18 Coldwater Road, Toronto, Ontario, M3B 1Y7, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
Indirect Support:
18 Coldwater Road, Toronto, Ontario, M3B 1Y7, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
1995
1874
1075
245
Nursery/Toddler to 6
4 to 12
Coed
Girls
Day
Day, Boarding
English
English
Academic
Academic
Montessori
Liberal Arts
Varies
Varies
Learning, Developmental, Behavioral
In-class adaptations
$12,500 to $20,000
$29,348 to $33,151
$65,050 to $78,215
No
Yes
0%
14%
None
4 to 12
$0
$0
98
27
0%
16%
100%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 6
Yes: grades 4 - 12
No
No
information not available
information not available
Since it was founded in 1995, CMS has grown to include five locations in the GTA. The program is founded on the core ideals that Maria Montessori promoted in her work, those of respect, community, purposeful engagement, and self-directed learning. That said, Montessori didn't create her program as a museum piece, but rather as a starting point, and that's a spirit that CMS upholds as well. Dr. Montessori, as has been said, "adjusted and adapted her educational system to better serve children's needs, and well-functioning Montessori classrooms typically share many features reflecting those adjustments." One of which was, of course, a willingness to adjust and adapt. As such, the CMS program includes, as at the Maplehurst location, a computer lab, a library, and a music room. In all, the focus is very clearly on the child, and supporting child development, which is just as it should be.
View full reportIt really is a castle, and the interiors are as striking as the exterior: turrets, arches, wood and stone. The school is also genuinely old, having been founded in 1874, though the building pre-dates the school. Yet, as ever, appearances can be deceiving, or at least can risk being made too much of. Trafalgar administration has, throughout its long history, consistently revised the curriculum and programs with an intention of providing, in a very literal sense, the best the world has to offer. That includes the adoption of the Singapore math and science curricula; Mandarin instruction; and writing instruction based on the program developed at the University of Chicago. A dedication to real-world learning has been built into the curriculum formally through the Beyond the Classroom initiative, which makes use of local resources and expertise, guided by the students' personal curiosities. Trafalgar offers an up-to-date, creative, and intentional program for girls preparing for university.
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"the Montessori method has, in our opinion allowed a deeper understanding of the material that is taught."
Rizwan Suleiman - Parent (Mar 15, 2021)
When enrolling our kids to a private school, we chose the Montessori method of teaching because it r...
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"The practical life aspect of the curriculum was insightful as this was not what I had experienced as a child."
G Mok - Parent (May 03, 2021)
We've been with CMS since 2015, and we can tell that our kids enjoy going to school as they come bac...
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"It is nice to see teachers help kids to develop interest."
Terry Smith - Parent (Dec 10, 2021)
My kid started in this school (different campuses) when she was two. Now she is in grade 6.
When sh...
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"For over 25 years, CMS has focused on engaging students and building strong foundations during the most formative years of their lives. We provide quality Montessori education at every stage of a child's development. Our renowned Toddler & Casa programs nurture and encourage the inquisitive minds of children to build the foundational skills needed for future success. As children move through our Casa Program, the emphasis gradually shifts from basic motor skills and language to the development of concentration, coordination, independence, and a sense of order. This allows the child to consolidate their writing, reading, and math skills. Our Elementary program offers an enriched curriculum that promotes analytical and collaborative thinking while nurturing individual strengths. We exceed the Ministry of Education curriculum by introducing hands-on material, facilitating a deep understanding of all learning. Physical education, French, music, art, computers, STEM, and a variety of extracurricular activities enrich the learning experience for CMS students. We are a CCMA-accredited school highlighted for teaching excellence and offering quality Montessori education."
"Challenge her mind, strengthen her voice and nurture her heart. Trafalgar Castle School is an all-girls, independent day and boarding school for grades 4 through 12 located in Whitby, Ontario. Educating girls since 1874, Trafalgar is differentiated by its size, location and the strength of its community. We offer exceptional academics, strong student supports and are known, in particular, for nurturing and growing the abilities of students who may become lost in a larger setting."
"Our school is truly a caring school. Staff are loyal to the organization and stay for more than 10 years using their expertise and love of all things Montessori to guide the children's learning. The level of creativity is also an additional richness with weekly themed lessons and assemblies and an awareness of so many topics and ideas that young people should come to know such as World Children's day, Indigenous month and an understanding of of many diverse religious festivals."
"While we demonstrate dedication to academics, cultivating emotional intelligence, resilience, and positive interpersonal skills are at the forefront of our efforts. Social Emotional Learning is something that sets Trafalgar Castle apart, and creates a supportive and empowering school community as students mature into adulthood. Students are given a safe space to use their voice and build their confidence."
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"Our families and our graduates report the importance of having learned independence and creativity after their time at CMS. They speak volumes at the annual alumni panel about the compassionate teachers who empowered them to succeed no matter what they were facing, more so during the pandemic when lessons continued uninterrupted for the entire day and even additional lessons of health and gym and art complemented their learning at home. We are a community of individuals who nurture children."
"Trafalgar Castle’s circle of care is second to none. We have advisors, coaches, faculty and staff that are always present for the diverse group of learners in our building. We recognize that adolescence is hard, and are determined to be a soft place to land while engaging in future-ready curriculum that ensures students are prepared for post-secondary life."
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"You get more bang for your buck at CMS. An intimate setting where you have highly qualified professionals who go out of their way to enrich the lives of children. The quality of the hot lunches, the size of the classrooms and their versatility of use, the integretaed STEM lessons, the diversity of the students and strong mentoring and wellbeing program are all aspects of the CMS experience parents appreciate after they have attended our school for a short while."
"Experiential learning is at the forefront of our education model, and it is demonstrated through our Beyond the Castle week. BTC brings students to new places and allows them to interact with different cities, communities, and people, thus expanding their knowledge on various subjects. This dedication to a student’s relationship to their community and real-life experience is one of the most under-appreciated aspects of Trafalgar that sets us aside from other schools."
"Parents have answered the question in this way:
We have loved the multiage classrooms where older students truly mentor the younger ones
We have loved the French Immersion experience from Casa to lower and then upper elementary
Our two boys attended CMS and are very successful and stand out at their current school for their ability to be independent and think outside the box.
CMS is a family, everyone cares about the wellbeing of the children first and foremost and the academics complement this."
"Firstly, we are a real castle! Here at Trafalgar, we embrace the traditions that have existed within the castle walls since it was built. Next, we are small by design - but our academic, co-curricular, and leadership programming is incredibly robust at the same time. Finally, our team puts forth incredible effort to ensure our students felt taken care of at all times. This includes snack stations, a well-rounded lunch, and shuttle for students to take to and from the Whitby GO Station."
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Maria Montessori developed a unique method of education to inspire a child's love for life-long learning. CMS provides a stable and nurturing environment to the support the child through this journey in education. Our program engages the child and ensures they have a strong educational foundation.
We are excited to introduce you to our all-girls' day and boarding school; a school unlike any other in Canada. At just over 240 students from Grade 4 to Grade 12, we are small by design where every student is recognized and honoured for the individual they are and no student slips through the cracks.
We believe the best entry point to a large and complex world is a warm and personal learning environment with ample opportunities for personal discovery and growth. This is what you will discover in our classrooms, in our hallways and on our fields. We have been at the forefront of girls’ education for almost 150 years.
Melissa Knight-Johnson
Head of School
Liberal Arts
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
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Our schools’ aim is to prepare children to reach their full potential and to play a responsible role in protecting the global environment and fostering peace and harmony with natural processes and community interests. CMS endeavors to provide quality education in a safe, diverse, nurturing and creative environment that helps the development of the whole child. Our mission ensures that the child is academically motivated, artistically creative, physically active and emotionally supported.
Trafalgar Castle School offers a rigorous university preparatory curriculum from Grades 4 through 12. Our focus is to prepare our young women for post-secondary education through courses that emphasize the development of effective communication and inquiry skills, the ability to access and evaluate information, and develop self-assessment skills. We use information technology to deliver appropriate components of the curriculum and in the process encourage mastery of the technology skills essential for current and future success. Our courses meet and exceed Ontario Ministry of Education requirements and are delivered by a highly competent and dedicated faculty. Current research supports learning in a small-school environment, which enables our teachers to engage their students and support them as they achieve their true potential. Trafalgar Castle School is inspected by the Ontario Ministry of Education, accredited by the Canadian Educational Standards Institute and a member of the Conference of Independent Schools (Ontario), the Canadian Accredited Independent Schools and a member of the National Coalition of Girls Schools and National Association of Independent Schools (Associate Member U.S.A.).
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Montessori based use of materials to enable each of the learners to kinesthetically access the curriculum. Whilst the provincial curriculum is also followed students are able to surpass their grade level expectations with the multi age support available in the class.
Our Grade 5 through 8 program incorporates elements of Singapore Math and Science. We emphasis learning number facts to support math fluency alongside the use of critical thinking, problem solving and investigations. Our Upper School Mathematics program features the academic level as well as enriched-level courses, which prepare students for Advanced Placement courses in Statistics and Calculus.
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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.
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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.
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Our students learn to develop effective thesis and supportive ideas based upon the adapted University of Chicago writing program. Through use of selected referencing, students build sound writing with the ultimate goal of refined expository writing.
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.
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At Trafalgar Castle School our inquiry-based science program, aligned with the Ontario curriculum, transforms learning into an engaging adventure. Beyond traditional textbooks, our classrooms prioritize hands-on exploration, nurturing critical thinking and problem-solving skills. Distinguished guest speakers, experts in their fields, inspire and connect students with real-world applications. Cutting-edge technologies, from virtual reality to advanced lab equipment, enrich the educational experience, mirroring the evolving landscape of science. Complemented by out-of-classroom experiences, such as field trips and industry collaborations, our program ensures students not only grasp scientific concepts but also witness their practical implications. Join us in cultivating a passion for science through innovation, inquiry, and a curriculum designed to prepare students for the challenges and wonders of the future.
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
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Our approach to literature incorporates many diverse voices and perspectives from across Canada and around the world.
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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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Trafalgar Castle School’s approach to teaching Foreign Languages can be described as holistic and inclusive. Our dedicated teachers welcome learners with all backgrounds and experience and guide them through their language development. Our various language classrooms place great emphasis on a communicative approach to teaching, and aim to develop all competencies with intention and genuine curiosity. Our students are challenged to listen, speak, read, and write in a way that not only emphasizes practical skills for real life and broadens their understanding of the foreign language, but broadens their understanding of themself. Our foreign language classrooms are a collaborative space where students are building on one another’s strengths and areas for growth. By learning a foreign language, the students develop a deeper appreciation for diversity and can connect with the global community. And, our hope at Trafalgar, is that their experience here would create a spark for lifelong language learning.
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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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
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At Trafalgar Castle School, the approach to teaching Physical Education is grounded in a holistic and empowering philosophy. The school recognizes the vital role physical activity plays in fostering not only physical well-being but also mental and emotional health among its student body. The PE curriculum is designed to be inclusive, promoting a positive and supportive environment where students can explore a variety of physical activities. The school places a strong emphasis on teamwork, leadership, and the development of lifelong physical literacy skills. This approach not only enhances the students' physical abilities but also nurtures a deeper appreciation for a healthy and active lifestyle.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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We follow a Montessori Educational Philosophy based on the belief that a child learns best within a social environment that supports and nurtures each individual's unique developmental pattern. We follow the child's natural curiosity and desire to learn and provide an environment, materials and experiences to help each child reach their full potential. Children are free to challenge themselves at their own pace allowing them to build confidence and independence. All our classrooms are equipped with Montessori resources and our staff are Montessori trained. the casa program is also supplemented with additional specialist lessons of French, Art, Music and Physical education.
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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.
Our students work at their own pace and level allowing them to excel in many areas of the Ontario Curriculum. We use the Montessori's hands-on, inquiry based methodology for teaching, therefore our students tend to cover
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Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
We empower our students to become well rounded individuals who have the skills and confidence to excel in all areas life. We strive to provide a nurturing environment where children are intellectually motivated, artistically creative and academically challenged. We value confidence and leadership skills and endeavour to develop these skills from a young age by allowing students to collaborate and communicate their ideas as valuable members of their classroom community .
At Trafalgar, we implement a continuum of programming for students from Grade 4 to 12 that addresses the social, emotional, physical, mental health, and spiritual needs of girls. Student health, wellness, and learning supports are enhanced so that every girl can participate fully and productively in learning and life.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Every identified student receives a learning plan. Supports and extension opportunities vary from minimal to moderate. Classroom teachers implement the majority of the accommodations and extension opportunities. Independence and self-advocacy are the primary goals for every identified student.
Information not available
Trafalgar Castle School offers full integration for students with mild to moderate learning challenges. A careful and collaborative approach to admissions ensures that the needs of students can be met. We emphasize the development of each girl's areas of strength and work closely with families to prepare them for post-secondary success.
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
4 - 12
0%
14%
$0
$0
100%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Nursery/Toddler - 6
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 9
No
No
No
No
We are looking for citizens of our world and the leaders of our tomorrow. We are looking for open minded children and parents to join our community where they will learn and discover how to ask the big questions, problem solve at their own peace and learn the importance of peace and harmony through the Montessori method of learning. We also offer a French Immersion programme.
We are looking for students that wants what Trafalgar Castle School is offering including: • A warm and encouraging environment where every girl is known and embraced; • A diverse and international student body and an inclusive community; • An acclaimed academic program where students reach high and achieve their best; • Social, emotional and academic support structures to promote health and wellness; • Learning experiences outside the classroom on excursions, adventures and exchanges; • An exciting array of clubs, sports teams, music ensembles and leadership opportunities; • A school where 100% of graduates are accepted into a university of her choice; and • A network of talented and successful alumnae from around the world.
Please review our school website here for the full details of the registration and deposits according to the age of your child.
https://cmschool.net/application-form/
Trafalgar Castle School operates on a rolling admissions process however spaces fill early. Prospective students are required to submit the following components as part of the application process:
Day students are also encouraged to spend a day with us to experience first-hand the possibilities of a Trafalgar Castle School education.
