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Academy for Gifted Children - P.A.C.E.

12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2

Grades (Gender):
Gr. 1 to Gr. 12 (Coed)
Main Language:
Avg. Class Size:
Day: 300 (Gr. 1 - 12)

School Address
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2



About this school:


P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to find and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children need high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program including The Arts and Athletics complements this specialized academic program.

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Our Take: Academy for Gifted Children - P.A.C.E.

our takeThe PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.

School busing:

P.A.C.E. offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only.
Additional notes: P.A.C.E. has 3 bus lines with central pickup points along the routes: Bayview, Bathurst, Woodbridge

Principal's Message


Barbara Rosenberg, Director

Being heavily immersed in gifted education since the early 1980s and having two gifted sons of my own, I opened the doors of The Academy for Gifted Children - P.A.C.E. in 1993. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: my Vice Principal, Janice Gruchy, and Alysa and Liana, my administrative assistants. Every September we look forward to yet another passionate and exciting year for all.


Curriculum Traditional

Primary Curriculum: Traditional

What P.A.C.E. says: P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program.

  • Approach:
    Focus Special needs
    Academic Gifted

  • Pedagogies and subject courses:

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What P.A.C.E. says: P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics.

    • Textbooks and supplementary materials: A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.

    • Calculator policy: Students are allowed to use calculators starting in grade 7 for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but are not allowed during tests and exams. Only simple calculators are allowed for evaluations.

    Early Reading Phonics-intensive

      Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
      Learn about the different early reading approaches  

    • What P.A.C.E. says: The extent of the ability to read varies in grade one, some children just getting over the hump, while others are reading chapter books. Therefore, often there are 2 or 3 reading groups in grade 1. By January, all the children are comparable in their reading fluency.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What P.A.C.E. says: This information is not currently available.

    Writing 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.
      Learn about the different writing approaches  

    • What P.A.C.E. says: Our children love to write, and we begin to introduce analytical writing as well as creative writing at an early age.

    Science Equal Balance

      Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
      Learn about the different science approaches  

    • Teaching approach: A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.

    • Topics covered in curriculum:

      Subject = offered
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What P.A.C.E. says: Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.

    Social Studies 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.
      Learn about the different social studies approaches  

    • What P.A.C.E. says: Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information.

    Humanities and Social Sciences Perennialism

      Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
      Learn about the different humanities and social sciences approaches  

    • What P.A.C.E. says: This information is not currently available.

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What P.A.C.E. says: The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work.

    • Studying a foreign language is required until:   10
    • Languages Offered: • French

    Fine Arts Creative

      Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
      Learn about the different fine arts approaches  

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • What P.A.C.E. says: Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and develop the aesthetic sensibilities create the ultimate performance in both drama and music.

    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  

    • What P.A.C.E. says: Students integrate technology in various disciplines. Robotics plays a very large role in our technology program.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What P.A.C.E. says: The development of a healthy mind and body is critical to success.

    Advanced Placement Courses
    • AP Biology
    • AP Calculus AB
    • AP Chemistry
    • AP Computer Science A

    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What P.A.C.E. says: This information is not currently available.

    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.

    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.


    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.


    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.

    What P.A.C.E. says: This information is not currently available.

    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    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).

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What P.A.C.E. says about flexible pacing: This information is not currently available.

    Academic Culture Rigorous

    • Rigorous
    • Supportive

    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”.

    What P.A.C.E. says: The students at P.A.C.E. have high aspirations, 100% of which attend university. Their chosen fields of interest are science, law, business and accounting and computer engineering.

    Developmental Priorities Intellectual, Balanced

    Primary Developmental Priority: Intellectual
    Academically strong, creative, and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions.

    Secondary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What P.A.C.E. says: Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.

    Special Needs Support No support

    No support

    P.A.C.E. offers no/limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What P.A.C.E. says: P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.

    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Speech-language therapy

    Gifted Learner Support Dedicated gifted school

    Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

    In-class adaptations:
    Practice = offered
    Custom subject enrichment (special arrangement)
    Custom curriculum compacting (special arrangement)
    Guided independent study (custom gifted arrangement)
    Cyber-learning opportunities (custom gifted arrangement)
    Formalized peer coaching opportunities (specifically for gifted learners to coach others)
    Custom subject acceleration (special arrangement)
    Career exploration (custom gifted arrangement)
    Project-based learning (custom gifted arrangement)
    Mentorships (custom gifted arrangement)

    What P.A.C.E. says: Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, Academy for Gifted Children - P.A.C.E. students perform an average of >2 hours of homework per night.

    Nightly Homework
    P.A.C.E.45 mins45 mins45 mins45 mins60 mins60 mins60 mins90 mins90 mins120 mins120 mins160 mins
    Site Average16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins70 mins80 mins96 mins109 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades1 to 12
    Prose (narrative)-based feedback1 to 12
    Academic achievement reporting1 to 12
    Habits and behaviour reporting1 to 12
    Parent-teacher meetings1 to 12

    Class Sizes Not available

    This information is not currently available.


    What P.A.C.E. says:
    • Our students participate in many extracurricular competitions, most notably in drama and improv, robotics, reach for the top, model UN, chess and athletics.

    • Sports OfferedCompetitiveRecreational
      Cross-country skiing
      Downhill skiing
      Ice Hockey
      Martial Arts
      Track & Field
    • Clubs Offered
      Chess Club
      Community Service
      Debate Club
      Drama Club
      Environmental Club
      Habitat for Humanity
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Club
      Outdoor Education
      Robotics club
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid



    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    This information is not currently available.


    Total enrollment 300
    Average enrollment per grade25
    Average class size20
    Gender (grades)Gr. 1 to Gr. 12 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment202020404040403525222222



    Admissions Assessments:

    Assessment = requiredGrades
    Interview1 - 12
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:

    What P.A.C.E. says:

    All students are required to have a psycho-educational assessment (WISC V).  If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E.  The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided. 


    Acceptance Rate:


    Type of student Academy for Gifted Children - P.A.C.E. is looking for: The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are good productive citizens in the school.

    Student Entry Points

    Student Type123456789101112
    Day Acceptance
    (Acceptance rate)
    20 (100%)0010 - 20 (75%)0 (75%)0 (75%)4 (75%)5 (75%)0 (75%)0 (75%)00

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size20
    *Canadian "Big 6" placements6
    **Ivy+ placements15

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    What Academy for Gifted Children - P.A.C.E. says:

  • Students interested in computer engineering attend the University of Waterloo.
  • Students interested in business attend the Schulich School of Business (York), Ivey (Western), Rotman Commerce (UofT) and Queen’s Commerce.
  • Students interested in humanities, ultimately leading to law will choose UofT, Queen's, and Western.
  • Our students consider the programs of choice rather than the university. Students interested in science will choose the Health Science at McMaster, the Medical Sciences at Western, and sciences at Queen's and UofT.

  • Notable Alumni


    Alumni Highlights

    • The majority of our graduates are medical doctors, dentists, veterinarians, lawyers, entrepreneurs, accountants, and computer engineers.

    Stories & Testimonials


    P.A.C.E. Alumni

     Armin (received over $400,00.00 in scholarships) (2012) 

    I was a graduating member of the P.A.C.E. Class of 2012. In my first year at the University of Pennsylvania, I combined my interests in biology and business by pursuing a dual-degree program in life sciences and management at the Wharton School.  Before looking to the future and taking on further exciting and challenging ventures, it is important that I remember and appreciate the values P.A.C.E. has taught and instilled within me. When I first came to P.A.C.E. in Grade 6, I was a shy boy who stuttered when he spoke and feared giving presentations before his classmates. However, the supportive and caring community of P.A.C.E. helped me grow and attain the confidence and skills necessary to become a successful student. Being placed in P.A.C.E., in a challenging academic environment, while receiving encouragement from my teachers and peers, enabled me to work hard, set myself high goals, and strive for greatness. P.A.C.E. taught me to settle for nothing less. Aside from the amazing academic resources, I had ample opportunities in co-curricular activities, ranging from Student Government, to Theatre, to Model UN, to Flag Football, that helped me both grow personally and become an effective leader. This combination of fantastic academic, social, and extracurricular opportunities is what I most cherish about my experience at P.A.C.E..

    I thank P.A.C.E. for providing me with everything I could have asked for, and more. I will always reflect on my memories of P.A.C.E. and be sure to give back to this wonderful community that helped me become who I am today.






    Field Studies

    FIELD STUDIES As part of our educational philosophy, we believe that different aspects of higher-level learning are fostered when students have an opportunity to work together outside the regular classroom environment. From our grades 1-7 day trips to our high school overnight field studies, P.A.C.E. students are given the opportunity to experience hands on learning in custom designed programs, to explore and discover Canada's vast and varied culture, to collaborate with community experts in solving challenging environmental, mathematical or scientific problems, and to gain greater awareness and insight into a variety of studies. Some of our exciting overnight excursions include: Our Outdoor Education Trips which serve to reinforce the life skills needed in wilderness survival. Students are encouraged to use their analytical skills, decision making abilities and mapping skills during Photo-orienteering, Native Studies, Cross Country Skiing and activities based on the protection and management of renewable natural resources. Our trip to Québec City where our students learn about New France through a detailed and multi-sensory journey; whether it be walking through the narrow streets au vieux Québec, or creating dream catchers students share in this city's joie de vivre! From cannons to graveyards to ocean spots and ships, students are faced with history brought to life. Space Camp is the ultimate challenge where the students experience a simulation of a real shuttle launch! The students must remain focused, pulling the knowledge gained from the week to the forefront of their minds in order to get to space and back again all in one piece! After rigorous SCUBA training and much anticipation our grade 10 students are given the opportunity to complete a marine biology study in Caribbean. With a very busy schedule of snorkeling, diving, classifying more than 300 aquatic organisms and finally braving the nefarious bell ringer test the students are free to delve into the cultural aspects of ruins, Shamans and festivals. A remarkable learning experience shared by P.A.C.E.'s senior students. Exposure to various universities is paramount for our senior students trying to decide at which university they will eventually land in pursuit of continued knowledge. A part from the well known Ontario universities, P.A.C.E. students travel to Connecticut and Massachusetts where they are given the opportunity to explore Yale, Harvard and MIT, renowned museums and acclaimed shopping and food districts. Team success depends on a combination of cooperation, communication as well as physical and mental strengths from all individuals. At P.A.C.E., each field study is carefully designed to build a cooperative group spirit, instill in the learner self confidence and mutual respect for peers, and provide experience for learning outside. Our students and teachers form lasting memories of P.A.C.E. field study experiences and always look forward to their next out-of-class adventure, recognizing that real learning experiences are an extension of the classroom. ...

    P.A.C.E. Alumni

    Abigail  (2004) (received $22,500 in scholarships) I graduated from P.A.C.E in 2004 and delivered the valedictory address. In the spring of 2008, I completed my Bachelor of Journalism, Highest Honours, at Carleton University. I have worked as a producer and writer at both CTV Newsnet and CTV Ottawa and completed internships in newsrooms such as CBC's "The National." I recently returned to P.A.C.E's backyard in my new role as videographer at Rogers TV in York Region. I now work in front of the camera as a reporter, behind it as a camera operator and at my desk composing my scripts--but thanks to my time at P.A.C.E, I am very comfortable wearing many hats! I value the six years I spent there, for the lifelong friendships, the encouragement and opportunity to try new activities and the academic wisdom and strengths shared by staff and students. Some of those staff members are mentors of mine to this day. I carry with me amazing memories of our graduation trip to Peru, my time as Student Council President and competing in the first years of the X-L improv team and Sears Drama Festival. P.A.C.E allowed me to realize my academic potential and my love for performance and I am thrilled to now combine those strengths in the field of broadcast journalism.


    P.A.C.E. Alumni

    Rhonda (2002) Throughout her years at P.A.C.E., Rhonda Zwingerman was groomed to become an autonomous learner and much of her success is predicated on this training. After 6 years at the Academy For Gifted Children, Rhonda graduated in 2002 with the ability to think critically, analyzing and evaluating sophisticated problems, both in the oral and written domain, with intellectual curiosity and accuracy. In 2008, she graduated from Medical School and is doing her residency in Edmonton! She is a proud alumnus who holds fond memories of field studies, classroom learning experiences and P.A.C.E. musical theatre productions for which she was the principal choreographer during her late high school years. Rhonda is a talented and highly motivated young woman who will undoubtedly accomplish great things.


    P.A.C.E. Alumni

    Corey  (2004) Although I joined the school later than most, P.A.C.E. welcomed me with open arms. Being an international student at the time, I was impressed by the friendly disposition of the students, teachers, and staff, who all helped make the transition to a new country, culture, and education system as smooth as possible. Extracurricular activities were plentiful, and I especially enjoyed the outstanding drama program. I am currently studying Medicine at the University of Toronto, and there is no doubt in my mind that P.A.C.E. has provided me with excellent preparation for my post-secondary education.


    P.A.C.E. Alumni

    Jonathan (1999) An extremely intelligent, versatile, talented young man who contributed selflessly to The Academy For Gifted Children P.A.C.E. until he graduated in1999 as Valedictorian. Jonathan's involvement in the Student Government, the School's Yearbook, as well as the athletic and theatre departments certainly solidified his mark on P.A.C.E. Elected 1st president of the Student Government (P.A.C.E. was in its third year of operation) in grade 10, he became the model for future student council presidents exemplifying strong leadership qualities, initiative, dedication and above all integrity. Jonathan introduced ski days, intramural sports, dances and spirit weeks to the P.A.C.E. community. Elected by his peers the following year he continued introducing new initiatives including fund raising events, Winter Olympics and the students favorite, the vending machines! Seeking a change, Jonathan ran for Athletic Convenor in grade 12, and was once again re-elected in his O.A.C. year. His goal was to further strengthen the athletic programmes and this he did indeed accomplish. Winning Athlete of the Year, for 4 consecutive years, Jonathan proudly represented P.A.C.E. as captain of the volleyball, basketball and softball teams. He exemplified the characteristics of a strong leader and valued team member. Jonathan's constant regard for others has afforded him the respect of all who know him. Today, Jonathan is completing his second degree as he is on the road to earning his C.A. designation.


    P.A.C.E. Alumni

    Chris (2001) Ah PACE... it was the best of times, and it was the... actually, it really was just the best of times! The PACE experience was all about the freedom to experiment with new ideas and be supported in any and all endeavours in order to reach success. PACE was about exploring opportunities in real world settings and building a well rounded character. The "can do" attitude from the teachers and the student body allowed me to take educated risks and reap the rewards of success! Did opportunities such as scuba diving in Jamaica as an extension of biology, touring the halls of MIT and Yale in order to understand what it takes to make it to an Ivy League school, and performing Shakespearean plays helped build my academic and personal foundations for the rest of my life? I would have to definitely say, "yes!" after reflecting on the facts that I went on to study the behaviours of Great White Sharks in South Africa, analyze human remains and archaeological sites in Portugal, and direct a play entitled "The Complete Works of William Shakespeare (Abridged)." From being Year book editor to the President of the student council, I felt assured that the teachers would help me repeat my successes and reflect on my failures. And it was because of the caring nature of all the teachers, even those who did not instruct me, that I find myself to be in the successful career as a grade 5 teacher with the Toronto District School Board. In closing, anyone can achieve academic and personal success through perseverance, integrity, and self-reflection. However, you need to have opportunities to learn and practice these traits. I feel that PACE delivered these opportunities.


    P.A.C.E. Alumni

    Matthew (2002) My time at PACE began in 1991 and lasted until I graduated in 2002. Since then, I have earned my J.D. from Osgood Hall Law School, written my Bar Admission Exams, and presently articling. When I reflect not only on my high school success, but also on my accomplishments throughout university and law school, I realize how invaluable my time at PACE truly was. PACE offered such a diverse and enriched curriculum that encouraged me to pursue a very broad post-secondary education, and this is something that I not only take pride in, but I also hope that other P.A.C.E. students are able to extract similar benefits. Although the superior qualities of the P.A.C.E. ideology were not apparent to me as a child, my constant success indicates time and time again that spending my childhood and adolescent years in an atmosphere where intelligence and creativity is fostered, as opposed to inhibited, has proven to be as fortunate an experience as one could dream of.


    P.A.C.E. Alumni

    Jeffrey (2007) (received $55,000 in scholarships) I am a 3rd year University of Waterloo student in actuarial science. Twelve years at P.A.C.E. was fantastic preparation for university. Academically, P.A.C.E.'s rigorous curriculum and high standards made the transition from high-school to university seamless (I currently have a 98.2% cumulative GPA). I also first became interested in actuarial science thanks to a P.A.C.E. math teacher; I am currently in the middle of my second co-op term as an actuarial analyst with Manulife Financial. I thoroughly enjoyed my time at P.A.C.E. thanks to the large variety of extracurricular activities in which I was able to get involved. I had a lot of fun and obtained great practical experience through my roles as president of the P.A.C.E. Student Council, captain of the Reach for the Top Team, principal trumpeter in the band, and a member of five high-school sports teams. As high-school wrapped up, I was thrilled to see my hard work and extracurricular involvement lead to eight scholarships worth $44,400! Overall, P.A.C.E. was the ideal launching point for my future studies and career.


    P.A.C.E. Alumni

    Brandon  (2004) After graduating from PACE in 2004, I pursued a degree in genetics at the University of Western Ontario. In 2007 I received an early acceptance to the University of Toronto's Faculty of Medicine and am expecting to graduate as an MD in 2011. As an undergraduate, I pursued international studies in Central America as well as in Europe. I also worked as a researcher, exploring the genetics of food-related behaviour and I am currently investigating issues surrounding eating disorders. As a PACE student, I was presented with generous opportunities to gain experiences relevant to my career path and personal development. I gained a strong background in the basic sciences which provided me with an excellent base for my undergraduate studies. My first exposure to the international aspect of science came at PACE where I was fortunate to have been able to travel to Jamaica to study coral reef ecology. My current resume also houses many references to key developmental experiences and accomplishments that occurred during my time at PACE. These include contributing to a theatre program where I was able to act, direct, write and improvise and participating in PACE athletics where I had the opportunity, not only to compete, but to coach. I continue to think about the invaluable support provided by my teachers and Mrs. Rosenberg, the school’s director, when applying to university, as well as their continued guidance even after graduation. Looking back, I appreciate the education I received at PACE and realize that those years contributed to my overall academic successes and character development.


    Graduates: Our Life Long Learners!

    The sky is the limit for P.A.C.E. graduates! Our graduates are destined for greatness! Wherever their interests and academic passions lie, the universities greet them with open arms. Not only do all of our graduates attend university, but they have developed the skills and work ethic to maintain their grades while studying in Canada's top universities. Popular undergraduate programs include engineering, sciences, humanities and business at U of T, Waterloo, Queen's,  Western, Schulich.  P.A.C.E. graduates can also be found studying at M.I.T, Harvard, the Wharton School of Business at Penn, Stanford, and Cornell. And being life long learners, our graduates don't just stop there! Following their undergrad studies the most favoured fields entered by our alumni are: medicine, law, engineering, accounting, business and PhD programs in Physics and Philosophy. Due to our graduates all round strengths in academia, leadership and humanitarianism, they have demonstrated qualities worthy of recognition by so many universities. Recent Scholarships Include: TD Scholarship, 2 Schulich Scholars, 10 Chancellor Scholars, 10 President Scholars, 8 Alumni Scholars, 21 Principal Scholarships, and Entrance Scholarships for all.


    To Be Gifted

    The primary goal of P.A.C.E. is to find and enhance the abilities of a gifted child in order to maximize his or her potential for success, while addressing the social and emotional needs of each student. P.A.C.E. is based on the premise that gifted children need high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. In addition to the basic skills, P.A.C.E. offers a differentiated education for grades 1-12, a curriculum that is built on greater depth and breadth of instruction and a more complex approach to learning. In addition to a fully balanced programme including the fine arts and physical education P.A.C.E. also provides its students with a wide variety of national competitions in all areas of study. The thrill of competition inspires our students to seek success and strive for excellence in all that they do. P.A.C.E. is ranked regionally, provincially and nationally in math, science, computer technology, Robotics, First Lego League, French, expository and poetic writing competitions as well as Improv and the Sears Drama Festival. The feeling of success is the catalyst to pursuing and achieving future successes; P.A.C.E. students enjoy ranking first! ...

    P.A.C.E. Panthers

    At The Academy for Gifted Children – P.A.C.E., we believe that the athletic program is an important part of the total educational program and will enhance the physical, mental, emotional and social development of the students. As a member of the Small Schools Athletic Federation, P.A.C.E. is able to offer its students a wide variety of interscholastic athletic competitions at both the Elementary and High School levels. Teams are fielded in volleyball, basketball, ultimate Frisbee, flag football, track and field, cross-country, indoor and outdoor soccer, ball hockey, badminton, softball, bowling and golf. The P.A.C.E. Panthers believe in the development of leadership skills and attitudes of good sportsmanship and school spirit. Feelings of success shared by P.A.C.E. students as they “race” towards a common goal on the field is a thrill that instills confidence and a continued desire to “strive for excellence” in pursuit of the next goal. ...

    Fine Arts Programmes

    At P.A.C.E. we believe the study of the fine arts (theatre, music, and visual arts) provides students with a unique opportunity to explore not only the art in question but also themselves, others, their relationship with others, and humanity in general. By assuming roles, creating imaginary worlds and examining behaviour and the human condition through time, students gain knowledge of the world around them. As the theatrical process is a collaborative art form, students indirectly and directly explore communicating, listening, problem solving, creating, negotiating, risk taking, reflection as well as personal and cultural differences and similarities with others through a series of cooperative activities. At P.A.C.E. the students have the opportunity to become involved not only through classroom theatre endeavours but also through Musical Theatre, a One Act Play Festival, an annual Improv Competition, as well as student written and directed submissions at The Sears Drama Festival; P.A.C.E. students have been awarded technical, directorial and production awards at the regional level in each of these competitions. The neighbouring department to this is our flourishing Music programme. From the classroom, to our World’s Most Dangerous Band (the high school concert band), to P.A.C.E’s Jazz Ensemble, our students will regale you with their musical talent. Our music programme provides students with instructional training in three families of instruments: Percussion, Brass and Woodwind. Students are educated in rudimentary theory based on the standards of the Royal Conservatory of Music. In addition, discussions and analysis through different eras in the history of music and cultural backgrounds allow students to experience and a appreciate music on a personal level. P.A.C.E. students are also exposed to a Visual Arts programme that consists of three years of both studio and theoretical study. It begins with an introduction to art history via Impressionism; the students’ colourful paintings depict what is immediately seen and experienced by the senses. Next, the students study art as expression: of feelings, dreams and fears. Finally Canadian art is celebrated – landscapes and Group of 7 (Margaret Atwood’s “determining geography”). Following this the students are taught about the achievements of the Renaissance and the Baroque. Portraits, carvings and imitation are the artistic means and techniques explored. Finally in their last year the students examine Modern Art and its culmination in abstraction. Students complete a year-long study of abstraction in the medium of their choice. Gallery visits, artists’ biographies, and criticism are an integral part of each year. Students’ work can be seen proudly displayed throughout the P.A.C.E. halls and on the covers of our Yearbooks. P.A.C.E.’s fine arts programmes promote self-discipline, self-expression and teamwork; such characteristics that enhance and strengthen personal growth. ...

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