1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
2010
2003
127
448
1 to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional, Reggio Emilia
10 to 20
15 to 20
In-class adaptations
In-class adaptations
$22,000 to $23,500
$19,000 to $21,500
No
Yes
0%
8%
None
7 to 12
$0
$5,600
11
30
0%
0%
98%
48%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades JK - 12
No
No
“Nurturing teacher-student relationships is a priority at Cambridge, something that’s made easier with such small class sizes.”
“Cambridge International Academy is a university preparatory school with ... a high university placement success rate, but its key differentiator is the “customized learning” program.”
“Every Cambridge teacher we spoke to agreed that character education underpins the whole curriculum.”
Read The Our Kids Review of Cambridge International Academy
“[Students who enroll] don’t have to be great in all things—and certainly no student is—but … they should be open to trying new things and discovering new things about themselves.”
“Hudson’s reputation is one for supporting learners who are capable, academically, but who have yet to find an environment that allows them to express their personalities and their interests.”
“Where larger schools institute advisory programs, in a smaller school, and with the right approach, individual attention is more consistent, and comes with less effort. Hudson provides a good example. The environment is intimate, with a rich interface between students and instructors.”
Read The Our Kids Review of Hudson College
Cambridge International Academy offers a safe, nurturing, and cooperative learning environment designed to help kids thrive from Grade one. Following an enriched Ontario curriculum that’s supplemented with resources that help kids excel, the caring staff at Cambridge International Academy prepare students for success in a rapidly transforming, competitive, and global society. Small classes and a tight-knit community allow school staff to develop close relationships with every child, guiding their moral and emotional growth. A varied range of extracurriculars—robotics, math club, sports, debate, drama, poetry, and many more— are seen as essential to student success and character development. High schoolers participate in leadership opportunities such as the Model UN and DECA, as well as after-school clubs and volunteer opportunities within the local community. Cambridge International helps kids succeed in their chosen areas of interest through customized educational pathways, and its graduates are frequently offered admission to Canada’s top universities.
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There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.
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"They recognise a student's strengths and weaknesses and encourage them by adapting lessons to capitalize on these."
Vijaya Dass - Parent (May 27, 2021)
My children enjoy Cambridge International Academy. They feel safe and comfortable at school. The cl...
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"...they also actively took care of the students in life."
Coco Li - Student (Jul 21, 2021)
I miss my time at Cambridge International Academy very much. The teachers in the school were very pa...
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"All my teachers were passionate and knowledgeable in their respective subjects."
Julie Indrigo - Alumnus (Nov 24, 2021)
My experience at Cambridge International Academy was eye-opening because not only did I do school wo...
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Mastering the basics
Nicolette Linton - Parent (Jan 23, 2018)
My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ...
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"They both love going to school."
James Hyslop - Parent (Jan 23, 2018)
It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru...
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"I had an ideal admissions process"
Eva Greyeyes - Student (Mar 12, 2018)
It took some time to settle into Hudson, but it was the best feeling when I realized I was talking w...
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"Cambridge International Academy is a ministry inspected co-ed private school in Ajax, which customizes and enriches the Ontario curriculum with AP program from grades 1 to 12. Using customized planning we help students achieve their potential. With strong parent partnerships, our Elementary Programs help students transition to high school with Reach Ahead credits. For high school, we design the curriculum to ensure students are able to achieve their post-secondary goals."
"Hudson is a place where you can be yourself. For over 20 years, we have served a diverse community of families from across Toronto. Our Lower School offers an experiential, collaborative learning environment, starting with a Reggio Emilia-inspired program to nurture children’s innate curiosity. We promote strong foundational skills in math, language and science, complemented by a curricular approach that interweaves critical thinking, fine arts, health and fitness, character education, and service. Our Upper School’s three-semester system carries on this tradition of balance, with students focusing on fewer subjects at a time for deeper learning. Guided study periods over two semesters allow students to seek support during school hours while participating actively in sports, clubs, and activities. We introduce age-appropriate technology and platforms at every level, with robotics and coding from Grade 2 and a 1:1 laptop program from Grade 9. Extracurricular activities include SSAF competitive sports, wide-ranging clubs from chess to creative writing, camp weeks, and field trips. With smaller class sizes, our dedicated teachers can help students to build academic confidence, take on new challenges, and explore personal strengths and interests. Every student’s journey is important as we prepare graduates to define their own path and success."
"Every student receives an Individual Student Plan so that their learning experience is personalized and customized to their individual needs, interests, talents, and skill level. The Student Plan is comprised of customized academic programs such as Blended Learning, Reach Ahead, & AP, volunteer initiatives, interesting co-curriculars, as well as academic and non-academic outside competitions. Lastly, we offer cross-curricular coding to increase the technology proficiency of students."
"Our academic program is enriched and challenging – Hudson students are accepted to selective postsecondary programs and score exceptionally well on tests like the CTBS and UWaterloo contests each year – but we achieve this through careful scaffolding, attentive feedback, consistent pedagogy, and personal growth through extracurriculars, rather than a heavy homework load or overemphasis on competition. The result? Happy, well-adjusted students who are excited to learn every day."
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"Families join Cambridge International Academy because of our personalized approach to education. Our customized programs (Blended Learning, Reach Ahead, & AP classes) challenge our students so that they thrive academically, socially, and personally. Our small class sizes provide students individual attention to successfully complete the curriculum and ready them for the next higher grade level. Our parents appreciate the frequent updates about their child's academic progress."
"We're often told that the diversity of our students, down-to-earth environment, affordable tuition, and welcoming admission process set Hudson apart. As one parent noted, 'After my children attended for the visit day, they asked if they could start right away! That was a big factor in knowing that Hudson was the right decision.' Another explained, 'The interview felt connected, organic and natural; the questions were a true indication of a school that wanted to get to know who my daughter is.'"
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"The kitchen & dining area are sometimes overlooked by prospective parents. Initially, parents don’t realize the significant academic & social learning that takes place in these gathering areas. Students not only learn about healthy eating habits, kitchen safety, and food preparation but they also gain a deeper understanding, respect, and appreciation for diversity while they prepare and taste each other’s cultural traditional foods. Transferable skills acquired through cooking are beneficial."
"Our team puts a huge amount of effort into understanding what our students need – individually and collectively – by forming positive relationships, using data well, and communicating closely across the community. This knowledge is carried and applied year-over-year in all kinds of ways, from learner profiles to co-curricular programming, and generates the kind of consistency and structure that is really special to a JK–12 school."
"Families are surprised by the frequent communication and the variety of co-curriculars at school. Our teachers frequently communicate with parents to offer the 'next steps' to keep their children engaged and challenged in their learning. In addition, our teachers coach students to perform their best in a wide range of co-curricular activities. This year, students in our Math Club won University of Waterloo's 2022 Zone Champion Award for the Canadian Intermediate Mathematics & Computing Contest."
"New families are often pleasantly surprised by the choice in our club offerings and strength of our drama, music and visual art programs, especially for a school of our size. After several years, they tend to appreciate our proactive focus on expanding and adapting our curriculum: every year we add something different (recent additions include a full-time coding and robotics teacher, flag football for Grades 3–5, and a dedicated high school leadership course)."
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It is with great pleasure that I welcome our twenty-first-century pupils to Cambridge International Academy located in Ajax, Ontario. We are a co-ed private school that customizes and enriches the Ontario Curriculum for students from grades 1 to 12. Our goal is to find each of our student's academic potential and personal interests so that they can thrive in their future endeavors.
Our professional and dedicated teachers ensure a respectful learning environment where students can reach their academic potential through our customized academic pathway and be inspired by each other. Our caring teachers understand the importance of encouraging students to apply their critical thinking and analysis skills in order to experience an ongoing and in-depth inquiry about their learning. They give high-achieving students more opportunities to be engaged and challenged with the curriculum. Our educators provide their students with opportunities to engage in different ways of learning, seek out information related to the interest of the students, and provide them with time and resources to explore these interests. With our enriched curriculum, we help students in their personal/character development, uncover their hidden talents, and inspire a love for learning. We promote our students to embrace collaboration, communication, innovation, and computer technologies to keep up with the ever-changing landscape of education.
We believe parents are vital partners in education and they have a positive impact on their child’s school experience. We invite our parents to get involved in various school initiatives and make them a part of our school community. We communicate frequently with parents to ensure their son/daughter remains on track in his/her academic success so that their child experiences individual success in education.
I invite you to visit Cambridge International Academy and experience a difference in education. This may be one of the best decisions you will make in your child’s life. Cambridge International Academy’s Information Package provides you with further details about our enriching way of education.
Best Regards,
Sandra Arff
With more than 35 years’ experience as an educator, I understand the importance of personalizing student programming to meet each learner’s individual needs. Hudson College provides academic and co-curricular programs designed to develop every student’s abilities and successfully transition to the next stage of education and life.
Hudson is a place where dedicated, highly qualified teachers and staff work to see that students at every level are provided with a nurturing, challenging and engaging experience every day. From Kindergarten through Grade 12, we offer enriching programs that encourage students to strive for the betterment of themselves and the wider community.
Some say it’s all about what you learn, I believe it’s first about how you're treated and nurtured in that learning environment. Only then will successful learning follow.
Traditional
Reggio Emilia
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.
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).
Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit students' learning profiles. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence of every student's learning progress. This information helps teachers immediately flag areas of concern and help students in that subject. Triangulation assessments also help students, parents and teachers select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as organization, self-advocacy, note-taking, study skills, collaboration, and communication.
Our Reggio Emilia approach in the early years focuses on developing the whole child—academically, emotionally, and socially. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. Our Preparatory Program in Grades 6–8 gives special attention to soft skills needed for success in Upper School as well as university—students learn organization, self-advocacy, note-taking, study skills, collaboration, and communication. Our Grade 9 and 10 students benefit from a supervised study period every day during the first two semesters, as well as tailored workshops to further support effective work habits.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our Grade 1 through 8 Mathematics program is built around the Ontario Curriculum and is delivered with a Singapore Math approach. Singapore math ensures a foundational mastery in underlying mathematical procedures using a three-stage learning process which moves from concrete, to pictorial, and then abstract. The Singapore Math approach ensures social-emotional well being for students as they develop confidence, and comfort with mathematical thinking. Additionally, both our elementary and Grade 9 programs follow the updated curriculum strands with the use of Scratch ™ coding as the mode of instructional delivery for programming. Our approach goes above and beyond the ministry requirements in that we incorporate coding practices and principles into all Mathematical strands. The high school mathematics program closely follows the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking, with regular opportunities for discovery through proofs, manipulatives, and technology.
Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts. The Upper School mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Hudson College uses a balanced approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.
Textbooks used are from the Ontario Trillium List.
Saxon Math from Kindergarten through Grade 8
Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.
Information not available
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.
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.
We use an individualized reading approach whereby students learn to read at their own pace within the classroom. Students are given the opportunity to develop their phonemic awareness, phonetic decoding skills, reading comprehension and overall reading fluency in a safe and supportive learning environment where they read, are read-to, and are read-with. At the elementary level we use a formalized Reading Program in combination with high-interest leveled readers to ensure continual reading engagement and progression.
At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.
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.
In the early years the writing focus is on structure and usage and students are given topics of personal interest and relevance, inspiring creativity and a love of writing. Students are provided with comprehensive instruction in grammar, punctuation, spelling, and vocabulary which is spiraled throughout the grade levels as skills and concepts are re-introduced and reinforced by repeated exposure. The writing process is modelled and further developed through the use of graphic organizers and outlines. Students create descriptive and grammatically sound sentences which lead to cohesive paragraphs and, ultimately, short stories, reports, and essays. Students engage in self and peer editing and learn the importance of continual improvement in writing.
Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is fundamental to helping students understand how things work in our world. In the Elementary grades, Science is inquiry-based, and uses real materials to make connections between scientific theory, technology, and our everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences which reinforce scientific theories learned in class. The High School Science program delivers the Ontario Curriculum thoroughly with emphasis placed on inquiry-based learning and knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current event discussions, and case study analyses. The curriculum is delivered through the use of up-to-date texts, hands-on experimentation and investigation, and online simulations. Experiments are thoughtfully designed to enrich the students’ learning and provide experience with instrumentation, procedures and lab reporting skills. Students work independently and in groups to create and present projects that demonstrate their understanding of the concepts learned.
In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literary analysis is key to the development of critical thinking. Our teachers choose both classic and contemporary literary texts that resonate with students and promote discussion, critique and debate. Students are encouraged to make connections to themselves, the text, and the world around them as they read and listen to literary text. Students engage in reading comprehension and vocabulary exercises, as well as written response journals, as they build their thinking skills. We have been successful in increasing students’ reading interest through reading clubs which foster offline discussions and help students understand the historical and social context of the text being read. This leads to a deeper understanding and a greater sense of achievement. Emphasis is on the use of the personal growth model which encourages students to draw their own opinions, express their feelings, and use personal experiences and the text to develop their writing skills.
At Hudson College, reading and writing are introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is the focus of our elementary language program. Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8. Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of World cultures and history as well as a more focused knowledge on Canadian history and geography. Students engage in individual and group based projects that demonstrate their understanding of the content. Art, drama, and literature are used to enhance the social studies program in all elementary grades.
In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Humanities and the Social Sciences promote active listening, critical thinking skills and help students make connections to history and the world in which they live in. Students learn to make decisions based on values, and discover the truth about the human condition and the human experience. Our teachers use a number of strategies such as direct instruction, visual media, and reciprocal teaching to increase dialogue between teacher and students. Thinking and inquiry is key to learning in the Social Sciences and Humanities where students develop their own questions, collect and organize data, draw inferences, and engage in problem solving. Field trips and role play are also incorporated as part of the teaching strategies to give students the opportunity to make real-life connections to their learning.
In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The French curriculum follows ministry guidelines and is a comprehensive and seamless program that builds on the four key strands of Listening, Speaking, Reading and Writing. Students develop their overall French communication skills using a variety of texts and online French resources. Vocabulary building, reading and writing are connected to relevant events and real-life practical scenarios with the use of engaging multimedia resources and applications.
In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.
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
Creative
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.
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.
The Arts curriculum is designed to facilitate an appreciation of art through the study of art history and various artistic techniques and mediums. This involves exposure to art through gallery visits and online and in-person talks from guest artists from the local community and beyond. Students are encouraged to think about the importance of art in the world, and as a reflection and historical record of humanity. The Arts curriculum encourages self-expression through the creation of various two and three dimensional art projects using a variety of materials. Visual Arts includes the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, photography, and crafts. The program focuses on creating and fostering a sense of curiosity, creativity and confidence in students.
In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our school recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Teachers use coding, robotics, electronics, and multimedia equipment to support learning across the curriculum. Some of the software used within the curriculum includes Java, Python, and Scratch. Additionally, we gladly identify and accommodate students who require the use of a computer to thrive academically.
Our i-Hub is an intimate, interactive workspace, where we use 3D printers, Virtual Reality, robotics, electronics, and multimedia equipment to support learning across many subject areas. Our students demonstrate a remarkable aptitude for using technology to let their imagination and creativity shine. Some of the software used within the curriculum include Tinkercad, Sculptris, Calcflow, Arduino, and Raspberry Pi.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students learn movement skills and principles, ways to improve personal fitness and physical competence, as well as safety and injury prevention. We offer a wide variety of competitive and recreational sporting experiences for our students. Gym classes for High School students may include attending a fitness club. Our students are encouraged to find their passion through physical activity and athletic involvement in order to learn the value of hard work, commitment, and discipline and to live a well-balanced life.
Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.
Reggio Emilia
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.
Our teaching pedagogy encourages children to explore, investigate and grow. With the belief that children’s curiosity and innate sense of creativity should guide their learning, teachers engaging a Reggio approach observe children, support their interests and document learning to reflect on developmentally appropriate ways of expanding students’ knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and the Arts.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.
Learner Profiles are developed and used by Hudson teachers to determine where students are in their learning, what interests their students and how do their students best demonstrate new skills and knowledge. Because of our commitment to the individual student, Learner Profiles inform our teaching practices across the curriculum.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Cambridge International Academy keeps the student-to-teacher ratio low so we can focus on the individual needs of the student and support each child on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students. We use a complete approach which reinforces verbal instruction with visual, audio and written support. This allows students to engage on many levels with the material being presented.
We promote a strong academic culture, by providing ongoing assessment of our students to ensure that we exceed provincial standards in math, reading, and writing skills. Both Developmental Reading Assessments (DRAs)—administered twice yearly—and the Canadian Test of Basic Skills (CTBS) continuously confirm our academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability. We aim to inspire students to become critical thinkers.
We are proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to the community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.
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
0%
8%
$0
$5,600
98%
48%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 1 - 12
Yes: grades JK - 9
No
Yes: grades 9 - 12
No
No
Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.
We’re always excited to meet kind, well-rounded and motivated students! Applicants should demonstrate overall academic readiness with at or above grade-level skills in math and language, as well as the ability to be consistently collaborative, respectful and engaged in the classroom. We particularly appreciate students with balanced personal interests, a self-aware approach to learning, and an interest in growing positive relationships with teachers and peers.
Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.
1-300 Water Street, Whitby, Ontario, L1N 9B6, Canada
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
