12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1400 Oxford Street, Halifax, Nova Scotia, B3H 3Y8, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1400 Oxford Street, Halifax, Nova Scotia, B3H 3Y8, Canada
5,712.1 km
4,943.6 km
1977
1887
704
366
JK to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
18 to 25
18
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$11,780
$16,516 to $33,000
No
Yes
0%
18%
None
5 to 12
$0
$6,500
47
23
0%
0%
80%
0%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
information not available
Armbrae feels like home. When you walk in the door, no matter who you are or where you’re coming from, you’ll feel instantly welcome and safe.
“We’re creating a culture based on the idea that we’re part of a family. We belong together, and this is our school.” — Steve Clarke, Head of School
“We always want to challenge our students and help them strive for excellence in both academics and sports.” — Ben Ur, Athletic Director and Social Studies Teacher
Read The Our Kids Review of Armbrae Academy
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportArmbrae Academy is known for its close-knit, student-centred culture and its forward-looking approach to education. It has a rich history that goes back to 1887. Characteristics of the school include its small classes, a house and prefect system, and the motto Be Kind, Work Hard. The academic program of Armbrae combines Nova Scotia standards with Advanced Placement (AP) options, a strong guidance system, and innovative extensions like the online Summer Academy on Brightspace, alongside a 1:1 device policy. The school thoughtfully leverages the surrounding city in the learning experiences, connecting with museums, universities, and the beautiful outdoors. The school emphasize play and hands-on exploration, especially in the early years. Co-curricular life is broad and includes the arts and competitive athletics. The school community is strengthened through a strong advisory program, older-younger mentoring, parental involvement, and beloved traditions such as Celebration of Learning with grad speeches. The school currently has three nearby campuses (Oxford, Coburg, and South). Under Head of School Stephen Clarke, Armbrae is expanding access and programming, with tuition assistance and a plan to consolidate on a single campus.
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"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"Founded in 1887, Armbrae Academy has a longstanding tradition of academic excellence and community engagement. We offer a liberal arts curriculum, enriched by AP courses, a robust CAS (Creativity, Action, and Service) program, and competitive sports. We emphasize inclusion and personalized support in a nurturing environment. Students benefit from integrated technology and tailored university guidance. Our family-like culture supports each student’s sense of belonging, grounded in our motto: Be Kind | Work Hard."
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
"MISSION | WHAT WE DO
Armbrae empowers each child to pursue personal growth and excellence.
VISION | WHY WE DO IT
To create critical thinkers, lifelong learners and engaged citizens.
VALUES | HOW WE DO IT
Armbrae enables each child to realise their full potential through uncovering their strengths, enabling exploration of their passions and supporting their personal pursuit of excellence.
We do this through:
• Fostering Inclusivity & Sense of Belonging
• Providing Individualised Attention & Support
• Challenging Students To Be The Best They Can Be
• Nurturing an Engaged & Supportive Community"
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"Armbrae's strategic plan states that we “empower each child to pursue personal growth and excellence.”
We aim to help each student become the best version of themselves, both in academics and in character. Our hope is that our students know they are valued and feel like they belong. Students at Armbrae are known and valued, not just as learners, but as unique individuals with their strengths, interests, and potentials. We also emphasize challenging student, we expect them to work hard, take risks, fail forward, and stretch beyond their comfort zones. Armbrae prides itself in its nurturing, supportive community where students feel they belong. Armbrae prioritizes inclusion, respect, care, and makes sure everyone in the school feels like they are part of something. We also have high expectations & rigour in our curriculum"
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"Armbrae is looking for student athletes, students with unique co-curricular interests and students who want to reach their potential while being supported by a nurturing faculty."
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"If a family is considering Armbrae and the student has needs we can not meet, we will be honest with the family and let them know we cannot support their student at this time. We will work to assist the family to find a school that can allow their student to become their best self."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
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"Since 1887 Armbrae has been nurturing and challenging students within a safe and supportive community. Our students excel in many areas including the speaking arts (debate, public speaking, MUN), mathematics and science, and in the arts (music, drama). We are committed to providing learning, language, and social-emotional support to our students. Co-curricularly we are known for our strong student athlete programme with particular strengths in basketball, volleyball, soccer, and track and field. For over 100 years, Armbrae has been the vanguard of educational leadership in the Province of Nova Scotia."
"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"Armbrae is a small school with exceptional matriculation data. Our graduates attract offers from the best universities around the world, earning unparalleled scholarship offers in the process."
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
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"Our school has three campuses housing our Lower, Middle and Upper School - state of the art athletics centre and two gyms and a dining hall. - All of this has happened in the last five years."
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"Armbrae is hoping to expand our dining hall, include bussing and build an Arts Centre"
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
When you have a moment, please take a look at our strategic plan. It represents our entire community’s vision of who we are, why we exist, and the promises we have made to each other. Our plan's theme is Unleash Your Potential — a concept that is very personal for our students, but also stands as a roadmap for our entire community, challenging us to be excellent and to pursue our potential as a school.
Let's unpack our plan from both of these perspectives, starting with the first word in our theme: unleash (verb). Unleash means to set loose or to pursue. This is not a passive word. It is a call to action — similar to our school motto: Be Kind | Work Hard. Armbrae students are not simply empty vessels that are meant to be filled with knowledge, skills, and attitudes. We want our students to be proactive learners who create content and knowledge! Next up is the word your (pronoun). In this instance, the word your is a possessive adjective that clarifies who owns something. What an inspirational thought: each student owns their potential! Finally, we come to the word potential (noun), defined as latent qualities or abilities that may be developed and lead to future success or usefulness. What a privilege it is to be in the presence of young people that are each on their own personal journey of growth, joy, and discovery.
Be Kind | Work Hard
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
Armbrae Academy’s motto, "Be Kind, Work Hard," is a guiding principle woven into the curriculum at every level. The school's academic approach is structured to support students from their earliest years through to graduation, preparing them for future success. In the Foundation Years (Pre-Primary and Preschool), the curriculum is play-based and designed to integrate seamlessly into the Lower School. The school's unique approach allows young students to build connections with other grades, ensuring a smooth transition. Students in the Lower School begin following the Nova Scotia curriculum, with core subjects and specialized classes like music and art. The Middle and Upper Schools continue this rigorous path, with the curriculum carefully structured to meet provincial graduation requirements and additional Armbrae-only requirements that emphasize leadership and career education. Armbrae also offers Advanced Placement (AP) courses, which allow students to earn university credits and develop critical skills before graduation. This provides an enriched experience for those seeking a greater challenge and a competitive edge in post-secondary applications.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Mathematics program builds deep conceptual understanding and strong numeracy skills. Through a carefully structured spiral approach, concepts are introduced, revisited, and expanded upon over time to ensure lasting comprehension and confidence. Students in Grades Primary-9 explore key strands including number sense, algebra, geometry, measurement, data, and probability through engaging, developmentally appropriate lessons. Instruction includes whole-class teaching, small-group collaboration, hands-on activities, and interactive SMART Board lessons. Students at all grade-levels strengthen their problem-solving and mental math skills through guided discovery, games, and real-world applications. Differentiated instruction allows for both remediation and enrichment, ensuring every learner is supported and challenged. By combining procedural fluency with conceptual understanding, our program equips students with the mathematical thinking and confidence needed to approach complex problems — both in the classroom and in the world beyond.
JUMP Math (Grades Primary - 8) Math Makes Sense (Grades 7-9)
Information not available
Phonics-intensive
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.
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.
Information not available
Foundations of Literacy Development: We provide explicit, structured instruction in the core skills of reading: oral language, phonemic awareness, phonics, fluency, vocabulary, and syntax. By following a clear and systematic approach, students build a strong foundation for literacy, enabling them to approach reading and writing with confidence and growing independence from the earliest stages of learning. Developing Reading Comprehension: We focus on teaching students how to apply foundational skills to make meaning from text. Instruction emphasizes strategies for analyzing, synthesizing, and interpreting information, helping learners connect ideas and deepen understanding. Through exposure to varied texts and genres, students strengthen critical thinking, broaden perspectives, and develop a lasting appreciation for reading as a tool for learning and self-expression.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Information not available
Armbrae Academy’s approach to writing instruction emphasizes helping students communicate their ideas clearly, purposefully, and creatively. Explicit teaching of the writing process—including brainstorming, planning, drafting, revising, editing, and publishing—guides students through each stage of development. Instruction also focuses on writing mechanics, such as spelling, grammar, and transcription, ensuring accuracy and fluency. Students practice expressing their thoughts not only through traditional writing but also through digital formats and other ways of representing ideas, such as diagrams, charts, and multimedia. Regular opportunities across genres and purposes allow learners to apply foundational skills while developing creativity, critical thinking, and adaptability. This approach fosters confidence, independence, and ownership of their work, preparing students to communicate effectively for a variety of audiences and contexts. Ultimately, it nurtures a lifelong appreciation for writing as a tool for learning, problem-solving, and self-expression.
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
Armbrae’s Science program fosters curiosity, creativity, and critical thinking through a hands-on, inquiry-based approach. From Primary to Grade 5, students explore life and physical sciences, developing core scientific process skills: forming hypotheses, conducting experiments, analyzing data, and drawing conclusions. Lessons are designed to encourage exploration through collaboration and individual discovery, building strong scientific vocabulary and communication. Throughout the program, students engage with the scientific method and engineering design process. Notably, Grade 7 and 8 students complete a formal Science Fair project, with winners advancing to the Regional Science Fair. Safety and collaboration are emphasized at every stage, aiming to inspire a lifelong love of science and equip students with the confidence to investigate the world around them.
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
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Armbrae Academy's literature program achieves a balanced approach by integrating Traditional and Social Justice methodologies. The Traditional approach provides a rigorous focus on the core mechanics of texts: Students practice annotating, gathering evidence, and developing compelling arguments through critical essay writing and class discussions, which builds essential analysis and communication skills. Simultaneously, the Social Justice component incorporates diverse authorial voices and a wide variety of texts, exposing students to both canonical and modern literary works. Students are empowered to interpret and critique texts through the lens of their own identity and lived experiences. Assessments are broad, moving beyond essays to include presentations, portfolios, and student-led seminars. This comprehensive integration ensures students gain both deep textual analysis skills and a critical, context-aware focus.
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
Expanding Communities
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 Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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The Lower School Social Studies program nurtures global awareness, empathy, and critical thinking by helping students explore their identities, communities, and the broader world. Beginning with an understanding of self and local community in Primary, students gradually expand their perspective to include cultural diversity, historical inquiry, and global citizenship. Through hands-on projects, discussions, guest speakers, and cross-curricular connections, students investigate topics such as culture, change, human-environment interactions, and exploration. They learn to ask thoughtful questions, consider multiple viewpoints, and reflect on the impact of decisions over time. From imagining future innovations to examining past civilizations and Indigenous histories, students are encouraged to see themselves as active participants in a dynamic world. The program emphasizes sustainability, collaboration, and respect for individual and collective identities—preparing learners to become responsible, informed citizens in a diverse and evolving society.
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Middle and Upper School Social Studies at Armbrae Academy are focused on developing informed, engaged citizens by integrating concepts from history, geography, civics, and economics, with a strong emphasis on inquiry-based learning and critical thinking about local, national, and global issues. In grades 7-9, students explore topics like the history of the Maritimes and Canadian identity, geography, and citizenship, while grades 10-12 offer a range of specialized courses, including Diverse Perspectives of Canadian History 11, and advanced global studies courses such as AP World History, AP Micro and Macro Economics 12, and AP Psychology 12. The overall goal is for students to examine multiple perspectives, analyze historical and contemporary conditions, and apply competencies like effective communication and responsible action.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
French Program: Lower School teachers employ the AIM methodology. As students move into older grades, we incorporate the DELF levelled textbook series, À la une (1-4). This series offers a global look at the Francophone world and opportunities to expand upon all modalities: Speaking, Listening, Reading, Writing. We supplement this with a wide variety of CI (Comprehensible Input) activities that focus primarily on comprehension, moving towards accurate and comfortable production through whole-class, small-group, and independent tasks. English as an Additional Language (EAL) Program: We offer EAL classes in Middle and High School using the National Geographic Learning series to build academic language through engaging global content. In the Lower School, support uses a push-in model to develop English skills within classrooms. The primary goal of the EAL program is to build confidence and proficiency across all language domains so that students can fully exit EAL support by Grade 11.
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
Our Fine Arts program goes beyond basic craft to cultivate creative expression and critical appreciation. We focus on both process and product in visual art, music, and drama. Students are encouraged to take risks and develop a personal voice through hands-on creation and performance. We employ an interdisciplinary approach, using the arts to explore concepts in other subjects, fostering innovation, communication, and complex problem-solving—skills vital for future success.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
While we might qualify as 'light integration' in our Lower School, by Middle School teachers are integrating technology into student learning on a regular basis, and are intentionally teaching the safe and responsible use of these tools. We believe that in spite of the native comfort many students have with tech, competency cannot be taken for granted. In the Upper School, technology is more widespread in our curriculum. We integrate the teaching of tech competencies into various classes, and we offer courses in Comm Tech and AP Computer Science. That said, in most cases technology remains a tool used to enable learning rather than the learning goal itself: we would not suggest that "teachers should find ways to connect every lesson back to technology." We offer robotics as a co-curricular activity in both the Middle and Upper Schools.
Web design
Robotics
Computer science
Information not available
Our Physical Education department’s mission is to create an inclusive, welcoming environment where every student feels safe, seen, and motivated to move. We offer a diverse range of sports and activities that intentionally mix abilities and skill levels so students can learn with and from one another. Through developmentally appropriate, student-centred programming, we foster personal growth, confidence, and lifelong engagement in physical activity. Social-emotional learning is woven into every lesson: students practice teamwork, fair play, and leadership; learn conflict resolution, communication, and empathy; and develop game sense through strategizing, problem-solving, and decision-making. We prioritize universal design, diverse assessment, and student choice, ensuring equitable access and meaningful challenge for all learners. Our goal is for students to develop the knowledge, skills, and attitudes to be active, resilient, and community-minded, ready to thrive in sport, school, and life. We follow the Nova Scotia and Ontario curriculums, covering all outcomes/expectations from both.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
Our philosophy blends academic learning with the natural joy of play and discovery. Children engage in a rich variety of experiences, from Jolly Phonics, math connections through science and art, singing, creative projects, and ample outdoor play. Each day balances teacher-guided instruction with child-led exploration, along with group activities that build confidence and collaboration. Guided by Montessori principles, we honor every child’s unique learning journey, fostering curiosity, cultural awareness, and independence. By nurturing individuality and supporting emotional, social, and academic growth, we create an environment where each child thrives and develops a lifelong love of learning.
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
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”.
We strive to encourage every student to pursue personal excellence. Our culture establishes high expectations of every student through exceptional academics to challenge them to be the best they can be. We operate on the guiding principle of “Be Kind | Work Hard”. Students are expected to be proactive learners who create content and knowledge, rather than passive recipients. The programming is based on excellence and delivered with best practices to challenge and help your child grow. We aim to empower every student to meet their potential by prioritizing a growth mindset and focused attention on future-ready skill development.
"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."
Armbrae employs a balanced approach that includes fostering the emotional and physical wellbeing of all students. This balance incorporates strong social support and instills a sense of belonging within a supportive, nurturing community. Intellectually, students are shaped into proactive learners who create content and knowledge, rather than being passive recipients. The focus is on exceptional academics to develop students into critical thinkers capable of future-ready skill development. Students are enabled to realize their full potential through uncovering their strengths and pursuing excellence.
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 | |
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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| Developmental | ||||
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We support external supports working with students within the school, such as occupational therapy and speech-language therapy, but do not have in-house specialists in these areas.
At Armbrae, we support students with learning needs whether those needs are identified before they arrive or develop while they are with us. A diagnosis, new or existing, is not viewed as a limitation but as valuable insight. When a student begins to struggle, we act early: gathering feedback, collaborating with families, and implementing strategies through the Student Success Centre. If more information is needed, we may recommend a psycho-educational assessment with trusted external partners. Many students with learning profiles thrive here because of our small class sizes, close relationships with teachers, and flexible, responsive approach. With shared commitment between home and school, students with diverse learning profiles don’t just manage at Armbrae, they flourish.
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RecreationalRec. |
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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
5 - 12
0%
18%
$0
$6,500
80%
0%
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes
No
No
No
No
Yes: grades 3 - 9
Yes
No
No
No
No
We are looking for a well rounded students that are curious and hard-working academically, and who want to engage with our community through sports, activities, and service.
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
Families applying to Armbrae apply online. Once we receive the application which includes school reports, additional testing information if applicable, parent statement and reference, we will contact the family to review the application and set up an interview and assessment time. The student can choose to spend a day at the School and do the assessment at that time or do them separately. If all goes well we will then send a letter of acceptance and we will request the deposit to hold the seat.
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