2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
11 Headdon Gate, Richmond Hill, Ontario, L4C 9W9, Canada
Indirect Support:
2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
11 Headdon Gate, Richmond Hill, Ontario, L4C 9W9, Canada
1997
2003
65
100
1 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
6 to 12
8 to 15
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated gifted school
$16,000 to $18,000
No
No
0%
0%
None
None
$0
$0
5
6
0%
0%
90%
80%
1, 2, 3, 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
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades JK - 8
No
No
information not available
information not available
Not all children learn in the same way, and that’s been a guiding principle behind the Astolot Educational Centre since Jennifer Cowan founded it in 1998. Classes are small, and instruction is student-oriented, beginning with the talents, interests, and perspectives that the children bring with them into the classroom and starting from there. Learning is cooperative, with faculty and students working together to tailor delivery to best meet their individual learning styles. It’s not the typical approach, which is precisely why families turn to Astolot. In addition to reaching student potentials, the program encourages learner responsibility while growing the students’ awareness of how they learn best. While there are a range of student supports, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group.
View full reportPrestige sets a high bar for its students, academically as well as socially and ethically. The program is designed and delivered to meet the needs of students functioning at the top of their peer groups. There is a close-knit feel within the student body, and an ongoing attention to the needs and development of each student as he or she progresses through the curriculum. The ideal student is one able to thrive in a challenging yet supportive environment and looking to learn within a peer group that consists of like-minded and similarly abled students.
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"My child was given the freedom to accelerate his learning where he was capable of doing so, and given support in those areas (e.g. social skills) where he needed it."
Anne Marie Laurin - Parent (May 24, 2019)
Our son started at Astolot in grade 2 and is graduating this year. As a person with dual exceptional...
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"Astolot excels in supporting each student to achieve the most positive outcome."
Raewyn Khosla - Parent (Mar 01, 2022)
Our son had an excellent experience at Astolot. Previous to starting the school in Grade 6 he had at...
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"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider Dyslexia requirements, have small groups, ADHD strategies, as well as programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"Prestige School Richmond Hill offers strong academic programs for PS to Grade 12. Students in PS to Grade 8 are given an advanced curriculum that enables the acquisition of skills and the application of knowledge in all subject areas. High school students are offered superior in-class instruction as well as the option for added support with our onsite tutoring program, allowing them to gain acceptance to their university of choice. We have superb facilities, a convenient location and before and after school care."
"Education programs are developed with the parent, child and teaching staff. Small class sizes and experienced, dedicated staff allow for proper implementation. Students and teachers have a role in directing learning. Students have input into how they learn as they become more aware of their own learning style. The method of teaching and learning varies; a student may learn paragraphs in a 'step by step' method, through computer editing, or holistically while researching a science topic."
"At Prestige School, we provide an advanced, engaging educational experience with a focus on fostering connectedness and facilitating academic growth. At the heart of Prestige has always been three core values our school promotes: wisdom, courage, and integrity. We proudly uphold these values through our individualize learning approach, combining Google Classroom and intensive in-class instruction active parent-teacher and teacher-student personal correspondence."
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"Cooperative learning is not a typical approach, this is precisely why families turn to Astolot. In addition to students reaching their potential, they are encouraged to take responsibility for their learning, whilst also developing their personal awareness of how they learn best. While the school offers a range of student support strategies, the ideal student is one who is capable of thriving in a challenging atmosphere, and who operates at the top of his or her peer group."
"Our greatest strengths include inspiring and motivating students. We actively engage their eager minds by incorporating a variety of manipulatives, enjoyable activities and cooperative learning projects. In addition, we tailor lesson plans to meet their diverse interest and provide alternative assessment methods allow for optimal evaluation. We engage in daily parent-teacher communication to allow for full immersion in the educational process and boost students’ self-confidence and self-esteem."
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"Astolot Educational Centre was founded to meet the needs of students by understanding the learner's experience first, combined with environmental accommodations in order to deliver curriculum with success. Astolot staff consider all student needs, including programming for gifted students. Our mix of students results in positive learning experiences as challenges are matched with strategies to ensure student success."
"Although in the past, we may have been regarded as a smaller private school, we will be renovating the adjoining business between our two units and will be fully utilizing the full length of the building come the start of the new school year. We will be gaining more learning opportunities for our students, including an advanced High School program. The revitalized classrooms will accommodate growth and development. Prestige School is committed to investing in our students."
"Grade 1 to 6 classes are formed with student learning style and academic needs as the priority. Therefore, the classes are multi-grade level allowing for students to learn at an appropriate level. Grade 7 and 8 are important years, preparing them for the academic demands of high school. Grade 9 to 12 follow the Ontario Curriculum, earning credits towards the OSSD, granted by the Ministry of Education."
"Our experienced Physical Education instructor conducts regular fitness and wellness sessions to aid in strength, flexibility and cardio. Dance and choreography are also implemented. Students have regular art and music lessons to advance in their creative abilities and further their mastery of the guitar, ukulele, recorder, and vocal talents. Our French program includes daily intensive lessons. Annual math competitions and performances in school wide concerts also further students' potential."
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Welcome to Astolot!
We are a small, not-for-profit, Ministry Inspected private school serving grades 1 to 12. We believe that structured, individual learning, allows students to reach their full potential. Students who are considered gifted have the opportunity to excel and be challenged, while additionally students are accommodated or offered alternative programming to meet their learning needs. Our classroom ratio is small, on average 1 teacher to 10 students, and we emphasize life skills in all aspects in school.
Founder Jennifer Cowan
Dear parents,
The dedication of our staff plays a huge role in the success of our students. Our close-knit community, made possible by small class sizes, ensures that each of our students receives an individualized education. You will never have to wonder how your child is doing; our teachers will tell you because they care.
Located in the diverse city of Toronto, Prestige School prides itself on a student body that reflects the multicultural city of Toronto. Our school boasts international students from all corners of the world, with some of our students speaking several languages. It is for this reason that Prestige School offers language courses as early as preschool. We want our students to be well equipped to thrive in today’s global economy.
However, academics are not enough to develop a well-rounded child. That is why we pride ourselves on our community. But what exactly is our school community? Our school community is the taste of every food imaginable during our International Café, the sound of ear-splitting cheers on Sports Day, the sight of our graduates walking proudly across the stage, diplomas in hand. It is the feeling of making a difference.
Since a picture is worth a thousand words, I urge you to browse our photo gallery. The smiling faces of our students will tell you much more than I am able to in a letter. We invite you to come and see us in action and would be happy to book you an appointment to discuss your own child’s educational needs.
Happy learning!
Olga Margold
Traditional
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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.
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Ontario Curriculum requirements will be met by accommodating for visual, auditory and kinesthetic leaning. Students working on the same topic may approach the curriculum or completion on their product (essay/power-point/oral presentation) with their learning style in mind. Involvement of students and parents is essential to establishing curriculum delivery for students.
At Prestige School, we offer an enriched and accelerated curriculum with subjects taught one to two grade levels above the standard curriculum. Our academic program provide students with a great opportunity to experience a multitude of courses and various learning styles and strategies. It challenges each student intellectually, artistically and physically through a rigorous and innovative curriculum and an extensive co-curricular program. Our academic curriculum is academically challenging, with students being taught by teachers who specialize in the content knowledge of each subject. Starting in kindergarten, students have specialists in French, computer science, music, art and drama. Starting in grade 5, students further specialize in science, which includes biology, chemistry and physics.
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.
Grades 1-8 math is structured with the Jump Math books. Each student gets two workbooks per grade, and once the booklets are complete they can advance into upper-level booklets. The teacher provides direct instruction to the class, then works individually with the students at the level they are at. Each class has approximately 10 students.
Prestige School elementary students are taught an advanced curriculum in mathematics. They learn at least a year ahead of publicly funded schools. Younger students learn hands on strategies that will assist them in answering various forms of questions; textbook, worksheets, graphs, surveys, etc. Older students are learning very advanced mathematical strategies and equations. Our high school students are taught by skilled mathematics teachers that ensure students are understanding the concepts in order to receive their credits.
Jump Math Books are used for elementary grades. Nelson Secondary Mathematic books are used for high school math.
We use various textbooks for elementary and high school. We also use school generated textbooks.
Calculators are allowed during certain math problems. Graphing calculators are used in high school grades.
Younger students are not permitted to use calculators. They are learning various strategies that teach them to do the calculations on their own. Older students are permitted to use calculators since they are performing advanced mathematical equations.
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.
Both Phonics and whole language instruction are focused on for Literacy. Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds. Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
Prestige School follows a phonics intensive steps to reading program which includes guided reading, weekend readers, word family books and more.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Wilson Reading Program is used to assess reading level.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
There is an equal balance between systematic writing approach and process writing approach. 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. The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Prestige School ensures that students’ grow into confident writers and researchers who can communicate competently using a range of forms and styles. Students will learn to use these forms and styles to suit specific purposes and audience, while correctly applying the conventions of language –grammar, usage, spelling, and punctuation. Students learn and build upon the skills necessary to write using all four forms: expository, descriptive, persuasive and narrative.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
We offer an equal balance between inquiry scientific approach and expository science approach. Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions. 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.
Our science program (KG- Gr. 8) moves at an accelerated rate covering these 4 strands: life systems, earth and space, structures and mechanisms and matter and energy. Starting in grade 4, students specialize taking separate classes in chemistry, physics and biology.
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
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
There is an equal balance of traditional literature and social justice inspired literature. 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. 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. In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works.
Our reading program provides students with opportunities to expand their intellectual horizons and to extend and strengthen their literacy skills. As a creative representation of life and experience, at Prestige School, we see literature as raising important questions about the human condition, now and in the past. Our students are exposed to literary works drawn from many genres, historical periods, and cultures, by both female and male writers, that represent a wide range of perspectives and reflect the diversity of Canada and the world.
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Students are exposed to social studies starting from preschool. In primary grades, students learn about the community, Canada, and medieval times. In junior grades, students are exposed to various ancient civilizations and learn how these civilizations have impacted our world today.
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.
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. Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience.
In Grades 7 and 8, students are taught history and geography. In history, students are taught to think critically using primary sources, and are tasked with considering the perspectives of those they learn about. Though the history courses focus primarily on Canadian history, students learn about what was going on in other parts of the world at the same time. In geography, students take part in many inquiry-based tasks, project-based learning, and case studies. The grade 7 course focuses on physical geography, while the grade 8 course is centred around human geography.
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students start French instruction in preschool and kindergarten and is offered every year up until grade 12. Students take French daily starting in grade 1 until grade 9. Students have an option of taking Russian instruction starting in kindergarten. Students have Russian instruction two to three times a week. Russian instruction is also offered as a high school credit.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We believe in expressive art. Creativity is inherently subjective. Our goal is to create an open and non-judgemental environment for students to experiment, innovate, and find the artist within.
Prestige School takes pride in their numerous stage shows. Students take part in our Annual Talent Show, Winter Concert, Literacy Celebration, International Café, and the End of Year Concert. Students are exposed to various medias and techniques for visual arts. Dance is offered as a separate class, separate from physical education, once a week. Our music program exposes students to various composers and musicals.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
For high school classes, students are required to have a computer to type assignments. However, hand writing is an option for some students and for certain assignments. Students are allowed their assistive technology whenever it applies.
Students are exposed to computers studies starting in grade 1 until grade 8. Computer studies is also offered as high school credits. Young students learn the very important skill of typing. Once typing is learned, then students are exposed to various computer programs that will be of use throughout their entire life. Older students are exposed to programming.
Web design
Robotics
Computer science
Physical education takes place in the neighbourhood park and at outdoor education centres. Elementary students get an hour outside each day. High School students get an hour break with the option and encouragement to go outside. During spring and fall, all students are outside most days. Physical Education classes follow curriculum, and go beyond the curriculum to focus on team building and cooperation.
Our approach aims at helping students develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and a respect for their own health in relation to others and the world around them. Our approach focuses on the following three components: active living, movement competence and healthy living. Students actively participate in a wide variety of physical activities while also understanding the responsibility for their safety and safety of others. Student also perform movement skills and learn how to apply movement strategies properly. For the healthy living component, students learn about nutrition and healthy eating.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Prestige School's enriched kindergarten program incorporates learning opportunities in the subject strands of mathematics, language, science, social studies, music, French, physical health and education, dance and the visual arts. Our kindergarten program helps to foster the development of many important social, emotional and academic skills. Our program provides opportunities for teacher-guided and student-guided learning experiences. In addition, we use a lot of hands-on exploration of concepts to support their understanding of the world around them.
Accelerated
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.
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).
Gifted students have the opportunity to be placed in a higher grade level for subjects they excel in.
Information not available
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”.
Astolot has a “supportive” academic culture focusing on developing student learning strategies and self-advocacy. Academic performance is a welcomed benefit of our focus. Astolot students proceed to post secondary with the necessary skills to be successful. We have a supportive academic culture to turn students from frustrated to engaged learners. Astolot is focused on instilling a love of learning and life-long curiosity.
At Prestige School, students are held to a high academic standard. Students are exposed to an advanced curriculum and teachers provide the necessary help a student would need to succeed in their academics.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Astolot, we believe that the basic needs (security, trust, health) need to be addressed before academic success can be obtained. Our goal is to increase student's intellectual level, through addressing their emotional and social needs. We want our students to be academically strong, creative, critical thinkers with the learning skills required for success beyond high school. We also want our students to be emotionally intelligent and confident, capable of learning both about themselves and others.
Information not available
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Astolot provides space for specialists to work with students to receive support for dyslexia, occupational therapy, social skills development and speech-language therapy.
Information not available
Astolot has the ability to support students with mild disabilities, but not severe disabilities since we do not modify curriculum. Extra support is offered to students struggling to access the curriculum or demonstrate their learning. Our small classroom sizes allows teachers to provide specific attention to students with a learning challenge.
Information not available
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
$0
90%
80%
1, 2, 3, 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
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades JK - 8
No
No
No
No
No
Yes: grades 2 - 8
No
No
No
No
Astolot attracts students who find large classrooms frustrating due to sensory overload, lack of time with the teacher or require individualized programing.
We look for students who possess and can represent our three core values: wisdom, courage and integrity.
Step 1 - Parent interview with Administration
Step 2 - Shadow Day
Step 3 - Review of relevant reports
Step 4 - Parent School Conversation
Prestige School offers a unique learning environment designed to meet the child's individual needs and encourage each student to pursue integrity and excellence. We help all perspective students and their parents to become familiar with the school, our programmes, and our educational philosophy.
Admission Criteria
On receipt of the application form, students applying to our kindergarten programme will be invited for a class visit. Applicants to the kindergarten programme are encouraged to bring a photograph or story book to generate conversation (please no toys), and to assist with verbal skills assessment.
