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J. Addison School
J. Addison School
2 Valleywood Drive, Markham, Ontario, L3R 8H3
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Contact name:
Lee Venditti

Phone number:
(905) 477-4999×
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J. Addison School
 

J. Addison School

2 Valleywood Drive, Markham, Ontario, L3R 8H3

Curriculum:
Traditional
Grades (Gender):
Preschool to 12 (Coed)
Tuition:
$9,444 to 39,550/year
Main Language:
English
Avg. Class Size:
8 to 15
Enrolment:
Day: 250 (Gr. PS - 12), Boarding: 200 (Gr. 9 - 12)

Get more information

Contact Name:
Lee Venditti

Phone Number:


  • Athletics facilities
  • Athletics facilities
  • Athletics facilities
  • Campus
  • Campus
  • Campus
  • Classrooms
  • Classrooms
  • Classrooms
  • Residences
  • Residences
  • Shared spaces
  • Shared spaces
School Address
2 Valleywood Drive, Markham, Ontario, L3R 8H3

Highlights:

highlights

About this school:

highlights

For 15 years and counting, we take pride in empowering our students every day to becoming independent, confident, compassionate and responsible tomorrow’s thinkers. We complement the traditional curriculum with our “Focus For Success®” adaptive program, where students receive personalized academic support and have the opportunities to learn and explore new ideas according to their interests and potential. Most importantly, they are inspired to reach new academic heights and positive character development.


The Our Kids review of J. Addison School

our takeJ. Addison School was founded in 2002 to serve both local and international students. The facilities are modern and extensive, including boarding and support programs designed with the needs of international students specifically in mind. The school is lead by alumni of York University, and the partnership between the institutions has grown over the years, including unique scholarships and internships. That relationship will presumably continue to grow with the completion of the York University-Markham Centre Campus. Lee Vendetti, principal at J. Addison has said, “This partnership offers all the key players in both institutions an opportunity to share expertise and resources that will make the transition to university and the working world a smoother and more meaningful experience.” The ideal student is one who will thrive in a challenging, academically oriented, international environment, and who is intending to continue to post-secondary education in Canada.



Principal's Message

principal

Lee Venditti, Principal

Welcome to J.Addison School, home of the Flames! Our school is comprised of committed staff, involved parents, and a group of very enthusiastic students. The rich academic program challenges EVERY student to set and reach ambitious, intellectual and personal goals. J. Addison's extensive extra-curricular activities provide physical and social avenues to match a wide range of student interests. The staff and students of J. Addison are looking forward to all students having a rewarding high school experience. At J. Addison we believe learning occurs in an environment that contains positive interpersonal relationships and interactions, comfort and order, and in which the learner feels appreciated, acknowledged, respected, and appreciated.

J. Addison School is not just a building. J. Addison School is not just a group of classrooms with students in them. J. Addison School is not just reading, writing and arithmetic. My definition of the name “J. Addison School” is more of a concept. It is the interaction of different people with a common focus..educating students to their highest level of ability. But the term “education” is not just learning content, facts and processes, but how to be successful in life. At J. Addison we continue to grow and we are proud that we ‘educate our students not to cut down jungles, but to irrigate deserts'.


Academics


Curriculum Traditional

Primary Curriculum: Traditional


What J. Addison School says: We aim at providing a well-rounded education for our students. In addition to the traditional curriculum, we incorporate our “Focus For Success®” adaptive developmental program, which takes place as an additional 5th period. During this time, students engage in activities according to their needs, should they be personalized academic support and/or extra-curricular activities which offer opportunities to learn and explore new interests. Our approach is to enrich students\' school life, inspire creativity while build confident through a self-discovery learning environment.

  • Approach:
    Focus
    Academic


  • 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 J. Addison School says: This information is not currently available.

    • Textbooks and supplementary materials: This information is not currently available.

    • Calculator policy: This information is not currently available.


    Early Reading 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 J. Addison School says: This information is not currently available.

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

    • What J. Addison School says: This information is not currently available.


    Writing Equal balance

      Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
      Learn about the different writing approaches  


    • What J. Addison School 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: This information is not currently available.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Equal Balance

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


    • What J. Addison School 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 J. Addison School says: This information is not currently available.


    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 J. Addison School says: This information is not currently available.


    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 J. Addison School says: Our approach to teaching foreign languages is based on three methods, which is "approach", "method" and "technique". In addition "structural" methods. We provide our students with instruction in grammar, provide vocabulary and direct translations to memorize. Furthermore, we continue with the "audio-lingual", "communicative language teaching method" and "language immersion" to aid in their foreign language acquisition through alternative educational opportunities.

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


    Fine Arts Equal Balance

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


    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What J. Addison School says: This information is not currently available.


    Computers and Technology Light integration

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


    • What J. Addison School says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What J. Addison School says: It's integrated into every grade level and as per the ministry's requirements.


    Religious Education
    • Approach to teaching religious and secular curricula

      Completely segregated
      Mostly segregated
      Completely integrated
      Mostly integrated
      Not applicable
    • Approach to teaching religion

      Scripture as literal
      Scripture as interpretive
    • What J. Addison School says: This information is not currently available.


    Sex and Health Education Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts Gr. 1 Gr. 1
    Nutrition Gr. 1 Gr. 1
    Human development Gr. 1 Gr. 1
    Puberty Gr. 4 Gr. 4
    Sexual health and hygiene Gr. 4 Gr. 4
    Reproduction Gr. 5 Gr. 5
    Pregnancy Gr. 7 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 8 Gr. 8
    Consent Gr. 9 Gr. 9
    Sexual orientation Gr. 8 Gr. 8
    Gender identity Gr. 8 Gr. 8
    Misconceptions relating to sexuality Gr. 10 Gr. 10
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 12 Gr. 12
    Sexual harassment Gr. 9 Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 11 Gr. 11
    Social justice and diversity Gr. 5

    What J. Addison School says: At J. Addison we believe that access to effective, broadly-based sexual health education is an important contributing factor to the health and well-being of Canadian youth. School-based programs are an essential avenue for providing sexual health education to young people. Educators, public health professionals, administrators, at J. Addison, are committed to providing high quality sexual health education according to the Ministry of Education Guidelines.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What J. Addison School says: This information is not currently available.



    Montessori ApproachModerately Non-Orthodox

    CLASSROOM PRACTICES

    Orthodox     Moderate Orthodox     Moderately Non-Orthodox     Non-Orthodox

      Primary Lower Elementary Upper Elementary Middle High
    Age groupings 3 to 6 3 to 6 3 to 6 3 to 6 3 to 6
    Uninterrupted work periods 2 hours 2 hours 2 hours 2 hours 2 hours
    Tests and assignments Semi-regularly Semi-regularly Semi-regularly Semi-regularly Semi-regularly
    Graded work Semi-regularly Semi-regularly Semi-regularly Semi-regularly Semi-regularly
    Arts and crafts 10% 10% 10% 10% 10%


    Whole-class lectures Moderately non-orthodox
    • Orthodox

      Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.

    • Moderately orthodox

      Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.

    • Moderately non-orthodox

      Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.

    • Non-orthodox

      Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.



    Special education Moderately orthodox
    • Orthodox

      External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.

    • Moderately orthodox

      External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.

    • Moderately non-orthodox

      External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.

    • Non-orthodox

      External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.

    What J. Addison School says: External special education support is rarely necessary. The students are rarely referred to the Early Intervention Services.



    Specialist classes Moderately non-orthodox
    • Orthodox

      We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.

    • Moderately orthodox

      We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.

    • Moderately non-orthodox

      We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.

    • Non-orthodox

      We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.

    What J. Addison School says: Our Montessori students receive additional specialized instruction from specialist teachers in the following subjects: French, Mandarin, Music, Dance, and Physical Education.



    Modern-day technology Moderately non-orthodox
    • Orthodox

      Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.

    • Moderately orthodox

      Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.

    • Moderately non-orthodox

      Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.

    • Non-orthodox

      Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.

    What J. Addison School says: Technology is incorporated in moderation. Computers and tablets are used for research, projects, and learning keyboarding skills. Digital media is occasionally used by teachers as a tool to reinforce skills and concepts learned within the classroom.



    Overall approach : Whick option best describes your overall curricular approach?
    • Orthodox
      42% of schools

      Schools that adhere strictly to the original Montessori program. They follow Montessori principles to the letter.

    • Moderately Orthodox
      34% of schools

      Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.

    • Moderately Non-Orthodox
      11% of schools

      Schools that are faithful to the original Montessori program and principles, but sometimes supplement it with modern curricular approaches or materials.

    • Non-orthodox
      14% of schools

      Schools that are faithful to the original Montessori program and principles, but often supplement it with modern curricular approaches or materials.


    Teaching Assistants: This school uses teaching assistants.

    What J. Addison School says: The Montessori class has two teaching assistants. Our two Montessori assistants play a very important role in the overall success of the Montessori Casa programme and in maintaining a peaceful, harmonious, nurturing and stimulating non-competitive environment. They not only work cohesively with the lead teacher, guiding the students through self-directed activities and helping to facilitate the Montessori teaching method, but also provide daily specialist classes in French and Mandarin.


    Preschool/K Curriculum Montessori

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

    Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.

    If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What J. Addison School says: We are committed to providing engaging and rewarding childhood educational programs, by following the Montessori philosophy and methodologies. We carefully tailor a harmonious and balanced environment where children are free to explore and to apply themselves in a wide range of activities. Our dedicated teachers are always present to guide and facilitate them through continuous observation and self-motivated learning processes. They are empowered to follow their unique abilities so they can build confidence and competence as they pave their path of self-discovery, growth, and development; and most importantly, develop a joy for learning.


    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 J. Addison School says about flexible pacing: This information is not currently available.


    Academic Culture Supportive

    • Rigorous
    • Supportive

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

    What J. Addison School says: This information is not currently available.


    Developmental Priorities Balanced

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

    What J. Addison School says: This information is not currently available.


    Special Needs Support Limited

    Limited

    J. Addison School offers limited support for students with learning difficulties or special needs.

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

    Gifted Learner Support No Support

    No Support

    J. Addison School does not offer any specialized programming for gifted learners.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 12, J. Addison School students perform an average of 2 hours of homework per night.

    Nightly Homework
    PSJKSK123456789101112
    J. Addison School 0 mins0 mins0 mins30 mins30 mins30 mins45 mins45 mins45 mins60 mins60 mins90 mins90 mins120 mins120 mins
    Site Average2 mins5 mins7 mins16 mins18 mins24 mins29 mins34 mins40 mins54 mins59 mins71 mins82 mins97 mins109 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades1 to 12

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesPSJKSK12345678
    Non-lunch recessFrequency 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day 3/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 60 60 60 60 60 60 60 60 60 60 60
    Lunch recessAmount 15 15 15 15 15 15 15 15 15 15 15

    What J. Addison School says: Recess is a time for exercise, fun, and social interaction between students and their peers.

    Non-lunch recesses: All of this school’s non-lunch recesses take place between classes or academic periods. Recess segmentation: This school segments recesses by grade

    What J. Addison School says: Consideration pending on weather condition is also factored in when determining inside or outside recess.



    Extracurriculars

    principal
    What J. Addison School says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Football
      Ice Hockey
      Lacrosse
      Rowing
      Rugby
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Badminton
    • Clubs Offered
      Animation
      Band
      Chess Club
      Choir
      Community Service
      Computer Club
      Dance Club
      Drama Club
      Student Council
      Yearbook
      Yoga

    Tuition & Financial Aid

    Tuition

    Day Day (Half day) Boarding
     
    PSJKSK123456789101112
    Day$14,340$17,000$19,950$20,450$21,350$22,550
    Day (Half day)$9,444
    Boarding $39,550
    What J. Addison School says: Installment Payment Plan is available for Canadian Day students. Please inquire for more information.

    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 450
    Average enrollment per grade28
    Gender (grades)Preschool to 12 (Coed)
    Boarding offered Gr. 9 - 12
    % in boarding (total enrollment)44%

    If you want to learn more about boarding schools, check out our comprehensive guide.


    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

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

    Application Deadlines:

    Day students:
    Rolling

    Boarding students:
    Rolling


    What J. Addison School says:

    Montessori & Elementary Applicant Requirement & Important Information 

    Monday to Friday daily attendance is recommended for the full benefits of the Montessori program.

    All students must wear uniform daily. Uniform fee of $175 is due upon registration. All students, including returning students must purchase a new set of uniform at registration.

    Children must be fully potty trained. If children are not potty trained, an interview with the Montessori teacher is required for admission approval.

    International students (students who obtain a student visa) must comply with the International student fee. International student fee is an annual tuition fee that covers 10 months of school. Students must pay in full before attending school for the purpose of obtaining a student visa.

    Bus transportation to and from school is available.  Please inquire.

    http://addisonschool.com/montessori.aspx

    http://addisonschool.com/canadianstudents.aspx

    Secondary Admissions Applicant Requirement & Important Information

    1. Student submits application form with a copy of their original transcript and a $200 non-refundable application fee.
    2. School evaluates transcript and decides on Ontario equivalency and acceptance status.
    3. School sends pre-admission letter to student upon approval of their application.
    4. Student remits tuition fees as directed in pre-admission letter.
    5. School sends: official Letter of Acceptance; receipt of payment and Welcome Package to student upon receipt of tuition fees.
    6. Student applies for visa from Canadian Consulate and notifies school as soon as visa is approved.
    7. Student purchases airline ticket and notifies school of arrival date; school will coordinate airport pick up and accommodations if requested.
    8. Student provides school with documentation to support proof of birth and visa.
    9. Assessment testing is conducted by J. Addison School and the Student begins their program.

    http://addisonschool.com/canadianstudents.aspx

     



    Acceptance

    Acceptance Rate:

    100%

    Type of student J. Addison School is looking for: The " J. Addison student" is one that has an outstanding academic ability, who demonstrates creative and innovative thought and more importantly, a passion for the pursuit of learning. In addition, the "Addison Advantage" student is one who demonstrates exceptional achievement in extra-curricular activities such as arts and athletics. Moreover, the "J. Addison student" is indeed one who places special emphasis towards community outreach and leadership.


    Day Boarding

    Student Entry Points

    Student TypePSJKSK123456789101112
    Day Acceptance
    (Acceptance rate)
    000000000000000
    Boarding Acceptance
    (Acceptance rate)
    0000

    University Placement

    highlights
    Services = offered
    Career planning
    Internships
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size30
    *Canadian "Big 6" placements30
    **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)


    What J. Addison School says:

  • "Class of 2015" Valedictorian, Daniel Nguyen was accepted to over 7 top Ontario universities.

  • Stories & Testimonials

    News

    Student Testimonial

    I was preparing to go into grade 10; although my grades were above average, I was really worried about my education and future. My friend told me about a J. Addison School Orientation and I thought it would be worthwhile to attend. At the orientation meeting, I got to know a lot more about studying abroad and the J. Addison Advantage. I felt that I would not be able to get into university in China and therefore, I decided to continue my education at J. Addison School in Canada. Luckily, my parents were very supportive. Because my grades were decent and thanks to the individualized ESL program and assistance from the teachers in applying to university, I got accepted at University of Toronto within a year. I found a job in Toronto after I graduated and I also applied to become a legal immigrant in Canada. Choosing J. Addison School was definitely a life-changing experience.    ...



    Student Testimonial

    When I was in Singapore, I did not have any study goals, my grades were bad. Luckily I chose to study at J. Addison School in Canada; because the teachers were constantly giving me support, they helped me discover my learning goals. I started to concentrate more on my studies and build my confidence. I got into the University of Toronto majoring in Life Science, and I also received a scholarship. I graduated from the University of Toronto with an Honours degree after 4 years of hard work and I continued my post-graduate education at the University of Chicago for my medical degree.  ...



    Student Testimonial

    "I have been studying at J. Addison School for about three months now. At first, I felt it was very hard to study in Canada because my English was not the best. I was worried that when I first came here, the teachers would not understand me. But it was actually the opposite. The teachers were very nice and welcoming. All of the teachers and fellow students explained things to me in a way I could understand. I have made great progress in English. The teachers use different ways to teach us and show us new skills. For example, we use technology, workbooks, and games to better our skills. Although studying in Canada can be challenging at times, I am happy to study and be a part of J. Addison School." ...



    In the News

    News

    June 15, 2017 - J. Addison School is partnering with York University

    Partnership with York University to Create Pathway Program for J. Addison Graduates ...


    June 28, 2016 - Congratulations to J. Addison's Class of 2016

    Our graduates not only have achieved 100% Post-Secondary Acceptance Rate but also got accepted into prestigious institutions all over world. ...


    August 26, 2015 - J. Addison School 2014-2015 Awards Day Ceremony

    Congratulations to the hard-working students of J. Addison School who were awarded for their contributions throughout the school year 2015 ...



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    Get more info

    Contact Name
    Lee Venditti

    Phone Number:
    click to view number


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