Mulgrave School, the International School of Vancouver is an independent, gender-inclusive, secular IB school for students in Grades Pre-K3 to G12 in Vancouver, Canada. By inspiring excellence – the continuous pursuit of personal best - in education and life, Mulgrave strives to equip lifelong learners to thrive in a culturally diverse and interdependent world and to embrace, with passion and confidence, their responsibility always to do their best to support others and to make a difference by serving their communities, both locally and in the world at large.
Inspiring Excellence The Pursuit of Personal Best in Education and Life 2
Mulgrave School
Mulgrave’s Values • Individual values are based on personal integrity and acting with respect towards others. • Our sense of community and friendship is founded on humility, empathy, commitment, and inclusion. • Lifelong learning is built upon curiosity, creativity, agility, and innovative thinking. • A global perspective and environmental and social responsibility are central to becoming true world citizens. • All members of our community strive for wellbeing and balance and understand that striving for one’s personal best should be enjoyable.
Approaches to Learning Skills In an increasingly challenging and changing world, skill development is crucial to enabling our students to be successful, fulfilled, and happy in work and life. Approaches to Learning (ATL) skills are embedded in our IB programmes, giving students key tools for their studies and beyond.
Skill
Sub Skill
Communication
• Public Speaking and Presenting • Debating and Discussing • Social Communication
Social
• • • •
Collaboration Digital Citizenship Relationship Intercultural
Self Management
• • • •
Metacognition Organisational Affective Reflection
Research
• Information Literacy • Digital Literacy
Thinking
• Critical Thinking • Creative and Innovation • Transfer
Preparation for University and Life
3
The Mulgrave Graduation Years Experience The International Baccalaureate curriculum provides a rigorous, balanced education, fostering creative, critical, independent thinkers. We prioritise intercultural skills and adaptability, while providing a holistic education that combines academics with life skills through athletics, service and leadership, the arts, outdoor education, and global outreach. Our Senior School includes Grades 10–12, providing students with personalised learning, and exceptional care and guidance. Holistic Education Co-curricular opportunities provide students with a breadth and depth in areas of interest to them. Mulgrave’s offerings include a robust speech and debate programme, entrepreneurship experiences, an annual theatre production, sports teams, outdoor education pursuits such as the Duke of Edinburgh awards, and more. Students can also hone their leadership capabilities through a variety of councils, the Student Strategic Leadership Team, and the Mulgrave Emergency Response Team. Foundations: Career-Life Education & Foundations: Career-Life Connection classes offer students an opportunity to develop personal and practical skills including networking and career development Entrepreneurship The entrepreneurial mindset is one of the most sought after skills in the job market, and in a future that we can’t predict. Networking, building relationships, problem solving, grit, resilience, financial management, and communication are all desirable attributes, whether one follows a traditional career path or starts a venture. The Mulgrave Centre for Young Entrepreneurs and Changemakers (MCEC) offers
Grade 10 In Grade 10, students enjoy an array of course options, including specialised science and arts classes. All students are required to take an innovative Global Citizenship course (encompassing pressing themes such as human rights, peace and conflict, and sustainability) as well as English First Peoples 10, a literary and cultural studies course with a focus on Indigenous perspectives. This year of introduction to the Senior School solidifies our students’ IB understanding and prepares them for the challenge of the final two years.
4
Mulgrave School
programmes for students interested in starting or further developing businesses and social enterprises to create positive change in our world. Middle School students engage through co-curriculars and electives, while Senior School students have the opportunity, by application, to hone their entrepreneurial skill and mindset by participating in an after school course offered at Mulgrave by Capilano University. AI As students prepare for post secondary education and future careers, our Grade 10, 11, and 12 AI Fluency & Innovation Programme ensures AI fluency is developed equitably, ethically, and intentionally. Grounded in the principle that technology must amplify human potential without replacing independent thinking, the curriculum balances technical mastery with critical judgment, ethical reasoning, and digital wellbeing. The programme operates under the leadership of the Director of Information & Learning Technology and is delivered through a collaborative partnership between a dedicated AI Literacy Teacher and the Digital Learning & AI Specialist. Integrated into the timetable, dedicated 60-minute instructional blocks (scheduled monthly or bi-monthly), complemented by supervised project work. Course Options • English (satisfies the Indigenous-focussed BC Ministry graduation requirement) • Language (Chinese A, Mandarin B, Introductory Mandarin, Introductory Spanish, French B) • Math (Standard or Extended) • Individuals & Societies (Global Citizenship) • Science: Biology, Chemistry, Physics, Environmental Systems & Societies • Physical Education • Arts: Design (general), Design (robotics), Film, Music, Theatre, Visual Art, Dance • Foundations 10: Career-Life Education
Inquirer • Thinker • Reflective
“
I was looking for a school in a city that offers real avenues for performance. While Rochester might be smaller, it’s an environment where I know I can progress with my interests and find the right opportunities to grow.”
Preparation for University and Life
5
Grades 11 & 12 Mulgrave students graduate with the IB Diploma and the British Columbia (BC) High School Dogwood Diploma or with a combination of IB courses and the Dogwood Diploma. International Baccalaureate Diploma Programme The IB Diploma is recognised worldwide as an academically rigorous programme that develops deep and broad subject knowledge, conceptual understanding, and the key 21st century skills of critical and creative thinking, problem solving, service, and intercultural communication. Key features of our IBDP are the requirements to study a reflective epistemology course, Theory of Knowledge, and to write a research paper (the Extended Essay), both of which are excellent preparation for high-level university study. Mulgrave’s Enriched Pathway A significant portion of our student body customises their programme with selected IB courses and BC accredited courses to pursue their commitments to athletics, the arts, or other interests. These students benefit from the rigour of our IB programme and create a balance that allows them to manage demands on their time while excelling in other areas of their education. All students
6
Mulgrave School
who choose our Enriched Pathway meet CAS requirements and attend Theory of Knowledge in Grade 11 to ensure that they are provided abundant opportunities to make interdisciplinary connections in their learning. IB Systems Transformation: Leadership for Just and Sustainable Futures Mulgrave has the distinct honour of being one of the four global pioneer schools globally offering IB Systems Transformation, a groundbreaking transdisciplinary course that teaches systems thinking as a framework for solving complex real-world problems. This 300-hour course, developed in close collaboration with the IBO, combines traditional and experiential learning and takes the place of two Standard Level courses in the IB Diploma Programme or our Enriched Pathway. Students in IB Systems Transformation engage in collaborative and independent project work that extends beyond the walls of the school to impact their local communities. Mulgrave’s successful development and delivery of this course has contributed directly to the IB’s May 2026 announcement that IB Systems Transformation will launch globally as the flagship offering of a re-envisioned IB Diploma in 2030. An additional 18 early-adopter schools will offer the course beginning in 2028.
Grades 11 & 12 Course Offerings at Mulgrave Unless indicated, courses are offered as IB courses at both the Standard and Higher Level (SL/HL)
Group 1 Language*
Group 2 Second Language
Group 3 Individuals & Societies
Group 4 Sciences
Group 5 Mathematics
Group 6 The Arts
Core
Systems Transformation SL***
• English A Language & Literature • English A Literature • Chinese A Language & Literature
• School Supported Self-Taught Language A (SL only)
• Spanish Ab Initio (SL only)
• French • Mandarin
• Economics • Philosophy • BC Law Studies 12**
• Geography • History
• Biology • Chemistry • Physics
• Environmental Systems and Societies • BC Anatomy & Physiology 12**
• Mathematics: Analysis & Approaches • Mathematics: Applications & Interpretation (SL only) • BC Pre-Calculus 11 & 12** • Film • Music • Dance
• Extended Essay • Theory of Knowledge
• Theatre • Visual Arts
• Creativity, Activity, Service • Foundations 11 & 12: Career-Life Connections
• 300-hour transdisciplinary, project based course focussed on systems thinking as a means of developing sustainable interventions to pressing contemporary issues
*Students can opt for two Group 1 languages in place of a Group 2 language **Only for students pursuing the Enriched Pathway ***Systems Transformation takes the place of two SL courses, and involves specific course selection requirements that will be further explored on a case-by-case basis.
Preparation for University and Life
7
Partnership Throughout the Process The post-secondary planning process is a structured, multi-year partnership between the University and Career Counselling Department (UCCD), students, and families to ensure a successful transition to post-secondary life. Each has its own role in the ‘triad relationship’:
UCCD Provides the expertise, external connections, and structured mapping.
Student Drives the process through self-reflection and meeting the goals set in their personalised pathway.
Parents/Guardians Collaborate closely with counsellors to support the student’s transition and decision-making.
The goal is to ensure every graduate leaves with a refined search, a personalised pathway, and a confident plan for their future. This is achieved through our ‘best fit philosophy’ which prioritised a personal experience and student-post secondary match over generic prestige. This is accomplished through:
Self-Reflection & Exploration Through joint exploration with counsellors and parents/guardians, students uncover their core priorities.
8
Mulgrave School
Holistic Criteria ‘Fit’ is determined by a combination of factors, including academic programmes, extracurricular passions, and personal connections.
Individualised Timelines The process supports both quick discovery and longterm seeking, acknowledging that every student’s journey is unique.
Grades 8 & 9: Foundation Phase • The journey begins with early exploration and self-discovery, establishing the groundwork for future decision-making.
•
•
Life Skills Collaboration: Students work with Life Skills teachers to identify personal strengths, interests, and potential career paths. Senior School Transition: Initial one-on-one meetings are held with Grade 9 families to introduce the UCCD and begin the shift into the Senior School mindset. Goal Setting: Early identification of student ambitions to inform upcoming academic choices.
Grades 10 & 11: Strategic Planning Phase •
• In Senior School, the focus shifts from general exploration to targeted academic and career planning.
•
•
Career Exploration: Early-stage career mapping to align secondary school efforts with long-term professional goals. Personalised Mapping: University counsellors meet with each student to map out a detailed pathway tailored to their specific postsecondary ambitions. Course Selection Guidance: Counselling expands to include expert advice on course selection, ensuring that academic loads align with the requirements of the student’s ‘university of choice’. Path Refinement: Continuous refinement of the university search based on evolving interests and academic performance.
Grade 12: Application and Decision-Making Phase •
• Counsellors provide direct assistance for students and parents through every stage of the application cycle:
•
•
Admissions Mastery: Guidance on specific requirements, document submission, and navigating admission/deferral decisions. Writing & Review: Comprehensive support for university essay writing and refinement. Interview & Tour Prep: Professional coaching for university interviews and support for campus tours. Scholarship Strategy: Assistance with major scholarship applications, including prestigious awards such as the Loran Award and Schulich Leaders.
Additionally, the UCCD will guide enrichment and portfolio building. Extracurricular guidance: Advice on activities spanning arts and culture, athletics, sciences, service, and leadership.
Work & Volunteerism: Identifying internal and external work experience and volunteer opportunities.
Summer Programming: Support in applying to national and international summer academic or experiential programmes.
Preparation for University and Life
9
Mulgrave’s University & Careers Counselling Team
Read more about our University and Career Counsellors:
Equipped with a world-class IB education and a strong sense of self, our grads are well-prepared for life after Mulgrave. Our University and Careers Counselling Department (UCCD) supports this part of students’ journeys by informing and guiding them in all aspects of planning for the future.
Resources The department provides easily accessible, web-based information on topics such as: • • • • • •
SAT/ACT preparation advice UK university admissions exam guidance Scholarship opportunities Summer enrichment opportunities External career exploration events University open houses, and much more
Our counsellors visit universities and speak with admissions representatives to enhance close relationships with postsecondary institutions in the US, UK, and Canada. Recent visits include: Boston College, Bowdoin College, Brown University, Dartmouth College, Northeastern University, Rhode Island School of Design, Wellesley College, University College London, Durham University, Queen’s University Belfast, University of Bristol, University of St. Andrews, University of Edinburgh, and UBC. They also remain informed on pertinent postsecondary issues, trends, and information by attending national and international conferences, including: • •
CIS (Conference of Independent Schools) CISC (Canadian Independent School Counsellors) IACAC (International Association for College Admission Counselling) IB NACAC (National Association for College Admission Counselling) UCAS (Universities and Colleges Admissions Service)
• • • •
10
Mulgrave School
Events and Workshops at Mulgrave • Family information sessions and counsellor office hours • UK application workshops to assist with writing for the UCAS application • UBC application workshops to support writing the UBC Personal Profile • US essay writing (Common Application and supplements) workshops • Public university fairs (CUE) and individual visits from over 100 post secondary institutions each year Community & Alumni Engagement By joining the Mulgrave community, students and families make connections with people from around the world, with a diverse range of interests, pursuits, and professions. Often, lifelong friendships are forged. Mulgrave parents also often support students in exploring career aspirations and even in roles such as mentoring and networking practice. When students graduate, this sense of community doesn’t end. Mulgrave’s growing alumni network offers a global community and also support for our Senior School students. Opportunities such as Foundations: Career-Life Education & Foundations: CareerLife Connection classes and networking events enable students to get first-hand insight into the transition from Mulgrave to post-secondary, specifics about various universities and programmes, and build connections for the future.
“
My university counsellor was an incredible mentor who always gave me realistic, dedicated support. I never felt lost because I had such a supportive team behind me.”
Preparation for University and Life
11
Best Fit Approach to Global Opportunities Many will chase acceptance to an ‘elite’ university. But what does that really mean? While some might think immediately of Ivy League schools in the US, there are many others around the world, such as the UK Russell Group universities, that offer the best-in-class education. Regardless of placement on a ‘Top’ list, our goal is to find the best fit for our students, taking into account factors such as the teaching and learning approach, programme of study, student body size, geographical location, and more. The following offers some insight into global university placements: Canada Canadian universities present incredible value, in particular for undergraduate study. With a global reputation for quality of education, schools across our country offer a wide variety of programmes and set students up well for the next steps locally or internationally.
United States Probably best known, Ivy League and Ivy Plus (such as Stanford, Johns Hopkins, and Rice) encompass research universities known for academic excellence, high selectivity, and history. It is important to note that Ivy League acceptance rates globally for the Class of 2026 reached historic depths, falling as low as 3.19% per school.
Recently, a group of Canadian universities has emerged, known as the U15. This association of fifteen leading research universities optimises research and innovation policies and programs that advance knowledge, and develop highly qualified leaders for all sectors. They boast impressive statistics - for example, 1,000 start-ups have come out of this group in the last decade and 75% of Canada Research Excellence Chairs are at these universities.
While these universities get the most profile, it is very important to keep in mind that many excellent schools in the US are not included on these lists. Many other private and public universities (such as the University of California schools) outperform Ivy League institutions in specific fields, offering equivalent career outcomes, rigorous academics, and robust alumni networks.
“ 12
I always planned on studying in Canada because of the amazing quality of education and the ability to stay close to family. With how turbulent the world feels, I want to stay in a country where I feel safe and protected by strong government institutions and laws.” Justin C, Business, Queen’s University
Mulgrave School
Canadian (and non-US) students at a disadvantage when applying to Ivy and Q: Are Ivy Plus schools? are a lot of constraints in the US application process which favour students A: There with US citizenship, legacy (those whose parents and relatives attended the university), significant donors, and high-performance athletes. These factors make the opportunities for other Canadian students very few in number and therefore even more competitive than what admissions numbers tend to reveal. If the headline figure is only 3.19% acceptance, then this number will be reduced again significantly if you are Canadian and NOT in one of the categories above.
United Kingdom In the UK, the most prestigious universities are part of the Russell Group. These 24 research-intensive UK universities are committed to high-quality teaching, research excellence, and strong industry links. Their alumni networks and reputational currency are on par with Ivy League and Ivy Plus institutions. Included on the list are Imperial College London, University of Edinburgh, King’s College London, University College London, University of Manchester, London School of Economics, and University of Warwick. Europe & Asia Students will also look abroad for specific programmes offered with excellence in various cities throughout Europe and Asia. For example, the Atlantic Bridge offers Canadian students excellent opportunities in Ireland for direct entry medicine, dentistry, physiotherapy and pharmacy. Students will turn to Asia to hone their studies at rigorous universities
while also leveraging their language skills and connecting with cultural opportunities. European and Asian university destinations are the biggest ‘on the rise’ applications for North American students. Specialist Programmes Students who excel in the creative arts, such as film and design (fashion, game, industrial, etc), will often look to highly specialised post-secondary experiences that offer both theoretical and practical learning. Conservatory programmes for the performing arts are also highly sought after. Institutions in this category include Parsons School of Design, Eastman School of Music (University of Rochester), Boston Conservatory at Berklee College of Music, and Pratt Institute. Mulgrave’s University and Career Counselling Department has the experience and capacity to support students applying to universities around the world and with a myriad of different areas of focus.
Preparation for University and Life
13
Class of 2026 Results
100%
Admission to university or post secondary pathway of choice
4
37
Graduated with bilingual diploma (Chinese)
Mulgrave’s average diploma score
average 5.75 Mulgrave’s course score
100%
60%
40%
BC Dogwood Diploma
IB Diploma
Enriched Pathway
average 30.88 Worldwide diploma score Worldwide average
4.93 course score
Mulgrave students pursue a wide range of post secondary pathways including visual arts, science, business, psychology, political science, gap years and more. To learn more about their journeys, visit findyourfit.mulgrave.com
University Acceptances Each of our 87 graduates is embarking on a post-secondary journey that is uniquely their own. Supported by their university counsellors, teachers, and families, they have carved out paths that reflect their individual strengths and passions. Whether it’s pursuing higher education, a gap year, or a not-so-conventional path, we will eagerly follow along as this group spreads its wings across Canada, the US, Europe, and Asia.
Discover the full list of University Acceptances here:
Class of 2026 Programmes of Study Mulgrave graduates pursue a vast array of programmes and disciplines post graduation that best suit their needs. The breadth of their interests is a testament to the diversity of our students and their interests, the liberal arts foundation of the IB programme, and the varied experiences they have had during their years at Mulgrave. • • • • • • • • • • •
14
Arts & Social Sciences Aviation Biological Sciences Business Economics Engineering Environmental Science Film Health Science Industrial Design Kinesiology
Mulgrave School
• • • • • • • • • • •
Law Liberal Arts Media & Communications Medicine Music Pharmaceutical Sciences Psychology Science Social Sciences Sports Management Visual Arts
Inquirer • Caring • Communicator
“
I knew I wanted a cozy, tight-knit environment where I could truly build a community rather than get lost in a crowd. My counsellors were instrumental in helping me weigh my campus visits to find where I’d fit best, and helped me feel confident in taking a slightly different path.’
Preparation for University and Life
15
Collaborator • Risk taker • Open minded
“
I started to focus more on the courses and the doors they could open towards other opportunities. That helped me define my path.”
16
Mulgrave School
Success Beyond University Acceptance One of the reasons for Mulgrave’s commitment to ‘best fit’ universities for our graduates is our strong desire for students to thrive throughout their post secondary education and beyond. We do not consider ‘success’ to simply be measured by university acceptance. Anecdotally, alum return to the school and share stories of the positive impact of their Mulgrave and IB experience. This is corroborated by a 2022 study at the University of Toronto and UBC that examined outcomes of DP graduates against those with French Immersion or traditional high school diplomas. Key findings include: • • •
At both universities, DP graduates produced higher grades At both universities, DP graduates dropped out less frequently At both universities, DP graduates in nearly every cohort graduated in a timelier manner
• •
At University of Toronto, DP graduates more frequently earned merit awards At UBC, DP graduates more frequently participated in cooperative education programmes
The accelerated nature of IB curriculum can also translate into university transfer credits for students, meaning an accelerated path to a degree, or a strategic approach in taking first-year courses to set a strong GPA foundation for entry into competitive post-grad programmes.
David Zheng, Class of 2020 Bachelor of Arts - Game and Interactive Media Design ‘24, University of Southern California Entrepreneur
The academic rigour at Mulgrave prepared me well for my university classes. During my freshman year, I found my university classes quite easy in comparison to IB. Mulgrave helped me build a strong work ethic and work habits. This enabled me to better handle my stress during high-pressure situations, such as directing my university
capstone, the first weeks at my internship, and now as I’m starting my own business. My most valuable takeaways were the critical analysis skills that IB focused on. Being able to break down problems and understand how they intersect has been a vital skill in my career.
Preparation for University and Life
17
Yuheng (Patrick) Wang, Class of 2019 Master of Chemical Physics ‘24, University of Edinburgh Doctor of Philosophy ‘27 - Physical and Theoretical Chemistry, University of Oxford
Mulgrave’s small class sizes provided a level of personalised support that would have been difficult to replicate elsewhere. The enthusiasm and professionalism of the teachers not only sparked my interest in chemistry, but also motivated me to pursue further study and research - and ultimately to take on a teaching role myself.
encounter during their secondary education. My chemistry teacher, Mr Ruse, encouraged and supported me in reaching out to professors at Simon Fraser University to carry out the experiment I had designed, as the required reagents and equipment exceeded what was available in a typical school laboratory.
A particularly formative experience was the chemistry IA, a cornerstone of the IB Diploma Programme, which offered a degree of autonomy and hands-on experience that many of my undergraduate peers did not
This experience has remained especially meaningful to me, and it played a significant role in shaping both my choice of subject at university and my subsequent academic and professional direction.
Katerina Georgi, Class of 2021 Bachelor of Medicine & Surgery - MBBS ‘27, University College Dublin
Mulgrave provided very good educational support in teaching the students how to develop skills not strictly related to academics: such as the ability to organise their time, the commitment to serving your community in different ways and learning about certain tasks and requirements once one reaches an adult age. This has served me beyond Mulgrave in multiple ways. Learning how to participate and contribute to the Mulgrave community taught me how to find and engage in aspects of both my university community and the wider community in the foreign city where I am completing my education, which has been key in forming a community. Additionally, I recall learning about concepts related to finances and personal living that have served me well in developing my independence, such as budgeting, research on accommodation, etc.
18
Mulgrave School
Being at Mulgrave and completing an IB diploma taught me how to balance an extensive amount of commitments on my plate, which has served me in my postsecondary professional, athletic and personal pursuits. The rigorous workload of IB and the expectations set by Mulgrave have been to a similar degree to those set by my postsecondary institution. Specifically, the ability to be able to assign focused time for each domain of my life and organize my tasks that I developed at Mulgrave has served me well. Moreover, the emphasis on wellroundedness and not just singular academic pursuits has enabled me to be able to balance pure academic success with cultivating fields of interest, which acts to diversify myself among my peers.
Zixu (Daniel) Qin, Class of 2020 Bachelor of Music ‘24 - Piano Performance, Eastman School of Music, University of Rochester Master of Music ‘26, Yale School of Music, Yale University Doctoral Candidate, Northwestern University (beginning in Fall of 2026) One of the greatest privileges at Mulgrave is the ability to take the IB programme. It’s quite rigorous in its framework and allows students to be exposed to all types of disciplines, so they can explore distinct paths for university and find the one that suits them best. As someone who’s deeply passionate about music, the Music HL curriculum was greatly beneficial for me. The programme not only featured extensive solo and chamber performance projects, but also tackled world music and cultures that were, at the time, unfamiliar to me. This collectively expanded my knowledge of music and the ways to make my
musical interpretations more convincing as I transitioned to music college. Aside from the programme itself, the extensive writing projects required by IB (Extended Essay, IA, etc) were absolutely essential. During my years at both Eastman School of Music and Yale University, academic writing components were equally as heavy as individual piano practice and lessons. I strongly believe that the writing portions in IB prepared me well to manage the academic workload and balance with my practice sessions, so I could be successful at school in both realms.
Behbod Panahandeh, Class of 2020 Bachelor of Science - Medical Science ‘24, Western University Doctor of Medicine - MD ‘28, The University of Queensland
Mulgrave really helped me develop the skills I needed to do good research and write academic essays. During both of my degrees, these have proven to be invaluable skills, particularly in undergrad, where I noticed that a lot of my peers not only did not possess the required skills to find good sources and create good citations for their research, but had not even completed an academic essay prior to that class. It really made me appreciate the skills that I got to learn and practice during my time at Mulgrave, and particularly in the DP programme. I think the biggest things I’ve taken away are resilience and planning. The IB programme
is tough, and it teaches you from a young age to be okay with small failures, to show resilience in times of stress, and as a consequence of that, to develop strong planning skills to distribute workload so you never get caught by surprise. This has been extremely useful in Medicine, as we are constantly under pressure academically and clinically, and being resilient to making small mistakes can really help shape you into a strong clinician in the future, especially if you make the mistakes early and get good feedback. Planning has been such a necessity with the large workload that Medicine imparts on students; if I hadn’t learned how to manage my time earlier, I would be struggling.
Preparation for University and Life
19