Our Kids 20th logo
Request a package from:Cambridge International Academy

Student Info:

  • required
  • required

Contact me by:


Special request:

Our Kids

This contact form is brought to you by Our Kids – The Trusted Source for thousands of families since 1998.

Send email to Cambridge International Academy


Our Kids

This contact form is brought to you by Our Kids – The Trusted Source for thousands of families since 1998.

RSVP for an open house


Our Kids

This contact form is brought to you by Our Kids – The Trusted Source for thousands of families since 1998.

Plan a visit to Cambridge International Academy

Connect with Cambridge International Academy about visiting the school:


Our Kids

This contact form is brought to you by Our Kids – The Trusted Source for thousands of families since 1998.


Cambridge International Academy

130 Commercial Avenue, Ajax, Ontario, L1S 2H3

Grades (Gender):
Gr. 7 to Gr. 12 (Coed)
$10,650 to 12,650/year
Main Language:
Avg. Class Size:
8 to 10
Day: Varies (Gr. 7 - 12)

School Address
130 Commercial Avenue, Ajax, Ontario, L1S 2H3

About this school:


Cambridge International Academy's primary objective is to assure students experience a positive and safe school environment whereby they can ACHIEVE their academic best. We promote the STREAM Program (Science, Technology, Reading & Writing, Engineering, Arts, & Maths) to give students opportunities to embrace collaboration, creativity, and communication in their learning. Students develop critical thinking skills while uncovering information to keep up with the ever-changing landscape of education. — Visit school website



User-submitted reviews   (none submitted)

submit a review

Our Take: Cambridge International Academy

our takeCambridge International Academy is positioned to address a diversity of learners, including those who arrive domestically and those arriving from overseas. Families are drawn to the small class sizes and the individual instruction they allow, as well as the international gaze afforded through working and learning with students from a range of cultural backgrounds and experiences. English language learning and homestay programs support international students. While the academic program is strong, families are also drawn to the focus on interpersonal, emotional, and social development. The ideal student is one able to thrive in a close-knit, challenging environment, and who is preparing for success at university.

Principal's Message


Lin Lin, Director

It is my pleasure to welcome you to Cambridge International Academy. Our primary objective is to assure your child experiences a positive, productive, and safe school environment in which he/she will self-actualize and grow academically, emotionally, and morally. The staff at Cambridge International Academy creates an atmosphere of cooperative learning, and encourages each student to develop critical judgment and to become an independent thinker, able to work effectively with others, and be inspired with a life-long curiosity and love of learning. We believe achieving success is beyond the walls of a school classroom or an acceptance from a prestigious University; it is the inner motivation, solid work ethic, personal responsibility, drive, and an active way of life that helps students to thrive beyond post-secondary education.

Recognizing that parents are the prime educators, Cambridge International Academy is committed to working with parents and host families to develop and promote a common philosophy. Together, we share the critically important enterprise of preparing our children for active and positive living.

In addition to offering reach 'ahead credits' to grades 7 & 8, and promoting social responsibility, our small class sizes develop nurturing and positive working relationships with students. We support a learning environment that encompasses personal development, community involvement, academic achievement and leadership to be part of their Cambridge experience. Our teaching staff is dedicated to meeting the ever-changing needs of our students.

On behalf of the entire staff at Cambridge International Academy, we look forward to inspire and challenge your child to excel in all facets of his/her learning and to attain his/her potential. Visit Cambridge International Academy and experience a difference in education and innovation. This may be one of the best decisions you will make in your life. We invite you to look at our information package and discover an enriching way of education.


Curriculum Traditional

Primary Curriculum: Traditional

What CCIA says: Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit a student's learning profile. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence about every student's learning progress. This information helps teachers to immediately flag areas of concern to help a student in that subject. Triangulation assessments also help students, parents and teachers to select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. We offer Early Childhood Education and Business Focus Career Pathways to students who thrive in a co-op learning environment.

  • Approach:

  • 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 CCIA says: Students in grades 7 and 8, we offer accelerated or individualized math systems whereby students work at different levels individually in a classroom, at their own pace and our teachers use a variety of strategies such as re-looping so that learned material is being reinforced. Middle School Math teachers use games, manipulatives, math journals, and technology to help students who struggle with math. Students in high school, our teachers us a variety of teaching strategies to help students comprehend and retain complex math concepts. Teachers use direct instruction, guided practice, peer tutoring, manipulatives, and assessments.

    • Textbooks and supplementary materials: Textbooks we use are from the Ontario Trillium List.

    • Calculator policy: Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.

    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: Science is an exciting subject to teach students how things work in our world. Our teachers use a variety of teaching strategies such as lecturing with power point presentations, peer to peer teaching, current events, case studies, and hands on activities such as guided experiments and exploration.

    • 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 CCIA says: Literature is authentic material that promotes interaction among students in a classroom. Our teachers carefully choose material that will suit the interests of their students to spark in-depth class discussions and share opinions. We have been successful to increase a student's reading interest by implementing Socratic Seminars, web-quests, current events, and reading journals. After completing a unit on literature, students feel a sense of achievement at understanding a piece of highly respected literature. In addition, teachers use the personal growth model which encourages students to draw on their own opinions, feelings and personal experiences.

    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 CCIA says: Humanities promote active listening, critical thinking skills as well as encouraging students to make connections to history, and the world in which they live in. Students learn to make decisions based on values. Our teachers uses a number of strategies such as direct instruction, visual strategies, reciprocal teaching to increase dialogue between teacher and students, inquiry teaching where students develop their own questions, collect and organize data and draw inferences and problem solving. Field trips and role play may also be incorporated as part of the teaching strategies to give students the opportunity to be motivated in their learning.

    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 CCIA says: We offer on-line credited Mandarin courses as well as non-credited Mandarin classes during the weekends commencing in October 2016. We also have the flexibility to incorporate French in the curriculum if requested by a parent. French Homework is available commencing October 2016.

    • Languages Offered: • Chinese-Mandarin • French

    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
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What CCIA 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 CCIA says: CCIA accommodates students who require the use of a computer during the class to help them thrive academically. Students may use a computer to take tests which will aid to capture the best reflection of their knowledge and abilities. To help students with reading comprehension, reading fluency, eye tracking, building vocabulary, and improving writing skills, Cambridge International Academy has the renowned brain based programs of Reading Plus and MyLexia. Reading Plus caters to students from 4th grade to post secondary education. MyLexia is appropriate for struggling readers. This brain based program caters to students with reading skills from 1st grade to 4th grade.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What CCIA says: CCIA emphasizes the science behind why we need to be physically active in our lives and to help students develop and maintain a high level of fitness. High school students at CCIA have the option to attend Lifetime Fitness Club in Ajax to improve their cardio-respiratory fitness, gain muscular strength and endurance, as well as increase their flexibility. Our intention for the middle school and high school students is to promote a healthy lifestyle and positively shift their behaviors to include physical fitness throughout their lives.

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

    What CCIA 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 CCIA says: CCIA's high school curriculum approach follows the expectations set out by the Ontario Ministry of Education. The classes are comprised of both theory and application. Gym classes may include attending a fitness club in Ajax. Transportation is available at the school. For middle school students, we respect the wishes of our parents who opt not to have their son/daughter participate in the Human Development and Sexual Health Topics.

    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 CCIA says about flexible pacing: At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. . In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.

    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 CCIA says: Cambridge International Academy keeps student-to-teacher ratio low so that we may focus on the individual needs of the student and support each student on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students .We use a complete approach, which reinforces verbal instruction with visual and written support, allowing the students to engage on many levels regarding the material being presented.

    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 CCIA says: Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability to inspire students to become critical thinkers.

    Special Needs Support Indirect Support

    Indirect Support

    Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled 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
      Extra support
    • What CCIA says: When a student develops learning difficulties while attending CCIA, our dedicated teaching staff investigate another way of teaching that may help a student to grasp the content. Extra help in homework is offered. planning with long term projects is monitored to ensure a student is meeting specific deadlines, accommodations such as extra time to write a test, use of a computer, notes from the lecture are provided to help a student get back on track. When difficulties persist, a parent is notified and a parent- teacher meeting is arranged to brainstorm ideas to support a student.

    • 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
    • Summary: CCIA has the flexibility to cater to students who have mild learning disabilities and ADHD. We work closely with parents to set up an academic regime which includes training on the Reading Plus or MyLexia brain based programs, and one-to-one tutoring for additional support may be implemented if need be. Accommodations are offered in class to help capture the best assessment of a student. High School students wanting an Early Childhood Education or Business focus may have the opportunity to receive modifications in some of the high school courses.

    Gifted Learner Support In-class adaptations

    Dedicated gifted programs:

    Program = offered
    Full-time gifted program (parallel to rest of school)
    Part-time gifted program (pull-out; parallel to rest of class)

    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 CCIA says: Cambridge International Academy provides curriculum differentiated by pace, breadth and depth. Our classes integrate several disciplines within an area of study to encourage students to explore topics and ideas in greater depth. Students will develop independent research skills, critical and creative thinking skills. Our students get involved in community services and participate in enriching activities.

    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, Cambridge International Academy students perform an average of 1.5 hours of homework per night.

    Nightly Homework
    CCIA 60 mins60 mins90 mins90 mins90 mins90 mins
    Site Average53 mins57 mins69 mins80 mins95 mins108 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades7 to 12
    Prose (narrative)-based feedback7 to 12
    Academic achievement reporting7 to 12
    Habits and behaviour reporting7 to 12
    Parent-teacher meetings7 to 12

    Class Sizes Not available

    This information is not currently available.


    What CCIA says:
    • CCIA offers a variety of after school and weekend programs. To support stressed parents and students, we offer Homework Club from Monday to Friday.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
      Downhill skiing
      Martial Arts
    • Clubs Offered
      Community Service
      Debate Club
      Foreign Language Club
      Math Club
      Poetry/Literature club
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid


    What CCIA says: The tuition fee covers the required hours of instruction for all non-credit courses in grades 7 & 8. This fee does not include ‘reach ahead’ credits. The high school tuition fee covers the required 110 hours for credit courses, up to a maximum of eight credits. The tuition fee also covers basic school programs, including the school’s tutoring program and homework club.


    Discount TypeEnrollment TypeAmount
    2nd child (sibling)Day10%

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    This information is not currently available.


    Total enrollment Varies
    Average enrollment per gradeVaries
    Average class size8 to 10
    Gender (grades)Gr. 7 to Gr. 12 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment61611



    Admissions Assessments:

    Assessment = requiredGrades
    Interview7 - 12
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:

    What CCIA says:

    Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.


    Acceptance Rate:


    Type of student Cambridge International Academy is looking for: Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.

    Student Entry Points

    Student Type789101112
    Day Acceptance
    (Acceptance rate)
    15 - 20 (100%)15 - 20 (100%)15 - 20 (100%)15 - 20 (100%)15 - 20 (100%)15 - 20 (100%)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size15
    *Canadian "Big 6" placements10
    **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)

    Schools our students are admitted to (last 4 years): Our students have been admitted to a number of prestigious Canadian Universities such as University of Toronto, University of Waterloo, McMaster, University of Ottawa, Guelph, York University, Ryerson University, Centennial College, George Brown College, and Durham College.
    Schools our students attend (last 4 years): Our students have been admitted to a number of prestigious Canadian Universities such as University of Toronto, University of Waterloo, McMaster, University of Ottawa, Guelph, York University, Ryerson University, Centennial College, George Brown College, and Durham College.

    What Cambridge International Academy says:

  • Former students have been accepted to University of Toronto, University of Waterloo, Queens University, and McMaster University, York University, University of Ottawa, University of British Columbia, and McGill University.
  • Career Planning offered to students. A Canadian Differential Aptitude Test is administered to high school students in grades 10 to 12. In addition, grades 9 to 12 students participate in an online career Interest Advising Test.

  • Stories & Testimonials


    Parent Testimonial

    Julianna is excelling at Cambridge.  When she joined, they reviewed her learning style and interests and the staff developed a plan that will set her up for success at college or university.  The teachers are very supportive and we work together as a team.  I'm very pleased and Julianna is getting good grades and having fun at the same time.  This is the place for her!



    Parent Testimonial

    My son, Glen attended a private school for four years prior to coming to Cambridge International Academy in September, 2016. So the transition to another private high school was easy for Glen. Glen was placed in a private school system to address his learning challenges. Glen's old private school was closing down and we did not know where to send our son to address his learning challenges. Cambridge International Academy was willing to take on Glen and to accommodate his learning needs. I was very impressed that they would do this. Glen was given an IEP and a tailored four year high school course  plan. Glen really enjoys going to school and he is very impressed with his teachers because they provide him with all the support and help that he needs. I find that the teachers are very devoted to Glen and want him to succeed in becoming a successful student by providing him help with his daily work, giving him extra help to succeed on his tests and exams. And they have a homework club to get extra help. I like the fact that the school year is broken down into four terms in the school year and they only have two subjects a day for two and a half hours each. This is a perfect environment for students who learn differently; they get all the one on one help all day long. And having a lot of time to learn the subject as well. The teachers also keep you informed on how your son (or daughter) are doing and what they are doing in class and encourage you to contact them if you have any concerns about your child. I feel very encouraged that my son will be successful and will have a bright future during and after attending Cambridge International Academy. 


    Parent Testimonial

    We moved from Whitby to Ajax and Rida spent the entire 7th grade in a public school in Ajax. Rida found it difficult adjusting to her new school. She was not satisfied with the lack of interest from the teachers, teaching methods and the non-academic environment among the children. We finally decided that she requires a better institution that fulfills her academic needs and fosters an environment for growth.

     We searched for private schools and institutions in Ajax and decided CCIA will be a good choice. We visited the school and finalized our decision.

     We have seen various changes in Rida during this short period of time; her studying habits have improved, she is positive with her work challenges and is very keen to work hard.  

     We are pleased with this school because the small class sizes allow teachers to focus on each and every student and their specific needs. The teachers have been great and administrative staff are friendly and cooperative.

    Every day I feel that there is noticeable progress in her academic capabilities as well as social/learning skills.


    Student Testimonial

    LIU, Yiming (Zed)

    I graduated from Northwest University in China. My grades were average, so I was able to get into the first level university. However, I prefer a high level of university since I am interested in studying Actuarial Science. I realized that if I studied in Canada, I would be able to study the program I wanted. I made it my goal to get in the University of Waterloo. I was very unsure of where to begin applying.

    This is when I met Lin, the director from Cambridge International Academy in Canada. She introduced me to Cambridge International Academy, and assessed my academic abilities in English language skills. She supported my dreams and made me realize that if I worked very hard, learned all the material, and improved my English, I would be able to get into the program I wanted. At this point, I was convinced. I spoke with my parents about studying abroad and they were supportive of the idea. I decided to retake grade 12 at Cambridge so that I could immerse myself in the culture and achieve the requirements necessary to study at a Canadian University.

    The biggest challenge studying abroad for me was not the material that needed to be learned, but learning in a different language. I had a difficult time correctly understanding the questions, so my grades were not strong. Fortunately, the school provides one-on-one tutoring and small class sizes so I can get the attention I needed to succeed. After a while, I noticed I understood more and my grades were starting to reflect my knowledge.

    I worked hard all year, and now I have received the offer that I have worked so hard for-an offer from the University of Waterloo. My efforts turned into a success. After studying at Cambridge International Academy, I have gained confidence about my future and I am looking forward to entering a new environment.


    In the News


    February 13, 2018 - Winter Camp

    New excerpt ...

    October 5, 2017 - Salvation Army Food Bank

    Cambridge International Academy students volunteered their time sorting food donations with the Food Bank Program. ...

    September 28, 2017 - Ultimate Rock climbing at Glen Cedar Camp

    Cambridge International Students exceed the Ultimate Rock Climbing at Glen Cedar Camp. ...

    Social Feeds


    Next Steps

    The most direct action you can take is to plan a school visit. This is the best way to learn more about a school, and requires no obligation.

    Our Kids 20th logo
    Cambridge International Academy