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Durham Elementary, Durham Academy and G.B.M.S.

   
505 Adelaide Avenue East, Oshawa, Ontario, L1G 2A4

ADD TO SHORTLIST   Website
Curriculum:
Progressive,  Montessori
Grades (Gender):
Nursery/Toddler (18 months) to Gr. 12 (Coed)
Tuition:
$970 to 1,100/year
Main Language:
English & French
Avg. Class Size:
8 to 15
Enrolment:
Day: 115 (Gr. NS - 12), Boarding: Varies (Gr. 8 - 12), Homestay: Varies (Gr. 8 - 12)

School Address
505 Adelaide Avenue East, Oshawa, Ontario, L1G 2A4
900 King Street East, Oshawa, Ontario, L1H 1H2

About this school:

highlights

Durham Academy, Durham Elementary, and Great Beginnings Montessori (G.B.M.S.) offers students from 18 months to grade 12 an excellent educational foundation. The challenging & diversified curricular program is taught at an enriched level. Students are encouraged & supported to move ahead if they are academically and socially capable. At the High School level, students benefit from the STEM program (Science, Technology, Engineering & Mathematics), preparing them to successfully compete in an innovative world market. — Visit school website



Reviews:

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Our Take: Durham Elementary, Durham Academy and G.B.M.S.

our take

Durham was founded in 1984 in order to address learners who are at the top of their peer group and require an enriched program in order to reach their potentials. Families are drawn by the small class sizes—they average between 8 and 12 students—as well as the full grade continuum, from preschool through Grade 12. The nursery and primary levels are taught through a Montessori approach, and while it’s not carried through the upper grades, the values are nevertheless shared throughout the school. Students arrive to an academically inflected environment, and a peer group that shares a predilection to achievement. The ideal student is one able to thrive in a close-knit, challenging yet supportive instructional environment.






Upcoming Events Next event: June 14, 2018

upcoming events
  • June 14, 2018Spring Concert
    Durham Elementary, Durham Academy and G.B.M.S., 505 Adelaide Avenue East, Oshawa, Ontario
    Join us Thursday, June 14 from 06:30 am - 07:30 am

    Our annual Musical Theatre Spring Concert will be on June 14th at 6:30 pm to 7:30 pm . The concert will be at the location of Durham Academy at 900 King street East Oshawa. Our students from the Toddler class to grade 8 will be showcasing their musical talents through songs, dialogue and instruments meeting many strands of the Ontario Curriculum. Each year we ask families to donate non perishable food items at the beginning of the concert and they are then donated to local food banks.



Principal's Message

principal

Suzanna Mason, Principal

As Principal since 2008 I've led our three schools which continue to grow in enrollment, programming, facilities and community involvement. We boast fantastic communication and customer service. Our teachers are experts in their fields and are devoted to helping our students reach their full potential. We are welcoming and warm, as well as serious about setting high standards and achieving goals.

Our three schools have a 34 year history of graduating students with high academic achievement. We welcome students from across the Durham Region, the Greater Toronto Area and around the World. Boarding and homestay programs for students in Grades 8 through 12. 

I encourage you to discover what our educational programs can offer your child.

Sincerely,

Suzanna Mason

(Principal)


Academics


Curriculum Progressive, Montessori

Primary Curriculum: Progressive

Secondary Curriculum: Montessori

Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Lessons are highly decentralized: children typically work individually (though sometimes with others) on specialized "Montessori materials" -- without interference from the teacher. The materials are self-correcting and teach the student something about the subject at hand. The method's goal is to develop children's innate desire to learn, while freeing up time for teachers to help children individually, as needed.

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.


What GBMS & DEPS says: We offer an authentic Montessori curriculum for students 18 months to age 5. Emphasis is on Language, Math, French, Botany, Science, Culture, Music and Gym. Program Enhancements/ workshops/presentations are offered throughout the year. DEPS and Durham Academy focus on STEM (Science, Technology, Engineering and Mathematics ) while following the Ontario Curriculum. We offer 3 full report cards and 2 parent interviews each school year. Program Enhancements/ workshops/presentations are offered throughout the year. Students in grades 2 to 8 complete the Canadian Standardized testing each year. If a student exceeds grade expectations we offer enhancements to challenge the student. If a student has a weakness in a subject we can implement a one on one in school tutoring to strengthen the student.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus
    Academic


  • 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 GBMS & DEPS says: We follow the Ontario Curriculum at an enrichment level. Students are given extra help (tutoring one on one) and support if there is a weakness in mathematics. Students can be challenged and are given enrichment if they have a strong foundation and excel in the grade level expectations.

    • Textbooks and supplementary materials: Each student is given mathematical workbooks as well as online teaching.

    • 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 GBMS & DEPS says: Our students are introduced to phonetic sounds in the Toddler class and this carries through to the Casa 1,2,3 class. At age 3 and 4 our students will recognize their sounds including short vowel. At age 4 our students will be reading short phonetic sentences and completing comprehension worksheets. In Casa 3 our students will recognize all of their phonetic sounds, short vowel, long vowel, diagraphs and they will be progressing through readers and completing the corresponding comprehension worksheets. Each year our students from grade 1 to 8 research a topic to write a speech and they compete and present in our annual speech contest at our school and in the province.

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

    • What GBMS & DEPS 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 GBMS & DEPS says: Our students start penmanship at age 3. They start with sandpaper letters and then start simple journal entries. In Casa 2 (age 4) our students focus on penmanship and daily printing as well as simple journals. In Casa 3 the students continue their daily penmanship, journal writing. Casa 3 is introduced to copying from the board and writing simple sentences in preparation for grade 1. The Montessori program also focuses on building words (spelling) Daily penmanship/cursive is a focus for students grades 1 to 8as well as weekly spelling tests.


    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: Our students are introduced to Science (Botany) at age 3, 4,5. We follow the Ontario Curriculum at an enrichment level for grades 1 to 8 through lessons, workshops and field trips. Each Fall we have our annual Science fair where students age 3 to grade 8 complete science strands at an enrichment level and transform their classrooms and present there work to their families.

    • 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 GBMS & DEPS says: This information is not currently available.


    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 GBMS & DEPS 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 GBMS & DEPS says: This information is not currently available.


    Foreign Languages
    • What GBMS & DEPS says: We teach French to students age 3 to grade 9. We also offer Mandarin and Cantonese language after school programs. Each year our students age 3 to grade 8 present a French concert showcasing strands of the music and French curriculum by presenting song and dialogue in French as well as playing instruments.

    • Languages Offered: • Chinese-Cantonese • Chinese-Mandarin


    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
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What GBMS & DEPS says: Our schools boast 3 concerts a Christmas celebration concert, French concert and Musical Theatre Spring concert.


    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 GBMS & DEPS says: Our students are introduced to computers in grade 2. Grades 3 to 8 have computers in their classes. Students at Durham Academy are given a laptop to use at the school. Both schools own five 3D printers and workshops and camps are given to the students throughout the year to familiarize and introdcue the students to different computer applications.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What GBMS & DEPS says: GBMS & DEPS boasts a huge gymnasium fully equipped with sports equipment. We also have a huge field with a baseball diamond, running track and adjacent soccer field. Durham Academy Secondary School boast a huge gymnasium which is fully equipped with sports equipment and a weight room for students to workout at their leisure (before/after school, breaks or lunch). Both schools attend track and field meets throughout the year as well as hosting and participating in sports tournaments throughout the school year.


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

    What GBMS & DEPS says: Each year at our curriculum night in September the Principal hands out the Health strands of the Ontario Curriculum to our families. They are advised that their children will be taught the health portion in the spring and will receive a permission form should they prefer their child not to receive particular strands of the Health curriculum. Our Health curriculum is taught by a registered nurse at a conservative and age appropriate level for students in grade 5 to 8. The school provides age appropriate workshops on mental health, respect and bullying.

    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 GBMS & DEPS says: This information is not currently available.



    Montessori ApproachModerately Orthodox

    Orthodox Montessori     Moderate Orthodox Montessori    Moderately Non-Orthodox Montessori     Non-Orthodox Montessori

    SCHOOL POLICIES
      Toddler Primary Lower Elementary Upper Elementary Middle High
    Age groupings 18 months to age3 3 to 5 1 to 3 4 to 6 7 to 8 9 to 12
    Uninterrupted work periods 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours
    Tests and assignments Semi-regularly Semi-regularly Regularly Regularly
    Graded work Regularly Regularly Regularly Regularly
    Arts and crafts 30% 30% 15% 15% 15% 5%
    CLASSROOM PRACTICES
    Whole-class lectures Moderately non-orthodox
    • 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 Moderately non-orthodox
    • 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 Non-orthodox
    • 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 Moderately non-orthodox
    • 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
      38% of schools

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

    • Moderately Orthodox
      36% 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
      13% 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: This school doesn't use teaching assistants.

    What GBMS & DEPS says: GBMS is Montessori from 18 months to age 6. DEPS follows the Ontario Curriculum grades 1 through to 8. Durham Academy Secondary Schools follows the Ontario Curriculum and all subjects/ courses are taught at the academic level.


    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 GBMS & DEPS says: A Montessori education emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own individual pace and according to their own choice of activities from hundreds of possibilities. The environment is arranged according to subject area, and children are always free to move around the room instead of staying at desks. At any one time in a day all subjects; math, language, science, history, geography, art, music, French,etc., will be studied at all levels.


    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 GBMS & DEPS 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 GBMS & DEPS says: We believe that each student deserves a chance to meet their individual potential. We offer an excellent foundation in academics and a love for learning by offering a strong academic program in a supportive, positive environment. We offer in school tutoring and mentoring should a student need extra support. Although we promote excellent attendance we do support students who also have extra curricular activities.


    Developmental Priorities Intellectual, Emotional

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

    Secondary Developmental Priority: Emotional
    Emotionally intelligent and confident individuals, capable of leading both themselves and others.

    What GBMS & DEPS says: Our students exceed grade level academic expectations which gives them confidence to excel. Our school prides ourselves on excellent manners and respect. We continue to focus on penmanship/cursive writing, spelling tests and presentation skills which are essential for confidence and success.


    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
      Accommodations
      Modifications
      Extra support
    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      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
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      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 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: This information is not currently available.

    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 GBMS & DEPS says: This information is not currently available.

    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 9, Durham Elementary, Durham Academy and G.B.M.S. students perform an average of 1.5 hours of homework per night.

    Nightly Homework
    NSPSJKSK123456789
    GBMS & DEPS 0 mins0 mins15 mins15 mins15 mins15 mins30 mins45 mins45 mins60 mins60 mins60 mins90 mins
    Site Average0 mins2 mins6 mins7 mins16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins69 mins

    Class Sizes Not available

    This information is not currently available.


    Extracurriculars

    principal
    What GBMS & DEPS says:
    • Full size gym
    • Large outdoor sports area with track and soccer fields

    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Field Hockey
      Football
      Ice Hockey
      Lacrosse
      Rowing
      Rugby
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Badminton
      Running
    • Clubs Offered
      Art Club
      Chess Club
      Choir
      Community Service
      Computer Club
      Drama Club
      Musical theatre/Opera
      Yoga

    Tuition & Financial Aid

    Tuition

     
    JKSK123456789101112
    Day$970$1,100


    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 115
    Average enrollment per grade7
    Average class size8 to 15
    Gender (grades)Nursery/Toddler (18 months) to Gr. 12 (Coed)
    Boarding offered Gr. 8 - 12
    % in boarding (total enrollment)N/A

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


    Student distribution:

    NSPSJKSK123456789101112
    Day Enrollment
    Boarding Enrollment
    Homestay Enrollment

    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    Interview9 - 12
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    Rolling

    Boarding students:
    N/A

    Homestay students:
    Rolling


    What GBMS & DEPS says:

    We suggest that families come in for a tour and have their child visit at no obligation for a morning or a day. D.E.P.S and Durham Academy students are required to bring in previous report cards. Durham Academy Secondary School students are required to answer simple questions in written form and have an interview with the Principal.



    Acceptance

    Acceptance Rate:

    98%

    Type of student Durham Elementary, Durham Academy and G.B.M.S. is looking for: This information is not currently available.


    Day Boarding Homestay

    Student Entry Points

    Student TypeNSPSJKSK123456789101112
    Day Acceptance
    (Acceptance rate)
    0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)0 (100%)
    Boarding Acceptance
    (Acceptance rate)
    00000
    Homestay Acceptance
    (Acceptance rate)
    00000

    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

    ...



    In the News

    News

    May 15, 2018 - Speech Competiton

    D.E.P.S annual speech competition was held in March 2018 ...


    June 1, 2017 - Celebrating our 34th school year

    This past 2016/2017 school year G.B.M.S & D.E.P.S celebrated their 34th year and the opening of Durham Academy Secondary School. ...



    Associations

    Associations
    • The Ontario Federation of Independent Schools (OFIS) Associations


    Social Feeds




    Other Highlights:


    Next Steps


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