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Bond Academy
Bond Academy
1500 Birchmount Road, Toronto, Ontario, M1P 2G5
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Contact name:
Jane Phillips

Phone number:
(416) 266-8878×
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Bond Academy
 

Bond Academy

1500 Birchmount Road, Toronto, Ontario, M1P 2G5

Curriculum:
Liberal Arts
Grades (Gender):
Preschool to 12 (Coed)
Tuition:
$12,500 to 24,500/year
Main Language:
English
Avg. Class Size:
15
Enrolment:
Day: 350 (Gr. PS - 12), Boarding: 200 (Gr. 10 - 12)
E-Brochure:

Get more information

Contact Name:
Jane Phillips

Phone Number:


School Address
1500 Birchmount Road, Toronto, Ontario, M1P 2G5

Highlights:

highlights

About this school:

highlights

Bond promotes the academic, social & character development of our students within a challenging & supportive learning environment, using enriched ministry approved curriculum. Facilities include a professional stage, double gym, cafeteria, library, computer labs & a wireless campus. Fees include full-day Montessori Casa, Kindergarten, Early Start Literacy, Numeracy, French, Daily Physical Education, Swimming & Before & After school programs. A foundation of our commitment to the development of our students is our Character Education program which is designed to promote the recognition and acceptance by our students that we are all unique and that we must treat each other with dignity, courtesy and respect. Complimenting our academics are opportunities for students to participate in a wide variety of teams/clubs and arts programs. Our secondary program focuses on our Enriched Curriculum, AP Courses and Extracurricular Sports and Activities. We provide many opportunities for leadership skills to develop, flourish and mature within our school and the community. Outdoor Education Leadership Camp, Student Activity Council, Athletic teams, Peer Tutoring, and Excursions are some of the opportunities in which leadership is nurtured. Our graduates enjoy excellent opportunities for learning through their post secondary education. Success Starts at Bond!


The Our Kids review of Bond Academy

our takeBegun in 1978, Bond has grown to include a wealth of programs, including those beyond the prospectus of the academy. Because of the association with them, the Academy is proximate to a full range of physical resources and a rich athletics program. Boarding supports international students, including a language centre offering ESL classes and tutorial in addition to core curriculum, as well as provisions for foreign credit equivalency. With AP courses and independent study options, the ideal student is one who is preparing for university enrollment.



Principal's Message

principal

Jeffrey Farber, Secondary School Principal

“Success Starts at Bond”. This slogan couldn’t be more accurate as we look forward and at our past.


Academically, this past school year, we had 135 graduates who went to their choice of University or College this September. Past graduates, University representatives, and our Student Services Department prepares our students in their choices and admissions.


Through Grade 9 to Grade 11, our students have an opportunity to study thirty (30) different subject areas for a broad exposure for future choices and aspirations. Our teaching staff’s certification, interests and experience continue to provide an outstanding community of learners through Ministry accredited curriculum.


Athletics continue to be a cornerstone of our success. Our teams, and individual athletes, are considered formidable competitors in the SSAF league and demonstrate their athletic prowess in major sports such as Basketball, Soccer, Volleyball, Badminton, and, yes, even Ping Pong, in both the Under 16 and Under 20 division for boys and girls.


Student competitions, both internationally and locally, in Mathematics, Science, Computers and Literature have completed with honours. Students participate in general interest clubs and school wide events, such as Robotics, Music, Drama, Community Service, and outdoor activities. We very much appreciate our teachers’ commitment and interest in running these activities.


Through effort, concentration and participation, our student body reflects a dynamic school and caring environment.


Students, staff, both teaching and non-teaching, and parents work cohesively to make Bond a success. I am very proud to be a part of it!


Jeffrey Farber


Secondary School Principal


Academics


Curriculum Liberal Arts

Primary Curriculum: Liberal Arts


What Bond Academy says: Bond delivers an enriched curriculum in a challenging and supportive environment. Our small classes and dedicated staff promote both the character and skills development of our students within a kind, caring and nurturing environment. We offer early literacy, arts and physical education programs as well as our strong academic curriculum. Through our preschool Montessori Casa program for students three to six and our enriched curriculum at both the Elementary and Secondary levels, Bond cultivates an intellectual curiosity and prepares students to be successful in our global society. Our enhanced grade 6, 7 & 8 French program uses the computer based "Rosetta Stone" program which teachers language through images, text, sounds and video, to support our regular program. Bond promotes a healthy active lifestyle with daily physical education classes and weekly swimming lessons. Students are encouraged to participate in our extracurricular sports activities both intramural and team sports. Bond recognizes the importance and benefits of a strong foundation in the arts. Our programs are designed to nurture awareness of Drama, Music and Visual Arts.

  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics Traditional Math

      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.
      Learn about the different mathematics approaches  


    • What Bond Academy says: This information is not currently available.

    • Textbooks and supplementary materials: This information is not currently available.

    • Calculator policy: This information is not currently available.


    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 Bond Academy says: This information is not currently available.

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

    • What Bond Academy 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 Bond Academy says: This information is not currently available.


    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: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • 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 Bond Academy says: This information is not currently available.


    Social Studies Core Knowledge

      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).
      Learn about the different social studies approaches  


    • What Bond Academy says: This information is not currently available.


    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  


    • What Bond Academy 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 Bond Academy says: This information is not currently available.

    • Languages Offered: • French • ESL


    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  


    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • What Bond Academy says: This information is not currently available.


    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 Bond Academy says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What Bond Academy says: Our program is daily for one hour per day. One day is devoted to swimming lessons.


    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What Bond Academy says: This information is not currently available.


    Advanced Placement Courses
    • AP Physics 2
    • AP Calculus BC
    • AP English Literature and Composition

    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts Gr. 1 Gr. 1
    Nutrition Gr. 1 Gr. 1
    Human development Gr. 1 Gr. 1
    Puberty Gr. 4 Gr. 4
    Sexual health and hygiene Gr. 4 Gr. 4
    Reproduction Gr. 5 Gr. 5
    Pregnancy Gr. 7 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 8 Gr. 8
    Consent Gr. 9 Gr. 9
    Sexual orientation Gr. 8 Gr. 8
    Gender identity Gr. 8 Gr. 8
    Misconceptions relating to sexuality Gr. 10 Gr. 10
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 12 Gr. 12
    Sexual harassment Gr. 9 Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 11 Gr. 11
    Social justice and diversity

    What Bond Academy says: This information is not currently available.

    Approach:
    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.

    Traditional

    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.

    Progressive

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


    What Bond Academy says: This information is not currently available.



    Montessori Approach

    CLASSROOM PRACTICES
    SCHOOL POLICIES: This information is not currently available.

    Whole-class lectures
    • Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    • Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    • Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    • Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.



    Special education
    • Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    • Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    • Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    • Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.



    Specialist classes
    • Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    • Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    • Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    • Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.



    Modern-day technology
    • Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    • Moderately orthodox

      Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    • Moderately non-orthodox

      Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    • Non-orthodox

      Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.



    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      42% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      34% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      11% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      14% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


    Teaching Assistants:

    Preschool/K Curriculum Montessori

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What Bond Academy says: We offer both half time and full time Kindergarten that reflects the expectations of the Ministry of Education with art, music, drama, french, daily physical education, swimming lessons, and library. We also offer a Montessori Casa program for students 3, 4, & 5 years old including all the additional courses as given in the Kindergarten program.


    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • 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.

    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 Bond Academy 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 Bond Academy says: This information is not currently available.


    Developmental Priorities Balanced, Intellectual

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

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

    What Bond Academy says: This information is not currently available.


    Special Needs Support High

    High

    Bond Academy provides a high degree of support for special needs students.

    • 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
      Accommodations
      Modifications
      Extra support
    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Dyscalculia
      Dysgraphia
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Developmental
      Autism
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Dyspraxia (Developmental Coordination Disorder)
      Blindness
      Deafness
      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
      Psychotherapy
      Speech-language therapy

    Gifted Learner Support No Support

    No Support

    Bond Academy does not offer any specialized programming for gifted learners.

    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 K, Bond Academy students perform an average of No homework of homework per night.

    Nightly Homework
    PSJKSK
    Bond Academy 0 mins0 mins0 mins
    Site Average2 mins5 mins7 mins

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesPSJKSK12345678
    Non-lunch recessFrequency 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 45 45 45 45 45 45 45 45 45 45 45
    Lunch recessAmount 40 40 40 40 40 40 40 40 40 40 40

    What Bond Academy says: This information is not currently available.

    Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods.


    Extracurriculars

    principal
    What Bond Academy says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Badminton
      Baseball
      Basketball
      Cross-country skiing
      Downhill skiing
      Field Hockey
      Football
      Golf
      Ice Hockey
      Lacrosse
      Martial Arts
      Rowing
      Rugby
      Running
      Snowboarding
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Art Club
      Band
      Chess Club
      Choir
      Community Service
      Debate Club
      Drama Club
      Environmental Club
      Foreign Language Club
      Jazz Ensemble
      Math Club
      Musical theatre/Opera
      Outdoor Club
      Outdoor Education
      Poetry/Literature club
      School newspaper
      Science Club
      Student Council
      Yearbook

    Tuition & Financial Aid

    Tuition

    Day Boarding
     
    PSJKSK123456789101112
    Day$12,500$15,500$14,500
    Boarding $24,500


    Discounts

    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students$3,000
    3rd child (sibling)all students$7,500
    4th child (sibling)all students$14,000


    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 550
    Average enrollment per grade34
    Gender (grades)Preschool to 12 (Coed)
    Boarding offered Gr. 10 - 12
    % in boarding (total enrollment)36%

    If you want to learn more about boarding schools, check out our comprehensive guide.


    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

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

    Application Deadlines:

    Day students:
    Rolling

    Boarding students:
    Rolling


    What Bond Academy says:

    We welcome your inquiries and will make every attempt to answer your questions. For further information on local admissions, please call 416-266-8878, ext. 247; for international admissions, please call 416-266-8878, ext. 490.



    Acceptance

    Acceptance Rate:

    100%

    Type of student Bond Academy is looking for: This information is not currently available.


    Day Boarding

    Student Entry Points

    Student TypePSJKSK123456789101112
    Day Acceptance
    (Acceptance rate)
    000000000000000
    Boarding Acceptance
    (Acceptance rate)
    000

    University Placement

    highlights
    Services = offered
    Career planning
    Internships
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class sizeN/A
    *Canadian "Big 6" placementsN/A
    **Ivy+ placementsN/A

    *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)


    Stories & Testimonials

    News

    Universities' Words

    The number of Bond quality graduates, who met the application requirements of the University of Toronto and applied to the university in 2012, is much greater than many other Canadian high schools (e.g. more than 910 high schools just in Ontario). Among all Canadian high schools from which students applied to the University of Toronto, Bond successfully ranks in “the Top 100”!      

    --    based on the letter from Mr. David Naylor,

    The President of the University of Toronto

     

    “Many of your students recently applied to Western and received offers of admission. I would like to take a moment to congratulate you and your school for this achievement. The level of competition for a place at Western was quite high. Therefore, it is a clear sign of your school’s superior academic environment and comprehensive support for students, that many of your students received offers.”

    --     Monica J. Escobar, Western International

    Western University

     

    Every year dozens of Bond students make application to Western University’s undergraduate programs in Engineering, Business, Social Science and Information & Media Studies. In return, Western makes consistent and regular offers of admission to Bond students in recognition of the high quality of their high academic performance.

     

    Our current students from Bond are excellent ones and they are succeeding with good grades in their undergraduate programs of enrolment. Graduates of both Bond and Western are global-ready graduates – ready for success worldwide and in a variety of career fields.

    --     Carolyn Ford, PhD

    Manager International Undergraduate Recruitment

    Western University

     

    I have visited Bond to present to students their options for study at York University. I have also had the chance to meet many Bond students during the course of their application to York and I find that there are many similarities between York University and Bond International College. Bond offers many academic services and extra-curricular activities for students to ensure that students are academically successful and that they are engaging members of the community. Bond’s effort to help student prepare for their academic and social skills is evident when they become successful students at York University.

     

    Students that I have met at Bond are highly dedicated towards learning and willing to take on challenges. Many of our programs are amongst the best across the country and many students from Bond International College are able to receive offers and make easy transition to the university environment. Since Bond International College has a very diverse student body, the students at Bond can easily fit into our large York community and make friends from around the world. The services and skills that students received from Bond International College help students to be successful university students here at York.

    --     Jing Bo Chen, Student Recruitment Officer

    Admissions, Recruitment & Marketing

    York University

    ...



    2013 Secondary Graduates' Words

    I'm going to graduate today, and I'm going to the University of Waterloo. Teachers in Bond are very patient and kind and gave me a lot of help. I really appreciate that.

    -- Han, Pei General, University of Waterloo

    Math/Finance Analysis & Risk Management

     

    I'm going to the University of Waterloo for their Chemistry program. Thanks Bond for giving me an excellent experience in Canada. Thanks to the teachers that gave me this opportunity to enjoy and experience life in Canada. It also improved my English and I learned a lot at Bond.

    -- Peng, Ming Lun

    University of Waterloo, Chemistry

     

    I learned several new skills and developed not just in skills but also as a young man. The school helped me achieve the right education and also learned to socialize with several other cultures. If I had a chance, I would repeat high school again to go to Bond.

    -- Elijah Peter Abd-Elmessih

    Ryerson University, Microbiology

     

    I'm going to York University for the social science program. For me, being in Bond was a great experience, with a lot of work and great teachers who gave me an opportunity to celebrate my future.

    -- Farhaan Haque

    York University, Social Science

     

    Bond is a great school with small  class sizes. You can really connect with your teachers one and one to make it academically. I'm going to attend Western University for Bio-medical science.

    -- David Ghiban

    Western University, Bio-medical Science

     

    I was happy to be a part of Bond Academy. Being in this school, I have developed my managing skills and increased participation in activities which have transformed me into a better student.

    -- Harsh Gurbani

    University of Toronto, B. Com

     

    I learned a great deal which I never learned before in China. In class, I improved my presentation skills and critical thinking skills. Also, I took part in a variety of extra-curriculum activities like the prom committee and the school badminton team.

    -- Xiaodan Tan, University of Waterloo

    Electrical Engineering, Co-op

     

    Throughout my time here I can say I've been part of many different sports teams and clubs, such as basketball, music club and the football team. Being part of these different sports and clubs, you get to witness many things. These different activities have really helped me grow and integrate into Bond.

    --Riya Chaka Baya-Khenti

    York University, Fine Arts: Theatre

    ...



    2014 Gr. 8 Graduates' Words

    Raymond Wu

    The thing that I am very happy about my school is to know a lot of friends like Jordan and Eric. They gave me encouragement and helped me adapt to this new environment quickly. Although I have only been here for 6 months but my teachers are very patient in teaching me English. I had a very pleasant time here at this school. Thank you very much my teachers and classmates!

    Rian Waterson

    I have nothing but good memories from Bond Academy and my time here will always be cherished. The teachers were all kind and helped me learn to the best of my ability and even the subjects that 1 did not particularly enjoy became more of an enjoyment. I have been at this school for 4 years and 1 have made friends every single year. My friends have stood by me throughout my time here and I have built friendships that will last me throughout high school.

    Ben Carey

    I have had a good time. I made the basketball team and the hockey team. I went to my first Toronto Raptors game with Bond.1have made some very good friends here and I will miss them when I go to High School in September.

    Nathan McPake

    I have many memories at bond. The friends I have made here have been a great help and have been the best of friends I wish them all the best when I leave bond. There is one memory of bond that I will never forget it was at the old school I always took off my shoes in grade four then one day Mrs. Chhabra got mad at me opened the window and threw my shoe out the window she made me get up go down the stairs and get it. It is an experience I will never forget. I will miss everybody I met here at bond. -

    Robyn Somers

    I really bonded with other people here at Bond Academy. I'm sure my friends that I have made here, at Bond Academy, will never abandon me, despite us all leaving this school, Bond Academy. I promise never to forget the friends I have made at Bond Academy, and my word is my bond. I hope my friends will never forget the bond we made here, at Bond Academy.

    Trinity Robinson

    My years here at bond have definitely been interesting. I've have good times and bad, and for sure I learned a lot. I'm quite artistic and there aren't exactly too many other artistic people here, so when I first came here three years ago I found it hard to make friends and put all my time and energy into one person. As time went on, I learned to spread out my time into having more friends. Coming to Bond was probably one of the best things I could have done. I've learned a lot, made a bunch of friends, and I learned to come out of my shell and be more outgoing. Also, with such a heavy Physical Education program compared to my old school; I've become much more active. I've really enjoyed this last year here at Bond and I will treasure all the good and funny moments forever.

    Ria Arora

    My experience at Bond was interesting. I've learnt different things about myself and how much potential I have. I'm thankful to the teacher has seen me grow up and pushed me so hard and taught me to never give up. I've met my closest friends and really interesting teachers, here. I realize how fast time flies because this year went by pretty quick. Thank you, to all the teachers and students who have helped me over the years!

    Anvir Johal

    My most memorable moment in bond was the first time I came here. I was so happy that I found really good friends. I really enjoyed my time here I have become more fit then ever and all the teacher are so nice including the students. Jordan, Nathan, Eric, Indio, John , JordanH.

    Jordan Graham

    My time at Bond was very fun. I made lots of friends and I will remember them forever. I have gotten a lot smarter over the years and I thank all of my teachers for that. Mr. Poulin helped me improve in math, Mrs. Levine and Ms. Berry helped me improve in my paragraph writing, Mrs. Thorburn helped me learn French and Mr. Carney helped me get tough and helped me bring out my full potential. I had a great time at Bond and 1 will come back to visit the people I have seen over the years.

    Elizabeth Mackay

    The eight years that I have spent at Bond Academy have been a great adventure. I will always remember all of the friends that I have made, and all of the teachers that shaped me into who I am today. Throughout the years, sports have been a very big part of my life. I am very honoured to be the captain of all the girl sports teams this year. I have also had lots of fun learning in all of my other classes. When I go to high school next year I will miss everyone at Bond and all of my friends.

    Tommy He

    This year was both my first and last year in Bond Academy. During this year, I learned a lot of things. My English got a lot of better. The teachers and my schoolmates are all very friendly. They helped me a lot and gave me a lot of guidance. I haven't been here long but I have had a good experience. I left Bond, I will miss you!

    Danae Hogg

    I had a great time at bond. I wasn't here for very long but I made great friends. The teachers are also really nice here. I also had a great time when we went to Wanakita. I'm sure I will keep in touch with some of the people I met while I was here.

    Amy Stewart

    1 had a really great time at Bond Academy. I experienced many amazing things including being on the ball hockey team and basketball team. I have learnt a lot from being at Bond Academy and made many great friends that I have shared good memories with. I am going to miss my friends and 1hope to see them again.

    Ivy Rao

    Bond Academy is my second school in Canada, the past six months I have been very happy, because I am here to learn a lot of knowledge and a lot of foreign etiquette in this school. I also met some good friends in this school. I like Bond Academy, I also like the teachers and students here, so Bond Academy makes my student life more interesting! ! !

    Eric Dietterle

    My years at Bond Academy were good. I had a lot of fun here. I made really good friends and learned a lot. I've had a great time playing sports, particularly basketball and soccer. Thank you to all the teachers who helped me learn while I was here.

    ...



    What the parents say about Bond

    "This year 2013, our son David graduates from Bond. It is sad for us because it's been such a wonderful community for our son David, for friends, for academic learning, and having fun and doing sports activities. This is one of our best decisions that we have made - having David attend Bond. He started here from Grade 4 as recommended by his previous teacher from Montessori. She had gone to interview and visit quite a number of private schools, and recommended Bond highly for David to attend. We've never had any regrets ever of making the decision to go to Bond!"

    -- Mrs. Ghiban

     

    “Terence has received two offers from universities… I would like to take this opportunity to express my heartfelt thanks to you for all of your care and concern to Terence during his study and stay at Bond. ”

    -- Joseph (Bond Parent from Hong Kong)

    ...



    In the News

    News

    September 18, 2017 - New Students Orientation for Bond

    On the afternoon of Thursday, September 14th, Bond invited students from Grades 9 to 12, who are just beginning their studies at Bond... ...


    September 13, 2017 - 2017 Welcome Back BBQ at Bond

    On Tuesday, September 12th, the “Welcome Back to School BBQ” was held on campus. ...


    September 12, 2017 - Welcome, New Bond Parents!

    Bond Academy and the BACC invited our new parents to join an Orientation meeting on Thursday, September 7th. ...



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