670 Eglinton Avenue East, Toronto, Ontario, M4G 2K4, Canada
40 College Hill Road, Rothesay, New Brunswick, E2E 5H1, Canada
1986
1877
110
310
Preschool to 3
6 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional, Reggio Emilia
Liberal Arts, International Baccalaureate
8 to 24
14 to 16
Learning
In-class adaptations
In-class adaptations
$12,500 to $26,400
$25,130 to $27,650
$44,000 to $70,830
No
Yes
0%
28%
None
6 to 12
$0
$15,500
16
44
0%
48%
85%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 3
Yes: grades 6 - 12
No
No
information not available
information not available
CGS was founded in 1986 by Marie Bates, who remains as the principal at the school today. As that suggests, the school has remained very true to the founders’ initial intentions, namely to create a place that provides a strong academic foundation in a caring, open, and supportive environment. While reading, writing, and numeracy are key—just as they should be—so is the development of creativity and social engagement. Bates believes that children learn as much in music class as they do in math class, and she’s right of course. As such, the program promotes links across the curriculum, allowing children to see those connections while also broadening their horizons of interest. The strength of the program is reflected by the reputation that CGS has earned over the thirty-plus years of its life.
View full reportThe school dates to 1877 when the brilliantly named Ezekiel Stone Wiggins founded Thompson's School, a coed day school. It teetered a bit in the early years, with changes in ownership, and direction, though in time ultimately found both its academic and financial footings. A long-standing association with Netherwood, a school for girls founded in 1894, resulted in an amalgamation between the two in 1984. Students are empowered to emerge as a self-confident individuals who have character, courage, creativity and a commitment to community. A daily advisor program ensures that each child receives high levels of emotional and social support from committed faculty and staff. The school remains true to a tradition of academic excellence, and the campus is rich with reminders of its long history. The school has also benefited from robust development, the product of a number of capital campaigns over recent decades. Between the long tradition and extensive recent development, there's frankly a lot here to love. Notably among the school's alumni is John Peters Humphrey, primary author of the Universal Declaration of Human Rights.
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Love the little things
Wendy Arnold List - Parent (Jan 24, 2018)
We had 3 children go through CGS and each loved being able to do things that young children aren't n...
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"the kids feel supported, happy, and special"
Nina Chandarana - Parent (Jan 24, 2018)
My kids love CGS. They appreciate the family like feel of the school and how nurtured they are. Ev...
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Nuturing and encouraging
Irene Chai - Parent (Jan 25, 2018)
My kids enjoy the nurturing and encouraging school atmosphere created by the teachers and staffs at ...
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"There is always an upbeat feel on campus."
Amy MacIsaac - Parent (Oct 22, 2020)
My son appreciated the welcoming community at Rothesay and the chance to make friends from many diff...
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"RNS works hard to create a positive environment for students."
Wanda Flemming - Parent (Oct 22, 2020)
Our daughters have really enjoyed the relationships they have developed with teachers and staff. Mo...
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"My child can not say enough good things about her RNS experience!"
Lisa Ashworth - Parent (Oct 22, 2020)
To say that my daughter's life was transformed by attending Rothesay Netherwood School is not an exa...
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"CGS is the private school of choice in Leaside. A balanced education is the foundation of our program. Academically stimulating, our personalized curriculum is created with a child-centred focus to foster a love of learning. Our phonics program addresses individual learning styles, leading to high levels of early literacy. Highlights: French, music/drama, visual art, character education, mindfulness, and physical education. CGS keeps the heart in education, and takes pride in our small school advantage."
"Founded in 1877, Rothesay Netherwood School (RNS) is a progressive, co-ed, boarding and day school for Grades 6 to 12. We offer rigorous academics in a beautiful, safe community that is supported by low student-teacher ratios and a world-class IB curriculum. Our mission is to provide a nurturing environment where students are empowered to embrace their individuality while pursuing the greater good. Our graduates are compassionate leaders determined to make a difference in the world."
"The trademark of a CGS student is their strong academic foundation, balanced by their joyful discovery and curious exploration of a love for learning through specialty classes like language, visual art, music/drama, mindfulness, and physical education. Our highly acclaimed Language Arts Program, (reading and phonics) and Touch Math begin with our preschool students, and uniquely ensure each child is ready for a smooth and successful transition into our, or any, competitive school-age curriculum"
"RNS has a daily Advisor Program that is truly unique. It ensures that each student receives the highest possible level of emotional and social support from our tremendously committed faculty and staff. Our well-rounded student support services provide our students with encouraging words when they need them. And our University Placement office works one-on-one with students as they make their post-secondary education decisions, helping them navigate the application and scholarship process."
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"Our Early Start/Preschool, (2.5-4 yrs of age), builds the foundation for success by preparing our youngest student for their educational journey. Unlike daycare, this high-quality and balanced introduction to academics yields sustained benefits for our youngest learners as we focus on supporting the development of the whole child; addressing cognitive, social, emotional and physical learning. CGS creates a love for learning while setting the necessary expectations for a 21st century learner."
"RNS is a small school with a big reputation worldwide. We are recognized across Canada and around the world for our 100% commitment to educating, celebrating and supporting each and every student. Our position at the forefront of education is because of our inspired and inspiring faculty and staff. Our highly-qualified, committed teachers know every student, and every family, by name. They work tirelessly toward our students' education and enrichment."
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"Our small school advantage, and the welcoming sense of community each time you enter our building. At CGS, we are known for our academic focus, yet the balance of arts, character building, extracurriculars, and physical education are something that families find astounding about our curriculum. Our days are carefully balanced with a thoughtful focus on reading, math, and language plus mindfulness, social-emotional learning, and a collaborative environment to develop positive relationships."
"The RNS community is a family. If students arrive on the Hill feeling a little apprehensive, their nervousness is fleeting thanks to the friendliness, encouragement, and welcoming nature of not only our faculty and staff, but of the other RNS students and families. All of our students are immediately embraced; they are supported, assured, and cheered on throughout their journey (and beyond!) at RNS."
"Our educators are committed to our school; some with 15+ years at CGS! We know the value in a consistent and experienced team of familiar-faced educators/support staff who deliver current and contemporary educational approaches in their classrooms. Our seasoned team of educators offers after-school tutoring, and exposure to a variety of after-school clubs to support students' special interests, such as robotics, dance, games, language and leadership opportunity."
"Our day mirrors a typical adult working day: We start at 8:15am and end most days at 5pm. We have a rich academic program, followed by participation in competitive or non-competitive physical activities like field hockey, soccer, tennis, yoga, track and field, rugby, martial arts, or rowing, to name a few. We also have a passion for promoting the arts. Students can join bands, develop their visual arts skills, act in plays or a musical, or take on costume or set design."
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Thank you for your interest in our school. CGS has been a home away from home for so many children, and their families, since it was founded in 1986. We pride ourselves on getting to know each child, to the fullest extent possible, while they are with us. Our young students, from Preschool to Grade 3 are protected, cherished, motivated and inspired during the first, and all important, years of their formal education. When you truly know your students it is easy to do what is best for them.
We are committed to our small class sizes and balanced curriculum. We believe that children can learn as much in Music class as they can in Math class. Along with our strong core curriculum, students are given the opportunity to immerse themselves in the arts and physical activity. Our goal is to provide an education that is rich and diverse by placing importance on all aspects of a wide and varied curriculum.
As founding Principal, I have been honoured to work with, and support, a staff that is known for their dedication and commitment to the CGS philosophy. Each and every student is celebrated for who they are. Our teachers deliver an exceptional program while keeping the heart in education. Please visit our website and see what makes CGS the special place it is.
Almost a century and a half ago, Rothesay Netherwood School (RNS) was established as a place where students would receive an education of excellence that would meet their individual interests, abilities, passions, and needs. I am proud to say that this tradition continues today.
RNS is a small school with a big reputation worldwide. We are an independent, co-educational boarding and day school for students in Grades 6 to12 that is situated on the tree-lined banks of the majestic Kennebecasis River in the charming town of Rothesay, New Brunswick. We offer a rigorous academic program and extraordinary life experiences to a diverse student body that hails from both Canada and around the world.
We are a school that is distinctive in so many ways. We provide a safe and nurturing learning environment that presents students with unparalleled opportunities to make an impact on our extraordinary 125-acre campus as well as in the nearby community. Our vibrant and fully integrated academic, residential, and co-curricular experience is sustained by a diverse and exceptional faculty and staff that is 100% committed to celebrating, supporting, and challenging every one of our students so they can be their best.
Please feel free to reach out to us should you require other information before you choose where your child will be pursuing their path. I look forward to the possibility of your family being an active part of our community.
Liberal Arts
International Baccalaureate
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.
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.
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).
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Our curriculum is a traditional academic approach with balance. We set high academic expectations for our students while integrating a love for learning through reading, writing, math, science, French, physical education, visual arts, performing arts, character education and mindfulness. We honour the value of discovery through problem-solving, critical thinking, and basic curiosity to foster the student's foundation for higher academic success.
The academic program at Rothesay Netherwood School is diverse and challenging; it is designed to meet the changing needs of students as they develop intellectually, socially, and emotionally. Students have the opportunity to live and study in an environment where intellectual curiosity and academic achievement are highly valued. This rich learning environment is created through the combined efforts of the school's faculty, students, parents, alumni, the board of directors and governors. Small class size, highly qualified and caring teachers, extra help, compulsory study, and frequent reporting facilitate the students' learning The academic program of RNS is designed for students to experience courses in both the humanities and the sciences. In addition to the obvious academic rigor provided through the International Baccalaureate's Diploma Program, there is also ample opportunity to develop the whole student. These opportunities exist in the arts, athletics, and the various other extracurricular experiences such as local service projects, Duke of Edinburgh awards, student exchanges, and Round Square International Service programs..
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.
Methods for teaching math vary widely from school to school and it is a subject of great debate in the educational community. ‘New’ Math (the current multi-strategy, collaborative, language based approach to math) can be confusing for parents, as most of us learned math largely by rote. At CGS, children get the best of both worlds - they get the support they need to create and share the math strategies that work best for them as well as concurrent instruction in basic fact mastery - learning their doubles facts, multiplication tables etc. Our teachers have many creative ways of ensuring that students gain solid number sense as well as the conceptual skills required to become confident, young mathematicians.
Mathematics at Rothesay Netherwood School is an ever evolving program that is student-centred with a focus on collaboration and critical thinking. We aim to challenge our students by encouraging them to seek a deep understanding of the curriculum through inquiry in order that they may make connections to the world around them. Our students are introduced to mathematical concepts in diverse ways through teacher-led instruction, online platforms, or in an array of projects, that continue to promote creativity and collaboration. We aim to develop a foundation of content with a more student centred approach that focuses on being an independent learner. It is less teacher led instruction and more student orientated learning which allows for individual pacing and fosters growth in the classroom. This provides our students a healthy mix of traditional math as well as a discovery based approach to promote critical thinking.
Preschool: Touch Math. JK/SK: 'Think. Pair. Share.' approach with appropriate lessons from various sources. Grades 1-3: Nelson Mathematics, Math Makes Sense and Teaching Student Centred Mathematics by John Van de Walle
The textbooks used at Rothesay Netherwood School for mathematical instruction are “ Mathematics for the international student” by Haese and Harris publications. The middle school books follow the MYP IB program and the senior school books follow the IB curriculum.
Our calculator policy at Rothesay Netherwood School is a scientific calculator in the middle school while a graphing calculator is required once students enter senior school. The required graphing calculator is a (Texas Instruments) TI-84.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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Our phonics program, Remediation Plus, (R+) was brought to Children’s Garden School by our Principal, Marie Bates, after discovering its extreme effectiveness for her own child. The program breaks phonetic skills into logical, step-by-step, highly organized units. Watching our students independently sound out words, finger spell, and check for vowels is a wonderful sight! They see something on the page and they go to work to figure out what is happening. R+ gives them the tools they need. Teachers combine R+ with integrated language arts activities (storytelling, games and art). Our young students experience high levels of success and become confident young readers.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Developmental Reading Assessment (DRA). SK-Grade 3 students are assessed once per term. Additional assessments are added if required.
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Preschool children come to us with varying degrees of fine motor skill. Writing exercises are designed with each particular student in mind. For JK and SK students, printing exercises are built into the Remediation Plus program and students spend a lot of time practising their skills each day across their Language Arts curriculum. Grade 1-3 students use Handwriting Without Tears. Cursive is introduced at the end of Grade 2 for those students that are ready and all students begin cursive writing in Grade 3.
Students explore writing in multiple formats with a significant emphasis on revision and feedback. The process of writing is a balance of formal and creative avenues which allows students to harness their imagination, and also the more structured approach to exploring their ideas. Students produce work that is internally published and this ranges from short stories to magazine style publications. It is especially linked to their explorations in Social Studies where students learn about the research and writing process.
Equal Balance
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science is such a lively part of the curriculum at CGS. The children love hands-on experiments, indoors and outdoors. The Science Fair is always an important highlight of the school year and will return once COVID-19 protocols allow.
The science program is heavily focused on Inquiry based learning in the Middle School and becomes a more Equally Balanced program in the senior years. We strive to develop students who think critically, work collaboratively to solve problems and become curious learners that are capable of asking challenging questions. Students gain hands-on experience through experimental design, data collection, creating models and participating in larger group projects within the school and global community. The curriculum for grades 6 through 10 is comprehensive and prepares students to move into the IB program in grade 11. We feel it is important to provide a diverse education that gives students the foundation to have success in all academic pursuits. As such, we focus on the development of universal skills that allow our students to conduct research, analyze data and graphs and become organized and logical problem solvers.
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
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.
Information not available
We do maintain, to some extent, a traditional approach to literature as we work to decode the mechanics of the text while also understanding its historical context. Ideas are often formed and expressed through formal class discussions and critical essays. At the same time, we foster an awareness for the individual experience of literature as an expression of self. Both classic and contemporary literature form the foundation of larger societal explorations, as students work to understand their complicated relationship to larger societal forces. Learning is often creatively expressed and cultivated through a reflective practice, as well as cooperative and project based initiatives.
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
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 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.
At CGS, Social Studies are explored using all three of the above methods.
This program is module based where students explore three themes over the course of the academic year. These themes are designed to collaborate with their English program to permit cross-curricular enrichment. Over the past few years, the students have explored agriculture (past, present and future), human migration and the collision of cultures (local First Nations and European history). Students focus on immersing themselves in the theme through field trips, guest speakers, writing and research. Each module is centered around a large project which can range from the creation of a professional magazine publication to planning and hosting a museum night for the school and wider community.
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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The mission of the Social Sciences at Rothesay Netherwood School is to advance knowledge, promote inquiry and to cultivate independent and creative thinking in our students. Our program represents a balance of periennalism and pragmatism. It is our goal that students will engage with the past and their world not only to uncover the catalyst, course, and consequence of dynamics resulting in change but also how such an investigation can impact their current lives. The humanities give critical insight into aspects of thought, values, and achievement in all times and places. Such a holistic and balanced view is critical to citizens of the 21st century. A primary focus is on the acquisition, refinement, and expression of a broad scope of literacy skills leading to an individual capable of creative, rational, and compassionate thought.
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
French is taught with a 'living language' approach. Oral facility is encouraged through storytelling, singing, games and relevant vocabulary. Written work comes later in Grade 2 and beyond. 100% Immersion Extended French is offered once a week after school for students JK-Grade 4 when COVID-19 protocols allow.
The Rothesay Netherwood School Modern Language Department offers students the opportunity to begin, improve upon, or master a second language by building upon their current level of knowledge, and challenging them to attain the goal of fluency. Our curriculum is student-centered, and intended to foster intellectual curiosity, critical thinking, independent enquiry and a love of languages and the cultures of the countries from whence they come. Students are challenged to achieve their highest personal standards in terms of communication and personal expression in a second language.
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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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.
Information not available
The fine arts program is designed to foster the development of creativity and individual student growth through the integration of history and theory with musical, theatrical and visual arts production. Students are met with a variety of opportunities to challenge their own learning through traditional, student-guided, individual and collaborative tasks. Students are encouraged to be risk-takers, develop their natural curiosity as inquirers and an appreciation for elements of their own culture as well as an openness to the values, perspectives and traditions of others. In addition to classroom based learning, productions, performances and exhibitions play a vital role in our program and help our students to develop both confidence and a passion for the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Information technology is integrated into the learning process throughout the curriculum. As a one-to-one laptop computer environment, students and teacher alike use their computers as integral tools in their daily work.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
We strive to bring as much fun and variety to our Physical Education program as possible. From organized sports to team building games and outdoor education field trips, students have frequent opportunities to build skills and practise good sportsmanship. We regularly access community resources for skating, skiing, swimming and gymnastics and these activities will return once COVID-19 protocols allow.
Physical Health & Education is a program of instruction and activity that develops skills and attitudes towards a healthy active lifestyle. This enables each student to enter an interscholastic program with more confidence in his/her self and abilities. The program objectives are to develop skills, self‐discipline, improved judgment, improved self‐confidence, peer relationships, more active lifestyles, an appreciation of physical activities that are part of our culture, improved physical fitness (stamina, strength and flexibility) and health promotion (weight regulation, stress reduction, reduced risk of heart disease). Physical Education is required for Grades 6 - 9, and is offered as an elective in Grade 10.
Not applicable
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.
Not applicable
At CGS we believe preschool isn’t too early to set children on a purposeful path to learning. Learning is play-based and nurturing, (which is essential for our youngest students), but it is also structured to include a full phonics, printing and math program. This gentle, early academic start, brings joy and confidence to our students and gives them a true sense of readiness for JK. Our curriculum approach in Kindergarten remains well-balanced with a strong focus on acquiring independent reading skills. Our highly effective phonics program, Remediation Plus, provides the foundation of instruction.
Information not available
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Information not available
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.
The academic culture at CGS is unequivocally supportive. Our students are very young children and, first and foremost, they require a nurturing, warm, encouraging environment for learning. Genuine academic achievement comes when children are in a challenging but flexible environment that acknowledges their learning style and pace. It is important to note that our supportive environment is never meant to hinder independence. Children are always encouraged to solve problems on their own, whenever possible.
The academic program at RNS is challenging and comprehensive, yet flexible enough to accommodate all of our students. Providing the necessary support for students to succeed is the hallmark of an RNS education. Effort is highly valued as the evaluation of one's academic performance is tied directly to their level of effort. As students progress through our program, they gain the skills, confidence, and independence necessary to be successful in their future endeavors.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Being a responsible, competent, and caring human can be challenging. Learning to make good choices from moment to moment is a huge part of growing up. Our students are very young and giving them the support and structure they need to realize their best selves is one of our most important jobs as educators. We encourage our students to be kind to themselves and others, to take responsibility for their actions, to take risks and to consider the world around them.
The RNS student values working together, being a part of each other's lives, and looking out for the greater good of the community. Our philosophy encourages students to put forth their best effort. We provide students with a compassionate and comfortable learning environment, allowing them to be courageous and take risks. Our community breathes the values of dignity and respect for all. Our graduates are literate, numerate, technologically savvy, independent and critical thinkers.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We are open to all types of learners at CGS. If we can meet a child's needs, and they can manage the program, we will work to create an environment for that child to be successful at school.
Information not available
If a child develops difficulties while at CGS, staff will meet with the family to create a plan that best supports the child to be successful at CGS. We work with many kinds of learners.
Information not available
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RecreationalRec. |
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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
6 - 12
0%
28%
$0
$15,500
85%
85%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 3
Yes: grades 6 - 12
No
No
No
No
No
No
No
No
No
No
Our main criteria for acceptance, given that our students are still so young, is that they are able to manage our very busy program. Curriculum is personalized so different development stages and learning strengths can be accommodated.
Students attending Rothesay Netherwood School are expected to: strive for individual excellence: academically, artistically, athletically, socially, and spiritually; demonstrate respect for their surroundings and environment; know and maintain the standards of the school; treat everyone with respect and dignity; develop an enduring sense of responsible citizenship; and leave RNS a better school and continue to be active in school affairs.
Completed application and fee of $100.