245 St. Clair Avenue West, Toronto, Ontario, M4V 1R3, Canada
1293 Meredith Avenue, Mississauga, Ontario, L5E 2E6, Canada
Indirect Support:
245 St. Clair Avenue West, Toronto, Ontario, M4V 1R3, Canada
1293 Meredith Avenue, Mississauga, Ontario, L5E 2E6, Canada
1980
1962
175
200
1 to 12
Preschool to 7
Coed
Coed
eSchool, Day
Day
English
English, French
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
10 to 22
12 to 22
Learning, Developmental
Accelerated curriculum
$30,000
$12,130 to $30,180
No
Yes
0%
0%
None
None
$0
$28,000
15
18
0%
0%
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
information not available
information not available
The Arrowsmith School was founded in 1980 by Barbara Arrowsmith-Young to provide support for struggling learners. The school has been an object of interest ever since, due to the concept that Arrowsmith-Young built her program around. "If we look at a lot of special education programs, the majority assume the learner is fixed," she said. "What my program is saying is that we can change the learner so they can learn." While there are many things that set the school apart, that sense of what is possible is prime among them. The Arrowsmith School works closely with students to develop their strengths, address weaknesses, and build academic, social, and vocational competence. That the method works may be evidence of neuroplasticity, and science may yet underscore that. In the meantime, daring to dream —as well as creating a supportive, caring, understanding environment —can itself provide what many students need in order to succeed, and that's what the Arrowsmith school principally addresses.
View full reportThe school celebrated its 60th anniversary in 2022, marking the end of an astonishing period of growth and development. The school really did start in a basement, moving from there into a range of branches throughout the GTA, in time consolidating onto the two campuses that the school occupies today. Schools don't grow that much, or that quickly, if they aren't servicing a specific need, and certainly that's true of TFS. The acronym stands for Toronto French School, which is the name that the school was founded with, though in time it was offering a lot more than the name suggested. Language remains an important part of the curriculum, though the culture of the school reaches beyond language. The environment is rich, varied, and supportive. The student body is culturally and academically diverse, all of which is encouraged through a robust bursary program.
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"Arrowsmith School transforms the lives of students with learning difficulties. By applying principles of neuroscience, Arrowsmith targets and improves cognitive ability, rather than relying on compensations or accommodations. Students engage in programs that strengthen capacities responsible for academics as well as problem-solving, understanding, memory, and communication. With emerging strengths, students create a new reality. Enrolment options include in-person full-time, part-time, summer, and online programs."
"TFS' West Campus in Mississauga offers a rigorous bilingual education with an international perspective. Our students learn the curricula of France and Ontario, through the framework of the IB, as inquirers and citizens who act. Our close-knit community welcomes children from PK to Grade 7. No prior knowledge of French is required. We offer a wide array of sports and co-curriculars. After Grade 7, students continue at the Toronto campus, using a complimentary TFS shuttle bus. (See TFS Toronto listing.)"
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Welcome to Arrowsmith School!
Our goal is for our students to become independent, confident, and self-directed learners who are equipped to achieve academic, career, and life success.
Students with learning difficulties and individuals wishing to strengthen their cognitive capacity join Arrowsmith School to engage in a life-changing journey that has the neuroplasticity of the brain and our students’ lifelong success at the forefront of our educational program. The neuroplastic brain, in response to our cognitive exercises, creates and strengthens neuropathways that allow our students to walk the pathway to their preferred future with greater independence and confidence.
At Arrowsmith School, whether attending our Toronto in-person classrooms or our worldly online classrooms, our students engage in a positive school climate that promotes academic success, social connectedness, and overall well-being. We provide an exemplary personalized cognitive program to students of all ages within a learning environment that includes families as a key part of the journey.
After working as a Principal with Le Conseil Scolaire Viamonde here in Toronto, and in Georgia before that, as well as a Director of Curriculum in Nigeria and an Athletic Director in Yemen, M. Gaudet arrived at TFS as Principal of the Senior School in 2015, bringing with him an invaluable international perspective. In August 2020, M. Gaudet stepped into his new role of Executive Director of the Learning Forum at TFS. M. Gaudet is a bilingual educator with a master’s degree in educational administration. He has more than 20 years of experience working with high school students. His passion for academic ambition is felt school-wide through his innovative and infomed ideas and programs.
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Arrowsmith School is a privately owned co-educational and non-denominational day school that is dedicated to helping students with specific learning difficulties. Students who come to Arrowsmith School have been struggling in school - some are just starting their schooling but their experience has already shown a pattern of learning problems. Others have been finding school a challenge for years. Each new student is assessed at Arrowsmith School so that we may identify his or her individual learning profile and then design a program of cognitive exercises for that student. Our program has been of benefit for students having difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia. Our goal is for our students to become effective, confident and self-directed learners for life and to enable them to achieve their goals of academic and career success.
Academic ambition is our bedrock. TFS teaches the curricula of France and Ontario through the framework of the International Baccalaureate programs from PK to Grade 12 - providing our students with an education that is rich in challenge, diversity and opportunity.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Blended learning amidst cognitive transformations, amplify the Math Education at Arrowsmith School. Cognitive strengthening combined with online mathematical connections and classroom correlations, deliver a hybrid educational experience. Within this model, students learn how to regulate their learning more easily and become amply aware of their daily performance with verbal and numerical feedback. The small classroom size provides occasions to collaborate with peers, while their virtual learning gives opportunities for autonomy. Students increase their motivational levels and take more ownership of their own learning, as the processes foster critical thinking skills, self-reflection and confidence.
The Mathematics program develops students’ ability to work independently and their aptitude to seek, communicate, and justify mathematical statements. Problem solving and creativity will be integrated in all areas of mathematics.
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Calculators are vital in our technological enhanced society. Students are encouraged to formulate a numerical estimation proceeding the use of their calculator, to ensure reasonable and accurate results.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Most students at Arrowsmith School receive one period of English each day. There are typically between four to ten students in a class, and classes are either 35 or 40 minutes in length depending on the period when they occur. Students are grouped according to their abilities so that there are usually students from multiple grade levels in any one class.\n\nThe focus of each class will depend on the needs of the students in it. Typically, students reading well below their grade level are placed in a class where the focus tends to be on decoding. In other classes, students read and discuss novels, short stories and non-fiction articles. They also often engage in independent reading comprehension exercises. Additionally, students work on developing their writing skills, learning basic paragraph structure and how to apply it to the composition of short essays. Students also work on revision and editing skills.\n
The early reading program focuses on phonics instruction in French and English, with guided reading and levelled literacy that suits individual needs and abilities.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
A reading placement test is given in September and formal, standardized tests are administered at the end of the year.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Regular running records and miscue analysis, CTBS testing
Equal balance
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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.
Most students at Arrowsmith School will receive one period of English each day. There are typically between four to ten students in a class, and classes are either 35 or 40 minutes in length depending on the period when they occur. Students are grouped according to their abilities so that there are usually students from multiple grade levels in any one class.\n
Cursive writing instruction begins in SK, and students have access to a handwriting app developed by a TFS teacher for the iPad. The writing process is taught thoughout the grades, including writing reflections and reading for authentic purposes, as part of the IB programs.
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.
The study of science is integrated into units of inquiry in the primary grades, emphasizing inquiry-based learning, digital tools and robotics. In Grade 6, science is taught as a specialized subject, leading to biology, chemistry and physics study in later years.
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
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.
The focus of each class will depend on the needs of the students in it. Typically, students reading well below their grade level are placed in a class where the focus tends to be on decoding. In other classes, students read and discuss novels, short stories and non-fiction articles. They also often engage in independent reading comprehension exercises. Additionally, students work on developing their writing skills, learning basic paragraph structure and how to apply it to the composition of short essays. Students also work on revision and editing skills.
Grades 2-5: Students receive daily instruction in English and French. Language experiences support the Program of Inquiry and fulfil the Ontario curriculum’s Language expectations. The language curriculum is organized into four strands: Reading, Writing, Media Literacy and Oral Communication. In later grades, through our literature program, students will expand their knowledge of literary genres. Reading various kinds of texts will help students to discover what interests them most and to pursue and develop their interests and abilities.
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
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.
Students explore social studies through the PYP's program of inquiry, with central ideas and key concepts relating to the themes of who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves and sharing the planet.
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.
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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TFS is a bilingual French-English school. In addition to becoming fluent in both languages, students also learn a third language.
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
These programs have an equal emphasis on receptive and creative learning.
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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.
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TFS has made the integration of information technology into the curriculum a priority. Students have access to a wide array of technology, including Apple laptops and desktops, iPads, digital cameras, production equipment, robotics, interactive whiteboards and projectors in every classroom, and much more.
Web design
Robotics
Computer science
Each Division receives 50 minutes of Gym every Wednesday. When the weather is nice we utilize the Parks near the school and during periods of inclement weather, we book space across the road at Timothy Eaton Memorial Church. Gym is an opportunity for students to have a period of sustained physical activity and to, most importantly, have a lot of fun.
Health and Physical Education courses are part of the regular curriculum. TFS appreciates the benefits of physical activity to academic performance. Students with higher levels of fitness have a more developed brain structure, perform better on cognitive tests, and have heightened levels of focus and retention. Skating and swimming programs are scheduled throughout the year as part of the curriculum in different grades.
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.
From Pre-Kindergarten to Grade 1, TFS teaches the curricula of Ontario and France through the framework of the International Baccalaureate (IB) Organization. From the moment children join TFS, through Grade 1 (CP), they are instructed only in French. Children quickly embrace the language and are gently encouraged to increase their use of French during classroom activities.
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).
Flexible and self-paced programs include Math XL and Mathletics, coding, digital citizenship programs.
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.
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”.
At Arrowsmith School, school-age students attend Math and English classes daily in addition to completing their cognitive exercises. Students are grouped based on ability rather than age-appropriate grade and receive the supports necessary in order to meet with success in an academic setting.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
The goal of Arrowsmith School is to help students capitalize on their improvements and eventually reintegrate into a full academic program at a public or private school at their appropriate grade level following completion of a two-to-four year program of Arrowsmith cognitive exercises. Our goal is for our students to become effective, confident and self-directed learners for life and to enable them to achieve their goals of academic and career success.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| 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.
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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. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Arrowsmith School we offer a program of intensive and graduated cognitive exercises that are designed to strengthen the underlying weak cognitive capacities that are hypothesized to underlie a range of specific learning difficulties. Each student's program is based on a careful assessment to identify the specific learning difficulties. Our Framework for Results includes a detailed assessment and identification of 19 learning dysfunctions; innovative methods which include specialized exercises and computerized programs; clearly defined and individualized goals; a positive, supportive and structured learning environment; building self-esteem by developing competence; and low student to teacher ratio.
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Students in the Arrowsmith Program are typically of average or above intelligence but are experiencing problems in school which may include difficulties with reading, writing, mathematics, remembering, understanding, or attentional issues. Each student is unique in his or her combination of problem areas and our exercise program is individually designed for each student. At Arrowsmith School, we utilize the Arrowsmith Program that is based on the philosophy that it is possible to treat specific learning difficulties by identifying and strengthening cognitive capacities.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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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
0%
0%
$0
$28,000
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
Yes: grades Preschool - 12
No
No
No
No
Students entering Arrowsmith School have ordinarily been experiencing a range of problems including: reading writing mathematics comprehension logical reasoning visual memory auditory memory dyslexia non-verbal learning auditory processing attention
Please view the website at www.tfs.ca.
The decision as to whether a student who is experiencing difficulty at school may be suitable for Arrowsmith School can usually be made based on discussion by telephone with parents and often with the students themselves.
Where necessary, we can also review school report cards and results of academic and psychological testing. Our experience has shown that most parents can identify with great accuracy the problems that their child is having at school.
Each student enrolling at Arrowsmith is assessed to determine the student’s learning profile and to plan the student’s program. Information about the assessment procedure is in the Assessment section of our web site.
Please see our website: https://www.tfs.ca/admissions/application-process
