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John Knox Christian School - Oakville
John Knox Christian School - Oakville
2232 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1
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Contact name:
Melissa Kuyvenhoven

Phone number:
(905) 829-8048×
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John Knox Christian School - Oakville
 

John Knox Christian School - Oakville

2232 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1

Curriculum:
Traditional
Grades (Gender):
JK to 8 (Coed)
Tuition:
$12,400 to 21,400/year
Main Language:
English
Avg. Class Size:
15 to 24
Enrolment:
Day: 300 (Gr. JK - 8)

Get more information

Contact Name:
Melissa Kuyvenhoven

Phone Number:


School Address
2232 Sheridan Garden Drive, Oakville, Ontario, L6J 7T1

About this school:

highlights

If you are a Christian family who desires an exceptional academic education in a Christ-centred environment for your children, please consider John Knox Christian School in Oakville. Our staff are focused on "Igniting Wonder" with our wide array of academic, artistic, sporting and extra-curricular programs in a fully equipped school. Christian character development is nurtured in our family-like environment. We also provide busing and before and after school care. Cost 1 child=$12,100 2=$17,100 3=$19,100, 4=21,100


The Our Kids review of John Knox Christian School - Oakville

our take

There is perhaps more of a range in Christian education than some might be aware. Some schools use Christianity as a foundation for a values based program, while others are more expressly crafted to meet the needs of Christian families. John Knox is very much the latter—the families that enroll here are drawn principally by the attention to Christian values as well as a life within the church. JKCS promotes a Christian worldview across all curricular areas. The academic program is strong, as demonstrated over the long life of the school. The ideal student is one intending to grow further in their faith, will thrive in a challenging academic environment, and intending to advance to university.



Principal's Message

principal

Mr. George Petrusma, Principal

Since 1959, John Knox Christian School in Oakville has ignited wonder for God, neighbour, and creation.

Our school teaches the perspective that the God of the Bible is key to our understanding of creation.

We ensure every student develops Academic Excellence, a Christian Worldview, Christian Character, Christian Leadership, and Learning Skills. Our graduates are valuable contributors to society who perform well in high school.

At JKCS, we believe every child is uniquely and wonderfully made. Our emphasis on a differentiated learning approach reflects this belief.

We emphasize that students and teachers treat each other with respect, ensure a safe learning environment, and maintain a strong work ethic. Our parents are active, engaged participants in our school life.

I encourage you to watch our school video and visit our website at www.jkcs-oakville.ca. If you like what you see, contact us to arrange a visit. Tour our building. Meet our students and teachers. Check out our playground.

There is only one opportunity to raise your child in an educational institution that matches what you believe to be true about life. We look forward to meeting you and sharing with you what we have to offer your child.


Academics


Curriculum Traditional

Primary Curriculum: Traditional


What school says: At John Knox Christian School Oakville, we provide a rich academic program that exceeds the requirements of the provincial guidelines. All of our curriculum includes the Christian perspective at its core. We exude a love for God in all we say and do and hope to inspire a desire for all our students to follow Him. We want to challenge students to the best of their ability and keep them excited about learning. A great deal of time and effort is spent ensuring that your child senses that they are loved, created uniquely by God, and are gifted with various talents and abilities.

  • Approach:
    Focus Religious-based
    Academic Christian (Non-denominational)

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


  • 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 school says: Math instruction is differentiated to meet the needs of each student. Lessons are begun by teachers sharing the learning goal(s) of the lesson with students. This provides clarity to students on what they are expected to learn. Assessment for learning is an important aspect of our program as it identifies the strengths and areas of need for each students that informs teachers how to meet the need of each student. As such, additional math work is used from multiple sources. Students are provided with support as they discover and understand mathematical concepts and challenged with problem solving activities that promote higher order thinking skills.

    • Textbooks and supplementary materials: The grade 1 – 8 mathematics program uses JUMP Math as its primary curricular resource. Many additional resources are used including SmartMath, on-line resources such as Khan Academy, and plenty of math manipulatives. The kindergarten program uses many hand-on activities.

    • 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 school says: Reading instruction is differentiated so every student is independently engaged in meaningful literacy tasks through a structure called Daily Five. Students receive explicit whole group instruction and then are given independent practice time to read and write independently while teachers provide focused, intense instruction to individuals and small groups of students. The Units of Study for Reading curriculum is also used in the K and 3-6 classrooms builds foundational reading skills and strategies. Each student is given goals around comprehension, accuracy, fluency, and expanding vocabulary that is specific to his/her individual needs and therefore will get the direct instruction needed to move forward and become a successful reader. Strategies are taught within each category which become tools for the students to use to help themselves become better readers and writers. Research shows that good readers use a variety of strategies when successfully reading and comprehending a selection of text.

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

    • What 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 school says: Writing instruction is differentiated so every student is independently engaged in meaningful literacy tasks through a structure called Daily Five. Students receive explicit whole group instruction and then are given independent practice time to read and write independently while teachers provide focused, intense instruction to individuals and small groups of students. Write Traits and First Steps are curriculum resources that are used in to teach students writing skills. Write Traits is used to immerse students in the Six Traits – ideas, organization, voice, word choice, sentence fluency, conventions, and presentation – for a deep understanding of the writing process. First Steps is used to help students explore different forms of writing – narrative, recounts, procedures, reports, explanations, expositions, and using grammar.


    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: Following the Ontario Ministry of Education curriculum expectations science instruction is built around the following four strands: Life Systems, Structures and Mechanisms, Matter and Energy, and Earth and Space Systems. Our belief that God made and rules over all things – creation and people grounds our essential questions and learning goals. Students are taught to relate science to God’s world by understanding our role as stewards of creation and developing scientific inquiry and problem solving skills.

    • 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 school says: Students are given the opportunity to choose literature according to their interest and readiness level for literature circles. In small groups, students study and discuss a piece of literature in depth. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Group input adds to individual student’s deeper understanding of what is read through structured discussions.


    Social Studies Expanding Communities

      The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
      Learn about the different social studies approaches  


    • What school says: Following the Ontario Ministry of Education curriculum expectations social studies instruction is built around two strands, 1) Heritage and Identity and 2) People and Environments. Students develop an understanding of who they are, where they come from, where they belong, and how they can contribute to the society in which they live. By exploring, studying, and analyzing students develop skills that can be applied to a variety of contexts. They learn to examine information critically, assess the significance of events and processes, develop an understanding of and respect different points of view in such that they can reach conclusions and propose possible solutions to problems.


    Humanities and Social Sciences Pragmatism

      Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
      Learn about the different humanities and social sciences approaches  


    • What school says: Students in grades 7 and 8 study both history and geography. The history program provides an overview of Canadian history that begins in colonial North America during the early eighteenth century and extends to issues that Canada faced prior to World War I. Students learn how to investigate and make judgments about issues, developments, and events of historical importance by gathering, interpreting, and analyzing historical evidence and information from a variety of primary and secondary sources. in order to investigate and make judgments about. The geography program provides students with opportunities to explore the world around them, analyze how people and environments affect one another, and develop their ability to become environmentally responsible citizens.


    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 school says: The French program at JKCS teaches students in grades 1-8 how to speak, read, and write in the French language. The AIM (Accelerative Integrated Methodology) program is used as the primary framework for instruction. In this program students learn language in a holistic and contextualized manner by using plays as a basis in which to practice using language in real-life situations. The program incorporates the Gesture Approach which uses hand signs to help students learn and remember vocabulary. Students enjoy this highly motivating and engaging method of language learning and develop confidence and competence in speaking, understanding, reading and writing in French.

    • Languages Offered: • French • ESL


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

      Expressive
      Disciplined
    • What school says: The arts curriculum at JKCS is based on four central ideas - developing creativity, communicating, understanding culture, and making connections. The expectations in the arts curriculum are organized into two strands – Music and Visual Arts. The expectations for each strand is grouped under three subheadings, as follows: creating and presenting/performing; reflecting, responding, and analysing; exploring forms and cultural contexts. Students receive two periods of music per week in all grades. In grades K-3 this takes the form of a vocal music program. In grades 3/4-5 students meet curriculum expectations as they learn to play the recorder with some instruction also being given in vocal music. In grades 6-8 students meet the curriculum expectations in music through their participation in a band program.


    Computers and Technology Heavy integration

      A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
      Learn about the different computers and technology approaches  


    • What school says: We believe that technology has a role to play in accomplishing our mission and the sense of curiosity and awe. The use of technology is one of many learning strategies to support and challenge the learner, and it is also a powerful tool when used appropriately in the Christian life. The staff’s challenge is to ensure an effective, informed, and responsible use of these resources. Technology can be found in each of our classrooms. BrightLink systems are in place to provide the option for the teacher to display images, concepts, and learning outcomes. In grades K-4 the students use devices provided by the school. In grades 5-8 the students use devices provided by themselves.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What school says: The expectations for Health and Physical Education begin with the consideration of Living Skills which are identified as Interpersonal Skills, Personal Skills, and Critical and Creative Thinking Skills. The curriculum is then separated into three distinct but related strands – Active Living, Movement Competence, and Healthy Living. Subgroups of Active Living include: · Active participation; · Physical Fitness; and · Safety. Subgroups of Movement Competence include: · Movement Skills and Concepts; and · Movement Strategies. Subgroups of Healthy Living include: · Understanding Health Concepts; · Making Healthy Choices; and · Making Connections for Healthy Living.


    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 school says: The Bible program at JKCS uses the Walking With God and His People curriculum published by Christian Schools International (CSI). Learning goals include knowing God’s word, believing his promises, and living in faith. The materials are structured so that students receive instruction around the entire Biblical narrative throughout their years at JKCS. The Bible program is enhanced in our weekly chapels which include worshiping through song, biblical instruction based on our yearly school theme and time to unpack how that translates to one's life in staff-led student groups.


    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts JK Gr. 1
    Nutrition JK Gr. 1
    Human development Gr. 5 Gr. 1
    Puberty Gr. 5 Gr. 4
    Sexual health and hygiene Gr. 5 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
    Contraception Gr. 8
    Consent Gr. 9
    Sexual orientation Gr. 8
    Gender identity Gr. 8
    Misconceptions relating to sexuality Gr. 10
    Relationships and intimacy Gr. 7 Gr. 8
    Bias and stereotyping about sex Gr. 7 Gr. 12
    Sexual harassment Gr. 7 Gr. 9
    Body image issues Gr. 5 Gr. 7
    Mental illness Gr. 11
    Social justice and diversity

    What school says: As part of our responsibility to equip our students to be strong spiritual, social and personal beings, our school is preparing to teach elements of the official health curriculum. Within the parameters of our Christian perspective, this education will help students with the holistic approach to health and wellness. We feel it is so important that students develop an understanding of their sexuality as a gift from God to be treated with care and respect. The curriculum is intended to promote a healthy and responsible understanding for students by providing them information about health topics, including sexual health education, and encouraging them to discuss their health concerns with their parents.\n

    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.

    69 % of Our Kids' schools use a traditional approach for sex and health education

    Progressive

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


    What school says: This information is not currently available.



    Preschool/K Curriculum Academic

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

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

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

    What school says: Our kindergarten program offers both an academically challenging curriculum along with some play-based social learning as the core of the program. The entire school curriculum (JK-Grade 8) is based on teaching method known as differentiated learning which caters to all learning styles and academic levels within the same grade level. In each class, every child is supported in their learning (which may include providing extra academic support or enrichment opportunities) as each class represents a diverse student population with different academic needs and interests. Part-timers in both JK and SK attend Mondays, Wednesdays and Fridays. Full-timers attend every day 8:30am-3:35pm.


    Curriculum Pace Student-paced

    • Standard-enriched
    • Accelerated
    • Student-paced

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

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What school says about flexible pacing: This information is not currently available.


    Academic Culture Rigorous

    • Rigorous
    • Supportive

    A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

    What school says: This information is not currently available.


    Developmental Priorities Balanced, Spiritual

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

    Secondary Developmental Priority: Spiritual
    Individuals with inner resourcefulness, strong faith, and respect for God or a higher power.

    What school says: Our Mission is to, "Ignite Wonder for God, Neighbour and Creation". We want our students to be challenged academically through our differentiated instruction and educated as a “whole child” physically, emotionally, socially and most importantly, spiritually. We do all of this within a Christian environment which looks and feels quite different than many other non-Christian schools. There is an atmosphere of love and genuine concern for the development of Christian character for each students. We focus intently on incorporating Christian values into every subject we teach and in every interaction between teachers and students. We demonstrate God’s love daily.


    Special Needs Support High

    High

    school provides a high degree of support for special needs students.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Accommodations
      Modifications
      Extra support
    • What school says: We have a well-staffed Resource department at John Knox Christian School Oakville. We are often able to flag potential learning disabilities and can then direct parents to various professional testing facilities. If a child requires more help than can be provided by the classroom teacher and Resource department, an Educational Assistant can be provided to work alongside the student at an additional cost. Please submit any previous testing results (e.g. psychological education reports etc.) if you know your child requires additional support. We have a limited number of spaces in each class for students with additional support needs.

    • Support for moderate-to-severe special needs:
      Special needs
      Learning disabilities
      ADHD (moderate to severe)
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Dyscalculia
      Dysgraphia
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Developmental
      Autism
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Dyspraxia (Developmental Coordination Disorder)
      Blindness
      Deafness
      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
      Psychotherapy
      Speech-language therapy
    • Summary: Within the delivery of the differentiated learning program, we accommodate our gifted learners and our students needing additional support - and everyone in between!

    • What school says: We have a well-staffed Resource department at John Knox Christian School Oakville. We are often able to flag potential learning disabilities and can then direct parents to various professional testing facilities. If a child requires more help than can be provided by the classroom teacher and Resource department, an Educational Assistant can be provided to work alongside the student at an additional cost. Please submit any previous testing results (e.g. psychological education reports etc.) if you know your child requires additional support. We have a limited number of spaces in each class for students with additional support needs.


    Gifted Learner Support High

    High

    School offers a high degree of support for gifted learners.

    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 school says: Within the delivery of the differentiated learning program, we accommodate our 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 8, John Knox Christian School - Oakville students perform an average of 1.5 hours of homework per night.

    Nightly Homework
    JKSK12345678
    school0 mins0 mins15 mins15 mins30 mins45 mins45 mins60 mins90 mins90 mins
    Site Average5 mins7 mins16 mins18 mins24 mins30 mins34 mins41 mins54 mins59 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades3 to 8
    Prose (narrative)-based feedbackJK to 8
    Academic achievement reportingJK to 8
    Habits and behaviour reportingJK to 8
    Parent-teacher meetingsJK to 8

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesJKSK12345678
    Non-lunch recessFrequency 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day 2/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 30 30 30 30 30 30 30 30 30 30
    Lunch recessAmount 45 45 45 45 45 45 45 45 45 45

    What school says: This information is not currently available.

    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 school says: This information is not currently available.



    Extracurriculars

    principal
    What school says:
    • The JKCS Servant Team (gr. 6-8) live out their faith by venturing out into the community to serve others once a month after school or on Saturdays. Parents are also welcome to join this team. Service trips benefit local ministries, and organizations with a global outreach. Our Service Team has volunteered with Sew on Fire, Ontario Gleaners, Kerr Street Mission, Kids Against Hunger, and many more organizations and ministries. Every other year, children from younger grades get to help out at these same service opportunities in the month of January.
    • Other Extra Curricular activities: Peer Mediators, Kindergarten Helpers, Tech Team, Student Council, Green Team, Robotics, Summer Reading Club, Servant Team, Intra-Mural Sports, Battle of Books, Chess/Checkers Club, Ensemble, Jazz Band, Gardening Club, Student Helpers, Spelling Bee, Model United Nations... …and more!

    • Sports OfferedCompetitiveRecreational
      Badminton
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Running
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Band
      Chess Club
      Choir
      Community Service
      Dance Club
      Drama Club
      Environmental Club
      Jazz Ensemble
      Student Council
      Yearbook

    Tuition & Financial Aid

    Tuition

     
    JKSK12345678
    Day$17,400
    What school says: Our cost structure is family based. Tuition is; 1 child=$12,400, 2 children=$17,400, 3 children=19,400, 4 children=$21,400 Busing is $1,300 per family. One-time admission cost=$2,000 per family. A $200 membership per year fee is paid by all families. An $800 per child (grades 6-8) per year fees covers items such as trips (to Quebec, Ottawa, and Muskoka) and instrument rental.

    Discounts

    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students$5
    3rd child (sibling)all students$13
    4th child (sibling)all students$22


    Need-based financial aid

    Grade range that need-based aid is offered: JK to 8
    Percentage of grade-eligible students receiving financial aid10%
    Average aid package size$3,600
    Percentage of total enrollment on financial aid10%
    Total aid available$60,000

    Application Deadline:
    March 31, 2016 Repeats annually

    More information:
    www.jkcs-oakville.ca

    Application Details:

    This school works with Van der Kooy Associates Inc.. for processing financial applications
    A maximum of 20% of the total cost of tuition is available as a bursary. Each year, there is an amount of money raised which is divided based on financial need to any families who are currently enrolled or wish to enroll.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 300
    Average enrollment per grade27
    Gender (grades)JK to 8 (Coed)
    Boarding offeredNo

    Student distribution:

    JKSK12345678
    Day Enrollment15172715283138383622

    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewJK - 8
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:
    Rolling


    What John Knox Christian School - Oakville says:

    Parents need to fill out and submit; application forms, immunization records, recent report cards and attend an admission interview with the Principal. If testing is required, parents will be notified and a testing session arranged.



    Acceptance

    Acceptance Rate:

    99%

    Type of student John Knox Christian School - Oakville is looking for: We welcome Christian families who want their children to be a part of a supportive, Christian environment where they are challenged to achieve their best academically.



    Student Entry Points

    Student TypeJKSK12345678
    Day Acceptance
    (Acceptance rate)
    0000000000

    Notable Alumni

    highlights
    Alumnus Graduation Year Accomplishment
    Tera  VanBeilen 2007 Olympic swimmer
    Joel  Reinders 2001 Football player. Played for the Toronto Argonaunts when they won the Grey Cup in 2012

    Alumni Highlights

    • We love our JKCS alumni to come and share their experiences with our grade 8 students at our High School information night usually held in October each year.
    • Olympian Tera VanBeilen and Football Player Joel Reinders

    Stories & Testimonials

    News

    Thanks for Thanksgiving

    I find that the older I become, the more I look at life differently. People matter more and things matter less. Sleep is treasured and so are great conversations. Peace, wisdom, discernment, contentment, and love trump conflict, materialism, hurried interactions, and shallow thinking.

    While I cannot brag that the Lord has given me all those positive traits at this stage in my life, I can tell you that I do think about what matters most. How about you? Where are you at?

    Thanksgiving time is such an important time for Christians. It is a time in which we in a very deliberate manner pause to give thanks to the Lord for His sovereignty and His provision. Psalm 107:1 instructs us to "Give thanks to the Lord, for He is good; His love endures forever." It helps to slow life down and notice the Lord at work. Join me in "counting our blessings!"

    I am thankful for the fact that the Lord has all things in the palm of His hand. I am thankful for the tremendous teachers and employees who work in this school. I am thankful for the energy and vitality that exists in our students. I am thankful for the supportive families that litter our JKCS landscape. I am thankful for my wife and children.

    In this week's video blog, you will receive a good idea of the thankfulness brimming in the hearts of our students. My hope and prayer is that you will be blessed by their spontaneity and sincerity! May they highlight for you, through their young eyes, the necessity of giving thanks.

    A blessed Thanksgiving to each one of you!

    In Christ,

    Mr. G. Petrusma
    Principal

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    JKCS Students Shine Academically!

    Here's an excerpt from an email we received from the Burgess family. They have relocated to Chile for a year but will be back to JKCS in time for their son's final year. It really speaks to the academic level both Burgess children have accomplished in competition with schools from all over the world:

    I'd like to take this opportunity to thank you for the wonderful reference letters you wrote for Joel. The reference letters along with Joel's entrance exam have secured him a place at the top school in Santiago. Nido de Aguilas school has a very high academic record and is very difficult to get into. There is a waiting list longer than available places each semester and students who excel in the entrance exam are the first to be considered in conjunction with their interview with school councillors. The entrance exam is two and half hours long and once completed each student is interviewed by a student councillor. It is a long process.

    Joel excelled in his entrance exam even though we only landed in Chile the day before and was suffering from a little jet lag. For this semester there were 80 students writing entrance exams and only 30 places available. Students are from all over the world and of course also come from excellent schools. You can imagine the apprehension in wondering if our children would be accepted as the odds are pretty low. I feel very proud that Joel excelled in his exam and it is a true testament of the excellent academic standard at John Knox. Knowing Joel we did ask him to slow down and read each question carefully before answering. To this Joel was still the first to complete his test, I was surprised and very concerned when he was the first to appear from his group!! Thank you to all the teachers but especially to Mr C for math and Ms Pasma for language arts and French. You have given Joel great building blocks for his academic challenges at Nido.

    Not only did John Knox build great a foundation for Joel but for Nicole as well. Nicole was accepted and also did extremely well in her exams and interview. I truly believe John Knox has provided both Nicole and Joel great building blocks to face the many academic challenges ahead.

    Thank you.

    Regards

    Debbie

    ...



    Principal's Ponderings

    "It was an ordinary night with ordinary sheep and ordinary shepherds...

    Then the black sky exploded with brightness.

    Trees that had been shadows jumped into clarity. Sheep that had been silent became a chorus of curiosity. One minute the shepherd was dead asleep, the next he was rubbing his eyes and staring into the face of an alien.

    The night was ordinary no more.

    The angel came in the night because that is when lights are best seen and that is when they are most needed."

    - Max Lucado, The Applause of Heaven

    May you experience Jesus coming as the Light of the World during this Christmas season! Blessings from God to your family as you experience a break from the school routine. May He give you joy and peace! See you in 2013!

    In Christ,

    Mr. G. Petrusma

    Principal

     

    ...



    Principal's Ponderings

    This past Monday, we hosted an Open House here at the school. It was held in the evening and by the time the event began the roads were clear. We had a great time of sharing the essence of what our school is all about. The two families who joined us engaged in the event by asking good questions and bringing with them a great sense of humour.

    As I reflect on that event, I am struck by how all of us are on our marketing and promotions team. I know that there are certain people who are designated to be on the Marketing Committee, but I do believe that all of us have a responsibility to spread the word of the good things that are happening at our school.

    The reason I say that each of us has a responsibility to promote our school is because the power of promotions is done through relationships. I can tell many people that our school is great, Jennifer Bergner can do the same, the Marketing Committee can design strategies; but you are much more effective with your friends than all of us put together.

    Can you think of two Christian friends who have school-aged children who would consider our school for their children? If so, would you be willing to talk to them? If each one of our 184 families was to take this challenge seriously and convince their friends to check us out, our phone would ring off the hook and our desks would be full for next September.

    Check out the video blog this week for what to tell your friends about us. Then encourage them to e-mail us or phone us to set up an appointment to see the school in action. We will be pleased to give them a good idea of who we are and what we are working on. Thanks for your help!

    In Christ,

    Mr. G. Petrusma

    ...



    Principal's Ponderings

    Welcome back! If you are anything like I am, you will appreciate getting back into a routine. Let me quickly say that I enjoyed my break. I read a book, learned how to install a dishwasher, watched my son play in a sports tournament and took in a marvelous concert. It also gave me a chance to connect with my church community, my friends, and my family.

    However, I do love routine. Even more than routine, I must tell you that I love your children. It was wonderful to stand in front of them at our weekly chapel on Tuesday morning and just look at them. It is so great to see them again.

    I have a couple of things to tell you. First, we are going to focus on the Name of Jesus as the Good Shepherd during the month of January. Jesus states in scripture that "I am the Good Shepherd. I know my sheep and my sheep know me—just as the Father knows me and I know the Father—and I lay down my life for the sheep" (John 10:14,15). We will emphasize to our school community the incredible statement of Jesus and how he cares for his sheep by laying down His life. The tremendous care of Jesus needs to overwhelm us!

    Second, I want to invite you to attend the "Breakfast with the Principal" event next week Thursday, Jan. 17th. The intention of this event is to give you the opportunity to connect directly with me about any aspect of the school. I have some opening comments about where we have come from and where we are headed, but I also want to be sure to give you the opportunity to talk to me about what is on your mind. Oh yes, and breakfast will be part of the event. Just think -- great conversation and great food before beginning your day!

    As the year begins, focus on the Good Shepherd and His care for you. Come to the school and talk to me about our school and what's on your heart. These are two great ways in which to begin the year on the right foot! May the Lord guide and bless each of you in 2013. We are looking forward to creating a wonderful educational experience for your children in this year!

    In Christ,

    Mr. George Petrusma

    Principal

     

    ...



    Principal's Ponderings

    Recently, I received an article from a parent entitled "Curiosity in the Classroom." It was three pages of a book called, The Power of Why. I thoroughly enjoyed reading the author's perspective in which she highlights the fact that our education system needs to change and develop the curious side of our students.

    This coming Monday (January 21st), our teaching staff will, among other things, be unpacking the idea of developing innovators within our school. Five of our staff members have chosen to explore many of the ideas presented in the book entitled, Creating Innovators.

    We need to develop a curiosity in our students so that they see a variety of ways to solve issues and problems. We need to teach our students to think divergently. We need to develop learners who know how to adapt to changing circumstances as the article and book highlight.

    The Science Fair explorations have begun. Students have thought about various aspects of life and have chosen various projects that will allow them to learn more about that aspect. It is my hope and prayer that the Science Fair experience will be one that promotes an intellectual curiosity, so that students ask many questions and embark on a journey that brings them to new places. Watch our video blog this week as Mrs. Schuurman encourages our young scientists and parents.

    We are looking forward to the Science Fair in grades 5-8, but we also want our younger students to think about science and other subjects as they develop a "learning curiosity." We want all our students to be excited learners! Feel free to join in encouraging your children to develop a curiosity and an innovation towards the various components of God's world.

    In Christ,

    Mr. G. Petrusma

    Principal

     

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    Principal's Ponderings

    Here's an example of the weekly article that is published in our newsletter to all parents at JKCS Oakville:

    This past week I have been reading learning reports that will be distributed to students and parents next week. Our learning reports are designed to give an accurate summary of the subjects studied and the student's progress during term #2.

    I thoroughly enjoy this work because it gives me a chance to celebrate the learning that has happened. It also provides me with the opportunity to take a look at the challenges that our teachers give their students to improve their learning.

    In reviewing the information, it struck me that some of our students struggle with the discipline of completing homework. Our school's expectation for homework is that students work on their school work for an average of ten minutes per night per grade level. For example, a grade 6 student should be spending 60 minutes per night working on homework while a grade 3 student should spend 30 minutes per night.

    Homework is generally divided into four types. First, a student may complete something that was started in class. Second, a student may benefit from a practice or review of concepts learned that day. Third, the student may prepare for future learning such as a test coming in a few days. And fourth, the student may complete a project or independent study as differentiated instruction is practiced.

    In the past, I have had some conversations with students in an effort to encourage them to complete their work well. Check out this week's video blog to receive some good advice about homework and some suggestions for how to develop good study habits to ensure that learning is maximized and that all God-given talents are used well.

    In Christ,

    Mr. G. Petrusma

    Principal

     

    ...



    In the News

    News

    March 28, 2016 - Three Major Fundraisers A Year at JKCS Oakville

    Annual Celebration Dinner (Alumni & Current Parents) in November, Bowl-to-Build Student Bowling Event in March and Golf Tournament in June. ...



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    Associations
    • The Ontario Alliance of Christian Schools (OACS) Associations
    • Christian Schools International (CSI) Associations


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