1500 Birchmount Road, Toronto, Ontario, M1P 2G5, Canada
912 Vancouver Street, Victoria, British Columbia, V8V 3V7, Canada
Indirect Support:
1500 Birchmount Road, Toronto, Ontario, M1P 2G5, Canada
912 Vancouver Street, Victoria, British Columbia, V8V 3V7, Canada
338.5 km
2,341.4 km
1978
1989
350
270
Preschool to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
15 to 18
Varies
Learning, Developmental, Behavioral
In-class adaptations
$13,500 to $16,800
$8,196 to $16,950
No
Yes
0%
6%
None
K to 8
$0
$3,925
22
25
0%
0%
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 8
No
No
Begun in 1978, Bond has grown to include a wealth of programs, including those beyond the prospectus of the academy. Because of the association with them, the Academy is proximate to a full range of physical resources and a rich athletics program. Boarding supports international students, including a language centre offering ESL classes and tutorial in addition to core curriculum, as well as provisions for foreign credit equivalency. With AP courses and independent study options, the ideal student is one who is preparing for university enrollment.
Read The Our Kids Review of Bond Academy
information not available
Bond Academy began its life in 1978 with a different name and a fairly narrow mandate. It intended to be an academically-oriented school, one designed to meet a well-defined constellation of needs. Time has marched on, and Bond has as well. There are still the supports necessary for students who arrive from away, if not more so, but the program intends much more than just giving them the tools they will need to be successful at university and beyond. Instruction makes the most of the international learning experience, but also the students’ experience, addressing a greater social, cultural, and academic diversity. In that Bond has taken the goal of a liberal arts education—to educate responsible citizens, ones with the tools and the postures required for empathetic, productive civic behaviour—and applied it in the service of educating citizens of the world. If the school was once a place for international students to prepare for post-secondary study, today Bond is that and much else, having developed programs and approaches to deliver a robust academic and social experience, from Kindergarten through graduation.
View full reportLocated in the heart of Victoria, B.C., Christ Church Cathedral School (CCCS) provides a first-rate education for boys and girls from Junior Kindergarten to Grade 8. While it’s an Anglican school that promotes Christian values, it welcomes kids from all religious backgrounds. Many families choose CCCS for its tight-knit community and its supportive and welcoming environment. But it’s also known for having exceptional teachers, small class sizes, and a broad scope of curricular and extracurricular programs. A distinguishing feature of CCCS is that its students learn to make a difference in the world through various activities such as preparing food for the hungry, singing and reading to seniors, and organizing fundraising events for charities.
View full reportinformation not available
"The school is very blessed to have experienced, passionate teachers and educational assistants."
Lindsay Loomer - Parent (Apr 13, 2023)
We had a wonderful experience at Christ Church Cathedral School (CCCS). Despite starting in the midd...
View full review
"There isn’t enough space here for me to sing the praises of the teachers both my children have encountered."
Philippa Carrie - Parent (Apr 13, 2023)
My children and I love the sense of community - the students in other grades and the teachers know t...
View full review
"Bond promotes the academic, social & character development of our students within a challenging & supportive learning environment, using an enriched Ontario MOE curriculum. Facilities include a professional stage, double gym, cafeteria, library, computer labs, a large fenced field with a Creative Playground & a wireless campus. Fees include full-day Montessori Casa, Kindergarten, Early Start Literacy, Resource support, Numeracy, French, Daily Physical Education, Swim Program & Before & After school programs."
"Founded in 1989, Christ Church Cathedral School provides an outstanding and inspiring education to children JK-8. Ranking among the very top performing schools in our city and rooted in the Anglican ethos, we provide a well-rounded curriculum accessible to students of all beliefs, nurturing the spiritual, social, physical and intellectual growth of every child. We aspire to be the school of choice for families who seek an excellent education for their children in a vibrant, caring and inclusive community."
"We set high personal & academic standards for our students. We believe that with positive support and direction. students will rise to the challenge of high expectations. Our students are recognized & respected as unique individuals, & their successes reflect our own dedication to providing high quality. well-rounded education. At Bond Academy, we remain committed to our students, our parents, & our philosophy. Simply put education at Bond is Beyond the Books and its Education as it Should be."
"Our low student-to-teacher/educational assistant ratio allows us to “know your child.” All our teachers support and challenge our students to effectively draw out their best efforts. The result is students who are ready to take on challenges and step into leadership roles. If you are not yet part of our school community, please get in touch with us to arrange your personal tour."
"Parents find that Bond promotes the academic, social, physical, & character development of our students by providing them with a challenging & supportive learning environment. Our students are recognized and respected as unique individuals, & their successes reflect our own dedication to providing high-quality, well-rounded education. We believe that a partnership of families is critical to maximizing the success of our students. Education that is beyond the books, Education as it should be."
"Our downtown Victoria location provides three unique campuses for JK-8 and after-school care for parents working downtown. Our small class sizes, low teacher-to-student ratio and access to nearby community facilities and outdoor spaces provide diverse opportunities for our programs and curriculum within and beyond the school."
"One of the things families find surprising about Bond is that not only does Bond have a sense of community, but it is also Its own community. An extended family, where everyone feels welcome. Bond has a culture that builds a child beyond academics, hence beyond the books. We emphasise that education is building future members of society, to be stronger, diverse, considerate, respectfully, caring, and knowledgeable which encourages lifelong learning."
"One consistently praised aspect of CCCS is the strong sense of community fostered among students, parents, and staff. Families joining our school are warmly welcomed into a close-knit community characterized by a supportive and inclusive atmosphere. Our inviting environment makes it easy for families to acclimate to the unique culture of our school quickly, and we take great pride in creating a welcoming and engaging space for all who are a part of our community."
"The development of Learning Skills & Work Habits is also an integral part of the
student’s overall learning environment & achievement. As well as a variety of after-school clubs, competitive sports teams, cultural events, individual counselling, and academic guidance.
"Education as it should be” and a healthy active lifestyle are the foundations of Bond Academy. We strive to encourage our students to reach their full potential by developing into kind, caring and active members of our society."
Information not available
"Bond has been providing educational programs since 1978. Our campus covers 10,800 m2 with more than 40 classrooms. A variety of after-school clubs, Competitive sports teams & SSAF members, Cultural events, individual counselling, and academic guidance. The development of Learning Skills & Work Habits is also an integral part of the learning environment. Students are given opportunities to demonstrate their achievements through, Knowledge & Understanding, Thinking, Communication & Applications."
Information not available
As Principal of the Bond Academy Secondary program, I would like to welcome our new and returning students, as well as their families to the 2023-2024 school year.
Bond provides an inclusive atmosphere that caters to all learning styles, while promoting the acquisition of the 21st-century competencies that our students require, such as collaboration, critical thinking, digital literacy, and social responsibility, to prepare them for their future vocations.
Therefore, it is essential that students, parents, and staff all work together to provide the optimal learning environment for our students, to maximize their potential for success in their post-secondary studies and eventually their chosen profession.
In addition, our Bond Girls Basketball team continues to grow as they compete in the elite OSBA league. The SSAF sports league also gives a chance for our Girls and Boys teams to compete in a variety of individual and team sports.
Bond delivers "education as it should be" as demonstrated by our student’s academic success. Good luck to all our students during the 2023-2024 school year and thanks to all students, staff, and parents for playing such an integral role in delivering another successful school year at Bond Academy.
Be Bold, Be Bond
Phil Davies
Welcome to Christ Church Cathedral School. When I ask parents why they chose to send their children to our School, their answers are unique, of course, but there are common threads in their responses. Most choose Christ Church Cathedral School for its strong sense of community, an appreciation for the Christian values of the school, our outstanding teachers that always go that extra mile, small classes, and the variety of extra- and co-curricular programming one would expect only at a much larger school.
When I ask the teachers and support staff what it is about our school that they are most proud of, they too speak of a supportive and connected community, the values we live by, and the wonderful programming we offer. But they are most proud of our students.
With one class at each grade level, every student becomes part of a close-knit cohort that feels like family—a family that offers support and encouragement and celebrates the success of each individual. This is summed up by our school motto, “Let your light shine!”
Upon graduating from CCCS in grade 8, our students stand out in Victoria’s high schools as mature and confident learners, ready to get involved in the positive opportunities available to them. They are ready to make a real difference in their high school and in the community beyond. I would be pleased to show you around so you can learn how we can help your child shine.
I look forward to meeting you,
Stuart Hall
Head of School
Progressive
Information not available
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.
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.
Not applicable
Bond delivers an enriched curriculum in a challenging and supportive environment. Our small classes and dedicated staff promote both the character and skills development of our students within a kind, caring and nurturing environment. We offer early literacy, arts and physical education programs as well as our strong academic curriculum. Through our preschool Montessori Casa program for students three to six and our enriched curriculum at both the Elementary and Secondary levels, Bond cultivates intellectual curiosity and prepares students to be successful in our global society. Our enhanced grade 6, 7 & 8 French program uses the computer-based "Rosetta Stone" program which teaches language through images, text, sounds and video, to support our regular program. Bond promotes a healthy active lifestyle with daily physical education classes and weekly swimming lessons. Students are encouraged to participate in our extracurricular sports activities both intramural and team sports. Bond recognizes the importance and benefits of a strong foundation in the arts. Our programs are designed to nurture awareness of Drama, Music and Visual Arts.
The school provides a well-rounded curriculum designed to encourage the development of character, imagination, creativity, critical thinking, physical fitness, an open and receptive mind and a spirit of responsibility and service. Classroom work is supplemented by field trips, regular use of the library, and the development of research skills using texts, computers, and the latest technology. Teachers give as much individual attention as possible, which is made easier by the small class sizes. They take into account the children’s different learning styles, and students needing some extra assistance are able to work with our Learning Support Team. The School is continuously working on curriculum development and the teachers keep abreast of best practices by attending regular professional development sessions.
Not applicable
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.
Not applicable
Information not available
Information not available
Information not available
Not applicable
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.
Not applicable
Information not available
Not applicable
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.
Not applicable
Information not available
Not applicable
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.
Not applicable
Information not available
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
Not applicable
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
Information not available
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
Not applicable
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).
Not applicable
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Not applicable
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Not applicable
Information not available
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
Visual Arts
These programs have an equal emphasis on receptive and creative learning.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Information not available
Web design
Robotics
Computer science
Our program is daily for one hour per day. One day is devoted to swimming lessons.
Information not available
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
We offer both half time and full time Kindergarten that reflects the expectations of the Ministry of Education with art, music, drama, french, daily physical education, swimming lessons, and library. We also offer a Montessori Casa program for students 3, 4, & 5 years old including all the additional courses as given in the Kindergarten program.
Faith: All children participate in daily grace at lunchtime. We attend chapel once a month, and we participate in bi-weekly faith classes. Kindergarten Readiness: Our kindergarten readiness program was developed with our Kindergarten teacher at Christ Church Cathedral School. The program focuses on five key components. They are Literacy and Numeracy, Fine / Gross motor, Social Emotional, and Independence Skills. Our program exposes your child to a deeper level of these concepts so they will be prepared for their next journey. Literacy: Educators read daily with the children. We teach the children name and letter recognition using the Jolly Phonics program for pre-literacy.
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.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We provide the support required on individual needs of the student.
Information not available
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
K - 8
0%
6%
$0
$3,925
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 8
No
No
No
No
No
No
No
No
No
No
We are looking for students and parents who have a strong commitment to learning through academics, arts and athletics. As a school we are also strong believers in character education, and giving to others. We support many charities that reflect the needs of our community and assist our students in developing into kind, caring individuals who have empathy and sympathy. Success starts at Bond!
We welcome your inquiries and will make every attempt to answer your questions. For further information on admissions, please call 416-266-8878.
We are thrilled you are considering our school for your child’s education and childcare needs!
Come to the school or our JK for a personal tour and a consultation regarding your child’s education. Contact the school office at 250-383-5125 or email [email protected] to set up a time.
Contact our JK Director, Caitlin Wynne [email protected] for Junior Kindergarten.
The next step is to submit an application. After we receive your application and all required documents, your child will be considered for placement. If we determine your child is well-suited for a Cathedral School education and we have a spot for your child, we will then invite your child into the school for a visit as part of a group (Kindergarten entrance) or individually.
Our admissions team will contact you with our decision and guide you through the rest of the registration process.
If you have any questions about enrolling your child at any time, please reach out to speak with us. We accept children throughout the year if space is available and give priority to siblings so they can attend together. Other, consideration for admission is on a first-come, first-serve basis.
