12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
540 Victoria Rd N, Guelph, Ontario, N1E 6Z4, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
540 Victoria Rd N, Guelph, Ontario, N1E 6Z4, Canada
5,712.1 km
5,732.4 km
1977
1996
704
165
JK to 12
K to 8
Coed
Coed
Day
Day
English
English
Academic
Nature-based
Traditional
Waldorf
18 to 25
15 to 18
Learning, Developmental, Behavioral
In-class adaptations
$11,780
$9,778 to $15,875
No
Yes
0%
23%
None
K to 8
$0
$9,535
47
18
0%
0%
80%
90%
information not available
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
information not available
information not available
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportThe writer and environmentalist Annie Dillard once said that “how we spend our days is how we spend our lives.” While the administrators at Trillium Waldorf may not think in exactly those terms, that’s an idea that’s at the core of the school. Yes, learning is about working through the curriculum, acquiring new skills, honing old ones. But being at school should be about living well, too, and Trillium has made that at priority since it was founded in 1996. From day one it was an expression of the community that gave rise to it, begun by a number of families that wanted something better, something maybe a bit more caring for their children. There were 21 students in the first year, and a single grade, though it’s grown since then, mainly because of the community that formed around the school. The current property was supplied by an alumni family, which nicely continues the theme. This is about people teaching children how to find their way in the world, to have fun, to enjoy the company of others, and to live fulfilled lives.
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"At the Trillium Waldorf School, the community is the greatest part."
Katie Pew - Parent (Mar 10, 2022)
Our children both thrive at Trillium Waldorf.
My daughter is in grade two and loves every day. Her... View full review
"Our school is small which is great because class sizes are lower."
Hanna Van Dijk-Alāč - Parent (Mar 10, 2022)
The most enjoyable aspect of school for my daughter is visual arts classes which have been taught by... View full review
"Overall, the teachers have been amazing, thoughtful and creative."
Natalia Brajak - Parent (Mar 10, 2022)
My son appreciated the intimacy - at times he longed for a bigger school and a gym and a library- bu... 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."
"At Trillium Waldorf School, reverence for childhood underpins everything we do. This starts in the early years with a pace that allows children to fall in love with the world around them and continues in the Grade School with a curriculum that engages not only our students' minds but their hearts. Our academics are interwoven with movement, arts, hands-on skill building and the experience of observation and discovery, which keep our students not only engaged but critically and creatively thinking for themselves."
"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 Trillium, we place a high priority on social and emotional learning, knowing that when students are regulated and feel good in their relationships with teachers and peers, they are much more likely to get the most out of the lessons and activities of the school day. Our teachers maintain a position of warm authority, allowing students to feel safe in classrooms that are well held.
Throughout their years here, our students are regularly reminded of our school's core values: we are kind, we are safe, we are respectful, we are responsible. These values underpin our restorative practices, in which our students learn to take responsibility for their actions, set appropriate boundaries, and work through conflict, ultimately developing the resilience and relational skills they will need to grow into healthy, thriving adults."
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"At Trillium Waldorf School, we intentionally use analog methods of teaching—prioritizing time-tested approaches such as teaching cursive writing, and using chalkboards over tablets or smartboards. As a result, our students are not introduced to computer-based skills like typing while attending our school.
However, starting in middle school, our Cyber Civics class introduces students to essential digital competencies. They learn media literacy, explore the potential positive and negative impacts of social media, and gain a strong understanding of how to be responsible, respectful digital citizens.
While this is a tradeoff, we believe the benefits—such as fostering creativity, deep focus, and the confidence often noted in Waldorf alumni—are well worth it."
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"Trillium Waldorf School was established in 1995 by a community of caring parents who were concerned about the educational and societal trends at that time. Through their determination and inspired action, Trillium opened its doors to 21 students, Kindergarten-Grade One, in September 1996. At the time we were located in a local church and went on to rent from the Guelph Youth Music Centre as well before finding our home in the north-east end of Guelph.
It was through the good will and dedication of one of our early families who took it upon themselves to secure this land and build our lovely school to provide us with the security of a long term rental where we could flourish and set roots.
In 2022, we hit a major milestone and had the incredible opportunity to become proud owners of our campus after raising over $1 million in donations and $896K in investments through the generosity of hundreds of school supporters."
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"Our school supports a wide range of learners. Because Waldorf education is truly designed to support children in growing into well-rounded individuals, students do not need to fit a specific mold or possess particular aptitudes to thrive here. In fact, one of the strengths of Waldorf education is its ability to nurture natural abilities while also gently encouraging growth in areas that may not come as easily.
That said, students tend to do best at Trillium Waldorf School when their families are engaged, reflective, and aligned with our long-term view of education as a journey—one that supports the development of well-rounded, ethical and creative thinking human beings. Families who are community-oriented and who value open communication and collaboration with teachers often find a strong sense of belonging and shared purpose at Trillium."
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"Families seeking a strong emphasis on early academics or those aiming to prepare their children for a specific post-secondary path may not find our approach appealing, as it is designed to support children in reaching their unique potential on a timeline that allows for an unrushed childhood."
"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."
"At Trillium, our students have the advantage of learning through direct experience, free from the influence of computers and digital technology. Parents appreciate knowing that their children are in a media- and screen-free environment, learning instead through methods such as oral storytelling, time in nature, creating their own textbooks, observing natural phenomena and learning to knit. These time-tested approaches not only keep children interested and engaged, but also support critical thinking, which is essential for embracing the tools of technology later in life."
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"Families often know us for the hands-on experiences that our students get, for our choice to deliver education without the use of screen technology and for being a school that allows students to be fully themselves. We are known for our annual class plays and for the Grade 8 Project in which our oldest students engage in study on a topic of their choice with a mentor from the broader Guelph community. Many people know us for our annual Spring Fair which is a joyful experience for all and one which families return to again and again, even when their children don’t attend our school."
"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."
"At Trillium, our students have the opportunity to be seen and known by their teachers. Smaller class sizes, and teachers who “loop” (move through the grades with their class) allow for the type of relationship where teachers know how to get through to their individual students and students are able to see that their teachers really care.
These long term relationships also allow for true collaboration between teachers and parents, benefiting our students in myriad ways. It is often said that Trillium graduates are notable as teenagers for their willingness to converse with adults and to advocate for their own learning once they move on to high school and beyond."
"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."
"Many Trillium parents are surprised by the profound impact of the ritual components of life at Trillium and the emphasis on nurturing our student's strength of character.
Rites of passage, such as our Grade 1 students “going under the rainbow bridge” at the opening ceremony each year, serve as meaningful milestones that punctuate the passage of time while offering parents a chance to be fully present for their children’s ever evolving growth and development.
Traditions like our Grade 8 students embarking on their wilderness canoe trip only after crafting their own paddle the previous year teach patience and perseverance. These practices offer an antidote to the modern world of instant gratification.
Equally powerful are the daily rituals that frame the school day. Whether it’s reciting a verse together each morning before beginning their lessons or lighting a candle at lunch, these simple acts of reverence ground the student experience and soothe the all-to-commonly hurried soul."
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"Our school has recently made thoughtful improvements to nurture our students, teachers and community as a whole. We’ve clarified leadership roles, strengthened collaboration, and deepened our focus on diversity and inclusion, have worked towards decolonizing our curriculum as well as reimagining our annual festivals. We’ve invested in faculty mentorship and leadership development, and community education offerings for parents to participate in, reinforcing strong adult learning communities that, ultimately, support student growth.
Classrooms have been reinsulated, heat pumps installed, and a new water fountain added, creating even healthier learning spaces for our students. Our program offerings have expanded with various clubs for the students to participate in, while the Healthy School Culture approach supports well-being for all. These changes reflect our commitment to holistic Waldorf education and a vibrant, connected school life where children and families can thrive."
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"Over the next five years, we will continue to deepen our commitment to inclusive and culturally responsive education while remaining grounded in the core principles of Waldorf pedagogy. Ongoing professional development, mentorship, and curriculum renewal will ensure our program stays developmentally aligned, regionally responsive, and relevant to the evolving needs of today’s children.
Families can expect a school that is steady in its values yet responsive in its practices: a community that nurtures imagination, inspiration, and intuition while preparing students to meet the world with resilience, empathy, and creative confidence. Our vision is not expansion for its own sake, but deepening: deepening relationships, educational quality, and the impact we have in the lives of the children and families we serve."
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 Trillium Waldorf School, we share a deep commitment to nurturing the healthy unfolding of each child within a community that is grounded in compassion, integrity, and shared responsibility.
Inspired by the principles of Waldorf Education and the work of Rudolf Steiner, we believe education is not only preparation for academic achievement, but preparation for life. Our goal is to support young people in developing imagination, creativity, compassion, and the confidence to meet the world with curiosity and courage.
Our curriculum engages the whole child: head, heart, and hands. Through academic learning, artistic expression, storytelling and practical work, students experience an education that is both rigorous and deeply human. The rhythms of the day, the seasons, and the school year help create a sense of continuity and balance in the life of the child, allowing our students to feel grounded and ready to learn whether they are infants in our Parent & Child classes, young teenagers in the upper grades or anywhere in between.
A distinctive feature of our school is our collaborative leadership model. Rather than a traditional principal or head of school, Trillium is guided by a Leadership Group consisting of our Administrative Chair and three experienced teachers serving as: Grades Pedagogical Chair, Early Childhood Pedagogical Chair, and Faculty Chair. These roles rotate every three years, and decisions are made collaboratively through consensus. This approach reflects a central Waldorf value: that educators working closely with students help shape the direction of the school.
Together with the families of Trillium Waldorf School, we are honoured to cultivate a community where children feel known, valued, and inspired to grow into compassionate, capable human beings.
Waldorf
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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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.
The Waldorf curriculum provides a strong classical education, but does so in a way that nurtures the natural spirit of your child by encouraging the development of the whole child. The curriculum recognizes that children pass through distinct developmental stages, providing appropriate lessons which are created artistically by Waldorf-trained teachers and presented in a supportive, structured environment. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to view the world, even in its most basic form, as magnificent—prompting each student to embrace life with enthusiasm, initiative, and purpose. These aims are met through an education that is rich with meaningful sense experiences, classical academics, and artistic beauty in all subject matters.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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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.
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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.
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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
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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.
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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
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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).
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
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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
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These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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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.
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Web design
Robotics
Computer science
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Waldorf
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.
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
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.
Your child is building the capacity for creative thinking, problem solving and learning. Play is an essential part of this process. Our kindergarten programs offer children (aged four through six years old), abundant opportunity for free play and exploration of the world around them (including weekly walks in the woods and regular farm visits in the fall), balanced by a healthy rhythm of group activities such as singing, movement, stories, artistic and practical work. Our program will engage your child’s senses and emotions and this gentle introduction lays the groundwork for learning in the grades. Outdoor games develop the connections between brain and body.
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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.
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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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
K - 8
0%
23%
$0
$9,535
80%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
No
No
Yes: grades 3 - 9
No
No
No
No
No
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
Steps to admission:
1. Submit an application (link), fee and the following documents, where applicable:
2. Attend virtual meetings – first with our Enrolment Coordinator followed by a second meeting with your child’s prospective teacher.
3. Receive your acceptance letter, complete your contract and financial commitments with our Finance Manager.
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