12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada
362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
5,695.0 km
5,527.6 km
1993
1891
220
750
1 to 8
3 to 12
Coed
Coed
Day
Boarding, Day
English
English, French
Academic
Academic
Traditional
Traditional, International Baccalaureate
Varies
17
Dedicated gifted school
Accelerated curriculum
$18,500
$38,970
$84,700
No
Yes
0%
10%
None
7 to 12
$0
$15,000
28
75
0%
15%
75%
70%
1, 2, 3, 4
4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades 1 - 8
Yes: grades 4 - 12
No
No
“P.A.C.E. is an excellent school for highly intelligent students who want balance, challenge, and preparation for life after graduation.”
“My children love the intellectual stimulation that classmates and teachers provide.”
– Winnie LoBaker, Parent
“P.A.C.E. has truly unleashed our children’s potential.”
– Kulbhushan Talwar, Parent
Read The Our Kids Review of Academy for Gifted Children - P.A.C.E.
Ashbury College consistently exceeds provincial and global benchmarks in university acceptance rates and academic achievement, with students gaining admission to top institutions in Canada and worldwide. Over the past 15 years, Ashbury has maintained a 100% university placement rate.
Ashbury’s proximity to Canada’s political and diplomatic institutions has shaped its identity. This longstanding connection to Canada’s international community has helped cultivate a culture that is outward-looking and globally aware, with a student body that reflects a wide range of backgrounds and perspectives.
The 13-acre campus blends tradition and innovation, with heritage architecture standing alongside state-of-the-art learning spaces. The school’s signature red-brick buildings contrast beautifully with the surrounding greenery, creating a campus that is both inspiring and picturesque.
Read The Our Kids Review of Ashbury College
The PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
View full reportAshbury celebrated its 130th anniversary in 2021, making it one of the oldest schools in the nation. Of that class, it’s also one of the larger schools, with an annual enrolment in the 800 range. There are benefits to size, and Ashbury displays them, with a wealth of extracurricular activities and co-curricular programs. The school was founded by an Oxford graduate, Canon George Penrose Woollcombe, who cast the school within the academic tradition that Oxford exemplifies. That said, times change, and certainly Ashbury did as well. The school was an early adopter of global education, most obviously with the addition of the IB program in 1976. Girls were enrolled in 1982, and since then, the school has achieved gender parity, with a roughly equal ratio of boys and girls. The impressive alumni list includes a prime minister, John Turner, and a Nobel laureate, Douglass North. The ideal student is one looking for a challenge and one who can function well in very active curricular and extracurricular environments.
View full report
"he administration and teaching staff truly want all students to succeed to their highest potential."
Melanie Maresch - Parent (Mar 09, 2023)
Both of our kids love the culture and environment at PACE. They have many close friendships that hav... View full review
"It offers a challenging, yet well-balanced curriculum in every grade."
Yuliya M - Parent (Mar 13, 2023)
Our daughter's experience at the Academy for Gifted Children - P.A.C.E. has been rewarding. She has ... View full review
"The quality of teaching at PACE has always surpassed our expectations."
Raminder Juneja - Parent (Mar 22, 2023)
Both of our children have had wonderful experiences at PACE. The collaborative, supportive learning ... View full review
"Ashbury definitely prepared me for the next step, especially in how to manage workload and advocate for myself."
James Goldberg ('23) - Alumnus (Aug 08, 2025)
Ashbury was a place where I felt both pushed and supported in equal measure. What stands out most is... View full review
"There was a strong focus on critical thinking, global awareness, and real-world problem solving."
Kristi Godkin ('19) - Alumnus (Aug 08, 2025)
I spent my school years at Ashbury College with a strong sense of curiosity and opportunity. What st... View full review
"New students should expect to be challenged but also cared for; there’s a real willingness here to meet you where you are."
Toshka Beshara ('21) - Alumnus (Aug 12, 2025)
Ashbury really was a place where I could be more than just “the athlete” or “the student.” I... View full review
"P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to identify and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children require high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program, including Arts and Athletics, complements this specialized academic program."
"Established in 1891, Ashbury College is an IB all-gender school, recognized as one of Canada’s top day and boarding schools for Grades 3–12. Our diverse student body, from over 60 countries, benefits from rigorous academics, 70+ co-curricular activities, a 100% university placement rate, and an average class size of 17. Ashbury’s mission is to inspire students to be intellectually curious, compassionate, and responsible global citizens in a dynamic learning environment."
"At P.A.C.E., we focus exclusively on intellectually gifted children. Our curriculum goes well beyond the standard, offering greater depth and a faster pace that truly challenges our students. What sets us apart is how we meet the academic, social, and emotional needs of gifted learners, all in one place. Our teachers are specially trained to support this population, and we offer advanced subjects early, along with opportunities for problem-solving, leadership, and creativity. From coding and science to the arts and competitions, we create an environment where gifted students feel engaged, understood, and inspired to grow."
"Academic excellence is the hallmark of Ashbury College, where innovative learning spaces and exceptional faculty and staff create unparalleled educational opportunities. Beyond the classroom, Ashbury offers boundless opportunities through a broad range of 70+ co-curricular activities, athletics, and artistic endeavours, including music, visual, and performing arts.
Classroom learning is further enriched by experiential opportunities such as outdoor education, community service and outreach, and our Summer Internship Program, which allows students to explore various career paths. Ashbury is also actively involved in the Round Square Program, offering students the chance to participate in their International Exchange Program. Additionally, we proudly offer the Duke of Edinburgh Award program."
"Focusing only on gifted learners keeps enrollment and class sizes small, allowing us to give students needed attention and challenge. However, it limits facilities and extracurriculars compared to larger schools. All students advance quickly, which suits some but not all. These tradeoffs help us stay true to our mission of helping gifted children thrive academically and emotionally."
"Historically, Ashbury was an Anglican school with a stunning stained-glass windowed chapel at its heart. Today, we proudly define ourselves as an inclusive community where every student feels a sense of belonging regardless of religious or cultural background. We celebrate individual differences and embrace diversity as one of our greatest strengths.
Once an all-boys institution, Ashbury has evolved into an all-gender school, boasting a nearly equal representation of male and female-identifying students. We firmly believe our diverse student body enriches our community and enhances everyone's educational experience."
"Since opening in 1993, we have remained dedicated to helping gifted students reach their full potential. Creating a school specifically for them was a bold move at the time, but it has influenced everything we have done since. We have developed a curriculum that consistently surpasses grade level and recruited educators who truly understand gifted learners. We have expanded our facilities and upgraded our technology to support how our students learn best. Through national competitions, creative projects, and ongoing growth, we have established a strong reputation as a leader in gifted education."
"Ashbury College, founded in 1891 by George Penrose Woollcombe, began as a three-room boys' school on Wellington Street, Ottawa. It moved to Argyle Street in 1800 and its current 13-acre Rockcliffe Park location in 1910. The school was expanded in 1972 to accommodate over 300 students. In the years since, campus facilities have expanded to include, a gymnasium (1985), Napier Wing for the Junior School, theatre, computer lab (1994), Heather Gillin Residence for girls (1999), Maclaren Dining Hall, a double gymnasium, additional classrooms (2004), Matthews Boarding House for boys (2009), the Creative Learning Centre (2014), Maple Boarding House, Chris and Mary Taggart Fitness Centre (2016), and The Centre for Science and Innovation (2019).
Key milestones include the IB Programme (1974), co-education in the Senior School (1982), and Junior School (2010)."
"P.A.C.E. is designed for students who’ve been formally identified as intellectually gifted, typically those performing in the top 5% of their age group. Our students tend to be naturally curious, love a challenge, and enjoy going deeper into topics. The right fit is someone who’s excited by inquiry, eager to collaborate with peers who think like they do, and open to exploring a wide range of ideas. If a student is motivated, creative, and wants to be in a community where individuality is celebrated, they’ll thrive here."
"To truly experience the Ashbury advantage, a student must embody curiosity, compassion, and a sense of global responsibility. Our dynamic learning environment is brimming with opportunities designed to inspire those who seek inspiration, educate those eager to learn, and guide everyone toward their unique path to success. We stand by our motto—Probitas, Virtus, Comitas—which translates to honesty, courage, and kindness. Students who embrace these values will find that an Ashbury education offers tremendous benefits, fostering personal growth and academic excellence."
"If a child hasn’t been identified as gifted, our program may not be suitable. We have high expectations and a compacted curriculum, which may be overwhelming for students who prefer more traditional or relaxed environments. Families looking for a large campus or a broader, generalist program might also find our focused setting less suitable. We’re best suited for families who want an environment that challenges gifted learners and supports them every step of the way."
"Families that do not respect individual and cultural differences may find it challenging to integrate into a school community that includes students from over 60 countries worldwide. However, any family committed to quality education and a passion for learning will be warmly welcomed at Ashbury.
While our campus presents some challenges for students with physical disabilities, we strive to support individual learning styles. It's important to note that we do not offer extensive remedial academic support."
"Families choose P.A.C.E. because we understand gifted kids. Our curriculum is built for them, our teachers are trained to support them, and our entire school is designed to help them thrive. Parents appreciate how we balance academic challenge with emotional and social support. They often tell us their children feel truly seen here, for the first time. Many also value the opportunities for hands-on learning, leadership, and competitions that stretch and inspire our students. The strong sense of community and shared understanding make a big difference."
"Ashbury takes pride in its 100% IB Certificate completion rate and outstanding university placement record. Our graduates go on to attend top-tier institutions across Canada, the United States, and around the world. An education at Ashbury opens doors to a bright and promising future for our students."
"We’re recognized as a school that truly excels in gifted education. While we may be smaller and more specialized than some private schools, we have a strong reputation for academic excellence, innovation, and care. People who know us see us as a place where gifted students are challenged, supported, and prepared for the future - not just academically, but as individuals with rich, fulfilling lives. Our graduates leave confident, capable, and ready for whatever comes next."
"Ashbury is recognized by the local Ottawa community as a prestigious institution, offering students access to exceptional facilities and opportunities that surpass those available in the public school system. The diplomatic community in Ottawa views Ashbury as an internationally oriented school that supports culturally diverse students. Globally, families and educational agents regard Ashbury as a safe and welcoming community where children can thrive academically and personally as they pursue their studies."
"We’re often recognized for our academics, but our focus on social-emotional growth is just as strong. We work hard to create a kind, respectful environment where students feel safe being themselves. Our teachers model empathy and integrity, and we give students real opportunities to lead, collaborate, and grow as individuals. That balance of intellectual stretch and emotional support is something families may not fully appreciate until they experience it firsthand."
"The location of Ashbury College in the heart of the Nation's Capital, Ottawa, provides a number of unique opportunities for our students including access to a multitude of museums, galleries, and learning centres such as the Global Centre for Pluralism. Ottawa is surrounded by a variety of greenspaces in which to learn and play. Ashbury actively engages our students with the greater Ottawa community through our charitable activities and our ongoing relationship with our local Indigenous partners."
"Families are often surprised by how warm and welcoming our community feels. Even though we’re focused on academics, there’s a lot of creativity, laughter, and connection here. We offer a wide range of arts, athletics, and extracurriculars, and we encourage every student to explore new interests. It’s a place where students can take risks, try new things, and be fully themselves; something many gifted kids haven’t experienced before."
"Given our rich history, many families are surprised to see our state-of-the-art education spaces including our Design Technology and Science labs, Arts studios and Music facilities, and Library and Learning Commons. Your child will have access to vibrant, modern learning facilities that are truly conducive to teaching innovation and learning."
"We’ve made big upgrades to our learning spaces and technology. Our classrooms now include smart TVs, digital platforms, and personal devices to support interactive learning. We’ve also expanded our extracurriculars and leadership programs, and added support for high-performance student-athletes. Professional development for our teachers continues to be a priority, so we’re always using the best tools and strategies for gifted education. These changes help us keep pace with our students’ evolving needs."
"At Ashbury, our commitment to pluralism and belonging has driven significant changes in both policy and facilities. We have updated our school uniform and personal appearance policies to allow students greater freedom in expressing their identities. Students can now choose the uniform elements that best represent their gender, and we have removed restrictions on personal aesthetics.
In terms of facilities, we have made substantial structural improvements to our locker spaces, team areas, change rooms, and bathrooms to foster a more equitable and inclusive environment. Additionally, we have introduced a prayer and reflection room for students and staff, providing a dedicated space for contemplation and spiritual practice.
We have also reimagined our Student Success and Wellness program, enhancing both our staffing and the health and wellness spaces within the school. These changes reflect our dedication to creating a supportive and inclusive community for all."
"Looking ahead, we’ll continue to evolve with our students. We plan to deepen our use of technology, broaden our enrichment opportunities, and strengthen partnerships with outside experts. We’re also focused on student wellbeing, so we’ll keep building programs that support balance, resilience, and personal growth. As always, we’ll stay committed to creating a place where gifted students feel challenged, supported, and excited to learn every day."
"Ashbury's leadership is actively developing a new five-year strategic plan to steer our programmatic, operational, facilities development, and philanthropic initiatives. We anticipate sharing the details of this plan by the spring/summer of 2025.
At this stage, we can confirm that key educational facilities will be a focus of development, including a state-of-the-art digital production space and enhanced athletics facilities. We look forward to providing more information as soon as it becomes available."
My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
Together towards the future—Ensemble vers l’avenir.
From our home in Canada’s capital city, Ashbury College is a centre for excellence in international teaching and learning, where enthusiasm permeates life both in and out of the classroom. Our goal is to support students in realizing their full potential and help them develop the skills and knowledge needed to succeed and adapt to the challenges they will face in our ever-changing world.
This close and diverse school community integrates young children with pre-university students. In a supportive environment, we challenge students to step out of their comfort zones and think critically and globally, all while ensuring the simple yet important formalities of civility and respect are not overlooked.
A wealth of co-curricular clubs, sports, and arts activities brings learning to a lively stage, and our international orientation permeates these activities and school life on many levels. Bien entendu, l’école se trouve dans la capitale nationale, et l’école démontre l’importance des deux langues nationales, en offrant plusieurs options bilingue.
As we look beyond our 135+ year history, we seek innovative approaches to teaching and learning while not abandoning the tried and tested as we prepare students for the future. Ashbury College is an exciting place to be, and I invite you to discover the advantages and experiences we have to offer.
Norman Southward
Head of School—Directeur
Traditional
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. Our courses reflect high powered learning experiences for our gifted learners, including pre-AP courses offered in grade 8. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program. There is something truly special about being surrounded by people passionate about everything they do.
The liberal education provided by the Ashbury College teaches students to think, speak and write clearly, critically and creatively. It leads them to explore the core subjects that comprise our human heritage and are the hallmarks of an educated person. It develops a healthy body and illuminates the spirit by inspiring students to look beyond themselves towards the greater good. Ashbury graduates enter university with the knowledge, skills, integrity and compassion born of careful scholarship, richly rewarding faculty contacts, physical activity and spiritual reflection.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics. It's not all about numerical operations but the understanding of mathematical concepts and the application of mathematics to real world experiences.
Information not available
A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.
Information not available
To foster the development of mental math students in grades 1-6 do not use calculators. Starting in grade 7 calculators are used for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but only scientific calculators (without graphing capabilities) are used for evaluations.
Information not available
Whole Language
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
Children entering in to grade 1 are reading at various levels; from one or two sentences with pictures, to chapter books. Therefore, often there are 2 or 3 reading groups each with different reading assignments. Typically, by January, all of the children have reached a comparable level in their reading fluency but not necessarily in their reading comprehension. By the end of grade one all of the children are reading the same novels.
Information not available
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.
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.
Our children love to write, and we begin to introduce analytical writing as well as creative writing in grade one; the sophistication of which increases as writing assignments are introduced into writing categories: poetry, short stories, essays, and dialogues/monologues.
Information not available
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.
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.
A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information. It is through these theme based assignments that our younger students learn to hone their research skills - both through written report and oral presentation.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Through our life skills course, civics, history, law, philosophy and classical civilization students develop their critical thinking skills through discussion, debate and analytical essay writing. Students enjoy discussing BIG IDEAS while respecting the opinions of their peers in a safe and open learning environment. Application to real life experiences remains an important aspect of any social science or humanities course.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work. Our French Language program addresses the four components: Listening Comprehension, Reading Comprehension, Written and Oral Expression. Students study French cultural and language heritage as well as the constructs of formal grammar.
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and developing the aesthetic sensibilities create the ultimate performance in both drama and music.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
All students use personally owned devices to enhance learning experiences and opportunities in various disciplines throughout the regular school day. Robotics plays a very large role in our technology program and the instruction of coding begins in grade four.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The development of a healthy mind and body is critical to success.
Information not available
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
Information not available
Accelerated
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).
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).
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.
Information not available
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Cycling |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
10%
$0
$15,000
75%
70%
1, 2, 3, 4
4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades 1 - 8
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are productive citizens within the school.
We are looking for curious and engaged students who will contribute to Ashbury College in many different ways. We have a very diverse student body that is highly involved in many different aspects of life at Ashbury College.
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
Confidential Reference
We require one Confidential Reference per applicant from their Math or English teacher. The Confidential Reference Request is found in the applicant's checklist found on the MySchoolApp portal.
Application Fee
The $200.00 application fee is non-refundable and is payable by Visa, MasterCard or American Express.
School Reports
The applicant’s final report card from their last completed academic year, as well as any interim report cards as they become available, may be uploaded to the MySchoolApp portal.
Interview
All applicants will be interviewed during their Day Visit. Applicants unable to visit Ashbury College must participate in a telephone or Zoom interview. To schedule your interview please contact us at [email protected] or +1.613.749.5954.
Day Visit
Grades 4–8 applicants must spend a day at the school at any time during the application process. Grades 9 – 12 applicants are encouraged, but not required, to spend a day at Ashbury College at any time during the application process. Applicants living at a distance are excused from the Day Visit requirement. Please email [email protected] or call +1.613.749.5954 to make arrangements for a Day Visit
Entrance Examination
The Entrance Exam consists of an online standardized multiple-choice test for reading and mathematics skills at the applicant’s last completed grade level. Registration information will be sent through the online application process.
Students may also write the SSAT (Additional Fee).
Financial Assistance Program
If you are interested in financial assistance, please contact us at [email protected] or +1.613.749.5954.
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