80 chemin Moulton Hill, Sherbrooke, Quebec, J1M 1Z8, Canada
12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
Indirect Support:
80 chemin Moulton Hill, Sherbrooke, Quebec, J1M 1Z8, Canada
12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
1836
1985
270
660
7 to 12
JK to 12
Coed
Coed
Boarding, Day
Day
English, French
English
Academic
Academic
Traditional, International Baccalaureate
Progressive, International Baccalaureate
12 to 15
16 to 18
Learning, Developmental
Dedicated gifted school
$30,000 to $51,000
$28,400 to $38,400
$63,750 to $75,710
Yes
Yes
40%
0%
7 to 12
9 to 12
$23,800
$0
45
44
81%
0%
0%
0%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 12
No
Yes: grades 6 - 12
No
No
information not available
Meadowridge is a school that intends to inspire and teach through direct, personal involvement. They don't just teach art, for example, they immerse students within it, including an on-site collection of works from an a-list of Canadian artists, including Tom Thomson, Kenojuak Ashevak, and Lawren Harris. The campus includes a forest, so the links between art and the environment are profound. Likewise, gardens and greenhouses provide an entrée to ecology and biology, and a design lab provides an entrée into technology and engineering. Those, and other examples, provide a unique balance between traditional learning and experiential learning. The buildings, the 27-acre campus, the proximity to Vancouver as well as a range of natural environments—all of it would rightly be the envy of any school. The ideal student is one who is curious, engaging, and prone to make use of the range of programs and opportunities that Meadowridge provides.
Read The Our Kids Review of Meadowridge School
Bishop’s College School (BCS) was founded in 1836, becoming an all-gender school in 1972 through an amalgamation with King's Hall, Compton. That long history is apparent in the traditions that remain at the school, including chapel (now non-denominational) three times a week, the social organization of the school into houses, and a thriving and varied co-curricular offering. BCS has a strong culture of leadership, and students are encouraged to get out of their comfort zone and take on leadership roles in their house, within activities and committees, and through cadets. Athletics are an integral part of daily life at BCS: every student participates in an individual or team sport five days a week (and they also participate in three different sports a year). BCS has been a member of Round Square since 1986, something which provides a foundation for the diversity of the student population, one that includes students from over 40 countries despite an annual enrolment of around 270 students.
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Meadowridge is a school that intends to inspire and teach through direct, personal involvement. They don't just teach art, for example, they immerse students within it, including an on-site collection of works from an a-list of Canadian artists, including Tom Thomson, Kenojuak Ashevak, and Lawren Harris. The campus includes a forest, so the links between art and the environment are profound. Likewise, gardens and greenhouses provide an entrée to ecology and biology, and a design lab provides an entrée into technology and engineering. Those, and other examples, provide a unique balance between traditional learning and experiential learning. The buildings, the 27-acre campus, the proximity to Vancouver as well as a range of natural environments—all of it would rightly be the envy of any school. The ideal student is one who is curious, engaging, and prone to make use of the range of programs and opportunities that Meadowridge provides.
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"Established in 1836 in Lennoxville, Quebec, Bishop’s College School (BCS) offers the International Baccalaureate Diploma Programme and course certificates along with Canadian curricula. Bordered by farmland and rolling hills on one side and the city of Sherbrooke on the other, BCS is a small, welcoming community with students from over 40 different countries. A well-rounded education of academics, athletics, arts, leadership development, and global citizenship prepares BCS students to become tomorrow’s leaders."
"Meadowridge is an IB Continuum World School supporting a growing community of learners from Junior Kindergarten through to Graduation. While we have enjoyed celebrating the outstanding academic results of our children, our greatest sense of pride comes from supporting their development into kind, morally bound, and critically thinking leaders in our society. We learn how to care for ourselves and others while embracing change and developing the confidence to not only meet the future but also to create it."
"No two students are alike and as such your BCS experience is unlike anyone else’s. Much like a ‘choose your own adventure’ book, your time at BCS is tailored to you, shaped by the classes you take, the sports and clubs you participate in, and the countless leadership and service opportunities you take advantage of. Our students graduate from BCS as caring, open-minded, confident, and engaged global citizens equipped to take on the world and excel in their pursuits."
"Our school’s mission, learning to live well, with and for others, in a just community, resonates with our community’s desire to do more. We are driven to have a profoundly positive impact on our world. We begin to accomplish this through a series of strategic and thoughtful experiences, often involving our natural environment, collaboration with our peers, and creative and critical problem-solving."
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"BCS is situated in the ideal location—it's the perfect balance of safe, small-town convenience and big city accessibility. With an average class size of 15 students, our students develop close relationships with their teachers who also serve as their coaches, advisors, and are part of the boarding houses. Students are further supported by a full-time school counsellor, nurse, physiotherapist, and strength & conditioning coach, as well as academic support in our R.D.W. Howson Enrichment Centre."
"Meadowridge is a full IB continuum school from JK to Grade 12 and is nestled into the lush environment of Maple Ridge. Boasting 27 acres of land, the Meadowridge campus is home to a regenerative farm, greenhouses, gardens, a campground, and an outdoor cookhouse. Inside, the school's library holds more than 47,000 resources, there are many purpose-built classrooms and spaces, and various common areas for reading, studying, and collaborating."
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"Location matters and our 250-acre campus in bilingual Quebec is perfectly situated at a short walk from the cozy borough of Lennoxville and a quick drive from bustling downtown Sherbrooke. Our region is called the Eastern Townships and we are lucky to be surrounded by beautiful hills, lakes, trails, and farmland. Our students enjoy skiing and snowshoeing in the winter and hiking and watersports in the spring. The Moulton Hill landscape is one of the things our alumni tell us they miss most!"
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"Our elite hockey program comprised of a Varsity Team and a Prep Team is considered a ‘hidden gem’ in the hockey world. Three alumni of our hockey program have been drafted to the NHL in the past four years. Noah Dobson, BCS’18, Dawson Mercer, BCS’19, and Evan Nause, BCS’21, were all selected in recent NHL drafts. This year our Varsity team took home the MPHL championship and our Prep Team claimed the NISIC championship.
Discover our elite program that is taking players to the next level!"
"Meadowridge School began because of a group of parents decided against all odds to open an independent school in Maple Ridge, BC. This was in 1985, when Maple Ridge was seen as a small exurban community, more working-class than wealthy, with limited road and bridge infrastructures. Establishing a viable school in this area, at that time, was an audacious pursuit. These founding parents had the audacity - and the determination, hard work, and vision, too."
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As we gear up for the 2023-24 school year, I share in your family’s excitement and anticipation of embarking upon your BCS journey. You now belong to a globally diverse group of engaged and motivated students preparing to impact the world. You will be challenged with programs designed to inspire, motivate, and grow each student’s mind, body, heart, and soul, in a place where young individuals can be themselves, develop respect for others, and explore the true meaning of leadership, character, generosity, and integrity. We are preparing you for a life of continuous curiosity and instilling in you the values to become compassionate and purposeful global citizens. Your experience, and that of your family’s, will be characterized by the relationships between caring and supportive faculty and staff and highly motivated and engaged students. One truth that I have learned in my 29 years in education is that life is defined by the meaningful relationships that we build, nurture, and value. Everyone at BCS embraces our inclusive community, celebrates our diversity, shares a commitment to care for each other, and understands the meaning of the work that we strive to accomplish. I believe that young people rise to the expectations that are set for them and that they can all reach their unique potential if they are provided with the appropriate support and encouragement. At BCS, those supports are in place for you from the first day you arrive on campus. Your houseparent is eager to welcome you with open arms, your teachers and coaches can’t wait to have you join their groups, and the best friends you will inevitably make are as excited as you are to form lifelong bonds. Your life-enriching adventure is only just beginning! I look forward to welcoming you to Bishop’s College School and witnessing first-hand the special qualities you will bring to our community. I am excited for you to experience, for yourself, the magic that is BCS.
Kind regards,
Michel Lafrance
32nd Head of School
For those that I have not already met, my name is Scott Banack and I am the Headmaster at Meadowridge School. Having been part of the Meadowridge community since 2009, I have worked as a teacher, MYP coordinator, Middle School Principal, and most recently, the Deputy Headmaster. I have had the opportunity to work with many of the very dedicated and motivated Meadowridge community.
Throughout my 20+ years of experience as an educator, I have been fortunate to work at some of the best schools around the world. I started my career in rural Alberta, before heading overseas to work as a teacher and administrator in Turkey, the Philippines, and Venezuela. My wife Stacy, a teacher at Meadowridge, and I decided to move closer to home after our son Ethan was born. That’s when we found Meadowridge and it has become such an important component of our family. We’ve brought both Ethan and our daughter, Adele, to Meadowridge and it has become their second home. Our connection runs deep, with great friends, colleagues, and peers. It is impossible to accurately describe in words, as this is a community that needs to be experienced to be truly appreciated.
Our school’s mission, learning to live well, with and for others, in a just community, resonates with our community’s desire to do more. We are driven to have a profoundly positive impact on our world. We begin to accomplish this through a series of strategic and thoughtful experiences, often involving our natural environment, collaboration with our peers, and creative and critical problem solving. I am consistently impressed by our students not only for what they are able to accomplish, but the integrity, honor, pride, resilience, and compassion they display while reaching these great heights.
I am energized by the thoughts of a new school year, filled with promise, excitement, nervous energy, and an eternal optimism. I look forward to building this community alongside all of you.
Best regards,
Scott Banack
Head of School
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
The very essence of BCS is the strength of our rigorous academic program that empowers students to think independently, critically, and creatively. Our approach to teaching and learning is strongly influenced by our school mission and values. These drive the implementation of our programs as well as the continuous review of our curriculum so that it prepares students for an ever-changing world. Our students live academic and extra-curricular experiences on and off campus that help them grow into caring, principled leaders. At BCS, students study in a vibrant multicultural, collaborative environment. With a small average class size, students receive ample individualized attention and support through a coherent curriculum that balances the development of competencies, concepts, and approaches to learning. Students develop a love of learning and academic confidence to succeed in the different roles they will play in our global society. We tailor our holistic approach to meet each student’s needs, interests or passions so that they reach their full potential while maintaining the highest academic standards of our Middle and Senior schools’ rigorous programs.
At Meadowridge our Mission, "learning to live well, with others and for others, in a just community" is woven into our everyday actions and interactions, both at the school and in the community at large. It acknowledges the importance of positive interactions with others and in seeking to better the community as we better ourselves. It looks beyond gender, nationality, culture and class. It guides staff, administration, students, and families to meet responsibilities and fulfill dreams. This atmosphere of respect combined with a challenging and enriched curriculum provides many opportunities for students to excel in the core academic subjects of reading, writing, math, science and areas of creative expression and original thought, such as performing and visual arts, athletics, clubs, computer science and drama - all of which foster a strong sense of personal and community pride and cause for celebration. We believe in the importance of celebrating our students’ individual and collective accomplishments as we strive for their highest level of performance, whatever their stage of development.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
We offer a regular math program and an advanced course for students who excel in the subject. We follow the Quebec Ministry of Education from grades 7 to 11. This has a standard integrative math program. In grade 12, we adopt the IB DP curriculum with students having the choice to take Math SL, Math HL, or Math Studies.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Part of learning to read at Meadowridge is also learning to love reading. We offer an extensive library full of resources and a Kindergarten specific Family Reading Program created by our very own Teacher Librarians and Kindergarten teachers.
Process approach
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.
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Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
We offer a regular science program and advanced courses for students who excel in the subject. We follow the Quebec Ministry of Education from grades 7 to 11. This has a standard integrative science program. In grade 12, we adopt the IB DP curriculum and the New Brunswick with students having the choice to take Biology, Chemistry, Physics, Environmental Systems and Societies, or Computer Science.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
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.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students learn through creative expression: they learn to understand and to analyze, to problem solve and to self-express, and they learn about themselves and about the world around them. So while they strum, or stroke, or sing, or sculpt, they learn a new way to express themselves and to convey feelings; students learn to become active meaning-makers, not passive recipients. By learning from the entire symbolic range, students evolve as both artist and learner of the arts. Through language and art, dance and movement, photography, film and multimedia, students learn to understand the essence of things – of people, culture, art, business, sciences, politics – and the nuances within them.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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At Meadowridge, we teach our students to acquire, use, and share information in multiple forms and ways so that it becomes meaningful knowledge. When it comes to technology, every decision we make is based on learning, and that’s because technology cannot replace outstanding teaching or collaboration with other learners. We make sure that our school and our students control technology, and are not controlled by it.
Web design
Robotics
Computer science
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In Physical and Health Education, students learn to appreciate the value of physical activity and develop the motivation for making healthy life choices. PHE is taught so that students learn about and learn through physical activity. Students develop the knowledge, skills, and attitudes which contribute to a healthy and balanced lifestyle: a balanced lifestyle which includes a healthy body, mind, and spirit. PHE is a critical element of a well-rounded learner. All students in the PYP and MYP participate in PHE, and have additional requirements for physical and activity outside of their courses.
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.
Meadowridge’s Junior Kindergarten and Kindergarten programs provide developmentally-appropriate learning opportunities for children to explore, socialize and grow in a safe and supportive environment. This takes place in a brand new, purpose built Early Childhood Education building. Children are active learners. In Junior Kindergarten and Kindergarten children learn by exploration and problem-solving in a safe environment. Students learn through play and units of inquiry based on the International Baccalaureate Primary Years Programme. This includes exploration into science, art, community, literacy, math, dance, athletics, technology, music, and more. Student develop skills through a hands-on activities where they can test, try, and engage.
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).
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Our program challenges our students to find out more about their own beliefs, their own bodies, and society. When students graduate, they are equipped to deal with the complex realities of life, where critical thinking is at a premium. There are trained to question: how could this be better? In every unit of instruction, the children have a guiding question which they seek to answer. At the younger grades, the question is generated by the teacher, and smaller questions arise from the students. In older grades, we expect students to generate their own questions, and to personalize their learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
BCS is dedicated to helping students become well-round global citizens. Through rigorous academics, daily athletics, social activities, leadership and team-building, students experience a truly international and balanced approach to learning and life. Our core values (Lead, Grow, Engage, Experience, Explore) shape the students' personal and academic journeys. We learn together in a diverse and inclusive community, where each individual contributes to the BCS family.
At the heart of all we do at Meadowridge is our Mission Statement, learning to live well, with others and for others, in a just community. We have created a just community within the school – one that is shaped by caring and trust, and also clarity of expectation and rules. We teach our students how to care for themselves, because a balanced and happy life is critical to their future. Students also learn to care for others, because a successful future is one in which common welfare is shared by all.
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
Information not available
Information not available
To best accommodate all students at BCS, we have multiple supports available to provide the tools necessary for success. The R.D.W. Howson Enrichment Centre has promoted this mission for over a decade and is central to the culture of excellence at BCS. A students' level of need and support is assessed on an individual level. Please contact the school directly to see if we have the tools to accommodate your child's needs.
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
7 - 12
9 - 12
40%
0%
$23,800
$0
0%
0%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 7 - 12
Yes: grades JK - 12
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
No
No: grades 7 - 12
Yes: grades K - 12
No
No
No
No
We are looking for well-balanced students.
A Meadowridge student is one that seeks challenges in order to grow. We are not looking for perfect children, as they don't exist, but children who love to learn and explore the world. Children who are kind, willing to make mistakes and learn from them, and share their knowledge with others. From Junior Kindergarten to Grade 12, our students call Meadowridge home.
BCS works on 'rolling admissions,' meaning we will accept applications year-round. We do, however, recommend that students apply by February 1 for enrolment the following September.
Tour our Campus
As part of the admissions process, we are excited to help schedule a student-led tour of our campus for you and your family. This is the best way for you to see the school in action and get a sense of what BCS is all about. Individual tours may be done virtually or in-person at BCS and tours are organized on weekdays at 9:00 AM, 10:00 AM, 1:00 PM, or 2:00 PM EST.
Necessary Documents
Schedule an Interview
All prospective students must complete an interview with a member of the Admissions Team. Interviews usually takes 30 minutes and can be done in-person or by Zoom on weekdays between 8:30 AM and 4:00 PM EST.
Complete Math & English Worksheets
All applicants complete a BCS Math worksheet.
All applicants whose first language is English complete the BCS English worksheet.
All applicants whose first language is not English complete the BCS English as a Second Language worksheet.
The Math and English Worksheets can take up to two hours to complete. They can be completed on campus or under the supervision of a teacher or office worker affiliated with your current school. If you choose to have the worksheets done remotely, please provide the Admissions Team with the contact information of the person who has agreed to supervise these subject reviews.
Results from the SSAT or TOEFL Junior completed within the current year may be submitted in lieu of these worksheets. Additional testing may be required in some cases.
Our admissions process is set-up specifically to determine if your child and family are the right fit for Meadowridge. From inquiry to assessment, we strive to get to know each family and the potential of each child.
There are tests and assessments but what it really comes down to is the fit. If your child will flourish at Meadowridge and your family will be an active member of our community is one of the most important factors for admissions.
Not all children and families are the right fit for our school. Meadowridge is a challenging school. We offer a rigorous curriculum and have high expectations of our students, not just academically but intellectually and emotionally. We expect them to take our Mission to heart, "Learning to live well, with others and for others, in a just community".
All Applicants:
