:20 p.m.
Interdisciplinary Block: 2D Arts
4:30-6:30 p.m.
Studios
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A two- or three-level core sequence (completion of the third level is required for study of advanced topics) integrates traditional science disciplines (Life Sciences, Physical Sciences, Earth and Environmental Sciences) with technology, engineering and applied math. After completing the first two levels of the STEM sequence, students are able to enroll in STEM electives and/or pursue independent study in STEM topics. Enrollment in advanced electives and study of advanced physics, chemistry or biology requires completion of the third level of the core STEM sequence.
Mastery Bands
Advisory
Math A two- or three-level masterybased sequence (completion of the third level is required for study of advanced topics) integrates algebra, geometry, precalculus, and statistics topics, leading to advanced study in calculus or statistics, independent study and/or electives (basic and advanced). Math study in the Upper School is problem-based and also integrates focused work on computational thinking and financial literacy alongside the acquisition of more traditional math skills and knowledge.
Meeting four times per week, students work closely with an advisor to guide their school, travel and extracurricular activities and to plan for college and their careers. For example, ninth graders may use an advisory period to develop goals for each class, including how they will use their Acceleration period that week.
Language and Culture Students choose between an immersive study of either Spanish or Chinese, leveraging our global network for authentic experiences and cross-cultural connections. Opportunities for full cultural immersion exist through our Global Rotation program. Course offerings allow for all ranges of experience and exposure to languages, from novices to heritage speakers.
Athletics The aim of the Physical Education program is to create the disposition to be physically active for life coupled with experiencing the joy of movement. Physical Education in ninth and tenth graders will expose students to a myriad of activities with the concept of physical literacy being at the center. In 11th and 12th grade, courses will allow students to specialize in a particular area such as exercise science, exercise physiology & anatomy, sport science, athletic leadership, strength & conditioning, martial arts, tai chi, yoga and dance.
Acceleration Dedicated time for students to work one-on-one with teachers to address gaps in foundational knowledge, to practice and develop core skills, to enrich learning and to pursue individualized study of topics in greater depth.
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Academic Overview: Scope & Sequence Pivot
9 th
GRADE
The knowledge and skills in Grade 9 will provide a pivot from the middle school to the upper school by moving student toward addressing questions of increasing complexity, demanding more ambitious critical thinking and greater degrees of student choice and agency within the teacher-designed curriculum.
Foundations
10 t h
GRADE
Grade 10 establishes the knowledge and skills foundation necessary for students to be wellrounded scholars and empathetic global citizens, and to be prepared to make more independent choices in 11th and 12th grade. In Grade 10, students are required to take all interdisciplinary blocks and all mastery-based bands. The personalization in grades nine and ten comes not from students choosing electives, but from a pedagogy based in understanding each student’s passions and ways of learning. Teachers will personalize projects (in collaboration with the student and advisor) on the basis of a deep understanding of each student and using a deep reservoir of projects that permit students to engage in high-quality project-based learning along a variety of pathways at different levels of mastery. Students can also pursue personal passions through engagement with the Center of Excellence, civic engagement on X-days, or step out of the regular program for a semester or more in City Experience on their home campus.
Depth
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GRADE
Students in Grade 11, in consultation with their advisor, may drop one or both mastery bands course and may drop one interdisciplinary block course. With the support of their advisor, students can then choose electives to replace those courses. Students may also begin a special study in the Center of Excellence or step out of the regular program for a semester or more in City Experience, either at home or abroad.
Autonomy
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GRADE
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In Grade 12, students may continue with advanced topics courses in all three interdisciplinary course areas: STEM, Humanities (HUM), or Creative Arts & Design (CAD). Students may also choose to specialize in just one by dropping the other two and choosing electives. Those electives may be teacher-designed or teacher/student-designed. An option for one block will be a fully independent study for which students can apply but are only admitted into that option based on proven aptitude for solo work. They may drop one or both of their mastery band courses and use that time for disciplinary electives or independent work. The result is that in 12th Grade, students can continue to be generalists, finding personalization in the pathways that they take through interdisciplinary, project-based learning, C.O.E research, City Experience and X-day, or they can become “majors� in STEM, HUM or CAD.
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Sample of Upper School th Curriculum – 9 Grade Humanities Global Connections through Local Roots: Cities of a Modernizing World
Unit
1
Unit
2
Unit
Cities in Nature: Exploration, Expansion and Empire
Cities and Citizens: Liberty, Liberation and Identity
Cities as Crucibles of Change: Revolution and the Dynamics of Transformation
Unit
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Unit
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Unit
Cities as Locations for Conflict and Cooperation
Cities of Innovation, Technology and Change
Cosmopolitan Cities: The Rise to Globalism
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STEM: SELF AND THE CITY LIFE SCIENCES CELLS, DNA, FOUNDATIONAL ANATOMY
ɓɓ Physical Sciences: Atoms, Periodic Table, Nuclear Physics, Chemical Reactions, Chemical Bonds, Molar Mass & Molarity, Motion & Kinematics, Kinetic & Potential Energy Optics, EM Spectrum ɓɓ Earth Sciences: Earth Structure and Materials, Earth History, Ecosystems
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C
DVISING
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program focuses on finding the best pathways for learners to connect their strengths and interests with the challenges of the world. A school’s curriculum is meant to be a distillation of what the civilization in which the school is embedded takes to be important. From deep one-on-one relationships with their advisor to vital relationships with peers at home and around the world, learners will find advisory continually at the core of their Whittle experience.”
Finding the best pathways for learners to connect their strengths and interests with the challenges of the world.
PETER MERRILL CO-CHAIR, EDUCATION DESIGN FORMER HEAD OF WORLD LANGUAGES, PHILLIPS ACADEMY ANDOVER
“Like many things that are handled in unique ways at Whittle, our advisory
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C U RAT I N G
STUDENT-CENTERED At the center of the daily schedule is advisory. Advisors have an hour-long period at their disposal four days per week to decide what each child in their group needs, as well as what the group needs. A critical role of the advisor is that of nurturing the innate human desires to explore and learn, helping students become progressively more competent at managing their own educational trajectory. They actively help students learn to navigate in ever more complex learning environments. They are learning-environment designers and guides. They design, coach and observe in these educational spaces—whether physical or intellectual—and students, in turn, learn by exploring them. Another distinctive component of advisory will be the means by which we approach the college process. Beginning in the first year of Upper School, students and their families will receive thorough grounding in the nature of college education. Learners and families will be guided to understand the complexities of
university structures, including disciplines learners might not yet even know about, undergraduate and graduate education in different countries, and the nature and purpose of a liberal arts education. They will learn about the approaches that work best for different colleges and universities, specific areas of expertise that line up with learners’ interests and goals, how to make good use of visits to campuses, and more.
LEARNING EXPERIENCE global boarding
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We aim to produce generations who will make a difference for good in the world.
RHIANNON WILKINSON HEAD OF SCHOOL, SHENZHEN CAMPUS (EFFECTIVE SPRING 2019) HEAD OF SCHOOL, WYCOMBE ABBEY
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“All schools are communities. Whittle School & Studios, with its family of campuses spread across the world, will bring students, parents and faculty together as no other school community has ever done. We will be a true global family, and in addition, our boarders will benefit from living with and growing alongside each other. Deep respect for our localities and profound hopes for our precious planet will sustain our mutual regard for each other and allow every member of our community to flourish. Our ties will bind, but not constrain. Our aim is to produce generations who will make a difference for good in the world.�
OARDING Like our curriculum, our boarding program is being built from scratch, synthesizing the best of traditional educational models with the most upto-date developmental research and the most sustainable, comfortable dormitory designs. Taking the lead on program development are former leaders from top British boarding schools, who have years of experience creating living and learning environments that foster student growth, independence, lasting friendships and a safe, respectful sense of community.
The result is a familial atmosphere that honors the roots of boarding school in the British house and tutorial system. Our boarders will experience a truly global culture of students, teachers and programs from around the world. We believe there is strength in diversity, and we believe that some of the most interesting, longlasting learning experiences can come from interacting with people whose lives, backgrounds and perspectives are different than one’s own.
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Deep learning occurs best when students apply what they have learned in the classroom to answering relevant questions in the real world.
C “We anchor the global experience of Whittle students in local engagement: sending students out to study their city, as well as other cities in our network, and rooting their learning in meaningful interactions in the world beyond the classroom. We believe that deep learning occurs best when students apply what they have learned in the classroom to answering relevant questions in the real world.”
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ITY CORE
ANDREW MEYERS CO-CHAIR, EDUCATION DESIGN FORMER DIRECTOR OF CITY SEMESTER, ETHICAL CULTURE FIELDSTON SCHOOL
OU R C U R R IC ULU M I S D ESI G NED TO B U IL D R E A L -WO RLD SKI LLS T HROU GH N AVI G AT I NG T HE C I T Y By cultivating a consistent Global City Core Toolkit of interdisciplinary skills across all the campuses, the City Core program provides every Whittle School & Studios student with the capacity to study their environment effectively, safely and respectfully, and to engage in rewarding partnerships in local communities around the world. The toolkit builds from Early Learning through Upper School, providing the competencies and knowledge to support increasingly ambitious and independent work in the world beyond the classroom. Students will be able to immerse themselves first in their local neighborhood, then their campus city, eventually moving between campuses, or collaborating virtually, to
compare the experiences of different sites and develop a global perspective rooted in local experiences. Beyond their time at Whittle, the skills and knowledge that students cultivate in the city will make them happier and more capable, both in college and for the rest of their lives. This toolkit is just the beginning of a lifelong journey to learn how to move through the world with empathy, insight and agency.
TH E CIT Y AS YOUR CLAS S ROOM The City Core program applies all of a student’s skills, knowledge and traits to the task of understanding how we live together, how we solve problems collectively, how we affect our landscape and how it affects us. Our students become active agents in the city, applying all they have learned to cultivate leadership, civic engagement, urban design, resilience planning, social entrepreneurship, community outreach, service learning and collaboration with community partners.
EXAMPLES OF CITY CORE EXPERIENCES Middle School
Upper School
Studying logarithms in math class supporting pH in STEM, leading to water quality testing of local waterways to investigate local resilience
Sustainability policy paper and exhibition based on an overnight canoe trip down a local waterway and discussions with environmental policymakers, housing experts and officials
Humanities (History, Literacy, Language)
Wayfinding project: students and teachers design an urban history scavenger hunt, then students follow clues, using maps, compasses and mass transit, to safely navigate the city
Student research a neighborhood to design and lead a historic walking tour with placebooking and architectural analysis connected to community outreach and a participatory planning project
Creative Arts and Design (Maker floor, 2D and 3D Arts, Performing Arts)
Building a model of the local neighborhoods and transportation network using all media on the Workshop Floor
GIS, interactive mapping and 3D modeling projects for urban analysis and community-based participatory planning project in STEM and Humanities
STEM (Science, Technology, Engineering, Math)
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A N E MP HASI S O N HEALT H & W E LLN E S S Health and wellness are of key importance to our boarding program, and healthy eating impacts the vitality of the entire community. Our dining program is carefully designed to optimize nutrition and fuel active lifestyles. Students and faculty will share meals in naturally lit atrium spaces and have access to exceptional dining options. Every meal will be cooked from scratch in small batches, made from locally sourced food and include organic ingredients while representing diverse food cultures from around the world. Fresh foods are an excellent vessel for experiential and interdisciplinary learning. We will partner with local research institutions so that students can gain firsthand knowledge about integrated food systems and their relationship with sustainability goals. Menus will be designed with input from students that reflect their appetite for world cuisines. Test kitchens will serve as classrooms for experimentation and discovery.
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INING
Nutrition and wellness are of vital importance to our boarding program. S U STAI NABI LI T Y & R E S PON S IBILIT Y Students will be exposed to food and gain an appreciation for the challenge of feeding the world’s population in urban environments. Our food-based projects will tie in directly with the United Nation’s 2030 Sustainable Development Goals, which emphasize social responsibility and environmental sustainability. The dining program will have the highest standards of ethical sourcing. Whenever possible, we will purchase ingredients that are certified to be humane, antibiotic free, and in accordance with guidelines from organizations like the Monterey Bay Aquarium’s Seafood Watch program.
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E
XC E L L E N C E Each of our campuses will have its own Center of Excellence (C.O.E.), modeled on research institutes at leading liberal arts colleges and universities, in which students will have the opportunity to explore an area of interest with unprecedented depth and focus. As each campus is centrally located in major world cities, their respective C.O.E.s will play to the unique strengths and resources of each place. In Washington, D.C., the center will focus on International Cooperation and Diplomacy. In Shenzhen, China, the focus will be Design and Engineering Innovation. Our C.O.E.s offer our school communities of students, faculty and parents a learning experience of unprecedented depth and an opportunity to develop skills that will have meaningful impact on the common good. Guided by a world-renowned C.O.E. director and a hand-picked group of mentors (that include Whittle parents), our students will build portfolio projects that offer solutions to some of the world’s most pressing challenges. On the D.C. campus, the C.O.E. will provide students with an opportunity to develop mediation skills, engage in policy work and advocacy, partner with local colleges and universities, or intern with organizations that focus on the Center’s theme. We believe that students’ lives are changed for the better by pursuing an area of inquiry in depth. Students will learn by observing and working alongside mentors who have built vibrant careers in fields they love, and build confidence through developing a deep understanding of what excellent execution and meaningful success look like in the real world.
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Our global network of C.O.E.s will develop students’ learning along STEM and humanities pathways and foster design, communication and problem-solving skills. Our older students will travel abroad with peers to other Whittle campuses to work in C.O.E.s and will develop global leadership and cultural competencies.
OUR PLANS FOR THE EARLY CENTERS OF EXCELLENCE 2 019
2020
2 02 1
WA S H I N GTO N, D.C.
B EI JI NG
PA R I S
International Cooperation and Diplomacy
Sustainable Growth in the Economy
Fine Arts and Curation
S H E NZ H E N
LONDON
MILAN
Design and Engineering Innovation
Architecture and Urban Planning
Fashion Design and Textile Production
N A NJ I NG
S A N F RA NCI SCO
N E W YO R K 2
Chinese Language, Culture and History
Environmental Science and Food Sustainability
Resilient Cities
H A NG Z H O U
NEW YORK 1
MUMBAI
Chinese Art and Design
Media and Performance Studies
Ancient and Modern Narrative
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1. Global Leadership and Citizenship
2. Independent Research aligned with Global Competence and Guided Research with Expert Mentors
3. Advanced Portfolio Project Work, Archiving and Publication
4. Collaboration with Diverse Teams across our Global Network
C.O.E. themes of inquiry are selected to align with the United Nation’s Sustainable Development Goals. Students will be guided by mentors around the world to develop portfolio projects that address some of the greatest challenges our planet faces.
WHITTLE CENTERS OF EXCELLENCE FOSTER EIGHT AREAS OF STUDENT SKILL DEVELOPMENT
5. Advanced Design Thinking and Presentation Skills
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6. Social Responsibility and Community Outreach
7. Digital Citizenship, Literacy and Training in Cutting-Edge Technologies
8. Emotional Intelligence and Strategic Communication Skills
C.O.E PROGRAM MODEL IN D.C. Early Learning
Lower School
C.O.E. work integrated into classroom Once per week during school day
Course Work
Field Work (real-world experiences)
Project Work (hands-on collaborative learning)
Dissemination Work (sharing of projects with wider community)
ɒɒ Study of skills related to International Cooperation and Diplomacy
Middle School
Upper School
C.O.E. work in C.O.E classroom and integrated into humanities course work Twice per week during school day
ɒɒ Deep study of D.C.-specific history, culture, language, and skills related to International Cooperation and Diplomacy ɒɒ Study of project-based learning methods
ɒɒ Integration of International Cooperation and Diplomacy work into daily projects
ɒɒ Integration of D.C. theme work into daily projects ɒɒ Guided class field trips to cultural institutions
ɒɒ Field work in cultural institutions, observing best practices
ɒɒ Field work in foreign policy companies and cultural institutions ɒɒ Mentorships ɒɒ Internships ɒɒ Study abroad
ɒɒ Early stages of project work through play and exploration
ɒɒ Theme-based project work in class ɒɒ Feedback cycle
ɒɒ Theme-based project work with local and global peer cohort ɒɒ Feedback cycle
ɒɒ Themebased project work through internships ɒɒ Feedback cycle with mentors
ɒɒ Work shared through Whittle digital platform ɒɒ Work posted around school ɒɒ Work shared through presentations within classroom and grade-level cohorts
ɒɒ Work shared through Whittle digital platform ɒɒ Work posted around school ɒɒ Work shared through presentations locally and globally ɒɒ Tutoring and mentoring of youth in community to build additional projects
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F
ACILITIES “The design of our school is a square, and its center is inspired by an Italian piazza. The piazza is a magic place where people mix with each other and stay together, where differences disappear and are actually valued. It’s like a little town.” —Renzo Piano
• WORLD-RENOWNED ARCHITECT; DESIGNING WHITTLE SCHOOL & STUDIOS CAMPUSES • RECEIVED THE 1998 PRITZKER ARCHITECTURE PRIZE • AMONG HIS ACCOMPLISHMENTS ARE THE WHITNEY MUSEUM IN NEW YORK, KANSAI INTERNATIONAL AIRPORT IN OSAKA, AND THE SHARD IN LONDON
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T HE CRE ATION OF A V ILLAGE
We chose to work with Renzo Piano Building Workshop—the architects behind landmarks such as the Whitney Museum of American Art in New York, The Shard in London, and Kansai International Airport in Osaka— because we share the same belief in a design philosophy that supports our educational vision. A modern school should be smart and modest, soaring and cozy, and filled with spaces that foster creativity and imagination.
At the heart of the architectural design scheme is the view that a school should be like a village. Inspired by the small hilltop towns of Italy, Piano and his team in Genoa and Paris have worked to create an educational village: a square structure roughly 100 meters on each side that surrounds a bi-level courtyard, with a lower floor that is open to the public and an upper floor for the school community alone.
BOARDIN G FACILITIE S Great design is good for learning. A well-built school is about more than just four walls and a roof. It’s about creating a great experience. Every Whittle dormitory is a space for reading, quiet relaxation and peaceful sleep. Every community space is a place to disconnect from technology and connect with friends, house staff and peer mentors. Every room is filled with fresh air and natural light—this kind of connection with nature has immeasurable positive effects including providing a buffer for children against stressful life events and threats to their self-esteem.
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LOBAL ROTATION Whittle students may also apply for a full year abroad at any one of our campuses, either in their home country or abroad. If they have mastered their Global City Toolkit competencies and have achieved a sufficient level of language proficiency, they will be able to spend a full year in the core program at a campus where their second or third language is spoken. They will board in that campus’ dormitory and get a personal advisor to help them acclimate and succeed. Students are eligible for Global Rotation beginning in Upper School.
EXPLORE CITIES AROUND THE WORLD
WHILE STAYING IN THE SAME SCHOOL, THE SAME COMMUNITY AND THE SAME CURRICULUM
— AND MAKING FRIENDS ACROSS LANDS AND CULTURES global boarding
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Campus Locations
Shenzhen Whittle School & Studios Sea World V&A Museum
CHINA
Shenzhen Bay Park SHENZHEN MACAU
HONG KONG
Shenzhen University Window of the World Happy Valley Amusement Park
SHENZHEN, CHINA Adjoining Hong Kong, Shenzhen was China's first designated Special Economic Zone. Known as the "Silicon Valley of China," Shenzhen is now a leading global technology hub with companies such as Tencent, Huawei, ZTE and DJI, all headquartered within the city. Qianhai, the free trade zone in Shenzhen where the Whittle School & Studios campus is located, is set to become the central business district of the Guangdong-Hong Kong-Macau Greater Bay Area.
Wildlife and Safari Park Concert Hall Lianhuashan Park Shenzhen Museum Dameisha Seaside Park OCT East Water Park
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Dapeng Ancient City Unit
Washington, D.C. Whittle School & Studios American University Rock Creek Park Meridian Hill Park Johns Hopkins University School of Advanced International Studies Georgetown University
WASHINGTON, D.C., UNITED STATES D.C. is more than just a capital city. It’s a cultural hub, an academic hotbed and one of the most livable, easily accessible cities in the country. Our school, located near Embassy Row in the quiet, family-friendly neighborhood of North Cleveland Park, is an existing building that is being transformed by RPBW into a dynamic learning environment. Just a short walk away from the Van Ness metro station and Frederick Law Olmsted’s Rock Creek Park, our community will have easy access to everything the city has to offer.
John F. Kennedy Center for the Performing Arts The White House Lincoln Memorial Washington Monument Smithsonian National Museum of Natural History National Gallery of Art Smithsonian National Air and Space Museum Capitol Hill
BOSTON
NEW YORK
USA
WASHINGTON D.C.
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Founding Whittle Scholars Founding Whittle Scholars is a highly selective program for a group of exceptional, high-achieving boarding and day students. Founding Whittle Scholars will be integrated seamlessly into the Whittle School & Studios community, all while receiving benefits that will be personalized and tied directly into developing their talents.
A tuition scholarship will be awarded to up to ten students with extraordinary talent. Financial need will also be considered in the total awarded scholarship amount. Additionally, all scholars will receive: a one-time $2,000
Innovation Grant to be used for an in-depth research and/ or creative project, dedicated advising and an invitation to attend or present at the 2019 Whittle Global Innovation Summit with global business and technology leaders.
Though we will consider all applicants for Founding Whittle Scholars, we strongly encourage students and families to apply as early as possible for maximum consideration.
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Admission Process The Washington, D.C. campus is currently accepting applications for boarding students in grades 8–10
The Shenzhen campus is currently accepting applications for boarding students in grades 7–10
For students applying to our boarding program for either our Washington, D.C. or Shenzhen campus, our application process is the same. The steps are as follows: STEP ONE: SUBMIT THE APPLICATION FORM AND PAY THE APPLICATION FEE In order for our admissions team to get to know you better, we hope that you will submit your application form as early in the process as possible. If you are applying to our peer boarding schools, you will be pleased to know that we accept applications through both Gateway to Prep Schools and the SSAT’s Standard Application Online (SAO). STEP TWO: SUBMIT REQUIRED MATERIALS & TESTING Following the instructions on either Gateway to Prep Schools or SAO, students must also submit the following materials: • Official academic transcript • English teacher recommendation • Math teacher recommendation
Please note the following standardized testing required for boarding students: • For all students, we require either the SSAT or the ISEE. • For students for whom English is not a native language, we require the following: ɓɓ Grade 8: TOEFL Junior, TOEFL iBT or IELTS ɓɓ Grade 9–10: TOEFL iBT or IELTS
STEP THREE: SCHEDULE A STUDENT & PARENT CONVERSATION An important part of our process is getting to know our applicants better through a collaborative conversation. We want to know more about each student’s interests, passions and goals and how Whittle might support them. These conversations may take place in person or be conducted remotely. Once you submit your application and required materials, our team will be in touch with you to schedule.
APPLICATION TIMELINE The application deadline for Regular Decision is February 15, 2019. Admission decisions will be announced on March 1, 2019.
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A Modern Vision with A Global Future Introducing the next-generation boarding school
w w w.w h i t t l e s c h o o l .o r g