325 Sandhill Road, Kanata, Ontario, K2K 1X7, Canada
11 Headdon Gate, Richmond Hill, Ontario, L4C 9W9, Canada
2003
2003
32
100
1 to 8
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Traditional
6 to 10
8 to 15
Learning, Developmental
In-class adaptations
Dedicated gifted school
$16,000
No
No
0%
0%
None
None
$0
$0
4
6
0%
0%
0%
80%
1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades JK - 8
No
No
information not available
information not available
A small, dedicated school, March Academy is of particular interest to families of students who have had trouble assimilating or accessing a conventionally delivered curriculum within a conventional teaching environment. Teachers are adept at helping students find a place within the social network of the school, feeling involved and valued, as well as supporting a range of learning differences. The program begins with empowering students, helping them become aware of their talents, and encouraging them to employ them within a group learning setting. Parents report a high level of satisfaction, and a common regret perhaps is not turning to the school sooner. Frequent, open commination between faculty and families is also prized.
View full reportPrestige sets a high bar for its students, academically as well as socially and ethically. The program is designed and delivered to meet the needs of students functioning at the top of their peer groups. There is a close-knit feel within the student body, and an ongoing attention to the needs and development of each student as he or she progresses through the curriculum. The ideal student is one able to thrive in a challenging yet supportive environment and looking to learn within a peer group that consists of like-minded and similarly abled students.
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" ... the epitome of what schools should be ... "
Christine Deugo - Parent (Jun 13, 2019)
March Academy is the epitome of what schools should be. My son has flourished since he began attend...
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" ... she is thriving ... she feels she matters"
Claudia Gongora - Parent (Jun 13, 2019)
Our eldest daughter completed JK-trough grade 1 in the public school system and it was painful to se...
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" ... a small, quaint and loving school"
lisa o'kane - Parent (Jun 13, 2019)
March Academy has completely changed my child and his outlook on school. It is now a place he looks ...
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"March Academy is a dynamic learning environment that celebrates individual difference and teaches students to use their strengths to be effective learners. Small class sizes and experienced teachers create an environment that provides support and challenges students to achieve their true potential. Music, arts, nature, and daily physical activities are integral to educating the whole child. Through high expectations, recognizing learning styles and emphasizing the positive, we give each student a chance to shine."
"Prestige School Richmond Hill offers strong academic programs for PS to Grade 12. Students in PS to Grade 8 are given an advanced curriculum that enables the acquisition of skills and the application of knowledge in all subject areas. High school students are offered superior in-class instruction as well as the option for added support with our onsite tutoring program, allowing them to gain acceptance to their university of choice. We have superb facilities, a convenient location and before and after school care."
"March Academy is a dynamic learning environment that celebrates individual difference and gives students the confidence to advocate for themselves and use their strengths to be effective learners. Our environment provides support and challenges students to achieve their true potential. Music, arts, nature, and daily physical activities are integral to educating the whole child. High expectations, recognizing learning styles and emphasizing the positive, give students a chance to shine."
"At Prestige School, we provide an advanced, engaging educational experience with a focus on fostering connectedness and facilitating academic growth. At the heart of Prestige has always been three core values our school promotes: wisdom, courage, and integrity. We proudly uphold these values through our individualize learning approach, combining Google Classroom and intensive in-class instruction active parent-teacher and teacher-student personal correspondence."
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"Families choose March Academy for our small setting, highly experienced educators, and enriched programming. Graduates report that March Academy helped them to better understand their strengths and needs as learners which gave them the confidence to be effective advocates for their learning in high school. Students appreciate and are prepared to embrace life-long learning."
"Our greatest strengths include inspiring and motivating students. We actively engage their eager minds by incorporating a variety of manipulatives, enjoyable activities and cooperative learning projects. In addition, we tailor lesson plans to meet their diverse interest and provide alternative assessment methods allow for optimal evaluation. We engage in daily parent-teacher communication to allow for full immersion in the educational process and boost students’ self-confidence and self-esteem."
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"The program at March Academy has been carefully curated to enrich the whole child by including weekly opportunities for subjects such as Yoga, TaeKwonDo and Music which support the more academic areas such as Math and Language. Despite the attention and support for individual student needs, our emphasis on working in and as part of a group of learners is critical to student development. All experiences complement each other for the benefit of overall learning."
"Although in the past, we may have been regarded as a smaller private school, we will be renovating the adjoining business between our two units and will be fully utilizing the full length of the building come the start of the new school year. We will be gaining more learning opportunities for our students, including an advanced High School program. The revitalized classrooms will accommodate growth and development. Prestige School is committed to investing in our students."
"Families are often surprised by how much their child enjoys coming to school every day and what their child is capable of learning and doing. Parents are often delighted to report, "We have finally gotten our child back". Children rise and often surpass the expectations set out for them. Families come to realize and appreciate that teachers at March Academy have clear, specific, just-right expectations which reflect in the self-confidence they see in their children."
"Our experienced Physical Education instructor conducts regular fitness and wellness sessions to aid in strength, flexibility and cardio. Dance and choreography are also implemented. Students have regular art and music lessons to advance in their creative abilities and further their mastery of the guitar, ukulele, recorder, and vocal talents. Our French program includes daily intensive lessons. Annual math competitions and performances in school wide concerts also further students' potential."
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An underlying tenet at March Academy is that education should provide children with a compass to guide them and support their ability to find their way, rather than a single road map that everyone must follow.
For 20 years, March Academy has worked to empower elementary aged students by helping them to understand how to find their way in a group learning environment. It challenges them and helps them grow, primarily by teaching them how to learn, while at the same time, helping them to respect and work with their peers.
March Academy celebrates individual difference, recognizes strengths and teaches students to use their strengths to be effective learners. Through high, reasonable expectations, by incorporating individual learning styles, by emphasizing the positive, and by teaching co-operation, we give each student a chance to shine and express their true potential.
Our students are excited, engaged, positive students. They develop qualities that allow them to become confident life long learners. We are extremely proud of our graduates, their growth and successes. We look forward to making you and yours part of our March Academy family.
Dear parents,
The dedication of our staff plays a huge role in the success of our students. Our close-knit community, made possible by small class sizes, ensures that each of our students receives an individualized education. You will never have to wonder how your child is doing; our teachers will tell you because they care.
Located in the diverse city of Toronto, Prestige School prides itself on a student body that reflects the multicultural city of Toronto. Our school boasts international students from all corners of the world, with some of our students speaking several languages. It is for this reason that Prestige School offers language courses as early as preschool. We want our students to be well equipped to thrive in today’s global economy.
However, academics are not enough to develop a well-rounded child. That is why we pride ourselves on our community. But what exactly is our school community? Our school community is the taste of every food imaginable during our International Café, the sound of ear-splitting cheers on Sports Day, the sight of our graduates walking proudly across the stage, diplomas in hand. It is the feeling of making a difference.
Since a picture is worth a thousand words, I urge you to browse our photo gallery. The smiling faces of our students will tell you much more than I am able to in a letter. We invite you to come and see us in action and would be happy to book you an appointment to discuss your own child’s educational needs.
Happy learning!
Olga Margold
Traditional
Information not available
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
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March Academy uses a multifaceted, eclectic approach to build and re-teach core skills or to provide academic challenges to students, where and when necessary. Small class sizes with a low teacher-student ratio allows for more individualized attention and flexibility in curriculum delivery, as well as providing support for social skills development, school anxiety and navigating the underlying hidden school curriculum. Providing the learner with an understanding of their part in the learning process and helping them to become advocates in their own learning is emphasized. Music, art, daily physical education, and nature studies are seen as critical elements of the program to entice and excite all learners.
At Prestige School, we offer an enriched and accelerated curriculum with subjects taught one to two grade levels above the standard curriculum. Our academic program provide students with a great opportunity to experience a multitude of courses and various learning styles and strategies. It challenges each student intellectually, artistically and physically through a rigorous and innovative curriculum and an extensive co-curricular program. Our academic curriculum is academically challenging, with students being taught by teachers who specialize in the content knowledge of each subject. Starting in kindergarten, students have specialists in French, computer science, music, art and drama. Starting in grade 5, students further specialize in science, which includes biology, chemistry and physics.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The teaching of math is delivered in multi-aged groupings with similarly skilled students. Lessons are augmented to support individual student needs and skill level, and an altered pace and reteaching in different formats is offered when necessary. Math manipulative materials and various strategies are offered to solidify comprehension of the concepts. Students practice and apply their understanding on a weekly basis with their peers by solving assigned real-life problems with a 'math buddy'.
Prestige School elementary students are taught an advanced curriculum in mathematics. They learn at least a year ahead of publicly funded schools. Younger students learn hands on strategies that will assist them in answering various forms of questions; textbook, worksheets, graphs, surveys, etc. Older students are learning very advanced mathematical strategies and equations. Our high school students are taught by skilled mathematics teachers that ensure students are understanding the concepts in order to receive their credits.
An eclectic teaching approach is taken for the teaching of math using resources such as Nelson mathematics, Jumpmath and other commercial programs to augment main lessons.
We use various textbooks for elementary and high school. We also use school generated textbooks.
Students are expected to learn math facts and are taught strategies on how to learn and find the facts. How to use calculators is taught as part of some lessons. Calculators may used for some lessons to confirm facts and in different math strands.
Younger students are not permitted to use calculators. They are learning various strategies that teach them to do the calculations on their own. Older students are permitted to use calculators since they are performing advanced mathematical equations.
Balanced Literacy
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.
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.
March Academy uses an eclectic approach to language teaching depending upon individual student need. In the primary grades an emphasis on letter sounds and phonetics is given in conjunction with the teaching of comprehension strategies, grammatical structures and vocabulary development. In the higher grades a greater emphasis on comprehension strategies, inferencing and vocabulary and grammatical development dominates the lessons.
Prestige School follows a phonics intensive steps to reading program which includes guided reading, weekend readers, word family books and more.
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.
The teaching of writing is through a balanced systematic and process approach. Direct teaching of writing skills is taught both in small group lessons and on an individual basis as needed. Students are asked to write for a specific task or assignment to improve grammar and sentence structure, or to practice a specific type of writing. Time is also provided for personal and creative writing to both practice and apply the skills that have been taught and to foster a love of writing for different purposes. Formal lessons in both printing and cursive writing are given on a weekly basis.
Prestige School ensures that students’ grow into confident writers and researchers who can communicate competently using a range of forms and styles. Students will learn to use these forms and styles to suit specific purposes and audience, while correctly applying the conventions of language –grammar, usage, spelling, and punctuation. Students learn and build upon the skills necessary to write using all four forms: expository, descriptive, persuasive and narrative.
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.
Science lessons are based on a school-wide theme each month in the form of Integrated Studies. Topics are taught through both direct lessons about the theme and through inquiry-based, team and partnered assignments. Special emphasis is place on aspects of nature, wildlife and the environment through targeted lessons each week in the form of nature journals. In Grades 7 and 8, specific topics are explored in more depth.
Our science program (KG- Gr. 8) moves at an accelerated rate covering these 4 strands: life systems, earth and space, structures and mechanisms and matter and energy. Starting in grade 4, students specialize taking separate classes in chemistry, physics and biology.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At an elementary school level, Literature is explored and appreciated both in terms of how it is written and in what it means to an individual. Students are asked to reflect and relate to text as it impacts them and as it impacts society as a whole.
Our reading program provides students with opportunities to expand their intellectual horizons and to extend and strengthen their literacy skills. As a creative representation of life and experience, at Prestige School, we see literature as raising important questions about the human condition, now and in the past. Our students are exposed to literary works drawn from many genres, historical periods, and cultures, by both female and male writers, that represent a wide range of perspectives and reflect the diversity of Canada and the world.
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
Core Knowledge
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.
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).
Social Studies lessons are based on a school-wide theme each month in the form of Integrated Studies. Topics are taught through both direct lessons about the theme and through inquiry-based, team and partnered assignments.
Students are exposed to social studies starting from preschool. In primary grades, students learn about the community, Canada, and medieval times. In junior grades, students are exposed to various ancient civilizations and learn how these civilizations have impacted our world today.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
History and Geography lessons are taught through both direct lessons about the topic and through inquiry-based, team and partnered assignments.
In Grades 7 and 8, students are taught history and geography. In history, students are taught to think critically using primary sources, and are tasked with considering the perspectives of those they learn about. Though the history courses focus primarily on Canadian history, students learn about what was going on in other parts of the world at the same time. In geography, students take part in many inquiry-based tasks, project-based learning, and case studies. The grade 7 course focuses on physical geography, while the grade 8 course is centred around human geography.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
A core French program is offered at March Academy.
Students start French instruction in preschool and kindergarten and is offered every year up until grade 12. Students take French daily starting in grade 1 until grade 9. Students have an option of taking Russian instruction starting in kindergarten. Students have Russian instruction two to three times a week. Russian instruction is also offered as a high school credit.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
March Academy students engage in music lessons which take the form of an individual piano lesson, a music theory lessons and a group choir session each week. Visual arts lessons are also provided on a weekly basis. Dance and drama lessons may be integrated into physical education, language, or integrated studies classes dependent on the monthly theme.
Prestige School takes pride in their numerous stage shows. Students take part in our Annual Talent Show, Winter Concert, Literacy Celebration, International Café, and the End of Year Concert. Students are exposed to various medias and techniques for visual arts. Dance is offered as a separate class, separate from physical education, once a week. Our music program exposes students to various composers and musicals.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Technology is used to enhance or build upon concepts or themes in the classroom. Time is spent teaching students how to navigate specific programs to be used as tools in learning.
Students are exposed to computers studies starting in grade 1 until grade 8. Computer studies is also offered as high school credits. Young students learn the very important skill of typing. Once typing is learned, then students are exposed to various computer programs that will be of use throughout their entire life. Older students are exposed to programming.
Web design
Robotics
Computer science
A large emphasis is placed on physical education. Classes are held on a daily basis and include both indoor and outdoor traditional games and activities as well as weekly sessions of TaeKwonDo and yoga.
Our approach aims at helping students develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and a respect for their own health in relation to others and the world around them. Our approach focuses on the following three components: active living, movement competence and healthy living. Students actively participate in a wide variety of physical activities while also understanding the responsibility for their safety and safety of others. Student also perform movement skills and learn how to apply movement strategies properly. For the healthy living component, students learn about nutrition and healthy eating.
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.
Prestige School's enriched kindergarten program incorporates learning opportunities in the subject strands of mathematics, language, science, social studies, music, French, physical health and education, dance and the visual arts. Our kindergarten program helps to foster the development of many important social, emotional and academic skills. Our program provides opportunities for teacher-guided and student-guided learning experiences. In addition, we use a lot of hands-on exploration of concepts to support their understanding of the world around them.
Accelerated
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 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).
Information not available
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 “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”.
March Academy celebrates student success in all areas of the program. Without the emphasis on letter or number grades, students are made fully aware of their needs and successes through constant feedback and supported to ensure they are able to achieve their goals to a standard that they are capable of.
At Prestige School, students are held to a high academic standard. Students are exposed to an advanced curriculum and teachers provide the necessary help a student would need to succeed in their academics.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The goal at March Academy is to encourage the development of the whole person. Students who are confident in themselves and who can advocate for their needs as learners are successful and can offer more to their communities.
Information not available
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
March Academy's program supports children who struggle with a learning challenge. Accommodations and modifications are integrated into the program and any remediation is a regular part of the delivery of the content when and where necessary. Time and space can sometimes be accommodated for extra support services engaged by families such as occupational, physiotherapy or speech therapy.
Information not available
Students who have been diagnosed with a learning disability can be accommodated at March Academy.
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 |
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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 |
||||
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
0%
0%
$0
$0
0%
80%
1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades JK - 8
No
No
No
No
No
Yes: grades 2 - 8
No
No
No
No
March Academy is suited for families who seek a smaller academic setting. The environment is suitable for students who, despite best efforts, are not experiencing success at their current school placement. Students may be identified as learning disabled or gifted, be experiencing school anxiety, be 'late bloomers', or be students who enjoy more teacher-student interaction. The smaller setting for learning combined with the supports that that March Academy can provide may also provide a renewed spark for learning in the student.
We look for students who possess and can represent our three core values: wisdom, courage and integrity.
Parents are asked to contact the school for a tour and to meet with the staff regarding the learning needs of their child. Students are then asked to spend a day or more at the school to join a class and to follow the school day. Following the visit, school staff and parents will meet to discuss the school-student fit and suitability. If in agreement, students will be allowed to enrol at March Academy at a mutually decided date.
Prestige School offers a unique learning environment designed to meet the child's individual needs and encourage each student to pursue integrity and excellence. We help all perspective students and their parents to become familiar with the school, our programmes, and our educational philosophy.
Admission Criteria
On receipt of the application form, students applying to our kindergarten programme will be invited for a class visit. Applicants to the kindergarten programme are encouraged to bring a photograph or story book to generate conversation (please no toys), and to assist with verbal skills assessment.