Cambridge International School of Cambodia vs Golden Gate American School

	C Cambridge International School of Cambodia Phnom Penh, Cambodia	G Golden Gate American School Phnom Penh, Cambodia
Snapshot	Snapshot
Fees / year	Fees / year KHR 15,769,541 - 26,228,930	Fees / year KHR 13,200,000 - 24,800,000
Age range	Age range 2 - 18 years	Age range 2 - 19 years
Type	Type Co-educational	Type Co-educational
Curriculum	Curriculum Canadian Curriculum, IB (PYP), IB (DP), IBCP (International Baccalaureate Career-related Programme)	Curriculum IB (MYP), IB (DP), American Curriculum, Chinese National Curriculum, Advanced Placement (AP)
Pupils	Pupils 1,000	Pupils —
Typical class size	Typical class size —	Typical class size —
Instruction language	Instruction language English	Instruction language English, Khmer, Mandarin
Opened	Opened 2012	Opened 1996
Bus service	Bus service No	Bus service No
Essentials	Essentials
Location	Location Note: the website you provided is for the Canadian International School of Phnom Penh (CIS); the Cambridge International School of Cambodia (CISC) is a separate school located at 275 Tep Phan, Phnom Penh (address and contact are shown on the CISC site).	Location Head office and main campuses are in Phnom Penh (Sen Sok / Street 1003) with additional campuses in Tuol Kork and Phnom Penh Thmei; the site lists three campus locations and a head‑office address (No. 846, St 1003). The campuses are in built‑up Phnom Penh neighbourhoods and the site notes locations close to main roads, parks and sports facilities — useful if you plan daily driving or rides with city transport.
Stages	Stages CISC runs from Daycare/Pre‑K through to Grade 12 (Pre‑K to Grade 12). The school delivers senior secondary programs (Years 11–12) under the Western Australian pathway (WACE/WAM).	Stages GGAS describes provision from early years through Grade 12: Early Years / Nursery (from age 2), Primary (PYP) for ages about 3–12, Middle Years (MYP) for about 11–16, and Diploma Programme (DP) for 16–19; the site also lists USA curriculum tracks for primary and high school.
School type	School type CISC is a co‑educational day school that describes itself as a trilingual school (Khmer, English, Chinese). The school website does not mention boarding facilities.	School type The school is an independent, nonsectarian private international school offering American curriculum options and IB programmes (MYP and DP authorised). The website and external school directories list GGAS as co‑educational; some sources and the school's development plans also reference sleeping/dormitory facilities at a new campus (check with admissions if you need formal boarding).
Pupil nationality mix	Pupil nationality mix —	Pupil nationality mix —
Additional learning support	Additional learning support The CISC website does not publish a dedicated Special Educational Needs / learning‑support page; enrollment information lists placement tests and interviews for entry and recommends contacting the school for specific arrangements. Parents should contact Admissions to discuss individual learning‑support needs.	Additional learning support The site discusses support in its PYP/MYP pages (small class sizes, language support within bilingual delivery and a focus on individual learners) but does not publish a detailed Special Educational Needs (SEN) policy or specific specialist‑staff list. If your child has diagnosed additional needs, contact Admissions to request the school's SEN/inclusion policy and any assessment or support plans.
Country affiliation	Country affiliation CISC is authorised to implement the Western Australian K–10 and senior programs and has been awarded recognition by the School Curriculum and Standards Authority (SCSA) of Western Australia to deliver WACE International.	Country affiliation GGAS identifies itself as an American school offering a USA‑certified high‑school diploma in partnership with a US provider (Busche Academy) while also being accredited by Cambodia's Ministry of Education; it therefore operates as an independent private school with American curriculum links rather than as an official agent of a foreign government.
Religious affiliation	Religious affiliation The school does not state any religious affiliation on its public website.	Religious affiliation The school is described on its site as nonsectarian (no religious affiliation).
School day structure	School day structure The school site lists general opening hours of Monday–Friday 07:30–17:30 and Saturday 07:30–12:00; specific daily start/end times for different year groups are not published, so confirm exact class times with the school.	School day structure The website and published calendar do not set out a daily start/end time or a standard break/lunch schedule for all year groups; the Admissions page does show office contact hours for enquiries (phones answered Mon–Fri 7:00–17:00 and Saturday 7:00–16:00). For exact daily timings by campus or year group, ask Admissions during your enquiry or campus visit.
Bus service details	Bus service details The Admissions information shows transportation is offered as an optional service and fee item (parents apply via the school); specific route/provider details are not published online and are managed through the school's transport coordinator—contact Admissions for pickup points, costs and timetable.	Bus service details The Admissions information on the website states there is bus transportation and that registration and charges for the service are published for the 2024–25 year, but the site does not list specific routes, providers or pick‑up/drop‑off times. Practical next steps are to request the current bus routes, stops, fees and safety/insurance details directly from Admissions before relocating.
Fees	Fees
Fee details	Fee details Application and one‑time fees - A non‑recurring application fee and an enrolment (registration) fee apply at first enrolment. Example (Two‑Year‑Old / Nursery 2): Application KHR 1,002,500; Enrolment KHR 2,005,000. These one‑time fees are charged in the first year of enrolment. Tuition fees by year group (annual and estimated per‑term) - The school publishes annual total fees by year group. The figures below are the school's published annual totals and an estimated per‑term amount calculated by dividing the annual total by three (CIS offers annual, semesterly and quarterly payment plans; the per‑term figures are an arithmetic division for convenience). - NURSERY 2 (Age 2): Annual total KHR 31,679,001 — Estimated per term KHR 10,559,667. - KINDERGARTEN 1 (Age 3): Annual total KHR 38,897,001 — Estimated per term KHR 12,965,667. - KINDERGARTEN 2 (Age 4): Annual total KHR 48,120,001 — Estimated per term KHR 16,040,000. - KINDERGARTEN 3 (Age 5): Annual total KHR 72,180,002 — Estimated per term KHR 24,060,001. - GRADES 1–5 (Ages 6–10): Annual total KHR 72,180,002 — Estimated per term KHR 24,060,001. - GRADE 6: Annual total KHR 88,621,002 — Estimated per term KHR 29,540,334. - GRADES 7–10: Annual total KHR 92,230,002 — Estimated per term KHR 30,743,334. - GRADES 11–12: Annual total KHR 101,252,503 — Estimated per term KHR 33,750,834. Billing schedule and payment terms - CIS offers multiple payment plans: annual, semesterly and quarterly instalments; the school also publishes an official Fee Guide with instalment plan details. A published early‑enrolment discount (3% for eligible Plan A payments), sibling discounts, and referral vouchers are offered at specified times. Instalment schedules, deadlines and any early‑payment discounts are set in the school's fee materials. Boarding fees - CIS operates as an international day school and does not publish boarding provision or boarding charges; no boarding fee schedule is published. Other costs (uniform, extras, optional items) - Uniforms are required for Junior Kindergarten to Grade 12 and are sold through the school store (prices vary by item). Additional charges commonly include optional programmes, school bus, lunches, extracurricular activities, trips and exam fees; these are invoiced separately. Refund information - The school's published fee pages and public fee guide references do not include a detailed public refund schedule. Refund terms and any conditions for partial refunds (for example for withdrawals) are managed by the school and are applied per the school's fee regulations. For specific refund rules, contact the school's Payment Services Team. Fee payment administration and contacts - Invoices and payments are handled by the Payment Services Team (Payment Services / Cashier contact on CIS publications). CIS issues invoices and operates the cashier function for fee collection and billing queries. Families should use the school's finance/cashier contact for payment instructions and to confirm accepted payment methods.	Fee details Application / Registration Fee - The school's admissions pages reference a published fee schedule for new applicants; a specific one‑time application or registration fee amount is not listed on the public admissions page. Parents should expect a standard non‑refundable application/registration charge to be included in the school's full fee schedule. Tuition fees (by year group) — annual amounts (KHR) - Nursery 2 (age 2): KHR 13,200,000 per year. - Kindergarten 1 (age 3): KHR 13,200,000 per year. - Kindergarten 2 (age 4): KHR 14,000,000 per year. - Kindergarten 3 (age 5): KHR 14,000,000 per year. - Grade 1: KHR 18,000,000 per year. - Grade 2: KHR 18,000,000 per year. - Grade 3: KHR 18,000,000 per year. - Grade 4: KHR 18,800,000 per year. - Grade 5: KHR 18,800,000 per year. - Grade 6: KHR 18,800,000 per year. - Grade 7: KHR 19,600,000 per year. - Grade 8: KHR 19,600,000 per year. - Grade 9: KHR 22,400,000 per year. - Grade 10: KHR 22,400,000 per year. - Grade 11: KHR 22,400,000 per year. - Grade 12: KHR 24,800,000 per year. Per‑term figures (inferred) - Where the school operates a three‑term/trimester billing cycle, the per‑term tuition can be estimated by dividing the annual tuition by three; these per‑term figures are inferred from the published annual amounts and should be treated as approximate. (Example: Nursery 2 ≈ KHR 4,400,000 per term = KHR 13,200,000 ÷ 3). Billing schedule & payment terms - The admissions information states that tuition and fees must be arranged by the start of the new school year and that a detailed tuition & fee schedule is published as part of admissions documentation. Expect standard options such as annual, termly or instalment billing as set out in the school's fee schedule. Boarding fees - The school lists boarding as available; specific boarding fee amounts are not published on the public fee pages and are provided on request by the admissions/finance office. Other costs (uniforms, lunches, transport, IB/assessment fees, extracurriculars) - The admissions page references separate documents for Nursery/Kindergarten, IB fee schedule and other fees (uniform, lunches, bus, exam/IB charges). Individual charges for uniform, lunch plans, bus and IB examination/admin fees are set out in those fee documents. Refunds and deposits - A specific, published refund policy and deposit schedule was not shown on the public admissions summary; the school's full fee documents (referenced on the admissions page) contain the detailed refund/withdrawal and deposit terms. Payment methods - The site provides a school payment page/form and instructs parents to contact Finance/Admissions for payment arrangements; parents should expect bank transfer and in‑school card or online payment arrangements to be available via the finance office.
Diving deeper	Diving deeper
Boarding arrangements	Boarding arrangements —	Boarding arrangements —
Uniform requirement	Uniform requirement All students in Junior Kindergarten to Grade 12 wear a school-issued uniform. The uniform is the same for all students regardless of gender. There are uniforms for Physical Education and Wellness, and different uniforms for competitive sports teams; zip-up jackets, pull-over sweaters, and hats are optional items. Each new CIS student receives a complimentary CIS backpack.	Uniform requirement —
Food options	Food options —	Food options The school has a cafeteria with open counter and provides nutritious meals from its facilities.
House system	House system —	House system —
Governance and ownership	Governance and ownership The school is privately owned and governed by a Board of Directors. The Board provides strategic oversight and includes Dr. Lina Lim (Board Chair), Dr. Howard Stribbell (Board Vice-Chair), Enghuy Ang (Board Member and Chief Financial Officer), Ms. Donna Trafford (Board Member), Mr. Chhem Siriwat (Board Member), and H.E. Dr. Chhem Kieth Rethy (Board Advisor). The Senior Leadership Team is led by the Head of School and manages academic programming and daily operations. The school is accredited by the Ministry of Education of the Province of Alberta, Canada.	Governance and ownership The school is independent and nonsectarian. Heng Sokunthea is the chairwoman.
Academics	Academics
Curriculum details	Curriculum details The URL you provided points to the Canadian International School of Phnom Penh (CIS); the following overview is taken from that school's curriculum pages. CIS's Early Years Program (Nursery to Junior Kindergarten) follows Flight: Alberta's Early Learning and Care Framework and is inspired by the Reggio Emilia approach, with play‑based, developmentally appropriate learning. Elementary (Senior Kindergarten to Grade 6) uses the Alberta curriculum within an IB Primary Years (PYP) framework, delivering transdisciplinary learning in core subjects plus weekly Khmer, Mandarin, or French and optional French or Mandarin bilingual streams. Middle School (Grades 7–9) follows the Alberta Grade 7–9 curriculum with specialist teachers in English language arts, science, mathematics, social studies, health and life skills, and complementary courses such as art, drama, music, Khmer, Mandarin, and French. High School (Grades 10–12) offers the Alberta High School Program (a three‑year program leading to an Alberta High School Diploma requiring a minimum of 100 credits and a range of required and complementary courses) and, for Grades 11–12, the two‑year IB Diploma Programme with the six‑subject structure and core components (TOK, Extended Essay, CAS).	Curriculum details Golden Gate American School delivers education from early years (nursery/kindergarten from age two) through primary, middle and high school across its Phnom Penh campuses. Primary students may follow a USA-based English curriculum (grades 1–8) or a Khmer-language Cambodian curriculum, and the school also operates a Chinese-language program. GGAS is authorized to offer the IB Middle Years Programme (MYP) and the IB Diploma Programme (DP) and is a candidate for the IB Primary Years Programme (PYP), with PYP authorization targeted for December 2025. For upper secondary students GGAS offers multiple pathways: the IB Diploma (Grades 11–12), a USA High School Diploma pathway (including a college-preparatory USA track), and an arrangement to provide a US transcript/diploma through Busche Academy. The DP follows the standard DP structure (six subject groups plus Theory of Knowledge, the Extended Essay and CAS), while the USA tracks cover standard American high‑school subjects (English, mathematics, sciences, etc.) taught in English by native-speaking teachers. Throughout the school the website notes bilingual/tri-lingual provision, small class sizes and a range of co-curricular activities (including after-school programs and swimming), which together describe the full curricular and co‑curricular scope offered.
Student teacher ratio	Student teacher ratio —	Student teacher ratio —
Exam results	Exam results —	Exam results —
Higher education progression	Higher education progression —	Higher education progression —
Gifted and talented	Gifted and talented —	Gifted and talented —
Academic calendar	Academic calendar —	Academic calendar —
Wellbeing & support	Wellbeing & support
Social & emotional learning	Social & emotional learning CIS states it delivers social-emotional learning through schoolwide initiatives and dedicated social-emotional counsellors who provide individual and group work to develop skills such as emotional regulation and conflict resolution. Teachers incorporate universal, evidence-based instructional practices and homeroom teachers act as daily mentors to support students' social and self-management skills. Targeted supports are offered for groups of students who need extra intervention to build social and emotional skills. The school also refers families to external mental health resources when appropriate. This provision and the role of counsellors and homeroom mentors are described on the school's Inclusive Education and Middle School pages.	Social & emotional learning Golden Gate's curriculum pages state that social and emotional development is an explicit element of its IB and early-years programmes: the PYP materials list “attitudes” that contribute to learner wellbeing, and the EYFS page highlights a focus on children's emotional and social skills. The MYP page says students are supported in transition “with a homeroom teacher for social‑emotional learning” as they move into subject-specific classes. These references indicate SEL is embedded through classroom practice, homeroom support and the IB programme frameworks. (Sources: PYP, EYFS, MYP).
Special educational needs (SEN)	Special educational needs (SEN) CIS describes a continuum of inclusive supports including learning support teachers, speech-language services delivered by an on-staff speech-language pathologist, and social-emotional counselling to assist students with diverse learning needs. The school states these services are targeted supports and universal classroom strategies rather than highly specialised, individualised therapies. CIS explicitly notes it does not provide specialised on-site services such as physical therapy, medical care, formal psychological assessments, or assistive-technology provision. The website therefore indicates CIS is an inclusive school offering targeted learning and communication support but not a specialist SEN institution. These details are published on the school's Inclusive Education and Admissions pages.	Special educational needs (SEN) The school does not publicly disclose information regarding Special Educational Needs (SEN) provision or a specialist SEN policy on its website. A review of the school's Admissions and Academics pages and related campus information shows no published learning‑support or specialist‑SEN programme descriptions. For specific SEN enquiries the site directs parents to contact admissions, which implies further details may be provided directly rather than published online. (Sources: Admissions, Academics).
English as an additional language	English as an additional language CIS operates a specialist English as an Additional Language (EAL) programme and describes a skilled team of EAL teachers who work in small groups or provide targeted one-to-one support to develop listening, speaking, reading and writing. The admissions guidance states EAL support is provided for students in Grades 1–9, that exit from the programme occurs when grade-level proficiency is achieved, and that participation may incur additional fees. The school's Inclusive Education and Admissions pages provide these programme details and exit/fee information.	English as an additional language GGAS publishes that early years and primary programmes use English immersion and a bilingual model (English, Khmer; Chinese also offered), and the EYFS page notes lessons in kindergarten are conducted by native English‑speaking teachers supported by Khmer‑speaking teaching assistants. The MYP description lists “English Language Acquisition (Core English)” as part of the curriculum, indicating structured English‑language provision across age groups. These pages show the school provides in‑class language support and specialist English instruction rather than naming a separate EAL department. (Sources: EYFS, PYP, MYP).
Mental wellbeing	Mental wellbeing CIS identifies mental wellbeing provision through its social-emotional counselling services present in Elementary, Middle and High School, with counsellors offering individual and group support and crisis response. The Middle School page adds the school has a dedicated social-emotional and academic counsellor and describes daily homeroom mentoring and explicit teaching of self-management and social skills. The school also notes collaboration between counsellors, teachers and families and referral to external services when needed. These elements are described on the Inclusive Education and Middle School pages.	Mental wellbeing The school's public pages frequently link wellbeing to curriculum aims: the PYP materials list wellbeing-related “attitudes” as part of the programme and the EYFS page highlights development of emotional skills in young children. The MYP page notes a homeroom teacher role specifically for social‑emotional learning during transition to subject classes, suggesting pastoral contact within the school day. The website does not publish a separate counselling‑or‑mental‑health services page, so formal clinical or counselling provisions are not described online. (Sources: PYP, EYFS, MYP).
Safeguarding	Safeguarding CIS sets out a formal Child Protection and Safeguarding framework: all staff are required to complete safeguarding training (teaching staff Level 1; other staff Awareness level) via childsafeguarding.org, and a Child Protection Team with designated leads operates across the school. The school requires staff to report suspected abuse via an internal referral system; it uses a risk-assessment matrix adapted from the UN Rights of the Child and displays team contact information and a QR referral link around campus. CIS states safeguarding is the responsibility of all staff and emphasises prompt, professional response to concerns. These policies and procedures are published on the school's Child Protection and Safeguarding page.	Safeguarding The school does not publicly disclose a formal safeguarding or child‑protection policy on its website. The Facilities and news pages describe on‑site safety features for young children (for example: shaded outdoor play areas, a secure playground and sleeping facilities for kindergarten), but they do not present a named child‑protection policy or designated safeguarding team. For formal safeguarding details the site directs general enquiries to Admissions/Contact, so parents would need to request policy documents directly from the school. (Sources: Facilities, Early‑childhood news, Admissions).
Safeguarding policy	Safeguarding policy —	Safeguarding policy —
Facilities	Facilities
Facilities overview	Facilities overview The Cambridge International School of Cambodia content could not be located at the provided URL. The link leads to the Canadian International School of Phnom Penh, which offers programs including the IB Diploma Programme and English as an Additional Language. Please provide the correct Cambridge International School of Cambodia website URL to ensure an accurate translation and factual summary.	Facilities overview —
Sports facilities	Sports facilities —	Sports facilities —
Academic facilities	Academic facilities —	Academic facilities —
Extra curricular facilities	Extra curricular facilities —	Extra curricular facilities —
Parent experience	Parent experience
History	History Note: the URL you provided (cisp.edu.kh) is for the Canadian International School of Phnom Penh (CIS); the summary below is drawn from that site. CIS was founded in 2012 and received Alberta (Canada) accreditation in its founding year. The school opened its Bassac Garden campus in 2012 and a second Koh Pich campus in 2015, with further campus expansions and new facilities added in subsequent years (notably 2018 and 2023). Bilingual program growth and new program authorizations followed—French and Mandarin bilingual offerings expanded in 2019, the IB Diploma Programme was authorized in 2021, and the IB Primary Years Programme authorization was recorded in 2025—alongside environmental and sports initiatives introduced in 2024. CIS is a privately owned school governed by a Board of Directors, with a Senior Leadership Team and Head of School responsible for day-to-day academic and operational management.	History Golden Gate American School was founded in 1996 as an independent, nonsectarian Pre‑K through Grade 12 school; the school's About page identifies Heng Sokunthea in school leadership. The school developed an American‑style programme and works with a U.S. educational partner so students can earn an authentic USA‑certified high‑school diploma. In 2024 GGAS formalised a memorandum of understanding with Busche Academy (United States) to recognise transcripts and diplomas as part of that partnership (signed June 21, 2024). The school has grown to operate multiple campuses in Phnom Penh and holds national accreditation while pursuing further international accreditations.
Community	Community The CIS community includes students, parents, staff and alumni and emphasizes parent–school partnership through curriculum nights, meet‑the‑teacher events, parent‑teacher conferences and learning celebrations. Regular community events include cultural celebrations, sports tournaments, fine‑arts showcases, assemblies and family days; the school also partners with local recreational venues (for example, the Roller Dome and Ice Dome) and runs holiday camps. Shared activities such as community camps and participation in events like the Angkor Wat Marathon are described as ways the school brings families and staff together.	Community GGAS describes its community as extending beyond enrolled students to include parents, relatives and local beneficiaries; the school operates a foundation to raise funds for children in need. The site highlights recent management visits and donations to local centres as examples of that engagement, and it frames service and charitable activities as part of student learning and community outreach. The school also refers to parent involvement and regular school events and communications as part of its community life.
Parent teacher association	Parent teacher association CIS does not use the term “PTA” on its site; parent involvement is organized through a School Council to which all parents automatically belong. School Council meetings are parent‑focused, frequently begin with breakfast, and include discussion followed by a workshop; meetings are held in English with interpretation provided in Khmer and Mandarin. A parent‑led School Council Executive facilitates meetings, gathers feedback from families, and coordinates School Council business. The executive brings requests and general feedback to the Head of School and helps set items for regular meetings. In practice the School Council functions as the principal vehicle for parent representation, information sharing and school‑level collaboration.	Parent teacher association The GGAS website does not publish a dedicated Parent‑Teacher Association page or a public list of PTA officers and meeting minutes; instead the school repeatedly states that it “welcomes involvement from parents and relatives.” School materials and news items refer to a “strong parent community” and mention regular communication, workshops and events involving families, but they do not outline a formal PTA constitution, membership process, or recurring event calendar on the public site. Examples of parent‑facing activities referenced on the site include campus tours and participation in school community and charity events; details about parent committees, volunteer roles or specific fundraising programmes are not listed online. If you'd like, I can (a) try to locate parent‑group information on social media or local forums, or (b) draft a short email or phone script you can use to request PTA contact details and meeting schedules from the school office. (No formal PTA details were found on the school website as of the cited pages.)
Extra-curricular	Extra-curricular
Academic & intellectual	Academic & intellectual —	Academic & intellectual Golden Gate American School is an IB World School in Phnom Penh, Cambodia. It offers the IB Diploma Programme (DP) and the IB Middle Years Programme (MYP), and it is a candidate school for the IB Primary Years Programme (PYP).
Arts & creative	Arts & creative —	Arts & creative The school includes facilities such as an art, music and drama room and an auditorium to support arts education and performances.
Cultural & language	Cultural & language —	Cultural & language The school provides instruction in a multilingual learning environment, with English, Khmer and Chinese language immersion described for the IB programmes. English is the primary language for instruction in the PYP and DP, with Khmer and Chinese surroundings and support as part of the programs.
Social & hobbies	Social & hobbies —	Social & hobbies The school maintains an extensive afterschool program to help students explore passions outside the classroom, including athletic and extracurricular activities.
Community & service	Community & service —	Community & service The Diploma Programme includes a Creativity, Activity, Service (CAS) component as part of its core requirements.
Leadership & professional	Leadership & professional —	Leadership & professional The school emphasizes small class sizes and a low student-to-teacher ratio to support individual learning, and provides opportunities for student development within a global IB framework.
Lifestyle & wellbeing	Lifestyle & wellbeing —	Lifestyle & wellbeing Facilities include athletic fields and an indoor sports hall to support physical well-being, as well as a library and quiet spaces for study and collaboration.
Language provision	Language provision
Language provision	Language provision Languages taught are Khmer, Mandarin, and French. Senior Kindergarten to Grade 9 take language classes per week in their choice of Khmer, Mandarin, or French; language study is optional from Grade 10 onward. A Khmer language and culture course is available for Grades 10–12 and is Alberta-accredited, allowing up to 15 credits toward an Alberta High School Diploma. Bilingual programs in French or Mandarin are available for Senior Kindergarten to Grade 6, with about 35% of the day taught in the target language; spaces are limited and language assessments are required for Grades 2–6; these programs are included in tuition.	Language provision The school offers three languages: English, Khmer, and Chinese. The USA Curriculum Primary School Program teaches all classes in English. The Cambodia Curriculum Primary School Program teaches all classes in Khmer. The Chinese Curriculum includes a Chinese Primary Years Programme and Chinese Middle and High School Programmes with instruction in Chinese.
Bilingual teaching	Bilingual teaching The school offers French bilingual programs and Mandarin bilingual programs for Senior Kindergarten through Grade 6. These programs use the Alberta (Canadian) curriculum in the chosen language for about 35% of the school day. Language assessments are required for entry in Grades 2–6, and spaces are limited; acceptance is not guaranteed. The bilingual programs are included in tuition.	Bilingual teaching —
Immersion programs	Immersion programs French and Mandarin bilingual programs function as the school's immersion offering for early grades, with approximately 35% of the day conducted in the target language. The programs use the Alberta (Canadian) curriculum in the target language. Space is limited and language assessments are required for Grades 2–6; acceptance is not guaranteed. The bilingual programs are included in tuition.	Immersion programs English immersion is available through the USA Curriculum Primary School Program, where all classes are taught in English by native English-speaking teachers. Chinese immersion is available through the Chinese Curriculum, including the Chinese Primary Years Programme and Chinese Middle and High School Programmes, with all classes taught in Chinese by native Chinese teachers.
Reputation	Reputation
Awards	Awards —	Awards Summary of school awards (past five years — Dec 30, 2020 to Dec 30, 2025): - No school‑level awards listed on the GGAS website for this period. I reviewed the school's Accreditation, About/Academics, IB and News pages and found references to accreditations, partnerships and multiple news items about students' competition results (for example, Teeneagle and other contest results), but there are no entries on the website that state an award was given to the school itself in the past five years. Examples of student‑focused items (not school awards) on the site are news posts highlighting student medals and trophies. If you'd like, I can (a) recheck the site for earlier years or other pages the school may add later, or (b) contact the school (contact details are on the site) to request an authoritative list of institutional awards and external recognitions.
Accreditations	Accreditations —	Accreditations Golden Gate American School — accreditations and what they mean: - Cambodian Ministry of Education, Youth and Sport (MoEYS): the school is officially recognised and described on the website as "fully accredited" by Cambodia's national education authority; this confirms GGAS meets national regulatory and curriculum requirements. - International Baccalaureate (IB) authorizations: GGAS is authorised to offer the IB Diploma Programme (DP) and the IB Middle Years Programme (MYP); the school is also a candidate for the IB Primary Years Programme (PYP) with completion expected by December 2025. Authorization to offer IB programmes indicates the school follows IB teaching and assessment standards for those programmes. - Council of International Schools (CIS) membership and progressing toward accreditation: the website states GGAS is a CIS member and is working toward full CIS accreditation; CIS membership and accreditation mean the school is aligning with internationally recognised quality standards for international schools. - College Board certification (AP courses): the site states GGAS is certified by the College Board to offer 16 Advanced Placement (AP) courses; College Board certification indicates the school meets the College Board's requirements to deliver AP curricula. - Recognised SAT and ACT test centre: the school is listed on its website as an on‑campus test centre for SAT and ACT exams, which provides students local access to those standardised college‑admissions tests. - Dual Diploma partnership with Busche Academy (USA): the website describes a formal Memorandum of Understanding with Busche Academy allowing GGAS students to receive a U.S. transcript and high‑school diploma through that partnership; this is presented as an academic partnership that supports an authentic U.S. diploma pathway.
Admissions	Admissions
Admissions	Admissions I noticed a mismatch before I proceed. The URL you provided (https://www.cisp.edu.kh) is the website for the Canadian International School of Phnom Penh (CIS), while your request names the Cambridge International School of Cambodia. Which school would you like me to research and produce the detailed admissions, waitlist, and scholarships information for? Please reply with one of the following options: 1. "Cambridge International School of Cambodia (CISC)" — I will use CISC's official site (cambridge.edu.kh) and other official pages to pull admissions steps, waitlist details, and scholarships. 2. "Canadian International School of Phnom Penh (CIS)" — I will use the cisp.edu.kh site you supplied and extract the admissions steps, waitlist details, and scholarships from that school's pages. If you want a comparison of both schools, say “Compare both” and I will fetch and summarize admissions, waitlist, and scholarship details for each. Also tell me if you prefer fees shown in US dollars or Cambodian riels, and whether you want information for the current academic year (I will confirm the year on the school site).	Admissions 1. Initial enquiry and campus visit. Start by completing the online “Apply Now”/Inquiry form or calling the Admissions Office to request a campus visit; the school encourages parents to visit their preferred GGAS campus before applying. When you request a visit, you can select which of the GGAS campuses you want to see (Ou Baek Kam, Phnom Penh Thmei, or Tuol Kork) and ask for a time that fits your schedule. Parents should be aware the inquiry form asks for basic family and contact details and gives you the option to request a visit directly. 2. Submission of application / registration. Complete the registration form and submit it along with the required documents as instructed by the Admissions Office; the school's admissions page lists “Submission of Application” / “Registration” as the first formal step. The website does not itemize every required document on that page, so before you submit be sure to confirm the exact list with admissions (for example, some families are asked to provide proof of identity and prior-school records). Also note the school's office hours for phone queries if you need help completing forms. 3. Assessment and interview. Prospective students undergo an assessment whose format “varies by age” (the school notes that evaluations may take place during the campus visit or at a later date). Expect younger children to be assessed through observation or age-appropriate activities, and older students through placement tests or interviews in English and key subjects; confirm exact test content and timing with admissions so you can prepare any previous-school records or work samples they require. If English is not your child's first language, ask the school whether language-support options or adjusted assessments apply. 4. Offer, acceptance and enrolment paperwork. If the assessment and document checks are successful, the school will progress to an offer/enrolment stage and will request completed admissions paperwork and payment arrangements; the site states parents must arrange payment of tuition and fees by the start of the new school year. Before accepting an offer, check the enrolment contract for the payment schedule, any non-refundable deposits or registration fees, and the school's refund/cancellation terms. Use the Admissions Office contact details to request a written copy of all fees and the contract terms before you sign. 5. Tuition, additional charges and where to find the fee schedule. GGAS publishes tuition and related-fee schedules for each academic year (the admissions page links to the school's tuition/fee documents for 2024–25 and lists separate charges for bus transport, lunch plans, after‑school programmes and trips). Third‑party fee listings for 2024–25 show annual tuition figures that range roughly from about 13,200,000 KHR for early years up to approximately 24,800,000 KHR for Grade 12; these figures should be treated as illustrative and you should confirm current prices and currency options with the school. When budgeting, ask specifically about one‑time enrolment charges, activity fees, bus route availability and whether lunches or after‑school clubs are charged separately. 6. Payment options and deadlines. The school's admissions guidance stresses that parents must arrange payment by the start of the academic year; confirm the accepted payment methods (bank transfer, online payment or in‑office), deadlines for instalments, and any discounts for one‑off or advance payments. If you need a payment plan, request written confirmation of the instalment schedule and any administrative fees so there are no misunderstandings at enrolment. Keep receipts and the student ID/payment references the school provides for future invoicing or sibling discounts. 7. Start of term, records and ongoing communication. Before your child's start date, confirm arrival/orientation arrangements, uniform or supplies lists, and how the school manages ongoing reporting and parent contact. If you are transferring schools, ask how GGAS will handle transcript transfers and curriculum placement; the school also highlights partnerships and diploma arrangements that may affect graduation pathways. Keep the Admissions Office contact details handy for follow-up questions and to inform the school of any late paperwork or special needs.
Scholarships	Scholarships —	Scholarships GGAS's own “Why Choose GGAS?” page states the school offers scholarship opportunities and flexible payment plans, but the website does not post a detailed public policy (eligibility criteria, application deadlines or the precise amount and duration of scholarships are not listed on that page). Local education news and open‑day coverage have reported specific promotional scholarship offers at times (for example, third‑party reports mentioned enrollment incentives such as multi‑year tuition discounts or a 40% scholarship offered as an open‑day incentive), but those offers are event/time‑limited and should be verified directly with the school. If you are seeking fee assistance or a merit/need scholarship, contact the Admissions Office to request the current scholarship programme, the application form (if any), eligibility criteria and the decision timetable.
Waitlist	Waitlist —	Waitlist The GGAS website and admissions pages do not publish a formal waiting‑list or pool policy; the public admissions information focuses on visiting, applying, assessment and payment rather than an administratively detailed waitlist. Because the site does not describe how a waitlist would operate (if one exists), parents who need to know whether places are available or who want to be added to any internal waiting pool should contact the Admissions Office directly by phone or email to request current availability and the school's procedure for holding or offering places. Use the Admissions contact hours listed on the site when you call so you reach the staff who can confirm openings, priority rules (for siblings or returning families) and any deadlines.
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