Thank you for your interest in Morrison Academy.
We realize that your child’s education is extremely important to you. The staff at our campuses in Taipei, Taichung, Chiayi and Kaohsiung have a common vision of providing a quality, biblically-integrated education so that each of our students will be equipped to dynamically impact their world.
Please explore the links below to see if Morrison Academy is right for you. Applications are only available online, and all four of our campuses use a common application form.
Once you've submitted an application, the admissions coordinator from the applied campus will contact you via email. If your student meets our admissions requirements, the coordinator will guide you through the admissions process. Please feel free to contact us directly with any questions or to schedule a visit to one of our campuses.
Morrison Academy is open to qualified student applicants who are of good moral character, without regard or reference to race, gender, national or ethnic origin, color, age, or disability.
No tuition is due until after you receive the Principal’s official letter of admission. Morrison Academy never requests donations from applicants.
Official Morrison Admissions Coordinators
Admissions Coordinator at Morrison Academy Taipei
Admissions Coordinator at Morrison Academy Taichung & Chiayi
Admissions Coordinator at Morrison Academy Kaohsiung
A Christian-Focused, Western Style Education
Understanding a Christian-Focused, Western-Style Education
While we offer an American-based curriculum and are jointly accredited by the Western Association of Schools and Colleges and the Association of Christian Schools International, we are a Christian international school. We desire to help you become familiar with several important features of the Christian-focused, western-style education offered at Morrison Academy and how it might differ from other schools.
Explores a Christian perspective in all areas and subjects using the Bible and other Christian resources
One component of Morrison Academy’s Vision for our Learners is that they become Christ Followers. The educational philosophy of Morrison Academy is based on God’s truth as revealed by the Holy Spirit in God’s Word, the Bible, and in creation. Christian teachers don’t avoid teaching about the world, but they challenge students to see the world through the lens of the Bible: created perfect by God, damaged by sin, and redeemed by Christ. The Bible is also used to learn skills for restoring every aspect of a fallen world— starting with our minds, our hearts, our relationships, our moral choices, and our worship, but extending to the needs of those around us and to the earth itself. Students, whether Christian or not, are taught to use the Bible as a powerful tool to work towards a better world. This instruction extends to co-curricular and outside-of-class activities.
Focuses on the student as a whole person
Another component of our Vision for our Learners is that they become a wise and responsible steward. Because Morrison Academy prepares students to have the option of attending college, academics are very important. However, we are committed to educating the whole person, spiritually, academically, socially, emotionally and physically. A western-style school tries to emphasize each of these aspects of a student’s education equally. A Christian school looks for every child’s individual talents and teaches students to honor and use the gifts God has given them. We challenge our students to strive for the highest potential within their gifts and abilities; we want them to develop strong character and leadership qualities, to learn to live in a global community, to serve others, and to accept responsibility for their choices and actions.
Emphasizes higher order thinking skills
Becoming a Critical & Creative Thinker is another piece of our Vision for our Learners. Western educational systems emphasize the integration, analysis and application of information and ideas. Although some memorization will always be required in a course of study, the ability to think critically is considered more important. The emphasis is on using facts to problem-solve and to apply information to real-life situations. In western education, the emphasis is not on how much you know, but on knowing where to find information, being able to discern its validity and usefulness, and applying knowledge to solve a problem. A Christian education also challenges students to seek consistency between their beliefs and actions.
Places a realistic emphasis on grades
In a school such as Morrison Academy, where most graduates go on to four-year, western colleges, grades are important. However, an over-emphasis on a numerical or letter score may sacrifice true learning and create an unhealthy situation by overly stressing a student. We consider the mastery of life skills such as collaboration, leadership and honesty to be more important than grades. Western education tries to de-emphasize grades and emphasize the joy of learning and doing one’s individual best. This emphasis is reflected in the inclusion of Life-long Learner in our Vision for our Learners. Christian education encourages students to seek ways to honor God by using their individual gifts and talents. Creativity and imagination don’t always translate to a high grade point average (GPA), but are attributes that have long-lasting rewards. Learning can be taught to be a rewarding activity and not solely a means to achieve good grades. Morrison Academy wants to foster a love of learning where students desire to learn throughout their lives.
Uses a variety of assessment tools
In a western school such as Morrison Academy, assessment is done in a number of different ways. Assessment is done frequently and is not dependent upon just one test to measure success or achievement. Western education uses not only paper-and-pencil tests, but also verbal, anecdotal, portfolio, project, and presentation forms of assessment. One test is rarely the only measure of success. Moving to the next grade level or to university from high school is based on the number of credits a student receives as opposed to a single test score. This also applies to many western college applications where grades and test scores are not the only factor for acceptance. Most North American colleges do not rely on a placement test. Letters of recommendation and involvement in co-curricular activities and student life are also very important for acceptance to quality colleges in North America.
Partners with parents in the educational process
In a western, Christian school like Morrison Academy, the school views parents as having the God-given responsibility of training their children; the school views itself as a partner to parents in this process. Teachers need the support of parents in order to be successful. Parents are encouraged to communicate with their children’s teachers, and they should not be afraid that this would be seen as interfering or would negatively impact their children’s grades. At Morrison Academy, teachers communicate regularly with parents through announcements, newsletters, and parent-teacher conferences; parents are encouraged to participate in school life through volunteering, attendance at fine arts and athletic events, and utilizing the Parent Action Committees (PAC) on each campus.
Emphasizes developing a personal worldview and living consistently using that worldview
Our core mission statement indicates that we are preparing students to impact the world for Christ. Students at Morrison Academy are challenged to learn about the world and then make discerning choices about what they believe, how they react, and how they live. Part of our Vision for our Learners is that all of our students, whether Christian or not, be able to articulate and defend what they believe using faith, evidence and sound reasoning. Students are encouraged to engage in service projects and outreach programs and to be good stewards of resources.
This article relies extensively on materials created by parents and staff at Dalat International School, Malaysia, and Taejon Christian School, Korea, as well as excerpts from a brochure published by Christian Schools International. All materials are used with permission.
馬禮遜學校學習者的願景之一是學生能成為屬靈的辨識者。馬禮遜學校的教育理念是奠基在聖靈所啟示的上帝的真理上，這真理存在於上帝的話語 (即聖經) 和上帝的創造中。基督徒老師不會刻意避開有關世界的教導，但會挑戰學生透過聖經來檢視世界: 世界原為上帝完美的創造、後來被罪破壞、再被基督所救贖。透過聖經，我們可以學習從我們的思想、我們的心、我們的關係、我們的道德選擇、和我們的敬拜，來修補這個墮落世界的每個層面，並延伸到我們週遭的人與地球本身的需要。不論學生是否為基督徒，都要學習使用聖經成為一個有影響力的工具，讓世界變得更好。這樣的教導也運用在術科活動和教室以外的活動。
馬禮遜學校大部份的畢業生繼續升學，接受四年的西方大學教育。在這樣的學校裡，成績當然很重要。然而，過度強調數字或等第的成績可能危害真正的學習，且學生會因壓力過大而導致不健康的情況。我們認為熟練生活技能 (如: 合作、領導能力、和誠實) 遠比成績來得重要。西方教育希望能不看重成績，而強調學習的快樂與各人盡自己最大的努力，這也反映在我們的學習者願景中 – 成為終身的學習者。基督教教育鼓勵學生藉著他們個人的才能和天賦，尋求尊榮上帝的方法。創造力和想像力不一定等於高的學業平均成績 (GPA)，但所得到的回報卻能持久。學習可以是一個有回報的活動，而不只是一種得到好成績的方法。馬禮遜學校希望能培養一種對學習的熱愛，讓學生渴望在生活中學習。
採用西方教育的學校 (如: 馬禮遜學校) 會用許多不同的方式來評量學生的學習。教師常常進行評量，不會只依據一次考試的結果來評估學習是否成功。西方教育不但使用紙筆測驗，也有其他形式的評量，如: 口試、由別人轉述的內容、作品集、計劃方案、和報告。學校極少使用一次性的測驗做為評量的唯一依據。能否升到下一年級或從高中進入大學是根據學生所修習的學分數，而不是根據單一測驗的分數。這也應用在許多西方大學的申請過程中，因為成績和考試分數並不是決定是否錄取的唯一因素。大多數北美的大學不會只看考試成績。若要被北美優質的大學錄取，推荐信和術科活動及學生生活的參與程度也非常重要。
一個像馬禮遜學校一樣的西方基督教學校認為家長具有上帝所賦予的責任，要訓練他們的孩子; 而校方則為家長在此訓練過程的伙伴。老師需要家長的支持才能成功。學校鼓勵家長和孩子的老師溝通，而且家長不該擔心這種舉動會被視為想要干涉孩子的成績或對孩子的成績有負面影響。馬禮遜學校的老師經常和家長藉著公告事項、通訊和家長-教師座談會進行溝通; 學校也鼓勵家長藉著自願服務、出席藝術和體育活動、和使用家長會 (PAC) 來參與學校生活。
我們的核心宗旨指出，我們要預備學生來為基督影響世界。馬禮遜學校的學生被挑戰要學習關於這個世界的事，然後能夠針對他們所相信的、他們如何回應、與他們如何生活，作出有識別力的選擇。本校學習者的願景有一部份是說，所有的學生 (無論是否為基督徒) 都能用信心、證據和健全的推理論述，清楚表達自己的信仰，並能為自己所信的辯護。學生被鼓勵要投入服務計劃、關心他人的活動、以及成為資源的好管家。
기독교 중심, 서양식 교육에 대한 이해
이 기사의 목적은 모리슨 아카데미에서 제공되는 기독교 중심, 서양식 교육의 여러 가지 중요한 특징으로 모리슨 아카데미가 여타 다른 학교들과 어떻게 다를 수 있는지에 대한 여러분의 충분한 이해를 돕기 위한 것이다.
성경과 다른 기독교 자원들을 이용해 모든 부문과 과목들에서 기독교적 관점 탐구
우리 학습자들을 위한 모리슨 아카데미의 비전을 이루는 구성 요소들 중 하나는 그들이 영적 판별자가 될 것이라는 것이다. 모리슨 아카데미의 교육 철학은 하나님의 세계의 성령, 성경 및 창조를 통해 드러나는 하나님의 진리에 기초한다. 기독교 교사들은 세상에 대해 가르치는 것을 피하는 것이 아니라 학생들에게 성경이란 렌즈를 통해 세상을 보도록 고무한다: 즉 신이 완벽하게 창조하시고, 원죄로 손상 입고, 기독교로 구제된 세상을 보도록 격려한다. 성경은 또한 무너진 세상의 모든 면을 복원하기 위한 기술들을 배우는데도 이용된다. 우리의 정신, 마음, 대인관계, 우리의 도덕적 선택들과 신앙심으로 시작해서, 우리 주변 사람들이 필요로 하는 것들로 확대하고 지상 전체로 확대하는 것이다. 기독교인이든 아니든 학생들은 더 나은 세상을 향한 일을 할 수 있는 강력한 도구로 성경을 이용하라고 배운다. 이 가르침은 정규 커리큘럼(교과 과정)과 병행되며 교실 밖 활동들로 확대된다.
학생들을 위한 전인 (whole person) 교육
우리 학습자들을 위한 모리슨 아카데미 비전의 또 다른 구성 요소는 그들은 자신의 삶의 질을 책임지는 관리자(steward)가 될 것이라는 것이다. 모리슨 아카데미는 학생들이 대학 진학이란 선택을 위한 준비를 시키기 때문에, 학과 공부는 매우 중요하다. 그러나 우리는 영적으로, 학술적으로, 사회적으로, 정서적으로 및 신체적으로 전인이 되는 교육에 힘쓴다. 서양식 학교는 학생의 교육에서 이 측면들 각각을 고르게 강조하는 경향이 있다. 기독교 학교는 각 아동의 개인적 재능을 찾고 하나님이 그들에게 주신 재능(선물)을 영광스럽게 여기고 사용하라고 가르친다. 우리는 학생들이 그들의 재능과 능력 범위 내에서 잠재력을 최대한 발휘하도록 격려한다; 우리는 그들이 강한 성격과 리더십 자질들을 개발하고, 글로벌 세계에서 살면서, 다른 이들을 위해 봉사하고, 그들의 선택과 행동에 책임을 지는 것을 배우기를 원한다.
고차원적 사고 능력 강조
이성적이며 비판적인 사고력을 가진 사람이 되게 하는 것이 우리 학습자들을 위한 우리의 비전의 또 다른 면이다. 서양식 교육 시스템은 정보와 아이디어들의 통합, 분석 및 응용을 강조한다. 공부하는 과정에서 언제나 어느 정도 암기는 요구되겠지만, 비판적으로 사고할 수 있는 능력은 더 중요한 것으로 간주된다. 문제 해결에 사실을 이용하고, 실생활 상황에 정보들을 적용하도록 강조하고 있다. 서양식 교육에선, 여러분이 얼마나 많이 알고 있느냐가 아니라 정보를 발견한 곳에 대한 이해와 그것의 타당성과 유용성을 식별하고, 그 지식을 한 문제를 푸는데 적용할 수 있는 능력을 강조한다. 기독교식 교육 역시 학생들에게 그들의 믿음과 행동의 일관성을 추구하라고 격려한다.
현실적 가치가 반영된 성적
대부분 졸업생이 4년제 서양 대학들에 진학하는 모리슨 아카데미 같은 학교에선, 성적은 중요하다. 그러나 수치적 또는 문자적 점수의 지나친 강조는 진정한 학습을 희생시킬 수 있으며 학생에게 과도하게 스트레스를 주는 건강치 못한 상황을 조성할 수 있다. 우리는 공동 작업(협력), 리더십 및 정식 같은 인생의 기술을 마스터하는 것을 성적보다 더 중요한 것으로 여긴다. 서양 교육은 성적은 덜 강조하고 학습의 즐거움과 학생의 개인적으로 최선하는 태도를 강조한다. 이러한 강조는 우리 학습자들을 위한 우리 비전에 평생 학습자라는 개념을 포함한 것에서 나타나고 있다. 기독교적 교육은 학생들에게 그들의 개인적 천부적 선물과 재능들을 이용해 하나님을 섬길 수 있는 방법들을 찾도록 장려한다. 창의성과 상상력은 언제나 높은 평점(GPA)로 바뀌는 것은 아니지만, 오래 지속되는 보상들을 얻게 만드는 것이다. 학습은 전적으로 높은 성적을 얻기 위한 수단이 아니라, 하나의 보상 활동으로 가르칠 수 있다. 모리슨 아카데미는 학생들이 자신들의 평생 배우기 희망하는 학구열을 키워주기를 원한다.
다양한 평가 수단 이용
모리스 아카데미 같은 서양식 학교에선, 평가는 많은, 다양한 방식으로 이루어진다. 평가는 자주 이루어지며 성공 또는 달성을 측정하기 위해 오직 한 번의 테스트에 의존하지 않는다. 서양식 교육은 필기 시험뿐만 아니라 구술 시험, 일화, 포트폴리오, 프로젝트 및 발표(presentation)형태들을 이용한다. 한 테스트가 성공의 유일한 척도로 이용되는 일은 거의 없다. 다음 학년으로 또는 고등학교에서 대학으로 이동하는 것은 한 번의 시험 점수와 반대로 한 학생이 받는 학점들의 수에 기초한다. 이것은 또한 성적과 테스트 점수들이 오로지 입학의 유일한 요소가 아닌 많은 서양 대학들의 응용 프로그램들에 적용된다. 대부분 북미 대학들은 한 현장 시험에 의존하지 않는다. 추천장들과 정규 과목들과 병행된 활동들에 참여 및 학생의 생활 태도가 또한 많은 북미 대학들의 합격에 있어 아주 중요한 요소들이다.
학부모들이 참여하는 교육과정
서양에서, 모리슨아카데미같은기독교학교는부모를그들의자녀를수련시키라는하나님이내리신책임을받은존재로본다. 학교는이과정에서그자체를부모의파트너로간주한다. 교사들은부모들이자녀를성공적으로수련시킬수있도록지원할필요가있다. 부모들은자녀의담당교사들과자주소통하도록장려받으며따라서그들은이것을간섭으로보거나자녀의성적에부정적인영향을미칠것이라고두려워해서는안된다. 모리슨아카데미에서교사들은정기소식발표(announcements), 뉴스레터및학부모& 교사간담회를통해학부모들과정기적으로소통하고있다; 또한부모들에게자원봉사, 미술및체육행사참석을통해학교생활에참여하고또한각캠퍼스의부모행동위원회(PAC)를활용하도록권장한다.
개인적 세계관의 개발과 일관성 있는 삶의 추구
우리의핵심강령은우리가그리스도를위한세상에영향을미치도록학생들을준비시키고있다고밝히고있다. 모리슨아카데미에서학생들은세상에대해배우고그들의믿음, 그들의대응방식및삶의방식과관련해신중한선택을하도록장려하고있다. 우리의학습자들을위한우리의비전의한부분은기독교인이든아니든관계없이우리의모든학생들이그들이믿음, 증거및타당한근거제시를이용해그들이믿는것을분명하게밝히고변화할수있게하는것이다. 우리는학생들에게서비스프로젝트들과대외봉사지원프로그램들에참여하고자원들을잘관리하는관리자가되도록장려한다.
이 기사는 말레이시아 달랏 국제 학교(Dalat International School)와 한국의 대전 기독교 학교(Taejon Christian School)의 직원들과 학부모들이 만든 책자들을 집중적으로 이용했으며 또한 기독교 국제 학교(Christian Schools International)에서 발간한 홍보 책자에서도 내용을 발췌했다. 여기 수록된 모든 내용은 허락을 받고 이용되었다.
- Students must hold a current passport from a country other than the Republic of China, the People’s Republic of China, Hong Kong, or Macau.
- A Hong Kong/Macau passport holder may qualify if a parent also holds a Hong Kong/Macau passport and has legal working status in Taiwan.
- A PRC passport holder may qualify if s/he has residency status in Taiwan and meets other ROC government requirements.
- Students must be five years old by September 1 of the academic year that they wish to begin kindergarten. The Principal may deny enrollment if it is determined by standardized testing that sufficient maturity is lacking for the students who meet the age criterion.
- Children must be six years old by September 1 of the academic year they wish to enter first grade, and have been promoted from a kindergarten recognized by Morrison Academy.
- Students must meet eligibility requirements for language ability, special needs, and residency as outlined below.
Students are ordinarily placed into the appropriate grade indicated by their school records.
When a student’s previous academic progress is questionable, or a student is transferring from another system of education and placement level may be unclear, school records, chronological age, evidence of maturity and standardized placement and/or achievement test scores are considered in deciding grade placement.
In cases of high achievement, students normally will not be placed ahead of their age-appropriate grade.
Grade placement for English Language Learners and Special Needs students are outlined below.
Each application for admission to the school will be considered on an individual basis.
Applicants who fulfill the requirements specified in the admissions policies outlined on this page will be admitted according to the following admission priorities:
First Priority – Children of missionaries (as defined by Policy #1613)
Second Priority – Children of Christian workers (as defined by Policy #1614)
Third Priority – All other children. The following factors will be given consideration:
- The applicant’s parents demonstrate an alignment with Morrison Academy’s Core Values Statement.
- Morrison is able to meet the educational needs of the applicant.
- The applicant has the potential for making a positive contribution to a Christian environment.
- The applicant has brothers or sisters currently enrolled in Morrison Academy.
- The applicant’s parent(s) attended Morrison Academy.
- The applicant used to attend Morrison Academy.
English Language Learners
Proficiency in English is essential for academic success at Morrison Academy.
All students transferring from a non-English speaking school will be tested before admittance and placement. Testing requirements for other students are determined by the admissions office.
Students who are determined to be an English Language Learner (ELL) may be admitted if there is a reasonable probability that they will be performing at their appropriate age/grade level within three years of admittance.
Students in grades 6-12 whose English ability is more than one grade level below average will be ineligible for admittance.
All applicants may test again after 6 months if space is available.
Each applicant has only three chances to take admissions tests.
The principal will determine eligibility for admission for ELL students based on: the ability of the school to provide qualified personnel and appropriate resources beyond the year of admittance, the school’s potential for helping the family meet their educational goals for the student, enrollment limits for ELL students, and the educational dynamics of the grade for which the student is applying.
The school does not typically place students below grade level due to ELL needs. The principal, however, has the right to make the final decision regarding grade placement, considering the following factors: age, maturation, academic ability, and past school performance.
If the home language of the student is neither Chinese nor a Germanic or Romance-based language, admission will be conditional for the first year. In order to avoid language confusion and develop a solid foundation in academic English, these applicants must agree to not engage in any Mandarin language study until they have successfully exited Morrison Academy’s ELL program.
Parents will be notified if admittance is contingent upon participation in the ELL program and will be notified of the cost of these services.
Students with Special Needs
Special needs students are those students who require special educational accommodations and curricular modifications, as defined in an Individualized Education Plan or 504 Plan, and/or support services such as individualized or small group instruction provided in a resource room and/or inclusion support in the regular classroom in order to function at an age or grade appropriate level.
Morrison Academy does not knowingly admit non-missionary students who have special needs. Any student with profound special needs is ineligible for admission.
Morrison Academy requires full disclosure of past evaluations and medical reports for students who have been tested for and/or diagnosed with learning differences or disabilities.
If, during the admissions process the tester or principal suspect that a student may have special needs, parents may be asked to have the student screened by a qualified educational psychologist at their own expense.
The principal, when possible, will consult with appropriate staff members regarding grade placement of special needs students. The principal will make the final decision regarding grade placement after appropriate testing and consultation. The major factors in determining grade placement are age, maturation, academic ability, and past school performance. In most cases, special needs students will be placed no lower than one grade below his/her expected grade level, as determined by chronological age.
An evaluation of continuing enrollment will be made annually for those students who are receiving direct services to determine if the school can continue to meet their educational needs.
During the school calendar year, students enrolled at Morrison Academy must live with a parent, guardian, or an adult designated by a parent or guardian. Any designated adult must be approved by the school principal. Failure to abide by this regulation will result in the student’s termination of enrollment from Morrison Academy. For all students not living with their parents, a form must be submitted by the parent to the principal designating a legal guardian for the student.
Choosing a Campus
Morrison Academy has four locations in Taiwan. The southern campus in Kaohsiung, central campus in Taichung and the northern campus in Taipei offer kindergarten through grade twelve. Morrison has operated several satellite schools in other areas of Taiwan for students through the sixth grade. Morrison also provides some services to missionaries in Taiwan who are home-schooling their children.
The new Linkou campus is located 30 minutes south of Taipei City and offers single-point bus pick-ups along the Jian-Guo highway from Taipei City. This campus has around 300 students from Kindergarten to Grade 12. The campus has separate learning pods for elementary, middle, and high school along with multiple performing arts spaces, library, both an indoor and covered outdoor basketball court, and a soccer field.
Taichung is the third largest city located centrally on the island. It is Morrison's first campus and offers a 250 student body high school. It is the only campus with home-style dormitories.
Chiayi is the home to our satellite school that educates students from grades 1 to 6. Student who finish the 6th grade may choose to continue their education on 1 of our other campuses.
While the Kaohsiung campus is in the countryside, MAK's bus system allows students to easily access the school from the surrounding cities of Kaohsiung, Tainan, and Pingtung. MAK's student body is around 250 students, with about 100 students in the high school.
Choosing a high school program suitable for your child
Please see here for a comparison of the two high school programs.
How to Transfer between campuses
Students whose parents move within Taiwan will normally be allowed to transfer to the closest Morrison campus, providing that ELL, SN, and class size limitations are not exceeded. Students who have completed eighth grade or higher (after May 2014) at the Morrison Taipei and Kaohsiung Campuses or sixth grade at a Morrison satellite school will be allowed to transfer to another Morrison Campus to continue their education, provided they meet the criteria for student living arrangements and continuing enrollment.
See this for a scheduling timeline.
Tuition & Fees
|Nov. 1||Application for the following school year become available online.|
|Jan. 31||Preliminary boarding application* due|
|Mar. 1||Complete boarding applications due|
|April - May||Testing and Interviews:
Please contact each campus for exact dates and times.
|May 31||Deadline for paying tuition and fees|
|May 31- Aug 5||Summer Break|
|Aug 5-9||Testing for any unexpected openings created over the summer break.|
About Morrison Academy
1 Donghu Road, Linkou District
New Taipei City, Taiwan 24449
Taichung & Chiayi
216 Si Ping Road, Beitun Dist.
Taichung, Taiwan 40679
42 Chiacheng Road, Dashe District
Kaohsiung, Taiwan 81546