2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7, Canada
Indirect Support:
2211 Thurston Dr, Ottawa, Ontario, K1G 6C9, Canada
55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7, Canada
1997
1865
65
570
1 to 12
5 to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Traditional
Liberal Arts
6 to 12
12 to 16
Learning, Developmental, Behavioral
Learning, Developmental
Dedicated gifted school
$16,000 to $18,000
$31,000 to $41,500
$57,000 to $83,000
No
Yes
0%
33%
None
5 to 12
$0
$20,000
5
71
0%
49%
90%
75%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 1 - 12
Yes: grades 5 - 12
No
No
information not available
Trinity College School is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning dedicated to developing opportunities within the local community and beyond.
Read The Our Kids Review of Trinity College School
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 reportTrinity is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning managed by a director dedicated to developing opportunities within the local community and beyond. The ideal student is one who responds well to challenge.
View full report
"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...
View full review
"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...
View full review
" ... everyone is truly welcoming"
Mariam Omilabu - Student (Jan 23, 2018)
Being at Trinity College school is like moving away from home, feeling terrified and lost, then grad...
View full review
"Beate Mundo Corde: Blessed are the pure in heart... truer words could not be said about the people of Trinity College School."
Benjamin Glassco - Alumnus (Jan 25, 2018)
"Beate Mundo Corde": Blessed are the pure in heart. Adorned on the school's crest and displayed on t...
View full review
"I felt like the luckiest person in the world"
Jocelyn Murphy - Alumnus (Jan 26, 2018)
My time at Trinity was so special. I spent four years there in both day and boarding programs, and I...
View full review
"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."
"TCS attracts motivated students locally, nationally, and internationally because we respect each person as we do their cultures. Day and boarding families alike realize that our campus is 100 acres of home, where our students quickly become a close-knit, extended family. Our faculty work with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because we know that students achieve great things when they feel supported. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start truly valuing themselves as well as others."
"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 TCS, each student is valued for what they uniquely bring to the community because individuality matters here. Our students are surrounded by people who only want the best for them. We support them to find their personal path so that they are ready to realize their potential. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start what's next truly valuing themselves as well as others."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"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."
"Students can get a fresh start and go as deep as they want, exploring, discovering, and focusing, with abundant options. Our variety of electives and co-curriculars offer students opportunities to try something new and go deeper with what they may already love. Faculty works with each student, with the right amount of challenge and encouragement to foster a high level of independence. Each student is valued for what they uniquely bring to the community because individuality matters here."
Information not available
Information not available
"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."
"People see our buildings, they feel the community when they come onto campus. What they maybe don’t see, at least at first, is the work our faculty works with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because at TCS students achieve great things when they feel supported."
"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."
"At TCS, an excellent education means students remain open to learning throughout life and doing something positive with what they have learned. Our students realize their "why" as we nurture and further develop their good character."
Information not available
Information not available
Information not available
Information not available
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
For more than 140 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world, and that our alumni are leaders in their communities. But this is just half the story.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
At TCS we think that the quality of character determines the quality of leader. As such, we challenge our students to establish worthy goals and to act to good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our programme and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful and confident.
If you are considering Trinity College School as a destination, I trust that this Web site will provide you with many of the details you desire.
However, in order to truly experience the strong, supportive community that is TCS, I would like to extend an open invitation to visit us in person. I can promise you that the caring and energizing environment that we foster and enjoy will prove unique from any other school you may have visited.
I very much look forward to welcoming you to campus.
Sincerely,
Stuart K.C. Grainger
Headmaster
Liberal Arts
Information not available
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.
Not applicable
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.
As our families and students appreciate, a high school diploma is only the beginning step towards achieving long-term goals of post-secondary education and career advancement. Our academic program is an opportunity for our students to show that they are capable of managing deadlines and completing specific tasks, which are important skills for any post-secondary program. Academic programming has been carefully designed to prepare students for the challenges of university study, and the wide range of courses, in addition to the School’s emphasis upon learning skills and a personal approach to learning, reinforce our compelling academic vision. We strive to provide opportunities to bring out the very best in every TCS learner by helping students balance their individual aptitudes, the requirements of the Ontario Secondary School Diploma and university admission requirements.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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.
Although TCS primarily takes a traditional approach to mathematics, critical thinking and the application of concepts and skills is emphasized in each course and at each grade level. Mathematics teachers are highly collaborative and develop course lessons and materials in teams. Students are also expected to work collaboratively and learn the importance of practice, critique and revision when working toward mastery. Students may avail themselves of a variety of learning supports including the use of the ‘Math Learning Center’ which is open to students throughout the academic day and three evenings each week. The use of technology (including graphing calculators, online interactive graphing tools and video lessons) is embedded in daily lessons and on assessments. Students with a passion for mathematics are encouraged to challenge themselves by sitting the University of Waterloo mathematics contests that run throughout the academic year.
Jump Math Books are used for elementary grades. Nelson Secondary Mathematic books are used for high school math.
Mathematics courses primarily use the McGraw-Hill Ryerson published textbooks, designed for the Ontario curriculum. Some exceptions include AP Calculus (Stewart. Single Variable Calculus, Early Transcendentals, 7th edition) and AP Statistics (Bock, Velleman, De Veaux, STATS Modeling the World, 4th Edition).
Calculators are allowed during certain math problems. Graphing calculators are used in high school grades.
Students are required to use the Ti-84 series of graphing calculators. Students learn course specific calculator skills during lessons and may use them on assessments, including the final exam. Calculators with ‘QWERTY’ keyboards are not permitted.
Not applicable
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.
Not applicable
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.
Information not available
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.
At TCS, writing is used to harness and develop the power of self-expression. Texts studies serve as models for students’ own writing and to stimulate their creative faculties. There is a focus across disciplines on using language with precision and clarity, and incorporating stylistic devices appropriately and effectively. For example, in the AP Language & Composition course, students not only deconstruct the rhetorical and literary merit of pieces, but learn how to craft their own compelling arguments. In the lower grades we specifically teach grammar and vocabulary is taught through literature.
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.
The science program at TCS has been developed such that students learn the essential content and skills that will prepare them for the challenges of the next grade level, beginning from Grade 9 and leading to AP courses. Grade 9 and 10 science classes introduce students to the disciplines of chemistry, physics and biology and explore the interrelationships between science, technology, society and the environment. There is a focus on student-directed approaches to inquiry to give them greater ownership in the experimental process and collaboration with lab peers. The importance of fair, unbiased experimental designs to test hypotheses is underscored, as is the proper graphing and written form of displaying and explaining data. Grade 11 and 12 science students will continue to refine these skills as they engage with more in-depth content. Problem solving and analysis skills are emphasized in order to further develop their critical thinking.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
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.
English courses at Trinity College School are designed to enhance students’ abilities to critically analyze and appreciate literature through the study of a wide array of novels, plays, poems, and short stories. Students focus not only on what a literary text means but also how a text conveys that meaning. Students are taught to use academic language coherently and confidently as well as to select reading strategies best suited to particular texts and particular purposes for reading. Our courses are thematically based and expose students to works ranging from the Elizabethan era to the 21st Century. Unique opportunities offered in our department include a Grade 10 cross-curricular English and History Travel Education course; AP Language and Composition; AP Literature and Composition; and a selection of Grade 12 courses that focus on a common subject, including Holocaust Literature, African Literature, Middle Eastern Literature, and Alienation Literature.
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).
In addition to teaching course content, a particular focus in our social studies curriculum is helping our students to be knowledgeable and discerning consumers of information, including both online and textual resources. Students are taught specific skills for developing and refining research questions. We also work to develop proper research techniques and skills for verifying and authenticating online information. Students are also given various opportunities to communicate their knowledge, in spoken, written and multimedia formats.
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.
The delivery of the social sciences and humanities at Trinity College School seeks an equal balanced approach between perennialism and pragmatism. Fostering a strong theoretical understanding of the relationship between politics, culture, and the economy offers a staging point to critically analyse the issues of the day from a Canadian and global context. Students have an opportunity to explore current public debates about social justice issues and social policy. They critically examine the links between economic and social class disparities; religion; human rights; race, racism, and anti-racism, gender and sexuality; health and education; and environmental concerns on a local and global level. Students receive a solid foundation in research methods and theories, building their analytical skills in order to properly prepare them to contribute to making the world a better place, which is in keeping with our mission.
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.
Fluency in the languages and cultures studied at TCS is critical training for contemporary citizenship. Literacy is the aim, one that affords connection preparing students for the 21st century. Languages, both classical and modern, challenge students to blend critical thinking, analytical practices, and performative advocacy in ways that highlight the interplay of curricular application and extension. A variety of efforts are made to facilitate cross-disciplinary study stemming from student interest in topics that encourage collaborative, creative thinking using a cultural framework. Language is the tie that binds communities affording students the occasion both to learn how to speak and how to listen.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
The Arts are driven by passion, imagination, creativity, discipline, energy, and joy. This is what we work with every day to produce artistic thought, feeling, and action through music, drama, and visual art. We love what we do and we do it well. Our students graduate with a life-long love of the arts and a deep understanding of culture and their place in it.
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.
The Computer Studies Department is partitioned into two streams, Communications Technology and Computer Science. Within each stream, students develop skills that allow them to explore the fundamentals and use of computers, and applications within, and apply their skills to produce varied and creative work. The Communications Technology stream emphasizes the creative process, and how technology aids in the development of unique products. Digital graphic design, photography, sound production and videography are the primary concepts of these courses, each implementing rigorous critique and focusing on the design life cycle. Within the Computer Science stream, students gain a deeper understanding of computers, and learn how computers can be manipulated to solve real-world problems. Areas of investigation include program design, computer hardware, algorithm analysis, big data, robotics, and electronics. While exploring these streams, students gain a better understanding of the power of computers, and learn to maximize their use in today’s world.
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.
At TCS, health and physical education (HPE) is mandatory in grade nine. Courses are offered at all grade levels, including focus courses such as large group games (grade 10) and outdoor education (grade 11). Two grade twelve course options exist with Intro to Kinesiology, and Fitness Leadership. Teachers in the HPE department are experts in the field of healthy active living and many are high level coaches. More importantly, the teachers in HPE department are caring individuals, who strive to see students achieve personal achievements, reach goals and have fun during the experience. The knowledge and skills acquired in HPE courses at TCS provides students with the physical literacy and health literacy they need to lead healthy, active lives.
Not applicable
Not applicable
Information not available
Standard-enriched
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.
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.
Gifted students have the opportunity to be placed in a higher grade level for subjects they excel in.
With an average class size of 15 students, TCS provides a highly personal approach to learning. Students are supported inside and outside the classroom with dedicated faculty and substantial extra-help opportunities. All Senior School courses have a robust online learning management system to support student achievement.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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.
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.
Trinity College School offers a broad and rigorous curriculum in which students may concentrate in areas of personal interest. At TCS, education is collaborative, rich in discussion, and writing-intensive. We believe that learning is an active process that fosters habits of the heart and mind while challenging all students to communicate effectively and to think both critically and creatively.
"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.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
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.
Students with Identified Learning Disabilities (full psycho-educational assessment no more than 3 years old) or other diagnosed needs, are supported through additional support programs such as Learning Strategies Courses, or Academic Support periods. Their test/exam accommodations are based on the recommendations in the psycho-educational assessment. They may include; Extended time, use of a laptop or scribe, alternative, distraction-reduced environment or additional breaks. TCS does not modify the curriculum.
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.
Students with clinically diagnosed learning disabilities can be successful at Trinity College School if they do not require modifications to the curriculum and if they are engaged learners willing to accept strategies and supports from their teachers. Generally, these students have LDs that are moderate in nature. Students who surface as having academic challenges while at Trinity College School, are provided with additional academic assistance, learning seminars, and strategies. If initial supports do not improve the status of student achievement, the school may recommend a full psycho-educational assessment to investigate the nature of the academic challenge.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
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
5 - 12
0%
33%
$0
$20,000
90%
75%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 1 - 12
Yes: grades 5 - 12
No
No
No
No
No
Yes: grades 5 - 12
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.
Trinity College School take a holistic view during the admissions process to determine a candidates suitability for our program in an effort to determine fit in three broad categories, academics, extra curriculars and community. Applicants that can demonstrate that they will thrive in our challenging university program, participate in athelitcs, arts and extra curricular programing as well as be a positive member of our caring community are likely to gain entry and thrive at TCS.
Step 1 - Parent interview with Administration
Step 2 - Shadow Day
Step 3 - Review of relevant reports
Step 4 - Parent School Conversation
Admission Requirements
Admission to TCS is based on:
How to Apply
There are eight essential pieces of information that must be received by the School before a candidate's file will be considered for admissions:
Send to:
Admissions Office
Trinity College School
55 Deblaquire Street North
Port Hope, ON, L1A 4K7
Canada
