10 Elm Avenue, Toronto, Ontario, M4W 1N4, Canada
68 Daisy, Etobicoke, Ontario, M8W 1S1, CanadaIndirect Support:
10 Elm Avenue, Toronto, Ontario, M4W 1N4, Canada
68 Daisy, Etobicoke, Ontario, M8W 1S1, Canada
5,688.9 km
5,695.5 km
1903
1985
915
230
JK to 12
Nursery/Toddler to 6
Girls
Coed
Boarding, Day
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive
16 to 22
13 to 15
Learning
$45,140 to $49,210
$19,500 to $22,150
$86,640 to $90,710
Yes
No
6%
0%
7 to 12
None
$25,000
$0
61
21
5%
0%
30%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
information not available
7, 8, 9, 10, 11, 12
information not available
Dec 01, 2025
Jan 16, 2026
Rolling
Not available
Yes: grades JK - 12
Yes: grades JK - 6
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
information not available
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 reportVincent Massey Academy couples a strong school community—one built over the course of more than three decades—with individualised instruction in settings that reflect, in all the best ways, the communities that they sit within. The program has grown considerably since the early days, which is always a good sign, and now operates two campuses. The interior spaces are bright, uncluttered, and inviting—the school understands that environment is important, and it shows. Instruction is cross curricular, and driven by student directed inquiry, in many ways very purposefully drawing on the best practices of the Reggio Emilia approach. The quality of the before and after care programs are a draw, so much so that a long roster of area schools have partnered with them in order to serve their own parent populations.
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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... View full review
"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... View full review
"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... View full review
"The size of the student body is relatively small, which fosters a close-knit and supportive community."
Clarisse Lievre - Parent (Jun 17, 2024)
Every child is naturally curious, and mine loves asking challenging questions. At Vincent Massey Aca... View full review
"Branksome Hall is Toronto’s only leading all-years International Baccalaureate (IB) World School for girls. 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 over 915 students on our 13-acre campus in downtown Toronto. 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 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, the U.S. and around the world, most with scholarships. More than $1.5 million in student financial assistance is provided each year. Discover more at www.branksome.on.ca"
"VMA emphasizes collaborative, child-centred experiences that incorporate social-emotional learning to develop well-rounded, adaptable individuals equipped with the emotional intelligence necessary for personal and academic success. Our integrated and inquiry-based approach to learning prepares young minds to thrive in future academic, personal and professional challenges by developing critical thinking, adaptability, and creativity in a manner traditional educational approaches struggle emulate."
"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."
"In a class size of 13 students for Kindergarten and 15 students in our Grade 1-6 classrooms, our students are provided with a space that allows for individualized learning, strong relationships between teachers and students and between peers, and learning that is built around the needs and interests of the students in our classes. Our classrooms celebrate diversity and individuality and take careful efforts to allow our students to be heard, seen, and understood at an individual level."
"As a school for girls, Branksome Hall focuses on the unique ways girls learn, investing in research and the development of programs tailored to their brain development. The school offers an IB curriculum that appeals to families seeking an internationally-focused education that foregrounds the liberal arts, distinct from traditional curricula. This approach emphasizes creativity, innovation, and collaboration rather than more traditional academic metrics, such as standardized test scores. By prioritizing an innovator’s mindset, Branksome Hall nurtures students to think creatively and solve problems effectively."
"At Vincent Massey Academy, our core values of curiosity, empathy, resilience, and community guide every decision we make. This means we prioritize meaningful, inquiry-based learning and strong relationships over features like standardized test preparation or rigid, traditional models of instruction. While we recognize the role these approaches can play elsewhere, we intentionally place greater value on developing the whole child—academically, socially, and emotionally."
"Since 1903, Branksome has grown through key moments. It began with a focus on inclusion and empowering girls. Under the leadership of Dr. Edith Read, it became known for welcoming diverse learners, championing human rights, and promoting outdoor education early on.
In the 2000s, we launched the IB program, adding a global perspective to girls’ education. The 2012 founding of Branksome Hall Asia extended this vision to Jeju Island’s GEC. Today, it’s the only full-continuum IB World School in South Korea, offering education from JK Prep to Grade 12 for day and boarding students.
Recently, we have emphasized research, wellness, international-mindedness, and innovation. The opening of new facilities, such as the Athletics and Wellness Centre, Chandaria Research Centre, and iCAST, demonstrates our continued commitment to student well-being. Our global outlook and leadership focus enable us to challenge, support, and inspire girls to lead purposefully"
"Since its founding in 1985, Vincent Massey Academy has experienced key junctures that have shaped its present identity. Initially operating with just three classrooms, we have grown into a vibrant community of over 315 students. The acquisition of our Daisy Campus, known for its historical significance as the setting for "Degrassi Junior High," has enriched our heritage and connected us to the local community. The expansion to the Franklin Horner Campus further emphasized our commitment to excellence in early education. These milestones reflect our steady growth and dedication to fostering an inclusive and innovative learning environment. Throughout our history, we've consistently prioritized the development of the whole child, which underscores our focus on nurturing curiosity, creativity, and a strong sense of community among students, staff, and families."
"Branksome Hall’s IB curriculum emphasizes inquiry-based learning and critical thinking, making it ideal for students who naturally ask questions and seek to understand the "why" behind concepts. The school's focus on international-mindedness and global citizenship enriches students interested in learning about different cultures and global issues. Families who prioritize thinking outside the box and approaching problems creatively will find alignment with the school’s ethos, as will students who are collaborative, empathetic, and enjoy being part of a supportive community. Families who encourage their daughters to be independent, take initiative, and develop leadership skills will find their values closely aligned with Branksome Hall’s mission."
"At Vincent Massey Academy, children who flourish are the ones who come to school excited to explore, create, and connect. We believe every child is capable and full of potential, which is why our inquiry-based, Reggio-inspired approach encourages curiosity, creativity, and confidence. The best-fit student for VMA is eager to ask questions, try new things, and discover how their learning connects to the world around them. Our small class sizes and supportive teachers ensure each child feels seen and valued, while opportunities in the arts, athletics, outdoor learning, and leadership allow them to grow in many directions."
"Branksome Hall is a prestigious institution with a strong commitment to academic excellence, innovation, and global citizenship. However, it might not be the best fit for families who prefer a less rigorous academic program, a coeducational environment, or a traditional educational model.
Families that recognize the value of an inquiry-based IB education in a diverse, urban setting will find alignment at Branksome Hall. Branksome is not a bubble and does not seek to shelter students from real-world events; rather, the school embraces connections to the global community as opportunities to broaden its world-view and engage with multiple perspectives, with an emphasis on critical thinking, collaboration and agency."
"While we strive to accommodate diverse learners, there are circumstances where our approach may not align with a family's expectations. If a family seeks a highly structured, traditional academic environment focused on standardized testing, our balanced model may not be the best fit. Additionally, if a child requires specialized support beyond what our small class sizes and individualized attention can provide, we may not have the resources to fully meet their needs."
"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."
"By ensuring intimate class sizes, VMA offers students an educational space that celebrates individuality and considers all avenues of developing the whole child. Our student's voices are heard and reflected in the learning that they take part in. Their voice and autonomy in their learning guide them in becoming confident and competent global citizens, and supports them in seeing themselves and how they fit into the changing world around them."
"Branksome Hall is respected for its reputation for academic excellence, empowerment of girls and young women, global citizenship, innovation, well-being, and a strong sense of community. With more than 120 years of history, Branksome Hall prepares confident, capable, and globally-minded young women for the future."
"We are proud to be recognized by the public as a warm, forward-thinking school that balances strong academics with genuine care, individuality, and community. Families see us as a place where children are treated as whole people—encouraged to explore, challenged to think critically, and supported to flourish. Our image reflects reliability, compassion, and innovation, with a holistic approach that prepares students not only for the next grade but for life. We are also viewed as a vibrant community where families are active partners and where extracurriculars, clubs, and events extend learning beyond the classroom, creating meaningful connections among students, staff, and parents."
"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."
"VMA is located in the hub of our community and has access to many local resources and community personnel. As part of our approach to developing the whole child, our programs frequently head out into the community to help our students draw real-life connections to the learning taking place in their classroom. Our programs visit local food banks, the library, local restaurants for cooking programs, and parks to extend their classroom learning experiences."
"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."
"Families are often surprised by how quickly our school feels like a second home. While they expect strong academics, they soon discover how much emphasis we place on the whole child—fostering creativity, emotional well-being, and a genuine love of learning. Our small class sizes allow every student to be known and celebrated, while opportunities in the arts, outdoor education, leadership, and community engagement enrich daily life far beyond the classroom."
"Branksome Hall’s recent strategy refresh provided an opportunity for the school to reflect on its legacy of academic excellence and leadership in innovation, and to set new goals that align with its priorities for the future. Through its strategy, the school is committed to providing world-class learning and working opportunities; investing in employees; supporting the well-being of students; challenging the status quo through innovation; developing a diverse, equitable and inclusive community; and building strong local, national and global connections. New initiatives include the introduction of IB Select, which provides Senior students with increased flexibility and an alternative pathway to graduation, and the expansion of a Noodle business entrepreneurship program to include opportunities for Junior School students. In 2024, the school welcomed Branksome Hall’s 8th principal, Grace McCallum, who brings the vision, energy and strategic leadership necessary to achieve its goals."
"Recently, Vincent Massey Academy has continued to strengthen both our programs and our community experience. We’ve expanded opportunities for experiential learning through outdoor education, athletics, and arts initiatives, giving students more ways to explore their interests and build confidence. Our class sizes remain intentionally small, but we’ve enhanced individualized support with new resources and teaching strategies that reflect the needs of today’s learners. We’ve also invested in community-building events and family partnerships, ensuring parents feel connected and engaged in school life. These improvements reflect our ongoing commitment to providing a well-rounded, innovative, and nurturing education that prepares students for success in school and in life."
"Branksome Hall has positioned itself as a leader in global education and technological innovation, and over the next five years will continue to inspire students to explore and realize ideas which have a positive societal impact. With the opening of the Innovation Centre and Studio Theatre (iCAST) in 2025, a brand-new 35,000 square-foot hub for innovation, design and performing arts, students will benefit from access to leading-edge tools and technologies and be inspired to think creatively, take risks and build confidence. A first-of-its-kind space in a Canadian high school, iCAST ensures that Branksome Hall continues to provide an exceptional educational experience, preparing our students for success in a rapidly changing world."
"At Vincent Massey Academy, our responsibility to learning and to our students is to keep pace with the ever-changing world around us. This means continuously reflecting, refining, and adapting our practices to better understand how children learn and how we can most effectively support that learning. Over the next five years, families can expect us to expand opportunities in leadership, athletics, outdoor education, and the arts, while also deepening our use of technology and innovation to foster creativity and critical thinking. Equally important, we are committed to strengthening our parent community by fostering even greater communication, collaboration, and involvement, ensuring that families remain true partners in their child’s journey. Our commitment is, and will always be, to our students—preparing them not only for academic success, but for the world that lies ahead, where confidence, empathy, and resilience will matter just as much as knowledge."
Branksome is more than just a school; it’s a community with a rich history dating back more than a century.
Since our founding in 1903, we have dedicated ourselves to nurturing young minds and hearts, guiding them towards not only academic excellence but also a holistic sense of well-being and a network of lifelong friends. Our reputation as the pre-eminent girls’ school in Canada is built on our unwavering commitment to fostering an environment where students can thrive in every aspect of their lives and have boundless opportunities.
Choosing a school for your child is a pivotal decision, and I want to take a moment to underscore the benefits and gifts that come with this choice.
Being a day or boarding student at Branksome Hall provides a structured and nurturing environment where students can focus on their academic and personal development, surrounded by dedicated educators and mentors who truly care about each and every one of them.
Living and learning among peers from diverse backgrounds enriches students’ cultural understanding and social skills, preparing them for global citizenship. The friendships formed in Branksome’s caring, close-knit setting often become lifelong bonds. One of the greatest strengths of our school is the deep and lasting relationships that are formed here. These relationships extend beyond the classroom and the school years, becoming a lifelong network of friends and allies.
At Branksome Hall, we teach our girls to challenge the status quo by encouraging them to question and explore beyond traditional boundaries. We equip them with the skills to be change makers, fostering their ability to innovate and lead in a rapidly changing world. In the face of complex global challenges, our students listen deeply, think creatively, and take action to make a meaningful difference.
This is such an exciting time to be at Branksome Hall with the opening of our new iCAST building on the horizon, the first of its kind at an independent school in Canada. This building is the embodiment of our innovative spirit—leading by example for other schools, and a place where our students can be inspired in entrepreneurship, STEAM, design thinking and innovation.
As a parent myself, I understand the significance of entrusting us with the education and care of your children. As you read through this site, 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 a tour or reach out to our Admissions team. We look forward to welcoming you and sharing more about what makes our school truly remarkable.
Warmly,
Grace McCallum
Principal
VMA is a very special community, made up educators, and families who deeply care for the well-being and development of young minds. Our shared desire to see student growth and success in all avenues of life is most evident when you see how genuinely happy our students are to come to school each day.
Our students are driven, engaged, and enthusiastic about the wide range of learning opportunities available to them. They tackle challenges with excitement and curiosity and are always considering how their knowledge can benefit the community around them. We are incredibly proud of the energy our students bring to both learning and life, and we firmly believe this is no coincidence.
VMA fosters resilient, emotionally equipped thinkers ready for life’s challenges making VMA a school for families who are seeking more than education.
We look forward to potential of having you join of community in future!
Sincerely,
Amber Halcovitch and Katie Cataford
Directors of Vincent Massey Academy
Progressive
Information not available
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
Not applicable
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.
The development of each student to reach their individual potential is the basis of all programs at Vincent Massey. We believe that a child’s potential is best met by setting a foundation that prepares them for all aspects of life, not just academia. The development of the whole child widens the scope of learning and provides a diverse, well-rounded education in social, physical, and emotional aspects of life. Learning is made approachable and engaging by our teachers who specialize in facilitating learning environments that meet the needs of all our students. Teachers develop lessons based on the interests, needs, and development levels of the students in their classroom, ensuring a well-balanced education for everyone. Our balanced approach to education is facilitated through experiential- and inquiry-based curriculum, cultural and character education, and enrichment programs, to ensure that success is felt throughout all avenues of life. Our programs still use a specific scope and sequence for learning literacy and math skills.
Traditional Math
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.
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.
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.
Our Math Program follows the Ontario Curriculum. VMA tailors each student’s math learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. We use a mastery approach to math to ensure students completely comprehend a concept before advancing. This approach allows students to advance through these concepts at their own pace, never capping the grade level curricular expectations that they are working at. In small groups and/or individually, teachers are able to work along side students to reach their individual potential.
Information not available
Information not available
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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.
Our Literacy Program follows the Ontario Curriculum. VMA tailors each student’s literacy learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. Our teachers are trained in the Science of Reading approach to literacy. This approach is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. In small groups and/or individually, teachers are able to work alongside students to reach their individual potential.
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.
Information not available
Inquiry
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.
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.
Reggio-inspired learning puts the interests and inquiries of the children at the heart of the learning that takes place in all our classrooms. The goal of our Investigative Research/science block is to build knowledge as a class in real, authentic problems they see around them. This learning block is designed to be collaborative, exploratory, and cross-curricular. The process of this exploration allows our students to guide their learning, deepen their thinking, and take risks and allows every student to be a valued contributor to the knowledge we build as a classroom.
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Our Investigative Research blocks allow our students to ask real questions about the world around them. Our programs focus on higher-order thinking to improve their critical thinking and creative problem-solving skills. Students will be directed to focus on understanding and applying knowledge to analyze, evaluate, and create knowledge.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
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.
Dance, drama, and artistic expression are critical vehicles for learning in a Reggio-inspired classroom. They are used to allow our students to interpret experiences on their own and express their understanding in a personal manner. VMA incorporates the arts in many of our investigative research projects and explorations. Students receive a minimum of one art exploration a week but often have much more opportunity for art, particularly in our Kindergarten classrooms Throughout the school year, VMA highlights different communities of artists through a school-wide artist study. Classrooms have studied Indigenous artists in the month of October, Black artists during Black History Month, and LGBTQ++ artists during Pride month. VMA's art program is also extended with programs throughout the year with specialized learning experiences. Such as improv classes, and African Fusion Dance.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Information not available
Information not available
Web design
Robotics
Computer science
Information not available
In part of our approach to developing the whole child, we seek to ensure that our students take time to care for themselves throughout the day. On a daily basis, students are provided with time for meditation and are supported with ongoing conversations about taking care of our bodies and our minds. As a part of our physical education curriculum, VMA offers a minimum of 3 specialized sports programs for 4-8 week sessions. Specialized coaches from outside of VMA teach these programs. Sports may include but are not limited to karate, skating, soccer, basketball, and gymnastics. VMA's physical education program also extends into the community to participate in baseball, tennis, cross country, and tobogganing. VMA also has regular access to Franklin Horner community centers gym for indoor sports days such as Floor Hockey Day and Basketball Day.
Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
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.
Our balanced approach to education ensures that success is felt throughout all avenues of life. We believe by equipping our students with the tools to succeed not just academically - but emotionally, socially, and physically - we equip students with the skills necessary to navigate all aspects of life. On a daily basis we provide leaders of the future with the opportunity to test and develop critical thinking, problem solving, communication, and innovation skills. We encourage them to ask questions, take risks, and collaborate with peers to help them in building a growth mindset and take agency over their learning.
Student-paced
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.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Students generally keep pace with the Ontario curriculum, but our programs aim to ensure students are being met on an individual level. Students regularly engage in working 1:1 with their classroom teacher in literacy and math concepts.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
The first few years set the foundation for learning for the rest of a child’s life. VMA provides an inquiry-based, cross- curricular education in which students are presented with the opportunity to explore many different avenues of learning. Vincent Massey promotes confident, curious, resourceful learners who respect and value the individual differences of their peers.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The environment we created for our students at VMA is used to mirror real life, while simultaneously providing them with skills and strategies to navigate the unexpected bumps along the road. Students are given opportunities to discover themselves and their interests in a safe and accepting space and encouraged to make mistakes along the way.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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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
Extra support
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.
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
7 - 12
6%
0%
$25,000
$0
30%
0%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
7, 8, 9, 10, 11, 12
Dec 01, 2025
Jan 16, 2026
Rolling
Not available
Yes: grades JK - 12
Yes: grades JK - 6
Yes: grades 9 - 11
No
Yes: grades 7 - 11
No
No
No
No
No
No
No
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.
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