An Introduction

An Introduction

Individualized Education

Individualized Education

Admissions Process

Admissions Process



We recognize that each child is strong, confident, and capable. We bring these tenets alive in our classrooms through a deep understanding of educational theory and cutting-edge pedagogical practices.

We provide children with meaningful experiences for play and exploration, which is their work, while nourishing their potential as individuals. In our space children learn in a continuum; they move from easier to more difficult material and from simple to more complex strategies at their own pace, rather than being promoted once a year or waiting until the next school year to move forward in the curriculum.

Children take part in the entire cycle of learning:  Interest, investigation, questions, inquiry, research, dialogue, connections, reflections, expression… Interest


Developing curriculum through mapping enables faculty to build a course of study from all angles. Curriculum mapping includes:

  • A statement of topic.
  • An answer to the questions, “Why Bother?” and “What enduring understandings are desired?”
  • A list of essential questions and big ideas.
  • An anticipation of direction, changing direction, and possibilities
  • specific skills that can be integrated across curricula and tied to other projects
  • An anticipation of student needs. “How will I reach all types of learners?”
  • Areas/ ideas for possible project culmination.
  • Opportunities for assessment
  • Materials that may be required
  • Resources in the community (field trips/ visitors/ community members) and books, videos, websites, etc.
  • Past experience and advice
  • An answer to the question, “How does this meet our School’s learning philosophy and image of the child?”
  • Individual Learning Assessment


Each child has a set of goals developed by the student, parents, and faculty based on age, grade, prior knowledge, current skills and a sense of possibility. We measure, assess, review, and keep track of children’s learning based on these goals. We embrace all the skills and abilities the student possesses, rather than assessing based on academic performance alone. Students who struggle with certain skills, whether social, emotional, or academic, are given tools, direct support, and additional assistance.

Our assessments show the process of learning from start to finish rather than compared to an end result.

For example, when a new class is proposed, teachers create a curriculum map that follows students’ curiosities and interests. A class description is written and the course of the class is documented. Throughout the class, the teacher documents student work in various forms and returns to the curriculum map to plan the course’s direction. The teacher further documents each student’s performance and participation by recording anecdotal notes regularly in each student’s digital portfolio.

Parents are given access to a digital portfolio, where they can see their child’s work through images, video, and audio recordings. They also see the teacher’s reflections and assessment through written narrative. The parent comes to understand their child’s academic and intellectual growth, as well as their social/emotional development and community involvement.

High School students receive an updated transcript three times each year reflecting their progress and Grade Point Average (GPA).

Parent/Teacher/Student conferences are scheduled up to three times each year.

An open line of communication is kept between the parents and teachers at all times


Voyagers’ Community School is a place where each child grows and learns as a whole person. We are recognized for excellence in the depth and breadth of our academic, cross-curricular, constructivist pedagogy. Voyagers’ offers an integrated approach to education through engaged, project-based, and vigorous studies, supported by an involved school community.

Graduating seniors know how to:

  • Maintain thinking and working attitudes that continue to empower them to take responsibility for their own growth.
  • Continue in life with vision, tenacity, initiative, imagination, generosity, and a deep sense of curiosity.
  • Show a bounding level of excitement, enthusiasm, creativity, ingenuity, and inquisitiveness.
  • Find their voice and participate in a democratic society.
  • Work effectively and collaboratively as part of a team.
  • Help define their own life-long learning goals.
  • Remain resilient in the face of adversity.
  • Participate in all aspects of life as discerning global thinkers who are able to examine, assimilate, and integrate a wide body of information.
  • Understand that hard work and perseverance are part of learning.
  • Effectively evaluate evidence, consider diverging perspectives, and draw conclusions.
  • Rely on and recall well developed academic skills.
  • Adapt to change and calculate risk.
  • Use their higher-order thinking skills for post-secondary school success, where knowledge and perspective must constantly be adapted to a rapidly changing world.

Voyagers’ graduates see themselves as citizens of the world. They understand that they are part of a democratic nation and a global society. They recognize the adage “with privilege comes responsibility.” They are unabashedly vocal about the environment, human rights, global justice, and world issues. They are inclined to be politically and civically active and socially engaged.