2735 Mount Baker Road, Mill Bay, British Columbia, V0R 2P1, Canada
1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
1923
1986
553
50
8 to 12
Preschool to 2
Coed
Coed
Day, Boarding
Day
English
English, French
Academic
Academic
Liberal Arts
Traditional, Reggio Emilia
16
8 to 10
$32,000 to $37,000
$8,500 to $24,000
$68,000 to $96,300
Yes
No
27%
0%
9 to 12
None
$20,000
$0
111
8
80%
0%
0%
100%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 2
No
No
Brentwood was the first all-boys' boarding school in Canada to begin admitting girls, something that remains emblematic of the school's tradition of looking forward, actively anticipating a changing social context and the evolving needs of students. In the 1990s, Brentwood became one of the first schools in the country to make a substantial commitment to sustainable energy, building a performing arts centre with a geothermal loop for heating and cooling. The new dining hall and service centre, completed in 2010, continues that commitment while also providing an example to the student population. A current 10-year strategic development plan, launched in 2013, is as robust as it is comprehensive, providing a unified vision for the school as it embarks on its second century. Arts and athletics are emphasized, and the instructional day is organized in order to ensure that all students take active part in all aspects of curricular life. Brentwood is distinguished by a world-class rowing program that has produced a long list of Olympians, though academics remain the central focus. The program of pastoral care is integrated throughout the school, and begins within the student houses, in which both day and boarding students actively participate. The ideal student is one with sights firmly set on university and inclined to leadership roles in student life and beyond.
Read The Our Kids Review of Brentwood College School
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Brentwood was the first all-boys' boarding school in Canada to begin admitting girls, something that remains emblematic of the school's forward-looking approach. In the 1990s, it became one of the first schools in the country to make a substantial commitment to sustainable energy, building a performing arts centre that includes a geothermal loop for heating and cooling. The new dining hall and service centre, completed in 2010, continues that commitment, also providing an example to the student population. Arts and athletics are emphasized—the school is distinguished by a rowing program that has produced a long list of olympians—though academics remain the central focus of the Brentwood program. The ideal student is one with sights firmly set on university and is inclined to leadership roles in student life and beyond.
View full reportSince Children’s Garden was established in 1986, there has been a nice consistency of approach and leadership through the directorship of Pauline Foulkes. When she began, there were just two students. Though enrolment has grown, Foulkes maintains a very hands-on, involved role within all aspects of care and instruction at the boutique-sized school. Location and size are important, though the quality of the programming, of course, is too, and there are few instances of nursery schools with as long a record of providing such unwavering service. The school is housed, now as from the start, in the Church of St. Augustine of Canterbury, though the program isn’t affiliated with the church and is non-denominational.
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"The principal and all the teachers are passionate about creating the optimal environment for young children to adapt to school life, learn and grow."
Omar Hamam - Parent (Oct 16, 2018)
I have 3 children, one attended from preschool to SK and the others are currently in JK and started ...
View full review
"Children's Garden Nursery School provides a theme-based curriculum that is relatively structured which was one of the main selling points for us. There is a calendar sent out each month that shows exactly..."
Benjamin Pham - Parent (Nov 19, 2018)
Our daughter's experience at Children's Garden Nursery School has been fantastic. She is in her 2nd ...
View full review
"The small class sizes are the perfect transition into a formal classroom environment, ensuring that each child feels safe as they take their first steps towards independence."
Dixie Ho - Parent (Dec 03, 2018)
Our older child started in the preschool class at Children's Garden Nursery School and completed the...
View full review
"Located on a spectacular oceanfront campus on Vancouver Island in BC, Canada, Brentwood is a progressive, co-ed boarding school for Grades 9 to 12 well suited to globally-minded students who embrace our values of grit and joy. Student choice is a unique part of our culture and a deciding factor in who attends the School. This creates a supportive community of students from over 50 countries who gain the independence and skills to succeed in the post-secondary world."
"Since 1986, we have created a loving and nurturing school environment where young students thrive and have a true sense of belonging. The early years are our specialty; our curriculum is designed to provide a comprehensive learning experience focusing on the whole child, including social, emotional, physical and cognitive development. Daily specialties such as French, Sportball, drama and music are also included in our curriculum. Join us for the upcoming school year and give your child the gift of a lifetime!"
"Brentwood is a unique place of learning that gives students the choices and opportunities they need to discover their passions. We harness the power of a boarding environment to build strong relationships throughout our fully engaged, authentic, and inclusive community. Choice plays a large part in a student’s journey at Brentwood. Choice is a theme embedded in the philosophy underpinning our enrolment process, boarding culture, course options, and post-secondary opportunities."
"We fully commit to keeping our class sizes small. When a child is only one of 8 or 10 students, we can guarantee that each child is given an individual academic program that challenges them appropriately, a curriculum that is accelerated or is at a slower pace to ensure that all of the foundational building blocks of learning are in place. Our students are fully prepared to move on to any larger school environment, be it private or public school."
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"At the core of the Brentwood philosophy is how we provide our students with meaningful opportunities to learn and grow in academics, arts, and athletics. This is our Tripartite Program—balanced, intentional, and designed to support both student success and student wellness. Our evidence-based approach to learning, as expressed in the Brentwood timetable, offers academic classes in the morning—all morning—followed by alternating afternoons of arts and athletics."
"We often hear from new parents that the main reason they chose our school is due to feeling 'it' during their first tour. 'It' is a feeling that is generated by witnessing happy children actively participating in various activities, witnessing teachers being kind, supportive and showing a true love for what they do best...teach. Many families choose our school solely based on recommendations from past and present families whose children flourished in all areas of development at CGNS."
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"We recognize the importance of having support structures in place for all aspects of student life. Facilities and programs to support students’ mental and physical wellness can be found in all corners of the campus as well as throughout the school calendar. We continually strive to help our students understand and find solutions to the challenges they face."
"The value of a small school community can never be overlooked.! We are very proud to help facilitate the bond between all CGNS families during their children's time with us and love to hear that even years later, families still keep in touch with one another. We know of CGNS families that even take vacations together...their 'children' are now in university! Our Parent Association events are where families can come together and begin new friendships."
"One in four students at Brentwood are here wholly or in part thanks to financial aid. That surprises families quite often."
"As one parent stated - CGNS is punching way above its weight! Being a small school located in a modest facility, first impressions may be deceiving and there may be the assumption that we are not able to provide a curriculum that matches other private schools. Our parents are often surprised to hear that we have an excellent success rate of children being accepted into their first school of choice when moving onto larger private schools. We are a small but mighty school!"
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A warm welcome from our spectacular ocean front campus on Vancouver Island, BC. Our unique Tripartite programme and timetable allows for an engaging combination of academic rigour, artistic opportunity, athletic challenge, and independent learning that can only be provided at Brentwood. Here, every student is supported by an exceptional faculty and staff to find their passion in a nurturing boarding environment.
We welcome you to explore our web site but nothing can compare to a visit to our campus. Please come enjoy some of our Brentwood hospitality.
Be well,
Bud Patel
Head of School
Welcome to Children's Garden Nursery School!
I have been very fortunate to call Children's Garden my 'home away from home since our doors opened in our only location back in 1986. Over these years, my goal as owner/principal of the school has always been to maintain integrity in all aspects of the school environment and for children to receive the highest quality of education.
My commitment to the children is to provide them with both a solid academic and social foundation during these early informative years.
My commitment to parents is always to be accountable and fulfill their expectations of an excellent school experience for their children.
I could not meet any of my commitments without my wonderful staff. Although we have a professional workplace, our ability to have fun with the children while working together is what gives Children's Garden Nursery School a welcoming atmosphere the moment you walk through the doors. It is important to me that all of my staff are respected, valued, treated equally, and working at Children’s Garden is not just a job but a way to express their true passion and what they do best….teach children!
I hope that you come and visit us and get to see first-hand why thousands of children have started their educational journey at Children’s Garden Nursery School over the past 37 years.
Traditional
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims 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. They 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. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
As a university preparatory school, the pursuit of academic excellence is one of Brentwood’s fundamental aims. Our curriculum is built around authentic learning opportunities that allow our students to experience a wide variety of teaching styles and learning techniques. Our academic schedule is flexible—enabling students to take courses that provide the best learning experience and strongest academic support. The teaching staff are committed to inspiring students and helping them discover a passion for lifelong learning.
Small class sizes allow us to accommodate, modify, and create individualized learning paths that meet the diverse need of our learning environment. This student-centered approach allows students to take responsibility for their learning while providing them with the proper guidance and support needed to meet specific learning objectives. Catering to the individual’s needs will result in a deeper understanding, higher self-esteem and motivation or desire to keep learning. Students will be able to discover and explore through hands-on learning, problem-solving, predicting, questioning, and risk-taking in both small and large group settings.
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.
Mathematical literacy is a primary goal of the school curriculum. Competence in mathematics underpins the successful study of many academic disciplines at Brentwood. Becoming numerate involves developing the ability to explore, conjecture, reason logically, and use a variety of mathematical methods to solve problems. It also involves the development of self-confidence and the ability to use quantitative and spatial information in problem solving and decision making.
Young children develop early math skills in a variety of areas, including problem-solving and reasoning, number concepts, geometry, and spatial sense, measurement, and patterns & relationships. These skills are taught through hands-on manipulatives and while playing and having fun through daily experiences, activities, and routines. Splashlearn is an online math program that supports all in-class learning.
We use a variety of resources to cover teaching math skills at this level.
Not applicable at this stage.
Balanced Literacy
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.
Information not available
Children who have developed the understanding that words can be segmented into sounds tend to be better readers than those with poor phonological and phonemic awareness. Phonemic awareness is not a concept that all children discover on their own. However, when taught to analyze the individual sounds in words, children can more quickly and accurately connect those sounds to letters and then blend groups of sounds into words when reading. Studies have shown that phonemic awareness skills are often deficient in children who struggle in learning to read and write. In addition to Phonics, we do implement Whole Language when needed. Our online guided reading program from kindergarten onwards is Raz Kids.
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.
We LOVE inventive spelling! We do not correct the child's work until we know that a child has built up a certain level of confidence with their risk-taking and that a love for writing is well established. We typically take note of where the child is having issues with spelling and grammar and build upon these skills in other areas of the program.
Inquiry
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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.
The study of science is an integral part of the curriculum, with all students taking foundation courses in Science 9 and 10, a Science and Technology 9 elective, and at least one Science 11 elective. Many students gain Grade 11 credits in all three major sciences – physics, chemistry and biology – with a significant number studying two Science 12 courses.
Due to the young age of our students, science activities are a natural part of our theme related curriculum. Our goal is to give the children fun and interactive experiences when exploring science for the first time. Developing skills such as being a good observer, being open-minded, being inquisitive are all perfect traits for budding young scientists!
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
Zoology
Not applicable
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Not applicable
Brentwood students in any grade will study a variety of texts in various rhetorical modes, will write both critical and creative prose in multiple styles, and will learn how to communicate.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Because our young children are concrete thinkers, age-appropriate social studies experiences start with children's own lives and experiences. After their family, the classroom is the first society that young children belong to. For them, early social studies learning grows from their interactions with the exposure to people and lessons taught in our school setting. As a school community we are involved in several Community Outreach programs throughout the school year such as collecting unwrapped toys for a local toy drive, Capes for Kids supporting Holland Bloorview etc. Diversity, Community roles, Geography, History and Ecology are important factors of our social studies curriculum.
Not applicable
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Not applicable
The Social Studies Department includes the major disciplines of history and geography and covers government and leadership, global studies, and law. Through the humanities curriculum, each student develops thinking, writing, speaking, listening, and reading skills, and learns how to articulate, modify, and defend a position by learning and analyzing a defined body of content. Additionally, the student learns about the physical world in a geographical context.
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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.
With students from over 50 countries on campus, we understand the importance of language proficiency. Our modern language department has a philosophy based on the communicative-experiential approach. The focus of instruction is the purposeful use of the language; in other words, teaching students to get things done, perform real-life tasks, share ideas, and acquire information. While grammar instruction will always have a place, its role is a supportive one to provide useful strategies to facilitate communication and comprehension. Language-learning strategies are important components of the program and are an essential part of our students’ success. Some strategies we use include: recognizing cognates; relying on visual clues; recognizing and adapting language patterns; brainstorming, sharing, revising, editing, and publishing; and using context to support and extend learning.
The goals of the French Program are: • To introduce a new language in a fun and engaging way. • To familiarize children with the phonetics of French. • To learn a variety of basic, day to day vocabulary. French is taught through the use of songs, games, books, work sheets, stories, poems, art, and dance. All of these teaching methods are used to provide a variety of ways for children to access and apply French vocabulary. The children are given instruction in small groups, ensuring a fun and relaxed atmosphere that is non-competitive. Children are never pressured to speak French; rather they are encouraged to feel comfortable trying out new sounds and words and are encouraged and rewarded with smiles and praise.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Receptive
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
At Brentwood, we believe the arts promote creativity, self-expression, and teamwork. The arts help students visualize an idea and see a complex process through to reality. They teach patience, humility, and confidence. They enrich the imagination and challenge the mind. They provide balance and perspective. The arts create the culture and civilize us.
Art is about the excitement of exploration, children get to play with different media, including Paint, Sculpture, Still life drawing, Collage, Mural work, Photography and Multimedia. Children also learn about the elements of design: Line, Shape, Colour, Texture, Value, Space and Form. Our students experience art in the world around them through stories, songs, movement, and of course, lots of messy fun. Our Musical Theatre program serves to introduce the students to dramatic storytelling, puppetry, creative movement, imaginative play, and music. Our kindergarten, grade 1 & 2 students are involved in the creation and performance of a musical play twice a year.
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.
Students are encouraged to use technology in the classroom both with their teacher/in groups and individually. Also, across teh academics and several arts offerings. Specific technology courses are offered, as well—for example, Coding 11: Python. Programming is a tool that helps us implement computational thinking, as students will discover in this course. Problem-solving is a creative process, and many problems can be solved with a coding application. Classroom activities are based around problem-solving and projects. There is a blend of online work to learn the basics of the language (theory and mini-challenges) and larger coding challenges so that students can learn by doing. The beautiful thing about coding is that they immediately see the results of their thinking. This course is designed for those who enjoy learning from their mistakes.
At Children's Garden Nursery School, we have iPads for each child to use. We have a variety of math and language programs that serve as a ‘virtual teacher assistant’ as the classroom teacher is able to gain access to pre-test and post-test assessment data to determine each child’s success in mastering various reading and math skills.
Web design
Robotics
Computer science
Since 1923, Brentwood has developed a remarkable athletic history that includes championship banners at the regional, provincial and national level and 28 alumni who have gone on to be Olympians. While results have been impressive, it is the journey that students remember and cherish the most. Today, we continue to develop student-athletes with the goal of supporting the school’s vision, mission, and values.
Sportball introduces children between the ages of 2-8 years old to the FUNdamentals of 7 different sports: soccer, hockey, basketball, baseball, volleyball, tennis and golf which are taught in a non-competitive atmosphere. Children also have the opportunity to get involved in fun games that focus on developing gross motor skills, building self-esteem, confidence and teamwork. Sportball instructors are thoroughly screened and well trained. Coaches are First Aid and CPR certified and have related education and/or experience with children.
Academic
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.
We provide a well-balanced curriculum that meets each child’s individual needs. Our experienced teachers spend time assessing and getting to know the children in their class. Group dynamics, individual personalities, energy levels, maturity, and level of academic knowledge are all factors that the teachers take into account when planning for the school year ahead. Our curriculum includes; learning activities for Multiple Intelligences, Math, Language, Geography, Science, History, Cultural studies, Global awareness, Community Outreach, Core French, Sportball, Musical Theatre, Theme Based Curriculum, Mindfulness Activities, Handwriting Without Tears, Raz Kids Reading Program, Splashlearn Math Program.
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.
Assessing a child's learning style, understanding of concepts being taught and readiness to move forward to the next stage needs to happen on a regular basis in order for a child to meet with success.
Supportive
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.
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.
Our academic program is driven by a commitment to provide a leading-edge place of learning for our students and staff. Brentwood recognizes that all students learn in their own unique way and need to be engaged to achieve their best. We ensure our students can capitalise on problem-solving opportunities through creative and critical thinking. We empower students to embrace curiosity and a willingness to take risks and make connections across a wide array of disciplines.
Although we have a strong academic curriculum, we have to take into serious consideration that these are young children and often this is their first experience of being in a school setting. Our responsibility to our students is to first and foremost, create a warm and nurturing environment in order for each child to feel secure and willing to take a risk with their learning. Once this has been established, trust in their teacher allows each child to reach their full academic potential. These early years are a crucial time for building a solid academic foundation.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Brentwood has a long tradition of seeking new and innovative ways to enhance learning for each individual student. An inimitable physical location, our tripartite program, and culture of inclusion and support create a singular place of learning. The underlying foundation of our school can be found in our boarding program and everything that surrounds it—what we call Student Life, which draws all members of this community together. Our students have found that the Brentwood formula results in unparalleled opportunities for educational discipline and experimentation.
School should be a place where a child can experience love and respect as well as intellectual stimulation. Thus, when we consider the education of a child we should view the process as both social and intellectual – after all, what a child feels influences his or her desire to learn. Although we offer a sound curriculum at Children’s Garden, our primary concern is the child’s emotional and social development. We will foster independence and self-confidence, cooperation, respect, and over-all social awareness of the world around them.
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
27%
0%
$20,000
$0
0%
100%
9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades Preschool - 2
No
No
No
No
Yes: grades 9 - 12
No
No
No
No
No
At Brentwood, we seek the right fit for both the student and our school. We only accept students who choose to be here; no one is sent to our school. Student choice is a unique part of our culture and a deciding factor in who attends the School. It’s why this place is so special. We believe when students truly choose to be here, and they’re surrounded by a family of like-minded friends and supporters, they can be anything. We seek students who value opportunity, embrace our values of grit and joy, and are prepared to enrich our vibrant, friendly, boarding school community. We find the students best suited to Brentwood's course of studies are those capable of succeeding in a tripartite university-preparatory program. This means that admission is not solely based on an applicant's academic potential, but also on character and eagerness to participate actively in our arts and athletic programs. We care about what students accomplish in and out of the classroom. Application to Brentwood is always competitive and we encourage families to start the application process as early as possible.
Children who are eager to learn! Curious, fun-loving, ready to listen to direction, ability to focus, and be part of a group.
Our Admissions Department has a rolling admissions policy and accepts applications throughout the year until the school is fully enrolled.
Interested families must submit an Application Form to arrange a private tour of the school.
There is no application fee.
A deposit of two months tuition is required to secure your child's space.
2735 Mount Baker Road, Mill Bay, British Columbia, V0R 2P1, Canada
1847 Bayview Ave, Toronto, Ontario, M4G 3E4, Canada
