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The Giles School

   
80 Scarsdale Road, Toronto, Ontario, M3B 2R7

ADD TO SHORTLIST   Website
Curriculum:
Liberal Arts
Grades (Gender):
Preschool to 8 (Coed)
Tuition:
$12,200 to 20,300/year
Main Language:
French
Avg. Class Size:
10 to 16
Enrolment:
Day: 170 (Gr. PS - 8)

School Address
80 Scarsdale Road, Toronto, Ontario, M3B 2R7

Highlights:

highlights

About this school:

highlights

The Giles School is a co-ed, French immersion private school for children age 2 through Grade 8. Our school provides early and continuous exposure to an enriched French immersion curriculum beginning at age 2 (Pre-K) with activity and play in our fully licenced daycare programme. This early learning advantage takes form in our comprehensive, multi-sensory programme focused on world languages, mathematics, science, and the arts. Small classes offer enriched interaction focusing on the unique personality and learning needs of each child. Our curriculum is founded in an inclusive learning environment where it is safe to explore, take risks and achieve the highest academic outcomes. Children in the Giles French immersion programme display superior academic performance across all subjects, including English. A period a day of Mandarin is introduced in Grade 1, making The Giles School one of the most engaging language schools in Canada. Admissions are on a first come, first served basis with students accepted at age 2 through Grade 1 without pre-testing or screening and with no previous French experience. We believe that with well-crafted and properly executed approaches to learning, achievements of exceptional academic power and emotional versatility are possible for all children. — Visit school website




The Our Kids review of The Giles School

our takeThe Giles School provides an enriched language immersion program from preschool through the middle grades. The French program starts in preschool, and a Mandarin program begins in grade 1 with a period a day spent in an immersive Mandarin environment. It's perhaps safe to say, in terms of language learning—both in terms of when immersion is introduced, as well as providing multilingual immersion—the program is the only one of its kind in Canada. Classes are small, and academics are rigorous, covering the entire core curriculum and then some. The ideal student is one who can benefit from enrichment and who will thrive within a play-based, curiosity-driven environment.



Principal's Message

principal

Caroline Bernaba, Head of School

What Sets the Giles School Apart? While The Giles School’s method – early academic intervention, French immersion, and third languages – produces impressive academic results, that’s not what makes us stand out most. What sets us apart, and what we’re most proud of, is our commitment to view each of our students as a totally unique individual to be loved, nourished, harnessed and moulded from within.

The Giles School helps children reach their potential by providing them with a stimulating environment that includes a second (and then a third) language, mathematics, science, art and music. This results in an increase in operating intelligence by 20% and is the reason why our students are working 2 or even 3 grades ahead of students in the public (and private) school system.

But more importantly than their academic achievements, Giles School students feel secure in a safe environment that is nurtured with respect, acceptance, high expectation and love. A Giles classroom is animated by democratic principles where every child is socially equal and unique.

Also, we don’t believe in skipping grades and pushing children beyond their emotional capacities, even if they’re academically advanced. Our small class size gives us the flexibility to offer higher-level work to academically advanced students in their assigned class without leaving their peer group. This ensures that each child develops emotionally at a regular pace while catering to the special needs of fast learners.

So if a programme with the highest international standards entrenched in the principles of love and emotional support excites you, welcome to The Giles School! We look forward to seeing your child in our classrooms!


Academics


Curriculum Liberal Arts

Primary Curriculum: Liberal Arts


What Giles School says: The Giles School has created a strong programme based on research of the human mind and its infinite possibilities for growth and development. Founded on the concept of early enriched learning within a bilingual setting, challenging students with the highest curriculum and enrichment standards, all with love and individualized attention ensures the well being and success of each of our students. The goal of The Giles School programme is to awaken the mind, quicken the spirit and stir the heart. The Giles School looks upon each child as a totally unique individual to be loved, nourished, harnessed and moulded from within.

  • Approach:
    Focus Language-based
    Academic French immersion


  • 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 Giles 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 Giles School says: This information is not currently available.

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

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


    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 Giles School says: This information is not currently available.


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

    • Languages Offered: • Chinese-Mandarin • French


    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 Giles School says: This information is not currently available.


    Computers and Technology Medium integration

      Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
      Learn about the different computers and technology approaches  


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

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

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


    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 Gr. 1 Gr. 1
    Nutrition SK Gr. 1
    Human development Gr. 1 Gr. 1
    Puberty Gr. 6 Gr. 4
    Sexual health and hygiene Gr. 6 Gr. 4
    Reproduction Gr. 6 Gr. 5
    Pregnancy Gr. 6 Gr. 7
    Sexually transmitted infections Gr. 6 Gr. 7
    Sex and decision-making Gr. 6 Gr. 7
    Contraception Gr. 6 Gr. 8
    Consent Gr. 8 Gr. 9
    Sexual orientation Gr. 6 Gr. 8
    Gender identity Gr. 5 Gr. 8
    Misconceptions relating to sexuality Gr. 5 Gr. 10
    Relationships and intimacy Gr. 6 Gr. 8
    Bias and stereotyping about sex Gr. 5 Gr. 12
    Sexual harassment Gr. 6 Gr. 9
    Body image issues Gr. 4 Gr. 7
    Mental illness Gr. 4 Gr. 11
    Social justice and diversity Gr. 4

    What Giles School says: Giles students start exploring the body parts at an early age by identifying them and learning about their functions. They learn that their body belongs to themselves and they are responsible for its hygiene and protection. As of grade 4, the students discover puberty and identify symptoms closely related to it. Then they explore and discuss sexuality, sexual interactions, diseases, and gender identity. We ask for parental approval before teaching these specific lessons.

    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.

    31 % of Our Kids' schools use a progressive approach for sex and health education


    What Giles School says: This information is not currently available.



    Preschool/K Curriculum Play-based

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

    Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.

    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 Giles School says: As a French immersion school, The Giles School introduces French as the core language in preschool (age 2). Children learn French through playful interaction involving stories, games, songs and other stimulating activities. A safe, intimate and nurturing classroom environment encourages children to take risks when speaking French and students’ efforts are consistently motivated by patient, positive reinforcement.


    Curriculum Pace Accelerated

    • Standard-enriched
    • Accelerated
    • Student-paced

    The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).

    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 Giles 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 Giles 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 Giles School says: This information is not currently available.


    Special Needs Support Limited

    Limited

    Giles 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 Accelerated curriculum

    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: This information is not currently available.

    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 Giles 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

     GradesPSJKSK12345678
    Non-lunch recessFrequency 2/day 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 Outside
    Amount 30 30 30 30 30 30 30 30 30 30 30
    Lunch recessAmount 30 30 30 30 30 30 30 30 30 30 30

    What Giles School says: During recess time students play and have fun through organised activities by teachers and supervisors. This aids in their social development and engages them in fun activities.

    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 Giles School says: Our Pre-K classes are completely separated from the rest of the grades as well as JK and Sk. Grade 1 through 6 students have the same time allotment for recess but are separated in the playground field.



    Extracurriculars

    principal
    What Giles School says:
    • The Giles School is a member of the Small Schools Athletic Federation (SSAF).

    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Band
      Jazz Ensemble
      Yearbook

    Tuition & Financial Aid

    Tuition

    Day Day (Half day)
     
    PSJKSK12345678
    Day$20,300$19,800$19,900
    Day (Half day)$12,200
    What Giles School says: Tuition fees at The Giles School are directed solely to the operational costs of our school and for full time students include a full day of care for children from 7:30 am through 5:00 pm. If you have any questions, please feel free to contact us.

    Discounts

    Discount TypeEnrollment TypeAmount
    Early paymentall students1.5%
    2nd child (sibling)all students10%
    3rd child (sibling)all students20%
    4th child (sibling)all students30%


    Need-based financial aid

    This information is not currently available.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 170
    Average enrollment per grade14
    Average class size10 to 16
    Gender (grades)Preschool to 8 (Coed)
    Boarding offeredNo

    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    Interview
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee 

    Application Deadlines:

    Day students:
    Rolling


    What Giles School says:

    The Giles School adheres to a first-come, first-served admissions philosophy.

    We do not pre-screen children entering our school from the Pre-K level through Grade 1 on the basis of standardized tests or any other form of evaluation. We believe that when children in the early years are placed in a highly stimulating academic environment infused throughout with strong emotional sustenance, they will thrive, regardless of their initial aptitudes. Students who wish to transfer to The Giles School from Grade 2 on must fulfill minimum French language criteria and join us for a French language ability evaluation before being considered for our programme. Our goal is to ensure that every student who enters The Giles School programme will learn consistently and with confidence, achieving the same level of excellent fluency as his/her peers.



    Acceptance

    Acceptance Rate:

    100%

    Type of student The Giles School is looking for: We offer open admissions because we believe every child can excel in our nurturing educational community.



    Student Entry Points

    Student TypePSJKSK12345678
    Day Acceptance
    (Acceptance rate)
    00000000000

    Stories & Testimonials

    News

    THIRD LANGUAGES

    Knowing many languages is a priceless asset, one which can lead us into a broader and deeper cultural awareness. Multilingualism can open up a tremendous world of opportunities, not only in business, but also in such diverse fields as communications and diplomacy. It also makes one more adaptable in a world of rapid change, a world characterized by increasingly complex forms of interdependence. For example, according to many economists, in the next twenty-five to thirty years, China could well surpass United States as the world?s leading economy. Learning many languages is thus one important way that today?s children can prepare for these major transformations. The Giles School is one of the very rare as schools in all of Canada offering Mandarin as a regular part of its curriculum. Because early language acquisition is strongly encouraged, children begin daily third language instruction in Grade 1. All the teachers are native speakers, all the textbooks are purchased internationally, and all the classes are small. If you were to spend a whole day at the Giles School, you would see students conversing in three languages: French, English, and Mandarin. Few, if any schools in Canada can claim to offer its students such a rich opportunity today to get ready for tomorrow.

    ...



    SMALL CLASSES

    Each student deserves individual attention because each student has unique needs. Learning is optimized when teachers can spend ample time dealing with each child as someone special. This can only happen when classes are small. And when they are small, no child is left behind. Unfortunately, many of today?s teachers operate under far from ideal conditions. It is not unusual to find classes of upwards of thirty or more students. This usually means that teachers spend less time teaching and more on simply ?managing? their classes. It is then difficult, if not impossible, to grant each student the time he or she deserves. Over an extended period of time, having to deal with large classes wears teachers out. Instead of tailoring lesson plans to suit the needs of each student, teachers must occasionally resort to finding some means of averaging the curriculum to achieve at least some minimally acceptable level of expectations. Appealing to the lowest common denominator can leave many students unsatisfied. Gifted students do not get the extra enrichment that could keep them stimulated; others cannot get the extra attention that could help them keep pace. At The Giles School, we have a strictly enforced policy that caps class sizes at very low levels. (Nursery-10, Junior Kindergarten-12, Senior Kindergarten-14, Grade1 to 12-16) This gives every teacher plenty of time to address the needs of individual students, and contributes significantly to a classroom environment suited for ideal learning. ...



    A PARENT'S DREAM

    When I began looking for a school for my daughter I immediately thought of my alma mater, The Toronto French School, assuming it would be the natural choice for her as well. The TFS had laid an excellent foundation for my university experience. Certainly, the curriculum in the early years was advanced compared with the public and private schools. Russian in grade 3, Shakespeare in grade 4, advanced Biology, Chemistry, and Physics from grade 3 onwards all contributed to a very solid education. That I was fluent in French and well on my way to fluency in Russian, plus the preparation for O levels, made my transition to university relatively easy. Majoring in International Relations with a double minor in French and Russian, I found the training I received highly relevant in helping me achieve top marks with relative ease. In fact, much of the course material I covered in my first few years repeated what I had already learned. Because of the early start I received, I was able to attain the marks needed to get into graduate studies, if I had chosen that path. However, after comparing the TFS today with the Giles School, I was surprised to find my first choice was the Giles School. I was impressed with Mr. Giles' vision, passion and experience in the field of child education. More importantly, I believe he has taken his 25 years of experience as headmaster at TFS and improved upon it. The emphasis on early intervention is heightened at the Giles School to a level I did not see in my early years at the TFS. Not only are the children introduced to a completely French education, but they are challenged in math,science and music; and introduced to second and third languages at much higher levels at the earliest stages. In addition, the school offers an excellent physical education program, amazing class outings, and top-notch after school programs. There is an added dimension I also feel is very important at the Giles School: an emphasis on developing a world view. Students and teachers are quick to contribute to the outside community through creative fund raising in response to disasters, visiting the elderly, gift drives and other activities that underline a commitment to making the world better. After four years of watching my daughter progress though, I am more impressed than ever. It would be hard to imagine a school that could compete with the Giles School academically. Mr. Giles' curriculum and commitment to "early intervention" is working. Not only does my daughter love school, but she is doing work I never thought possible from a six year old. I love the way the school does not hold back on stimulating the children without appearing to stress them in negative ways. This school is the answer to my dreams as a parent. There is no room for boredom or discipline problems, the teaching and child care staff are excellent, and children are given an opportunity to thrive. ...



    THE EASIEST DECISION

    Perhaps the hardest decision we make as parents is selecting our child's school. After looking at many schools we decided that the Giles School was right for two overriding reasons. Firstly, we liked the teachers, the environment, and the curriculum, both for the early years and high school. And secondly, having graduated from The Toronto French School when Harry Giles was headmaster, we knew exactly what to expect... From the beginning, it was clear that the school Mr. Giles founded was different. We were taught entirely in French by young enthusiastic teachers brought in straight from France- and classes were small. In the days of 13 grades, Mr. Giles pushed his students through in 12, but their achievements were still superb. Some classmates went to Neufchatel, Caltech, Oberlin, and MIT, not to mention receiving first class standing in external exams, like the French Baccalaureate, and the O and A levels. My early experiences were of warmth and exciting learning. Although kids came from diverse backgrounds, at TFS we were equal. Education in all subjects was advanced, but it was French education that was most remarkable: we all learned to speak fluently in both official languages. But it was high school when we first understood what early intervention and language training had prepared us for. Mr. Giles was running a school competitive with any in Canada. In Math Olympiads, science fairs, and debating competitions, we competed- and won. In the 1984 Ontario private school public speaking competition we took the first three places. We represented Canada in international competitions, as did our math and science students. We debated legendary Upper Canada College. They intimidated us. We beat them. Perhaps the most important aspect of our education at TFS was the O and A levels. Like British students, we spent a year preparing for the O and A levels. In the English O level, for instance, we spent a year studying four books. None of the students had had the chance to study Shakespeare in such depth, and we soon understood why Shakespeare is so beloved. The same was true for math and science. What none of us knew then was that even in O levels we studied at a level and intensity that wouldn't be repeated until our majors in University. If the curriculum was outstanding, the teachers were the most memorable. Handpicked by Harry Giles, they were the school's backbone: the math teacher who passionately loved numbers, and transferred that passion to his students; and the history teacher who relentlessly taught the great importance of structure in essays. When our three year old was bored at daycare, our memory of attending Harry Giles' school tipped the balance. After visiting many schools we knew that TFS had changed profoundly. At the Giles School we knew immediately that Mr. Giles had started a new school based on the same principles: early intervention, advanced curriculum, excellent faculty and the best French language education in Toronto. He made a very difficult decision very easy. ...



    LOVE

    Love is the foundation of all learning. When children are allowed to make mistakes without fear, when they are encouraged, when they receive constant positive reinforcement, when they feel that they are valued, then the child will thrive and learning will take place. One of the fundamental preconditions for a child?s development is a healthy sense of self-esteem, a sense of his or her own worth as a unique individual whose thoughts and feelings matter and are respected. With this solid grounding, the child will come to appreciate and likewise respect the thoughts and feelings of others. It is the vital responsibility of educators to fashion learning environments where children can grow in social intelligence and exercise their emotional muscles. When this happens, children flourish and the conditions are set not only for life-long learning, but just as importantly, for developing the faculties of empathy and social consciousness. At the Giles School we strive to nurture these social and emotional skills in children by practising an Adlerian approach that treats children as naturally social creatures, and which believes that the development of a vibrant sense of self, and a positive and mature appreciation of one?s relationship to others, go hand in hand. Espousing a philosophy of ?no reward, no punishment,? we believe passionately that children- even young children- can become socially adept individuals who care about others based on the intrinsic merits of doing so; a carrot-and-stick approach is unnecessary. When the emotional foundation for children is set, all that we try to accomplish in the areas of early academics, bilingualism, high international standards, and third languages comes to fruition. Love is the ingredient that makes everything we do-work. ...



    EARLY ACADEMICS

    There is a rapidly accumulating body of evidence emerging from fields of cognitive psychology, neurology, along with reports on the life-long effects of early learning from independent groups, such as that headed by Dr. Fraser Mustard, that point indisputably to the major benefits children derive from well-crafted, properly executed approaches to early enriched learning. These benefits are conferred through constant, heavy, positive stimulation of young children?s neural pathways, spawning a rapid proliferation of connections among neurons in the brain. The more intense and varied the stimulation, the denser is the web of connections thus formed, yielding a brain more supple, agile, and responsive than one denied such experiences. The phenomenon is most pronounced in the young. Just observe the relative simplicity with which children can pick up new languages. The Giles School provides children with a saturated, multi-sensorial learning environment. Beginning in nursery, children receive all-day instruction in a French immersion setting by teachers selected throughout the French-speaking world. The early exposure to language, mathematics, art, and music gives children a highly enriched stimulation just at the time when they are most receptive to learning new things, when the brain can absorb new experiences like a sponge absorbs water. And the results that children attain in language fluency and mathematics are well beyond the standards of public (and most private) schools. We don't underestimate children. We give them high expectations-and they meet them. We challenge them- and they respond, not because they are more gifted than other children, but because we recognize that children have boundless instincts for learning. We capitalize on this natural curiosity by creating a richly fertile atmosphere that feeds the mind, nourishes the heart, and quenches the soul. ...



    BILINGUALISM

    Children who speak multiple languages early in life have many advantages over unilingual children. They learn how to abstract earlier, to ignore distracting information, and thus to focus more clearly. Why? Because when bilingual children switch constantly between the rules of different languages, they exercise more intensely the language areas of the brain, allowing the brain to mature more quickly and with greater complexity. The Giles School offers a comprehensive bilingual programme starting in nursery. In preschool (Pre-K to Senior Kindergarten), all academic subjects are taught in French. The early, constant exposure to their non-native language allows children to reach a remarkable degree of fluency in a relatively short space of time. At the elementary level, French is the core subject for all subjects, with accommodations made for English and third language instruction. (Mandarin). Furthermore, our curriculum follows standards established by the French National Ministry of Education. As well, most of our textbooks come from France and all of our teachers are selected from throughout the French-speaking world, such as France, Algeria, Burundi, Lebanon, Egypt, and Switzerland. These features help to create a French programme that is first rate in every respect, and together with early academics and small class sizes, give children priceless opportunities to learn one of Canada's native languages under almost ideal conditions.

    ...



    Associations

    Associations
    • The Ontario Federation of Independent Schools (OFIS) Associations


    Social Feeds





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