12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1921 Snake Road, Burlington, Ontario, L7P 4Y2, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
1921 Snake Road, Burlington, Ontario, L7P 4Y2, Canada
5,712.1 km
5,711.3 km
1977
2012
704
97
JK to 12
1 to 12
Coed
Coed
Day
Boarding, Day, eSchool
English
English
Academic
Academic
Traditional
Progressive
18 to 25
Varies
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$11,780
$12,800 to $27,000
$39,300 to $48,500
No
Yes
0%
10%
None
1 to 12
$0
$5,000
47
8
0%
16%
80%
85%
information not available
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 1 - 12
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 reportWith a beautiful 50-acre campus that includes woodlands, orchards, sports fields, the Jubilee Garden, and historic architecture, Laureate College offers an enriched and idyllic learning environment for K-12 students. The school has a strong focus on STEAM and Gifted Arts programs, small class sizes, and individualized pathways. Teachers support students in developing skills, independence, and confidence. The school’s unique term system allows students to concentrate intensively on two subjects at a time, building mastery and effective time management. Boarding students enjoy structured routines, in addition to special activities, guided by dedicated house advisors within a safe and welcoming dormitory. The school’s 100% university acceptance rate reflects its commitment to student success. With rolling enrollment, March Break and summer camps, and art programs for all ages, Laureate College maintains a vibrant community. With an innovative mindset built on a long-standing foundation, Laureate College is a growing institution where students can discover and pursue their passions.
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"They create a classroom where every student feels safe, welcome, and ready to learn."
Areej Shahzad - Student (May 26, 2025)
Laureate College has provided an excellent platform for students to grow in both their academic and ... View full review
"The school has bent over backwards to ensure there is a variety of things that all students can join."
Bethany Davidson - Parent (Jun 02, 2025)
Our daughter transitioned here mid-school year, taking classes in person and online. Getting used to... 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."
"Laureate College is a transformative STEAM school where curiosity, capability, and purpose shape every student’s learning journey. Set on a nature‑rich campus anchored by a historic 1927 building, Laureate offers inquiry-based learning, innovative teaching, and global engagement within a supportive, inclusive community. Every student is known, supported, and inspired to build confidence, character, skills and the competencies to emerge as thoughtful leaders who thrive in the face of challenge and change."
"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."
"Laureate College delivers a distinctive STEAM-based education on a 50-acre campus adjacent to the Niagara Escarpment, where nature fuels curiosity and deep learning. Outdoor education, innovation labs, and co-op opportunities extend learning well beyond the classroom. Our learning environment is ideal for curious, driven students who are eager to grow within an engaging and supportive school community. Reflecting our school mantra—Forward Learning, Transforming People—our curriculum fosters higher-order thinking and problem-solving skills through real-world, environmentally connected applications. At the heart of Laureate’s approach are eight core competencies: citizenship, communication, collaboration, critical thinking, creativity, consolidation, consideration, and confidence. These pillars guide our students in becoming thoughtful, future-ready leaders who thrive in post-secondary education and beyond."
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"At Laureate, we prioritize creativity, collaboration, and real-world application over rigid standardization and traditional testing models. We guide students in developing critical thinking and problem-solving skills that prepare them for complex, evolving futures. This means we place less emphasis on competitive ranking systems and highly prescriptive academic tracks, choosing instead to foster intrinsic motivation and a lifelong love of learning. We also prioritize interdisciplinary STEAM learning and innovation over strictly subject-siloed instruction. This sometimes means sacrificing the pace of content coverage in favour of ensuring conceptual depth and student engagement. Our investment in small class sizes, outdoor learning, and individualized advising necessitates a different focus on fewer, deeper, and more intentional experiences that empower students rather than offering every extracurricular or highly specialized elective that some larger schools offer."
Information not available
"Laureate College’s journey began over a century ago, rooted in a commitment to holistic education and community engagement. A key milestone was the move to our 50-acre campus adjacent to the Niagara Escarpment, which deepened our dedication to outdoor and experiential learning. The adoption of a STEAM approach marked another turning point, positioning Laureate as a future-focused, interdisciplinary school. We aim to be a community STEAM school, offering academic programs alongside summer camps, PD day camps, aftercare, and arts programs for local families. Signature events, such as Mother’s Day concerts, photography contests, and arts showcases, have strengthened our role as a vibrant community hub. Most recently, the expansion to include Grades 1 to 8 has allowed us to extend our innovative, student-centred learning model to younger learners, ensuring continuity and growth from elementary through high school. The kindergarten program will be available in the 2027-2028 school year."
Information not available
"Students who thrive at Laureate College are curious, creative, and eager to engage in hands-on, interdisciplinary learning. They are open-minded problem-solvers who enjoy asking questions, collaborating with peers, and connecting what they learn to the real world. Our ideal students are not defined by grades alone but by their willingness to explore, grow, and take ownership of their learning journey. Families who benefit most from the Laureate experience value personalized education, small class sizes, and a nurturing environment where their child’s strengths, interests, and voice are seen and supported. They are forward-thinking and community-minded, appreciating a school that balances academic challenge with social-emotional development, outdoor learning, and real-world application. These families are drawn to Laureate’s emphasis on the eight core competencies, which prepare students to lead with confidence and compassion in a changing world."
Information not available
"Aligning with the momentum of our growing Laureate community, we welcome families to join us as founding members and contribute to the continued growth of our school with added value. Families seeking a large student body and multiple social hubs may find that Laureate is not the perfect fit. We are a close-knit, inclusive community with students from diverse backgrounds and learning profiles, where each learner is known, supported, and celebrated. The best way to determine if Laureate is the right fit for your family is to book a private tour or attend one of our open houses, followed by a Buddy Day—where your child is paired with a student ambassador to experience firsthand what learning and life at our community STEAM school are truly like."
"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."
"Families choose Laureate College for our personalized, student-centered approach and strong focus on STEAM education. They value our small class sizes, inclusive environment, and commitment to whole-child development—balancing academic achievement with creativity, leadership, and well-being. Our project-based learning, outdoor education, and co-op credit courses connect students to real-world experiences. Specialized pathways in Gifted Arts, International Business, and Science & Engineering allow students to pursue their passions with purpose. Families also appreciate our one-on-one university pathway planning and counselling, which supports each student in setting goals and preparing for post-secondary success. Unlike larger schools, Laureate offers a close-knit, future-focused community where learning is meaningful, personal, and empowering."
Information not available
""Thank you so much for the recap. Sam had an amazing buddy guiding her throughout the day, and everyone made her feel exceptionally welcome. She enjoyed the classes she was part of and felt everyone was very inclusive. She described the facilities as an excellent place for inspiration. While the student population is low, she feels that the large space balances it out, making her feel like she is part of a bigger ecosystem. She was very impressed with the talent of some students and really appreciated having the opportunity to mingle with students from other grades. This is a great way to pollinate talent across multiple grades. I appreciate you making the day a wonderful experience for Sam!” Laureate family 2024-2025."
"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."
"While some parents may hesitate due to our small student population, what is often underappreciated is the depth of personalized support each student receives. Our small community allows teachers and advisors to truly understand every learner’s unique strengths, challenges, and needs. This individualized attention builds confidence, resilience, and a growth mindset, fostering not only academic success but also personal development. The close-knit environment creates a caring and inclusive culture where every student feels valued and supported—a decisive advantage that makes Laureate more than just a school, but a place where students thrive as whole individuals."
"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."
"To ensure that every student can achieve success, learning is a shared process among staff and students, where Laureate instills a belief in lifelong learning for all. Learning doesn't just happen in the classroom; it is a state of mind that continuously expands our knowledge, understanding, and critical thinking for students, staff, and other partners. Becoming a self-directed learner and embracing the excitement of discovery will enrich our lives and make us active contributors to our communities. Some families find it surprising when students are engaged in self-directed learning in the classroom, which promotes autonomy, responsibility, and ownership of learning. Occasionally, families may interpret this as downtime and feel that learning is not happening, and teachers should always be on top of students' learning at all times."
Information not available
"Laureate College has recently expanded its grade offerings to include Grades 1 through 8, creating a seamless STEAM education pathway from early years through high school. We launched a state-of-the-art Innovation Lab, offering students hands-on opportunities to explore cutting-edge technologies and develop essential skills in creativity, engineering, and problem-solving. Our curriculum continues to evolve with enhanced project-based and inquiry-driven learning models that foster deep critical thinking and collaboration. New co-op credit courses offer real-world experiences alongside academic learning. We’ve also strengthened student support with dedicated advisors and expanded extracurricular programs through partnerships with local organizations. Faculty professional development emphasizes innovative, inclusive teaching practices to maintain our forward-thinking, welcoming community."
Information not available
"Laureate College will continue its commitment to “Forward Learning, Transforming People” by evolving as a leading community STEAM school that nurtures curiosity, creativity, and leadership. Over the next five years, we plan to grow enrollment to approximately 160 students, expanding offerings from JK through Grade 12. We will introduce Advanced Placement (AP) courses and broaden our Gifted Arts program to include dance and screen arts. We will expand our co-op program to offer more co-op courses and an outdoor education curriculum, featuring initiatives such as a farm-to-table program that connects students directly to sustainable food practices and environmental stewardship. We aim to expand community arts programs to foster greater engagement and creative collaboration between students, families, and local partners. We will grow responsibly within our natural surroundings, strengthening personalized, interdisciplinary education and preparing innovative learners for the future."
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!
My name is Robert Hamilton, and I am the Head of School for Laureate College in Burlington, Ontario. This is a very exciting year for us at Laureate College. In September, we will add grades 1–8 to our school, making us a G1–12 educational facility. At Laureate College, we take pride in building strong, positive relationships with our students and their families. We want families to see that we believe in their child and will support them in becoming the best they can be.
As a community STEAM school, we teach students to become creative thinkers and problem-solvers who work collaboratively and apply their skills in practical, real-life scenarios. We want to change the educational process from “sit and get” to “stand and do”. Our students are active participants in their learning, and teachers continually support them in their individual achievements. With our school’s focus on the inquiry-based approach and the cross-curricular integration of STEAM subjects, Laureate College will be a one-of-a-kind school. Additionally, teachers will utilize our beautiful 50-acre property as a learning resource to enrich the real-life experiences of our students. Why use sheets of paper to teach math when relevant hands-on applications exist on our property? Students of all learning styles will thrive in this unique learning environment. Come check us out!
Progressive
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.
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.
Laureate College was founded on the belief that every student is unique and possesses an inherent yearning for learning, growth, and the ability to acquire knowledge, creating a meaningful pathway for life purposefully. At Laureate, every student actively shapes their learning experiences within an inclusive environment characterized by innovative teaching, personalized learning, abundant resources, and global connections. Through our vision, mission, and values, we aspire to create a transformative learning experience that empowers students to embrace opportunities and challenges with confidence, leveraging the knowledge and skill sets they acquire throughout their Laureate journeys.
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.
The Math program at Laureate College is an Equal Balance program that incorporates both the traditional approach and the discovery method. Teachers use a traditional lesson plan and approach to ensure students understand the main expectations of the Ontario curriculum. During selected weeks, students use their knowledge and creative thinking skills to solve math problems. This requires students to think and collaborate with peers as they find a solution to the problem. Students use their communication skills to share their solution and the process followed to arrive at the solution.
Students complete activities in the Math Up textbook (by Marian Small) and Math Up Practise and Reflect workbook for homework activities. Teachers also use Building Thinking Classrooms in Mathematics by Peter Liljedahl as a supplementary resource for problem-solving activities.
Calculators may be used to help solve problems in upper grades.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
The approach used at Laureate College resembles the Phonics-intensive approach more than the Whole Language approach; however, there are times when students are given opportunities to read material while inferring and guessing words using context and semantics. Direct teacher instruction focuses on phonetics and morphology so students understand the word and its relation to other similar words. Our approach is more traditional, and students receive individual and small group support on a regular basis. The achievement of reading goals reflects the benchmarks outlined in the Ontario Curriculum. However, we support students in exceeding these expectations.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Ministry-recommended assessments are administered regularly to monitor progress on literacy skill development.
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
Our learning-to-write program most closely resembles the Systematic approach in that students are guided and coached as they learn to use new strategies. Students are taught to write by first planning and then using appropriate skills to refine their work through revision and editing of the original draft. Teachers encourage a love of writing and provide feedback that helps students progress to the next level of writing proficiency. However, teachers employ explicit teaching strategies and provide support to students in small groups and individual settings.
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
The Laureate College approach resembles the Inquiry model, but some weeks are reserved for textbook-based learning. Our approach is balanced so students have a solid understanding of the outlined topics before embarking on inquiry-based activities using these concepts.
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
The Laureate College approach can be described as Equal Balance. In the later grades, after students have begun to read more complex literature and discuss more complex topics, they will examine both contemporary and classical texts, while also learning to analyze materials for biases and underlying meaning critically. Critical thinking is a vital skill, and students will learn to apply it to the literature provided. Discussions and essay writing often focus on the topics covered in class, as well as the social issues discussed.
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
Our social studies program reflects the expectations of the Ontario curriculum. Students use Ministry-approved resources that provide a more “Expanding Communities” approach to learning about themselves and the expanding world in which they live. As students progress through the grades, more emphasis is placed on the historical events that shaped our community, province and country. Whenever possible, social studies topics are integrated with science and language arts topics, becoming part of our inquiry-based approach. By examining our environment and history through a critical lens, students become aware of their role in our immediate and global community and develop respect for the earth, themselves, and others.
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
The Laureate Approach can best be described as an “Equal Balance” program; however, we tilt more toward the Pragmatism style than Perennialism. Teachers help students develop critical thinking and a strong foundation of core knowledge and cultural literacy. However, projects and inquiries will have a real-world application.
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.
Students learn French and Mandarin at Laureate College, with 5 months allocated to each language. Our approach is more Communicative than Audio-Lingual; however, the latter approach is used when it is beneficial to students. The goal of our second language program is to help students develop the vocabulary and language skills needed to communicate their needs and respond to questions with confidence.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Information not available
At Laureate College, we employ an Equal Balance approach to help students develop their skills, understand the significance and history of art, and cultivate a love of art by creating and sharing their original work. Students learn how to apply aesthetic features and principles before making art in a studio environment. An on-site artist supports our program and works alongside classroom teachers.
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.
We recognize that computers and technology play a crucial role in equipping students for success in the 21st century. We ensure students develop the skills to complete research and prepare different ways of sharing their information with others. The role of AI is also discussed, and students learn to apply AI appropriately and ethically. Time is not allocated for finding connections between computer applications and curriculum topics. Therefore, our approach is best described as Medium integration.
Web design
Robotics
Computer science
Information not available
Physical Education at Laureate College is characterized as a fun respite from learning during the day. Students get to take a break from their studies and participate in games and activities, working on teamwork, coordination, and strength that help them grow as students outside of the classroom. A relaxed environment not only gives students a break from classes but also allows them to release stress and engage in physical activity. A fun approach is taken when playing games, allowing students to learn from and support one another in improving their skills.
Not applicable
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.
Not applicable
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.
Information not available
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Teachers will cover all the required expectations and meet the individual needs of the students because of the small class size.
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”.
At Laureate, our academic culture is rooted in curiosity, creativity, and continuous growth. We set high expectations while honouring each student’s unique learning journey through personalized support and clear learning goals. Students are encouraged to think critically, collaborate respectfully, and take ownership of their learning. Our interdisciplinary STEAM approach nurtures intellectual curiosity and innovation, while enriched leadership opportunities build confidence and responsibility. We believe in celebrating both effort and achievement, fostering a culture where students are motivated to pursue excellence not just for grades, but also for personal fulfillment and meaningful contributions to the community.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
First and foremost, Laureate is an educational institution committed to meeting the intellectual needs of our students through academic excellence and inquiry-driven learning. Aligned with our core values, we recognize that education goes beyond academics. That’s why we prioritize the holistic development of each student—supporting their social, emotional, physical, and spiritual well-being. We nurture well-rounded individuals who lead with integrity, grow with purpose, and make meaningful contributions to their communities. Our goal is to cultivate lifelong learners equipped not only with knowledge, but with the empathy, resilience, and confidence to thrive in a complex and ever-changing world.
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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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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||||
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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
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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|---|---|---|---|---|
Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 12
0%
10%
$0
$5,000
80%
85%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 1 - 12
No
No
No
No
Yes: grades 3 - 9
No
No
No
No
No
At Laureate College, we seek students who demonstrate the potential to thrive through our Eight Core Competencies. These competencies guide our teaching, learning, and student development, and reflect the qualities essential for success both in school and beyond. We are looking for students who are: • Critical Thinkers Students who approach problems analytically and creatively. They enjoy asking questions, analyzing information, and making informed judgments. They are eager to understand the “why” behind what they learn and apply their thinking to real-world contexts. (Critical Thinking) • Effective Communicators Learners who express their ideas clearly and confidently across various forms—spoken, written, artistic, and digital. They are also thoughtful listeners who engage meaningfully with others’ perspectives. (Communication) • Collaborative Leaders Individuals who work well with others, demonstrate strong interpersonal skills, and lead with integrity and respect. They value teamwork, build positive relationships, and contribute constructively to shared goals. (Collaboration) • Globally Aware Citizens Students who are open-minded, accepting of others, and culturally literate. They demonstrate empathy and a sense of social responsibility as they engage with global and local communities. (Citizenship) • Creative Innovators Students who think outside the box generate original ideas and find innovative ways to apply their learning. They explore possibilities with imagination and aren't afraid to take intellectual risks. (Creativity) • Lifelong Learners Curious, self-directed individuals who embrace challenges and continuously seek to grow. They ask questions, connect ideas across disciplines, and reflect on their learning processes to deepen understanding. (Consolidation) • Resilient and Self-Aware Individuals Learners who demonstrate perseverance, emotional intelligence, and a strong sense of self. They manage stress, regulate their emotions, and maintain a healthy balance between academic life, extracurricular involvement, and personal well-being. (Confidence) • Ethical and Reflective Individuals Students who act with integrity, respect, and empathy. They take responsibility for their actions, accept feedback with openness, and engage in self-reflection. With strong character and metacognitive awareness, they continually strive to improve both themselves and their relationships with others. (Consideration) We believe that academic achievement is only one part of a student’s success. Our most successful applicants are those who show promise in developing these competencies and a readiness to engage fully in a supportive, forward-thinking, and STEAM-rich learning environment.
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
The following steps are required for admissions:
1. Complete the student application form and submit the application fee payment of $300 CAD along with
2. An online or in-person interview will be arranged if needed. Junior school candidates are required to have an interview with the Junior School Principal.
3. Accepted candidates will receive the Offer of Admission from Laureate to proceed with the enrollment process
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