125 Brentcliffe Rd, Toronto, Ontario, M4G 3Y7, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
2020
2022
24
10
JK to 3
JK to 8
Coed
Coed
Day
Day
English
English
Nature-based
Arts
Progressive
Progressive
Varies
10
In-class adaptations
$5,575 to $13,750
$11,000
No
Yes
0%
0%
None
None
$0
$0
4
1
0%
0%
100%
90%
JK, SK, K, 1, 2, 3
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
No
Yes: grades K - 8
No
No
information not available
information not available
With its unique forest school approach, Explore Nature stands out as an innovative school that transcends the conventional classroom setting. Immersed in nature, the school enables children to experience enhanced focus, reduced anxiety, and deepened self-awareness. Explore Nature’s commitment to personalized learning is clear with their 6:1 student-to-teacher ratio, which allows them to cater to the unique learning styles of each child. Beyond the standard Ontario curriculum, the school’s holistic education includes mindfulness sessions, literacy and numeracy growth, and the chance to care for animals in collaboration with Pawsitively Pets. These experiences foster empathy, responsibility, resilience, and a broad range of emotional and social competencies. At the heart of Explore Nature is a commitment to students' overall well-being and a balanced development through creating positive connections with the self, others, and the environment.
View full reportAurora Alternative Micro School (AAMS) is a small JK to Grade 12 school with a unique approach to education. AAMS boasts small class sizes and low student-to-teacher ratios, which promotes engagement and interaction, and which provides the opportunity for fun activities like cooking. Even for a small school, it has a remarkably close-knit and intimate community where all kids feel like they belong. AAMS also offers personalized learning, in combination with a traditional curriculum, to capitalize on children’s innate curiosity and love of learning. Finally, the school prioritizes the development of critical thinking, artistic expression, confidence, and leadership skills in all of its students, from kindergartners to older teenagers.
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"The teachers are well-equipped to have kids working on skills appropriate to their level in any subject."
Karen Sadler - Parent (May 17, 2023)
My daughter is thriving thanks to the small, collaborative nature of this school. The teachers work ...
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"I can't say enough about the positive benefits of sending your child to a forest school where immersion in nature is part of the everyday experience."
Alicia Shala - Parent (Jun 01, 2023)
This school is all around amazing. My kiddo has a lot of energy and needs space to move around and e...
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"Explore Nature is a unique outdoor education school (K-3) nestled in Leaside. Small class sizes (6:1) and serene forest classroom allow for hands-on learning and curiosity-driven exploration. Learning outside improves attention, reduces anxiety and cultivates self-awareness. In addition to the Ontario curriculum, we offer mindfulness sessions, literacy and numeracy development, and the chance to care for animals. Our passionate teachers create an inclusive environment where individual learning styles are embraced."
"Aurora Alternative Micro School ! A holistic educational experience in Toronto's East End catering to the Primary, Junior and Intermediate grades. We offer a direct, expansive and heartfelt learning opportunity. At Aurora, we combine traditional pedagogy with relational, outdoor and child centred philosophies."
"Explore Nature stands apart from other schools by offering a unique blend of outdoor education and holistic development. Our forest school approach fosters a deep connection with nature and provides students with hands-on experiences that ignite their curiosity and love for the natural world. Our school goes beyond traditional classroom walls, allowing children to learn and explore in a serene and calm outdoor environment."
"Our school is aimed at families es who are seeking a real and relational alternative to traditional and systemized education. At Aurora, we believe in creating community for our students and families. We have created an organic and alive curriculum weaving together parental and student voice with a host off teaching philosophies. Our motto 'where all is possible' really is the nucleus of the school's intention."
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"Explore Nature goes beyond academic learning, equipping students with essential tools for managing stress, building resilience, and promoting overall well-being. By tailoring the learning experience to individual needs and building upon students' unique starting points, we foster a sense of achievement, boosting their self-esteem and motivation. Students graduate from Explore Nature with the tools to thrive in diverse settings and become compassionate and confident leaders in their communities."
"Families choose Aurora Alternative as they see their children thriving with other students of differing ages and feeling the joy of learning and living. Not only are students exploring traditional reading, writing and mathematical skills, they are given space to cook, create, play, and suggest avenues for their own learning. We also explore the city and visit all that Toronto has to offer."
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"Our school's partnership with Pawsitively Pets offers students a unique opportunity to interact with and care for rescue animals. This hands-on experience not only teaches children about empathy, responsibility, and animal welfare, but it also instills a sense of pride and confidence in their abilities. By nurturing a caring relationship with animals, students develop a deep appreciation for all living creatures, fostering a compassionate and empathetic mindset."
"Aurora Alternative focus is to create relational, critical thinking, and emotionally articulate individuals. Through drama, play and group building activities student are given opportunities to think about themselves as learners and as vulnerable human beings. Students learn their strengths and also where they are meet challenges, frustration and disappointment within themselves and in relation to other. Aurora Alternative also really focusses on the joy of learning."
"We prioritize building positive connections with self, others, and nature. Through meaningful experiences and relationships, our students develop a strong sense of self-awareness, empathy, and respect for others and the environment. A focus on positive connections enriches well-being and personal growth, promoting a balanced lifestyle. By providing a nurturing and inclusive space to express their emotions and develop self-regulation skills, we empower them to navigate challenges with confidence."
"Aurora is a vibrant learning experience where parents can drop off their kids and know that they are happy, nurtured and growing. We believe in creating leaders and we have many Grade 9- Grade 12 students who volunteer and teach activities based on their passions. We encourage Aurora students to share their passions with the belief that students are teachers."
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As the principal of Explore Nature, I am thrilled to welcome you to our vibrant learning community. At Explore Nature, we believe in the transformative power of outdoor education and experiential learning. Our dedicated team of educators is committed to providing your child with an exceptional educational experience that fosters a deep connection with nature, cultivates a love for learning, and nurtures their overall well-being.
We are proud to offer a unique curriculum that combines academic excellence with meaningful outdoor experiences. Our students engage in hands-on activities, explore the wonders of the natural world, and develop essential skills such as critical thinking, collaboration, and problem-solving.
At Explore Nature, we celebrate diversity, inclusivity, and the value of each student's unique talents and abilities. We provide a safe and supportive environment where students can express themselves, take risks, and grow both academically and personally.
I invite you to explore our website, schedule a visit, and discover firsthand the exceptional educational opportunities that await your child at Explore Nature. Together, let's inspire a lifelong love for learning, foster a deep connection with nature, and empower our students to become compassionate and engaged global citizens.
As a passionate educator of 30 years, I have been inspired by the many countries I have lived in and visited. Having taught in London, England for 15 years as a French/Spanish and Comparative Religions High School teacher, I thrived in the multiculturalism of a city bustling with immigrants and refugees. The students I met, filled my heart with their courage, determination and joy. I was inspired by their desire to improve their life circumstances through the gift of education. In those classrooms, student respect was earned as many of the systems that they had relied on had failed them. Finding ways to engage them was a challenge, but what a delight when their curiosity was tweaked and their trust was gained. It was here that I began to understand the power of learning and the importance of relationship. I learnt that there is no end to the possibility and potential here.
I also had grown up hearing stories and reading articles about Summerhill school, revolutionary in their mission to impassion and engage young minds and hearts. I wanted to bring this energy and philosophy to the urban classroom. I was fortunate enough to teach in Paris for several years, complimenting my understanding of teaching in a diverse and inner city environment , but with a fresh twist. Added to this mix, my travels to Israel and life on Kibbutz opened my eyes to the importance of nature as an inherent teacher and impressed on me the value of community and camaraderie. This was accentuated in New Zealand where I furthered my understanding of ecological literacy and the interconnectedness of life and learning. As a parent of a child in TDSB’s alternative outdoor education Equinox Holistic Alternative school, the years of accompanying school trips to the Evergreen Brickworks and the Pine Project helped me see, first hand, the deep rooted impact of this type of enrichment.
My travels brought me to Toronto which is where I now call Home. I have been working for the TDSB initially as a Grade 5 /6 French Immersion and Core teacher and also a Grade 7 and 8 Core Homeroom teacher.
In addition, I graduated from the Transpersonal Therapy Centre in 2008 and have a small practice where I work with individuals and families. As well, I have facilitated many groups for adults working with personal growth, movement and meditation.
All these experiences, the places and the people, are integrated into the fabric of who I am as a human being and who I am as a teacher.
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
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Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
Math concepts are introduced through implicit teaching, and each strand is structured according to the Ontario Curriculum. Once introduced, concepts can then be explored through experiential based learning in the forest, using nature to explore how each idea presents itself in the real world, as well as cross-curricular connections, such as graphing colours found in nature, or exploring shapes in natural art.
Students will develop their confidence with math skills and explore the magical world of numbers. We will start with an introduction to the abacus and the origins of counting. As students grow, the math curriculum will focus on the principles of addition, subtraction, multiplication and division. At Aurora, we will make math learning as experiential as possible and create opportunities to integrate math skills into real world situations. All students will be given in a workbook for their particular age level which they can use at home. Students will also have access to computers and are able to learn coding through programs such as Scratch and Scratch Junior.
Jump Math
Information not available
Not applicable
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Not applicable
Explore Nature uses the dual coding theory to teach literacy, encoding language as sensory information that can be taught through phonics and sight word skills, as well as conceptual imagery that includes whole word concepts and comprehension. A systematic phonics program is used to support and fill learning blocks in readers of all grades, with a whole language reading and writing program used in all subjects to support the reading of age-appropriate literature.
Information not available
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
At Explore Nature, we foster a love of writing and equip our students with essential writing skills from a young age. Our approach to teaching writing in the younger grades is designed to engage students, encourage their creativity, and develop effective communication skills. We believe that writing is a powerful tool for self-expression, and we provide numerous opportunities for students to share their thoughts, feelings, and ideas through written expression. Through structured lessons and creative writing exercises, we nurture their love for writing and motivate them to become proficient writers. We take a systemic approach to teaching foundational writing concepts in the early grades. We guide students in correctly printing their names, emphasizing proper letter formation and alignment. Our teachers provide individualized support to students, recognizing their unique writing abilities and adapting instruction accordingly. They employ various instructional strategies, including modelling, guided practice, and peer collaboration, to writing proficiency.
progress developmentally, the curriculum transforms to meet their changing inner requirements. Literacy and Languages At Aurora, we aim to nurture the love of reading and writing. Students will develop their ability to express their ideas; we start with letters, continue to forming words and sentences and then by the end of the primary years, students will be able to see their work grow in sophistication as their vocabulary and grammatical understanding develops. The school offers a broad and vibrant Library cultivating creativity, curiosity and imagination. Each year students will write their own stories and will have them formatted and printed into a bound book. Students will also have spacious time to play, as it is our experience that students love of storytelling starts and is integrated through this sacred time. Basic French and Spanish will be introduced during these years. Be prepared for a trip to the local French bakery!
Inquiry
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.
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.
We aim to instill a love for scientific inquiry, nurture curiosity about the natural world, and develop critical thinking and problem-solving skills, introducing science through hands-on exploration and observation. Students engage in age-appropriate experiments, and sensory activities to develop their scientific skills and understanding. They learn to ask questions, make predictions, and gather evidence, fostering a sense of wonder and excitement about the world around them. We cover a wide range of topics, including life sciences, earth and space sciences, physical sciences, and environmental sustainability. We believe in fostering a strong connection to nature. Our outdoor learning environment provides the perfect setting for scientific exploration, allowing students to observe and interact with ecosystems, plants, animals, and natural phenomena firsthand. Our teachers serve as facilitators and guides, encouraging students to think critically and ask thought-provoking questions. They provide reflection, discussion, and self-assessment opportunities, nurturing a growth mindset and lifelong learning habits.
Science is all around and within us! With this in mind, the science curriculum will focus around these units. Animals and their habitat Food and Health Compounds and experiments Making structures The science curriculum will be supported by Scientists in the School and the Toronto Wildlife Association visits.
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
Zoology
Not applicable
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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
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Our approach fosters students' understanding of their place in the world, promotes cultural awareness, and embraces the richness of Indigenous history and perspectives. Our social studies curriculum is designed to connect students with their immediate surroundings and expand their understanding to a global scale. We begin by exploring identity, family, and community, encouraging students to reflect on their experiences and how they contribute to the social fabric. Cultural themes are woven throughout our social studies curriculum to ensure a holistic and inclusive approach. We prioritize teaching the histories, cultures, and contributions of Indigenous peoples, with a focus on pre-colonial and pioneer-settled Canada. Our teachers create a safe and inclusive classroom environment where students feel comfortable expressing their opinions, asking questions, and engaging in respectful dialogue. They facilitate discussions on social justice, human rights, and ethical issues, empowering students to become active participants in shaping a more equitable and sustainable world.
At Aurora, students will develop an understanding of the world around them through an understanding of countries and continents and stories of people’s culture sand experiences. Students at each age will be invited to create a family tree and share stories of their own personal family history and the geographical paths that have brought them to the present day.
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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.
We offer French and Spanish.
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
Information not available
Creative
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.
At Aurora, we see the arts as an evocative and powerful gateway for self expression. Students will delve through the realms of their imagination using as many mediums as possible; (clay, acrylics, baking, play dough, sand sculptures, water colours, wooden and magnetic tiles. In fact, there is no end to the kaleidoscope of possibilities here!) Students will each be given a sketch book to harness and explore their creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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 digital Smartboard is used to convey concepts that require extensive visuals, or to show videos of places or practices that can't be found in the classroom. Older students are taught to use digital presentation programs, such as Google Slides, to prepare them for a junior level classroom. Technology is also employed when needed by the curriculum, such as digital media as a part of Media Literacy, or coding as part of Mathematics.
All students have access to a laptop and explore graphic design and Scratch.
Web design
Robotics
Computer science
At Explore Nature, our approach recognizes the vital importance of physical education in a child's overall development. Teaching physical education promotes an active and healthy lifestyle while instilling a love for movement and physical activity. We provide a well-rounded physical education curriculum that combines structured lessons with opportunities for unstructured play and natural exploration. Our teachers integrate physical fitness activities seamlessly into our outdoor learning environment. Our physical education program focuses on developing fundamental movement skills like running, jumping, throwing, and balancing. Students build their coordination, strength, and agility through engaging and age-appropriate activities. We also emphasize the value of teamwork, sportsmanship, and fair play, fostering social skills and cooperation. To ensure a comprehensive approach, we cover a range of activities, including games, sports, yoga, nature hikes, and outdoor adventure challenges. Our students can engage in nature-based activities that enhance their understanding of the environment while staying physically active.
This will be an integral part of the school day and students will be encouraged to move their body, play together and learn new skills. We offer volleyball and tennis lessons. We have many parks in the area with a range of green spaces, beach, creek and woodland areas.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
At Aurora, we focus on a play based approach for our young learners. We provide a range of learning centres revolving around imagination and creativity that helps our students develop healthy relationships with their peers. We also encourage outdoor play and inquiry.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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At Aurora, we aim to nurture your child academically, emotionally, spiritually cultivating a capacity to develop secure and healthy relationships. We believe in this way, that as students come to understand themselves holistically that they can forge a healthy and happy life in the world.
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RecreationalRec. |
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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 |
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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 |
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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
0%
0%
$0
$0
100%
90%
JK, SK, K, 1, 2, 3
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
No
Yes: grades K - 8
No
No
No
No
No
No
No
No
No
No
At Explore Nature, we welcome students who possess a sense of curiosity, a love for learning, and an appreciation for the natural world. We believe in fostering a supportive and inclusive community where students can thrive and develop to their fullest potential. We are looking for students who enjoy outdoor activities and have a natural curiosity about the environment. Our curriculum heavily emphasizes hands-on exploration and outdoor learning, so a willingness to engage with nature and the outdoors is important. While we welcome students from diverse backgrounds and abilities, it is important that students are able to meet the physical demands of our program, such as walking and carrying their own bags comfortably. Ultimately, we are looking for students who will embrace our educational approach, connect with our values of nature exploration, and actively participate in creating a positive and inclusive learning community at Explore Nature.
We accept families and students who are looking for an alternative to mainstream and traditional education. Students will be looking to share their interests and curiosities and develop their critical and creative skills. Families will be looking for a more scared and holistic educational experience.
At Explore Nature, we have a straightforward application process that welcomes all students who meet our basic requirements. We kindly request that students be potty trained to ensure a positive learning environment, as this promotes independence and hygiene.
We prioritize fostering a deep connection with nature, so we recommend that students have an enjoyment of outdoor activities. Our curriculum heavily emphasizes outdoor exploration and hands-on learning, allowing students to fully engage with the natural world around them. Additionally, students should be able to walk and carry their own bags comfortably, as we often move between indoor and outdoor learning spaces.
When applying, parents or guardians can complete our application form, providing the necessary details about the student. We encourage families to book a visit to our school, allowing them to experience our unique environment firsthand and ask any questions they may have.
There will be a yearly $200 fee for supplies.
125 Brentcliffe Rd, Toronto, Ontario, M4G 3Y7, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
