10 Elm Avenue, Toronto, Ontario, M4W 1N4, Canada
299 Fennell Avenue West, Hamilton, Ontario, L9C 1G3, Canada
1903
1901
900
1315
JK to 12
Nursery/Toddler to 12
Girls
Coed
Boarding, Day
Day, Homestay
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Traditional, Montessori
16 to 22
16 to 20
Learning
Learning
Dedicated class; in-class adaptations
$38,990 to $42,490
$19,349 to $32,052
$75,100 to $78,600
Yes
Yes
5%
10%
7 to 12
JK to 12
$0
$4,500
60
77
6%
0%
30%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2023
Rolling
Rolling
Not available
Yes: grades JK - 12
Yes: grades Nursery/Toddler - 12
Yes: grades 9 - 11
No
Clans and tartans, prefects and polo shirts—the initial gestalt is very traditional. Some of the buildings on campus are heritage buildings, which adds to the luster, though they pre-date the founding of the school. Still, the spirit of the school is strikingly modern. The IB program starts early, as does the view to globalism. Branksome has a sister campus in South Korea, offering a hint of the dedication to an international gaze. Lists of notable alumni don't always reflect the work of the school—princes, for example, appear on those lists no matter what they achieve at school or afterward—though Branksome might prove the exception, in part because of the consistency of the achievement it demonstrates. Arts, letters, philanthropy, and leadership are all well represented in the list of notable alumni, just as they are within the school itself. Branksome Hall sets its sights very high, to be sure, and the ideal student is one who shares the core vision and is able to function in a very diverse, challenging, expansive environment.
Read The Our Kids Review of Branksome Hall
“HSC is committed to providing a rigorous academic environment where learning is engaging and challenging, while also upholding this rich culture of connection.”
“Fostering a strong sense of self, HSC focuses on giving every student the opportunity to become the best version of themselves, gaining confidence while learning and growing in a safe and nurturing environment.”
“HSC is one of the largest independent day schools in Canada, yet despite its size and the wide age range of students, we are told over and over again that everyone on campus feels like they’re part of a family. It’s this community feeling that brings many new families to the College and encourages many alumni to return with their own kids.”
Read The Our Kids Review of Hillfield Strathallan College
Clans and tartans, prefects and polo shirts—the initial gestalt is very traditional. Some of the buildings on campus are heritage buildings, which adds to the luster, though they pre-date the founding of the school. Still, the spirit of the school is strikingly modern. The IB program starts early, as does the view to globalism. Branksome has a sister campus in South Korea, offering a hint of the dedication to an international gaze. Lists of notable alumni don't always reflect the work of the school—princes, for example, appear on those lists no matter what they achieve at school or afterward—though Branksome might prove the exception, in part because of the consistency of the achievement it demonstrates. Arts, letters, philanthropy, and leadership are all well represented in the list of notable alumni, just as they are within the school itself. Branksome Hall sets its sights very high, to be sure, and the ideal student is one who shares the core vision and is able to function in a very diverse, challenging, expansive environment.
View full reportThe school began its life in 1901 as the Highfield School for Boys, though it has grown, amalgamated, moved, and changed its name a few times since then. All of that is reflected in the physical plan of the school, one that bears no outward signs of the school’s age. The development path included associations and amalgamations between Highfield, Hillcrest, and Strathallan schools and colleges, their names combining to form the one under which it is known today. The school has earned its strong reputation for all the right reasons, namely providing a basis for success in postsecondary school and beyond.
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"The teachers are dedicated, knowledgeable, and passionate about fostering a nurturing learning environment."
Shelly Huang - Parent (Oct 23, 2023)
My daughter loves Branksome Hall so much, I remember clearly she told me Branksome Hall and the teac...
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"My experience at Branksome Hall overall was wonderful."
Sara Akbari - Alumnus (Jan 24, 2024)
My experience at Branksome Hall overall was wonderful. I had many supportive teachers throughout the...
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"I was very happy with the quality of instructors and teachers at Branksome."
Deniz Mutlu - Alumnus (Feb 28, 2024)
I had a wonderful experience at Branksome. I joined Branksome in the 3rd grade and continued until m...
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"...I never doubted my chances of reaching my full potential."
Elyse Creamer - Alumnus (May 22, 2018)
Throughout my time at HSC, I had the opportunity to make so many special memories that picking one i...
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"I feel that the academic program at HSC is quite rigorous."
Wendy Lam - Parent (Mar 27, 2024)
My children like the number of students at the school. It is a good size yet the classroom sizes are...
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"My kids love the school."
Andrew Liu - Parent (Mar 27, 2024)
We have nothing negative to say about HSC. Our family loves the school. We will never be regretful o...
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"Branksome Hall is Toronto’s only leading all-years International Baccalaureate (IB) World School for girls (JK-12). Our IB Advantage for Girls sparks students’ curiosity and passion for new challenges through our unique combination of outstanding academics, well-being, international mindedness and strong focus on innovation. Our inquiry-based Liberal Arts curriculum is enriched by our four core values: sense of community, inclusiveness, creativity and making a difference. An independent school, Branksome Hall educates 900 students on our 13-acre campus, nestled in the heart of the Rosedale neighbourhood in downtown Toronto, within walking distance of the University of Toronto, public transit, libraries, theatres and the vibrant intersection of Yonge and Bloor Streets. Our state-of-the-art facilities include an Athletics and Wellness Centre, STEAM Studio, Innovation Hub, Makerspaces and flexible learning environments. We offer a Boarding Program for Grades 7-12 and an immersive Study Abroad Program with our sister school, Branksome Hall Asia on Jeju Island, South Korea. Our graduates are welcomed by leading universities in Canada, the U.S. and around the world, most with scholarships. More than $1.4 million in student financial assistance is provided each year. Discover more at www.branksome.on.ca."
"Established in 1901, HSC is a leading co-educational school where children 18 months to 18 years learn with joy and live with purpose. We prepare students to understand their world, inspire, lead, and make a difference in their own unique ways. Our outstanding academic programs are shaped by student inquiry. Expert faculty deliver a curriculum that ignites curiosity and encourages students to explore their full potential through wide-ranging co-curricular activities in the arts, athletics, service and leadership."
"As the only independent day and boarding school for girls in Toronto to offer the International Baccalaureate programs (Primary Years Programme, Middle Years Programme and IB Diploma Programme), Branksome students are empowered to discover their passions, find their voice and actively shape positive change. The school has broken ground on a new Innovation Centre and Studio Theatre (iCAST) for the arts and STEM, a first-of-its-kind facility for any JK-Grade 12 institution in Canada."
"HSC is proud of the work that has been done to implement a pedagogical approach to personalized, authentic learning across all four schools. Project-based learning and inquiry are a regular part of academic programming at the College, and students are often asked to find solutions to engaging, driving questions as they explore the required curriculum. Learning at HSC is a hands-on experience designed to ignite joy and passion for discovery."
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"HSC students have the courage and confidence to take risks to achieve their goals. They are community-minded and curious about the world around them. HSC students have a growth mindset. They are empowered learners who are self-motivated to engage in their educational journey through their interests and passions. HSC students are self- and socially aware and show interest in enacting positive change in the world. They are environmentally conscientious and value their connections to family, friends and community."
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"Families seeking a highly competitive environment and/or strict discipline model may not find the learning environment at HSC to be the right fit."
"Branksome's enriched liberal arts program is viewed as the gold standard by universities worldwide. Our excellent location and amazing facilities attract families from all areas of the city, and the world, creating a diverse environment where everyone feels included. The breadth of extra-curricular and leadership opportunities ensure students feel connected to and empowered by our community. Student well-being and social-emotional learning are prioritized to foster healthy relationships."
"Families chose HSC because we provide a consistent and complete educational journey for students from 18 months to 18 years and beyond. Being able to attend one school for Early Education, Middle and Senior years is a significant benefit, and provides a shared familiarity between faculty and students that allows a true understanding of the student's needs and parent partnership. Our College is built upon the referrals of our families and the alumni who return to us with the next generation. Our community, which stretches across borders, remains proud in their affiliation, and giving of their time and treasure to ensure the legacy of HSC."
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"HSC is well known for it's expansive campus and well appointed facilities as well as it's engaged and community-minded student body."
"The IB is not just about a comprehensive academic experience. The IB curriculum is adaptable and flexible, providing students the opportunity to personalize their educational experiences by selecting subjects that are a good fit for both their interests and their skill development. Grounded in the liberal arts tradition, IB teaches students – at every age – to become critical thinkers and effective communicators of their ideas and opinions. As a result, they develop habits that last a lifetime."
"HSC's transportation system is a valuable part of College life and makes it easy for students to participate in our wide range of after-school programs. With two evening bus runs, at 3:30 p.m. and 5:00 p.m. HSC families are rest assured that their child can take advantage of clubs, sports and other group work without the stress of scheduling pick-ups."
"New families to Branksome often comment on the welcoming and caring environment they experience once they join the community. Our inspiring and supportive faculty make learning fun and help students to develop a growth mindset. Students love learning in Branksome's state-of-the-art facilities, including an Athletics and Wellness Centre, STEAM Studio, Innovation Hub, indoor rock-climbing wall, playgrounds, tennis courts, Makerspaces, and through our business incubator program, Noodle."
"HSC has a deeply engrained respect for the environment and commitment to sustainable practices. From electric buses to solar panels powering our electric grid, HSC is committed to mitigating impacts and operating sustainably. Our environmental ethos trickles down to student learning, such as with the Garden Curriculum in Junior School, the College-wide Green Team initiative, and HSC's outdoor learning landscape that connects students to the natural world around us."
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"HSC has recently invested in an expansive solar array installed on the roof of the Senior School to reinforce HSC's sustainability goal of being carbon neutral by 2030 and carbon negative by 2050. We have also invested in expanding our wellbeing supports for students, adding a dedicated social worker and chair of student wellbeing to our health services team."
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“Branksome Hall will change your life.”
This is something I've told new students and families countless times over my more than two decades serving as Branksome’s Principal.
Since our founding in 1903, thousands of great women have walked our halls as Branksome students. They have been routinely welcomed into the finest colleges and universities around the world, with many receiving scholarships. Branksome alumnae have gone on to make a difference in just about any and every imaginable field and endeavour. I can't help but be awed by the impact they have had, and continue to have, on the world around us.
But I shouldn’t be surprised. Our alumnae's inspiring achievements are, in many ways, a direct reflection of their Branksome experience. Everything we do is guided by our powerful mission: each day, we challenge and inspire girls to love learning and shape a better world.
Branksome is a unique school. As Toronto’s only all girls, all years IB World School, we offer our students an academically excellent program in tandem with unmatched commitments to global engagement and well-being. At Branksome, girls are taught the skills they need to thrive in our changing world. They learn how to find their own strong voices and develop as lifelong learners.
As you read through this website, you’ll discover more about the Branksome difference and what sets us apart. When you’re ready to learn more, drop by our campus for an Open House or reach out to our Admission team. We look forward to welcoming you and sharing more about what makes our school so very, truly remarkable.
Sincerely,
Karen L. Jurjevich
Principal
Welcome to HSC
Welcome to Hillfield Strathallan College—a community where children and their learning are at the forefront. Each child is known, challenged to do their best, and supported in that pursuit. We believe the best education of any child is achieved through a partnership between the school and the family, with the shared goal of helping students to achieve their full potential.
HSC consists of four small schools united by a common commitment to a shared Mission and Ideals. We are committed to ensuring a balance between the development of student independence and guidance from a caring faculty, sensitive to the age and stage of the student. We aim to develop students who ask great questions, are resilient problem-solvers and are connected to the wider world. All students learn differently, and we make every effort to address individual learning needs and styles.
True learning occurs when curriculum is meaningful and relevant, and we believe learning is not restricted to the classroom. Students who are most successful in university and beyond are those who are engaged fully in a rich program of co-curricular offerings, in addition to a solid academic program. HSC students discover and follow their passions, whether they lie in academics, athletics, fine arts, outdoor education or community service. Through shared experiences, the close-knit HSC community helps students bond with their classmates and teachers for life.
Please explore our site to learn a bit more about the incredible opportunities available at HSC. However, the true flavour of the HSC experience can only be gained by paying us a visit. You will see engaged and happy learners, students and faculty working together, students pursuing their dreams on the fields, in the gymnasia and in the theatre, or simply enjoying on another's company in the dining hall. I hope you will join us to discover what makes Hillfield Strathallan College such an amazing place.
Marc Ayotte
Head of College
Traditional
Montessori
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Branksome Hall is Toronto’s only all-years International Baccalaureate (IB) World School for girls. Our IB Advantage sparks students’ curiosity and passion for new challenges through our unique combination of outstanding academics, well-being, international mindedness and strong focus on innovation. Our inquiry-based Liberal Arts curriculum is enriched by our four core values: sense of community, inclusiveness, creativity and making a difference. A Kindergarten to Grade 12 independent school, Branksome Hall educates 900 girls on our 13-acre campus in downtown Toronto. Our state-of-the art facilities include an Athletics and Wellness Centre with two saltwater pools, STEAM Studio, Makerspaces and numerous flexible learning environments. We offer a Boarding Program and an immersive Study Abroad Program with our sister school, Branksome Hall Asia in South Korea. Our graduates are welcomed by leading universities in Canada and around the world, most with scholarships. More than $1.4 million in student financial assistance is provided each year. Branksome continues to set the pace for innovation in girls’ education, ensuring today’s students are well-prepared to solve tomorrow’s complex problems.
HSC offers enriched academic, art and athletic programs to students 18 months through Grade 12. We are committed to shifting practices and methodologies from a teacher-directed, content-oriented environment to one that is strongly influenced by student inquiry, creativity and innovation. The role of the teacher becomes even more important in the learning process and changes to greater facilitation, coaching and mentoring. Knowing each student’s interests, talents and skills builds an effective learning partnership that will better enable students to reach their full potential. Students learn in a resource-rich, small class environment and are encouraged to seek academic challenges and to take risks in their learning. Our curriculum is designed to foster a love of learning, and to provide a great beginning for our students as they embark on their educational journey. In a community that celebrates diversity, students share goals and aspirations, learn from each other, seize opportunities and gain different perspectives.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The Mathematics program at Branksome provides opportunities for university-bound students to develop a strong understanding of mathematics; practise strategies for applying knowledge and skills to solve complex problems in both real-life and abstract situations; communicate reasoning using mathematical conventions and terminology; and become proficient in using graphing calculators and relevant computer software. Students will learn new mathematical concepts and skills through class discussion, group work and individual practice. In all grades, students will be encouraged to develop specific study strategies that can promote academic success here at Branksome and later at university.
At HSC, our students will be able to connect mathematics to the world around them and confidently use these skills in their everyday life. In elementary grades focus is put on, developing number sense, developing and understanding patterns, and problem solving. Traditionally, teachers of mathematics have relied solely on direct instruction in which teacher deliver knowledge to the students, show them examples followed by a series of practice opportunities. HSC also provides students with more opportunities to discover the joy of mathematics and to have more exposure to hands-on activities and the use of manipulatives. In the Senior School, students are offered both regular and applied mathematics depending on their mathematical ability and learning styles. As part of HSC's Advanced Placement Program, HSC students may take the AP Calculus in their final year. It is our belief that all students should be exposed to challenging problems, such as mathematics contests.
Information not available
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Reading instruction in the early years is both explicit and systematic. Teachers in the early grades focus on essential early literacy skills through structured literacy lessons. Important skills include phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. This instruction may take place in a whole class and small differentiated groups. Unit of Inquiry provides students with an opportunity to utilize newly learned skills during content area instruction. A variety of assessment practices and measures are used to gather data to support instruction and goal setting from benchmark assessments to diagnostic tasks, progress monitoring to outcomes evaluation assessments.
HSC's Early Reading curriculum consists of learning sequencing skills - top to bottom, left to right progression, recognizing child’s own first name, introducing upper and lower case letters and their sounds, discriminating between upper and lower case letters, developing rhyming skills, and organizing thought process to share ideas and stories. By the end of the program, students will be able to read and write competently and comprehensively, will be exposed to a wide variety of literature (both fiction and non-fiction), na d will be encouraged to develop a love for the written word.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
At HSC, we believe students need to be given opportunities to become better communicators. As a result, we provide activities that allow students to express themselves in a variety of ways, such as formal, creative, and reflective writing, which is then shared as text, orally, or through multi-media presentations. Extension and enrichment takes place both in and outside of the classroom through activities such as the Writer-in–Residence Program, Unfinished Writing Tours, Public Speaking Contests and Writing Contests
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
At HSC, units of study in the science curriculum provide authenticity, academic rigour, components of meta-cognition, community involvement, process skills and the appropriate technology in addition to content. In later years of Senior School, students are able to branch in to specific topics in the science curriculum, including biology, chemistry, physics and earth and space science. As part of HSC's Advanced Placement Program, students are offered the opportunity to earn college credits through AP Biology, AP Chemistry, and AP Physics.
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
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
HSC emphasizes the consolidation of the literacy,communication, and critical and creative thinking skills nec-essary for success in academic and daily life. Students analyzea range of challenging literary texts from various periods,countries, and cultures; interpret and evaluate informationaland graphic texts; and create oral, written, and media texts ina variety of forms.
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
Core Knowledge
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).
Students in HSC Social Studies investigate the world from a variety of perspectives. A strong emphasis is placed on understanding our local community through field trips, guest speakers and research of personal history and interests. Students are introduced to a global perspective through investigations of world cultures and the exploration of our planet’s physical forces. A strong emphasis is placed on making connections between historical events and society today, as well as the exploration of current world issues.
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.
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The Humanities and Social Science programs at HSC place a strong emphasis on making connections between historical events and society today, as well as the exploration of current world issues. Students mix traditional skills (mapping, text research, model building and oral presentation) with 21st century skills (collaboration, internet research and interactive presentations) and demonstrate these skills to their peers and the wider community. Ultimately, authentic learning opportunities in social studies lead students to a greater understanding of the world that we depend on and a willingness to contribute positively to our society.
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 foreign language programs foster learning of other languages and other cultures; and to develop written and oral communication skills necessary to express ones’ self in real life practical situations. Our interactive programs develop inquisitiveness, motivation and persistence in learning via specific communication challenges presented to students; it addresses all learning styles and can be adapted to both new language learners and those seeking enrichment opportunities. To further empower our students and to allow them to expand their foreign language skills, we offer language experiences in both Quebec and France. As part of HSC's Advanced Placement Program, students have the opportunity to take AP French.
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.
In Visual Arts, students create new and original artwork using a variety of media. In Middle School, music students in Grade 5 build on choral skills established in the Junior and Montessori schools prior to learning a musical instrument in Grade 6. Dramatic skills are developed through cross-curricular opportunities and the Drama program in Senior School. At HSC, students are encouraged to expand their artistic interests by taking part in the extensive co-curricular program, ranging from musicals, plays, wind ensemble, jazz, and visual arts clubs. Whether they are performing on stage or having their artwork on display throughout the College, our students form a real sense of pride and self-confidence in their artistic abilities.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
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.
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.
Information not available
HSC is a BYOD school, allowing students to bring devices that they are comfortable using, and connect to the school’s Wi-Fi networks. Technology use is built into the curriculum through everyday use of software like Firstclass, Google Drive, and the use of Smartboard technology in every classroom. In the Senior School, all grade 9 students are required to take “Exploring Technologies”, where they will be work with a variety of tools, equipment, and software commonly used in industry. If they choose so, they can continue taking courses in HSC’s Technological Education program, including “Communications Technology” (print, web, radio, broadcast media), and “Technological Design” (interior design, architecture, robotics). Starting in grade 10, students can also take “Computer Science”, where, if they continue to progress, will learn programming languages like python, Java, HTML/CSS, and even code their own smartphone application.
Web design
Robotics
Computer science
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The HSC Physical Education program offers participants exposure to a variety of physical activities in a co-operative and enjoyable environment. The emphasis is on experiencing fun and fitness through physical activity and on actively participating. Creativity, confidence and general physical fitness are developed through movement exploration and an introduction to basic sports skills. The activities allow practice, repetition, modification, refinement, consolidation and application of physical skills to movement activities. Academic skills are reinforced through the use of games that emphasize active learning. The health units explore healthy active living, growth and development and substance use/abuse with a focus on preparing the students to make informed decisions. In upper years of Senior Schools, students are provided the opportunity to spend a week in Hawaii where they will earn their "personal trainer certification".
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
The Junior School sparks a joy and interest in learning that will stay with a student for life. Caring teachers stimulate natural curiosity. Small classes allow for the personal attention that helps a young girl thrive and develop her self-esteem. Students follow a curriculum that provides a solid grounding in basic skills and promotes good study habits. From the earliest age, girls learn to express themselves as competent communicators and to develop self reliance. Students learn through inquiry-based instruction within a variety of subject disciplines, including English and French, Mathematics, Science, Social Studies, Art, Music, and Physical Education.
We have been providing exceptional early education programs in both our Junior and Montessori Schools, both offering full programming options for children age 18 months to age 9/Grade 4, for decades. Each of the schools curriculum is designed to foster a love of learning, and to provide a great beginning for our youngest students as they embark on their education journey. For more information on our Montessori School please visit: www.hsc.on.ca/montessori For more information on our Junior School please visit: www.hsc.on.ca/junior
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”.
HSC provides a rigorous academic learning environment to best prepare our students for post secondary success. This programming is delivered in a supportive and individualized fashion, to ensure that the unique learning needs of each student are met.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
At Hillfield Strathallan College (HSC), we will encourage your child to learn with joy and live with purpose. In our supportive environment—1 College, 4 Schools—your child’s full potential will be realized at every age and stage of development.
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 | |
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. | ||||
Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
As Branksome Hall is an independent school with a rigorous admissions process, our students with identified learning needs are generally high-functioning students. They have formal, individual, written plans based on a psycho-educational assessment, medical documentation or social emotional documentation. Provincial funding is not available for our Learning Strategies program. For this reason, Branksome is unable to support students whose learning needs exceed the inclusive classroom.
Information not available
Branksome Hall follows an inclusion and Learning Diversity Policy where every student is the responsibility of every classroom teacher and where our teachers take ownership of the special learning needes of students in their classroom and differentiate their instruction to meet those needs.
Students with identified learning exceptionalities have an HSC Individual Learning Plan (ILP) created by our Learning Services Specialist in consultation with the school administration, the parents and the student. For further information please contact our Admissions department at [email protected].
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
7 - 12
JK - 12
5%
10%
$0
$4,500
30%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Dec 01, 2023
Rolling
Rolling
Not available
Yes: grades JK - 12
Yes: grades Nursery/Toddler - 12
Yes: grades 9 - 11
No
Yes: grades 7 - 11
No
No
Yes: grades 5 - 12
No
No
No
Yes
Students who thrive at Branksome Hall are thoughtful learners who seek knowledge and think critically. Even at a young age, Branksome Hall students are comfortable with differing points of view and they ask challenging questions and solve complex problems. It is important that students are interested in engaging with the school, their community and the world around us. Some key words that describe the Branksome Hall student include risk-taker, communicator, thinker, inquirer, principled, caring, open-minded, balanced, reflective, spirited and awe-inspiring.
Through our admissions process, we endeavour to select students who will be active participants in all aspects of College life.
HSC's application process requires you to submit an application form together with an application fee. School reports for the current school year and the final report from the previous two years are also required as supporting documents.
You can book a one-on-one virtual meeting at HSC here.