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AN OUR KIDS REPORT:Academy for Gifted Children - P.A.C.E. vs. Oakwood Academy

one-to-one comparison:

View Academy for Gifted Children - P.A.C.E.'s full report
VS.
View Oakwood Academy's full report

  • SCHOOL LOCATION

    Distance From

    Map

    Address

    Address

    12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2, Canada

    2150 Torquay Mews, Mississauga, Ontario, L5N 2M6, Canada

  • SCHOOL OVERVIEW

    Basics

    Basics

    Founded

    1993

    2007

    Enrolment

    300

    65

    Grades

    1 to 8

    JK to 12

    Gender

    Coed

    Coed

    Living arrangements

    Day

    Day

    Language of instruction

    English

    English

    Faith Based

    School focus

    Academic

    Academic

    Developmental Priorities

    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.
    Emotional
    The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
    Intellectual
    The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

    Academics

    Academics

    Curriculum

    Traditional

    Progressive

    Curriculum pace

    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).
    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.

    Academic culture

    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”.
    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.

    Avg. Class Size

    Varies

    Varies

    Special needs support

    Learning, Developmental, Behavioral

    Gifted learner support

    Dedicated gifted school

    Preschool/K curriculum

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

    Tuition

    Tuition

    Day Tuition

    $18,500

    $20,180 to $68,860

    Boarding Tuition

    Financial aid (FA)

    No

    No

    Students on FA

    0%

    0%

    Eligible grades for FA

    None

    None

    Median FA package size

    $0

    $0

    Enrollment

    Enrollment

    Avg. enrollment per grade

    38

    4

    Percent in boarding

    0%

    0%

    Admissions

    Admissions

    Admissions rate

    75%

    100%

    Day entry years

    SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

    JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

    Boarding entry years

    Day admissions deadline

    Rolling

    Rolling

    Boarding admissions deadline

    Not available

    Not available

    Interview required?

    Yes: grades 1 - 8

    Yes: grades Nursery/Toddler - 12

    SSAT required

    No

    No

  • OUR PERSPECTIVE

    The Our Kids Review

    The Our Kids Review

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    information not available

    OAKWOOD ACADEMY

    information not available

    Our Take

    Our Take

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    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 report

    OAKWOOD ACADEMY

    Not all students are created equally, and Oakwood was created, more than anything else, with that idea firmly in mind. It was founded by Trillian Taylor and Michele Power, who remain directors at the school today. The school is intentionally small, allowing for a very individual attention to the unique needs of each student, including an overt attention to social and emotional development. Families who enroll here do so knowing that their learners are capable of a lot, while in the awareness that they would benefit from a different approach than is found elsewhere. Students entering Oakwood join a community of true peers, something which in itself can be transformative to their learning experience and academic success.

    View full report

  • INSIDER PERSPECTIVES

    Written Reviews

    Written Reviews

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    "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

    OAKWOOD ACADEMY

    information not available

  • SCHOOL LEADERSHIP

    Message from school leadership

    Message from school leadership

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    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.

    OAKWOOD ACADEMY

     

    Dear Parents,

    Thank you for considering Oakwood Academy for your child.  Deciding on a school for your child is one of the most important decisions you will make for their future.  This is perhaps even more the case if your child needs an individualized education. 

    As experienced educators in the field of special education, we saw first hand how many students were being taught skills that didn’t address their core developmental capacities. We were inspired to create a school that embraces each students’ individual learning profile and implements an educational program to target their route developmental challenges. We know that every child is capable of engaging with others, expressing their emotions and ideas and developing meaningful ways to communicate and interact with their world.  The decision to base our curriculum around the The Developmental, Individual Difference, Relationship-based (DIR®) Model was made because we know this is the most effective way to help children become thinkers and problem solvers.  We know that success beyond primary school years requires students to think critically, work collaboratively and communicate effectively, which is why we are careful to challenge students with meaningful learning opportunities rather than predetermined curriculum material.    

    We understand that finding the right school to foster your child’s social and emotional growth in addition to their academic growth, is critical.  You can feel confident that your child’s unique learning needs will be respected at Oakwood.

    Working with families is an essential part of our school model and we welcome the opportunity to meet you and your child and discuss how Oakwood Academy can be part of your child’s educational journey.

    Trillian Taylor & Michele Power

    Co-Founders, Directors 

  • ACADEMICS

    • OVERALL CURRICULUM

      Primary Curriculum

      Primary Curriculum

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Traditional

      OAKWOOD ACADEMY

      Progressive

      Secondary Curriculum

      Secondary Curriculum

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Information not available

      OAKWOOD ACADEMY

      Information not available

      Our Take: primary curriculum type

      Our Take: primary curriculum type

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      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.

      OAKWOOD ACADEMY

      Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.

      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Not applicable

      OAKWOOD ACADEMY

      Not applicable

      What the school says about their curriculum

      What the school says about their curriculum

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      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.

      OAKWOOD ACADEMY

      Using the DIR® model, founded by Dr. Stanley Greenspan, Oakwood Academy offers an individualized education program that is developmentally-based, and utilizes a multidisciplinary team in the development of each child's unique education plan. Using this model allows us to address all areas of a child's development and support their ability to communicate and relate to others.

    • COURSE PEDAGOGIES

      • Mathematics

        Approach

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Equal Balance

        OAKWOOD ACADEMY

        Not applicable

        Our take: math approach type

        Our take: math approach type

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.

        OAKWOOD ACADEMY

        Not applicable

        What the school says about their math program

        What the school says about their math program

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

        Textbooks and supplementary materials

        Textbooks and supplementary materials

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

        Calculator policy

        Calculator policy

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

      • Early Reading

        Approach

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Phonics-intensive

        OAKWOOD ACADEMY

        Not applicable

        Our take: early reading approach type

        Our take: early reading approach type

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Not applicable

        What the school says about their early reading program

        What the school says about their early reading program

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

        DIBELS testing

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        No

        OAKWOOD ACADEMY

        No

      • Writing

        Approach

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Equal balance

        OAKWOOD ACADEMY

        Not applicable

        Our take: writing approach type

        Our take: writing approach type

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Not applicable

        What the school says about their writing program

        What the school says about their writing program

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

      • Social Studies

        Approach

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Thematic

        OAKWOOD ACADEMY

        Not applicable

        Our take: social studies approach type

        Our take: social studies approach type

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Not applicable

        What the school says about their social studies program

        What the school says about their social studies program

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

      • Humanities and Social Sciences

        Approach

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Equal Balance

        OAKWOOD ACADEMY

        Not applicable

        Our take: humanities and social sciences approach type

        Our take: humanities and social sciences approach type

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

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

        OAKWOOD ACADEMY

        Not applicable

        What the school says about their humanities and social sciences

        What the school says about their humanities and social sciences

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

      • Foreign Languages

        Approach

        Approach

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Equal Balance

        OAKWOOD ACADEMY

        Not applicable

        Our take: foreign language approach type

        Our take: foreign language approach type

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

        OAKWOOD ACADEMY

        Not applicable

        What the school says about their foreign language programs

        What the school says about their foreign language programs

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        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.

        OAKWOOD ACADEMY

        Information not available

        Language instruction offered in:

        Topics covered in science curriculum

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        OAKWOOD ACADEMY

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        Learning a foreign language is required until

        Treatment of evolution (value)

        ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

        Information not available

        OAKWOOD ACADEMY

        Information not available

    • PRESCHOOL/K CURRICULUM

      Approach

      Approach

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Academic

      OAKWOOD ACADEMY

      Play-based

      Our Take

      Our Take

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      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.

      OAKWOOD ACADEMY

      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.

      What the school says

      What the school says

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Information not available

      OAKWOOD ACADEMY

      The DIR Model addresses all areas of a child's development with emphasis on his/her ability to communicate with and relate to others. Building a strong relationship with the child is the foundation of the model because a child must first be emotionally attached to the people in his life and have meaningful interaction with them in order to develop cognitively and emotionally.

    • CURRICULUM PACE

      Pace

      Pace

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Accelerated

      OAKWOOD ACADEMY

      Student-paced

      Our Take

      Our Take

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      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).

      OAKWOOD ACADEMY

      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.

      What the school says

      What the school says

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Information not available

      OAKWOOD ACADEMY

      Information not available

    • ACADEMIC CULTURE

      Culture

      Culture

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Rigorous

      OAKWOOD ACADEMY

      Supportive

      Our Take

      Our Take

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      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”.

      OAKWOOD ACADEMY

      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 school says

      What the school says

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      OAKWOOD ACADEMY

      Information not available

      Approach to student honours

      Approach to student honours

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

      OAKWOOD ACADEMY

      Information not available

    • DEVELOPMENTAL PRIORITIES

      Primary

      Primary

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

      OAKWOOD ACADEMY

      Emotional
      The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."

      Secondary

      Secondary

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      Balanced
      Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.

      OAKWOOD ACADEMY

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

      What the school says

      What the school says

      ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

      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.

      OAKWOOD ACADEMY

      Information not available

  • SPECIAL NEEDS SUPPORT

    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support

    Accommodation:
    Modification:
    Remediation:

    B - Environments

    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:
    Forms of Support Environments Forms of Support Environments
    ADHD (moderate to severe)
    This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
    Learning disabilities
    Dyslexia (Language-Based Learning Disability)
    This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
    Auditory Processing Disorder (APD)
    This is a sound differentiation disorder involving problems with reading, comprehension, and language.
    Dyscalculia
    This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
    Dysgraphia
    This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
    Language Processing Disorder
    This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
    Nonverbal Learning Disorders (NLD)
    These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
    Visual Perceptual/Visual Motor Deficit
    A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
    Developmental
    Autism
    Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
    Asperger's Syndrome
    On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
    Down syndrome
    his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
    Intellectual disability
    This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
    Williams syndrome
    This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
    Fetal Alcohol Spectrum Disorder (FASD)
    Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
    Behavioral and Emotional
    Troubled behaviour / troubled teens
    roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
    Clinical Depression
    This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
    Clinical anxiety
    This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
    Suicidal thoughts
    This involves persistent thoughts about ending one's life.
    Drug and alcohol abuse
    This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
    Oppositional Defiant Disorder (ODD)
    This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
    Physical
    Multiple sclerosis
    This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
    Cerebral palsy
    his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
    Muscular dystrophy
    Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
    Spina Bifida
    This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
    Dyspraxia (Developmental Coordination Disorder)
    This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
    Blindness
    Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
    Deafness
    Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
    Cystic Fibrosis
    Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
    Multiple physical
    Accommodating a wide range of physical conditions and disabilities.

    Additional support

    Additional support

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    OAKWOOD ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    OAKWOOD ACADEMY

    Learning Strategy

    Extra Support

    Mild but clinically diagnosed ADHD

    Extra support

    Accommodations

    Modifications

    Extra support

    Additional support

    Additional support

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    OAKWOOD ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    What the school says about their special needs support

    What the school says about their special needs support

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    Information not available

    OAKWOOD ACADEMY

    At Oakwood Academy, academics are only part of what we do! Each day, we strive to support our students' development as a whole - cognitively, physically, and emotionally. A large part of our programming is supported by our multidisciplinary team, including an Occupational Therapist, Speech Language Pathologist, Physiotherapist, and Music Therapist. These professionals support our students' ability to navigate their physical world, as well as to relate, engage, and communicate with others.

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.

    OAKWOOD ACADEMY

    Oakwood Academy specializes in supporting students with a variety of different learning needs (e.g. ADHD ) and developmental disorders (e.g. ASD).

  • EXTRACURRICULARS

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    Badminton

    Baseball

    Basketball

    Canoeing/Kayaking

    Cricket

    Cross-country skiing

    Cycling

    Downhill skiing

    Equestrian

    Fencing

    Field Hockey

    Figure Skating

    Football

    Golf

    Gymnastics

    Ice Hockey

    Ice Skating

    Lacrosse

    Martial Arts

    Mountain biking

    Racquet Ball

    Rowing

    Rugby

    Running

    Sailing

    Skateboarding

    Snowboarding

    Soccer

    Softball

    Squash

    Swimming

    Tennis

    Track & Field

    Volleyball

    Weightlifting

    Wrestling

    Archery

    Curling

    Ultimate

    Clubs Offered

    Clubs offered

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    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

    OAKWOOD ACADEMY

    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

    What the school says

    What the school says

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    • Our students participate in many extracurricular competitions, most notably in drama and improv, robotics, reach for the top, model UN, chess and athletics.

    OAKWOOD ACADEMY

  • Financial Aid

    Grades eligible

    Grades eligible

    Students on aid

    Students on aid

    0%

    5%

    Avg. aid package (annual)

    Avg. aid package (annual)

    $0

    $5,000

  • ADMISSIONS

    Admissions

    Admissions rate

    75%

    100%

    Day entry years

    SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

    JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

    Boarding entry years

    Day admissions deadline

    Rolling

    Rolling

    Boarding admissions deadline

    Not available

    Not available

    Interview required?

    Yes: grades 1 - 8

    Yes: grades Nursery/Toddler - 12

    SSAT required

    No

    No

    SSAT(out of province) required

    No

    No

    Entrance exams required

    No

    No

    Entrance essay required

    No

    No

    Application fee required

    No

    No

    Type of student school is looking for

    Type of student school is looking for

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    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.

    OAKWOOD ACADEMY

    We encourage you to set up an intake appointment to discuss how Oakwood Academy can support your child's unique strengths and goals!

    What the school says

    What the school says

    ACADEMY FOR GIFTED CHILDREN - P.A.C.E.

    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. 

    OAKWOOD ACADEMY

    Welcome! We are excited that you are considering Oakwood Academy. We are thrilled to be the only school in Canada to provide individualized education using the Developmental, Individual Differences, Relationship-Based (DIR®) Model. Our uniquely planned curriculum has been designed for students who require explicit education, and focuses on both academic and social development.

    Please be assured that our admissions process is to help us understand your child’s strengths and goals, to develop an individualized curriculum to help them achieve their full potential.

    Step One: About Your Child Form

    The About Your Child form is to be completed by the parent(s)/guardian(s) of the applicant. Please submit the forms to our Admissions Coordinator at [email protected].  Once the form has been completed and submitted you will be contacted by our admissions office about your inquires or to set up a meeting with the Director.

    Step Two: Meeting with the Director

    Once your form has been received, we will be in touch to set up a meeting and tour. Both the applicant and their parent(s)/guardian(s) are expected to attend the meeting. In order to properly make a recommendation about the student’s placement, the applicant must attend the meeting. 

    Step Three: Trial Day Opportunity

    In some cases we will suggest a trial day to determine appropriate placement in our Academic Program. On this day, your child will spend a half or full day at school, fully integrated into a classroom setting so that we can best determine their strengths, goals, and support level before recommending placement. 

    Step Four: Class Placement

    Decisions are made after a personal meeting and assessment of the applicant. At this time, a recommendation for suitable placement and services within the school are made and discussed with families.

    Step Five: The Final Step – Registration Forms and Payments

    Upon acceptance, you will receive registration forms to be completed.


                THE FOLLOWING MUST ACCOMPANY YOUR APPLICATION:

    • $500 Application Fee (applied to the tuition total)
    • A copy of the applicant’s birth certificate or passport 
    • A copy of the applicant’s most recent immunization records
    • Post-dated cheques (please refer to Fees for tuition breakdown)

    Questions?

    Do not hesitate to contact the Admissions Office at [email protected] or call (905) 814-0277 for assistance. 

  • NOTABLE ALUMNI

    Alumni

    information not available
    information not available

Compare:

ACADEMY FOR GIFTED CHILDREN - P.A.C.E.:
THE OUR KIDS REPORT  

OAKWOOD ACADEMY:
THE OUR KIDS REPORT  




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