225 Broadway Street, Mississauga, Ontario, L5M 1J1, Canada
255 Yorkland Blvd, Toronto, Ontario, M2J 1S3, Canada
2007
1981
100
375
JK to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Montessori
Traditional
5 to 16
15 to 25
Dedicated gifted school
$10,000
$11,472 to $17,360
No
No
0%
0%
None
None
$0
$0
9
25
0%
0%
90%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades JK - 12
No
No
information not available
information not available
One of the reasons that private school is attractive is because there is no assumption that one size fits all, and Guiding Light is a great example of that. It presents both traditional and Montessori instruction in consort with the values and lessons of the Catholic church. It’s not for everyone, though for some, it provides a strikingly tailored fit. The ideal family is one that is active within the Catholic faith and looking for a school that will support that spiritual life. Families who enroll are drawn by the strength of the academic program, as well as by the breadth of extra-curricular offerings, all offered within a very close-knit school community. There is no other school like it, and for the families that enrol, that's perhaps Guiding Light's greatest strength.
View full reportThe program at NTCS has been developed to extend the lived experience of Christianity of home and church into an academic setting. The values expressed there, as well as Biblical teaching, provide a foundation for the delivery of the curriculum across all instructional areas. For the families that enroll, that’s a primary draw, as is the opportunity for the learner to enter a student population of true peers in terms of academic ability and worldview. The extracurricular offerings are broad, and supported by the size of the student body, which is 400 annually. An emphasis on athletics and active lifestyles is also a draw. The ideal student is one able to thrive in a challenging yet supportive setting, and preparing for university studies.
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"Focus of the school is not simply in academics but also helping develop the children into good people."
Felix Wong - Parent (May 08, 2018)
My children love their experience at Guiding Light. The school provides a warm, welcoming, and safe...
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"Students heighten their education at Guiding Light Academy with various forms of teaching outside of workbooks..."
Vania Padua - Parent (Mar 17, 2021)
A large part of our worries as parents is wondering what our children’s experience will be at scho...
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"The teaching staff at Guiding Light Academy is highly knowledgeable about their subject and I love how creative they are in..."
Cindy Flandes - Parent (Mar 17, 2021)
Guiding Light Academy has been a home away from home for all my children. I am mother to seven child...
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"Guiding Light Academy is a Catholic private elementary school in Streetsville, Mississauga. We offer an enriched curriculum for JK, SK & Grades 1 to 8 that far exceeds the Ontario standard. We focus on spiritual development, academic excellence & an extensive co-curricular program that includes music, gymnastics, sport, drama, elocution & dance. The Spiritual Guidance is under the full responsibility of The Heralds of the Gospel & Lumen Veritatis Academy. Each school day begins with Daily Mass at our local Parish."
"North Toronto Christian School was founded in 1981 to offer a co-ed, advanced, university preparation program to all parents who desire a strong academic program for their child with a Christian emphasis based on Biblical principles. A family focus, strong teacher direction and a positive, disciplined environment are promoted. The school partners with parents to uphold Christian values and to encourage and assist students to prepare for a fulfilling and successful future in all areas of their lives."
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"Our Outdoor Education program occurs at a 75 acre facility, owned by NTCS, just outside the town of Apsley, ON. Students from Grades 3 to 12 are able to participate in land-based education, with strong curriculum tie-ins. Our Aquatics program begins in Grade 4 as part of the Physical Education curriculum and continues through Grade 12. Group and private lessons for children as young as 4 years old, three swim teams, and recreational swimming all make good use of our indoor 25m pool."
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"Families typically choose NTCS because of the Christian culture that we strive to create in all aspects of our school program. This is our defining quality. Families seek to have their children educated by active Christian believers who recognize and promote the Christian way of life. They want teachers to influence their child with a personal value system based on a conservative, evangelical Christian worldview and a personal relationship with Jesus Christ."
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"The school's commitment to outdoor education and education concerning indigenous issues. While the school may be traditional in many ways, the trips to the school's outdoor education property provide a unique, hands-on opportunity for students to learn in new and memorable ways."
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"Families tell us that they observe our teachers with a variety of talents and interests that they willingly share with the students. Each teacher understands that they have a role to play in the development of each student, even students they don't teach. They have a holistic view of what education should be, and they humbly serve the students to ensure that every aspect of student growth is supported"
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We at Guiding Light Academy are blessed to share the integral role of guiding our children during the formative years of their lives.
Through outstanding learning and teaching, with constant reinforcement of core values, we strive to prepare our children for the tapestry of life.
On a personal note, I have founded and managed School of Knowledge, Sharjah, U.A.E., for the last 30 years. My gratification is when my students, now young adults, feel that the best years of their lives were the ones spent in our care! This sense of achievement is what I endeavour to bring to the field of education in Toronto as well.
I am glad that you are considering Christian education for your child. The decision to enroll your child in a Christian school will be one of the most important decisions that you make.
North Toronto Christian School (NTCS) was founded in 1981 to provide a quality academic education integrated with a Christian view of God and the world, and that continues to be our purpose today. Our goal is to educate students in the light of Biblical truth so that they are prepared to serve God and be active Christian believers in their future academic endeavours, their family lives and their careers.
NTCS currently has a student population of 340 students from Junior Kindergarten to Grade 12. NTCS provides an education that will prepare students for the demands of university studies. We take a traditional approach to education with a strong focus on developing a well-rounded student. We encourage students to pursue and use their gifts to contribute to a positive school culture and the broader community. Our students have a proven track record of success in their university studies, using skills they have developed at NTCS.
If your desire is to provide a quality Christ-centred education for your child, where the school and the family work closely together, then I invite you to consider North Toronto Christian School as your partner. It would be our privilege to serve you and to support you in the education and development of your child. Please call our school office to inquire further or to book a visit at any time of the year.
Blessings,
Mrs. Nicole Brouwer
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
The Enriched Curriculum at Guiding Light Academy provides your child with the opportunity to learn and grow spiritually, physically, and emotionally through creative learning. At Guiding Light Academy, we focus on three key Elements including Spiritual Guidance, Academic Excellence, and Co-curricular Activities. We combine traditional methods of academic learning with aspects of social interactive learning. Our main goal is to provide a learning environment that inspires life long learning, encourages strong self -development, and instills deep spiritual values.
The mission of North Toronto Christian School is to prepare young minds for the demands of a university education within the framework of a Christian worldview. In our elementary program, there is a significant emphasis on mastering the basics of reading, writing and mathematics. In our high school program, courses are only offered at the academic or university preparation level. We offer a diverse liberal arts style program that gives students a wide variety of educational experiences so that they can more effectively choose a university program that will allow them to utilize the gifts that God has given them. In order to provide a comprehensive educational experience, students in grades 3-10 participate in a fall and winter, three-day outdoor education trip to our school camping facility located in the Kawarthas.
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.
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Phonics-intensive
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.
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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Equal balance
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.
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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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
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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
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).
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.
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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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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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Creative
These programs have an equal emphasis on receptive and creative learning.
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Enriched Curriculum at Guiding Light Academy provides your child with the opportunity to learn and grow spiritually, physically, and emotionally through creative learning. At Guiding Light Academy, we focus on three key Elements including Spiritual Guidance, Academic Excellence, and Co-curricular Activities. We combine traditional methods of academic learning with aspects of social interactive learning.\nOur main goal is to provide a learning environment that inspires learning, encourages strong self -development, and instills deep spiritual values.
At North Toronto Christian School, our desire is to begin educating students academically, spiritually, socially and physically, from the moment they walk through our doors. Our kindergarten program is a challenging academic program, focusing on the basics, which provide a solid foundation for continued study and academic success at NTCS.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Our small class sizes allow us to spend one on one time with every child ensuring that the course material and pacing is customized to each child.
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”.
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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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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CompetitiveComp. |
RecreationalRec. |
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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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 |
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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
90%
75%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 8
Yes: grades JK - 12
No
No
No
No
No
No
No
No
No
No
Guiding Light Academy aims to develop all around students with a focus on Catholic values, an intensive academic program and an extensive co-curricular program. We expect a student of Guiding Light Academy to have a deep understanding of the Catholic faith, a strong focus on academics and have the ability to sing and dance on stage as part of a performance.
Students should be serious about academic achievement, interested in fully participating in the varied activities of school life, and comfortable with the Christian emphasis in all aspects of the school program. A wide range of opportunities are given to each student. Those who have success are active, disciplined, and intent on making a positive contribution to school life.
As part of the application requirement, we ask that the parents along with the child meet with the school's admission team to discuss the child and the school's curriculum.
Overall, admission is based on availability of space, a personal interview, an admissions test (if necessary), analysis of the previous report card, written indication of parental support for our program, and a verbal indication of interest by the student. When the application has been approved and the registration fee and capital deposit have been received, a letter of acceptance will be issued to reserve a place in class.