469 Merton Street, Toronto, Ontario, M4S 1B4, Canada
43 Chaplin Ave, St. Catharines, Ontario, L2R 2E4, Canada
1952
1983
140
261
JK to 6
Nursery/Toddler to 12
Coed
Coed, Girls
Day
eSchool, Homestay, Day, Boarding
English
English
Academic
Nature-based
Progressive, International Baccalaureate
Progressive
16 to 20
Varies
Learning
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
$32,700
$350
$9,158
No
No
0%
0%
None
None
$0
$0
16
15
0%
0%
90%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 15, 2023
Rolling
Not available
Rolling
Yes: grades JK - 6
No
No
No
Sunnybrook School (SBS) is a small coed school for students from JK to Grade 6, located on a leafy residential street in midtown Toronto. It was the first primary school in Canada to adopt the International Baccalaureate (IB) Primary Years Programme (PYP) and continues to take a global approach to education. Since its founding in 1952 as one of North Toronto’s first preschools, SBS has been an innovator in education for young children. The current curriculum strives to keep pace with the latest advances in pedagogy, such as Singapore math and one-to-one iPads, while still maintaining a focus on the fundamentals, such as cursive writing. There’s a lively arts and music program (including an elaborate, school-wide musical production), traditional and unique offerings in physical education, daily French from JK and extensive community service opportunities. To compensate for its limited size and modest facilities, SBS ensures its students benefit from the many resources the city has to offer, from nearby athletic facilities to downtown galleries and museums. With a family-like atmosphere where everyone knows everyone and parents are always welcome, SBS offers a warm, academically enriched environment focused on preparing young students for success at middle school and beyond.
Read The Our Kids Review of Sunnybrook School
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Sunnybrook School was founded in 1952, becoming one of the very first preschools in Canada. It was exotic for the time, both for being a nursery school, as well as being founded by an Austrian educator, Irmingard Hoff. From opening day the school was at the leading edge of education at the time, and it has worked to remain there ever since. Sunnybrook was the first school in the country to adopt the International Baccalaureate Primary Years Programme. It's since dedicated itself to development of 21st century literacies, an international curriculum, and the adoption of Singapore Math. Which sounds like a lot, and it is. The ideal student is one who is operating at the top of her peer group, and who is able to make the most of the range of programming on offer.
View full reportAgate Private School was created to reflect the Sudbury Model of education, which gets its name from the Sudbury Valley School founded in 1968 in Framingham, Massachusetts. An experimental school at the time, there are now more than 60 schools around the world that identify as Sudbury schools, all reflecting a core belief in educational freedom within a democratic learning environment. It’s an example of the free school movement, established in Europe in the 1920s, and perhaps peaking in the US in the 1960s and 1970s. It was a response to regimented learning of the kind that we still think of as stereotypically "school": students in rows of desks, learning a set curriculum in consort with their peers, and following a set schedule. In a sense, some of the core concepts of free schooling—instruction that is personal, student-directed, unregimented—have filtered their way into even the most traditional school settings today. Classrooms furniture is varied, with areas for quiet reading, group collaboration, etc. But Agate is an example of all of that and then some. Students guide their learning, choose how to spend their time, and follow their personal instincts. And, just as the Sudbury Valley School, or the Summerhill School in the UK—and indeed Agate itself—the model has proven itself effective. Perhaps it’s not the school for every student, though, indeed, there’s no school that is. The families that turn to Agate find a place where students are challenged to grow and learn in new ways. And they do.
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"Right away we could see our daughter amongst the students of Sunnybrook School"
Reza Asadikia - Parent (Feb 21, 2018)
The size of this school is in a way that is not intimidating for younger students, but at the same t...
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"He is motivated by his peers, and is learning to become more independent with respect to managing his homework, and balancing his schedule."
Olivia Kao - Parent (Nov 19, 2019)
My child recently switched from a Montessori environment to Sunnybrook School this year. Although i...
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"...very impressed by the scaffolding that takes place in the classroom - how lessons are built to work together and previous learning supports"
Laura Waters - Parent (Jun 02, 2020)
Our daughter started at Sunnybrook for SK. She immediately felt welcomed into the entire school comm...
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"Agate Private School can help your child succeed in anything."
Yulanda Vanleer - Parent (Mar 09, 2023)
Ari was really able to thrive with the help of Gayle. She is so good at bringing out the best in her...
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"At Agate Private School, the teaching experience is unique as parents take on the role of educators for their children."
Celene Dobson - Parent (Feb 23, 2024)
At Agate Private School, my child's homeschooling experience has been nothing short of exceptional. ...
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"My son is learning at a faster rate with far more retention."
Kathy Parris - Student (Feb 28, 2024)
I love Agate Private School. My son is learning at a faster rate with far more retention. I am able...
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"Sunnybrook is an IB co-ed school for students from JK to Grade 6. Positive, nurturing relationships at school give our students the confidence to challenge themselves; SBS teachers create a welcoming classroom experience in which all students can reach their potential. Academic learning at SBS is balanced, holistic and engaging; the PYP is enhanced with Singapore Math, Phys Ed, Music and Library, as well as French classes daily. Our strong arts program fosters creativity and self expression."
"Agate Private School is an alternative private school specializing in designing, developing and engaging individualized programs for our autodidactic students. Borders, distance learners and day students collaborate to make a unique learning experience. Founded in 1983 by the Ontario Ministry of Education and Training, expressly for home educators, alternative needs and like-minded families. Agate private school strives to offer spontaneous diversity of choice with students stimulating an open-ended curriculum."
"Sunnybrook is a small school with a strong community that provides a challenging, high quality International Baccalaureate PYP curriculum. Sunnybrook was the first PYP accredited school in English Canada, and our IB students have agency, are critical thinkers, and learn to take action in the world. Sunnybrook School is Coed, inclusive, and serves a diverse community. Our small size means we know each student well and can tailor our curriculum and school experience to their individual needs."
"Our school allows children and parents to exercise agency, choice, and personalization in education. The students are permitted to choose, what, how, and when they will learn. We, as Staff and Parents, support them in their strengths-based approach to learning.
We also offer a Forest School Option- Monday to Friday located in various locations around the Niagara peninsula."
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"The number one reason parents choose Sunnybrook School is our caring, inclusive community. Our small size and devoted staff mean that students feel a strong sense of belonging. Students love that everyone knows them in the school, and everyone cares about them and their education. Through our IB program, we nurture a love of learning and curiosity about the world. The combination of strong community, high academic and personally differentiated learning makes Sunnybrook a truly special school."
"Families choose Agate Private School for their ability to choose their own educational method and agency in learning tools, curriculum and direction. Families and students are autodidactic and can self-graduate.
No other school allows you and your children to choose your own learning journey, create and curate your own curriculum and design your own education plan.
Never again feel lost, helpless and powerless in your child learning journey."
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"The heart of Sunnybrook School and its outstanding success is our dedicated staff. Because of our low staff turnover, our teachers are known and loved by our students and parents, and often students look forward to each grade level knowing the teacher they will have in upcoming years. In the words of a parent, “You see the individual child and their unique strengths. You nurture that like a flame. I have seen both boys grow in confidence since being at SBS. It has been truly transformational.”"
"The removal of obstacles to learning ie: age segregation, grades, grade levels and standardized tests. Children are not standard; they are unique and individual. They have their own strengths and abilities, which we respect and foster. We identify and focus on strengths not deficiencies, allowing your children to build and accept their utmost potential."
"Our approach to learning constantly engages our students. In their own words, “The learning is fun, challenging, you learn so much, not just lectures, there’s varied learning, it’s collaborative, and you learn from other students, not just teachers.” From junior kindergarten to their graduating year when their learning is showcased in the grade six PYP Exhibition, our students have had the advantage of a rich, engaging curriculum delivered by teachers who know and care about their progress."
"We support all styles and methodologies in learning. We also believe that everything counts and matters, that the child and their instincts and agency matter, regardless of where or what they do. We include everything as part of their learning.
Learning is like breathing, it happens all the time. Everything they do matters, they matter!"
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Sunnybrook invites you to become a part of a very special school. Flexible, dynamic, lively learning to challenge, provoke and engage young minds. At Sunnybrook School we succeed in channeling the energy, enthusiasm and joy of elementary boys and girls into disciplined, thoughtful learning. The small size of our school enables us to know our students and their families, giving greater meaning to the triangle of child, home and school. Our size also enables us to showcase all our students and their work.
With a long, proud history of innovation. We search the world for excellence in elementary education, bringing world class programs to our school. The IB Primary Years Program (IB PYP) enriches and complements our philosophy, giving us an outstanding framework for assessment and curriculum development. Our qualified teachers have extensive IB training; five members of our staff are on the faculty of IB. The IB Program enables us to give our students the world. In our quest for excellence, we have adopted the Singapore Math Program, an enlightened, engaging and effective approach to mathematics learning.
Sunnybrook has remained small because we believe that small schools are good for both students and teachers. Our graduates benefit from the small school environment by becoming confident, self-assured, inquiring young people, ready for the world of a larger middle school. Our faculty is both the heart and the backbone of our dynamic school. The core of a teacherʼs work is to nurture curiosity and inspire learning. Visit our website to learn more; we encourage you to visit our school to see for yourself what Sunnybrook will offer your child. We forward to meeting you.
In 1996, I became the owner and principal of Agate Private School. I was blessed with the opportunity to allow families and children to choose their own learning paths.
One of the most important skills for students to learn is how to think independently. This can be difficult in a world where we are constantly inundated with messages telling us what is right and wrong, what we should believe and how we should behave. In order to develop this skill, students need space to explore their own curiosity.
One way you can help your students develop this skill is by creating spaces where they have a choice about what they do, when, and how they do it. Allowing them to make choices will allow them to develop the ability to make good decisions for themselves and will give them practice at being responsible for those decisions.
Another way we can help your children develop independent thought is by allowing them plenty of time for play. Play allows children's imaginations to run wild and gives them opportunities to explore new ideas without any pressure from adults or peers telling them how things "should" be done.
I have been the headmistress of Agate private School since 1996
As a Public Speaker, Educational Agent for NASA and Guest lecturer at various Universities on the subject of Alternative Education, I've recently represented Canada at an international conference on Self-Directed learning.
I have 6++ kids, four grandchildren, two cats, and a passion for Egyptology.
I began University at age 14 and hope to never stop learning.
Progressive
Information not available
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Sunnybrook School is an IB Primary Years Program (IBPYP) school; we offer a global curriculum in a local context. We are committed to offering an engaging learning experience, and we encourage our students to learn with enthusiasm and commitment. French, Music, and Physical Education classes complement the regular classroom. We have a strong literacy focus, including both skills and a love of reading. Our school library is a hub of inquiry, offering various traditional and electronic research opportunities.
The buffet-style curriculum is self-directed by the students and their interests. Staff and parents assist when asked and provide direction when asked.
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 Singapore Math curriculum approaches numeracy concepts and skills in a balanced way. The emphasis on inquiry and conceptual understanding is complemented with rigour in applying skills and knowledge in mathematics. Singapore Math takes the learners from using hands on manipulatives to solve math problems to a step using pictorial representation of the problem before expecting students to find their answers using mental math. This unique pictorial step provides an additional tool for students who have a developing understanding of concepts, but are not yet ready to solve problems in their heads. Through Singapore Math, our students learn to love working with numbers, solving problems, and seeing the world through the lens of mathematics.
Ungraded Student-led not compulsory - Optional
Singapore Math books and supporting materials
depends upon the student
Information not available
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.
Learning to read is the primary task of elementary school. It is important when designing a reading program to remember that young children acquire reading skills at different paces. Therefore we have developed a literacy program that takes this into consideration, while having high expectations of all learners. We begin with reading readiness at the beginning of JK, including teaching concepts of print, exposure to the written word, opportunities to write at their level and a great deal of exposure to literature.
Ungraded Student-led not compulsory - Optional
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use DRA's to ensure accountability in our teaching, and to measure the success of our reading program over time.
Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Writing and reading are integrated in teaching young learners. Our students are encouraged to write about their learning and their experiences as early as possible. Through the 6 + 1 Writing Traits program our students learn specific skills and develop an understanding of the elements of good written communication. Specific writing, spelling and grammar skills are taught more systematically as students move into the older grades.
Ungraded Student-led not compulsory - Optional
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science is taught in the IB Units of Inquiry. In these units students are encouraged to experiment, explore, ask questions, and seek answers to scientific questions. The units are carefully planned to include scientific content and ideas, encouraging students to become critical thinkers and inquirers.
Ungraded Student-led not compulsory - Optional
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.
Our Library program fosters a love of literature of all genres. Literature for the classroom is usually chosen to correspond to the IB Units of Inquiry. These units often have a social justice component, and selections are made to support the learning and allow students to make connections and develop understandings of their world through literature. Selections for younger students are made to maximize their skills acquisition and enjoyment of reading in the early years.
Ungraded Student-led not compulsory - Optional
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The 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.
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.
The social studies curriculum framework in the IB PYP emphasizes a conceptual approach to content. Units of Inquiry are organized in to explore specific content (i.e. government, transportation, migration) in both broad conceptual and more specific content related ways. Students learn to explore topics through guided inquiry and research.
Ungraded Student-led not compulsory - Optional
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Ungraded Student-led not compulsory - Optional
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.
Language is the gateway to culture and comfort speaking in another language opens opportunities. In the early years French is taught daily in an engaging interactive way, with an emphasis on oral communication skills. Older students read and write in French as well. We make extensive use of technology and student iPads in our French program. We offer French daily from Jk to GR 6.
Ungraded Student-led not compulsory - Optional
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.
The arts are integrated in our IB transdisciplinary Units of Inquiry. Music is taught by a specialist, with a dance and drama component. In the arts students are given opportunities to express their knowledge and ideas in various ways; they learn Art, learn about Art and learn through Art. We produce a musical that involves every student in the school from grades 1-6. Every child acts, sings and dances in the musical held at the end of each year. Students use many instruments like recorder, boom whackers, Orff instruments, bells, melodicas and learn to read music and prepare for band in the middle years.
Ungraded Student-led not compulsory - Optional
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.
Technology is pervasive in our students' lives. Our goal is to give teachers the tools to guide young people in using it in innovative, constructive and meaningful ways. Sunnybrook School has a 1:1 iPad program for all students from JK to Grade 6. Combined with traditional methods of learning technology is used for communication, connection, creativity and collaboration. Digital literacy and digital citizenship are integrated into our curriculum.
Ungraded Student-led not compulsory - Optional
Web design
Robotics
Computer science
Regular Physical Education classes combine team and individual sports to teach the skills for a healthy lifestyle. We focus on sportsmanship, teamwork, fitness and health. Classes such as rock climbing, swimming, curling, kung fu, cross country running, field sports and net sports are held. Teams are offered as we are part of the SSAF and compete against other schools.
Ungraded Student-led not compulsory - Optional
Play-based
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.
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.
Sunnybrook School offers a balanced, stimulating and enriched kindergarten curriculum. The core of the JK and SK curriculum is based on the IB PYP, Singapore Math and our own unique literacy program. We enrich this with French, Music, Phys Ed and Library. Play time indoors and on our playground round out the kindergarten experience. The program is designed to stimulate children’s creativity, build early academic skills, and develop communication and social skills. At Sunnybrook School, kindergarten sets the foundation for a love of learning with trusted adults, great friends, a cheerful physical environment and stimulating, engaging learning.
Information not available
Student-paced
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.
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
As an elementary school beginning at JK we are more supportive than rigorous. However, as our students approach the higher grades the emphasis on the skills and knowledge shifts with their greater maturity, and in preparation for middle school. Beginning in SK we have benchmarks for reading and math, allowing us to differentiate for different student needs.
Ungraded Student-led not compulsory - Optional
"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.
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."
As an IB school, Sunnybrook has a focus on global citizenship. To that end we work with our students develop the skills, dispositions and knowledge to help them understand themselves and others, and the issues they will face in our ever-changing world. Learning in all domains develops a well rounded, balanced individual, ready to contribute to community and society.
Ungraded Student-led not compulsory - Optional
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
Sunnybrook has an enriched curriculum and students must be able to handle the curriculum. SBS offers accommodations for students with mild learning disabilities. We want each child to be successful.
We partner with Dr. Charles Solis from Brain Fit Kids to train families and Educators. We are Trauma-informed.
The Sunnybrook curriculum is accelerated and enriched, and some of our students find it challenging. Our teachers differentiate where possible to accommodate different learning levels. These students may receive extra support on a withdrawal basis, however, we do not specialize in teaching students with learning disabilities.
We try to assist all families who have children with special needs as best we can.
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
2 - 12
0%
0%
$0
$300
90%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 15, 2023
Rolling
Not available
Rolling
Yes: grades JK - 6
No
No
No
No
No
No
No
No
No
No
No
We encourage parents to visit our Open House and meet our senior students; this will give you an idea of the kind of student we are looking for. Children who are curious and knowledgeable for their age and who enjoy learning will thrive at SBS.
A student who loves learning, or used to love learning and wants to again.
Choosing a school is a big decision for families, and our goal is to make this comfortable and transparent. A visit to the school begins the process. For application we require the application form, birth certificate, previous year's school reports (if applicable), any other relevant reports and the application fee. Overseas applications are welcome.
The application procedure includes an assessment of each student (we usually meet our applicants in small groups), and an interview with the parents.
The registration fee for JK students is $3000.
Parents who are wanting to take responsibility for their children's education can fill out our application. Then there is an interview about the parent's values and student goals.