362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
216, rue Victoria, Baie-D'Urfé, Montreal, Quebec, H9X 2H9, Canada
362 Mariposa Avenue, Ottawa, Ontario, K1M 0T3, Canada
216, rue Victoria, Baie-D'Urfé, Montreal, Quebec, H9X 2H9, Canada
1891
1980
730
300
4 to 12
Preschool to 12
Coed
Coed
Homestay, Day, Boarding
Day
English, French
English, French, German
Academic
Academic
Traditional, International Baccalaureate
Traditional
17
10 to 12
Accelerated curriculum
$33,720
$9,950 to $12,350
$76,380
Yes
Yes
10%
0%
7 to 12
1 to 12
$15,000
$5,000
81
19
15%
0%
70%
80%
4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Dec 01, 2023
Rolling
Rolling
Not available
Yes: grades 4 - 12
Yes: grades K - 12
No
No
No
No
information not available
information not available
Ashbury 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 reportThe program at Alexander von Humboldt is unique in Canada, principally because it admits students for whom either English, French, or German is the language spoken at home. Students need to use those languages not just to interact with the coursework, but also to make themselves understood to their peers, something which creates a particularly rich academic environment. Students arrive speaking different languages, with different life experiences, yet all share the experience of difference, and are faced each day with the social and linguistic challenges of making themselves understood to others. While they learn languages, they also have a more authentic experience of language than students in the more typical immersion programs found in Canada. Likewise, the atmosphere is particularly conducive to the development of social competencies, including empathy and cooperation, as well as an authentic global perspective through which the core curriculum is taught. The ideal student is one able to thrive in a challenging, diverse academic and social environment.
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"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."
"From pre-K through Grade 12, AvH offers multilingual (German, French and English) private, internationally recognized German general education with special focus on languages, math and sciences. AvH is the only school in Canada to offer the German International Abitur which provides students with the opportunity to fast-track straight from high school to university where they are able to study at Canadian, German or international universities."
"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."
"We offer Trilingual learning environment :
We believe in opening doors for our students and pathing the way for future success – AvH-graduates leave our school trilingual (German, English & French)
We offer excellence in the STEM-subjects :
A major focus of AvH are STEM-subjects (Science, Technology, Engineering, Maths). Adhering to the German Education curriculum we build applied learning spaces and project-oriented units into our curriculum."
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"Ashbury is proud of its 100% IB Certificate completion rate and university placement record. Attending Ashbury opens doors to the future for our graduates."
"In a safe and close-knit environment our highly qualified and dedicated teachers provide the very highest standard of education, from Preschool right up until Grade 12. Children benefit from small classes and feel nurtured in a modern and immersive learning setting."
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"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."
"Why German?
Germany has the biggest economy in the European Union and the fourth largest worldwide. It is home to numerous international corporations and at the forefront of technological innovation. German is the most widely spoken mother-tongue language in Europe. And just like at AvH, English, French and German are the three official working languages of the European Union."
"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."
"Multilingualism breaks down communication barriers, broadens horizons and allows us to learn about other cultures and ways of life. Numerous studies have shown that speaking multiple languages provides many advantages that go far beyond the knowledge of the languages themselves. Multilingual speakers can concentrate better, resolve conflicts easier and empathize better with others. Overall, the multilingual brain is much more flexible, even into old age."
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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
AvH is a member of a network of over 140 German schools abroad. In 2018, we were once again awarded the official “Excellent School Abroad” seal of approval by the German government. We are recognized by the Ministère de l’Éducation et de l’Enseignement supérieur du Québec. Therefore, we can offer two degrees: the internationally respected and globally recognized German International baccalauréat (Abitur), which allows a seamless transition to university studies, as well as the Quebec Secondary School Diploma, which leads to CEGEP. Our school’s academic success is clearly reflected in the fact that our graduates go on to the world’s leading universities.
Since its founding in 1980, AvH has been educating students of German, Canadian and international origin. Our graduates acquire a wide range of skills and competencies and they master three languages: German, French and English. All this prepares them especially well for the challenges of our global world.
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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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.
Our challenging program adheres to both German and Quebec curricular requirements. The curriculum of every German school abroad offering the "German International Abitur' (DIA) is that of the German state of Thuringia. The subjects "Geography of Quebec and Canada", "History of Quebec and Canada" and "Politics & Economics" reflect the syllabus of the Province of Quebec.
Traditional Math
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.
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.
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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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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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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.
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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
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
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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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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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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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Not applicable
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
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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Web design
Robotics
Computer science
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At AvH, we promote physical health through regular physical education classes. Our exceptional athletic facilities include two gyms, a soccer field, a running track and an outdoor multi-purpose court. In average 3 hours/week of sports classes are given per grade.
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.
Each child goes through developmental stages at his or her own pace. We take our time, gently guiding each child through these stages while fostering individual skills.
Standard-enriched
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).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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 “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.
The elementary school s small and comfortable. The school size provides ideal conditions for personal development and encouragement of the individual child. A strong sense of community imparts a sense of security and the children enjoy learning. The secondary level curriculum complies with the requirements stipulated by the German "Kultusministerkonferenz" (KMK, The Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany). The individual talents and needs of students are taken into account whenever possible and where physical and staffing resources permit.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Independent Free Thinker Multilingual Bilingual Global Citizens STEM and enriched science
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
7 - 12
1 - 12
10%
0%
$15,000
$5,000
70%
80%
4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Dec 01, 2023
Rolling
Rolling
Not available
Yes: grades 4 - 12
Yes: grades K - 12
No
No
No
No
No
No
Yes: grades 4 - 12
No
No
No
No
No
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.
A multilingual education (especially a trilingual education) can be challenging for both students and parents, yet the benefits of that hard work are incalculable. We look for students and parents who are want to accept this challenge and will put in the required work and effort to achieve them.
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.
Families who are interested will be invited for a tour and an interview with the principal.
Skype interviews can be arranged for all parents and students who do not live in the area.
The purpose of the interview is to give a general idea about the school and provide an opportunity to ask questions. It is also important to get to know each other and prevent false expectations.
