325 Sandhill Road, Kanata, Ontario, K2K 1X7, Canada
9211 Woodbine Avenue, Markham, Ontario, L3R 0K1, Canada
2003
1999
32
120
1 to 8
Nursery/Toddler to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Traditional, Montessori
6 to 10
Varies
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$16,000
$11,000 to $13,000
No
No
0%
0%
None
None
$0
$0
4
11
0%
0%
0%
100%
1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades Preschool - 6
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 reportFounded in 1999, TMS has developed a reputation for offering a strong academic program that maintains a high fidelity to the core of the Montessori approach as demonstrated by CCMA accreditation. The program is regularly assessed through certification and EQAO testing, and families are drawn by the keen attention to the development of core numeracy, literacy, and early exposure to French. The size of the school hits a bit of a sweet spot, allowing for a full range of curricular and extracurricular programming, while also maintaining a close, personal, community-oriented feel. The ideal student is one able to thrive in a hands-on, social, challenging yet supportive academic environment.
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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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"The teachers there are top-notch."
Winnie Chan - Parent (Mar 09, 2021)
My children spent most of their childhood at Trinity Montessori School. They loved the field trips ...
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"The academic excellence at Trinity Montessori School surpassed our expectations."
E Poon - Parent (Mar 09, 2021)
Both of our daughters have been going to Trinity Montessori School since they were 18 months old, an...
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"Going to Montessori Model United Nations in New York City in grade 5 was the highlight in her school life. She had the opportunity to dive into real-world issues and worked with..."
Thomson Yip - Parent (May 27, 2021)
Trinity Montessori School is like our daughter’s second home. She started in the Casa program at t...
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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."
"Trinity Montessori School was established in 1999 and is a CCMA accredited school located in Markham. We have an excellent reputation and receive many of our students through direct referral from current and former parents. Our staff members are friendly and nurturing. We strive to instill in children self confidence and a passion for learning through our diverse and enriched educational environment. We offer stimulating intellectual and cultural experiences for children from 1.5 to 12 years old."
"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."
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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."
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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."
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"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."
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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.
Welcome!
My name is Elena Ho, the Principal and co-founder of Trinity Montessori School. I've been an educator for 38 years, following two generations of educators, and I believe in a holistic approach to realizing a child's full academic and creative potential.
Trinity Montessori School is a private school with a longstanding tradition of achieving student success. We facilitate an environment that is equally nurturing and academically rigorous, for outstanding students to exceed beyond what they thought was possible. All of our students are uniquely supported to maximize their potential for academic excellence and further develop an independently-motivated work ethic and enthusiasm for learning, in order to broaden their horizons as citizens of their communities and the world.
I invite you to learn more about Trinity Montessori School in evaluating the best fit for your child's academic future.
Traditional
Montessori
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.
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.
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.
Our elementary curriculum is based upon Montessori principles, which guide students to learn about the universe and their place in it. Our dedicated teaching staff follows an interdisciplinary approach to learning, highlighting the importance of the interconnectedness and interdependence of different subjects within the curriculum. We strive to enrich our curriculum with elements from the Ontario Curriculum, ensuring that our students are well prepared when they move on to other schools in grade 7. Through our school's participation in the Montessori Model United Nations held annually in New York, our elementary students gain valuable opportunities to engage in global citizenship and enhanced awareness of international social, economic and humanitarian issues and challenges.
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.
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'.
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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.
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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.
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Phonics-intensive
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.
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.
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.
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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.
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.
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Inquiry
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.
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.
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.
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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
Zoology
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.
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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
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.
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Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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History and Geography lessons are taught through both direct lessons about the topic and through inquiry-based, team and partnered assignments.
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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.
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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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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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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.
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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.
It is a requirement of all students who are 5 years of age or older to participate in our various physical activities programs planned throughout the school year. These programs typically include swimming, skating and multi-sports lessons, although these activities may be subject to change. (Due to Covid-19, this program is currently unavailable for the 2020 to 21 school year.)
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
We have four fully-equipped, bright and spacious Montessori Casa classrooms for ages 2.5 – 6 years old. The curriculum follows the Montessori approach, which offers a broad range of materials to help the child grow independently, academically and socially. Through their work, the children develop concentration, motivation, persistence and discipline, which are qualities that will help the child in their future. All Casa students will receive daily French lessons and weekly music and art lessons from specialized teachers.
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
Rigorous
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.
In our Casa program, children are encouraged to work to the best of their ability in order to reach their full potential. The Montessori materials foster a love for learning and aid a child to reach for a high level of academic excellence. Our Elementary program follows the Ontario Curriculum and is enriched with the Montessori philosophy. The blend of both curriculums challenge children to a higher level of academics as well as provides hands-on opportunities to learn through enriched field trips, interactive learning and competitive activities.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
A balance of both intellect and emotions are criticalin a child's development. Our aim is to foster academically strong and creative individuals, who are confident and capable leaders as well. Ultimately, developing students of character and integrity, who become respected and contributing memebers of society will help prepare our students for the future.
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 |
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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
0%
100%
1, 2, 3, 4, 5, 6, 7, 8
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades Preschool - 6
No
No
No
No
No
Yes: grades 1 - 6
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.
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.
Toddlers (18 months) to Casa (6years): Interested families are required to come in for a tour with their child.
Grade 1 to Grade 6: An assessment is required to ensure the student can cope with the curriculum provided by the school.