1500 Birchmount Road, Toronto, Ontario, M1P 2G5, Canada
443 Mount Pleasant Road, Toronto, Ontario, M4S 2L8, Canada
338.5 km
336.2 km
1978
2002
350
500
Preschool to 12
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts
Progressive
15 to 18
15 to 19
Learning, Developmental, Behavioral
Learning
In-class adaptations
In-class adaptations
$13,500 to $16,800
$42,780
No
Yes
0%
0%
None
7 to 12
$0
$0
22
83
0%
0%
100%
50%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Dec 01, 2022
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 7 - 12
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 reportHaving been founded in 2002, Greenwood is a relatively young school, though has grown in response to the needs of the families that enroll here, and the place that it has within the academic mosaic of the city. It still thinks of itself as a small school, and the lived experience is personal and close-knit. That said, at 500 students, it’s certainly not tiny, and the curricular and extracurricular programs benefit from the size. The current facility, opened in 2016, is an apt expression of the goals of the school, as well as the families that support it. It includes flexible learning spaces and up to date athletic and arts spaces. Greenwood, in some sense, still flies a bit below the radar in the public consciousness, though given the success and growth it’s experienced, that won’t last long. The ideal student is one able to thrive within an active, academically oriented learning environment.
View full reportinformation not available
"The teachers at Greenwood are exceptional."
Alexander Viola - Student (May 04, 2022)
My student experience at Greenwood has been incredible. I really love this school and it feels like ...
View full review
"I think they do a wonderful job of putting kids and parents at ease."
Jen Hastings - Parent (Dec 14, 2022)
I have three kids (1 girl, and 2 boys) who go to or went to Greenwood (our daughter graduated in 202...
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."
"We help students develop the knowledge, skills and character they need to lead fulfilling lives and reach their full potential. Our personalized academic program provides each student with the perfect mix of challenge and support, and our welcoming all-gender community allows students to be open-minded and engaged each day. Students can pursue their passions through a broad range of courses and co-curriculars. Our Outdoor Education program encourages character growth and creates lasting memories."
"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."
"Greenwood students have a champion in their corner from day one: their Adviser. Advisers ensure that their advisees get both the challenge and the support they need to truly thrive; Advisers also coach advisees through growth opportunities, both in and out of the classroom.
Every September and January, the grades spend a week together off-campus. These Outdoor Education experiences encourage them to find new depths of perseverance, to take risks, and to build lasting bonds with classmates."
"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."
"Greenwood's personalized academic program is a selling point for our families; this approach ensures that each student gets exactly the right level of challenge and support to encourage academic growth. Families value that our focus goes beyond academics to encompass character and community spirit - we encourage students not only to strive for excellence, but to become the best versions of themselves. The fact that Greenwood welcomes all genders is also important for many families."
"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."
"We want to encourage students to grow in all elements of their character, but that doesn't mean that we sacrifice academic challenge. Greenwood uses a "high challenge, high support" model - rather than reducing academic challenge, this high level of support creates the conditions students need to truly stretch themselves academically. Students who are both highly challenged and highly supported are motivated, confident, curious learners."
"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."
"Families tell us that they didn't fully appreciate the value of the Adviser program until after they enrolled; to quote a parent, it is a "game changer". Families also tell us that our staff's commitment to student success becomes truly apparent once their child starts at Greenwood. Our teachers care deeply about helping each student to do and to be their best, and are ready to support them along their learning journey."
"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."
"500 students
104 elective courses
2 outdoor education trips per year for each grade
Personalized learning program
100% university acceptance rate"
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
We all need something a little different to thrive. No two people are the same, which is why one-size-fits-all strategies will yield dramatically different results. To find fulfilment, we need the precise mix of challenge and support that works best for us.
This idea is at the heart of everything we do at Greenwood. Our personalized approach ensures that each student is known as an individual and gets what they need to flourish. In the classroom, that means understanding where each student is at and meeting them there with the right level of challenge to encourage engagement and growth. Outside of the classroom, each student is paired with an Adviser; Advisers provide unparalleled support, acting as “champions” and advocates for their advisees in all aspects of school life.
This customized approach extends to our diverse offering of experiences. From the courses we offer to our wide range of extracurriculars, we help students find and follow their passions. We also strongly believe in the value of experiential education, and our trailblazing outdoor education and service learning programs provide authentic, hands-on learning opportunities. When students design their own personalized pathways, they feel a sense of ownership over their education -- and we know from experience that this consistently drives dedication and determination.
While our enrollment has grown to 500 students since our founding, we have maintained our tight-knit community and small-school feel. We believe in the power of learning from, and laughing with, each other, and students have ample opportunity to get to know their peers both in and out of the classroom. Our passionate, caring staff are committed to every student’s success, health, and well-being; the meaningful relationships they develop with students are what make our engaging and interactive approach to learning possible.
When our alumni leave Greenwood, they know what success means to them and they are ready to achieve it. Our graduates have followed a wide range of paths, from volunteering with Doctors Without Borders, to pursuing a graduate degree at Cambridge, to opening an art studio. Our hope for our alumni is that they lead fulfilling lives, and we are committed to helping them develop the character, knowledge, critical thinking and resilience needed to do so.
We are proud of what we have achieved over the past 20 years, but Greenwood is not content to stand still. Moving forward is critical to staying on the leading edge of education and delivering the best experience possible for our students. Our Strategic Plan for 2021-2026 charts an ambitious and exciting future for our school - learn more about it here.
Exploring our website is a great way for you to get to know Greenwood, but there is even more to discover. We hope you will join us for one of our virtual events and experience first-hand what makes this community so unique.
Sarah Bruce
Principal
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.
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and our personalized support helps students to meet those high expectations. Our teachers take time to understand every student’s unique personality, strengths and learning style, using that knowledge to develop a fully personalized learning experience that sets up each student for engagement and success.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Greenwood offers specialized math programs.
Information not available
Students are taught to use calculators in math and business classes.
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
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.
Science instruction includes a mix of knowledge acquisition and inquiry-based learning at all grades and course levels.
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
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. 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.
Students analyse literary texts from contemporary and historical periods.
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
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.
Information not available
Humanities and social sciences courses at Greenwood include Food & Culture (Grade 11), Introduction to Anthropology, Psychology and Sociology (Grade 11), World Religions and Belief Traditions: Perspectives, Issues, and Challenges (Grade 11), Challenge and Change in Society (Grade 12) and Philosophy: Questions and Theories (Grade 12).
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
French classes are required for students in Grades 7, 8 and 9, and are offered as electives in Grades 10, 11 and 12.
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.
Students apply the elements and principles of design when exploring the creative process through drawing, painting, printmaking and mixed media. Students use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Greenwood is designed for the digital native, with technology and collaboration tools fully integrated into our program. Students work on laptops throughout the day; students can purchase a laptop through the school or select their own learning device through the Bring Your Own Device (BYOD) program.
Web design
Robotics
Computer science
Our program is daily for one hour per day. One day is devoted to swimming lessons.
Exercise Science is offered as an optional course at Greenwood, while regular physical education classes are paired with Outdoor Education experiences throughout the year.
Not applicable
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.
Not applicable
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.
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.
Differentiated instruction allows students to learn in a variety of different ways based on their challenge and support needs (e.g. teacher-directed, self-paced, small-group discussion, collaborative).
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”.
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and we offer personalized support to help them meet those expectations.
"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."
Not applicable
Not applicable
Greenwood aims to help students develop the knowledge, skills and character needed to lead a fulfilling life and reach their full potential. We believe that character is composed of four elements – intellectual, moral, civic and performance character. By instilling these elements of character in our students, we know they will graduate ready to be confident, competent, ethical, and engaged members of society.
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
Modifications
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Support is dependent upon students’ individual needs. For example, if a student is finding a particular class especially challenging, support would be given by the classroom teacher. If there is a pattern amongst many classes, the student's Adviser would facilitate a more fulsome intervention. This intervention will involve strategies such as enlisting parent/guardian support, supporting the growth of academic and executive functioning skills, and organizing an extra help schedule. Student supports and intervention progressively involve more people as needed.
We provide the support required on individual needs of the student.
Access to Greenwood's Student Success Centre (SSC) is included in each student's tuition fees. After reviewing a psychoeducational report and seeking parent/guardian and teacher input, we may recommend that a student with a learning difference carry a reduced course load so they can access SSC support. Students who do so receive a timetabled period in the SSC where they earn a Learning Strategies credit. Grade 12 students in need of SSC support can enrol in the Transition Skills Program, a non-credit course.
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
0%
0%
$0
$0
100%
50%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Dec 01, 2022
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 7 - 12
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!
Greenwood's assessment of student-applicants emphasizes character, personality, academic readiness and interest in personal growth. Among the questions we consider are the following: • Does the applicant have the academic ability to complete the requirements leading to the Ontario Secondary School Diploma? • Do the applicant and their family have values and experience or inclinations that are consistent with Greenwood’s ‘whole person’ approach to education? • Is the applicant involved in the school life of their current school and in extra-curricular activities outside of school, and will they contribute in a positive way to the Greenwood community? • What is the character of the applicant? Is the applicant supportive of others? How has the applicant dealt with previous challenges and opportunities? • Is the applicant academically and otherwise engaged in life? Are they curious, interested in learning and excited about trying new experiences?
We welcome your inquiries and will make every attempt to answer your questions. For further information on admissions, please call 416-266-8878.
Applying to Greenwood involves the following steps:
All applicants are required to complete the Character Skills Snapshot (CSS), administered by the Enrollment Management Association. This online tool examines seven essential character qualities or “non-cognitive” attributes of individual students. Research shows that these qualities are the ones that independent schools feel are most important to nurture in their students. The CSS takes approximately 20-30 minutes to complete. Learn more about the CSS here.
Please note that an interview cannot be scheduled until the application is complete. Applications are considered complete when Greenwood has received: