12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, Canada
5,712.1 km
5,700.7 km
1977
1963
704
500
JK to 12
9 to 12
Coed
Coed
Day
Day, Homestay
English
English
Academic
Academic
Traditional
Liberal Arts
18 to 25
20 to 25
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$11,780
$20,100
No
Yes
0%
18%
None
9 to 12
$0
$4,000
47
125
0%
0%
80%
90%
information not available
9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 9 - 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 reportTDChristian was founded in 1960, and the school has grown considerably over the years. Throughout has been an abiding attention to stewardship within the school community and beyond. Service trips are a cornerstone of the curriculum, and that tone is set from the first week in Grade 9, with all students spending two days working with organizations supporting the city’s homeless population—TDChristian has partnerships with the Yonge Street Mission, Scott Mission, Habitat for Humanity, Church of the Redeemer, Good Shepherd Centre, St. Francis’ Table, and the Salvation Army. Of course that’s just one aspect of the program, though it’s telling of the approach taken within the school. The families that turn to the school often do so in an awareness of the character learning that is woven throughout the curricular and extracurricular programs. Despite the age of the school, all the facilities have been recently updated, including the integration of technology in the classroom. That process is continuing with a capital and development campaign that is currently underway. The ideal student is one who will thrive in an active, diverse, values-based learning environment.
View full reportinformation not available
"Without doubt the single most appreciated part...is the teachers' personal and individualized attention to each student."
Crystal Pitcher - Parent (Aug 14, 2018)
Without doubt the single most appreciated part of TDCH is the teachers' personal and individualized ... View full review
"...incorporated Christianity into the learning environment, which really helped me get closer to God in my four years at TDCH."
Dayna Pitcher - Alumnus (Sep 05, 2018)
My experience at TDCH was amazing. The community there is so welcoming and the environment made me s... View full review
"In almost every subject, they give an opportunity to the student to dig deep and explore and research and ask questions."
Jeena Mathai - Parent (May 24, 2019)
The care the teachers give to the students is outstanding. We have had some experience with other sc... 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."
"TDChristian High School is a welcoming, faith-based community where students thrive. With strong academics in math, science, and English, plus vibrant arts, STEM, athletics, and project-based learning, we integrate Christian values and service. Our family-friendly tuition includes transportation. We believe that small class sizes, strong student-teacher relationships, and hands-on learning prepares students for success. Whether in the classroom, on stage, or on the field, you belong at TDChristian."
"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."
"At TDChristian, we do more than educate—we build a community where students feel seen, supported, and challenged. Our small class sizes and dedicated teachers ensure personalized learning, while over 40 clubs, diverse extracurriculars, and leadership opportunities help every student find their place. Weekly staff meetings focus on student well-being, fostering an environment where no one falls through the cracks. Through hands-on learning, faith integration, and real-world experiences, students graduate not only prepared for their next steps but confident in their abilities, values, and purpose."
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"At TDChristian, we prioritize relationships, experiential learning, and whole-person development over rigid standardization. Smaller class sizes and hands-on, project-based learning take precedence over a test-heavy approach. While we embrace technology, we value real-world engagement—through outdoor education, service learning, and mentorship—above screen-based instruction. Our faith-based environment integrates critical thinking and creativity, allowing students to explore and grow in a supportive community. These trade-offs ensure that graduates develop confidence, character, and a strong sense of purpose, prepared to serve and lead in all areas of life"
Information not available
"TDChristian High School was founded in 1963 with a vision to provide Christ-centered education that nurtures faith, learning, and community. Over the years, we’ve expanded our programs, embracing innovative teaching methods and experiential learning while maintaining our strong Christian foundation. Major renovations in 2001, 2010, and most recently through Project 2020 have modernized our campus, allowing us to provide innovative, current programming. These investments, along with our commitment to project-based learning, have shaped TDChristian into an inclusive, forward-thinking school where students grow academically, spiritually, and personally. Learn more about our history by visiting https://tdchristian.ca/about/our-history/"
Information not available
"Students who thrive at TDChristian High School are those who value a holistic approach to learning, where academic rigor is balanced with creative and extracurricular pursuits. Our ideal students are motivated, curious, and proactive, eager to participate in the wide range of activities available, from sports to arts to leadership opportunities. Families who align with our values appreciate the importance of character development alongside academics and support their children’s growth within a nurturing community that encourages a strong sense of belonging and personal responsibility."
Information not available
"Families who are looking for a more traditional, rigid educational experience with strict discipline may not find TDChristian High School's approach to be the best fit. Our focus on a flexible, student-centered environment that encourages creativity, exploration, and personal responsibility may not align with families who prioritize a highly structured, no-frills academic environment. Similarly, families who do not resonate with our Christian worldview may find it difficult to engage fully with our mission and values."
"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 TDChristian High School because of our personalized, student-centered approach where students are truly known, and because of the strong connections that are made between parents, teachers, and students. Our focus on integrating Christian values into every aspect of the school experience also appeals to families who prioritize faith-based education. Additionally, parents appreciate the wide range of extracurricular opportunities and that many costs—such as field trips or activities—are included in the tuition, making it a more inclusive and transparent option."
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"TDChristian High School is recognized for its strong sense of community. Our blend of academic excellence, Christian values, and a wide variety of extracurricular opportunities makes us unique. People often think of us as a school that offers both academic rigour and a caring, inclusive environment."
"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."
"One lesser known aspect of TDChristian are the opportunities for students to explore skilled trades through our STEM and co-op programs. Through internships and events like the Skilled Trades and Career Fair, students gain invaluable hands-on experience and exposure to various vocational paths. These avenues not only foster practical skills, but also offer insight into fulfilling career options beyond traditional academic routes."
"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."
"Families might be surprised by the strong sense of community and belonging at TDChristian High School. While academic excellence is a top priority, the school’s commitment to creating a supportive, inclusive environment goes beyond the classroom. With small class sizes, personalized connections, and diverse extracurricular opportunities, students are able to build lasting relationships with both their peers and faculty, fostering a family-like atmosphere that is central to their experience. This emphasis on relationships often exceeds what families initially expect."
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"Recently, TDChristian High School has made significant updates to both its facilities and educational offerings. Our Project 2020 renovation enhanced our campus with modernized spaces to better support innovative programming. Additionally, we continue to expanded extracurricular opportunities and update our wellness and academic support systems to ensure students receive the personalized care they need. We are committed to providing a dynamic, student-centered environment that encourages academic growth and fosters a strong sense of community. These changes reflect our ongoing dedication to meeting students’ needs and preparing them for success."
Information not available
"Over the next five years, TDChristian High School plans to further enhance its student-centered approach. We aim to expand our specialized programsnand invest in new learning spaces to foster creative expression. Additionally, we’ll continue to grow our mental health and wellness support systems to meet evolving student needs, all while maintaining our commitment to academic excellence and a strong Christian foundation. These initiatives will ensure that TDChristian remains a dynamic, forward-thinking community that empowers students for success in all areas of life."
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!
At TDChristian you'll hear the words enfold, engage, and empower a lot! But what do they mean? First, we enfold students, getting to know them for their unique personalities, talents, and ambitions, and helping them fit into our friendly community of learners. You're never just a number at our school. Next, we engage students with stimulating learning opportunities, academic rigour, and real world projects. Finally, we empower students to take control of their own learning and connect it with the larger world.
On top of that, every single subject is taught from a Christian perspective and we don't shy away from the big, important questions of life.
We invite you to discover our passionate, committed teachers, our one-of-a-kind programs, and our beautiful facilities today.
Come for a visit and a tour at anytime!
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
We believe that we are not just for one type of student, but a school for the entire family. It doesn't matter if you are all about arts, sports, academics, tech, or something else; there's a place for you at TDChristian. We strive to enfold, engage, and empower students around their individual gifts, needs, interests, and personalities. We want our students to have 21st century skills, including using technology, making presentations, collaborating with others, taking risks, and having a strong work ethic. Finally, our school's mission is to "Learn for Service in the Light of God's Word." This plays out in every course as we apply what we are learning to serve God and our neighbours. From service trips to extracurricular opportunities, hands-on projects to weekly school-wide assemblies, you'll love the learning atmosphere at TDChristian.
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.
Mathematics is an inventive, creative way of modeling the order and disorder in God’s world. God created the world for us to understand, study, and enjoy in countless ways. In mathematics, we seek to understand some of these ways as stewards of Creation. Students are taught that mathematics is an art, that mathematics and mathematics-related careers are legitimate tasks for Christians, and that an understanding of mathematics has limits in interpreting situations in everyday life. We can and will serve God through mathematics.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
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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.
Not applicable
Information not available
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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
We are God’s stewards, placed in Creation to explore and develop it for God’s glory. The Science courses at TDChristian promote the development of students’ talents with this emphasis. In our scientific studies we realize our responsibility to serve in Creation. We understand that the study of science is a religious pursuit, conditioned by our allegiance to God or to idol in Creation. To study science without recognition of the servant nature of humanity, exalting us to an unnatural position, is idolatry. The difference between God-glorifying and God-denying science is manifested in the items selected for study and the objectives of the science courses. The material selected accomplishes two things: first, it endows students with a knowledge of some basic physical, chemical, and biological laws established by God to govern the activities of His creatures; second, it examines how humans have responded in the management and development of Creation.
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
Physiology
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
English study at TDChristian is our attempt to regain some of the goodness in the Garden of Eden, to return to wholeness and goodness, to coherence, to compassion, to communion with each other, with all people, with God. Our goal is to understand the truth of the human condition and to use language to bring together what has been pulled apart. Truth be told, honest words help us grasp and hold on to what Jesus accomplished on the cross. To understand ourselves as children of God is to recognize our need for wholeness. We are created in His image, but the reflection is, in linguistic terms, garbled. At TDChristian we work toward coherence in every sentence, unity in every paragraph, and honesty in every spoken word. That work, the work of restoration, we strive to do in truth and in love.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
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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 aim of the social sciences and humanities program at TDChristian is to help the students understand themselves and their cultural environment by making them critically aware of humankind’s restless quest for God, of humanity’s development and interpersonal relations, and of human beings’ relentless pursuit of core questions about the riddle of existence. The world we live in did not arrive by accident, but by the mysterious interaction of providence with thousands of human choices and decisions, each a response to God’s will.
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.
Language is a rich and vital part of God’s creation by which we communicate. This communication leads to an understanding, an appreciation, and a respect for those who are different from us. Our identity, as living beings created in the image of God, is connected very closely to our culture. By learning about another culture, we not only gain knowledge and appreciation of their way of life, but we learn a great deal about who we are. The French programme is designed to help students acquire effective writing, speaking, listening, and reading skills through a sequential programme. Students will use and develop logic, memory, problem- solving, and listening skills to distinguish the interesting ways languages are similar as well as different. Recognizing God as the source of the richness of our world is the root of the French programme at TDChristian.
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
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
God has given us gifts as a reflection of His beauty and image. These abilities are to be cultivated and used to bless others. Therefore, the fine arts program strives to create an environment that fosters Christian artistic growth as a response to His presence and faithfulness in our lives. Fine arts that have integrity are an important part of God’s truth and are therefore essential to Christian living. The issue with art is not whether it is sacred or secular, but whether it exhibits truth and integrity. In the artistic search for truth, each artist must ask God to be the guide that fills and anoints him or her with a message. These images, texts, and sounds must reflect Him. Fine arts promote the expression of artistic individuality and the qualities which characterize the committed Christian life: self-discipline, commitment, stewardship, and a desire to share.
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.
Every part of this creation belongs to God and is under the Lordship of Jesus Christ. People are to be good stewards of it. By extension, Christians are called to see and use technology as a way and means to benefit others and honour God. Technology cannot be viewed as neutral or as just a tool to be used for the benefit of the highest bidder. The pervasiveness of technology in our society means it is important for students to learn about, understand, develop, and employ it.
Web design
Robotics
Computer science
Information not available
Christian education focuses on the development of the whole student: soul, mind, and body. Health and Physical Education provides opportunities and encourages students to understand and appreciate their bodies as gifts from God to be cared for and used in His service. A person’s physical well-being has a great influence on how well he or she functions in other aspects of his or her life. Physical and health education can make an important contribution to the development of Christian habits and commitments. On the personal level these include self-knowledge, self-respect, perseverance, integrity, and stewardship. On a social level these include cooperation, competition, responsibility, fair play, and respect. To respond at either a social or personal level students must know their opinions, make choices, and have opportunities to commit themselves to courses of action.
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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.
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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.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
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.
At TDChristian, we foster an academic culture that prioritizes personal growth over comparison. Our expectations are high, but we focus on the individual journey, encouraging students to develop strong work ethics, critical thinking, and creativity. We emphasize effort, perseverance, and learning from mistakes, rather than just grades. Each student is supported to reach their full potential, and collaboration is encouraged in a nurturing environment that allows for both academic excellence and personal growth.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
At TDChristian, we aim to shape students into compassionate, resilient, and service-oriented individuals. We focus on developing character alongside academic success, guiding students to become leaders who live out their faith in every aspect of their lives. Our goal is to foster a sense of purpose, responsibility, and empathy, preparing students to make a positive impact in their communities and the 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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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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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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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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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
To find out more about our programs, please visit our school.
At TDChristian, we are committed to supporting students with learning difficulties through individualized accommodations and strategies. Our small class sizes and dedicated teachers allow for personalized attention. While we may not have specialized programs for severe learning disabilities, we work closely with families to provide the support necessary for success. We encourage open communication and collaboration to ensure each student receives the help they need. Families with children who have diagnosed learning disabilities should reach out to us to discuss specific needs before enrolling to determine if we are the best fit.
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
9 - 12
0%
18%
$0
$4,000
80%
90%
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 9 - 12
No
No
No
No
Yes: grades 3 - 9
No
No
No
No
No
TDChristian High School seeks students who are curious, motivated, and open to growth, both academically and personally. The ideal student embraces the school’s Christian values, values a supportive community, and is eager to contribute to service-oriented activities. Strong communication skills, a willingness to engage in extracurricular opportunities, and a respectful attitude towards diversity are key attributes for success at our school.
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
TDChristian High School’s application process involves completing an online application checklist, followed by an interview with the admissions team. Families are asked to provide academic records, references, and additional documents, depending on the grade level. The process is designed to ensure a good fit between the student's needs and the school’s offerings. For more details, visit the Admissions Page.
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