1500 Birchmount Road, Toronto, Ontario, M1P 2G5, Canada
23 Toronto Street, Toronto, Ontario, M5C 2R1, Canada
Indirect Support:
1500 Birchmount Road, Toronto, Ontario, M1P 2G5, Canada
23 Toronto Street, Toronto, Ontario, M5C 2R1, Canada
338.5 km
332.7 km
1978
2011
350
340
Preschool to 12
7 to 12
Coed
Coed
Day
eSchool, Day
English
English
Academic
Academic
Liberal Arts
Progressive
15 to 18
8 to 12
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
$13,500 to $16,800
$18,700
No
Yes
0%
7%
None
JK to 12
$0
$7,000
22
57
0%
0%
100%
65%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Rolling
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 reportOne of the resources of Keystone International Schools is the city itself, something that administration has very consciously built into the programs. Toronto has a wealth of resources, of course and Keystone strives, rightly, to make the most of them. While not a preparatory school in name, the program nevertheless addresses itself to a student population preparing for success at university. Supports are in place for international students, and the school adopts an international gaze, looking well beyond the school walls, educating students to be adept at international communication and engagement. The ideal student is one able to thrive within a diverse, collaborative academic environment.
View full reportinformation not available
"lovely teachers and interesting classmates"
ruby ma - Student (Jan 24, 2018)
In Keystone International Schools, we have lovely teachers and interesting classmates. Everyone stud...
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"...always fostered a positive environment and [...] made sure that I was doing well in school."
Adham Alazhari - Student (Jul 31, 2018)
I really enjoyed being a student at Keystone. Overall I made lifelong memories and really good frien...
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"Students at Keystone School are very friendly and helpful."
Sarah Lee - Parent (Dec 10, 2021)
My daughter completed Grades 10, 11 and 12 at Keystone School. What she needed was a happy school en...
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"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."
"Keystone fosters a project-based, experiential learning environment in which students gain knowledge and skills to become responsible, socially conscious, and independent world citizens. With our enhanced program and holistic approach to education, students acquire the qualities and abilities needed for a successful life full of purpose and joy. Our aim is to ignite a passion for life-long learning in our students, while simultaneously inspiring responsibility for the self, the community, and the world."
"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 small classes with an average size of 14 students per class provide an individualized Academic Program which ensures that each student is seen, valued, and challenged.
Our project-based learning programs cater to the varied interests and skills of our students where they discover new capacities for critical thinking and forming independent judgments."
"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."
"Keystone offers students a home-like environment where each student can express his/her feelings and ideas freely. A balanced distribution of domestic and international students ensures that students become open-minded, respectful and authentic adults."
"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 are a family-oriented school that fosters interaction between students and teachers. We encourage students to feel that we are all a family, and that they are not simply at Keystone to get their education and go home again. Once a part of the Keystone family, you are part of it for life."
"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."
"We have worked to establish a very close network of communication at Keystone that we feel is unique to our school. From our founder, to our principal, to our administrator, to our teachers, everyone is present at the school each day to build and strengthen bonds and connections with the students. If a student is ever in need of guidance from any member of our academic team, we are always there to provide hands-on, individualized support."
"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."
"Countries Represented: 35+
Student-Teacher Ratio: 7:1
University Acceptance Rate: 100%
Average Class Size: 8-12 students
Average Volunteer Hours at Graduation: 100"
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 Keystone International School, a dynamic, boutique school, in the heart of Toronto.
We strive to involve students in their own learning experience. Teachers are not lecturers but are facilitators in the classrooms. Our inquiry-based, holistic approach to education encourage students to take action and become life-long learners. We always remind students that every subject has a relation to the real world. Whenever we can get away from the classroom, we make sure to do that; it’s far more interesting to go check out some super structures to think the physics behind it, see live art pieces and discuss them at the museum, or play logic games to calculate probability for math class. In Economics or Business, we observe a product over time to understand the effects of demand and supply. All these experiments keep students interested and makes learning easier, fun and most importantly permanent.
At Keystone, we nurture our students to be well-rounded and intuitive individuals while challenging them to excel academically. Our culturally diverse environment prepares our students for the future when they will be collaborating with others at a global level.
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.
Our students are prepared for the rigours of university, while acquiring practical life skills. This combination makes them valuable in the global workplace. Student-centred learning focuses on the student’s needs, abilities, interests, and learning styles, with the lecturer as a facilitator of learning. Intentional learning develops students’ explicit understanding of their own approach to learning as well as confidence in their discipline-specific knowledge base in order to confidently address cross-curricular skills and metacognitive functions.
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.
Information not available
Information not available
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
Information not available
Process approach
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.
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.
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.
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
Zoology
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.
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
Thematic
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).
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.
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
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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
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.
Information not available
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
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
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.
Keystone International Schools, are committed to early learning. Our goal is to provide our kids with a developmentally appropriate learning environment where they are encouraged to acquire a love for learning. We practice the holistic approach and focus on our kids’ physical, personal, social, and emotional wellbeing as well as their cognitive aspects. The holistic approach also focuses on interacting with the natural world where kids can learn to observe, take care of, and love their environment.
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.
While students join classes on campus, they are also offered independent courses. This allows them to take responsibility for their own learning and helps them to improve their time management skills. Students have the opportunity to engage in class discussions and interact with one another throughout independent courses.
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.
Our aim is to encourage students to take action and become life-long learners in order to make the world a better and more peaceful place. Through their school years, they become internationally–minded inquirers and thinkers, who ask questions and seek their own answers from both local and global perspectives. At Keystone, by nurturing students’ natural curiosity, we foster a love for learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
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. |
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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
JK - 12
0%
7%
$0
$7,000
100%
65%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades 7 - 12
No
No
No
No
No
Yes: grades 11 - 12
No
Yes: grades 11 - 12
No
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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!
Each student is unique and possesses different strengths. We are committed to having a diverse student body both culturally and in regard to academic interests. We expose our students to all industries by supporting classroom learning with leaders from various backgrounds and businesses.
We welcome your inquiries and will make every attempt to answer your questions. For further information on admissions, please call 416-266-8878.
In order to be considered for admissions please submit the following documents:
Completed Application Form
Application Fee
Report cards from the current academic year
Latest school transcript or report cards for the previous 3 years
Copy of Birth Certificate or Passport
Passport size photograph
Once all the documents are received along with the application fee, students will be scheduled for an interview with one of our Academic Coordinators.
