12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, Canada
5,712.1 km
5,530.3 km
1977
2007
704
50
JK to 12
K to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
18 to 25
4 to 12
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$11,780
$24,000 to $29,500
No
No
0%
0%
None
None
$0
$0
47
6
0%
0%
80%
95%
information not available
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
information not available
information not available
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 reportThe purpose of any great private school is to support a segment of the learner population, giving them the attention that they require to be successful and to have their talents recognized and celebrated. By that metric, without a doubt, Phoenix is a great private school. The approach is evidence-based, keyed to a range of personal and academic outcomes, and delivered by faculty members who have direct clinical experience. The range of exceptionalities that students arrive with is varied, though ultimately the approach is student-centred, working with each to ensure that they feel comfortable and grow and learn. Often, and this is true in the case of Phoenix, the parameters of the environment are a key element—whatever challenges the students are experiencing, they don’t exist on the periphery of the school community, pulled from classes, say, for a one-on-one with a teaching assistant. Rather, they feel central within it, precisely because they are, in fact, central to it. In this environment, they don’t feel exceptional, but an equal part of a shared community that understands them.
View full reportinformation not available
"We find this ongoing dialogue has been instrumental in aligning school and home goals to create a more integrated, coherent learning approach for our child, so we all pull in the same direction."
David Salamanca - Parent (Mar 18, 2026)
Our child is in his third year at Phoenix Private Academy (PPA). We spent quite a bit of time doing ... View full review
"The leadership is constantly seeking to provide what's best for students in their academic and personal development."
Giulianna Scarpim Rosa - Parent (Mar 18, 2026)
Choosing Phoenix Private Academy for our daughter was the most assertive decision when we moved to O... View full review
"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."
"We are a specialized ABA school that supports learners who have academic, physical, emotional or developmental challenges. We provide a safe, inclusive and supportive environment where students feel welcomed. Our dedicated professional and compassionate staff are trained in ABA principles and IBI programming. We guide our learners to reach their highest potential using evidence based curriculum, individualized programming and best practices. For students not yet ready for group learning we offer IBI therapy and tutoring."
"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."
"We meet our students where they are academically and socially, teaching them the skills needed for success. We look at each student’s strengths and needs to create IEPs, helping to build skills at the student’s pace. We are adept at accommodating existing Ontario curriculum and learning expectations. We provide academic and transitional classes and integrated ABLLS-r programming to better meet each student’s unique needs. We accentuate the positive and pride ourselves on building affirming relationships with our students, helping them gain self-esteem and the motivation to work and thrive. We offer small classrooms where instructors can cater to each child’s needs. We teach crucial emotional regulation and self-care skills. We have a large, multi-disciplinary trained staff and have built partnerships with community agencies to provide enriching experiences for our students. We provide IBI services & summer camp programs for those interested in yearlong learning opportunities."
Information not available
"At Phoenix Private Academy we maintain an inclusive, child-centred approach. We work closely with parents and take pride in providing consistent communication through agendas, updates and meetings as needed. We are a small school that maintains a very low student to adult ratio. We tailor our classrooms and programs to accommodate unique student needs, providing individualized education plans and behavioural support. Using Direct Instruction, students are at taught by their skill level, rather than by their chronological age or grade level. Our multi-team approach includes an onsite clinical team to support our students' academic, social and. behavioural needs as well as provide support to our educational team. Each day, time is dedicated in the schedule to social skills, academic and physical development. Our students thrive on positive reinforcement through a token economy and enjoy a variety of enriching extra curricular activities. Ongoing upgrading provides best practices!"
Information not available
"Following a recent rebranding, we now offer regular school programming and clinical services for our special needs students. We cater to multiple exceptionalities ranging from Communication (ASD, Language Impairment), Intellectual (Learning Disabilities, Dyslexia, Gifted and Down’s), Social Emotional (ADHD, Anxiety) and Multiple (any combination of exceptionalities). Building on our history of working with exceptional children, it has been evident that a variety of programming is needed to best address the unique needs of our students. As a result, we now provide academic and transition classes (applied), hands-on life skills, one to one IBI, ABLLS-r integration, PEAK, tutoring, SMT, NET, social programming and before & after school care. To assist families, we provide parent coaching, student counselling and SLP & OT services can take place on site. With the expansion of our programming, our team has grown. We have a large, multi-disciplinary team with a variety of competencies."
Information not available
"Students who:
• do not benefitting from mainstream schooling
• have academic, physical, emotional, developmental challenges, multiple exceptionalities, or giftedness
• have been bullied or are behind in their learning
• neurodivergent learners who require support to learn important life, social and/or behavioural skills
• need more guidance for emotional regulation or help to catch up with the curriculum
• would benefit from social programs, peer/group integration, one to one support, or attention to thrive
• thrive in small group or 1 to 1 settings
• need EA support in the classroom
• benefit from IBI therapy, ABLLS-r integration, clinical support services, and tutoring
• require accommodations of the Ontario curriculum or adaptations/modifications of the learning environment using individualized programming
• have potential for academic growth when provided with a supportive environment and in need of a warm, inclusive, comforting place to learn"
Information not available
"Phoenix Private Academy specializes in educating children with academic, behavioural and social-emotional exceptionalities.
Our school is not ideal for students who progress well in the mainstream system, who thrive independently and do not require additional support. Our approach includes the explicit teaching of social and adaptive skills within a structured environment and larger community. "It takes a village to raise a child." At Phoenix we believe in working collaboratively with families. Parents need to be willing to work jointly with our educational and clinical team, share their insights, accept staff recommendations and believe in the science of ABA. In addition, parents need to prioritize and help facilitate student learning goals and overall progress. Meaningful progress needs time and consistency. We are not set up to work with severely aggressive students, medically fragile students (very high medical needs) and those with a high level of self-injurious behaviours."
"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."
"Phoenix has small class sizes, a very low student to adult ratio and utilizes specialized, individualized programming. Our well trained, compassionate and professional educational and clinician teams provide a supportive, inclusive environment. Our school provides the best of both worlds - a school and a clinical approach to learning. Parents value our diverse program offerings including group ABA learning, one to one IBI therapy, tutoring sessions and varied classroom structures that address student needs. Our students benefit from developmentally appropriate core academic programming, STEM activities, financial literacy and coding classes, indigenous studies, DPA, weekly gym classes, yoga and swimming, field trips, enriched arts program, and extracurricular activities that add to their development. Our school has a wealth of resources and professionals available to make a positive difference in our students’ lives. We provide an inclusive, caring and student focused environment."
Information not available
"Phoenix is known in Ottawa for our ABA principles and the success of our students. New families often voice relief that they have found the right program for their child. Students quickly feel welcomed, content and included. Parents appreciate a high level of communication with staff. We work in partnership with parents to meet student needs. Phoenix is the preferred choice of families seeking an ABA school that provides evidence-based curriculum, best practices and specialized, individualize programming. We are known as a small school that provides a warm, caring, inclusive learning environment. Our professional, well trained staff cares about their students and work tirelessly to accommodate or adapt curriculum to make it accessible and meaningful for our students. Students enjoy access to our fun, educational summer programming and extra curricular activities during the school year."
"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."
"• We are an ABA school utilizing a multidisciplinary, team-oriented approach.
• Enrolment is ongoing, with timely assessments, a 1 hour of free screening & individualized education plans implemented promptly.
• Our dedicated and highly trained staff invest their expertise to help each student reach their full potential.
• Student needs are addressed efficiently, with supports put in place as quickly as possible.
• We emphasize the development of social skills and independent coping strategies.
• Core subjects are delivered through evidence-based DI, tailored to each learner.
• Curriculum is adapted to meet individual student needs.
• Low teacher-to-student ratios effectively support learning.
• A range of program options and service models are available to support student success: group ABA instruction, IBI therapy, SMT, EA support, and counselling.
• Our collaborative team approach ensures students receive the comprehensive level of support they require.
Fun engaging extracurriculars"
"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."
"Parents say Phoenix is just the learning environment that they have been searching for. We support students by offering a positive, inclusive and understanding learning environment where students flourish. Parents notice the difference we make in their child’s life. We reduce uncertainty and support student’s long-term development and educational goals. Students have access to Ontario curriculum with meaningful accommodations and adaptations. We emphasize character development, social skills/integration, and self-regulation to eliminate barriers to learning and overall progress. We offer a life skills program, virtual high school credits/entry level support. We deliver fun programming with engaging extracurricular activities (field trips, summer camp, Scouts, piano lessons, weekly swimming). Parents benefit from the expertise of our clinical team who provide student & parental supports. Some funding and insurance can be applied towards clinical services to help offset costs."
Information not available
"Our school recently underwent a full rebranding. Program options have expanded to address student needs and parental requests. We now offer both academic and applied school programming (Grades 1-8) and an IBI integrated Kindergarten program. On-site clinical services are available for our special needs students and their families. We offer virtual high school credits, individualized entry level high school learning support, tutoring, student counselling, class readiness IBI therapy, Dyslexia programming, parent coaching, social groups courses, in-home/virtual Homeschooling and holiday respite support. Extracurriculars include an adaptive
Scouts program and individualized piano lessons for special needs learners. Third party professional services; Occupational, Speech-Language and Physio- therapies can be arranged through Phoenix or directly with the provider. We consistently update our services and policies to ensure compliance with the Ministry of Education and CPBAO."
Information not available
"To meet demand, our IBI therapy, clinical services, and program options are expected to expand. We are interested in more collaboration with community partners and further integration with other special needs groups. At Phoenix, plans are being developed for a specialized sensory room to help address our student needs. Our technology programs will continue to expand. We hope to provide even more excursions and activities within the community, including co-op experiences. Lastly, we plan to provide stronger environmental programming."
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!
As principal of Phoenix Private Academy, I am pleased to welcome you to our school’s profile page at Our Kids. Our exceptional school carters to the unique academic and social needs of students with autism and/or other exceptionalities. Our school is ideal for students who are experiencing social or academic difficulties in mainstream schools, or who are transitioning from IBI therapy and are ready for group learning. Our talented, dedicated staff provide students with a safe, supportive environment where they can rise to their full potential. At Phoenix we believe in educating the whole student; promoting academic, physical and social emotional development. The core subjects of Reading, Math, Writing and Spelling are taught through evidence based Direct Instruction. Our students also benefit from a full Arts and physical education program that includes weekly yoga and swimming. I warmly invite you to explore our school further. Please feel free to contact us with any questions or to schedule a visit. I would be happy to personally meet with you to discuss how we can best support your child’s educational journey. Please feel free to contact me at [email protected] to arrange a visit to our school. We look forward to meeting you and your student.
Sincerely,
Ms. Maja Maricic
Principal
Phoenix Private Academy
Traditional
Information not available
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.
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.
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.
At Phoenix, we follow the Ontario Ministry of Education curriculum. Lessons are delivered in small groups. The core subjects of Reading, Comprehension, Math, Writing and Spelling are taught through Direct Instruction. The direct instruction program is implemented to provide learning, repetition, ongoing practice and mastery of key skills. Curriculum accommodations and modifications are introduced to enhance learning. To promote socialization and character development, our students follow a Social Skills course of study which teaches self-regulation, stress management, effective problem solving, organizational skills and respect of self and others. A full Arts education includes dance, drama, music, visual arts classes and French language. Multi-sensory learning to address our students' unique needs. Hands on activities, group projects, field trips and science experiments help learning come alive. Our staff consistently use experiential, environmental and differentiated teaching approaches. Students enjoy weekly swimming, yoga, gym and daily physical activities. Our staff integrates Applied Behavioural Analysis techniques, always cognizant of the student's emotional, physical, and environmental needs. A variety of summative and formative evaluations are on-going and help to modify programs.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Math is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key math skills. Enriching activities help students investigate all six math strands including: Number Sense/Numeration, Measurement, Patterning/Algebra, Geometry/Spatial Sense, Data Management/Probability and Financial Literacy.
Information not available
Students are given math tools (ie. number lines, counters, coins, calculators) if needed to help them acquire new math skills and succeed.
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
Reading is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key reading skills. In addition, a home reading program ensures continuous practice. Independent reading levels are assessed prior to participation in the program. Students also study Media Literacy that encourages students to think critically.
Equal balance
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.
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.
Information not available
In the primary class, students are encouraged to brainstorm ideas and then transform their thoughts to print. Students use word banks, writing frames and graphic organizers to help them generate and organize their writings. The writing process of prewriting, drafting, revising and editing is introduced. At the junior and intermediate levels, students follow a direct instruction approach to writing and are given continuous feedback on how to edit and improve their writing skills.
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
Students study the Ontario Ministry of Education's Science and Technology curriculum through lectures and fun filled investigations. Hands on experiments help children discover scientific concepts and solidify their understanding.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Traditional
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.
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.
Information not available
Literature studies are conducted as part of the Reading Program. Students discuss story elements and develop an appreciation for a wide variety of reading genres. At the Junior and Intermediate levels, students complete reflections on their readings.
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.
Information not available
Students study the Ontario Ministry of Education's Social Studies curriculum through lectures and fun filled activities. Group projects help students develop a deeper understanding of the content.
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
Students follow the Ontario Ministry of Education's History and Geography curriculum in Grades 7 and 8. Through lectures, discussions, research and group projects students learn key concepts and skills.
Communicative
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.
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.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
Students in the Primary, Junior and Intermediate classes have weekly French language instruction.
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
Students study the Ontario Ministry of Education's Arts curriculum through demonstration and creative activities. In dance, students move creatively and learn about different dance styles. In drama, students learn different dramatic elements through fun activities and improvisation. Drama activities encourage strong social interactions. In music, students learn basic elements of music theory. Students learn to sing in unison and play musical instruments. In visual arts, students learn about the elements and principles of design, art movements, famous artists and art techniques.
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.
Students integrate technology in a variety of subjects for research, creating projects and power point presentations. Chromebooks and iPads are provided for student use throughout the school day. Students follow coding classes once a week.
Web design
Robotics
Computer science
Information not available
Students follow the Ontario Ministry of Education's Health and Physical Education curriculum. Students participate in physical activities in the classroom, in the gym and outdoors. They learn about the benefits of an active lifestyle that will lead to lifelong health and well-being. In addition, students participate in daily physical activities, and weekly yoga and swimming classes that have beneficial effects on both body and mind.
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.
The Kindergarten Class maintains a very low, 1:34 adult-student ratio with EA support available at an additional cost. This program is designed for children who are school aged but are not ready to participate in a typical classroom setting or still have ABLLS-R programs to acquire . Students in the Kindergarten Class participate each day in fun educational activities that promote social emotional learning, gross and fine motor development, and language development. Early math and literacy will also be studied. The Kindergarten Class is available as a half or full day program where students spend the remainder of the day working on both academic and IBI activities.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We cater to students with a range of exceptionalities and provide a multi team approach to meet our student's unique needs. Specialized teachers, educational assistants, instructional therapists, senior therapists, psychologists, occupational therapists, speech language therapists and counsellors help students meet their social-emotional, academic and physical goals. Individual goals are set and students are supported as they learn the core subjects, social skills, physical education and the Arts. Our caring and supportive staff helps each individual student rise to their full potential.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At Phoenix Private Academy we provide a positive, supportive environment to help our students become responsible citizens. Through the use of various activities, consistent reinforcement and clear expectations students develop self-esteem and confidence. We increase their social-emotional development and academic skills to help prepare them for a fully successful integration back into a mainstream educational setting.
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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| Learning disabilities | ||||
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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
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
At Phoenix Private Academy, we cater to students with exceptionalities, including learning difficulties. Our supportive staff and research based curriculum provides strategies, accommodations and modifications necessary to help students learn key skills and concepts.
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
0%
0%
$0
$0
80%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
No
No
Yes: grades 3 - 9
No
No
No
No
No
Phoenix Private Academy caters to students with ASD and/or other exceptionalities, particularly students who are experiencing academic or social difficulties in a traditional school setting. Many of our students have completed or are working on the ABLLS-R program and IBI therapy.
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
Admission is ongoing throughout the school year. Students are placed according to skill level and grade, while also considering how best to facilitate social growth and development among peers. Parents are encouraged to bring all assessments and documentation to assist staff in determining placement. Students are required to have a baseline assessment done to help determine their appropriate skill level.
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