68 Daisy, Etobicoke, Ontario, M8W 1S1, Canada
112 Third Line, Oakville, Ontario, L6L3Z6, Canada
1985
1982
230
300
Nursery/Toddler to 6
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
13 to 15
18
Learning
In-class adaptations
$13,500 to $23,200
$15,998
No
No
0%
0%
None
None
$0
$0
21
27
0%
0%
0%
90%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Mar 30, 2023
Rolling
Not available
Not available
No
Yes: grades JK - 8
No
No
information not available
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Vincent Massey Academy couples a strong school community—one built over the course of more than three decades—with individualised instruction in settings that reflect, in all the best ways, the communities that they sit within. The program has grown considerably since the early days, which is always a good sign, and now operates two campuses. The interior spaces are bright, uncluttered, and inviting—the school understands that environment is important, and it shows. Instruction is cross curricular, and driven by student directed inquiry, in many ways very purposefully drawing on the best practices of the Reggio Emilia approach. The quality of the before and after care programs are a draw, so much so that a long roster of area schools have partnered with them in order to serve their own parent populations.
View full reportOCS was founded in 1982 to serve a need principally for a quality school that taught the Ontario curriculum through a Christian lens. Since, the school has built its reputation on precisely that: offering a Christian perspective on the core Ontario curriculum. The school has a strong community feel, a product to some extent of its size, though leadership has given close attention to developing instruction and extra-curriculars, including the development of a strong athletic program. The school continues to reflect its original mandate while also remaining agile, adopting new programs and practices to meet the needs of students in a changing world.
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Strong academics, close-knit community
Leanne Getty - Parent (Feb 27, 2018)
My daughters are currently in grades one and two and are both thriving at Oakville Christian School....
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"a very positive experience for all four of our children"
Kathleen Wilson - Parent (Feb 27, 2018)
We have had our children at Oakville Christian School for the last nine years. School has been a ve...
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"I think it says a lot about a school if your graduates like to come back and help out where they can."
Charlotte Jeneway - Parent (Feb 28, 2018)
My children have, and still do appreciate everything that Oakville Christian School offers them on a...
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"A staple in Etobicoke for over 30 years, Vincent Massey Academy (VMA) has developed a long-standing reputation in the community for excellence in early education. VMA offers a Reggio-inspired environment for students in Kindergarten to Grade 6, where our mission is to support our students in discovering their individual potential through a balanced education. We believe that young minds deserve an education that reflects our changing world, where they can develop, achieve, learn, and explore fearlessly."
"Nurturing excellence in a Christ-centred academic environment is the key to education at Oakville Christian School. The Christian principles of the school reflect a strong belief in the value of each child. OCS seeks to develop the mind, body and spirit of each student within the context of a caring, safe community environment. In a world that expects you to fit in, we teach our students to stand out!"
"In a class size of 13 students for Kindergarten and 15 students in our Grade 1-6 classrooms, our students are provided with a space that allows for individualized learning, strong relationships between teachers and students and between peers, and learning that is built around the needs and interests of the students in our classes. Our classrooms celebrate diversity and individuality and take careful efforts to allow our students to be heard, seen, and understood at an individual level."
"At OCS, our aim is to help students – accomplish the following:
-Develop Biblical values that will guide them in their decision making,-in the present and in years to come.
-Respect other students and teachers (all people) as persons of value, made in the image of Christ.
-Recognize others in their lives as instruments of God (Proverbs 27:17) to ‘sharpen’ their lives with a goal to journey through life interdependently.
-Become lifelong lovers of learning developing healthy work habits."
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"By ensuring intimate class sizes, VMA offers students an educational space that celebrates individuality and considers all avenues of developing the whole child. Our student's voices are heard and reflected in the learning that they take part in. Their voice and autonomy in their learning guide them in becoming confident and competent global citizens, and supports them in seeing themselves and how they fit into the changing world around them."
"Our student body’s size lends itself to a ‘family’ atmosphere, where all teachers and administrative staff know students by name. Many groups contribute this OCS culture of community, with a common goal of learning, growing together, and having mutual respect for one another. We believe a healthy, trusting home/school relationship enhances, and even speeds, a child’s growth."
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"VMA is located in the hub of our community and has access to many local resources and community personnel. As part of our approach to developing the whole child, our programs frequently head out into the community to help our students draw real-life connections to the learning taking place in their classroom. Our programs visit local food banks, the library, local restaurants for cooking programs, and parks to extend their classroom learning experiences."
"At Oakville Christian School, our common goal is to help our students continue on their academic paths to success while being lovingly nurtured in a Christ-Centered Academic Environment."
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"At Oakville Christian School, we believe that school is more than just academics. We offer a variety of programs to our students, promoting growth academically, physically, spiritually, and socially. We know that each child is unique in their abilities and talents, and we strive to offer programs that appeal to all aptitudes. We provide numerous clubs, extracurricular activities, competitive and non-competitive athletics, service, and student council opportunities."
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Our goal in opening the Day School is to continue to question what it means to learn as a young student; to truly observe and understand what types of skills and knowledge aid us as we advance through life. Our approach to learning strives to consider how we learn in all avenues of life and replicate that in our classrooms. Education is no longer about the answers; it is about the path and perspectives we take to get there. Now more than ever, we want to support our students in communication and collaboration, as we ask real questions about the world around us. To know is one thing, but to build their own understanding allows young minds to apply their knowledge to everyday life.
In part of this approach, we recognize the importance of collaborative support between teachers and families. With that, we hope to foster an environment that welcomes parent involvement, ongoing open communication, and a sense of community. Our teachers and management alike, are a team of passionate educators that are in this field to bring out the best in each and every one of our students, and we are excited for the opportunity to work together to support our students in exploring their own paths to success.
We are looking forward to having all of you a part of the journey with us. Your support and trust in us give us all the faith in knowing that we will always continue to provide the highest level of education for your children.
Welcome to Oakville Christian School (OCS)! Our mission is “Nurturing Excellence in a Christ-centred Academic Environment”. Over the past thirty five years, OCS has experienced increasing success, combining Christian faith development with high academic standards.
Oakville Christian School has a vibrant academic program that exceeds Ontario Ministry guidelines with programs in Athletics, French, Music and Art. Following the research-based School-wide Enrichment Model, OCS provides challenging high-end learning that is enjoyable for everyone. Our learning environment is supported by Smart board technology, a computer lab, a mobile laptop lab and two dedicated computers in every classroom. All students have the opportunity to participate in a wide variety of different sports, and OCS competitive teams have developed a high reputation for outstanding sportsmanship and skills in tournaments. Students are also given excellent opportunity for leadership activities among other students. In addition, participation in musical performances, drama, chapel presentations, interest clubs and community service provides students with the growth necessary to develop academically, physically, spiritually and socially.
Families are attracted to the school because of the Christian environment, high academic standards, strong sense of community and the highly professional, experienced and dedicated teaching staff. Our reputation has grown through word-of-mouth as a result of family satisfaction, student well-being and graduate success in high school and beyond. As you browse through our website, you will discover the difference that our program has to offer.
Jeff Kennedy B.Kin, B.Ed, M.Ed.
Traditional
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.
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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The development of each student to reach their individual potential is the basis of all programs at Vincent Massey. We believe that a child’s potential is best met by setting a foundation that prepares them for all aspects of life, not just academia. The development of the whole child widens the scope of learning and provides a diverse, well-rounded education in social, physical, and emotional aspects of life. Learning is made approachable and engaging by our teachers who specialize in facilitating learning environments that meet the needs of all our students. Teachers develop lessons based on the interests, needs, and development levels of the students in their classroom, ensuring a well-balanced education for everyone. Our balanced approach to education is facilitated through experiential- and inquiry-based curriculum, cultural and character education, and enrichment programs, to ensure that success is felt throughout all avenues of life. Our programs still use a specific scope and sequence for learning literacy and math skills.
To guide our academic curriculum at OCS we use the Schoolwide Enrichment Model, which is a tool for total school improvement that allows each school to keep its unique characteristics, personality, and culture. It is a research-based model with roots in gifted education with goals to provide challenging high-end learning that is enjoyable for all students. The Schoolwide Enrichment Model at OCS is comprised of 3 main components – the total talent portfolio, curriculum modification techniques, and enrichment learning.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Math Program follows the Ontario Curriculum. VMA tailors each student’s math learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. We use a mastery approach to math to ensure students completely comprehend a concept before advancing. This approach allows students to advance through these concepts at their own pace, never capping the grade level curricular expectations that they are working at. In small groups and/or individually, teachers are able to work along side students to reach their individual potential.
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Grades 1-6: Math Makes Sense Grades 7 & 8: Nelson Math
Students memorize math facts in the early grades and by grade 6 are learning to use calculators appropriately for complex problems.
Balanced Literacy
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.
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.
Our Literacy Program follows the Ontario Curriculum. VMA tailors each student’s literacy learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. Our teachers are trained in the Science of Reading approach to literacy. This approach is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. In small groups and/or individually, teachers are able to work alongside students to reach their individual potential.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Equal Balance
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 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.
Reggio-inspired learning puts the interests and inquiries of the children at the heart of the learning that takes place in all our classrooms. The goal of our Investigative Research/science block is to build knowledge as a class in real, authentic problems they see around them. This learning block is designed to be collaborative, exploratory, and cross-curricular. The process of this exploration allows our students to guide their learning, deepen their thinking, and take risks and allows every student to be a valued contributor to the knowledge we build as a classroom.
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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.
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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 Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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).
Our Investigative Research blocks allow our students to ask real questions about the world around them. Our programs focus on higher-order thinking to improve their critical thinking and creative problem-solving skills. Students will be directed to focus on understanding and applying knowledge to analyze, evaluate, and create knowledge.
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Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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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.
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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.
Dance, drama, and artistic expression are critical vehicles for learning in a Reggio-inspired classroom. They are used to allow our students to interpret experiences on their own and express their understanding in a personal manner. VMA incorporates the arts in many of our investigative research projects and explorations. Students receive a minimum of one art exploration a week but often have much more opportunity for art, particularly in our Kindergarten classrooms Throughout the school year, VMA highlights different communities of artists through a school-wide artist study. Classrooms have studied Indigenous artists in the month of October, Black artists during Black History Month, and LGBTQ++ artists during Pride month. VMA's art program is also extended with programs throughout the year with specialized learning experiences. Such as improv classes, and African Fusion Dance.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
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Web design
Robotics
Computer science
In part of our approach to developing the whole child, we seek to ensure that our students take time to care for themselves throughout the day. On a daily basis, students are provided with time for meditation and are supported with ongoing conversations about taking care of our bodies and our minds. As a part of our physical education curriculum, VMA offers a minimum of 3 specialized sports programs for 4-8 week sessions. Specialized coaches from outside of VMA teach these programs. Sports may include but are not limited to karate, skating, soccer, basketball, and gymnastics. VMA's physical education program also extends into the community to participate in baseball, tennis, cross country, and tobogganing. VMA also has regular access to Franklin Horner community centers gym for indoor sports days such as Floor Hockey Day and Basketball Day.
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Academic
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
Our balanced approach to education ensures that success is felt throughout all avenues of life. We believe by equipping our students with the tools to succeed not just academically - but emotionally, socially, and physically - we equip students with the skills necessary to navigate all aspects of life. On a daily basis we provide leaders of the future with the opportunity to test and develop critical thinking, problem solving, communication, and innovation skills. We encourage them to ask questions, take risks, and collaborate with peers to help them in building a growth mindset and take agency over their learning.
We believe that children should be nurtured in an intellectually and socially enhancing atmosphere where individuality, creativity, and spirituality are encouraged. Active learning is at the heart of the developmental process, making “play” an essential component of our preschool program. Children will have the opportunity to explore, question, observe, try new experiences, and take risks. Through play activities and discussions the children learn to think independently, gain confidence, and develop friendships. Our goal is to provide a happy and positive school experience for your child.
Standard-enriched
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.
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.
Students generally keep pace with the Ontario curriculum, but our programs aim to ensure students are being met on an individual level. Students regularly engage in working 1:1 with their classroom teacher in literacy and math concepts.
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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”.
The first few years set the foundation for learning for the rest of a child’s life. VMA provides an inquiry-based, cross- curricular education in which students are presented with the opportunity to explore many different avenues of learning. Vincent Massey promotes confident, curious, resourceful learners who respect and value the individual differences of their peers.
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"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."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
The environment we created for our students at VMA is used to mirror real life, while simultaneously providing them with skills and strategies to navigate the unexpected bumps along the road. Students are given opportunities to discover themselves and their interests in a safe and accepting space and encouraged to make mistakes along the way.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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 |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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%
90%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Mar 30, 2023
Rolling
Not available
Not available
No
Yes: grades JK - 8
No
No
No
No
No
Yes: grades JK - 8
No
No
No
No
We offer Christ-centered academic programs by qualified Christian teachers for students in JK through Grade 8. Student development is enriched with Biblical instruction and co-curricular activities that enable students to mature spiritually, socially, and physically. We also create a safe, caring, learning environment – where students are taught to respect God, themselves, and others, and where partnerships are built with our students’ families. Please contact our Admissions Director to discuss the application process.