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Durham Elementary, Durham Academy and G.B.M.S.
Durham Elementary, Durham Academy and G.B.M.S.
505 Adelaide Avenue East, Oshawa, Ontario, L1G 2A4
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Contact name:
Suzanna Mason

Phone number:
(905) 432-1400×
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Durham Elementary, Durham Academy and G.B.M.S.
 

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

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

Curriculum:
Progressive,  Montessori
Grades (Gender):
Nursery/Toddler (18 months) to 12 (Coed)
Tuition:
$9,000 to $9,200 /year
Main Language:
English & French
Avg. Class Size:
8 to 15
Enrolment:
Day: 115 (Gr. NS - 12)

Get more information

Contact Name:
Suzanna Mason

Phone Number:


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

Highlights:

highlights

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 education. 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.


Principal's Message

principal

Suzanna Mason, Principal

  As Principal since 2008 I've led our two 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 two schools have a 33 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.

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: An authentic Montessori curriculum for 18 months to age 6. Traditional classroom for elementary school and high school focused on STEM.

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


  • Pedagogies and subject courses:

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

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

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


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


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


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


    Humanities and Social Sciences
    • What GBMS & DEPS says: This information is not currently available.


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

    • Languages Offered: This information is not currently available.


    Fine Arts
    • Program offers:

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


    Computers and Technology
    • What GBMS & DEPS says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

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


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


    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 Gr. 3

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



    Montessori ApproachModerately Orthodox

    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: This school uses 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 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, 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 Supportive

    • Rigorous
    • Supportive

    A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.

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


    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: This information is not currently available.


    Special Needs Support Limited

    Limited

    GBMS & DEPS offers limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties

    Gifted Learner Support No Support

    No Support

    GBMS & DEPS 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.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesNSPSJKSK12345678
    Non-lunch recessFrequency 3/day 2/day 2/day 2/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 Outside
    Amount 45 45 30 30 30 30 30 30 30 30 30 30
    Lunch recessAmount

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

    Recess segmentation: This school segments recesses by grade

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



    Extracurriculars

    principal
    What GBMS & DEPS says:

    This information is not currently available.


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

    Tuition & Financial Aid

    Tuition

    This information is not currently available.



    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
    Gender (grades)Nursery/Toddler (18 months) to 12 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    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


    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.



    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%)

    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


    Associations

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


    Social Feeds






    Get more info

    Contact Name
    Suzanna Mason

    Phone Number:
    click to view number


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