305 Matheson Boulevard East, Mississauga, Ontario, L4Z 1X8, Canada
1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
1995
1916
150
540
Nursery/Toddler to 5
8 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional, Montessori
Traditional
Varies
17
Learning
Dedicated gifted class
$5,140 to $10,850
$35,500
$64,500 to $90,000
No
Yes
0%
30%
None
8 to 12
$0
$0
15
108
0%
81%
85%
60%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
No
Yes: grades 8 - 12
No
No
information not available
information not available
There’s a lot to learn in the early years, one of them being a confidence to learn and to engage effectively with others. ABC, in keeping with the core tenets of the Montessori approach, was founded in 1995 to create a caring, supportive, family-centred environment, and that remains foremost in the school’s approach. An impressive roster of extracurricular activities is a draw, as is the attention to values. ABC’s reputation has been rightly gained through an individual attention to the needs of each student, and providing a solid foundation for their ongoing academic life.
View full reportShawnigan was founded in 1916 with just six students and cast in the mold of the leading English grammar schools. Its direct model was Westminster School, whose history stretches back to 1179. As such, it provides, aesthetically at least, a contrast to Brentwood, which neighbours the school. Both, as well as Brookes to the south, have some of the most stunning campuses that you could hope to find. The setting of Vancouver Island simply adds to the luster. The founders of Shawnigan Lake felt that all of those things—buildings, vistas, space—were important aspects of learning, and that a school’s setting should be inspiriting. And, certainly, it is. What the campus might lose in terms of warm and cuddly, it gains in a sense of tradition, organization, and consistency. The centennial celebration included school founder C. W. Lonsdale’s 1932 Packard convertible, adding a touch of the Great Gatsby. Still, there is a nice mix of modernity as well, perhaps most obviously in Genius Hour, a program developed by Wendy Milne, assistant head of academics. It’s a cross-grade, cross-curricular program in which students are challenged with creating their own project and seeing it through to completion. The only provisos are that each project involve collaboration, have a clear guiding question, and involve research. All of that—cross-curricular, cross-grade, hands-on, collaborative—are hallmarks of the Shawnigan approach. And, in Genius Hour and beyond, the results are impressive. The student who will do best is one who is a self-starter, operating at the top of his or her peer group, and able to dive in, making the most of the breadth of opportunity provided.
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"Our goal is to provide every student with the most rewarding and fulfilling education experience. Recognized for academic excellence, ABC Montessori offers a developmental pre-CASA program, a modern Montessori program for students aged 2 to 5 years, and an enriched traditional elementary program from SK to grade 5. Our students excel academically through a rigorous study program and grow socially, emotionally, and physically through a variety of arts, athletic, and extracurricular activities."
"Shawnigan Lake School is an independent co-educational boarding school on Canada’s beautiful West Coast. Beginning in Grade 8, our unique Shawnigan Journey purposefully guides students through a distinct, unparalleled and bold educational experience. Through empowering involvement in unique experiential, service, academic, fine art and athletic programs, Shawnigan graduates have the capacity, compassion and courage required to create exceptional lives for themselves and others."
"We’re a small school with big aspirations. Our families enroll at our school for the intimate learning environment meant to prepare students for success in middle school and beyond. The curriculum we teach is enhanced. The good work habits we teach are ones that stay for a life time!"
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"Being a smaller school with a strong curriculum, our students excel in our nurturing environment with good life long habits that serve students well into middle school and high school. They prepare very well academically with good manners and excellent work ethic."
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"While progress can seem slow at first, the habits formed and the direction provided by teachers really begin to show mid way through the year. The students transform into well balanced students with an enviable love for learning."
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"The intensity with which teachers engage with students to help them and guide them along the way is what makes our experience unique. The teachers are truly our most treasured part of our school and with dedicated students, the progress they make is remarkable."
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ABC Montessori is an academic school with an educational philosophy based on the development of the whole child. We believe in helping a child to develop academically, intellectually, socially, emotionally and physically. In addition to teaching academic subject matter, students at ABC Montessori are taught practical life and social skills, good work habits, time management, and respect of others and the environment.
At ABC Montessori, we offer our toddler and CASA students a hybrid learning approach which includes the use of Montessori materials and traditional learning materials and methods. Our Elementary students undergo an advanced traditional curriculum based on the Ontario Ministry of Education’s base curriculum.
As a parent, you likely worry not only about your child’s academic success, but also about the social and physical environment of the school where he or she spends their day and about the teachers who are responsible for their learning and care. At ABC Montessori, our foremost priorities are to provide students with a friendly, nurturing and supportive school atmosphere and teachers who are caring, encouraging and dedicated to the overall success of every student.
ABC Montessori has a strict code of conduct that all students must follow. Students are taught to respect their teachers and classmates and how to behave in the classroom. Teaching a student respect, good manners, and how to conduct themselves is a cooperative effort between the school and parents and is a part of a student’s overall education. ABC Montessori does not tolerate physical or verbal abuse by anyone. Any student who abuses or causes harm to another student, or teacher, will not be permitted to continue at ABC Montessori.
Every student is an individual with a unique personality. We understand that each student learns at a different pace, and has his or her own strengths and weaknesses, interests, likes and dislikes and personal habits. Students receive a great deal of personal attention in the classroom; thus, the teachers have a good understanding of each student’s academic as well as social requirements. Teachers can assess the progress and understand a student’s strengths and weaknesses much more accurately by spending quality time with each individual student.
Every child deserves the support, encouragement and the opportunity to reach their full potential. At ABC Montessori, we promise to provide every student with the opportunity to succeed by giving him or her tools to build a strong foundation, in an environment that is stimulating, challenging, and very supportive. It is our goal to make every student’s experience at ABC Montessori as rewarding and fulfilling as possible.
At ABC Montessori, we believe that education is the foundation for life. The education that a child receives at an early age, along with his or her home life, are the most important factors in determining his or her future. The impact of early education is felt throughout a person’s life. A child’s school experience must be positive and fulfilling. We believe that the responsibility of ensuring that a child receives a good education is shared by the school and parents jointly. We believe that building self-confidence, independence and motivation will give a person the ability to attempt new things, be a leader and to always put forth their best effort.
Welcome to Shawnigan! Our responsibility as staff here at Shawnigan is to support and inspire our students – with our values-based education at the heart of our teaching – so that they can achieve their potential and live fulfilling lives.
Shawnigan Lake School’s mission and values are inseparable from the fact that we are first and foremost a co-educational boarding school; a welcoming community whose aim it is to prepare our young men and women equally for independent and inspiring futures through the means of a well-balanced, holistic education.
Five hundred students, representing over thirty nations, come together each year to live and study in this unparalleled setting on the edge of Shawnigan Lake, Vancouver Island. We encourage all students to develop an understanding of and commitment to the people, the place and the heritage of Canada, British Columbia and Shawnigan. At the same time, we challenge ourselves each year to be relevant, purposeful and of service in a changing and increasingly global world.
The conversations, connections, sense of community, and friendships forged through these shared experiences are, I believe, part of the magic of our School.
I look forward to meeting you.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Not applicable
We offer a modern montessori program for children aged 2.5 yrs to 5 years. In their senior kindergarten year, the students reduce their reliance on montessori materials in favour of a more traiditional approach in time for their entry into Grade 1. From Grade 1 onward, our curriculum is academically intense and one that focuses on the basics of writing, reading, communication, and numeracy. Students learn traditional subjects such as English, Math, Science, Social Studies, French, Art, Music, and Physical Education.
Shawnigan Lake School provides a learning community that fosters personal excellence for each and every student. In a School dedicated to a rigorous academic program, we blend the best from traditional education with the contemporary skills of 21st century learning. With our Learning Centre specialists, Advisor program and low teacher-to-student ratio, we ensure that every student is challenged and supported. The Shawnigan classroom is a respectful place, where students develop confidence by engaging, by creating and by taking intellectual risks.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our Math curriculum is focused on perfecting the basics. A thorough combination of exercises and problem solving help the student to solidify the Math base which will aid them in understanding future concepts much better.
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We utilize the "Math Advantage" series of textbooks.
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Students are not allowed to use calculators. They are encouraged to be able to think on their feet and to work though mathematical calculations using their mathematical abilities only.
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Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Teachers present the reading curriculum using the phonics approach. Children learn to "sound-out" words using the concept of blending consonants and vowels. By using this approach, students learn to read any word. As the years progress, students have ample opportunities to read daily and to improve their reading and comprehension skills
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Students learn to write short sentences at the JK level and progress to writing short journals at the SK level. At the Grade 1 level, students begin to learn how to write book reports and answer reading comprehension questions. As students progress through the grades up to Grade 5, students are presented with ample opportunities to write many different types of writing including descriptive, narrative, persuasive, and expository.
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Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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Our Science program is theme based and students explore the various themes at each grade level through the inquiry approach, often resorting to experiments to help them learn about the themes.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Students at the Grade 4 and 5 level dwell into novel studies, reading and studying in depth one novel per term. Each novel is dissected to help students explore the literature by exploring not only the facts, but also symbolism and imagery.
At each grade we attempt to use a theme to guide our text choice, giving teachers freedom to choose literature they are passionate about. We do not mandate specific texts to be taught at each grade level to allow for this freedom. We see the great value in modeling the study of at least one class novel in order that we can demonstrate the process for analysis of a text, yet we also see the value in letting students choose their own independent novels for study in order to help foster a love for reading. We strive to help students make connections between texts and their life experiences. We work with students to synthesize their learning, their understanding of a broader theme, their study of a wide range of texts and their life experiences. We invite students to look at how stories (influence ideas, events, change a collective identity.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The Social Studies curriculum focuses on Canada and its people; however, as the students progress, activities help to tie in the rest of the world. Students learn not only about Canadian geography and history but also the history and geography of the countries from where Canada's immigration originated.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Our French program commences at the pre-school level and its main objective is to have the students become familiar with the language, both phonetically and grammatically. Through a mix of grammar lessons, oral lessons, reading, and writing, students become proficient in the French language so that they are able to converse, read, and write the language with reasonable fluency at the Grade 5 level.
The skill to function in more than one's native tongue will broaden intellectual and cultural horizons. To this end, the Department of Modern Languages offers courses in four languages: French, Spanish, Mandarin and German. We also offer French Immersion classes, and students completing this program may qualify for the Français Langue 12 credit. Our students have the opportunity to begin their study and to progress through to Advanced Placement level in all four languages. In French, many of our students take the internationally recognized DELF exams from levels A1 to B2. The classes all emphasize the communicative approach in all four language skills and provide opportunities for differentiated learning and individualized attention. A Japanese language tutor, also a native speaker, is available on Saturday mornings. Above all, however, it is the interaction and connection between teacher and student that is the biggest key to success in this subject area.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Visual Arts
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Every class integrates the subject of arts to include visual arts, dance, drama, and music. Students explore various mediums of visual arts through out the year and tie these explorations with various themes during the year. Our drama, dance, and music program culminates into a fantastic Concert each year in which, every student participates and learns to appreciate the various cultures represented at our school.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
As a pre-school, kindergarten, and lower elementary school, technology use is still at its infancy. We believe that students must first perfect their ability to read and comprehend before they learn to use technology in the classroom. As students progress to our upper grades 4 and 5, the use of computers are encouraged to supplement research for project and to produce research reports. Starting in 2023, students will be introduced to coding
Information not available
Web design
Robotics
Computer science
The objective of the physical education program is to help students improve their fine motor and gross motor skills, while improving their strength, flexibility, and fitness as they grow. Various routines are taught to address our objective and game play and skills development are introduced to further enhance the program.
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Not applicable
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Not applicable
Our CASA program is much more academic focused than the traditional material-only based Montessori program. Students work with textbooks, workbooks and readers as well as the Montessori materials and related activities. Language and math are the core of the curriculum.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
The academic culture at our school is strong. Our main focus on the whole schooling approach is highly academic with a focus on achieving fluency in literacy and mathematics, while supported by studies in French, Science, Social Studies, Music, and Physical Education.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
We are committed to academic excellence, personal growth and most importantly, fostering a love for learning.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Modifications
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We are not a special needs school. However, we do acknowledge that special needs are on a spectrum and we have assisted many students in the past 30 years to deal with and overcome some learning difficulties.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
||||
Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
||||
Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
8 - 12
0%
30%
$0
$0
85%
60%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
No
Yes: grades 8 - 12
No
No
No
No
Yes: grades 1 - 5
Yes: grades 8 - 12
No
No
No
No
Our students have a natural curiosity for learning and are well adjusted individuals who exhibit good behaviour and a sense of respect for their teachers and classmates alike. We believe that a well adjusted and well mannered child will have the necessary traits to gain the most out of their classroom exposure.
For students entering Grades 1 to 5, an entrance assessment covering reading, writing, and numeracy is administered. Following a successful assessment, an admission offer is presented and parents may subsequently prepare the application package based on an enrollment link provided by the school. All registrations are to be completed online using our enrollment and payment system TUIO.
-$260 application fee
-Photo of applicant
-Copy of valid passport
- Academic reference form filled out by Math teacher
- Academic reference form filled out by English teacher
- Copy of mid-year report from current grade when available
- Copy of final report card from last school year
- TOEFL or IELTS-test (submitted only by international applicants)