12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
5,712.1 km
5,668.6 km
1977
1874
704
240
JK to 12
4 to 12
Coed
Girls
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate Candidate
18 to 25
6 to 14
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$11,780
$32,000 to $35,000
$69,000 to $83,000
No
Yes
0%
14%
None
4 to 12
$0
$0
47
27
0%
17%
80%
100%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 4 - 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 reportIt really is a castle, and the interiors are as striking as the exterior: turrets, arches, wood and stone. The school is also genuinely old, having been founded in 1874, though the building pre-dates the school. Yet, as ever, appearances can be deceiving, or at least can risk being made too much of. Trafalgar administration has, throughout its long history, consistently revised the curriculum and programs with an intention of providing, in a very literal sense, the best the world has to offer. That includes the adoption of the Singapore math and science curricula; Mandarin instruction; and writing instruction based on the program developed at the University of Chicago. A dedication to real-world learning has been built into the curriculum formally through the Beyond the Classroom initiative, which makes use of local resources and expertise, guided by the students' personal curiosities. Trafalgar offers an up-to-date, creative, and intentional program for girls preparing for university.
View full reportinformation not available
"The all-girls environment at Trafalgar Castle School has been the key to my daughters’ success."
Kay Di Vizio - Parent (Mar 17, 2026)
Both of my daughters truly benefited from the many opportunities Trafalgar Castle School provides fo... 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."
"Trafalgar Castle School is an independent day and boarding school for girls in grades 4 through 12, where girls thrive in a diverse, close-knit community, empowered by future-ready learning and the confidence to boldly lead. Located in Whitby, Ontario, Trafalgar Castle School is small by design, ensuring that every student is personally known and supported through innovative programming, future-ready competencies and a welcoming community, all of which prepare them for the real world and a world yet to be imagined."
"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."
"While we demonstrate dedication to academics, cultivating emotional intelligence, resilience, and positive interpersonal skills are at the forefront of our efforts. Social Emotional Learning is something that sets Trafalgar Castle apart, and creates a supportive and empowering school community as students mature into adulthood. Students are given a safe space to use their voice and build their confidence."
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"To maintain our focus on empowering young women, we've chosen to specialize in an all-girls environment, which may not suit families seeking co-educational settings. Our commitment to personalized learning and inclusive programs means we allocate significant resources to smaller class sizes and specialized staff, potentially limiting the breadth of extracurricular offerings compared to larger schools. Our historic boarding facilities, while unique, require ongoing investment to balance modern amenities with heritage preservation. These tradeoffs reflect our dedication to providing a supportive, empowering environment tailored to girls' education and leadership development."
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"Our transformation from the Ontario Ladies' College in 1874 to Trafalgar Castle School marks a pivotal point in our evolution into a modern institution dedicated to girls' education. This legacy of empowering young women has shaped our focus on leadership and innovation. The establishment of our unique programs, like the Beyond the Castle experiential learning initiative and the High Performance Artists and Athletes Program, demonstrates our commitment to holistic education. Our ongoing dedication to inclusivity and reconciliation, acknowledging the land's ancestral heritage, reflects our effort to remain responsive to societal changes. These historical milestones have guided our vision and continue to influence our strategic direction."
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"Our school is ideal for girls who thrive in a supportive, all-girls environment that emphasizes leadership and innovation. Students who are eager to engage in hands-on learning, embrace diversity, and pursue personal growth are well-suited to our community. Those who value a balance between academic excellence and extracurricular pursuits, and who are interested in developing future-ready skills, will find a nurturing home at Trafalgar Castle School."
Information not available
"Families seeking a co-educational environment might find our all-girls setting less suitable for their preferences. If a family prioritizes an extensive range of extracurricular activities over tailored, specialized programs, they may find our offerings limited. Those looking for a traditional, lecture-based educational approach might not align with our emphasis on experiential learning and future-ready skills. Additionally, if a student prefers a large urban environment, our location in Whitby, with its small-town charm, might not meet their expectations. Families who are not interested in or supportive of our commitment to inclusivity and reconciliation might find our values misaligned with theirs. We encourage families to visit and explore if our unique environment aligns with their educational goals."
"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."
"Trafalgar Castle’s circle of care is second to none. We have advisors, coaches, faculty and staff that are always present for the diverse group of learners in our building. We recognize that adolescence is hard, and are determined to be a soft place to land while engaging in future-ready curriculum that ensures students are prepared for post-secondary life."
Information not available
"Trafalgar Castle School is perceived as a prestigious institution dedicated to empowering young women through a comprehensive and holistic educational experience. Our reputation for fostering leadership, innovation, and future-ready skills in an all-girls environment is well-regarded. The historic charm of our campus in Whitby, combined with modern facilities, adds to our image as a nurturing and supportive community. Our commitment to inclusivity, reconciliation, and diversity is appreciated by those who value a respectful and socially conscious environment. The success of our alumnae network, with graduates thriving in various professional fields, reinforces our image as a school that prepares students for impactful futures, both academically and socially."
"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."
"Experiential learning is at the forefront of our education model, and it is demonstrated through our Beyond the Castle week. BTC brings students to new places and allows them to interact with different cities, communities, and people, thus expanding their knowledge on various subjects. This dedication to a student’s relationship to their community and real-life experience is one of the most under-appreciated aspects of Trafalgar that sets us aside from other schools."
"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."
"Firstly, we are a real castle! Here at Trafalgar, we embrace the traditions that have existed within the castle walls since it was built. Next, we are small by design - but our academic, co-curricular, and leadership programming is incredibly robust at the same time. Finally, our team puts forth incredible effort to ensure our students felt taken care of at all times. This includes snack stations, a well-rounded lunch, and shuttle for students to take to and from the Whitby GO Station."
Information not available
"Recently, we've enhanced our curriculum to include more future-ready competencies, focusing on areas like STEAM, robotics, and ethical AI usage. Our boarding facilities have been upgraded, combining historic charm with modern amenities, ensuring a comfortable and supportive living environment for students. We've expanded our Advisor Program to provide more personalized guidance, fostering strong relationships and supporting students' social and emotional well-being. Additionally, our commitment to reconciliation has been strengthened by integrating Indigenous voices into our curriculum. These enhancements reflect our dedication to providing a holistic educational experience that prepares students for future challenges and helps them thrive in an ever-changing world."
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"In the next five years, we anticipate further expanding our focus on future-ready competencies, integrating more advanced technology and innovative programs into our curriculum. We'll continue to enhance our commitment to inclusivity and reconciliation, incorporating diverse perspectives to enrich our community. Our facilities will evolve to support these initiatives, with potential upgrades to learning spaces and technology infrastructure. We aim to strengthen our international student body, fostering a global perspective and enriching cultural exchange. Our strategic direction will focus on sustainability and adaptability, ensuring our programs and community remain responsive to the changing needs of students. With continued support from our Board of Directors and the Trafalgar Castle School Foundation, we'll maintain our legacy as a nurturing environment for young women, empowering them to become confident leaders and innovators prepared for future challenges."
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!
We are excited to introduce you to our all-girls' day and boarding school; a school unlike any other in Canada. At just over 240 students from Grade 4 to Grade 12, we are small by design where every student is recognized and honoured for the individual they are and no student slips through the cracks.
We believe the best entry point to a large and complex world is a warm and personal learning environment with ample opportunities for personal discovery and growth. This is what you will discover in our classrooms, in our hallways and on our fields. We have been at the forefront of girls’ education for more than 150 years.
Melissa Knight-Johnson
Head of School
Liberal Arts
International Baccalaureate Candidate
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.
IB Candidate School is an official term used to identify schools that have applied to IBO for permission to teach one or more of the IB Programmes.
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.
Trafalgar Castle School offers a rigorous, university-preparatory curriculum for young women in Grades 4–12, grounded in a nurturing and empowering educational environment. Our philosophy emphasizes holistic student development, supporting academic, social, emotional, and physical growth within a close-knit school community. Our program meets and exceeds Ontario Ministry of Education requirements and is guided by the Understanding by Design (UbD) framework. This approach allows our dedicated faculty to provide personalized learning experiences, including targeted support and enrichment opportunities that reflect each student’s strengths, interests, and needs. Through experiential learning and an emphasis on student agency, we prepare girls for both post-secondary success and life beyond the classroom. Future readiness is central to our mission. We integrate advanced technology skills, including the ethical and critical use of Artificial Intelligence, while embedding essential Future Ready Competencies such as communication, critical thinking, systems thinking, self-awareness, and adaptability. Trafalgar Castle School is inspected by the Ontario Ministry of Education, accredited by CAIS, and a member of leading national and international independent school associations.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Grade 4 through 8 program blends elements of Singapore Math with research-backed strategies to foster both conceptual understanding and procedural fluency. We emphasize the mastery of number facts to build a strong foundation, while simultaneously cultivating critical thinking through problem-solving and mathematical investigations. Our Senior School Mathematics program focuses on a rich Academic pathway designed to prepare students for Advanced Placement (AP) courses in Statistics and Calculus. Subject to instructional capacity and identified student need, we also offer alternative mathematics levels to ensure appropriate support for every learner.
Information not available
Information not available
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
At Trafalgar Castle School, we recognize that students joining us in Grade 4 bring diverse academic backgrounds. To support this transition, we employ a rigorous Structured Literacy approach grounded in data for Grades 4–6. We begin each year with a comprehensive suite of diagnostic assessments, including DIBELS for oral reading fluency and comprehension, as well as specific writing and spelling inventories, to gain a nuanced understanding of each student’s foundational skills. These insights allow us to immediately identify learning gaps and provide targeted remediation using evidence-based programs like UFLI. Beyond intervention, we deepen and extend literacy skills through explicit morphology study, conventions instruction, the Hochman Method for writing, and interdisciplinary literature studies. This ensures that every student is supported in reaching their full potential through responsive, data-informed programming.
No
We use DIBELS in Grades 4–8 to assess reading fluency and comprehension, informing targeted instruction and enrichment for every student.
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
At Trafalgar Castle School, our writing program is built on a rigorous Structured Literacy foundation, utilizing evidence-based methodologies like the Hochman method and Jennifer Serravallo’s Writing Strategies to move students from sentence-level proficiency to complex, analytical expression. A data-informed approach based on diagnostic assessments in September directly supports our Future-Ready Competency of developing "Clear and Confident Communicators," ensuring students can advocate and adapt their messaging to diverse audiences. We integrate explicit AI Competencies into this framework. For example, rather than displacing human effort, students are taught to ethically engage with generative AI as a tool for "refining messaging" and "simulating audience response," while maintaining their own critical voice. By combining traditional mastery of knowledge and skills such as morphology and syntax with cutting-edge digital literacy, we prepare students to be not just writers, but effective designers of communication in a rapidly evolving world.
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
At Trafalgar Castle School, our science program serves as a dynamic testing ground for Future-Ready Competencies. While students develop skills such as collaboration and critical thinking, the curriculum places a strong emphasis on Systems Thinking and Design. Learning progresses from foundational inquiry in the lower grades to sophisticated, integrated application in the Senior School. This approach culminates in our signature Grade 11 Interdisciplinary Science Fair, where students work collaboratively to synthesize concepts from Physics, Chemistry, and Biology. By addressing real-world challenges through a tri-science lens, students discover that meaningful innovation extends beyond a single discipline. Scientific inquiry is further enriched through explicit AI competencies. Students learn to use technology as an analytical partner, applying tools such as bias assessment and constructive doubt to evaluate data and AI-generated models. Through simulations and advanced data analysis, students build digital fluency, critical judgment, and ethical awareness—essential skills for innovation in a data-driven future.
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
At Trafalgar Castle School, our reading program is a seamless continuum that begins with a foundation rooted in Science of Reading research in Grades 4–6 and develops into advanced critical analysis. Embedded within our Future-Ready Competencies framework, literacy instruction emphasizes the development of Critical Thinkers and Informed Decision-Makers. Foundational skills are secured through Structured Literacy and explicit morphology instruction in the Junior years. As students move into Middle and Senior School, learning expands into a transdisciplinary study of literature, where texts are examined as reflections of history, ethics, and global systems rather than in isolation. In today’s data-rich world, AI competencies are treated as essential literacy tools. Students learn to apply assumption testing and bias assessment to traditional texts, digital sources, and AI-generated content. By generating and evaluating AI summaries or interpretations alongside original texts, students strengthen analytical accuracy, discernment, and independent thinking—skills essential for academic success and responsible citizenship.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
At Trafalgar Castle School, our Social Studies program (Grades 4–8) moves beyond memorizing dates to develop Global Citizenship and Systems Thinking. Using inquiry-based learning and design thinking, Junior students explore local communities, Indigenous reconciliation, and foundational geography. In Middle School, they analyze history and global systems, seeing events as interconnected and practicing empathy to understand diverse perspectives. AI competencies are integrated to build digital fluency. Students learn that, like historical texts, AI content can carry bias. Using Source Review, Multi-angle Evaluation, and Constructive Doubt, they critically assess AI outputs and cross-check with primary sources. This approach ensures students understand how information is created and interpreted, whether by historians or AI, preparing them as thoughtful, analytical global citizens.
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
At Trafalgar Castle School, the Humanities and Social Sciences program (Grades 9–12) develops sophisticated civic engagement and analytical reasoning. While cultivating all Future-Ready Competencies, the program emphasizes Critical Thinking, Informed Decision-Making, and Systems Thinking. Senior students progress from foundational inquiry to complex, transdisciplinary analysis. Courses in history, law, politics, and sociology challenge them to deconstruct systemic issues, evaluate competing narratives, and understand global forces. Learning focuses on human behavior and societal structures through ethics and evidence, empowering students to navigate ambiguity and advocate for just solutions. AI competencies are integrated to build digital literacy. Students apply Bias Assessment, Source Review, and Constructive Doubt to historical and modern AI-generated content. They might simulate geopolitical scenarios or analyze demographic data but are trained to question and verify outputs, ensuring they understand AI’s limitations. This prepares graduates to be thoughtful, ethical, and resilient leaders in a data-driven world.
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.
At Trafalgar Castle School, language learning fosters global fluency and cultural empathy. Students study French and Mandarin from Grades 4–9, with advanced learners completing AP courses, while all Future-Ready Competencies are cultivated, particularly Clear and Confident Communication and Global Citizenship. From immersive, gesture-based approaches in the Junior years to literary and cultural analysis in Senior School, students learn to navigate cultures with respect and nuance. An optional after-school Spanish program further expands global engagement. AI Competencies are integrated to teach students to use language tools critically. Applying Constructive Doubt, they evaluate AI-generated translations, recognizing that tools may miss cultural or idiomatic context. By simulating conversations or refining grammar with AI and critiquing the output against their own understanding, students develop linguistic agility, critical thinking, and digital literacy—essential skills for authentic, effective communication in a connected world.
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 Trafalgar Castle School, the Arts program fosters self-expression, creativity, and courageous experimentation. While developing all Future-Ready Competencies—from Collaborative Team Members in ensemble work to Self-Directed Learners in studio practice—the program emphasizes Creative Thinking, Innovation, and Clear, Confident Communication. Junior and Middle School students explore Integrated Arts, connecting music, drama, and visual arts, building confidence through risk-taking without early specialization. In Senior School, students refine technical mastery, using the arts to provoke thought, challenge conventions, and reflect the complexities of human experience. AI Competencies are integrated to enhance, not replace, creativity. Students use AI as a collaborative partner for ideation, storyboarding, and design while applying Constructive Doubt and Bias Assessment to evaluate outputs. This ensures they remain the primary authors of their work and understand the difference between algorithmic mimicry and authentic human expression, preparing them to innovate ethically in a technology-driven world.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
At Trafalgar Castle School, technology is a fundamental literacy for the future. While cultivating all Future-Ready Competencies—from Collaborative Team Members to Kind and Empathetic Community Members—the program emphasizes Creative Thinking, Innovation, and Systems Thinking. Junior students begin with block coding and robotics, learning that failure is data for the next iteration. In Middle and Senior School, the curriculum expands to Python, app development, and engineering design. Students become active creators, designing solutions to real-world problems and understanding the systems behind technology. AI Competencies are integrated as a critical layer of learning. Students explore datasets and algorithms, applying Bias Assessment and Assumption Testing to audit code and AI outputs. By using AI for debugging or optimization while practicing Rational Thought, students understand why solutions work, avoid overreliance on automation, and maintain mastery over their tools—preparing them to innovate responsibly in a technology-driven world.
Web design
Robotics
Computer science
Information not available
At Trafalgar Castle School, Physical Education is a journey toward lifelong Physical Literacy. Utilizing exceptional facilities, including our double-court gymnasium, multi-sport court, and outdoor low ropes course, students in the Junior and Middle years focus on fundamental movement skills and confidence. As they advance to Senior School, the program shifts from general instruction to personalized autonomy. Through courses like Healthy Living and Personal Fitness Activities and Introductory Kinesiology, students become "Self-Directed Learners," designing evidence-based fitness plans that respect their unique physiology. We further enhance this agency by applying AI Competencies to athletic training; students learn to evaluate AI-generated workout plans and performance data, ensuring they rely on valid sport science rather than viral trends.
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.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
At Trafalgar Castle School, we combine rigorous academics with the nurturing support each student needs to thrive. We focus on holistic development, linking intellectual growth with social, emotional, and physical well-being. Guided by the Understanding by Design (UbD) framework, our program is highly personalized, providing gap-closing support and enrichment tailored to each learner. Experiential learning and student agency drive engagement, allowing students to develop their unique talents. By integrating advanced technology and Future-Ready Competencies throughout the curriculum, we prepare students not only for post-secondary success but also to adapt, innovate, and lead in a rapidly evolving world.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Trafalgar Castle School, we balance intellectual, emotional, social, and physical development. Our academic program goes beyond curriculum goals, cultivating future-ready students who think creatively, analyze evidence, and solve complex problems. We emphasize developing Systems Thinkers and Designers who can identify connections and design innovative solutions. We also recognize that high-level learning depends on well-being. From Grades 4–12, our programming supports students’ social, emotional, and physical growth, fostering resilience, confidence, and self-direction. By becoming Self-Aware and Self-Directed Learners, students gain the skills to manage challenges, engage fully in their education, and thrive in life beyond school.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students who have identified learning needs will receive academic support as indicated by their Learning Plan. At the beginning of the year, a list of recommended accommodations will be prepared for Identified students. Teachers implement these strategies and accommodations in the classroom throughout the year.
We believe that every student who is admitted to Trafalgar Castle School has the potential to experience academic success in our programme. We also recognize that not all students arrive with the same skill sets and may require different support from that of their peers. Our teachers demonstrate a growth mindset and are open to exploring strategies that allow every student to progress and grow. Teachers have access to professional support and expert knowledge in order to help them identify and implement strategies that will meet the needs of all students.
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
4 - 12
0%
14%
$0
$0
80%
100%
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 4 - 12
No
No
No
No
Yes: grades 3 - 9
Yes: grades 4 - 9
No
No
No
No
We are looking for students that wants what Trafalgar Castle School is offering including: • A warm and encouraging environment where every girl is known and embraced; • A diverse and international student body and an inclusive community; • An acclaimed academic program where students reach high and achieve their best; • Social, emotional and academic support structures to promote health and wellness; • Learning experiences outside the classroom on excursions, adventures and exchanges; • An exciting array of clubs, sports teams, music ensembles and leadership opportunities; • A school where 100% of graduates are accepted into a university of her choice; and • A network of talented and successful alumnae from around the world.
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
Trafalgar Castle School operates on a rolling admissions process however spaces fill early. Prospective students are required to submit the following components as part of the application process:
Day students are also encouraged to spend a day with us to experience first-hand the possibilities of a Trafalgar Castle School education.
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