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Hudson College

21 Ascot Avenue, Toronto, Ontario, M6E 1E6

Grades (Gender):
JK to Gr. 12 (Coed)
Main Language:
Avg. Class Size:
15 to 20
Day: 340 (Gr. JK - 12)

School Address Busing offered
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 dedication 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 facility features spacious classrooms, a wireless campus, state-of-the-art mobile iPad & Mac labs, a science lab, a gymnasium, an elementary school library, and a music room. Our outdoor recreational amenities will soon include a new turf field & running track. 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.  

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The Our Kids Review

From the review: There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the flexibility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded

Read The Our Kids Review of Hudson College

User-submitted reviews   

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Mastering the basics
Nicolette Linton - Parent   (Jan 23, 2018)
My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ...
"They both love going to school."
James Hyslop - Parent   (Jan 23, 2018)
It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru...
"I had an ideal admissions process"
Eva Greyeyes - Student   (Mar 12, 2018)
It took some time to settle into Hudson, but it was the best feeling when I realized I was talking w...

Our Take: Hudson College

our takeThere are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.

School busing:

Hudson College offers bus transferring. Service options offered are regular rider, door-to-door pickup . The regions it offers busing from are Toronto.
Additional notes: Bus route limited - contact Admissions department for more information View bus map

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

What Hudson College says: Hudson College uses a Humanistic Approach to curriculum. Rooted in the progressive philosophy and child centered movement, we consider the whole child when designing our curriculum. We believe the development of the individual into a well educated, independent, responsible community member is the prime consideration in our teaching practices. We give special attention to core academics, as well as music, art and drama. Our teachers are facilitators, and provocateurs of knowledge, encouraging critical thought, questioning, and self-reflection while promoting cooperative and independent learning. Hudson College also gives special attention to the development of skills and work habits needed to succeed in post secondary education. Our Middle School Preparatory Program begins in grade 6. In addition to our enriched curriculum, special attention is given to our middle school students to make certain that they are developing those ‘soft skills’ (organization, self advocacy, note taking, study skills, collaboration, communication skills, etc.) that are required for success in high school and university.

  • Approach:

  • 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. The Upper School mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Hudson College uses a balanced approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.

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

    • Calculator policy: This information is not currently available.

    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: This information is not currently available.

    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: In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.

    • 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 Equal Balance

      These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
      Learn about the different literature approaches  

    • What Hudson College says: This information is not currently available.

    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 Hudson College says: In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.

    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  

    • What Hudson College says: In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.

    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 Hudson College says: In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.

    • Studying a foreign language is required until:   9
    • Languages Offered: • 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 Hudson College says: In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.

    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: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Web design

    Physical Education
    • What Hudson College says: Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.

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

    What Hudson College 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 Hudson College says: This information is not currently available.

    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).
    If you want to learn more about Reggio Emilia education, check out our comprehensive guide.

    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 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.

    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: 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 Hudson College says: Hudson College promotes a strong academic culture. We provide ongoing assessment of our students to ensure that we exceed provincial standards in math, reading and writing skills. Developmental Reading Assessments (DRAs) – administered twice yearly; and the Canadian Test of Basic Skills (CTBS) – administered mid –year; continuously confirm our high academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.

    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 Hudson College says: Hudson College is proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their school, local, and global community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.

    Special Needs Support No support

    No support

    Hudson College 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
    • 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: Enrichment (The main focus is on enrichment. This means that while students may work at a marginally quicker pace than public school peers, the primary aim is to study subject in broader and deeper ways.)

    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 Hudson College 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 12, Hudson College students perform an average of >2 hours of homework per night.

    Nightly Homework
    Hudson College 15 mins15 mins15 mins15 mins30 mins30 mins45 mins60 mins90 mins90 mins90 mins90 mins120 mins160 mins
    Site Average5 mins7 mins16 mins18 mins24 mins29 mins34 mins40 mins53 mins57 mins70 mins80 mins96 mins109 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered gradesJK to 12
    Prose (narrative)-based feedbackJK to 12
    Academic achievement reportingJK to 8
    Habits and behaviour reportingJK to 12
    Parent-teacher meetingsJK to 12

    Class Sizes

    Average class size for each grade:
    Grade JK SK 1 2 3 4 5 6 7 8 9 10 11 12
    Size 10 15 16 16 16 16 18 18 18 18 15 15 15 15


    What Hudson College says:

    This information is not currently available.

    • 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)$15,600
    What Hudson College says: Activity & Materials Fee The fee covers, computer & I-Hub equipment/software, phys-ed equipment, certain co & extra-curricular activities/programs & some transportation The fee does not cover, uniforms, upper school textbooks, after school care, hot lunch, some transportation costs, admission fees to events, field trips & venues, overnight trips or the full cost of the L.S. skating program


    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. To start the process, please visit their website at www.applefinancialservices.ca. Tuition assistance is granted on an annual basis; therefore, an Apple Financial Services application must be submitted each year that assistance is needed. Hudson College requires that students receiving tuition assistance, must remain in good academic 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

    Academic Scholarship
    Amount: $500
    Deadline: Rolling
    Eligibility Details: Students grade 7 to 12
    Application Details:

    Apart from offering a variety of Awards and Scholarships to current Hudson students, we also offer Entrance Scholarships to new students who demonstrate excellence in Academics, Athletics, Performing Arts, or Community Service. This is our commitment to assist all talented students in obtaining a fine education, and to achieve their best not only for themselves but also for the wider community.

    Hudson applicants who are interested in applying for Entrance Scholarships should complete the Entrance Scholarship Application and submit it together with their Application Form. Our Awards Committee will consider your Scholarship application and notify you of any award given when we respond to your Application.

    Please contact the Admissions Office for more details.

    For more details, visit: http://www.hudsoncollege.ca/entrance-scholarships
    Athletic Scholarship
    Amount: $500
    Deadline: Rolling
    Eligibility Details: Students grade 7 to 12
    Application Details:

    Apart from offering a variety of Awards and Scholarships to current Hudson students, we also offer Entrance Scholarships to new students who demonstrate excellence in Academics, Athletics, Performing Arts, or Community Service. This is our commitment to assist all talented students in obtaining a fine education, and to achieve their best not only for themselves but also for the wider community.

    Hudson applicants who are interested in applying for Entrance Scholarships should complete the Entrance Scholarship Application and submit it together with their Application Form. Our Awards Committee will consider your Scholarship application and notify you of any award given when we respond to your Application.

    Please contact the Admissions Office for more details.

    For more details, visit: http://www.hudsoncollege.ca/entrance-scholarships


    Total enrollment 340
    Average enrollment per grade23
    Average class size15 to 20
    Gender (grades)JK to Gr. 12 (Coed)
    Boarding offeredNo

    Student distribution:

    Day Enrollment1015151715131622303230404148



    Admissions Assessments:

    Assessment = requiredGrades
    InterviewJK - 12
    SSAT (out of province)
    Entrance Exam(s)JK - 9
    Entrance Essay9 - 12
    Application Fee

    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 and submit your student’s Application for Admission with all supporting documentation to Hudson’s Admissions Office. Request that the Confidential School Report be filled out by a teacher, school principal or guidance counsellor and be sent directly to Hudson in a sealed envelope.

    Once the full Application for Admission with supporting documentation and Confidential School Report have been received by Hudson, the Admissions Office will contact you to arrange for your student’s in-school visit 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: Optional half-day 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: The type of student Hudson College is looking for is a well-rounded individual, capable of meeting the challenges of a strong academic program yet whom values having time to develop other interests and abilities through participation in a variety of clubs and activities. Hudson students appreciate a balanced learning environment in which to be fully engaged in their school community, while also focused on academic and personal excellence. Our motto is “Be Yourself”, and we strive to teach our students that through their personal development, they will find their true passions, and have the courage to follow their own path to success.

    Student Entry Points

    Student TypeJKSK123456789101112
    Day Acceptance
    (Acceptance rate)

    University Placement

    Services = offered
    Career planning
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size50
    *Canadian "Big 6" placements17
    **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 attend (last 4 years): • Brock University • Carleton University • Lakehead University • Laurentian University • McMaster University • Nipissing University • OCAD University • Queen's University • Ryerson University • Trent University • University of Guelph • UOIT • University of Ottawa • University of Toronto • University of Waterloo • University of Windsor • Western University • Wilfrid Laurier University • York University • Dalhousie University • McGill University • Mount Allison University • Simon Fraser University • University of Alberta • University of British Columbia • University of Calgary • University of Manitoba • Bishop's University • Concordia University • University of Regina • University of Victoria • Baylor University (USA) • New York Film Academy (USA) • Parsons The New School for Design (USA) • Purdue University (USA) • Rutgers University (USA) • School of the Art Institute of Chicago (USA) • University of California, Berkeley (USA) • University of California, Irvine (USA) • University of Florida (USA) • University of Houston (USA) • University of Texas at Austin (USA) • Chulalongkorn University (Thailand) • Dow International Medical College (Pakistan) • FIFA, Singidunum University (Serbia) • IE (Instituto de Empresa) University (Spain) • ISEFAC Bachelor Business School (France) • ITESM University (Mexico) • Musashino Art University (Japan) • Tecnologico de Monterrey (Mexico) • Universidad Autonoma del Estado de Morelos (Mexico) • Universidad La Salle de Mexico (Mexico) • University of Le Harve (France) • Universidad Nacional Autonoma de Mexico (Mexico) • Universidade de Sao Paulo (Brazil) • University of Sussex (UK)

    What Hudson College says:

  • Since the inception of the school, 100% of Hudson students have been accepted to many outstanding post-secondary institutions in Canada and abroad. To date, Hudson Alumni have attended 61 universities and over 120 programs. Our distinguished university acceptance record can be attributed to the dedication of our teaching staff, the commitment of our students, a large range of extra-curricular involvement opportunities provided to students and small class sizes. In addition, each student is given personal assistance during the university application process. Hudson graduates have also selected a dynamic range of post-secondary programs, which is a testament to our continued commitment to providing students with a balanced curriculum. We are proud to say that a relatively equal number of female and male graduates have attended a myriad of programs in STEM, Liberal Arts. Business and Fine Arts fields. Our graduates have seized the many academic and extracurricular opportunities that Hudson College has offered over the course of their high school career. They are well on their way to becoming motivated and vibrant individuals who will make positive contributions to our society. We look forward to their future journeys and we wish each student happiness and success.

  • Stories & Testimonials



    A few months ago, the Hudson Heroes helped film a Public Service Announcement for Tokens4Change, in order to raise awareness for Youth Without Shelter. We had a lot of fun filming for a great cause! The video will be playing on City TV and Omni in the two weeks leading up to the big Tokens4Change canvassing event, which is on Friday, February 2nd. Check out the video at either of the following links: http://www.tokens4change.com/our-art/videography/ and https://www.youtube.com/watch?v=i3dBUUJbysI


    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 ...

    In the News


    December 19, 2017 - Hudson College Raises Incredible Funds!

    Our Hudson Heroes learned about the importance of giving during the holidays, raising a record amount of funds for children at Sick Kids! ...

    October 3, 2017 - Hudson College Campaigns for Terry Fox!

    Hudson College hosted its annual Terry Fox Fundraiser Breakfast! ...

    June 16, 2017 - Hudson College Hosts Cultural Day

    Hudson College hosted a cultural day to showcase the various backgrounds of our diverse student body. ...

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