1767 Queen Street East, Toronto, Ontario, M4L 3Z2, Canada
362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
1767 Queen Street East, Toronto, Ontario, M4L 3Z2, Canada
362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
2022
1891
12
730
7 to 9
4 to 12
Coed
Coed
Day
Homestay, Day, Boarding
English
English, French
Academic
Academic
Montessori
Traditional, International Baccalaureate
10 to 12
17
In-class adaptations
Accelerated curriculum
$18,000
$33,720
$76,380
Yes
Yes
0%
10%
7 to 8
7 to 12
$0
$15,000
4
81
0%
15%
0%
70%
4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades 7 - 8
Yes: grades 4 - 12
No
No
information not available
information not available
Offering a highly individualized curriculum, Academy of Thought and Industry (ATI) Toronto students are supported in unique ways while still completing the rigorous, self-paced core academic curriculum they’ll need to thrive in higher education. With small class sizes and a tight-knit community, the school offers a hands-on learning style where students are supported in personal projects, custom internships, and electives suited to their interests. Every student is paired with a coach to support the process of social and emotional development so fundamental to adolescence. The school describes its curriculum as “designed for life,” offering a third choice beyond the rigours of more traditional private schools and some other less demanding schools. As part of a network of eight ATI schools across North America, students can access a wide range of extracurricular activities that run both locally and virtually. ATI strives to deeply understand each student, to help them thrive emotionally and socially, and to support their individual path to excellence.
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 enrollment in the 800 range. There are benefits to size, and Ashbury displays them, with a wealth of extra-curricular activities and co-curricular programs. The school was founded by a graduate of Oxford, Canon George Penrose Woollcombe, who cast the school within the academic tradition that Oxford was, and is, an example of. 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 while the boys still marginally outnumber the girls, the school continues to move toward gender parity. The list of alumni is impressive, including a prime minister, John Turner, and a Nobel laureate, Douglass North. The ideal student is one looking for a challenge, and who can function well in very active curricular and extracurricular environments.
View full report
"The ATI Toronto leadership team is entrepreneurial, passionate, and highly engaged."
Jonathan McCarthy - Parent (Nov 29, 2022)
My son has thoroughly enjoyed his first year at ATI Toronto.
He would say that his favorite parts...
View full review
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"ATI's curriculum is rooted in thought & industry, in thinking and doing. In addition to our core academic curriculum, students take the driver's seat by tackling personal projects, entrepreneurial ventures and electives suited to their interests. Every student at ATI is paired with a coach, to support the process of self-creation that is so fundamental to adolescence. We strive to deeply know each student, to help them thrive emotionally and socially, and to support their individual path to excellence."
"Established in 1891, Ashbury College is an IB coeducational facility recognized as one of Canada’s leading day and boarding schools for students in Grades 4–12. Motivated students from 60+ countries benefit from rigorous academic programs, over 70 co-curricular activities, 100% university placement rate, and an average class size of 17."
"Too often, parents and students face a choice between traditional schools —lacking flexibility and individualization— or “progressive schools” that fall short in delivering deep knowledge and an intentional curriculum. At ATI, we combine deep study of core subjects with a focus on real-world exploration and application. This transforms the school experience from disengaged participation to thriving
and passionate learners who have an ever-increasing capacity for independent exploration."
"Ashbury offers our students boundless opportunities for learning beyond the classroom from our broad range of co-curricular activities, athletic opportunities and artistic endeavours to our Internship Program that provides students the chance to explore various career options. Ashbury is actively involved in the Round Square Program including the opportunity for our students to take part in the International Exchange Program."
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"Rather than an emphasis on memorization or standardized testing, all knowledge at ATI is deeply practical. Coursework is motivated by real-world problems and challenges—from Socratic discussions in literature courses, to field research in science, to entrepreneurship, internships, and more. It is this fusion of deep knowledge (thought) applied to real-world problems (industry) that captures our approach."
"Ashbury is proud of its 100% IB Certificate completion rate and university placement record. Attending Ashbury opens doors to the future for our graduates."
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"Every student at ATI is paired with a coach, a supportive guide who serves as thought partner and mentor. The coach’s role, over the course of the school years, is to make herself obsolete: as the student gains the social, emotional, and cognitive skills to enable her to serve as her own coach going forward. This is not a tutor or a guidance counselor; the coach is a powerful and unique partner to help each student unlock his or her full potential."
"The location of the Ashbury 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."
"Every ATI school is a tight-knit community that is also connected to a network of other ATI locations. The network allows you to learn from industry experts, take part in unique electives, find mentors in your field and connect with peers across North America."
"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."
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Welcome to the Academy of Thought and Industry: we’re so glad you’re here! ATI is education not as it has been, but as it can be: something designed specifically for adolescents, something designed for life. Adolescence is a period of intense physical and emotional growth. You are transitioning from childhood to adulthood—from depending on your parents, family, and teachers to a space where you decide your own path. What an exciting journey, occasionally overwhelming, potentially fraught, inevitably profound. No matter where you spend these years, you emerge on the other side having changed dramatically. In many ways, traditional schools are at odds with the needs of this period of change: you’re forced to conform to a system that has at its core not your needs as a growing, changing, striving, individual— but the needs of the system itself. Progressive schools often allow you free rein to choose your own pursuits, skipping from project to project, but without that deep attention to knowledge that would fully unlock your mind’s potential. The alternatives are: rigid structure where knowledge is abstracted from application, or free structure where applications are abstracted from knowledge.
The Academy of Thought and Industry is the third option. Here, we pursue the union of thought and industry, of the mind and the hand. Our students don’t just memorize— they understand, by integrating and applying at every step.
At ATI, there is no conflict between the intellectual and the practical. Our students take film-making classes to actually make movies. They take economics courses because they are starting their own businesses—or more abstract economics because they want to understand the theories that make up the society in which they participate. One of our middle school classes in New York is running a thriving compost business; a high school student in Texas has a professional photography studio with international clients.
You might be asking: Who are these incredible teenagers?
In some ways, our students are extraordinary. In other ways, they are the most natural and healthy people of all: they are unusual only in that they are actualizing the potential that is perfectly, universally ordinary. At ATI, you get to explore this period of transition into adulthood with graduated agency: each step you take here will open up greater choices, greater possibilities, and greater independence. But you will always have behind you the support and care of your coach, your guides, and your ATI community. Here, you can fully explore your own rapidly expanding self.
We can’t wait to meet you.
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 not only get students to new destinations but also to help them develop the skills and knowledge needed to succeed and adapt to the challenges they will face.
This is a close and diverse school community that integrates young children with pre-university students. In a supportive environment, we challenge students to step out of their comfort zones and to think critically and globally—all while ensuring the simple, yet important, formalities of manners and respect are not overlooked.
A wealth of co-curricular clubs, sports, and arts activities bring learning to a lively stage, and our international orientation permeates school life on so 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 past our 130+ years teaching bright young minds, being innovative while not abandoning the tried and tested will inspire our teaching and learning pedagogy and 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
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. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
ATI's curriculum is a self-paced, mastery-based program that combines traditional academic rigour with student choice and agency. Courses are interdisciplinary and skills-based. They cover the core topics expected of middle and high school students, but in a way that is grounded in real-life questions and curiosity. Students are motivated to gain new skills in order to grapple with challenging real-world problems, and educational objectives are interwoven between core topics. As students advance, they have an ever-increasing set of optional courses to explore areas of personal interest: electives, entrepreneurship, internships and independent study.
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.
The Mathematics program at ATI, as with the rest of its academic curriculum, uses a self-paced, mastery-based approach. Students are presented lessons in small groups, and complete their follow up work independently or with a group of peers. Concepts are often introduced as historical “mysteries” — showing the reasons why certain mathematical concepts arose, and how they solved a particular real-world problem. This emphasis on real-world applications keeps students motivated and engaged. For example, in the Grade 7 unit on Scale Drawings, students complete a summative project where they create their own scale drawing of their neighbourhood. Ratios are practiced via doubling or halving recipes in a cooking class. Unit rates and percentages are applied to concepts in personal finance to demonstrate their usefulness. When learned in this way, math becomes a useful tool, rather than a set of rules to be memorized and then forgotten.
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ATI uses its own proprietary curriculum, which meets or exceeds Ontario standards. Learning is tracked using our Altitude LMS, and is supplemented with IXL.
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Whole Language
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.
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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.
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Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Scientific thinking and its organizational systems are the way we can begin to make sense of the world around us: to find a signal in all of the noise of information production. At ATI, you’ll start to build your mental scientific toolbox. Your reasoning mind will be given a set of tools and approaches that are applicable across the scientific disciplines and will help you understand a bit about how the universe works, how we as humans got here today, and how you can help make the world a little better during your life, no matter what you do for a living. Scientific concepts will be reviewed and applied via hands-on labs and projects that keep students engaged and spark their interest in further exploration.
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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
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
What does literature tell us about how to live? The English curriculum at ATI will explore the importance of literature in our lives. We’ll look to our own favourite texts to examine how literature can meaningfully guide the way we live ourselves. We’ll also use art, writing, and discussion to explore selected poetry and short stories as we unlock key skills we’ll develop all year: how to use evidence in your reasoning and writing, how to discover literary themes, and how to participate in a Socratic seminar.
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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.
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Equal Balance
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
As children, we discover that we are born into the middle chapters of an enormous and complex story. Thousands of generations have come before us, and just like us, they have tried their hands at the challenges of life. Great lessons born from their defeats, triumphs, follies, and discoveries are yours for the taking…but first you must learn how to find them. At ATI, you will learn the ways that historians uncover and analyze how human societies came to be the way they are. During middle school, we first cover a survey of world history, and then do a deeper dive into North American history up to 1910, in preparation for the Ontario Grade 10 History course, which focuses on World War 1 to the present.
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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.
Our acquired language curriculum introduces language as a gateway to understanding the local and global world. Through language study at ATI, students develop a sense of curiosity and interest in other cultures, and learn to communicate and empathize with others. Our language courses are based on ACTFL and Ontario proficiency benchmarks and performance indicators. They capture performance in speaking, writing, listening, reading and cultural knowledge. Communication is viewed through three lenses: interpretive, interpersonal, and presentational. Instruction is provided network-wide via live, synchronous virtual courses, and supplemented with Rosetta Stone. Our middle school curriculum focuses on French, and students can opt to learn Spanish in high school as well.
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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
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
ATI's arts program is part of our elective offerings, which change each quarter. Drawing Levels 1 and 2 are our most popular electives, (see a video summary here -- https://tohigherground.wistia.com/medias/zz9sl1ycun) but we also have offered sculpting, acting, and web design in the past. Offerings change from year to year based on student interest. Courses are taught by experts in their respective fields, in a virtual synchronous format.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
ATI students use their laptops to access Altitude, our proprietary learning management system. Altitude is used to assign, assess, and record student work in an individually customized way.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our physical education program is provided by a local organization, Bob Acton Sports. They provide instruction in a wide variety of sports that can be learned in our local parks, such as road hockey, soccer, and football. The program helps students build an interest in and commitment to life-long healthy and active living.
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Not applicable
Not applicable
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Accelerated
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.
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).
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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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
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.
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RecreationalRec. |
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Field Hockey |
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Ice Hockey |
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Ice Skating |
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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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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 - 8
7 - 12
0%
10%
$0
$15,000
0%
70%
4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Dec 01, 2023
Not available
Rolling
Yes: grades 7 - 8
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
The ideal ATI student is both intellectually curious and driven to apply their learning in the real world.
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.
ATI utilizes an online application. We admit students on a rolling basis. A tour and shadow day are required before submitting an application.
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.
