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Fieldstone School

2999 Dufferin Street, Toronto, Ontario, M6B 3T4

Grades (Gender):
JK to Gr. 12 (Coed)
$17,230 to 23,335/year
Main Language:
Avg. Class Size:
Day: 240 (Gr. JK - 12)

School Address
2999 Dufferin Street, Toronto, Ontario, M6B 3T4

About this school:


Fieldstone is a co-educational, non-denominational Cambridge school where students are inspired to achieve great things. Fieldstone students build self-esteem through academic, co-curricular and social successes. As a Cambridge School, we follow an active learning model of instruction to teach our students 21st century knowledge and skills. Our caring and patient approach ensures that each student is given the opportunity to become happy, productive and successful.

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Our Take: Fieldstone School

our takeThe aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.

School busing:

Fieldstone School offers bus transferring. Service options offered are door-to-door pickup . The regions it offers busing from are Toronto.

Principal's Message


Michael Munshaw, Head of School

We believe that the future leaders of tomorrow must be well adjusted to the emerging globalized community. To prepare our students, we teach the Cambridge curriculum that is recognized around the world as the global standard for education. Starting in Kindergarten, when our students begin Stage 1 of the Cambridge Primary Programme, students learn the fundamental knowledge and skills to prepare them for a life of intellectual curiosity and engagement. As a Cambridge School, our teachers have access to unique professional development opportunities to learn the latest development in Cambridge’s active learning approach to education. Cambridge Progression Tests and Checkpoint Examinations provide students with the opportunity to write standardized tests in a low-stakes non-competitive environment. These tests, designed by Cambridge International Examinations, provides our school and our students with detailed feedback on each child’s progress through the Cambridge programmes. Our high school students continue their Cambridge studies by pursuing Cambridge IGCSE and A Level qualifications while simultaneously completing the Ontario Secondary School Diploma. We believe that a strong academic foundation, developed from an early age, provides students with the self-assured confidence to face tomorrow’s challenges.

While strong academics has always been at the core of a Fieldstone education, we believe that character education, athletics and the arts are essential elements of a well-rounded programme. Our Character Counts Programme and house system provides a framework through which students can demonstrate the character attributes we teach. Inclusivity is our mandate for athletics and every student has a place on a team. Our arts programme truly distinguishes Fieldstone from other schools. Our students begin their musical education in Kindergarten and by Grade One they are learning to play the violin. Students learn about classical music and opera through our morning music programme and perform on the violin culminating in May as we play the national anthem before the Toronto Blue Jays take the field. Our students learn painting, sculpture, photography and mixed media visual arts and every year our graduates are accepted to some of the best arts schools in the world. Fieldstone offers students big school opportunities in an intimate and inclusive environment small school environment.  

Each student at Fieldstone is known, cared for, and understood. Our small classes give teachers and students the opportunity to really get to know and respect one another. Not only do teachers and students spend time together during class hours, they spend countless hours together in clubs, sports teams, tutorials and class trips. That is why our graduates continue to visit us years after graduation – Fieldstone is not just a place to learn academics, it is a place where children grow into adults under the guidance and care of passionate educators.

These are the years where young adults begin making decisions that can affect them for the rest of their lives and we make sure our students know that we are with them every step of the way. Our guidance department and Duke of Edinburgh's Award programme ensure that students have the support they need to prepare for university, their future career, and grow into well-rounded adults.

There is an exciting journey ahead and it is our honour to be with you every step of the way!

Michael Munshaw

Head of School


Curriculum Traditional

Primary Curriculum: Traditional

What Fieldstone School says: Fieldstone was founded on a strong and positive belief in children. Children, very naturally, exhibit a powerful desire to be successful both socially and academically. It is our responsibility, as a school, to help guide, encourage, and support them to make that desire a reality. We achieve this goal by teaching an enriched curriculum in the context of a caring and supportive environment. At Fieldstone, we see not the child we meet but rather who that child will become. As a Cambridge School, we teach a curriculum that sets the global standard for education designed to help students develop an informed curiosity and a lasting passion for learning. Our students begin studying Cambridge English, Math and Science in Kindergarten and continue to Grade Eight. In the Upper School, students continue their Cambridge studies through IGCSE and A Level programming while simultaneously earning credits towards their Ontario Diploma. Our signature Cambridge-Ontario Dual Programme provides students with limitless opportunities to extend their learning and achieve advanced standing in universities all over the world.

  • Approach:
    Focus Special needs
    Academic Gifted

  • 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 Fieldstone School says: Our math classes are structured such that advanced students can jump a grade (sometimes two) to ensure students are appropriately challenged. Additionally, our Cambridge programme offers progression tests and Checkpoint Examinations as a capstone evaluation ensuring that full mastery is achieved. For an additional challenge our Grade Seven and Eight students can begin preparing Cambridge IGCSE mathematics which is typically written by high school students. Our programme offers limitless challenges for even the most exceptional students in mathematics.

    • Textbooks and supplementary materials: We use a variety of texts and supplementary materials which are dependent on the course. Both Ontario and Cambridge specific texts can be used in different courses.

    • Calculator policy: Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.

    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 Fieldstone School says: We have a balanced approach to literacy. At age 4 children are taught phonics through the jolly phonics programme. Children are given many opportunities to practice working with letters and sounds in order to develop a good initial understanding of how language works. As they progress through the grades, their oral language, including speaking and listening develops. Our children hear good literature, both fiction and nonfiction and read aloud often. They are asked to summarize and retell what they have read and engage in many conversations with peers and teachers.

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

    • What Fieldstone School 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 Fieldstone School says: An equal balance between teaching the nuts and bolts of language and nourishing the children with a rich diet of poetry, fiction and nonfiction is our approach to teaching writing. Emphasis on spelling, decoding skills, handwriting, punctuation, grammar and vocabulary all are embraced equally along with an opportunity to read rich and meaningful text. This approach encourages and emphasizes creative expression.

    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 science programme provides students with a strong foundation for future studies while providing students with the chance to develop their analytical skills. Our aim is to provide at least one laboratory activity per week to support the theory learned throughout the week. In Cambridge tutorial, practice practical examinations are provided to prepare for practical examinations. Extra –curricular activities are offered to our students to apply the theory from the classroom to the real world. These have included: Science Olympics Competitions, Community Gardens, Computer Programming Club and Environmental Club.

    • 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 Traditional

      In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
      Learn about the different literature approaches  

    • What Fieldstone School says: Our English courses expose students to great works of literature, both from the Canadian canon and beyond. Students analyze a range of texts (plays, poetry, essays, short-stories, and novels) from various periods, countries, and cultures. They also create oral, written, and media texts in a variety of forms. At all levels, we teach our students to confidently and coherently compose academic essays, as we recognize this to be a vital skill for many post-secondary ventures. Students graduate from our English programme with a firm grasp on reading challenging texts, analyzing these, and composing their own pieces of writing. Moreover, through their studies at Fieldstone, our students acquire a deep appreciation for the power of the written word.

    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 Fieldstone School says: Social Studies curriculum introduces children to a variety of people and events that have taken place in order to broaden their horizons. An early introduction to history and geography can foster an understanding of the broad world beyond the child’s locality. The child becomes familiar with people, terms and ideas in such a way that in later years the child identifies with them and can share their knowledge with others.

    Humanities and Social Sciences Perennialism

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

    • What Fieldstone School says: Students in social sciences and humanities develop an awareness of critical issues in our complex, and diverse society. Our courses help to build understanding about individuals, communities, and nations both throughout history and in the present day. Through sustained practice, students develop their planning, processing, problem-solving, and decision making capabilities, often while exploring issues of deep personal and global significance. Discussions and assignments explore critical social, cultural, economic, technological, and environmental issues, helping students to be informed and engaged citizens.

    Foreign Languages Communicative

      The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
      Learn about the different foreign languages approaches  

    • What Fieldstone School says: Our language courses provide opportunities for students to learn and practice a new language, and to increase their appreciation for cultural and linguistic diversity in our increasingly globalized world. Students develop their skills in listening, speaking, reading, and writing through creative and hands-on approaches. They also increase their understanding and appreciation of diverse French-speaking communities, and develop skills necessary for lifelong language learning.

    • Studying a foreign language is required until:   9
    • Languages Offered: • Chinese-Mandarin • French • Spanish

    Fine Arts Creative

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

    • Program offers:

      Subject = offered
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • What Fieldstone School says: Our courses focus on enabling students to create and present art works using a variety of traditional and emerging media and technologies. Our hands-on approach invites students to explore a range of materials, processes, and techniques and apply these to their own artistic projects. Reflection is also a key component of art-making. Students use the critical analysis process to critique art works and connect themes to the wider world. They are also encouraged to make connections between various works of art in personal, contemporary, historical, and cultural contexts.

    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 Fieldstone School says: Fieldstone believes that studies of computers and technology are relevant for all our students because they incorporate a broad range of transferable problem-solving skills and techniques, including logical thinking, creative design, synthesis, and evaluation. These courses also teach useful skills in such areas as communication, time management, organization, and teamwork. Students live in a technologically-rich world, and courses in this field will provide them with the knowledge and skills to understand the underpinnings of current computer technology and prepare them for emerging technologies of the future.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Fieldstone School says: Fieldstone's approach to teaching Physical Education is to educate students on the importance of Active Living as a part of a healthy lifestyle. Students are given the skills necessary to participate in a variety of individual and team-based activities. Emphasis is placed on skill development, leadership, teamwork, and sportsmanship. Students of all skill levels are able to participate in activities in a safe environment with positive messages about participation and the benefits of activity.

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

    What Fieldstone School 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 Fieldstone School says: FKCS delivers the Ontario Ministry of Education's Human Development and Sexual Health. The curriculum is delivered in a manner in which students are comfortable and able to safely learn and discuss issues regarding sexual health.

    Preschool/K Curriculum Academic

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

    Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.

    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 Fieldstone School says: The Fieldstone Global Knowledge curriculum was carefully designed to be rich in content and sequential in presentation. Kindergarten students are introduced to all academic disciplines including French, History, and Geography. Students experience an engaging and enduring subject matter that lays a foundation for their future schooling and instills in them a love of learning. The English, Math and Science curriculum is administered following the Cambridge Primary guidelines and philosophies. This prepares them for the completion of the entire Cambridge programme.

    Curriculum Pace Student-paced

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

    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 Fieldstone School says about flexible pacing: Students are grouped according to ability in the classroom. They all complete and study the same programme however assessments and expectations vary depending on ability.

    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 Fieldstone School says: Fieldstone promotes a rich academic environment and celebrates academic performance. Our blended Ontario and Cambridge Curricula gives students the opportunity to earn both Ontario Credits and Internationally recognized IGCSE and A-level qualifications. Students are provided with additional academic support in both curricula through the use of our after-school and lunch time tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions and after school clubs.

    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 Fieldstone School says: Our Primary education programme draws from a variety of curriculum philosophies that are focused on intelligent knowledge driven students. Our Math, Science and English courses draw from the content and assessment frameworks provided by both the Cambridge Primary and Cambridge Secondary I curricula. We supplement these three courses with courses drawn from global knowledge and some Ontario curriculum courses. Our Secondary school programme has a balance of teaching our students knowledge, thinking, communication and application aspects of each course. This includes incorporating activities into the curriculum to develop both the theory and the practical components of the courses of study.

    Special Needs Support No support

    No support

    Fieldstone School offers no/limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What Fieldstone School says: When one of our teachers has a concern about a child\'s learning, they first meet with our learning specialist. Our specialist will then work with the student both in the classroom and in a one-on-one setting in order to get a better idea of the student\'s learning needs. The teacher and learning specialist will meet with parents to develop a student success plan that outlines individual learning goals and accommodations. If, after the plan has been implemented, it is believed that more support is needed, the learning specialist will recommend a psychological education assessment, occupational therapy support or speech therapy.

    • 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: Students with a clinically diagnosed learning disability are invited to apply. The learning specialist will review psychological education reports, report cards and any other reports and assess if our school is the right fit for the student. A \'buddy day\' (half or full day visit to our school) and assessments may be required before acceptance is offered. If enrolled the student will then be placed on a Student Success Plan. This plan will include accommodations and modifications in order to support the student in the classroom. The learning specialist will ensure the plan is followed and any adjustments are made as needed. The learning specialist will also visit the student in class weekly in order to offer any additional support. With accommodations and modifications, support from their teacher and the learning specialist, students are expected to work independently in the regular classroom.

    Gifted Learner Support Dedicated gifted school

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

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

    What Fieldstone School says: Gifted learners, like special needs students, require modifications or additional supports to ensure that learning remains relevant, engaging, and challenging. We use the Student Success Plan programme to accommodate these learners. Our gifted learners participate in a small group withdrawal programme once per week. They work with like-minded peers on lateral, social, and emotional thinking. The Cambridge curriculum offers gifted learners a more rigorous and challenging curriculum should they seek enrichment in our academic programme.

    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, Fieldstone School students perform an average of >2 hours of homework per night.

    Nightly Homework
    Fieldstone School 15 mins15 mins30 mins45 mins45 mins45 mins60 mins60 mins60 mins90 mins90 mins120 mins160 mins160 mins
    Site Average6 mins7 mins16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins69 mins80 mins95 mins108 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades6 to 12
    Prose (narrative)-based feedbackJK to 12
    Habits and behaviour reportingJK to 12
    Parent-teacher meetingsJK to 12

    Class Sizes Not available

    This information is not currently available.


    What Fieldstone School says:
    • Fieldstone participates extensively in the Small Schools Athletic Federation and our student-athletes regularly compete in a wide variety of sports.
    • Fieldstone students prepare and perform a Shakespeare play annually.
    • There are extensive musical opportunities at Fieldstone.
    • Our participatory, rather than competitive approach to co-curricular activities encourages all students to engage in a rich and diverse school experience.

    • Sports OfferedCompetitiveRecreational
      Cross-country skiing
      Downhill skiing
      Ice Hockey
      Track & Field
    • Clubs Offered
      Chess Club
      Community Service
      Computer Club
      Dance Club
      Drama Club
      Environmental Club
      Foreign Language Club
      Math Club
      Musical theatre/Opera
      Outdoor Education
      Student Council

    Tuition & Financial Aid


    Day (Domestic) Day (International)
    Day (Domestic)$17,230$19,440$21,070$21,200
    Day (International)$18,775$21,050$22,730$23,335


    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students10%
    3rd child (sibling)all students15%
    4th child (sibling)all students15%

    Need-based financial aid

    Grade range that need-based aid is offered: JK to 12
    Percentage of grade-eligible students receiving financial aid5%
    Average aid package size$20,000
    Percentage of total enrollment on financial aid5%
    Total aid available$100,000

    Application Deadline:
    Rolling deadline

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications

    Merit based Scholarships

    Class of '16 Entrance Award
    Amount: $3,800
    Deadline: Rolling
    Eligibility Details: Students grade 1 to 8—

    The Fieldstone Day School graduating class of 2016 donated this award to go to a talented and well-rounded student that would benefit from Fieldstone's programming. To qualify, the student must have a Level Four (or 80%+) academic average in his or her last year of study, be actively involved in co-curricular activities and be able to demonstrate financial need.

    Application Details:

    To apply for this award:

    1) Submit a completed application to Fieldstone Day School and an application to Apple Financial Services.

    2) E-mail (or send a letter) to the Head of Schools, Mr. M. Munshaw that includes the following:

    i) a statement indicating an intention to apply for the Class of '16 Entrance Award, your name and your date of birth.

    ii) a 250 word essay arguing that you possess the qualities that we look for in a Fieldstone student.

    3) If you are selected, you will be invited for an interview.

    4) The winning candidate will be notified once all interviews of qualified candidates have concluded.


    For more details, visit: www.fieldstonedayschool.org


    Total enrollment 240
    Average enrollment per grade16
    Average class sizeVaries
    Gender (grades)JK to Gr. 12 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment33595712310112337110



    Admissions Assessments:

    Assessment = requiredGrades
    InterviewJK - 12
    SSAT (out of province)
    Entrance Exam(s)2 - 12
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:

    What Fieldstone School says:

    Two years of report cards. A completed application form. A placement test (grades 2-12) or observation (JK-grade 1) An interview.


    Acceptance Rate:


    Type of student Fieldstone School is looking for: Fieldstone is a welcoming community where we look for students who are involved in the school community and have a constant drive for success and knowledge acquisition. To achieve success at our school, students need to participate in the academics and school culture. They need to be reflective and seek help when required. They need to be honest to their peers, teachers and themselves. We firmly believe that every student is capable of success and overcoming challenges. By working with the faculty and being involved in the school, students receive an individualized education to become well educated global citizens.

    Day Homestay

    Student Entry Points

    Student TypeJKSK123456789101112
    Day Acceptance
    (Acceptance rate)
    1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)1 - 4 (85%)
    Homestay Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size40
    *Canadian "Big 6" placements18
    **Ivy+ placements1

    *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): University of Toronto, University of Waterloo, McGill University, Dalhousie University, Guelph University, McMaster University, OCAD, Queen's University, Ryerson University, University of Ottawa, York University, University of British Columbia, Seattle University, Grinnel College, Purdue University, Anahuac University (Mexico), ITAM (Mexico), Lancaster University (UK), Panamerican University (Mexico), University of the Arts London (UK), Yonsei University (South Korea)
    Schools our students attend (last 4 years): University of Toronto, University of Waterloo, McGill University, Dalhousie University, Guelph University, McMaster University, OCAD, Queen's University, Ryerson University, University of Ottawa, York University, University of British Columbia, Seattle University, Grinnel College, Purdue University, Anahuac University (Mexico), ITAM (Mexico), Lancaster University (UK), Panamerican University (Mexico), University of the Arts London (UK), Yonsei University (South Korea)

    What Fieldstone School says:

  • Our graduates are placed in Canada's top universities, and they have dispersed all around the world to the top post-secondary institutions such as: Princeton University, Keio University, Harvard, Trent University, University of Toronto, York University, Dublin University, Edinburgh University, Les Roches Hospitality School of Management (Switzerland) and New York University.

  • Notable Alumni

    Alumnus Graduation Year Accomplishment
    Kota Sakurai 2017 Kota was the first ever Japanese soccer player to join Toronto FC II. During his time at Fieldstone, he was a dedicated athlete, scholar, and student leader.
    Gabrielle  Domb 2007 Gabrielle went from Fieldstone to Harvard, where she followed her passion for Art History. She continued post graduate research in this field.
    Ah Rum Lee 2008 BA International Business- York University Internship: Citibank, Seoul Ah Rum credits Fieldstone with giving her the skills and confidence to establish a successful career in business.

    Alumni Highlights

    • Fieldstone students remain loyal to their alma mater, returning to assist with school events and to promote post-secondary opportunities. Members of the Fieldstone Alumni Association (FAA) act as mentors to our current students and foster school spirit the world over.
    • In January 2017, Fieldstone alumni, Arkady Silverman returned to Fieldstone to make a presentation about our sister school G.S. Marita located in Cameroon, Africa.

    Stories & Testimonials


    Cambridge Curriculum a Hit with Students

    Before moving to Canada, I was already following the CIE system. So, when I moved here I was desperate to find a school that provided the Cambridge curriculum. After searching for about a month, I came across Fieldstone. I really think that Cambridge has provided me with a strong and rich foundation in preparation for university. Although it has been a challenging journey, I would not take it back. I would highly recommend current students to consider the CIE courses that are offered at Fieldstone if they would like a challenge and are willing to put in the extra effort. It all pays off at the end.


    Reflections from a Grateful Grad

    Fieldstone has exceeded my expectations. Not only did I gain a better understanding of Canadian culture, but also I cultivated a strong relationship with the faculty which will last long into the future. Fieldstone provides students the freedom to organize school activities and teaches leadership. It also offered me a great opportunity to practice my English speaking skills.

    I genuinely appreciate for what FKCS has done to support me with my university applications. My supervisor and teachers never got bored of answering my questions or solving my problems. My teachers have always been a powerful support all along the way, which I deeply appreciate.

    Future students of Fieldstone King’s College School, I advise you to take Cambridge exams on your favorite subjects, since this will not only further your study in certain subjects, but also will add extra marks on your personal resume. I applied to three universities in total: University of Toronto, University of Waterloo, and Ryerson University. I received acceptance offers from all of them, with scholarships: University of Toronto at Mississauga, $7,500; University of Waterloo, $70,000; $15,000 Ryerson University.  


    13 Years of Support and Enrichment

    Fieldstone provided my two sons with both an excellent academic program and diverse experiences and our whole family with a warm supportive community for 13 years. Our trust in the school and its dedicated faculty has been borne out by the smooth transition they experienced going onto the next stages of their education. We will always remember Fieldstone with great fondness and gratitude.


    Remarkable Supportive Staff

    I want to thank Fieldstone most sincerely for the remarkable education that my daughter has received over the last three years. the staff have been remarkably supportive of my daughter and we are both very grateful. She will remember fondly her time at Fieldstone.


    A Big Thank-You!

    "It was so much fun!" That is a direct quote from my daughter about the last three days. She did not complain about the wet or the cold; she was just so pumped about how great the last three days were. Sounds like a really successful and worthwhile trip.

    A big thank you to all of the Fieldstone teachers for giving up their personal time!"



    I am so Happy that I Have Chosen Fieldstone

    My son started at Fieldstone in September 2011. As he became adjusted to this new school environment very quickly, it was reassuring to know the Fieldstone staff made him feel well at ease. He has shown me that he has matured and gained a lot of confidence here. The Fieldstone teachers are very accommodating and always willing to help him along with his fellow classmates. His hard work and perseverance show me how Fieldstone is a good fit for him.

    The school environment has clearly shown to be nurturing, welcoming, and highly educational. I am so happy that I have chosen Fieldstone at this stage for my son.


    In the News


    May 14, 2018 - Fieldstone Runners: Taking Risks and Achieving the Incredible

    Fieldstone participated in the Toronto Marathon, representing the school in a fun-filled city-wide event. ...

    March 27, 2018 - Shakespeare Comes to Life at Fieldstone

    Our Fieldstone Day School students honoured the Bard in an energetic, hilarious, and heartfelt production. ...

    February 14, 2018 - Fieldstone Day School Goes to the Symphony

    Our students thoroughly enjoyed this enriching and entertaining excursion. ...

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