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Hawthorn School

101 Scarsdale Road, Toronto, Ontario, M3B 2R2

Liberal Arts
Grades (Gender):
Nursery/Toddler (18 months) to SK (Coed); Gr. 1 to Gr. 12 (Girls)
$13,300 to 19,050/year
Main Language:
Avg. Class Size:
8 to 15
Day: Varies (Gr. NS - 12), Homestay: Varies (Gr. 7 - 11)

School Address
101 Scarsdale Road, Toronto, Ontario, M3B 2R2



About this school:


Hawthorn's all-girls environment and one of the lowest student-to-teacher ratios in the country, explore each girl's potential in a smaller and enriching learning environment. With a 100% university acceptance rate, we help our students succeed in the next phase of their learning-and beyond. Our Classical Liberal Arts Education provides cultural literacy and critical reasoning skills and our Mentor Program aids the students in the growth of virtue. — Visit school website



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Our Take: Hawthorn School

our takeAs the only all-girls' Catholic independent school in Toronto, Hawthorn provides a unique and very specific program, one that focusses on the needs of girls while providing instruction through a Catholic lens. It was founded relatively recently—it celebrated its 25th anniversary in 2014—through the instigation of a group of parents who wanted the kind of academic specificity that the school continues to promote today. And, truly, there's no other school like it: girls are challenged to pursue passions in the full range of academic pursuit, STEM primary among them. Character, too, is a primary focus, including an expression of self. The ideal student is one who thrives within a supportive yet academically challenging environment.

Principal's Message


Regina Gutiérrez Cortina, Head of School

At Hawthorn, we are committed to providing an integral education, incorporating academic excellence and character development. We are always looking for opportunities to enrich our curriculum and ensure that we are providing a strong classical liberal arts program.

I am pleased to inform you, then, that Hawthorn School continues to work with the Royal Conservatory of Music, Learning Through the Arts department, to offer their "Music Champion Program" to our Grades 7s and 8s which began in February 2015  and spans a period of two years.

I look forward to working with you as we move forward on the amazing journey of helping your daughters grow into women of intelligence and integrity, ultimately becoming leaders of strong character, vision and faith.


Curriculum Liberal Arts

Primary Curriculum: Liberal Arts

What Hawthorn School says: In the Lower School students develop a love for learning, and build social skills and work habits in each area of a well-rounded academic program. In the early grades, the curriculum focuses on a systematic approach to cultivate phonetic, literacy and mathematics skills. Lower School students develop outstanding literacy and numeracy skills, generally testing about one year ahead of the Ministry of Education requirements. Hawthorn's Upper School delivers an ambitious liberal arts education, preparing the leaders of tomorrow for university, the workplace, family life and the world beyond. The requirements of the Ministry of Education for the Ontario Secondary School Diploma are surpassed through learning opportunities both inside and outside the classroom. Hawthorn's compulsory courses fine tune students' capacity for critical thinking, round out their cultural literacy, and serve to educate the whole person: body, mind and soul.

  • Approach:
    Focus Religious-based
    Academic Christian (Roman Catholic)

    If you want to learn more about faith-based education, check out our comprehensive guide.
    If you want to learn more about Christian education, check out our comprehensive guide.
    If you want to learn more about Catholic education, check out our comprehensive guide.

  • 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 Hawthorn School says: The curriculum used at Hawthorn is the Saxon Math Program. This program has a unique pedagogy of systematic introduction of mathematical concepts by incremental development. This strategy introduces concepts in small, easily understandable pieces in lessons over the course of an academic year. These concepts are continually practiced and reviewed on a daily basis. Complementing the continual practice and review are the frequent cumulative assessments which enhance learning so that students can correct errors of understanding before those errors become ingrained. The Upper School curriculum follows the course objectives set out by the Ontario Ministry of Education.

    • Textbooks and supplementary materials: Gr 1-7 Saxon Math Gr 8 MATH MAKES SENSE Gr 9, 10 PRINCIPLES OF MATHEMATICS 9, 10 (NELSON) Gr 11 FUNCTIONS 11 (NELSON) Gr 12: HACOURT MATHEMATICS, NELSON, (MCGRAW-HILL

    • 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 Hawthorn School says: The first level of the reading program, which consists of 160 lessons in total, is designed to set the stage for word reading. Students learn how to discriminate between sounds and take part in pre-reading exercises, which contain decoding, symbol identification, rhyming and comprehension activities. This allows the students to begin to read simple, regular words by sounding out each word and saying it quickly. The students are also taught to sequence and follow directions, and are guided in sharpening auditory skills. They learn the importance of forming strong work habits as well as working independently and neatly on corresponding take-home sheets. They are encouraged to develop their ability to pay attention and learn to participate as part of a group.

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

    • What Hawthorn 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 Hawthorn School says: The Hawthorn writing curriculum uses a blended structure and style program. Various writing structures are taught throughout the year. These structures are repeated in the grades. Elements of style are taught overlapping the various writing structures. Students progress through the stylistic techniques according to their ability and their mastery of the stylistic techniques.

    Science Inquiry

      Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
      Learn about the different science approaches  

    • Teaching approach: The Science curriculum at Hawthorn focuses on giving the students a love for and appreciation of the natural world. The study of the world through the scientific method allows the students to develop the intellectual processes necessary to understand the idea of objective truth. Students are encouraged in the development of scientific curiosity through an emphasis on hands-on activities and experiments. The knowledge gained through these lessons and investigations fosters the virtues of co-operation, of respect for others and materials, and responsibility towards our environment. These, in turn, promote a sense of global citizenship in our students. The development of independent intellectual inquiry is further enhanced through the Science Project during alternating years. The Science Project is an integral part of the science curriculum and grades 1 – 7 prepare science projects under the guidance of their science teacher as an enhanced learning experience.

    • 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 Hawthorn School says: The writing program follows the Institute for Excellence in Writing’s Blended Structure and Style Curriculum. This program guides students through different structural models of writing. Each month is spent on a different structure. This sequence of structures is repeated every year to help students develop excellent writing skills. Stylistic techniques are taught simultaneously in a personalized cumulative manner so that students can achieve a mastery of each technique. A beautiful aspect of this program is that grammar is taught implicitly within the stylistic techniques.

    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 Hawthorn School says: The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of western culture and history as well as a more particular knowledge of Canadian history. Students examine western culture from its’ roots in the ancient civilizations of Egypt, Greece and Rome through Medieval times to present day Canadian society. Canadian history is emphasized in order to give an intellectual basis for each student’s patriotism. As well, the novel study in the English curriculum and studio projects in the Art curriculum are linked to the periods studied in order to give the students a breadth of cultural exposure.

    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 Hawthorn School says: Students discover the truth about the human person and the human experience through their education in the humanities. Integration with the other disciplines and subject areas (classics, mathematics, sciences, arts, health and physical education) completed the context in which critical thinking and cultural literacy are achieved.

    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  

    • What Hawthorn School says: The French curriculum is a comprehensive and seamless program that builds on communication skills throughout the Lower School. Second-language learning strengthens students’ ability to communicate, enhances problem-solving and reasoning skills and increases the capacity for creative thinking. Learning a second language not only strengthens students' ability to communicate, but also develops their capacity to understand and respect other cultures. At the end of the Lower School students should have a solid base to achieve fluency through the Upper School curriculum.

    • Studying a foreign language is required until:   9
    • Languages Offered: • French • Latin • Spanish

    Fine Arts Equal Balance

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

    • Program offers:

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

    • What Hawthorn School says: The art curriculum is designed to facilitate an appreciation for art through the study of art history, various artistic techniques and mediums. The curriculum encourages self-expression through the creation of two and three dimensional art projects. The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts. The curriculum is intended to help students develop their creativity, and technical abilities as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation. In developing the ability to analyze and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works. Studio projects that link the social studies curriculum to the art program will be used to enhance cultural literacy.

    Computers and Technology Light integration

      Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
      Learn about the different computers and technology approaches  

    • What Hawthorn School says: Hawthorn recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. In order to support information literacy in both the Lower School and Upper School, students are taught through the curricula and through specifically designed workshops how to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively. In support of media literacy, students are taught to analyze media (social sciences) and create media products (data management, visual arts, yearbook, and others). To help students achieve information and communication technology literacy the computer lab. is used to teach students to apply technology effectively.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Hawthorn School says: Hawthorn's approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. Healthy Living—students will relate healthy eating practices and active living to body image and self esteem, and outline a variety of issues related to health and wellness. They will investigate issues related to the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills. Fundamental Movement Skills—students will combine a variety of movement skills in participating in physical activities: locomotion, manipulation and stability, and demonstrate the principles of movement while refining skills Active Participation—students will participate on a regular basis in physical activities that maintain or improve physical fitness

    Religious Education 11 to 25% of curriculum
    • 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 Hawthorn School says: The Religion curriculum at Hawthorn serves to help students integrate religion into all areas of life, so that they might live according to the dignity a daughter of God. The instruction of doctrine lays the foundation for the science of theology, where reason is used to explore revealed truths with rigour and love for the truth. Formation in piety seeks to help each student develop a personal relationship with God, using both vocal prayers and, according to what is appropriate to her stage of development, mental prayer. The happiness that comes from knowing and loving God is especially emphasized. The sacraments are highlighted as the sure channels of grace and the girls are taught to approach them with reverence and gratitude. The virtues, although properly administered throughout the curriculum, are reinforced especially in religion class because of the foundation they provide for the supernatural virtues.

    Sex and Health Education
    Topics covered in sex and health education: This information is not currently available.

    What Hawthorn 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 Hawthorn School says: Hawthorn is founded on the principle that parents are the primary educators of their children. In the Lower School issues relating directly to sexuality are addressed in partnership with parents. In the Upper School, topics relating to sexuality and sexual morality and ethics are discussed in relevant courses (Science, Biology, Moral Theology, Philosophy). Everything that the school teaches in regards to sexual morality is firmly grounded in the teachings of the Catholic Church.

    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 Hawthorn School says: Students are exposed to a wide variety of subjects and their natural curiosity is encouraged to help them gain knowledge of the world. The core subjects of mathematics and language are carefully structured to help young students develop their ability to think logically. A well-rounded education is provided through the other specialty subjects, including French, art, music, physical education and science. Students learn sound study skills and work habits in each area.

    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

    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 Hawthorn School 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 Hawthorn School says: Hawthorn School for Girls has a two-fold goal: academic excellence and character education. In order to help the students develop strength of character, it is important that they be well informed of their responsibilities, both academic and personal, within the school community.

    Developmental Priorities Balanced, Intellectual

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

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

    What Hawthorn School says: Hawthorn educates its students in academic excellence and character formation by providing the necessary means to grow in knowledge, virtue and responsibility. Freedom and responsibility require an informed intellect, a strong will, and emotional tranquility. The school integrates all aspects of formation - intellectual, spiritual, human, and social - within a liberal arts education. Our formal educational goal describes this as an integral education, and places special emphasis on the development of natural virtues.

    Special Needs Support Indirect Support

    Indirect Support

    Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Extra support
    • What Hawthorn School says: Mild learning difficulties are typically accommodated. If a difficulty is such that school staff are not qualified to provide the appropriate support, parents are informed and the school works together with them to take the appropriate steps which may include to find a school which is a more appropriate fit.

    • 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

    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 Hawthorn School 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 SK, Hawthorn School students perform an average of 15 mins of homework per night.

    Nightly Homework
    Hawthorn School 0 mins0 mins
    Site Average0 mins2 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered gradesNursery/Toddler to 12
    Prose (narrative)-based feedbackNursery/Toddler to 12
    Parent-teacher meetingsNursery/Toddler to 12

    Class Sizes Not available

    This information is not currently available.


    What Hawthorn School says:
    • Educating the whole person is part of Hawthorn’s philosophy of education. Extra-curricular sports provide opportunities for students to develop their physical capacities, as well as providing balance to the rigor of academics and an arena for character development. School teams compete in the Conference of Independent Schools Athletic Association (CISAA) and comply with the CISAA Constitution and Sport Guidelines. Objectives of Hawthorn’s Extra-curricular sports program are: •to acknowledge the importance of participation in extra-curricular sports as part of the development of the whole person and to provide students with the opportunity to experience this participation. •to provide opportunities for partcipants and spectators to develop in character through good sportsmanship and through school spirit. •to provide a program where students may develop their knowledge and understanding of a sport, improve their technical skills and pursue excellence in that area while maintaining an acceptable standard in other important areas of life.
    • Extracurricular opportunities complement and enhance the academic program and are essential to student success. As a school we have deliberately integrated a host of activities into our daily school experience for decades, knowing that merging these so-called “extra” activities into your educational experience is actually essential to a well-rounded education, character development, leadership and the ability to team effectively with others. The school encourages students in creating new extracurricular activities, fostering a spirit of initiative and responsibility. This year for instance as a result of students and parents interest we are offering, hip hop, piano, Quatum Kidz Lego, Thinnox - Robotics Engineering, Spanish and Instrumental Music.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
    • Clubs Offered
      Art Club
      Chess Club
      Community Service
      Computer Club
      Dance Club
      Debate Club
      Drama Club
      Environmental Club
      Foreign Language Club
      Math Club
      Robotics club
      School newspaper
      Student Council

    Tuition & Financial Aid


    What Hawthorn School says: A deposit of $1,000 is due upon acceptance for new students and by March 2 for re-enrolling students. This amount is non-refundable. It will reserve a place for your child for the school year on a first-come, first served basis. There is an activity fee that covers the cost of field trips, camps and enhancement of the athletic and academic programs for the school year.


    Discount TypeEnrollment TypeAmount
    3rd child (sibling)all students10%
    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 aid35%
    Average aid package size$0
    Percentage of total enrollment on financial aid35%
    Total aid available$0

    Application Deadline:
    Rolling deadline

    More information:

    Application Details:

    This school works with FAST. for processing financial applications
    Financial information and T4's

    Merit based Scholarships

    Director's Schoolarship
    Amount: $1,000
    Deadline: N/A
    Eligibility Details: Students grade 9—

    Given to the highest academic average in grade 9.


    Total enrollment Varies
    Average enrollment per gradeVaries
    Average class size8 to 15
    Gender (grades)Nursery/Toddler (18 months) to SK (Coed); Gr. 1 to Gr. 12 (Girls)
    Boarding offeredNo

    Student distribution: This information is not currently available.



    Admissions Assessments:

    Assessment = requiredGrades
    Interview8 - 12
    SSAT (out of province)
    Entrance Exam(s)SK - 12
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    February 27, 2016

    Homestay students:
    July 22, 2016

    What Hawthorn School says:

    Filled Application with all required documentation: a $100 non-refundable fee, a teacher recommendation (for grades 1-12), a recent photograph, copies of the last two years of report cards, a copy of birth certificate or passport.

    Entrance assessment (SK to gr. 12)

    Applicant interview (Upper School)

    Parent interview (All Grades)


    Acceptance Rate:


    Type of student Hawthorn School is looking for: Hard working students, ready and willing to learn. Capable to work well with others, friendsy, cheerful and with good attitude.

    Day Homestay

    Student Entry Points

    Student TypeNSPSK123456789101112
    Day Acceptance
    (Acceptance rate)
    Homestay Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size10
    *Canadian "Big 6" placements3
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Schools our students are admitted to (last 4 years): University of Toronto, Ryerson University, Queens University, York University, OCAD, McMaster University, University of Ottawa, McGill University, Dalhousie University, University of Kings College
    Schools our students attend (last 4 years): University of Toronto, Ryerson University, Queens University, York University, OCAD, McMaster University, University of Ottawa, McGill University, Dalhousie University, University of Kings College

    What Hawthorn School says:

  • Thanks to an education that promotes both academic excellence and character formation, Hawthorn girls face the world with creative tenacity, intellectual brilliance, and an uncommon spirit of service to others. A Hawthorn graduate is a confident, compassionate woman whose integrity and wisdom have a positive impact on the world around her. Not only do Hawthorn grads have choice—of scholarships, universities, and volunteer, travel and career opportunities—they have an education of the mind and heart that guides them to choose wisely.
  • 100% University Acceptance rate.
  • A lot of our students receive early acceptances.

  • Stories & Testimonials


    David Phillips Presentation

    On March 30th Hawthorn welcomed Environment Canada's Senior Climatologist, David Phillips, who spoke on the topic of weather and climate change to an excited and appreciative audience of students, parents and staff. Mr. Phillips started off his talk by saying, "I'm more of a storyteller than anything else, about the weather." And tell stories he did, like the time it rained frogs in Calgary in 1921, and the time a tornado planted an apple tree in Cornwall, Ontario in the 1840s. Mr. Phillips talked about the weather as being personal and available. It's there and it's free, and you don't need your parents' permission to watch it," he joked. On the topic of climate change Mr. Phillips said that it is real, but not catastrophic. He showed a graph charting mean global temperatures since 1860; the temperature has gradually risen, especially recently. With this warming of the global climate oceans have heated up and expanded, glaciers are receding, and wilder weather is occurring more frequently. Mr. Phillips told the audience that a response is necessary and recommended two courses of action to deal with climate change. The first is decreasing the amount of fossil fuels being used and investing in cleaner fuel technology. The second is to prepare for warmer temperatures, and the possibility of more violent weather, by doing things such as building stronger bridges and homes that can withstand flooding and storms. Through the school's virtue of the month program, Hawthorn teaches students about moderation and responsibility, which provides an understanding of humans as stewards of the earth. This approach means that the care of the environment has been entrusted to humans, and they are called to be caring and respectful toward their surroundings. ...

    Rome Trip

    Every three years Hawthorn takes a significant field trip--to Rome, Italy! The 10 day trip to Rome and the surrounding Italian countryside is the best of co-curricular activities, synthesizing the classical liberal arts academic program Hawthorn offers in a "living" classroom. From March 5-15 of this year a group of Upper School students and supervisors toured Rome, from St. Peter's to the Forum, as well as Tuscan towns of importance to the development of classical western civilization, such as Florence, Siena, Orvieto, Assisi, and Cortona. On their Italian sojourn, students were able to "live" the subjects they have been studying in their classrooms in Toronto. They saw masterpieces of art such as the Sistine Chapel, intact examples of classical architecture such as Pompeii, and beautiful medieval hilltop towns in Tuscany which contain significant works of art. The Hawthorn community has a great appreciation for the fine arts. This means nurturing the talents of its students, and also supporting the arts outside of Hawthorn's walls. One special way Hawthorn does this is by taking on restoration projects at the Vatican Museums. The school raises money to provide the funds needed to restore objects of importance to the preservation of ancient art and architecture. A previous project was the restoration of a pair of Canaanite cymbals, and the present undertaking is the restoration of an Etruscan funerary urn. The group was able to see these projects on display in person while touring the Vatican Museums in Rome. This was one of the many high points of the trip! There was also time for gelato stops, and visits to authentic Italian restaurants to sample the hearty cuisine of Tuscany. While in Rome the group made sure to visit the Trevi Fountain to throw coins in, as it is said that this ensures one will return to the city someday. See what one of the Grade 11 students who came on the trip had to say about it, on our "Reflections" page. ...

    Rome Trip

    We visited a variety of places in different cities and towns during our time in Italy. My personal favourites include Pompeii, the Catacombs, and the Diocesan Museum in Cortona. In Pompeii, it was fascinating to see an entire city preserved by the ashes caused by the eruption of Mt. Vesuvius. It was interesting to observe the different houses, shops, amphitheatre, and gymnasium, as well as a pizza parlour. We even had the privilege to re-enact a part of the life of an ancient Roman when we were able to see Rachael Pascoe perform a soliloquy from Romeo and Juliet in the amphitheatre. The Catacombs, which are a network of underground burial places used by Christians in ancient Rome, were dark and mysterious. It is the type of place one would want to explore (well, at least I think so!). I really enjoyed the Diocesan Museum in Cortona, with its wonderful collection of masterpieces of Italian painting. This museum was particularly remarkable because the paintings on display spanned from the Romanesque and Gothic periods to the Renaissance and Baroque. Some other famous monuments and buildings we visited were St. Peter's Basilica, the Trevi Fountain, the Coliseum, and the Roman Forum. What I really liked about this trip is that despite the fact that we only went for ten days and had a strict itinerary to follow, we were still able to get a feel for the Italian culture and people. From the way drivers stop for you if you look at them in the eye, to the meals that consisted of several courses, we were able to soak up the way of life in Italy. The Rome trip was a great success. I definitely learned a lot from this trip. It was a very enjoyable ten-day history lesson, but it was also so much more than that. It was a way to understand the life of the ancient Romans, and link it to the life of the present-day Italians, and modern civilization. I am very grateful to have had this opportunity to visit Italy, and I hope I can return one day. ...

    In the News


    July 30, 2015 - Congratulations to Virlana Shchuka for her acceptance to a Ph.D.!

    Virlana Shchuka, class of 2009, is currently pursuing her Ph.D. degree in the Cell and Systems Biology Department at the U of T. ...


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