1484 Cornwall Road, Oakville, Ontario, L6J 7W5, Canada
337 Trafalgar Road, Oakville, Ontario, L6J 3H3, Canada
Indirect Support:
1484 Cornwall Road, Oakville, Ontario, L6J 7W5, Canada
337 Trafalgar Road, Oakville, Ontario, L6J 3H3, Canada
1970
1978
120
250
7 to 12
JK to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
8 to 10
15 to 18
Learning, Developmental, Behavioral
$24,515 to $36,608
Yes
Yes
10%
0%
7 to 12
None
$5,000
$10,000
20
28
0%
0%
40%
0%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes
No
No
“[Chisholm Academy] provides an individualized, structured education in a highly supportive environment designed to rebuild students’ confidence and nurture their abilities.”
“The wide variety of inclusive extracurricular activities are part of the school’s broad efforts to cultivate emotional resilience and self-esteem in students—and to show kids who have previously had a negative school experiences that school can be joyful.”
“It was obvious to us that Chisholm parents can rely on the school to go the extra mile for them and their children.”
Read The Our Kids Review of Chisholm Academy
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Chisholm was created to address the needs of the kinds of learners who are prone to falling through the cracks of a traditional education. Special needs is the term we might use, though the definition used at Chisholm admits a broader understanding than we typically grant, including students from across the entire academic spectrum. What they share is a need for a more structured academic experience. The school is headed by Dr. Howard Bernstein and Dr. Shirley Bryntwick, both clinical psychologists. The ideal student is one who requires more than they are able to get from a traditional academic setting, and who benefits from a very structured, personal, planned approach to their education. A robust interface between parents and the school is encouraged, and close communication is ongoing throughout the academic year.
View full report“MacLachlan prides itself on being at the cutting edge of innovation in teaching and learning theory,” says Michael Piening, head of school. “This generation of learner, and the world they are growing up in, is very engaged, social and interactive. We looked internally at how we could best respond and adapt to enhance student exploration, creativity and knowledge.” That’s quite a mouthful, to be sure, but it’s a good one nevertheless. Schools are challenged to adapt their programs to the needs of students, and there are a lot of red herrings out there, such as an over-emphasis on digital literacy, for example. To be a 21st century learner can mean many things, though at McLachlan it means engagement with ideas, peers, and community. The annual Word Fest is a great example of that, in that case using the language arts program as a starting point for an engagement with issues and topics that require students to think creatively, empathize, and communicate their ideas. Earlier this year the grade one classes took part in a workshop with the Hamilton Children’s museum, roll-playing a shipwreck, stuck on coral in the midst of a storm. That, and indeed many programs at MacLachlan, can rightly turn heads. They provide telling examples of how the school expresses its dedication to engagement, exploration, and social interactivity, all of it as charming as it is impressive. The ideal student is one who can thrive in a diverse, active, and challenging academic environment.
View full reportinformation not available
"Each teacher stands out for their expertise in the subject they teach."
Tatiana Memos - Parent (May 27, 2021)
Our son started attending MacLachlan in grade 7 and is currently in grade 10. The choice was between...
View full review
"Our students have learning disabilities, ADHD, and anxiety but they're also regular kids who have struggled in school and who deserve to learn in an environment where they feel understood, respected, and heard. Chisholm Academy assists students reach their potential and gain confidence through a structured and supportive teaching style. The multi-disciplinary staff includes special education trained Ontario certified teachers, teaching assistants, child and youth workers, and a consulting psychology practice."
"MacLachlan College’s Lower School Campus in Oakville is tailored for Junior Kindergarten to Grade 6. Our co-ed IB Primary Years Programme fosters a vibrant learning adventure with an emphasis on international-mindedness. The IB Primary Years Programme (PYP) is an internationally recognized and rigorous curriculum for Kindergarten to Grade 6 students. It empowers students to become lifelong learners, responsible individuals, and critical thinkers with a global perspective. Our specially trained IB teachers continuously update their knowledge and foster a culture of inquiry in the classroom, promoting higher-order thinking skills and a lasting curiosity about the world. Vibrant classrooms cultivate a love for learning, laying the foundation for academic success. Small class sizes ensure personalized attention, promoting a profound sense of belonging. Students embrace learning, developing confidence, and finding their voice in a supportive, safe, and nurturing environment."
"Chisholm Academy (1971) is the first specialized school in Ontario for students with learning or personal concerns. We created a "typical" school for those who require individual educational plans, taught in small groups. While we do not accept students with behavioural issues, we are plaesed to accept studenst with LD, ADHD, anxiety or depression. 100% of our students attend post secondary institutions. Our relationships with our students and parents is always supportive and long-lasting."
"MacLachlan's academic program offers a transitional approach of two globally recognized programs beginning with the International Baccaulaureate Primary Years Programme (IB PYP) for students in Pre-Kindergarten to Gr.6 and Gr. 7 to Gr. 12 academic program offering Advanced Placement preparation/enrichment. The overarching goal from Pre-K to Gr. 12 is to develop essential real-world skills, support academic excellence, foster a growth mindset, and cultivate transdisciplinary abilities."
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"The Executive Director is a doctoral psychologist with expertise in clinical & educational psychology. Our principal & vice-principals hold specialist degrees & teaching staff are required to complete special education training. We employ counsellors, child & youth workers, recreation leadership staff and specialists in art & drama. There is very little staff turn over, which attests to the atmosphere. At Chisholm, comfort, personal growth & development, are as important as curriculum."
"Families choose MAC because of our highly respected academic programs and co-educational learning environment. What families quickly appreciate is MacLachlan’s high level of communication between home and school and how our smaller school size allows for their child(ren) to immerse themselves in their learning. Smaller classes afford teachers the opportunity to foster and influence tremendous growth in our students, and we feel privileged to guide them through their learning journey."
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"No one is bullied at Chisholm. Some of our kids had difficulty in previous schools. We facilitate personal relationships & activities to ensure all students are accepted. Our staff is committed to extra-curricular activities & we required that every student participates in at least 2 acticities. As students make friends & become increasingly confident, learning becomes easier. Our guidance department ensures post-secondary choices are appropriate & we consult with each student's new school."
"MacLachlan is an incredibly tight-knit community. It quickly becomes obvious to prospective families that staff have an impressive connection to students, knowing virtually all them by name. Our leadership team is highly engaged with the everyday routines within the school community and are immersed throughout the school year. This level of engagement lends itself to MacLachlan’s commitment to facilitate programs that have a whole child development approach with a focus on student wellness."
"The "normalized" environment we create, allows us to function as a traditional school yet employ all the aspects of individual educational plans. New students are immediately accepted and feel part of our family within days of starting at Chisholm. Our kids are are regular students who need that extra support in order to go on to college or university & lead successful independent lives. Moms & Dads quickly understand that their input is encouraged and appreciated."
"MacLachlan is committed to creating successful and innovative approaches to learning by promoting and developing skills that transcend the classroom environment. MacLachlan is a small but mighty school. Our students score top achievements in cross-collegial local, national and international competitions in the areas of math, debate and public speaking. These opportunities provide enriching experiences for students outside the classroom where they can further explore their passions."
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It is incredibly satisfying to know that we created Chisholm Academy with the help of thousands of parents, students and staff. I believe that we are the premier private school, for students who need support based on their learning or emotional needs. Success has been demonstarted in the amount of time that our staff stays with our school, the acceptance rate into college and university and our students success in the work force and with their family. You can only imagine the joy we all feel when students visit Chisholm Acaedemy, to "show off" their success and their families with young children. Parents "lend us" the children with the hope and excectation that we will nurture them and teach them the lessons they require academically and to ensure they are the fine citizens that we want our chidren to become. It continues to ne an honour to lead Chisholm Academy with the help of so many supporters. Best wishes, Dr. B.
MacLachlan College lives its mission statement by cultivating intellectual curiosity in its students and inspiring them to be active contributors to our ever changing world. Our small class sizes, averaging 15 in the lower school and 18 in upper school, ensure that every student is known on a personal level. This is a key feature of our school. MacLachlan College is committed to providing a superior, world class education.
Accredited as an IB World School, MacLachlan offers the International Baccalaureate Primary Years Programme, making us the only private school in Oakville with this prestigious designation. The IB PYP programme is an internationally recognized curriculum designed for students from pre-school to grade 6. The IB is one of the world’s most highly esteemed education programs. In an increasingly globalized world, the IB challenges students to think critically, research deeply and develop internationally minded perspectives on a broad range of issues. Students become lifelong learners and conscientious critical thinkers.
In grades 7 to 12 we offer a rigourous academic program with an option to work toward Advanced Placement courses of study. We believe in the traditional approach to education. However, true to our motto "Where tradition and vision meet", our methodology and approach to the use of communication technology is progressive. Our teachers and students engage in dynamic and interactive educational opportunities. Our approach leads to inquiry based learning and the development of higher order critical thinking skills. At MacLachlan College we believe in the personal touch. We take the time to listen. I would like to hear about your child and I invite you to call for a visit.
Progressive
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Chisholm Academy, as the IEP school, writes individual education plans for every student. Academy staff always follows the Ontario Ministry of Education curriculum but are able to accommodate students as according to their individual plans. This approach allows all students to move towards reaching a level playing field with those students not experiencing learning difficulties. Extra support is always available in a kind and supportive manner. We attempt to provide many alternatives to mastering the Ontario curriculum. In addition, with help to minimize multiple test and assignments at the same time. Students are allowed to repeats assignmenst and tests for issues related to their IEP.
MacLachlan College is a dynamic and inclusive community where teachers guide and facilitate learning by creating real world connections and a growth mindset is nurtured in every student. The rigorous academic program is supported by our active and collaborative learning environment, resulting in successful and resilient students who are well prepared for future success in today’s ever-changing world. MacLachlan’s ongoing commitment to innovative and challenging educational experiences allows for the rapid integration of new technologies and emerging active learning resources to enhance student exploration, creativity, and knowledge. By combining traditional methods of instruction with a living systems approach, classrooms have been transformed into creative hubs where students fully participate and engage not only in their coursework but with their peers, deepening their intellectual inquiry and critical thinking abilities. These adaptive and dynamic learning environments enable students and teachers to collaborate, innovate and connect existing knowledge to new thinking.
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Our teachers use best practices based on individual student need.
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.
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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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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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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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
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Technology is seamlessly integrated throughout our curriculum.
Web design
Robotics
Computer science
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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.
Our educational philosophy of international mindedness is cultivated and supported through the International Baccalaureate Primary Years Programme. MacLachlan is proud to be the only school in Oakville designated with the prestigious IB PYP designation. Small class sizes provide personalized attention where students develop a sense of belonging and purpose through strong bonds with their teachers and fellow classmates. It is of paramount importance that we provide an atmosphere where students do not just learn, but are eager and engaged. Our students embrace learning, develop a spirit of confidence and find their own voice in a supportive, safe and nurturing environment.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
All students learn differently so it is our goal to taech differently. Our teachers thoroughly know the IEP of each student and pace them accordingly to their needs.
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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”.
Without question, Chisholm Academy is one of the most supportive environments for students with learning weaknesses or emotional concerns. We expect all students to do their best but we minimize cempetition. Awards are given for academic performance but also for determination, working with others, sports, drama, art etc. When kids feel good, they learn better!
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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.
Not applicable
Not applicable
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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
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Chisholm Academy is known as, and is proud to call itself, the IEP School. Individual Education Plans are written for every single student who attends our school. The Academy is equipped with Smart Boards in all classrooms, assisstive technology, laptops for all students, and teachers with special education training.
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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
10%
0%
$5,000
$10,000
40%
0%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes
No
No
No
No
No
Yes
No
No
No
No
Applications are welcome throughout the year, however, beginning the process early increases the likelihood of securing a space for your child. MacLachlan accepts applications from Pre-Kindergarten to Grade 12. Please note, admission procedures are more informal for children at the PK to SK levels. Rolling admission is available for Pre-Kindergarten to Grade 8.
