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Hudson College
Hudson College
21 Ascot Avenue
Toronto, Ontario, M6E 1E6
Contact name:
Jody Mount

Phone number:
(416) 631-0082×
Hudson College

Hudson College

21 Ascot Avenue, Toronto, Ontario, M6E 1E6

Grades (Gender):
JK to 12 (Coed)
Main Language:
Avg. Class Size:
15 to 18
Day: 310 (Gr. JK - 12)

get more information Get more information

Contact Name:
Jody Mount

Phone Number:

School Address
21 Ascot Avenue, Toronto, Ontario, M6E 1E6

About this school:

Hudson College is a non-denominational, co-ed school offering superior academic programs from our Reggio Emilia-inspired JK-SK program to university entrance. Our goal is to ensure that all students are provided with a safe, nurturing & rewarding learning environment that allows them to reach their maximum potential. Recognized for our excellence in delivering a balanced curriculum, small class sizes and promise of a Total Personal Support system dedicated to developing the whole child - academically, socially, and emotionally – we ensure that students receive the kind of individual attention needed to develop their special skills, strengths and interests. Our dedicated and experienced faculty care deeply about our students and their education. They share a true passion for teaching, participating in all aspects of school life as mentors, coaches & leaders. Situated on a large, quiet, air-conditioned campus in Toronto, our newly expanded facility features spacious classrooms, a wireless campus, a state-of-the-art computer lab, a science lab, a gymnasium, an elementary school library and a music room. Our outdoor recreational amenities include a beautiful, new turf field. We offer AP courses in senior-level Math, English, Business and Science. Our graduates leave us with a strong sense of character, dedication to community & leadership qualities.

Upcoming Events Next event: January 23, 2016

upcoming events
  • January 23, 2016Open House
    Hudson College, 21 Ascot Avenue, Toronto, Ontario
    Join us Saturday, January 23 from 12:00 pm - 04:00 am

    Drop in between 12 and 3 p.m. for a tour with our student ambassadors and the opportunity to speak with the Directors, Head of School and Principal. 

    Please confirm your attendance with Jody Mount at jmount@hudsoncollege.ca or call 416-631-0082, ext. 106.

Principal's Message


Mr. Jack Bavington, Principal

My 35 plus years experience as an educator in schools and university has taught me the importance of personalizing student programming to meet the individual needs of each learner. At Hudson College we promise a TOTAL PERSONAL SUPPORT™ system that looks to the needs of each student, and satisfies them, ONE STUDENT AT A TIME. In academic terms, our SMART SKILLS PROGRAM™ will ensure that every student experiences an integrated program that will develop in her/him key abilities to move them to the next step of education and life. In personal terms our caring, supportive staff - at all levels - will see that each student is provided with a safe, nurturing, challenging and rewarding learning experience. Dedicated to developing the whole individual, our highly qualified teachers are committed to working closely with their students. Starting from our kindergarten program through to university entrance, our enriched and well rounded program supports each individual's chance to successfully attain both future personal and academic success for the betterment of themselves and the wider community. Our multicultural school population provides the same stimulating environment our students will experience later on in university and business life. We value diversity and find our students are enriched by meeting and learning with other young people from around the world. If you are seeking a school where the focus is on individualized learning, in small class settings, provided by knowledgeable, supportive teachers, in a safe and secure environment, then you will want to attend Hudson College. Some say it's all about what you learn. I say first it's all about how you are treated and nurtured in that learning environment. It's only then that successful learning will follow. I know choosing the right school is important. I also know that if you select Hudson you'll have made an excellent choice. I look forward to meeting you at our College soon.



Curriculum Traditional

Primary Curriculum: Traditional

  • Pedagogies and subject courses

  • Mathematics Equal Balance

      These math programs feature an equal balance of “Traditional” and “Discovery” methods.
      Learn about the different mathematics approaches  

    • What Hudson College says: Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts.

    • Textbooks and supplementary materials: Saxon Math from Kindergarten through Grade 8

    • Calculator policy: [Hudson College has not provided this information]

    Early Reading Balanced Literacy

      Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
      Learn about the different early reading approaches  

    • What Hudson College says: At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.

    • DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

    • What Hudson College says: Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.

    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 Hudson College says: Hudson uses a balance between

    • Teaching approach: [Hudson College has not provided this information]

    • 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

    • What Hudson College says: [Hudson College has not provided this information]

    Social Studies
    • What Hudson College says: [Hudson College has not provided this information]

    Humanities and Social Sciences
    • What Hudson College says: [Hudson College has not provided this information]

    Foreign Languages
    • What Hudson College says: [Hudson College has not provided this information]

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

    Fine Arts
    • Program offers:

      Subject = offered
      Visual Arts
    • Visual studio philosophy:

    • What Hudson College says: [Hudson College has not provided this information]

    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 Hudson College says: [Hudson College has not provided this information]

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Hudson College says: [Hudson College has not provided this information]

    • Hudson College's approach to sex-ed: [Hudson College has not provided this information]

    Religious Education
    • What Hudson College says: [Hudson College has not provided this information]

    Preschool/K Curriculum Reggio Emilia

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

    Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).

    What Hudson College says: Hudson has established a Reggio Emilia inspired teaching pedagogy that encourages children to explore, investigate, and grow. The Reggio Emilia approach to teaching originated in Northern Italy and is founded on the belief that children's curiosity about their world, as well as their innate sense of creativity, should guide their learning. Reggio Emilia inspired teachers observe children, support their interests and document their learning in order to reflect on developmentally appropriate ways to help their students expand their knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and The Arts.

    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.

    What Hudson College says: [Hudson College has not provided this information]

    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 Hudson College says about flexible pacing: [Hudson College has not provided this information]

    Academic Culture

    • Rigorous
    • Supportive

    What Hudson College says: [Hudson College has not provided this information]

    Developmental Priorities

    Primary Developmental Priority:

    What Hudson College says: [Hudson College has not provided this information]

    Special Needs Support Limited


    Hudson College 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 Moderate


    Hudson College offers gifted learner support in the form of inclusive practices -- special, custom arrangements made for advanced learners (who otherwise remain in the regular classroom).

    Inclusive practices:

    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)

    What Hudson College says: [Hudson College has not provided this information]


    What Hudson College says:

    Hudson College has not provided this information.

    • Sports OfferedCompetitiveRecreational
      Downhill skiing
      Field Hockey
      Ice Hockey
      Ice Skating
      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
      Musical theatre/Opera
      Outdoor Education
      Poetry/Literature club
      Robotics club
      School newspaper
      Science Club
      Student Council

    Tuition & Financial Aid



    Day (Domestic)$15,000
    What Hudson College says: In addition to tuition, there is an annual $500 Activity and Materials fee due September 15.


    Discount TypeEnrollment TypeAmount
    Full payment all students5%
    2nd child (sibling)all students10%
    3rd child (sibling)all students10%
    4th child (sibling)all students10%

    Need-based financial aid

    Grade range that need-based aid is offered: JK to 12
    Percentage of grade-eligible students receiving financial aid0%
    Average aid package size$0
    Percentage of total enrollment on financial aid0%
    Total aid available$0

    Application Deadline:
    Rolling deadline Repeats annually

    More information:

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications
    All applications for financial assistance to Hudson College are reviewed by an independent financial services firm, Apple Financial Services, who provide Hudson with a confidential analysis of each family’s financial ability to contribute towards their child’s education. The Student Assistance Committee reviews all applications and grants financial assistance after a careful review of the recommendation by the third party agency. The fee for the assessment is $90 (includes HST) and payable by the family directly to Apple Financial Services. To start the process, please visit their website at www.applefinancialservices.ca. Bursaries are granted on an annual basis; therefore an Apple Financial Services application must be submitted each year that financial assistance is needed. Hudson College requires that students receiving financial assistance, must remain in good standing throughout their academic year, attend school regularly and abide by the Code of Conduct as stated in the Student/Parent Handbook. The amount of the award is a strictly confidential agreement between Hudson College and the family involved.

    Merit based Scholarships

    Hudson College has not provided this information.


    Total enrollment 310
    Average enrollment per grade21
    Gender (grades)JK to 12 (Coed)
    Boarding offeredNo

    Student distribution: We do not have this data for Hudson College




    Admissions Assessments:

    Assessment = requiredGrades
    InterviewJK - 12
    SSAT (out of province)
    Entrance Exam(s)JK - 8

    Application Deadlines:

    Day students:

    What Hudson College says:

    Our admissions process helps student candidates and their parents become familiar with Hudson, our programmes and our educational philosophy. Listed below are the four main steps for Admission:

    STEP 1. Complete the Online Admissions Inquiry Form.

    STEP 2. Attend either an Open House day and/or arrange for a Personal Tour.

    STEP 3. Complete your Application for Admission and the Confidential School Report. Contact the Admissions Office to arrange for your in-school visit, assessment or interview as follows:

    • JK -  A half-day visit (JK's may also visit for a full day)
    • SK – Grade 8: A full-day visit and assessment
    • Grade 9: A morning visit, entrance assessment and interview
    • Grade 10 – 12: An interview with the Principal

    STEP 4. Your Application for Admission will be assessed by the Admissions Committee and families will be notified within a two-week time frame.

    We request that all new Applications for Admission be submitted no later than March 1st for the subsequent Academic Year. Those applying for Kindergarten, Grade 7 and Grade 9 are recommended to apply by no later than November for the subsequent Academic Year as space is limited. 

    For information on the submission of late applications please contact the Admissions Office at 416-631-0082, ext. 106.

    Please Note: Requests for financial assistance (Apple Financial) or scholarships must be submitted with your Application for Admission.

    Applications (including supporting documents) need to be submitted prior to your in-school visit or meeting.


    Acceptance Rate:


    Type of student Hudson College is looking for: Hudson College has not provided this information

    Student Entry Points

    Student TypeJKSK123456789101112
    Day Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size60
    *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 of Alberta or Dalhousie.

    **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


    We Day 2015

    On Thursday October 8 Hudson was able to send twelve students to celebrate the volunteer spirit of Hudson’s Heros at We Day 2015! These lucky students were able to join 20,000 other students in a celebration of positive social change and witness the celebration of social activism. This is the kick off event for another year of exciting initiatives with Mr. Llewellyn and the Hudson’s Heros group. This year we are sponsoring a family of six for Christmas, heading out to wrap gifts in December with a charity event, taking part in the Tokens for Change movement and working to develop a relationship with a community in the developing world. All of this excitement offers students the opportunity to expand their leadership potential in an inclusive and encouraging environment while witnessing the effect of the change they are enacting!


    March 2014 – Hudson High School – Europe Trip

    Our adventures began in London, England early Sunday morning. After checking into our hotel we set out to explore the area. Our first stop was Trafalgar Square where we enjoyed performances by the local artists, the many shops and a tour of The National Gallery. The next day, we enjoyed a full English breakfast and went for a stroll along the Thames River. We walked along the famous Tower Bridge and had lunch near London City Hall. In the afternoon we enjoyed a cruise on the Thames and a great view of London from one of the capsules on London Eye. On day two, our tour bus took us to Windsor Castle, Stonehenge and Oxford University.


    The next city on our itinerary was Paris. Our adventure included a very early morning train ride on the Eurostar to the city of light. That afternoon we went to visit Notre Dame Cathedral and enjoyed a delicious dinner in this area. We then walked along the Champs Elysses and took the “Metro” to the Arc de Triomphe. The following day we took a train to the Palace of Versailles and experienced the opulence of the French court. Once we got back into Paris we returned to the Champs Elysses, but this time during the day to do a little shopping! Students enjoyed the famous macaroons at Le Dore.  The following day we had a booking at the Eiffel Tower and after making our way to the top, enjoyed an amazing view of Paris. We stayed in this area until evening and after dinner enjoyed a cruise along the Seine. We made new friends from an Italian private school that was also on an excursion to Paris.

    The third stop on our tour was Barcelona, Spain. We arrived early in the afternoon on Sunday. After sorting out our hotel accommodations, we rushed to the Camp Nou Stadium for a soccer game between Barcelona and Osasuna. It was a great game and it was amazing to see the world's best soccer player in action, Messi, who scored three goals! One of our students was in heaven as he considers himself FC Barcelona's number one fan.  We also toured the Camp Nou Stadium museum. The following day we had a visit to the Sagrada Familia Cathedral; this huge structure amazed most of us. After, we went for a walk on Barcelona beach. It was a great day as the weather was a nice change from Toronto! Being on a beach in March was unbelievable; the water was cold, but just being able to walk on the sand was great for us. On our final day in Barcelona, we visited the Tibidabo Mountain and enjoyed a wonderful view of Barcelona.  

    Our final stop in Europe was Madrid, Spain, where we arrived early Thursday morning. Delighted with our hotel, the students had time to rest before exploring the city. That afternoon we went for a tour of the Reina Sofia Museum. In the evening we took a stroll through one of Madrid's most famous areas - Sol. The students enjoyed this area, and returned the next day for some shopping. On Friday, we walked around the old colonial part of Madrid and toured the Royal Palace and Plaza Mayor. In the evening we enjoyed a delicious Tapas and Paella dinner.

    Europe 2014 was a great trip. From the adventure of train travel on the Eurostar, to the excitement of being at the top of the Eiffel Tower and the relaxation on Barcelona Beach, it was a trip to never forget. 


    A Reggio Emilia Inspired Approach to Teaching

    A large section of snowy ice has begun to melt in a sunny corner of Hudson College, creating an island that appears to float on a puddle of water. Our youngest students saw this island of ice as an invitation to jump on top of it, breaking its mass into dozens of pieces. The pieces of ice then became bricks to build walls and dominos to topple…creations of children’s inventive play. Hudson’s Kindergarten students and their teacher decided to take a large piece of ice into their classroom. This piece of ice – a natural element of the children’s physical environment – became an object of wonder and inquiry in the classroom. As the students examined the ice they were inspired to use descriptive words, to ask questions and propose theories about its texture and coldness. As a collaborative group, they decided to find out how long “the big piece of ice” would take to melt. Predictions and theories were made by the students and documented by their teacher. Through out the day many of the students returned to the ice to re-examine it, to alter their original predictions and to revise their theories about it. 

    The melting ice will engage students in measurement, they will learn about properties of matter and temperature. They will be inspired to write about the ice, using the descriptive words their teacher documented. 

    And so, the kindergarten students became immersed in the Reggio Emilia inspired teaching practices that is formally being introduced into the Hudson College elementary program. Within the next couple of years, we hope to enrich all of our elementary grades with Reggio inspired pedagogy. 

    Our Kindergarten program is designed to establish a solid foundation for our students' future academic success, and is based on experiential learning. From the outset, our young learners are seen as intellectually powerful, naturally inquisitive, and innately creative.

    We encourage them to share their thoughts and ideas, to collaborate, and to compare and problem solve together.

    At Hudson, we have established a Reggio Emilia inspired teaching pedagogy that encourages children to explore, investigate, and grow. The Reggio Emilia approach to teaching originated in Northern Italy and is founded on the belief that children's curiosity about their world, as well as their innate sense of creativity, should guide their learning. Reggio Emilia inspired teachers observe children, support their interests and document their learning in order to reflect on developmentally appropriate ways to help their students expand their knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and The Arts.

    The following principals guide Hudson College's Reggio Emilia inspired kindergarten program.

    The Image of the Child

    At Hudson we define our students as capable, imaginative, reflective, knowledgeable, inquisitive learners. Our teachers use the potential in all their students to create learning experiences that are guided by children's interests and talents, while simultaneously meeting curriculum requirements.


    Reggio inspired teaching practices depends on collaborative partnerships between parents, teachers and students. Reciprocity of continuous learning takes place between all three partners. Visual documentation of children's learning is made available to the three partners for the purpose of examining the student's learning so as to move it forward.

    The Environment

    The space in which children learn is defined as the third teacher in Reggio inspired schools. Spaces are intentionally designed for collaborative, inquiry-based work.

    The Teacher

    The teacher plays a very special role in the children's learning. She is a co-constructor of knowledge, a researcher, a documenter, and an advocate for her students. She makes available the resources for children to engage in their inquiries and guides the learning experiences so that curriculum expectations are mastered.


    Projects are central to children's and teacher's learning experiences. Creativity and critical thinking skills are promoted through hands on projects that inspire discussion. Project ideas come from the children's interests and are tied into the Ontario curriculum expectations.


    Hudson College Grades 9 to 12 English Program

    The Hudson College Grades 9 to 12 English program is an enriched, incremental and unique curriculum designed to empower students with superior literacy, critical thinking, writing, reading and study skills essential for achieving academic and personal success in both university and in daily life. 

    The program incorporates Trillium textbooks as well as multiple supplemental texts and media selected to engage students’ interests while teaching them fundamental grammar, sentence forms and kinds, paragraph and essay structure, research and documentation skills, kinds of expository essays, multiple genres and elements of both Canadian and International drama, narration and poetry. By integrating English skills within curriculum content, students enjoy and feel empowered by their learning.  Students learn to proficiently identify and apply literary, writing and speaking conventions in the context of all class work, as well as critical thinking, creative problem-solving, reading, writing and study skills that capacitate them to excel.

    In order to maximize teaching and learning strategies that benefit each individual student, Hudson teachers test students for their learning styles and multiple intelligences in addition to performing diagnostic skills gap assessments at the beginning of each course.  Teachers’ instructional responses, dedicated to closing individual students’ skills and knowledge gaps, meet students’ needs through differentiating instructional and learning strategies, including cooperative, independent and cognitive strategies. Teachers also encourage students to apply particular research-based study techniques that match their individual learning styles and intelligence strengths. 

    In the event that an individual student’s learning identity requires additional periodic intervention, the Hudson learning skills team then coordinates with the English teacher to provide the student with ongoing coaching and support that helps to ensure academic success.

    Throughout each English course, teachers offer comments and administer ongoing assessments that provide students with constructive feedback designed to assist them in realizing learning goals and achieving the success criteria required for the particular English course.  This progressive student feedback ensures that students realize proficiency and success in culminating evaluations.

    Hudson College English teachers remain up-to-date by participating in professional development programs such as Harvard University’s WIDE World, Ontario College of Teacher’s recommended Additional Qualifications courses, Ministry of Education Development courses and in-house Professional Development programs. 

    Teachers are encouraged to use problem-based learning so that student work can have a positive impact on both the school and larger communities.  Some examples include: participating in cross-curricular humanity programs that utilize critical literacy as a foundation for social action, using drama, research and fundraising as platforms for literacy, creating informative newsletters about community issues, developing literary journals and writing and delivering speeches to invited guests.

    Overall, Hudson College’s English program targets and embraces student interests and needs at its core. As Hudson students move on to university they continue to succeed. The Hudson College English program provides a solid foundation that contributes to their success.



    In the first week of September 2012, the Grade 3 students at Hudson College were read One Hen: How One Small Loan Made a Big Difference (by Katie Milway). This story, inspired by true events, is about a boy named Kojo who bought a hen with a small loan. The hen’s eggs were sold at market and over time Kojo was able to pay his school fees and eventually open a thriving egg business that employed many people in his poor village in Ghana.

    Kojo’s story inspired the Grade 3s to talk about the different experiences children around the world have in how they live. Together, they created a list of the “things” that all children need to be healthy and happy. We agreed that these needs were the basic “rights” of children. The students were pleased to know that they had come up with many of the same rights for children as the United Nations: that children all over the world should have enough food to eat, clean water to drink, a home to live in, doctors and medicine when they are sick, and the opportunity to go to school.

    Through different texts the Grade 3 students came to understand that many children around the world did not have their basic needs met. Kojo’s story inspired them to take action - to raise money for loans for families in developing countries so that they could meet the basic needs of their children.  A lesson was taught on the use of small loans (provided by organizations like KIVA) to help families in developing countries achieve economic independence.

    And so the Grade 3 Hudson College KIVA micro-loan project was launched.

    For the rest of the academic year, the Grade 3 students were immersed in a curriculum that focused on the fundamental belief that children as young as 7 and 8 years of age are capable of understanding, and engaging in critical literacy as a foundation for social action – or as the academics call it – critical pedagogy.

    The KIVA project provided students with learning experiences that involved them in collaborative work intended to facilitate positive social change. The ideas of democratic responsibility was integrated into social studies, science and language arts through a variety of texts that promoted discussions related to the needs and rights of children.

    The culminating task for this yearlong project took place in May 2013. The students turned their classroom into an art gallery by displaying the artwork they had worked on through out the year. They sent formal invitations to their parents and family friends to attend an after school potluck buffet. At the buffet, guests were told about the benefits of micro-loans as a charitable contribution and encouraged to purchase their children’s artwork to create funds for our KIVA project.

    Fifteen Grade 3 students raised $430 for KIVA micro-loans and have also learned a great deal about international issues, setting and achieving goals, collaboration, and that they can change the world one step at a time.

    By Rose Bastien, Grade 3 Teacher at Hudson College ...

    Grade 7 & 8 Trip to Ottawa

    Last week, the grade 7 and 8’s travelled by train to our nation’s capital for four days of political, historical, and cultural excitement. Day-in and day-out it rained on us, but that didn’t hinder our drive to explore this wonderful city. Making our way through the rainy streets, our first adventure was a remarkably terrifying tour of a century old prison-turned hostel. There, the students were led on an exciting, yet terrifying journey through the century old prison cells and were led to the actual gallows where the last Canadian prisoner was sentenced to hang. Quite an experience that sent shivers down everyone’s spines.
    We also travelled to the Canadian Museum of Civilization where the students were able to explore firsthand the history of Canada. Next we were off to the National Gallery of Canada where the students were in for a treat when they were exposed to the works of Van Gogh, Monet and Warhol, along with a host of many other famous artists.
    Just when we thought it was going to rain on us the whole trip, the sun peaked through just in time for our bike ride along the Rideau Canal. The students had the opportunity to enjoy the scenery while riding along the Canal.
    Our students then had the opportunity to see firsthand where Canadian politics actually happen when they visited the Parliament Buildings. Our last tour saw us visit the Canadian War Museum. Of all the places we went, the War Museum had the most powerful effect on the students. They were led through the trenches of World War I, and bore witness to the realities of war. They learned of all the sacrifices Canadian Soldiers made throughout the past century, and they had the chance to speak first-hand with one of Canada’s Veterans; a memory that will stay with them for a long time.
    As our voyage was coming to a conclusion, we were led to the beautiful Gatineau Part where we embarked upon a two-hour hike. The kids were not deterred by the unseasonably cold weather, and we all were impressed by the beauty of the landscape that surrounded us. For four days we were treated to the richness Ottawa had to offer; an experience that started in the train station, and ended with all of us leaving with memories that will last forever.

    By Mr. Gianniotis, Grade 7 Teacher ...

    Hudson College: How Attending an Open House Can Be an Invaluable Tool When Choosing A School

    When choosing an elementary school for our son, we created a short list of schools we were interested in and Hudson College was at the top of that list. We did a lot of on-line research, but the two most valuable tools in helping us make our decision were attending the Hudson College open house and speaking to parents whose children attended the school.

    Attending the Hudson College open house provided us with a great opportunity to get an overall sense of the school. We not only toured the facilities, but we met several members of the faculty, had the opportunity to ask questions about the curriculum, and about daily life at the school. We arrived at the open house with a list of specific questions that reflected what was important to us: How is technology used in the classroom? What are the projected class sizes? What extra curricular activities were available? Having a list of prepared questions allowed us to get an understanding of what the school had to offer, and it also helped us to determine whether it was the right school for our son. We realized that attending the open house allowed us to become not only familiar with the curriculum, but get a feel for the school’s atmosphere and community.

    After attending the open house, Hudson College referred and connected us to several parents whose children already attend the school. We spoke to several parents who shared their impressions and experiences, which we found to be really helpful. Speaking one-on-one to current Hudson College parents allowed us the opportunity to ask more personal questions—for example, finding out what it was like to integrate into the school, learning a little bit more about the student-teacher relationships, and the overall atmosphere of the school.

    Choosing a new school for your child is one of the most important decisions you’ll make as a parent. One size does not fit all, so it’s important to find the right school for your child. Attending an open house, connecting with the individuals who run the school, and speaking to parents whose children are currently enrolled in the school can be extremely helpful when making your decision.

    Our son is now in his third year at Hudson College and he is thriving academically and socially. As a parent with a child at the school, I am always happy to speak to prospective parents, as I know how valuable and helpful it was when making our decision.

    By Christine L. A Grade 3 Parent at Hudson College ...

    A.I.R Artists in Residence at Hudson College

    Hudson’s first ever AIR, “Artists-in-Residence”, was a school-wide event recently held in Hudson’s gym.  The event was organized by the high school Arts Club, including both staff and students.  The idea came from a desire to further enhance arts education at the school in a way that the entire school could be actively involved in celebrating the importance of the arts, not just in school, but in society as a whole.  The intent was to provide a forum where students, those with experience and skills in the arts and those without any background in the arts, could come together and express themselves through a variety of different media. Painting, music, dance, poetry, photography, and film were the focus of this year’s event.

    Hudson’s gym was turned into a giant artist’s workshop.  The walls were covered with large pieces of paper and paint stations were set up to encourage students to paint in a variety of different colours and forms.  Mrs. Kopplin, the high school’s art teacher, gave students tips and strategies on creating different types of art including Pointillism and Pop Art, as students experimented with different forms and ideas.  In the center of the gym a dance performance, led by Ms. Shannon’s student belly dance troupe, performed a variety of tribal belly dance routines, wearing beautiful costumes they had designed themselves, taken from Ms. Shannon’s vast costume collection.  A microphone was also set up to create an “open mic”, where students could sing, read a poem, or tell a story for the entire room to hear.  A variety of poems and literary works were also provided for students to read if they didn’t have work of their own.

    Two weeks prior to the event the entire school was encouraged to begin submitting their art work, including poems, photographs, paintings, and sculpture, so it could be put on display or performed in the gym during AIR.  On stage, a group of students performed music they had been practicing for weeks.  A box filled with smaller instruments, including cymbals and drums, was also provided for any other students who wished to sit down and join the band.  Projected on the wall throughout the event was a slide presentation of student-taken photographs and artwork.  It’s important to emphasize that all these activities were going on at the same time.

    While this event was taking place, each high school class was brought into the gym, one at a time, in order to witness and actively participate in this happening.  Students were encouraged to pick up a paint brush, a musical instrument, take pictures, join in the dance performance, or read something into the live microphone, so each student could have an opportunity to become part of the creative process and part of the art itself.

    A key purpose of this event was to allow for improvisation, and to create an “arts-friendly” space where students would be able to draw inspiration from each other to create and express themselves.  It proved to be a great success, with students dancing and singing while they painted, watching the dance performances, the slide show, reading poems aloud, and taking photographs of each other.  In order to document the creative chaos taking place, a group of students acted as a film crew, filming students and teachers while they participated, and interviewing the participants on why they believe the arts are an important part both of education, and a means of enriching our lives.  Hudson’s staff and students proved that regardless of our cultural or artistic background, everyone can create in some form, and in the words of one philosopher, we all have the opportunity to “live our lives like a work of art”.

    By Mr. Monteith ...

    The 30-Hour Famine Event at Hudson College

    National Famine Dates:
    April 12th & 13th, 2013

    Hudson College Famine Date:
    April 4/5th, 2013

    So what is the 30- Hour Famine? It is an event where thousands of teens across other countries around the world participate to raise money for world hunger by fasting for 30 hours. However, individuals can raise money and fast by themselves.

    During this event, for 30 hours, participants must abstain from eating food, while typically drinking only water and fruit juices. Games, fund-raisers, and other events may also take place to help educate and make students aware of world hunger, and to understand how people go without food for long periods of time.

    First started at Hudson a decade ago by a small group of students who ran the first famine for a world issues project, the event has become popular with both students and staff over the years. This year the famine took place on April 4/5th and over 70 students took part.

    Participating students collected donations prior to the event, which began after lunch around 1 p.m. and ended at 7 p.m. the next day. Students spent the night at the school participating in a number of activities, which this year included drama activities, musical campfire, and poster making. Again this year we prepared a huge meal at the school, which traditionally ends the fast on Friday evening.

    Students Edil and Aleksandra led the student committee who organized the famine. The funds will be used by the international charitable organization World Vision to help provide water in Southeast Asia. Edil said the event is a popular one with students at the school. “The event has the ability to reach across boundaries and unite a large and diverse group of students for one common goal, which is not something you get to see every day."

    Aleksandra spoke of how simulating a situation where food is unavailable to students for an extended length of time really helps them to understand the reality of food shortages in so many countries in the world. “By the end of the event people are really beginning to feel the effects of not eating over an extended length of time and they start to get an understanding of how that can affect you over the long term.”

    And from teacher Mr. Yovanny, who oversaw the famine along with Ms. Handy, Ms. Shannon and Mr. Monteith. “We are very grateful for the support we received from the school administration, and school staff, and want to thank all of the students, who once again did a great job this year.”

    For more information on Hudson College events visit our blog at http://hudsoncollege.ca/community/husky-howler

    Edil. Grade 12 Student at Hudson College ...

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