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Rotherglen School - Oakville
Rotherglen School - Oakville
2050 Neyagawa Boulevard, Oakville, Ontario, L6H 6R2
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Contact name:
Tracey DuPreez (Oakville Elementary Campus)

Phone number:
(905) 849-1897×
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Rotherglen School - Oakville
 

Rotherglen School - Oakville

2050 Neyagawa Boulevard, Oakville, Ontario, L6H 6R2

Curriculum:
Progressive,  Montessori
Grades (Gender):
K to 8 (Coed)
Tuition:
$6,700 to $19,250 /year
Main Language:
English
Avg. Class Size:
18
Enrolment:
Day: 600 (Gr. K - 8)

Get more information

Contact Name:
Tracey DuPreez (Oakville Elementary Campus)

Phone Number:


School Address
2050 Neyagawa Boulevard, Oakville, Ontario, L6H 6R2
2045 Sixth Line, Oakville, , L6H 1X9

Highlights:

highlights

About this school:

highlights

Rotherglen is what school should be – a safe learning environment where students are excited to learn, and where open communication, inspiring teachers, and an enhanced curriculum ensure our students thrive. We offer an exceptional Montessori program for students age 3 to Grade 3, and an enriched and progressive program in Grades 4-8. Our programs inspire and promote intellectual curiosity, creativity and individual growth through the integration of academics, arts, athletics, community service and leadership.


The Our Kids review of Rotherglen School - Oakville

our take

Rotherglen School was founded in 1979 by Marie Laningan at the Erin Mills campus. The school has grown in the intervening years to include four locations, all of which share the same approach. Were all the students housed at one campus, Rotherglen would be one of the largest independent schools in the area, home to 1000 students annually. The various locations, however, afford a unique sense of community within each, with small class sizes, and a close-knit feel. While aesthetics don’t mean everything, they nevertheless do mean something, and the school is physically beautiful, with dedicated, consistent learning spaces.



Upcoming Events Next event: October 21, 2017

upcoming events
  • October 21, 2017OPEN HOUSE CALENDARRotherglen Elementary Campus Open House
    Rotherglen School - OAKVILLE, Elementary Campus: 2050 Neyagawa Boulevard, Oakville, Ontario
    Join us Saturday, October 21 from 10:00 am - 02:00 pm

    Please join us at our next Open House on Saturday, October 21 from 10 a.m. to 2 p.m. Both Oakville campuses will be hosting an Open House. Attending an Open House is a great way of experiencing our nurturing learning environment. Our tours provide you the opportunity to visit our classrooms, see the work our students are engaged in, and talk with teachers, administrators, and parents. It is never too early to discover the educational options for your child, and the advantages a Rotherglen education offers. We look forward to sharing with you our philosophy and approach to learning that provides our students a solid foundation as they begin their educational journey.



Academics


Curriculum Progressive, Montessori

Primary Curriculum: Progressive

Secondary Curriculum: Montessori

Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Lessons are highly decentralized: children typically work individually (though sometimes with others) on specialized "Montessori materials" -- without interference from the teacher. The materials are self-correcting and teach the student something about the subject at hand. The method's goal is to develop children's innate desire to learn, while freeing up time for teachers to help children individually, as needed.

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.


What school says: A Rotherglen education places student learning at the centre of all our activities, programs and curriculum. Differentiated learning has been our approach since our very beginnings. We deliver a curriculum which provides students with the opportunity to acquire knowledge and develop positive values, attitudes and behaviours. \n\nIn Casa (JK/SK) and our Primary program (Grade 1 to 3), our students develop independence and experience the joy of personal discovery through Montessori methods. Our small classes and low teacher-to-student ratios enable our experienced and qualified Montessori teachers to know your children as individuals and to build a strong foundation for lifelong learning.\n\nFrom Grade 4 to Grade 8, the student transitions to a progressive model of teaching, based on an enriched Ontario Curriculum, yet still with a focus on the individual learning needs of each child. As a result, Rotherglen students demonstrate a strong foundation and excel in academic achievement.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics
    • What 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
    • What school says: This information is not currently available.

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

    • What school says: This information is not currently available.


    Writing
    • What school says: This information is not currently available.


    Science
    • 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
    • What school says: This information is not currently available.


    Social Studies
    • What school says: This information is not currently available.


    Humanities and Social Sciences
    • What school says: This information is not currently available.


    Foreign Languages
    • What school says: This information is not currently available.

    • Languages Offered: • French


    Fine Arts
    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • What school says: This information is not currently available.


    Computers and Technology
    • What school says: This information is not currently available.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What school says: This information is not currently available.


    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: 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
    Sexual orientation Gr. 8 Gr. 8
    Gender identity Gr. 8 Gr. 8
    Misconceptions relating to sexuality Gr. 10
    Relationships and intimacy Gr. 8 Gr. 8
    Bias and stereotyping about sex Gr. 12
    Sexual harassment Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 11
    Social justice and diversity

    What school says: This information is not currently available.

    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 school says: This information is not currently available.



    Montessori Approach

    CLASSROOM PRACTICES
    SCHOOL POLICIES: This information is not currently available.

    Whole-class lectures
    • 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
    • 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.



    Specialist classes
    • 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.



    Modern-day technology
    • 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.



    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:

    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 school says: A focus in the Casa Classroom is to foster independence and instill confidence in our students to explore their own potential. This is achieved by preparing the classroom environment with attractive, self- correcting materials for the children to learn. Students are taught grace and courtesy at a young age, which gives each child a heightened sense of respect for others and for themselves.


    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 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 school says: When we ask our families to describe Rotherglen in one word, the most frequent answer is nurturing. Our schools are welcoming and our administrators, teachers and students reinforce an atmosphere that is calm, comfortable and reassuring.\n\nA cohesive community like ours exists because it is rooted in common values that began when the school was founded by the Lanigan family, and continues to thrive today. Above all are mutual respect and an appreciation for individual differences and diversity.


    Developmental Priorities Intellectual, Emotional

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

    Secondary Developmental Priority: Emotional
    Emotionally intelligent and confident individuals, capable of leading both themselves and others.

    What school says: Our students’ progress and academic growth are tracked throughout the school year so that their individual learning needs are carefully met. Our purpose in monitoring student development is to guide their explorations and encourage them with new challenges and personal goals. Rotherglen’s small class sizes permit us to observe every child closely, tracking their progress as they grow.


    Special Needs Support Limited

    Limited

    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 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: 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.

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     GradesK12345678
    Non-lunch recessFrequency 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
    Amount 60 60 60 60 60 60 60 60 60
    Lunch recessAmount 30 30 30 30 30 30 30 30 30

    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:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Running
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Chess Club
      Choir
      Community Service
      Computer Club
      Debate Club
      Environmental Club
      Math Club
      Musical theatre/Opera
      Photography
      Robotics club
      Yearbook
      Yoga

    Tuition & Financial Aid

    Tuition

    This information is not currently available.



    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 600
    Average enrollment per grade67
    Gender (grades)K to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewN/A
    SSAT
    SSAT (out of province)
    Entrance Exam(s)2 - 8
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    N/A


    What Rotherglen School - Oakville says:

    An entrance assessment for students entering Grade 1 is conducted on an informal basis with a school administrator and lasts approximately 30 minutes. Students in Grades 2 through Grade 8 complete a formal written assessment which takes approximately 90 minutes.



    Acceptance

    Acceptance Rate:

    100%

    Type of student Rotherglen School - Oakville is looking for: This information is not currently available.



    Student Entry Points

    Student TypeK12345678
    Day Acceptance
    (Acceptance rate)
    00000000

    Stories & Testimonials

    News

    SMART Board Techology

    The familiar image of a teacher at the blackboard, piece of chalk in hand, will eventually be just a memory in the classroom of the future thanks to the creation of the SMART Board.

    Developed by the Calgary-based firm Smart Technologies Inc., SMART Board is an interactive whiteboard that is connected to a computer and projector. Not only does it display what is on the teacher's computer screen, it allows the teacher or students to interact with the program being taught. Grade 7 and 8 science teacher, Mr. Racioppo, explains the idea behind the interactive concept is to energize presentations and motivate students to learn.

    "I'm big on technology," he said. "But not for technology's sake but to enhance the learning experience. "The high-tech SMART Boards have so much more potential than just a means of sharing written information," Mr. Racioppo explained. "By using software with the Smart board, students can see visuals of what they're studying within seconds". It creates teachable moments that didn't exist before."

    SMART Board technology has been used with all Grade 1 - 8 classes in the computer lab last term. This new technology enables lessons to be taught from the front of the classroom where concepts can be clearly demonstrated. Once the concept is introduced, a student is invited to perform it on the whiteboard.

    Most recently, a SMART Board was installed in a totally different environment - the art room. Art teacher, Mr.Coleman noted students will be able to use it for presentations, art appreciation, compare and contrast discussions, interactive class art history seminars, drawings, analysis and more.

    "The work that I draw on the board can be saved and shown to the next class. Access to the Internet directly from the board, pictures of artwork, and my lessons or demonstrations are now larger than life." By the end of the 2006/2007 school year our goal is to have a SMART Board in each Grade 7 & 8 classroom. ...



    Grade 8's - Leaders in Action

    The Leadership in Action program at Rotherglen prepares Grade 8 students for a lifetime of giving back to the community. Led by Mme. Nickorick, Rotherglen Educaiton in Active Leadership (REAL), provides an opportunity for all Grade 8s to engage in community service activities at the school, in the local community and at an international level. It consists of three areas for leadership opportunity: leading the school community, involvement within the Town of Oakville, and initiating participation in the greater community.

    Within the school, the Grade 8s take on a leadership role with the school clubs and teams, helping younger students with their social decorum and discipline, which in turn develops their self-confidence and builds connections with others. It also provides the Grade 8s with an opportunity to reflect on how participating in the community as visible leaders affects their approach to daily life at school.

    Within Oakville, the goals are more complex: to take action in the community to develop a sense of humanitarianism responsibility, but put a face to the real needs of the community, develop the impulse and skills to assist in a positive way, and develop the self-confidence to initiate change.Two exciting initiatives will give students a chance to really make their mark. First, the school's connection to the United Way of Oakville will be a year-long relationship as opposed to just one week of fundraising in October. Secondly, we will be offering our students an opportunity to explore world issues through an exciting project in conjunction with Appleby College, called Model United Nations.

    Our goal will be for our student to gain global awareness. Several of our Grade 8 students will be invited to participate in a debate club where they will learn the various forms of debate styles. They will then participate with other students from our community in a convention to meet and discuss world problems. This initative can potentially have our students traveling and meeting students from all over the world. ...






    Get more info

    Contact Name
    Tracey DuPreez (Oakville Elementary Campus)

    Phone Number:
    click to view number


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