Comparing 7 schools side by side in USD.
Av. Vicuña Mackenna 700, Reñaca, Viña del Mar, Valparaíso Region, Chile. The Mackay School sits in the Reñaca district. The campus is accessible by local roads with connections to Viña del Mar center and Valparaíso. Main: 322386600; Portería: 322386621.
Junior School and Senior School. The school offers the International Baccalaureate Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme.
IB World School offering PYP, MYP, and Diploma.
Welfare includes Learning and Support with psychologists, psicopedagogas, and vocational orientation.
British educational heritage.
The Mackay School has a school uniform that includes a tie. On sports days, students wear the institutional sports tracksuit. The tie is distributed at the opening ceremony of the school year on March 3.
Lunch is included during the extended school day. Snacks are provided during Mixed Day activities.
The Mackay School uses an Interhouses system with four houses: Robertson, Sutherland, Somerscales, and Mackay.
The Mackay School is governed by the Fundación Corporación The Mackay School. The governance body is the Board of Governors, with a Chairman, Deputy Chairman, Treasurer, Secretary, and Governors.
IB is offered with three programmes: PYP in the Junior School, MYP for the middle years, and the Diploma Programme in II Medio through IV Medio. Cambridge Examinations are offered in the Junior School. The Junior School emphasizes an English immersion programme from Play Group through Fifth Grade to foster bilingualism. The Mackay School is the only school in the Valparaíso Region implementing all three IB programmes (PYP, MYP, Diploma). The school has university partnerships enabling admission via the IB Diploma or IB certificates.
IB Diploma examination results for 2025 show that students earned IB Certificates and Diplomas; every IV Medio student earned at least one IB certificate; core subjects English A, Spanish A, and History had a 100% pass rate; maximum marks (7.0) were achieved in English Language and Literature, Spanish Literature, History, and Biology; a Grade A was awarded in Extended Essay and Theory of Knowledge.
Universities have agreements to admit Mackay students via the IB Diploma or IB certificates.
The Mackay School established Welfare in 2019 to unify the school's values formation with convivencia escolar (school life). It follows the mission and aligns with the Ministry of Education indicators for Personal and Social Development, including convivencia escolar, motivation and self-esteem, healthy living, and citizen participation. The Learning Support unit comprises psychologists, psychopedagogues, and a vocational guidance counselor who accompany students and families when concerns arise, providing advice, support, tutoring and follow-up. The Guidance unit brings together the school's inspectors dedicated to care, protection and safety, and today also serves as guides and counselors for children and young people who require support. The Welfare area also runs the School Convivencia Committee, which includes teachers, psychologists, psychopedagogues, inspectors, and a parent representative, and works to promote, prevent and resolve School Life issues.
Learning Support exists to support the needs of students for appropriate personal, social, emotional and academic development. It is formed by specialists in Psychology, Psychopedagogy, and Vocational Guidance and covers all levels from Play Group to Cuarto Año Medio. The team implements and coordinates the formative programs that drive the school's development. The formative programs include Affectivity and Sexuality; Prevention of Alcohol and Other Drugs; School Motivation; School Life; Citizenship Formation; and Vocational Guidance.
The Mackay School teaches in English. The school offers all three International Baccalaureate programmes and uses English as the language of instruction. Early English immersion enables students to adopt English as a second language naturally, ensuring comprehension and expression in both spoken and written forms. The PYP includes a strong English immersion component supporting bilingualism across the IB continuum.
The Welfare area unites moral education with convivencia escolar, supporting students' emotional and social development. It aligns with the Education Ministry's Personal and Social Development indicators, which include convivencia escolar, motivation and self-esteem, healthy living and citizen participation. The Learning Support team coordinates programs that foster emotional development and wellbeing across all grade levels. The Head of Welfare and the Welfare team oversee a comprehensive approach to student wellbeing and resilience.
Guidance is the unit that brings together the school's inspectors dedicated to care, protection and safety of the school community, and now serves as guides and counselors for students who need support. The Welfare area administers the School Life Committee, established to promote, prevent and resolve School Life issues, in accordance with the norms that promote healthy convivencia. The committee, named annually by the Rector, includes teachers, psychologists, psychopedagogues, inspectors and administrators, and counts a representative from the Parents' Association. These structures support safeguarding and create a safe environment for learning.
1. Eligibility and vacancies for 2026: The Mackay School accepts applicants who meet the minimum age for their level as of March 31 of the enrollment year. Play Group requires 3 years, Pre Kinder 4 years, and Kinder 5 years; applicants for these levels and higher must have the age by March 31 of the enrollment year. For 2026, vacancies are: Playgroup 8; Pre Kinder 10; Kinder 0; Grade 1 7; Grade 2 10; Grade 3 11; Grade 4 6; Grade 5 3; Grade 6 11; Grade 7 12; Grade 8 4; Year 9 0; Year 10 0. The Mackay School is the only school in the Valparaíso Region to offer the full continuum of all three IB programmes. 2. Online application: Parents must submit the Online Application Form (Postulación en Línea), which is received by the Admissions area, which will respond with the relevant information about the process. It is essential that the required documents are attached; the application cannot proceed until documents are properly attached. The Policy for Postulation is available for reference. 3. Selection and language environment: The admissions process ensures that every admitted student can benefit from the school's plans and programs and develop socially and academically in an English-immersion environment. 4. Contact and policy: The Admissions team can be reached via the Admissions email address listed on the page, and the section also provides the Policy of Admissions linked for review. 5. Confirmation: The school provides confirmation when an application is received and notes that it will contact the applicant promptly with next steps. “Gracias por postular” confirms that submissions are received and the school will be in contact shortly.
Ian B. Taylor Academic Excellence Scholarship: Las Empresas Taylor established a scholarship of Academic Excellence for the student with an outstanding average between I to III Medio, who has demonstrated excellent academic performance, participation, and impeccable conduct, reflecting the values of the school. The scholarship is awarded in honor of its founder, Don Ian B. Taylor. This year the recipient was Benjamín Bravo Parra of IV Medio A.
Saint Margaret
Infant School covers Playgroup to Kindergarten. Junior School covers 1st to 4th Basic. Middle School covers 5th to 8th grade. Senior School comprises 1st to 4th grade; during the first two years, students follow the ministerial program through a modern approach with an international vision, while maintaining emphasis on English.
Follows the National Curriculum and offers the IB Diploma Programme to senior students, with English used across the curriculum; it also offers other international programs and examinations in English.
Counseling and Wellbeing: psychologists, educational psychologists, vocational guidance and school coexistence psychologists.
Chile
Christian
Lunch is provided by Havana Food Limitada. Tickets are purchased online. Monthly menus are published.
The school is operated by Colegio Británico St Margaret's S.A.
The school follows the National Curriculum and is an IB School, offering the Diploma Programme to all senior students, together with other international programmes and different international examinations in English throughout school life. The curriculum develops talents across languages, science, history, mathematics, sports and the arts in a bilingual setting. The Vision describes the school as a bilingual school of excellence with all-rounded education and a commitment to the community. Academic progression runs through Infant, Junior, Middle and Senior School, with international programs and cultural exchanges. The school emphasizes wellbeing and safety in a caring environment to prepare students for a dynamic, globalized world.
The Class of 2024 obtained excellent results in the International Baccalaureate exams.
The school hosts a Vocational Fair with more than 15 higher education institutions, including Pontificia Universidad Católica de Chile, Universidad Adolfo Ibáñez, Universidad del Desarrollo, Universidad de los Andes and Universidad Católica de Valparaíso, among others.
The school has a Counseling and Wellbeing team with specialized professionals, including Psychologists, Educational Psychologists, Vocational Guidance, and School Coexistence Psychologists. These roles support student wellbeing and provide psychological and educational guidance.
The school employs Educational Psychologists as part of the Counseling and Wellbeing team.
English is a central pillar in the Academic Programme, with a goal of Full Command of English.
Mental wellbeing is supported by a Counseling and Wellbeing department comprising psychologists and other specialists.
Wellbeing and safety are prioritized in a protective and caring environment.
Infant, Junior, Middle and Senior School Admissions start with an application period from April to June, according to vacancies. Required documents: signed Application Form, photocopy of Birth Certificate, photocopy of ID on both sides (if available), and a Kindergarten report if attending. Playgroup involves a Fun Morning observation (30 minutes) for up to six applicants, followed by an online interview. Results are delivered within 10 working days by email with an observation letter; if accepted, a signed acknowledgment is returned and enrollment must be completed within 5 working days. Junior: 1st Grade to 4th Grade requires an Application Form plus documents: Birth Certificate, ID on both sides, Annual School Certificate from previous years, Partial 2025 grades, and a Personality Report. After submission, a diagnostic assessment from cognitive to affective-social domains is conducted by an interdisciplinary team, followed by a face-to-face interview with the Head of Junior and the Junior Psychologist. Results are provided within 10 working days; enrollment must be completed within 10 working days. Middle & Senior School (5th Grade and 6th Grade) follow the same process with the diagnostic assessment and interview; results are delivered within 10 working days and enrollment must be completed within 10 working days. There are no vacancies for 7th Grade and 8th Grade; the Head of Admissions should be contacted for updates. For Students from abroad, options are Recognition of Studies or Validation of Studies. Recognition requires documents apostilled and presented to the Ministry of Education on arrival; Validation requires exams with provisional enrollment during the process. An Incorporation Fee starts at UF 40 (valid for all years) and an annual Enrollment Fee of UF 10.5 per student applies. Participation in the application process does not guarantee admission. Former students' mothers have priority if there is a waiting list. Admission Vacancies 2026 list vacancies by grade and note waiting lists in some Infant grades. The Application Class requires ages: Playgroup 3 years; Pre-Kinder 4 years; Kinder 5 years; 1st Grade 6 years; 2nd Grade 7 years; 3rd Grade 8 years; 4th Grade 9 years (age completed by March 31). The Admission exam value is 1UF for Pre-Kinder to 4th Grade. Contact: Sra. M. Address: Saint Margaret
Playgroup Waiting list; Pre-Kinder Waiting list; Kinder has 8 vacancies. Junior School: 1º Básico 7 vacancies; 2º Básico 2 vacancies; 3º Básico 3 vacancies; 4º Básico 8 vacancies. Middle School: 5th grade 6 vacancies; 6th grade 3 vacancies; 7th grade 0 vacancies; 8th grade 0 vacancies. Senior School: 1st senior 0 vacancies; 2nd senior 0 vacancies; 3rd senior 0 vacancies; 4th senior 0 vacancies. Admission Vacancies 2026 updated to April 2025.
Two campuses in the Valparaíso region of Chile. Sede Valparaíso: Pedro Montt 2447, Valparaíso. Sede Viña del Mar: Los Acacios 2202, Miraflores, Viña del Mar.
Infanzia (Preschool, ages 3-5), Primaria (Elementary, Grades 1-5), Secondaria (Middle School, Grades 6-8), and Liceo (High School, Grades I-IV, equivalent to Grades 9-12). Scientific-Humanistic track at the secondary level.
Private, non-profit, co-educational, secular day school.
Predominantly Chilean students with Italian heritage, along with students from the broader Valparaíso and Viña del Mar communities.
Psychology services, guidance counselling, academic tutoring in specific subjects, and accommodations for visual disabilities.
Italy and Chile. The school holds Italian Parità Scolastica (parity status) and students can take the Italian Esame di Stato alongside the Chilean PAES university entrance exam.
None. The school is secular.
Full school day with academic instruction in Italian, Spanish, and English, plus extracurricular activities including sports and music.
Not available. Day school only.
Private, non-profit institution originally founded by Italian immigrants in Chile. The Valparaíso campus building is recognized as a National Historical Monument of Chile.
The school follows the Italian curriculum integrated with Chilean educational requirements. It holds Italian Parità Scolastica, meaning its qualifications are recognized in Italy. Students follow the Scientific-Humanistic track and can sit both the Italian Esame di Stato and the Chilean PAES university entrance exam, enabling access to universities in both countries.
Approximately 1000 students with 77 teachers, giving a student-teacher ratio of roughly 13:1.
Graduates can access universities in both Chile (through PAES) and Italy (through Esame di Stato), as well as other international institutions.
School climate and coexistence programs promote positive social development and values-based education.
Accommodations available for students with visual disabilities (NEE). Academic tutoring in specific subjects provided.
Psychology services and guidance counselling available to students.
The school has a formal admissions process (Proceso de Admisión). Enrollment fees and monthly tuition are required. Families can contact the school administration for details.
A scholarship process (Proceso de Becas) is available for eligible students.
Viña del Mar, Chile. Merced Oriente 56, Agua Santa, Viña del Mar.
Infant School; Junior School; Senior School. The project integrates the Primary Education Programme (PEP - IBO).
Private Anglican Christian day school.
Anglican Church of Chile (Iglesia Anglicana de Chile).
The school day starts at 9:00.
The school has a uniform policy.
The school provides a canteen with daily lunch options. The menu includes a main dish with sides, four salads to choose from, a dessert or fruit, bread, juice, consommé, pebre and dressings. The price is 5,700 Chilean pesos.
The school is Anglican Church-affiliated and operates as a Christian school.
The Three pillars are Academic Excellence, Intensive English, and Christian Values. The Primary School Program (PEP - IBO) is implemented, aligned with the International Baccalaureate Primary Years Programme. The Plan de Formación Diferenciada supports differentiated instruction. English is taught intensively through continuous immersion, with Cambridge English Qualifications preparation. The program is organized across Infant, Junior, and Senior School divisions at Merced Oriente 56, Viña del Mar, Chile.
The Guidance and Counseling Department contributes to the holistic development of students in their emotional, social, and personal growth, guided by the Institutional Educational Project: Viam Veritatis Inveni. The school employs four psychologists and two counselors who work in close coordination with the homeroom teachers of the 28 grades, divided into a Junior Cycle (Pre-Kindergarten to 5th grade) and a Senior Cycle (6th grade to 4th media/12th grade). The team supports students' well-being and social-emotional development through ongoing collaboration with staff across the school. Their role centers on fostering a caring and inclusive climate that supports personal growth and healthy interpersonal relationships.
There are spaces by level for students with permanent special educational needs, in accordance with applicable law. Applications for admission can include spaces for students with permanent needs. The process requires completing a Information Form about Permanent Special Educational Needs (NEEP) and a certificate of autism or disability if applying for a priority slot. The admissions process remains open year-round while vacancies exist, and all applicants must complete every stage of the process with the required documentation.
Intensive English language instruction is a pillar of the Project Educativo. The mission emphasizes promoting the learning and practice of the English language as a living medium of written and spoken communication. English is a central component of the school's curriculum and development.
The school focuses on the affective, social, and personal development of students, supporting mental wellbeing as part of holistic growth. The department works with four psychologists and two counselors who collaborate with teachers across all grades to support student development and well-being. The aim is to nurture emotional health, social skills, and personal resilience within the school community.
The School's Plan for Coexistence Management (2024–2025) is aligned with the MINEDUC National Coexistence Policy (2019). It centers on inclusive coexistence, respectful treatment among all members of the school community, democratic and collaborative participation, and the peaceful, dialogued resolution of conflicts. The plan aims to promote character and school climate in line with the PEI and includes actions designed to strengthen community wellbeing, update protocols, and ensure a safe and constructive school environment.
Stage 1 — Requirements and documents for applying. Pre‑Kinder, Kinder, and 1st grade have age requirements by March 31 of the admission year: 4, 5, and 6 years old respectively. An original birth certificate must be provided, along with the Infant School or Primary School report for 2024 and the first half of 2025. The educator observation form is required for PK and K. A certificate of no debt or gratuity from the previous school is needed, and a postulation fee of 30,000 CLP must be paid. If applicable, complete the information on permanent special educational needs (NEEP) and provide a diagnostic certificate for autism or disability when applying for priority placement.
Stage 2 — Online posting and Stage 3 — Diagnostic process: The school offers a Solidarity Scholarship Fund (Beca Solidaria) administered jointly by the Parents Association (APA) and the school. The fund provides up to six tuition payments per student, funded first by parental contributions (including a reserve) and then by school funds to complete the total of six payments if needed. A Solidarity Scholarship Commission, consisting of three APA representatives and the Rector and School Administrator, reviews cases, collects background information, and assigns funds, considering reports from the Social Assistant as well as the student's and family's contribution to the school community. The fund can grant exceptions when warranted. Applicants must be in emergency financial situations or have a catastrophic illness and have at least one year of school attendance to qualify. Applications are addressed to the Rector with a copy to the APA. All Commission members maintain strict confidentiality. If a family's financial situation improves during the scholarship period, they must inform the Administrator and relinquish remaining months to reallocate funds. The maximum scholarship percentage generally cannot exceed 40% of the monthly tuition; extensions beyond the current year are decided by the Commission, with limited exceptions for students advancing to 4th Medio. Funds not allocated go to a reserve for future needs. The school keeps the funds in a deposit and provides semiannual reports to the APA. This policy was established in August 2018 and governs how the Solidarity Scholarship operates across the school."
The Lycée Jean d'Alembert is located at Avenida Las Perdices 450, Reñaca, Viña del Mar, Chile. It serves Viña del Mar in the Valparaíso Region. Access is via local urban and intercity buses and taxis; the Consulate of France is located in Viña del Mar nearby.
Maternelle (TPS-GS); Élémentaire (CP-CM2); Secondaire. It provides education from early childhood through the lycée.
French international school affiliated with AEFE (Agency for French Education Abroad).
France
Uniform is compulsory for CP through 4ème; the uniform includes blue jeans without holes or decorations, a white polo shirt (long or short sleeves), a navy blue sweater with the school insignia and the child's name, blue socks, and black school shoes, plus a color-marked parka with the name. CP–4ème also wear an official school sports uniform. From 3ème to Terminale there is no uniform, but students must dress neatly and in a manner that respects laïcité and political/ideological neutrality. Sanctions for non-compliance can include an oral warning, a letter to parents, or detentions (1 hour midweek, 2 hours midweek, or Saturday morning).
A monthly menu is published to offer students a balanced and varied diet; the menu of the month is shared with families and updated monthly.
The school is governed by the Corporación Educacional Francesa de Valparaíso and operates under a convention with AEFE (Agency for French Education Abroad).
The school offers education from Maternelle through Terminale (high school) in Viña del Mar, Chile with a French-language program aligned to AEFE standards. The mastery of French is a priority; French is used in all communications and instruction across disciplines to support homologation and school life. A linguistic progression from primary to secondary includes Spanish and English development with LLCER English, DNL in History-Geography, the EMILE program in primary, and a Model United Nations option, with CECRL-aligned assessment and regular teacher training. Itineraries structure learning across the school: a citizenship itinerary, a health-education itinerary, and an arts-and-culture education itinerary (PEAC), along with a future-oriented pathway for careers. Higher education progression is prepared through the French Baccalaureate (Bachillerato) or PDT, with guidance on continuing studies in France and abroad (Parcoursup) and an active alumni network.
Graduates have pathways to higher education in France and internationally, with preparation through the French Baccalaureate or PDT and guidance on admissions via Parcoursup; the school supports continued studies in France and abroad and maintains alumni networks.
Enrichment and talent development are provided through a linguistic progression program (Spanish and English) with DNL in History-Geography, EMILE in primary, and the LLCER English track, plus a Model United Nations option. Cambridge language certifications are available, along with reading rallies, mathematics challenges, theatre and film activities, and cultural exchanges.
Orientation and formation include civic and vocational experiences for students in 3ème and 2nde. The program connects internship experiences to career guidance, requiring observation and experiential learning in enterprise or academic settings. A psychologist supports students in the secondary level. The Le Centre des élèves provides capsules about daily life and school activities, and there are ongoing student-life updates and events that involve students and families to foster wellbeing. Convivencia Escolar is organized with a Plan de Gestión Convivencia Escolar and a CESCE committee to support a positive school climate.
The school teaches in two languages, French and Spanish, reflecting a bilingual learning environment. This bilingual approach means students learn in two languages and celebrate two cultures. The site presents a bilingual, cross-cultural education as a core aspect of the lycée.
A school psychologist supports student well-being, particularly within the orientation and formation program for secondary students. Orientation activities include guidance and development processes aimed at supporting students' mental and emotional health.
The school has a Plan Integral de Seguridad Escolar (PISE), a comprehensive school safety plan. The plan is published with a PPMS document to outline safety procedures and related measures.
Admission Process. Call for admission: The Lycée publishes vacancies for the different levels of education. This process takes place in April of the current school year, and depending on the results a second call may be held in September. The calls occur in May (open houses) and September (if vacancies remain after the first call).
Selection: The selection period runs from June 1 to August 31 for the first selection; the second selection runs from September 1 to October 31. After the selection period, results are communicated by email or telephone. Enrollment is completed with the Admissions Officer at the Lycée Secretariat.
Educational and Evaluation Steps: Prospective students and their parents are invited to participate in an activity at the Lycée. Applicants attend the Lycée in groups for about two hours, depending on the level they are applying to; this opportunity allows observation of their linguistic, mathematical and psychomotor abilities appropriate to the level. This activity is conducted by an interdisciplinary team of teachers, educators, a psychologist and a psychopedagogue. Documents presented include: Institutional Educational Project; AEFE; the French instruction provided by the Lycée; the structure and services of the Lycée; the admission conditions; submission of documents to the Admissions Officer; Birth certificate; last six pay slips or income tax return (self-employed); Certificate of no debt (from the previous kindergarten or school); Study and personality report (maternelle, elementary). If required by the Admissions Committee, there may be an additional interview with the parents.
Delivery of results: For the first selection, results are communicated by email or telephone between June 17 and August 30 of the current year. For the second selection, from October 1 to November 30. Enrollment is communicated by telephone or email; acceptance is subject to the availability of places.
Enrollment: Enrollment periods: first period from June 17 to August 31; second period from October 17 to December 31 of the current year. Enrollment is done at the Lycée Secretariat, Monday to Friday, 08:30–13:00 and 15:00–16:30.
Libertad 575, Viña del Mar, Chile.
Playgroup to Grade 12.
Co-educational school with a British tradition.
Chile
Catholic
Saint Peter's uses two uniforms: a sports uniform and a street uniform. The sports uniform includes the official school jumper, a white polo shirt (new version mandatory from March 2025), blue shorts for boys or blue leggings for girls, white sneakers and white socks. The street uniform comprises a white blouse or shirt, navy blazer, tie and insignia, with gender-specific pieces (girls wear a grey plaid jumper and red belt; boys wear grey trousers), plus a school parka and appropriate shoes; uniforms can be purchased from Logotex (street uniform and jumper) and Hookipa (jumper and sports gear).
Saint Peter's School is a member of The Association of British Schools in Chile (ABSCH) since 1978. It is also a member of The English Speaking Union in Chile.
The school provides a bilingual Spanish-English education from Playgroup through the Fourth Year of High School.
The school aims to prepare students to pursue higher education.
An Educational Project focuses on students growing as individuals within a family-like environment, with care for each person as a priority. Students are encouraged to act with respect toward themselves and toward their community. The Pillars—Sports, Arts, Religious instruction, and Academic excellence—support holistic development. The bilingual English-Spanish program from Playgroup through Grade 12 complements these aims by fostering language skills as part of personal growth.
The school provides bilingual education in Spanish and English from Playgroup through Grade 12.
The school maintains an Internal Regulation for School Coexistence (Reglamento Interno de Convivencia Escolar) and a Regulation for Evaluation and Promotion. It also provides safety resources, including the Instructivo Seguro Escolar and COVID-related protocols.
Admission at Saint Peter's School Viña del Mar is organized by level: Infant School (Playgroup, Pre‑kindergarten, Kindergarten); Junior and Middle School (1st grade to 11th grade); Senior School (11th and 12th grade). To begin, applicants enter the online postulation system with their email; an access code is issued to complete the form, after which the required documents are uploaded and the terms of the application are accepted. The school will contact families to coordinate an in‑person evaluation of the student, and, following successful evaluation, the parents are invited for an interview. Participation in this process does not guarantee a place. Infant School requirements: Playgroup 3 years old by March 31, 2027; Pre‑kinder 4 years old by March 31, 2027; Kindergarten 5 years old by March 31, 2027. The admission exam comprises two stages: (1) a written exam covering content required as entry behaviors for the levels; (2) a group activity that measures socioemotional development; there is also a parent interview. Results are emailed to parents within ten business days from the date of the interview. Enrollment occurs after acceptance, with a five‑day window to finalize; seats are subject to vacancies. Junior and Middle School (1st grade to 11th grade) requirements: online application to complete the form and attach documents: birth certificate; Annual Certificate of Studies and Personality Report 2024, 2025 and 2026; current year's report; 1 passport photo. Requirements include an average grade of 6.0 in science/humanities subjects and a 75% admission exam score. The admission exam covers Language and Communication, Mathematics, and English. Parent interviews are conducted by the Academic Director or Deputy Head for students who have passed the admission exams. Results are emailed within ten business days. Enrollment requires an acceptance letter and a five‑day window to finalize; seats are subject to vacancies. Senior School (3rd and 4th Year of High School) follows the same process and is subject to vacancies; participation in the process does not guarantee admission. To initiate the Senior School application, online postulation is required with the same documents and criteria as above. Foreign applicants: foreign students must have their studies recognized by the Chilean Ministry of Education; documentation must be apostilled; for students with Chilean parents who studied abroad, recognition of studies applies; for other students, convalidation of studies is required. Admissions Office: for more information about the process, contact Claudia Mutis, Admissions Officer, who will guide applicants during the postulation process.
Álvarez 2950, Viña del Mar, Valparaíso Region, Chile. It is located in Viña del Mar, in the Valparaíso Region. The campus serves a bicultural, German‑affiliated community and features extensive sports facilities.
Early Childhood: Spielgruppe, Kindergarten 1 and Kindergarten 2; Primary: 1st to 6th Basic; Secondary: 7th Basic to IV Medio.
Private, non-profit
The school provides psychology, orientation, and psycho-pedagogical support for students; it includes monitoring and support for learning, standardized assessments management, and a convivencia escolar program; provisions for curriculum accommodations for students with special educational needs.
Germany
Secular; elective religious instruction is offered (Catholic or Lutheran) along with Philosophy for Children; the school presents a laic, pluralistic environment.
Regional transport is contracted by the school; the entire delegation travels by bus with the coach. For events outside the region, transportation may be by bus or plane according to arrangements.
The school has an official uniform. A new uniform was designed with input from students, parents, and staff and will be mandatory from the 2027 school year. The daily uniform includes a white polo shirt with German colors and the school insignia, a red jacket with the school's emblem, gray pants or a gray skirt, and black shoes; socks are dark gray with pants and white with skirts; there are formal and daily wear options for events and daily use.
The school operates a Casino, Cafeteria and Kiosko. Since March 2026 Hotelera Piemonte SpA is in charge of the school feeding service, offering balanced, varied menus, homemade-style meals, and strict hygiene protocols. Lunch is available in the casino, with a take-away option, and the service is coordinated with the school (casinos@hotelerapiemonte.cl).
The school is governed by the Corporación Colegio Alemán de Valparaíso, a private nonprofit that acts as the school's governing body. It is part of the network of German-associated schools (DAS) and operates under a nine-member Board led by President Bettina Wolff; contact: directorio@dsvalpo.cl.
Gemischtsprachiges Baccalaureate (GIB) Diploma Programme offered for Grades 10–12; the Diploma Programme includes Theory of Knowledge (epistemology), the Extended Essay (a 4,000-word independent research paper), and Creativity, Activity and Service (CAS). The curriculum comprises five subject groups: Spanish Language and Literature; Foreign Languages (German and English); Individuals and Societies (History in German); Sciences (Biology in German); Mathematics. The IB Learner Profile emphasizes attributes such as being Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective. The school also provides Immersion education to promote biculturalism and natural acquisition of German from an early age, and offers a Humanities program (PH) as part of its curricular offerings. Since 2015, the school has implemented a Competency‑Based Curriculum from Spielgruppe through 6th Básico to IV Medio, focusing on biopsychosocial development, self-knowledge, collaboration, autonomy, and meaningful learning; the program integrates essential competencies across all areas and subjects.
Standardized assessments for 2024–2025 include PAES admissions results, German DSD I/II exams, and English language certificates (FCE and CAE). The school publishes PAES results and distribution, reports on DSD I/II outcomes, and provides English certificate data (FCE/CAE).
Direct admission to German universities is possible after PAES scores of at least 700 and successful DSD II; the school provides study and career guidance through a dedicated advisor and maintains extensive university connections in Germany, including Heidelberg, Cologne, Potsdam, the TU9 network, Weingarten, Frankfurt University of Applied Sciences, and Hamburg, with collaboration from DAAD, LBI, INSALCO, among others.
Electives and a Differentiated Plan are offered; in III and IV Medio, students may choose from 25 elective plans designed to strengthen science, humanities, arts, technology, and sports. The school also hosts Gemischtsprachiges Baccalaureate (GIB) as an advanced pathway and maintains Immersion education to support biculturalism.
The school has an Equipo de Apoyo (Support Team) with the goal of promoting personal competencies across all cycles. The Psychology area provides accompaniment to teachers and students to achieve the optimal development of psycho-emotional skills. The Orientation area is focused on holistic formation, aligned with the Project Educational Institutional (PEI) and considering students' developmental stages and social context. The Psychopedagogía area supports teachers and students by designing more effective strategies for learning while respecting each student's individuality. The Convivencia Escolar team works to foster a positive school climate and guides reflection on students' behaviors and their natural consequences, following the Internal Regimen for School Coexistence (RICE). In the Inicial cycle there is emphasis on emotional and social development as the foundation of learning; in the Básica cycle, autonomy in emotional, social, and organizational areas is developed through a diagnostic-based program; in the Media cycle, psycho-orientation workshops address affectivity, stress management, effective communication, and group integration.
The Equipo de Apoyo designs, implements and monitors curricular adjustments for students with special educational needs.
The Psychology area provides accompaniment to teachers and students to foster psycho-emotional development. The Orientation area supports holistic well-being as part of the PEI, considering development stages and the social context. The Convivencia Escolar initiatives aim to maintain a positive climate and support reflection on emotions and behavior. The Inicial cycle emphasizes emotional and social development as a learning foundation, with the Support Team implementing programs to promote emotions in self and others. In Básica, autonomy in emotional, social, and organizational areas is built through a diagnostic-driven program; in Media, psycho-orientation workshops cover affectivity, stress management, and interpersonal skills.
The school has a Plan Integral de Seguridad Escolar (PISE) for safety and emergency procedures, and a Sala PRIAUX (First Aid Room) staffed by health professionals; the system includes evacuation plans and a dedicated team led by the Presidenta del Comité de Seguridad Escolar and the Encargada de Prevención de Riesgos y Salud Ocupacional.
1. General background. The admission process is objective and transparent, ensuring the dignity of applicants and their families in accordance with constitutional guarantees. It also guarantees equity and equal opportunity and the principle of non-discrimination.
2. General admission criteria. Any family wanting to join the Colegio must inform themselves about the Institutional Educational Project, the Internal Rules of Coexistence, and other annexes, which are published as PDFs on the school's website and available in printed form at the school. For the vacancies available each year, the Admissions Commission evaluates compliance with the requirements, and preselects only those applicants who meet the criteria published by the school. The Admissions Commission is composed of a representative of the Board, the Rectorate, and Cycle Directors.
3. Postulation process. 3.1 Information about the Admissions Convocation: At the time of the convocation, the Corporation informs through its website about the number of vacancies offered at each level, priority quotas per level (NEEP), application deadline, required background and documents, dates of observation and evaluations, date and place of publication of results, fees and conditions for enrollment in the admissions process, the Institutional Educational Project, and syllabi. Priority quotas will be informed if these are not occupied by regular students, according to Dictamen N° 0073 and Law N° 21.544. 3.2 Application deadline: Spielgruppe and Kindergarten 1 require documents to be submitted from April 1 to 20; Kindergarten 2 to IV Ensino Medio require documents from August 1 to September 30. 3.3 Age of applicants: Spielgruppe (Mid-Level) must be 3 years old by March 31, 2027; Kindergarten 1 must be 4 by March 31, 2027; Kindergarten 2 must be 5 by March 31, 2027; 1st Elementary must be 6 by March 31, 2027. 3.4 Certificates: Present birth certificate of the applicant; Certificates of Basic and Secondary Studies; Present Annual Study Certificate from the Ministry of Education (or its equivalent for foreign applicants); Present a certificate of current enrollment at the school the applicant attends. 3.5 Applicants with knowledge of German: Applicants from 1st Elementary to IV Secondary with knowledge of German must take admission tests according to the syllabi published on the school's admissions page; approval in the admission evaluations is 80%.
4. Admission process. 4.1 Guided tour: Families who wish to learn about the school can visit the facilities; 4.3 Dates of observation/evaluation: Spielgruppe (late May), Kindergarten 1 (early May), Kindergarten 2 to IV Secondary (early October); Each applicant will receive an invitation with the calendar.
5. Organization of the annual Admissions process. 5.1 First Admissions Process for the year 2026: A summarized dates table outlines the sequence of document reception, campus tour, information session, observation/evaluation, and results for each level. 5.2 Second Admissions Process for the year 2026: After the first process, and depending on available vacancies, a second admissions process may be opened with its own dates and procedures.
6. Areas to evaluate and achievement percentages. The evaluation framework differs by level and language track. For applicants with German knowledge, the minimum achievement in each instrument is 60% (with variations by level). For applicants without knowledge of German, minimum achievement is 80% in specified areas. 7. Modality of participation in the Admissions process. The process is conducted in person; some stages may be conducted remotely only for specific cases and at the discretion of the school. 8. Results. After the admissions process, the school publishes the list of accepted students at a visible location in the school. Each applicant's family receives an email informing the status (selected or not selected). Parents of non-selected applicants may request detailed information about their child's performance. 8.1. Prelación (priority ranking). If applications exceed vacancies, ranking is based on the best total score, with priority given to higher achievement and meeting the threshold in each area. 9. Wait lists. Wait lists are generated when the number of approved applicants exceeds available seats. To join the wait list, the applicant must achieve at least 60% in every evaluated area. 9.1. Wait list precedence. Allocation is by result, i.e., the higher average achievement across all areas and meeting the 60% threshold in each area. 10. Considerations for accepted students. Parents or guardians of accepted applicants must initiate enrollment to secure the offered seat, with enrollment formalized within published deadlines via the education services contract between the school's legal representative and the student's guardian. If enrollment is not completed within the deadline, the school will consider the seat as declined and offer it to another applicant. 11. Review of the Admissions procedure. The Admissions Protocol is reviewed annually by the Admissions Committee to ensure a transparent procedure aligned with the school's guidelines and applicable legislation.
Scholarship applications open for the 2026 school year from December 1 to December 12, 2025. For more information, contact the school's Control of Management Analyst, Javier Conrads, at j.conrads@dsvalpo.cl.
Wait lists are established when the number of admitted applicants exceeds available seats. To enter the wait list, the applicant must achieve at least 60% in each evaluated area. Wait list precedence is based on the overall average result, prioritizing higher averages and meeting the 60% threshold in each area. 9.1_Precedence is determined by result: highest average achievement, with a 60% minimum in each area.
