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The Thinnox Academy
The Thinnox Academy
755 Lakeshore Road East, Mississauga, Ontario, L5E 1C6
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Contact name:
Registrar

Phone number:
(905) 608-8446×
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The Thinnox Academy
 

The Thinnox Academy

755 Lakeshore Road East, Mississauga, Ontario, L5E 1C6
3120 Glen Erin Dr, Mississauga, , L5L 1R6

Curriculum:
Progressive,  Montessori
Grades (Gender):
7 to 12 (Coed); 9 to 12 (Coed)
Tuition:
$10,017 to 12,320/year
Main Language:
English
Avg. Class Size:
6 to 12
Enrolment:
Day: Varies (Gr. 7 - 12), Boarding: Varies (Gr. 9 - 12)

Get more information

Contact Name:
Registrar

Phone Number:


School Address
755 Lakeshore Road East, Mississauga, Ontario, L5E 1C6
3120 Glen Erin Dr, Mississauga, , L5L 1R6

About this school:

highlights

THINNOX is a leading provider of STEM education.Acronym for Think. Innovate. Excel, THINNOX was founded in 2006 on the principles of personalized education planning,project based experience & career interest based outcome orientation.Serving as the ideal sandbox for success,THINNOX graduates secure admission at their 1st choice institutions including best Colleges & Universities in Canada.THINNOX offers a full 30 credit OSSD curricula & STEM enrichment courses at the Lakeshore Campus & the Glen Erin campus.


Principal's Message

principal

Sachi Nag, Principal

Dear Students and Parents,

Welcome to THINNOX. Since 2006, when it was founded, the THINNOX Academy has been to all its students, the place for discovering and unleashing their true potential. It has served as the essential sandbox where students have found their ‘element’ – the meeting point between their natural aptitude and passion for technology, engineering or design.

Since its earliest days our students have chosen one of the three paths that were available to them. Elementary and middle-school students, having started early, have chosen to build a foundation for themselves. Our students in Junior High, that have already acquired the necessary STEM foundation, have engaged in self-determined intermediate level project work with the primary purpose of discovering their talent and career interests. They have moved on to the next step with a short list of options to develop further. Our students in Senior High School have kept a sharp focus on their careers, worked closely with our mentors and facilitators in developing their resume and portfolios in order to secure admission in top-tier institutions for higher-education, and in some cases even to embark on careers.

Since the time THINNOX began offering STEM immersive credit courses towards the Ontario Secondary School Diploma (OSSD), many of our High School students have increasingly opted to also earn their OSSD credits at THINNOX while engaging in original and big thinking STEM projects. The combination of credits along with career preparation and discovery helped them build great success stories for themselves. They were able to bring to their resumes and portfolios an unbeatable impact, built on solid experience. They went on to acquire eminence based on successes that helped them stand out amongst their peers.

Looking back at our students’ success stories what can we learn? Firstly, our students' success has been about starting early and building a foundation on core principles in technology, engineering and design – the three key disciplines that are powering commerce and industry now, and will continue doing, in the foreseeable future. Secondly, our student successes have also been about flexibility and their mental preparedness to discover what the STEM fields have to offer to them, in the context of their own talents and passion. Last but not least, their success has been about their eagerness to engage in deliberate, collaborative, mentor guided practice with the objective of mastering the craft involved in the field of work they love, and their readiness in putting the craft to effective use by building a repertoire of purposeful projects.

Courses in any one of our four programs: Foundations / Talent Discovery / Career Preparation / STEM Immersive OSSD, are available to you in the academic-year long or shorter (1-4 week camp) formats so that you can make your choices based on the stage that you are currently at, and the amount of time you able to dedicate to building your own future. By choosing THINNOX as the partner in your quest for building your foundation; discovering, sharpening and unleashing your talent; preparing for your career or acquiring your high school diploma, you are essentially making the choice to THINK, INNOVATE and EXCEL as a habit.

Hope to see you at our campus very soon!


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 The Thinnox Academy says: THINNOX Academy offers a STEM (Science, Technology, Engineering, Math) and Design immersive OSSD program. Our teaching method is a unique mix of formal and informal, structure and freedom and is entirely based on the students experience from working on real-world projects. The curriculum is outcome-orientation and all students achieve more in terms of readiness for admission to their first choice university or college.

  • Montessori offered:
    Program = offered
    Montessori toddler
    Casa
    Elementary
    Middle School
    High School
  • Approach:
    Focus Special needs
    Academic Special needs , Gifted, Troubled Teens


  • 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 The Thinnox Academy 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.


    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 The Thinnox Academy says: This information is not currently available.


    Humanities and Social Sciences Equal Balance

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


    • What The Thinnox Academy says: This information is not currently available.


    Foreign Languages Communicative

      The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
      Learn about the different foreign languages approaches  


    • What The Thinnox Academy says: This information is not currently available.

    • Languages Offered: • 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 The Thinnox Academy says: This information is not currently available.


    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 The Thinnox Academy says: STEM careers are growing at rates faster than careers in other fields. Careers in Technology, Engineering and Design offer among the best salaries in North America. Nearly every new start-up has to do with Technology, Education or Design. STEM professionals are in charge of solving complex problems of today’s world and its future. STEM immersion OSSD offers the best career preparation for students to take on STEM careers. By providing you with the chance to own and lead a wide variety of foundational technology projects, the STEM immersion OSSD program not only helps you to actually demonstrate the most sought after skills, but also it gives you the essential, hands-on, real-world experience in them.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What The Thinnox Academy says: THINNOX takes a unique approach to physical education, integrating physical fitness with nutrition awareness and meditation training.


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

    What The Thinnox Academy 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 The Thinnox Academy 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:

    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 The Thinnox Academy 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 The Thinnox Academy says: One of the things students love our Thinnox Academy is that both of our campuses stay open to students throughout the year, even outside regular hours of study. Students are encouraged to make the best possible of use of our facilities. Guidance is available on call and on demand and there are no limits to the support you get in academic and areas outside of academics as and when you need it.


    Developmental Priorities Intellectual, Social

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

    Secondary Developmental Priority: Social
    Socially aware and active citizens, motivated to change the world (or their community) for the better.

    What The Thinnox Academy says: The Thinnox Academy is for many students, but those that especially want to be future engineers, innovators or designers do especially well at the school.


    Special Needs Support Very High

    Very High

    The Thinnox Academy is a full-time special needs school. All students at The Thinnox Academy are receiving some form of specialized support. The school therefore offeres a very high degree of special needs support.

    • 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
    • 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
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Psychotherapy
      Speech-language therapy
    • Summary: THINNOX’s IEP based curriculum is designed to ensure a friendly and student centered atmosphere geared to a small set of students. Small class sizes allow our instructors to personally mentor every student, especially all the special need students and tailor the programming to their specific requirements and interests. The combination of personalized programming along with involved mentor-ship and keen career focus help our students achieve much more than what they think is possible.


    Gifted Learner Support Very High

    Very High

    The Thinnox Academy is a full-time gifted school and so offers a highly specialized environment for gifted learners.

    Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

    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 The Thinnox Academy says: THINNOX’s IEP based curriculum is designed to ensure a friendly and student centered atmosphere geared to a small set of students. Small class sizes allow our instructors to personally mentor every student, especially all the gifted students and tailor the programming to their specific requirements and interests. The combination of personalized programming along with involved mentor-ship and keen career focus help our students achieve much more than what they think is possible.

    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.

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades7 to 12
    Prose (narrative)-based feedback7 to 12
    Academic achievement reporting7 to 12
    Habits and behaviour reporting7 to 12
    Parent-teacher meetings7 to 12

    Class Sizes Not available

    This information is not currently available.

    Recess Policy

     Grades78
    Non-lunch recessFrequency 2/day 2/day
    Location Outside Outside
    Amount 60 60
    Lunch recessAmount 20 20

    What The Thinnox Academy says: This information is not currently available.

    Recess segmentation: This school segments recesses by grade

    What The Thinnox Academy says: This information is not currently available.



    Extracurriculars

    principal
    What The Thinnox Academy says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Football
      Ice Hockey
      Lacrosse
      Rowing
      Rugby
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
    • Clubs Offered
      Animation
      Art Club
      Audiovisual Club
      Chess Club
      Community Service
      Computer Club
      Online Magazine
      Photography
      Robotics club

    Tuition & Financial Aid

    Tuition

    Day Homestay (International)
     
    9101112
    Day$11,448$10,017
    Homestay (International)$12,320
    What The Thinnox Academy says: THINNOX also offers dorm facilities for students within the Lakeshore campus. This is offered on a first come first served basis. Contact an admissions counsellor for rates and availability.

    Discounts

    Discount TypeEnrollment TypeAmount
    Full payment all students5%
    Early paymentall students10%
    2nd child (sibling)all students10%
    3rd child (sibling)all students$10
    4th child (sibling)all students15%


    Need-based financial aid

    Grade range that need-based aid is offered: 9 to 12
    Percentage of grade-eligible students receiving financial aid25%
    Average aid package size$5,000
    Percentage of total enrollment on financial aid25%
    Total aid available$30,000

    Application Deadline:
    Rolling deadline

    More information:
    www.thinnox.com

    Application Details:

    This school works with Apple Financial Inc. for processing financial applications



    Merit based Scholarships

    IMPACT Tomorrow Scholarships
    Amount: $1,000
    Academic
    Deadline: Rolling
    Eligibility Details: Students grade 9 to 12—

    $1000 scholarship for the Best Mobile App developed by a Secondary School student in grades 11 or 12 that solves a real issue facing a community (local or global). Entries must include a 250 word essay explaining the issue the mobile app is solving, the developer's personal connect to the issue, how the mobile app solves the issue, technologies used in the development of the mobile app, projected benefits from the use of the mobile app in communities it was meant for, based on actual results so far. 

    $1000 scholarship for the Best Robot (or gadget) developed by a Secondary School student in grades 10 or 11 that solves a real issue facing a community (local or global). Entries must include a 250 word essay explaining the issue the gadget is solving, the developer's personal connect to the issue, how the gadget solves the issue, technologies used in the development of the gadget, projected benefits from the use of the gadget in communities it was meant for, based on actual results so far. 

    $1000 scholarship for the Best Social Campaign (Local) developed by a Secondary School student in grades 9 to 11 that solves a real issue facing your immediate community, or communities in Ontario or Canada. Entries must include a 250 word essay explaining the issue the social campaign is solving, the designer/developer's personal connect to the issue, how the campaign solves the issue, technologies used in the development of the campaign, projected benefits from the implementation of the campaign in communities it was meant for, based on actual results so far. 

    $1000 scholarship for the Best Social Campaign (Global) developed by a Secondary School student in grades 9 to 11 that solves a real issue facing a community outside of North America.Entries must include a 250 word essay explaining the issue the social campaign is solving, the designer/developer's personal connect to the issue, how the campaign solves the issue, technologies used in the development of the social campaign, projected benefits from the implementation of the social campaign in communities it was meant for, based on actual results so far. 

    Application Details:
    • Applicants must be Canadian citizens or landed immigrants enrolled in a full-time program at a Canadian post-secondary institution, accredited by the applicable provincial Ministry of Education, during the 2015 - 2016 academic year.
    • A full-time program is defined by consecutive Fall and Winter semesters.
    • Applicants must be at least 18 years old on January 31, 2016.
    • Awards are based on applicant's essay.
    • Essays may be written either in English or in French. Only one essay will be accepted per applicant.
    • Only the finalists will be contacted, by phone or other means according to the information supplied in their application. They will be required to provide official proof of enrollment and sign a written consent form indicating that the essay is entirely his or her own work and to allow Mensa and/or its designated agents to use their name and photograph for the purpose of publicizing the Mensa Canada Scholarship Programme. They may also be asked to provide proof of Canadian citizenship or landed immigrant status and two letters of reference.
    • Application deadline is January 31, 2016. The results of the competition will be announced in late July or early August, 2016.
    • The Mensa Canada Scholarship Program includes one or more scholarships of $1000, and may also include Honourable Mentions, all of which are awarded in accordance with the dictates of the Board of Directors of the MCSP, as funding permits.
    • Any claims made in the essay are subject to verification, including but not limited to: patents, publications, academic standings, and medical procedures.
    • The decision of the judges is final.

    Enrollment

    Total enrollment Varies
    Average enrollment per gradeVaries
    Gender (grades)7 to 12 (Coed); 9 to 12 (Coed)
    Boarding offered Gr. 9 - 12
    % in boarding (total enrollment)N/A

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


    Student distribution: This information is not currently available.


    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    Interview9 - 12
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay9 - 12
    Application Fee

    Application Deadlines:

    Day students:
    Rolling

    Boarding students:
    Rolling


    What The Thinnox Academy says:

    The admission process is easy and seeks to establish a strong partnership between our knowledgeable admissions counsellors, the student and parent right from the start.

    The process begins with a statement of interest (SOI) followed by a try-out session. Upon completion of the try-out session, you meet with an admissions counsellor to determine learning path, make your course selection and create your Individualized Education Plan (IEP) as needed. Upon completion of the admissions discussions you complete the registration forms and participate in the school orientation. Our experienced and friendly admissions team will help you through the process from your very first step to your first day at school.



    Acceptance

    Acceptance Rate:

    80%

    Type of student The Thinnox Academy is looking for: This information is not currently available.


    Day Homestay Boarding

    Student Entry Points

    Student Type789101112
    Day Acceptance
    (Acceptance rate)
    8 - 16 (80%)8 - 16 (80%)8 - 16 (80%)8 - 6 (80%)
    Homestay Acceptance
    (Acceptance rate)
    0000
    Boarding Acceptance
    (Acceptance rate)
    8 - 16 (80%)8 - 16 (80%)8 - 16 (80%)8 - 16 (80%)

    University Placement

    highlights
    Services = offered
    Career planning
    Internships
    Mentorship Program
    University counseling
    Key Numbers
    Average graduating class size6
    *Canadian "Big 6" placements6
    **Ivy+ placementsN/A

    *Number of students in 2015 who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

    **Number of students since 2005 that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK)

    Schools our students are admitted to (last 4 years): University of Western Ontario, University of Toronto, Queen's University, Ryerson University,
    Schools our students attend (last 4 years): University of Western Ontario, University of Toronto, Queen's University, Ryerson University,

    What The Thinnox Academy says:

  • Thinnox Academy provides immersion courses in Technology, Engineering & Design (TED) areas like no other educational institution in the GTA.
  • Guidance counsellors work with professional resume builders in helping students develop cutting edge resumes so that they are ahead of the game in college / university or as they enter the job market.
  • The unique 4 year TED immersion provided by Thinnox not only gives our students an unmatched edge (both, in terms of practical achievement and community-service) when it comes to securing admissions to first-choice programs in the best universities and colleges across the province and the country, it also makes them ready for the local and global workforce.

  • Stories & Testimonials

    News

    EQUALITY - Giving girls the same chance to enjoy high-tech careers

    There’s been a longstanding debate around the importance of encouraging STEM ( science, technology, engineering and math) studies for girls — especially through the middle- school years. To keep the momentum going, a number of schools are applying more innovative approaches to ensure that young girls are engaged and encouraged to stay with the STEM program.

    “It’s not enough to talk to girls when they’re 14 or 16 about selecting an engineering or technology career. It’s about building a level of comfort and getting involved in the process when they’re young,” says Michael Ianni-Palarchio, director of technology and innovation at Branksome Hall in Toronto.

    Branksome’s STEAM ( the added A is for arts) program not only exposes the girls to technology, he says. “We are really approaching this as a blend that reflects the skills needed in this day and age.”

    Branksome offers a number of initiatives dedicated to STEAM learning, starting with the Maker Space in the junior school where girls learn to build things, using basic tools such as hammers, glue guns or sewing machines, as well as modern tools like 3D printing and coding. “By middle school they are very comfortable with the idea of exploring ideas, taking risks and experimenting,” he explains.

    Middle and senior students can often be found at Branksome’s STEAM Innovation Centre, where they continue to leverage available technology. “Girls tend to have a very creative approach that is highly collaborative, and they embrace the social aspect of working in teams,” Ianni- Palarchio explains. “So we don’t just ask them to create programs. We ask them to come in and solve problems and pick the tool that works best, whether they’re developing a wearable device or programming a robot.”

    Perhaps the biggest highlight of Branksome’s interdisciplinary curricular approach is during the spring break, when Grade 9 students visit its sister school, Branksome Hall Asia, in South Korea. There, they work in teams to design and build wind turbines. “It takes things the girls traditionally learn in a siloed subject area and shows its applicability in solving problems,” Ianni- Palarchio says. “There, they learn to apply their knowledge in mathematics, physics, environmental science, CAD, circuitry design and building to a real-world application.”

    When Alise Cloutier took the trip it was an enlightening experience, she says.

    “We got to live in their residence, experience the culture and work hand in hand with girls at the school. It’s opportunities like that trip that really pushed me in the direction of STEM studies, because it made it seem very attainable.”

    As a co- ed facility, The York School is instilling its own cross- disciplinary ap- proach to STEAM projects in order to engage both male and female students equally. Justin Medved, director of learning, innovation and technology, says, “We have actively taken a look at math and science curriculums to apply STEAM broadly. Rather than just learning through content and delivery, we put students in front of authentic challenges they really have to wrestle with and work out.”

    He says girls tend to gravitate toward challenges that offer an opportunity for design expression. “That’s where they can feel they are achieving things.”

    Numerous studies have shown t hat f rom a science perspective, girls’ and boys’ brains develop differently, Medved says. “When it comes to design, girls do better earlier. That is one of the unique challenges we deal with here. If you embed the design piece into a middle- school curriculum, you have got that covered. And if you maintain that activity as they move through high school and expose girls to career choices, it could lead more of them to pursue careers in STEM.”

    It can be an uphill battle keeping the momentum for girls in STEM, admits Keka Nag, creative director at the Thinnox Academy in Mississauga. The school specializes in technology engineering and design for young adults in preparation for a university and career in fields such as engineering, architecture, graphic design or animation.

    “We are always concerned about getting more girls into these fields, especially computer science, mechatronics, robotics and math. We want that healthy balance that motivates both boys and girls.”

    Thinnox has been focused on expanding female enrolment, including offering a 50 per cent discount starting in 2017, as well as setting up speaking engagements and workshops with female chief executive officers and industry leaders.

    “There is a lack of knowledge about how girls can succeed in STEM- related f i elds,” Nag says. “They feel they might not do well because it’s competitive. But that’s a misconception. Girls possess wonderful leadership and design qualities, and are great at micromanaging projects and multitasking. If you give a girl the job of designing a game or building a 3D printer or a robotic car, they will enjoy that and be motivated.”

    “When you can create an experience that engages girls, you have created something anyone can plug into,” Medved believes. “But if your curriculum is only content-heavy, there will be attrition.”

    IT’S NOT ENOUGH TO TALK TO GIRLS WHEN THEY’RE 14 OR 16 ABOUT SELECTING AN ENGINEERING OR TECHNOLOGY CAREER. IT’S ABOUT BUILDING A LEVEL OF COMFORT AND GETTING INVOLVED IN THE PROCESS WHEN THEY’RE YOUNG — MICHAEL IANNI-PALARCHIO

    Original article can be viewed at: http://www.pressreader.com/canada/national-post-latest-edition/20161011/282260959975783

    ...



    International student homestay program at Thinnox Academy

    THINNOX strongly encourages International students to use the robust Homestay network available in the Greater Toronto Area (GTA region). In a Homestay you will live with a family and receive meals as part of the program price. Homestay is a highly recommended approach to get the maximum returns as an International Student by way of getting home cooked meals, improving language skills and learning about the Canadian culture along with the following other benefits.

    1: Experiencing Local Customs and Family Traditions

    Students integrate faster by learning the way local families communicate with one another, greet each other or share meals. All of these things vary by culture, but may be missed in general societal settings alone. Living in a local home gives the student endless opportunities to explore family traditions of a nation.

    2: Becoming Culture Smart.

    Living with a host family allows you to get faster, better more efficient answers to important questions like - how to get from point A to point B, where to sit and not sit, what clothing is appropriate for a particular setting. Not only do host families have experience in answering the questions of foreigners, if they have hosted guests previously, they also provide a warm, loving environment for asking important questions you may not feel comfortable asking anyone else.

    3: Getting 24X7 ESL Practice:

    In cases where the host family may not speak the native language of the International Student fluently,homestay families provide safe, secure, embarrassment-free 24X7 learning environments to try out new words or sharpen your skills at the English language.

    4: Becoming a Local Fast:

    Participating in typical weekend or evening activities right along with your host family allows the international student to fully live life like a local. Cook your favorite dish, trying out a native game, watching a local TV show or enjoying a pastime along with a local family brings a whole new dimension to the living the life of an international student.

    5: Getting a Home Away From Home:

    Staying in a homestay with a host family can become one of the biggest reasons for the International Student to feel at home in a foreign country, combat feelings of homesickness gain a "native family" and visit Canada again and again.

    ...



    The best high school guidance available

    THINNOX Academy offers guidance counselling as an integral part of the Secondary School STEM & TED Immersion Curriculum. 

    Every student has one-on-one guidance and counselling workshops scheduled as a part of the academic process. The three step method includes Assessment & Study Path Determination. Resume & Portfolio Building. University & Scholarship Application. 

    A systematic reporting and feedback mechanism helps the guidance counsellor stay closely in touch with the student's progress and helps them recalibrate plans as needed. In addition to scheduled discussions integral to the academic process, a counsellor is always available on site for one-on-one discussions anytime a student or parent may require or request. 

    THINNOX students have demonstrated steady improvement in self-awareness; they have made informed study path determination; built their resume and portfolio aligned with career choices; and have a proven track record of exceptional performance at school and outside. Over the past decade they have had tremendous success at achieving first-choice university acceptance, and scoring entrance scholarships.

    ...



    What students say about Thinnox Academy High School

    "I loved the blend of formal and informal methods as it allowed me to learn within a structured framework and also provided the freedom to take off when I felt I had the needed skills." - Cindy

     

    "I was always passionate about technology, but my mentors at Thinnox Academy helped me find the right projects to engage with so I could channel my talent in ways that helped me take the big leap toward higher education." - Sebastian

    ...



    Why attend a Technology, Engineering and Design (TED) high school?

    Technology Engineering Design (TED) degrees are most sought after in the North American work place. TED careers are growing at rates faster than careers in other fields. Careers in Technology, Engineering and Design offer among the best salaries in North America. Nearly every new start-up has to do with Technology, Education or Design.TED professionals are in charge of solving the complex problems of today?s world and its future.

    TED immersion OSSD offers the best career preparation for students to take on TED careers. Here?s why?

    The National Association of Colleges and Employers (NACE) a non-profit group that connects college career placement offices with employers, ran a survey from early August to mid-September where it asked hiring managers what skills they prioritize when they hire college grads. The results are as follows:

    1. Ability to work in a team
    2. Ability to make decisions and solve problems
    3. Ability to plan, organize and prioritize work
    4. Ability to communicate verbally with people inside and outside an organization
    5. Ability to obtain and process information
    6. Ability to analyze quantitative data
    7. Technical knowledge related to the job
    8. Proficiency with computer software programs
    9. Ability to create and/or edit written reports
    10. Ability to sell and influence others

    Every high school student would have used the top 5 skills at some point or another in their respective academic programs. The important question however is this: How does one demonstrate to the College/ University admissions office or to your future employers that you actually have those skills?

    Thinnox Academy's TED immersion OSSD is a very good answer. By providing you with the chance to own and lead a wide variety of foundational TED projects, the TED immersion OSSD program not only helps you to actually demonstrate the top 5 most sought after skills, but also it gives you the essential, hands-on, real-world experience in the remaining 5 core skills in the list.

    ...



    In the News

    News

    July 26, 2016 - In order to succeed in High School, start with the end in mind.

    You want to be successful in High School? Find your 'element'? Join a STEM program that gives you skills that will stand you out. ...



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