7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3018 Arbutus St, Vancouver, British Columbia, V6J 3Z2, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3018 Arbutus St, Vancouver, British Columbia, V6J 3Z2, Canada
5,430.9 km
7,662.8 km
1944
2010
125
10
5 to 12
Preschool to 7
Coed
Coed
Day
Day
English
English, French, Spanish, Mandarin
Science and technology
Academic
Traditional
Progressive
12 to 18
Varies
In-class adaptations
$13,000 to $16,000
$18,000
No
No
0%
0%
None
None
$0
$0
16
1
0%
0%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - SK
No
No
No
No
information not available
information not available
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
View full reportAsland Learning Academy is a nurturing, innovative school serving preschool and school-age children, guided by the philosophy “From Knowledge to Virtue.” Its approach blends strong academics—STEM, phonics, Singapore Math, public speaking—with hands-on exploration and character development. Small class sizes, personalized instruction, and social-emotional learning foster curiosity, empathy, and resilience. Rooted in values-based education, Asland emphasizes creativity, critical thinking, and real-world problem-solving over rote learning or competition. Families are drawn to its warm, home-like environment and balanced curriculum, which prepares children not just for school but for life by cultivating confident, compassionate learners with kind hearts and curious minds.
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"CPI is an English-language, private, non-sectarian, coeducational school, founded in 1944. There is no language restriction regarding registration. There are more than 25 international languages within our school family. The school welcomes students from foreign countries. Our small classes, and the personal attention we offer, are well suited to the needs of our international students. "Bringing Students Together From Around The World". CPI provides a strong academic program. Homestay available."
"Asland Learning Academy is a nurturing, innovative school serving preschool and school-age children. Guided by our philosophy—From Knowledges to Virtue—we blend strong academics with character-building experiences. Through hands-on learning, STEM, phonics, critical thinking, and more, we help children grow into confident, curious, and compassionate individuals prepared for both school and life."
"We are a family oriented School. Small classes, individual attention."
"What sets Asland Learning Academy apart is our strong commitment to fostering both intellectual growth and kindness. Guided by our philosophy—From Knowledges to Virtue—we integrate academic excellence with character development in every aspect of learning.
Our custom-built curriculum includes subjects such as STEM, phonics, Singapore Math, public speaking, and critical thinking, all delivered through engaging, hands-on experiences that make learning enjoyable. We emphasize real-world problem-solving and creativity, helping children grasp not only facts but also the purpose behind them.
We provide a nurturing, personalized environment where teachers genuinely know and support each child. Social-emotional learning is incorporated into daily routines, assisting students in becoming empathetic, confident, and resilient.
At Asland, children are not just preparing for the next grade—they are growing into compassionate, capable learners ready to thrive in life."
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"At Asland Learning Academy, we intentionally prioritize personalized, character-driven learning over rigid standardization. This means we invest more in hands-on exploration, creativity, and emotional growth, rather than focusing heavily on rote academics or constant test prep.
We’ve also chosen connection over competition—nurturing collaboration, empathy, and community in place of high-pressure academic ranking. Our classrooms may look less traditional, but they are rich in purposeful play, problem-solving, and meaningful dialogue.
Technology supports our curriculum but doesn’t dominate it; we value real-world interaction and relationship-building more than screen time. These tradeoffs reflect our core belief: children learn best when they feel safe, curious, and valued.
By letting go of one-size-fits-all systems, we empower students to grow into capable, compassionate individuals prepared for both school and life."
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"Asland Learning Academy began with a simple vision: to create a nurturing, academically rich environment where every child could thrive. We developed a custom-made preparatory curriculum to bridge early education with success across various school systems. A key milestone was expanding into after-school tutoring and pick-up services, supporting families beyond preschool hours. In recent years, we’ve launched future-ready programs like STEM, public speaking, and 3D printing—showing our commitment to innovation. Even after setbacks from a facility fire, our resilience and community spirit have driven us forward. Each step reaffirms our mission to provide quality, child-centered education that evolves with family needs—guided by our belief: From Knowledges to Virtue."
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"Students who thrive at Asland are curious, kind, and eager to explore. They flourish in environments that celebrate creativity, hands-on learning, and emotional growth alongside academics. Our approach is especially well-suited for children who benefit from small class sizes, nurturing guidance, and room to discover at their own pace.
Families who connect deeply with Asland value whole-child development. They care not only about academic achievement, but also about raising children who are confident, empathetic, and thoughtful. They appreciate a personalized, community-based school environment and are willing to partner with teachers in their child’s growth journey.
Asland is a place for families who believe learning should be joyful, relationships should be meaningful, and every child deserves to be truly known."
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"Asland Learning Academy may not be the right fit for families seeking a highly traditional, test-focused academic environment with rigid discipline and standardized outcomes. Our student-centred approach prioritizes creativity, emotional intelligence, and hands-on exploration over rote memorization or frequent testing.
Families expecting strict uniformity or accelerated academic pressure may feel out of sync with our emphasis on developmental readiness and whole-child learning.
Likewise, parents looking for a high-tech or screen-heavy learning model might not align with our commitment to real-world play, human connection, and meaningful relationships.
We serve families who value patience, collaboration, and long-term growth, rather than immediate performance metrics. If a family prioritizes competition over compassion, or prefers fast academic pacing over deep understanding, they may not fully appreciate what we offer."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Asland Learning Academy because they feel seen, heard, and valued from the very first interaction. They often tell us they’re drawn to our warm, home-like environment, our deep commitment to nurturing both character and intellect, and the way we honour each child’s unique pace and personality.
Unlike larger, more impersonal schools, we offer small class sizes, strong teacher-family relationships, and personalized attention that allows children to thrive emotionally and academically. Parents also appreciate our balanced approach—blending academics, play, creativity, and social-emotional growth.
In a world of fast-paced academics, families turn to Asland for a school that educates the heart as much as the mind—and that’s what keeps them here."
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"Asland Learning Academy is widely known for being a warm, nurturing, and values-driven school where children feel safe, happy, and inspired to learn. In the public eye, we are often described as a “home away from home”—a place where students are treated with care, respect, and individual attention.
Families in our community associate us with strong character development, whole-child education, and joyful learning experiences. We are also recognized for our creativity-infused curriculum, hands-on learning, and our commitment to helping children grow not just in academics, but as kind, confident human beings.
People often say that Asland “feels different”—more personal, more thoughtful, and more connected to each child’s emotional and developmental needs. That heart-centred approach is what we are best known for."
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"One often underappreciated aspect of Asland Learning Academy is the depth of our social-emotional learning (SEL) program. While families appreciate our academic and creative offerings, they sometimes underestimate the importance of emotional intelligence and resilience in everything we do.
Our intentional focus on teaching kindness, empathy, self-regulation, and effective communication creates a foundation that supports not only academic success but lifelong well-being. This commitment enables students to navigate challenges with confidence, foster meaningful relationships, and cultivate a strong sense of self.
Many families only fully recognize the impact of this SEL focus after seeing how their children grow into compassionate, confident individuals—well prepared for both school and life beyond."
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"Families are often surprised by just how much their children thrive emotionally, socially, and academically. While they may expect strong academics or fun activities, they don’t always anticipate the deep sense of belonging and emotional growth their child will experience.
Many parents tell us they’re amazed at how quickly their children build confidence, communicate their feelings, and develop genuine friendships. They’re also pleasantly surprised by how reflective and caring our students become—learning to express gratitude, show empathy, and resolve conflicts peacefully.
Win a peaceful manneray first see as a cozy, nurturing school reveals itself to be a place of profound character development, where children grow not only smarter—but kinder, stronger, and more self-aware than they imagined."
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"At Asland Learning Academy, we've made several meaningful improvements aligned with our commitment to whole-child development. Recently, we introduced a project-based STEM program to encourage hands-on exploration and critical thinking from an early age. We've also expanded our phonics and early literacy program, helping children build strong foundations in reading and writing through interactive activities.
In response to parent feedback and our focus on emotional well-being, we've incorporated a mindfulness and self-regulation routine into the daily schedule. Additionally, we've hosted parent workshops and professional development sessions for our educators to ensure consistency in home-school collaboration and high teaching standards.
These updates reflect our mission to foster not just academic excellence, but compassionate, curious, and confident learners."
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"Over the next five years, Asland Learning Academy will expand our academic and enrichment offerings. We aim to launch a dedicated innovation lab for hands-on STEM learning, including robotics, coding, and 3D printing. To support multilingual learners, we plan to introduce a bilingual early learning stream. We will also enhance SSAT English and Kangaroo Math preparation, supporting students in competitive academic pathways.
Our commitment to whole-child education encompasses strengthening social-emotional learning, enhancing teacher training in inclusive and trauma-informed practices, and exploring the potential for a second campus to meet demand while preserving small class sizes. These steps ensure that we continue to nurture compassionate, curious, and capable learners, ready for both academic challenges and life beyond the classroom."
Ms Mora joined the Management team in 1979 in the field of Accounting. Her vision for an International profile of the School in "La Belle Province", led her to Hong Kong, Japan & China while on the board of the Canada Hong Kong business Association. In this regard she has been eminently successful. Her marketing efforts in the Middle East and South America brought a truly diverse Student body. With over 25 languages within a Student body of 120, it is truly a unique environment. Having obtained her education under the British system with Irish based educators, Ms.Mora beleives that discipline is important, thus a code of conduct is in place.
Dear Asland Families,
At Asland Academy, our mission is clear — From Knowledge to Virtue. We believe education is more than the pursuit of facts; it is the journey of shaping character, values, and purpose. Every lesson, activity, and conversation in our classrooms is designed not only to develop sharp minds but also kind hearts.
Through our rich programs in STEM, literacy, arts, and life skills, we encourage students to think critically, create boldly, and act compassionately. We celebrate curiosity while guiding our learners to apply what they know in ways that uplift themselves and others.
It is our privilege to work alongside families in nurturing children who are not just prepared for academic success but also ready to contribute positively to the world. Together, we are building a community where knowledge leads to wisdom, and wisdom blossoms into virtue.
With warm regards,
Natalie Qiu
Progressive
Information not available
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.
Not applicable
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
At Asland Learning Academy, our French curriculum is thoughtfully integrated into our early learning and preparatory programs to foster bilingual development from a young age. We follow a play-based, immersive approach that introduces children to French through songs, stories, games, and daily conversation. Our goal is to build a natural and confident use of the language, emphasizing listening and speaking skills first, followed by vocabulary and basic reading. We align our curriculum with recognized early childhood French language frameworks, ensuring age-appropriate progress and a strong foundation for future academic pathways, whether in French Immersion or Francophone programs. Lessons are led by experienced educators who create a nurturing, engaging environment that makes learning French enjoyable and meaningful. Our approach supports cognitive development, cultural awareness, and communication skills, contributing to the holistic growth of each child. By embedding French naturally into the school day, children gradually develop both understanding and appreciation for the language—setting the stage for lifelong learning and multicultural competence.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
At Asland Learning Academy, our math instruction strikes a balance between traditional methods and discovery-based learning. We use Singapore Math as our core program, emphasizing mastery through concrete-pictorial-abstract progression. Traditional techniques, such as direct instruction and practice drills, build foundational skills and fluency. Simultaneously, students engage in problem-solving tasks, math games, and hands-on activities that promote reasoning and conceptual understanding. Our teachers encourage students to explore multiple strategies, ask questions, and explain their thinking, fostering a growth mindset. We also incorporate real-world math applications and STEM-based challenges to make learning meaningful and engaging. Small-group instruction and ability grouping ensure each child receives the right level of support or enrichment. This balanced approach enables students to develop both procedural competence and a deep understanding of mathematical thinking.
We use Singapore Math as our core textbook. Supplementary materials include Math Olympiad practice, manipulatives for hands-on learning, math games, and teacher-created problem-solving worksheets to support both foundational skills and enrichment across various ability levels.
Calculators and computers are permitted in all math classes.
Calculators are not used in early grades to ensure a strong foundation in mental math and problem-solving. We focus on developing number sense, computation, and reasoning through hands-on and visual methods. As students advance, calculators may be introduced for complex problem-solving and real-world applications, under the guidance of their teachers.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
At Asland Learning Academy, we follow a Balanced Literacy approach that combines Whole Language with structured phonics instruction. Our early reading program incorporates read-alouds, shared reading, guided reading, and independent reading to foster fluency, comprehension, and a love of books. Phonics is taught explicitly through daily mini-lessons and reinforced through songs, games, and hands-on activities. We use levelled readers and decodable texts to support students at their individual reading levels. Word study, vocabulary development, and sight word practice are integrated into literacy centers and small-group instruction to support effective learning. Children are encouraged to make connections between texts and their own experiences, fostering a more profound understanding. By combining rich language exposure with systematic phonics, we ensure students develop the decoding skills and comprehension strategies they need for strong, confident reading. This approach supports all learners, including English language learners and those who require additional support.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use DIBELS and other assessments to monitor reading fluency, comprehension, and phonics progress, guiding instruction.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
At Asland Learning Academy, our writing program provides a balanced approach that equally emphasizes creative expression and foundational writing skills. Young students engage in daily writing activities, such as journaling, personal narratives, and thematic prompts, to build fluency and confidence. Alongside these process-oriented tasks, we provide explicit instruction in grammar, sentence structure, punctuation, and spelling through mini-lessons and guided practice. Students learn to organize their ideas using graphic organizers and are introduced to writing strategies such as brainstorming, drafting, revising, and editing. Our curriculum encourages students to share their work, fostering communication skills and a sense of pride in authorship. Writing is integrated across subjects to reinforce learning and make it meaningful. By balancing structured instruction with opportunities for authentic writing, we support the development of both technical skills and a genuine love for written expression.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
At Asland Learning Academy, our science program strikes a balance between direct instruction and inquiry-based exploration. We introduce core scientific concepts through engaging textbooks, visual aids, and teacher-led lessons, ensuring students build a strong foundational understanding. At the same time, we emphasize hands-on experiments, STEM challenges, and student-led investigations that promote curiosity and critical thinking. Students learn to observe, question, hypothesize, and record data through age-appropriate experiments. Projects are often tied to real-world themes, encouraging connections across disciplines. Assessment includes both traditional quizzes and tests, as well as presentations, journals, and collaborative projects. Our approach fosters scientific literacy and a spirit of discovery, while accommodating a range of learning styles. By integrating structured content with active exploration, we equip students with both the knowledge and skills needed to think like scientists.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
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.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
At Asland Learning Academy, our literature program balances traditional classics with diverse, socially conscious texts to foster both literacy and empathy. Students explore age-appropriate folk tales, poetry, and classic literature to build a foundation in language, structure, and storytelling. Alongside these, we include contemporary and multicultural books that highlight themes such as kindness, inclusion, identity, and fairness. Through read-alouds, guided discussions, and literature circles, students develop the ability to think critically, compare perspectives, and connect stories to their own experiences and the world around them. We encourage respectful dialogue and reflection on character choices, social issues, and the moral lessons they convey. Writing assignments and projects extend literary analysis and personal expression. By blending traditional literary works with socially relevant texts, we cultivate both strong readers and compassionate, open-minded thinkers.
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
Expanding Communities
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 Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
At Asland Learning Academy, we follow the Expanding Communities approach in our social studies curriculum. Young learners begin by exploring their own identities, families, and classroom communities. As they progress, the curriculum expands outward to include neighbourhoods, local services, city and provincial life, and global cultures. Lessons are grounded in students’ everyday experiences and encourage them to see themselves as part of a broader world. Activities include storytelling, role-playing, community walks, and cultural celebrations, helping students build empathy, civic awareness, and a sense of belonging. While historical content is introduced, the primary focus remains on understanding relationships, diversity, and social responsibility in age-appropriate ways.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
At Asland Learning Academy, our language instruction blends the audio-lingual and communicative approaches equally. Students build foundational skills through repetition, vocabulary drills, and sentence patterns (audio-lingual), while also engaging in real-life conversations, role-plays, songs, and interactive games (communicative). This balanced method develops both accuracy and fluency in meaningful, age-appropriate contexts.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
The Expressive philosophy best describes our visual arts program at Asland Learning Academy. We believe that creativity is inherently personal and subjective. Our goal is to create an open and supportive environment where students are encouraged to explore, experiment, and express their ideas freely. Through diverse materials, themes, and techniques, children develop confidence, individuality, and a lifelong appreciation for the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Light integration best describes our approach at Asland Learning Academy. We believe in developing core academic and social-emotional skills first, using technology as a supportive tool rather than a primary focus. Students occasionally use computers and tablets for research, learning apps, or presentation creation, especially in upper grades. However, screen time is limited in younger years to prioritize hands-on learning, collaboration, and critical thinking. We introduce basic digital literacy skills and responsible technology use through simple, age-appropriate activities. Our goal is to ensure students gain essential tech competencies without compromising foundational development in reading, writing, math, and interpersonal skills.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
At Asland Learning Academy, our physical education program promotes holistic development through movement, mindfulness, and play. We focus on building motor skills, coordination, confidence, and healthy habits through fun and inclusive activities. Younger children enjoy activities such as yoga, dance, obstacle courses, and ball games to develop balance and body awareness. We incorporate nature walks and park time regularly to encourage outdoor exploration and a connection with the environment. As students grow, we introduce team sports, fitness challenges, and cooperative games to foster teamwork, perseverance, and sportsmanship. Yoga and mindfulness exercises are woven into our routine to support emotional regulation and focus. Our approach prioritizes participation and enjoyment over competition, helping every child discover the joy of staying active while supporting their physical and emotional well-being.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
At Asland Learning Academy, we blend academic rigor with joyful learning. Our preschool and Kindergarten programs follow a structured, theme-based approach aligned with the BC curriculum. Each day includes teacher-guided lessons in early literacy, math, science, and critical thinking, supported by programs like Singapore Math and phonics-based reading. Learning centers are intentionally designed to reinforce academic goals through hands-on exploration. Our small-group rotations allow for differentiated instruction, ensuring each child receives personalized support. While academic development is prioritized, we balance it with purposeful play, fostering curiosity, confidence, and a love for learning. This hybrid model prepares students not just for school readiness, but for lifelong success.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
We use differentiated instruction and in-class ability grouping to tailor learning to each child’s pace. Small-group rotations and individualized tasks allow students to progress based on readiness. Our approach ensures support for those needing reinforcement and enrichment for advanced learners, fostering confidence and academic growth at every level.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “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.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
We foster a supportive academic culture that emphasizes growth, curiosity, and perseverance over perfection. Students are encouraged to set personal goals, take intellectual risks, and learn from mistakes. Our educators create a nurturing environment where effort is recognized and learning is celebrated. We use differentiated instruction to meet diverse learning needs and promote collaboration through group projects and peer support. Regular feedback, student reflection, and parent communication help reinforce a shared commitment to progress. Academic integrity, responsibility, and a love for learning are core values we model and expect. By creating a positive, inclusive atmosphere, we help students build confidence, resilience, and a strong foundation for lifelong learning.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
We aim to shape well-rounded individuals who are intellectually curious, emotionally intelligent, socially responsible, physically active, spiritually grounded, and refined in character. Our students are encouraged to think critically and creatively, communicate with clarity and kindness, and uphold the values of truth and integrity. We nurture emotional resilience and leadership, helping them lead both themselves and others with confidence. Through community involvement, they become socially aware citizens committed to positive change. We promote physical wellness through joyful movement and healthy habits. Spiritually, we support inner strength and respect for a higher purpose. With equal attention to intellect, emotion, body, spirit, and personal refinement, we guide students to become thoughtful, capable, and purpose-driven individuals.
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 | |
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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.
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| Learning disabilities | ||||
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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| Physical | ||||
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
CPI offered additional support for students with hearing and vision difficulties.
Information not available
Information not available
Information not available
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
5 - 11
1%
0%
$0
$0
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - SK
No
No
No
No
No
No
No
Yes: grades Preschool - 7
No
Yes: grades 3 - 7
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
At our school, we seek students who demonstrate a genuine love of learning and a strong desire to grow both academically and personally. The ideal student is curious, motivated, and eager to engage actively in their education. They are willing to embrace challenges and persevere through obstacles with a positive attitude. Key attributes we look for include: Curiosity and Enthusiasm: A natural eagerness to explore new ideas, ask questions, and discover knowledge beyond the classroom. Resilience and Growth Mindset: The ability to bounce back from setbacks and view mistakes as valuable opportunities to learn and improve. Respect and Collaboration: An openness to listen, work cooperatively with peers and teachers, and contribute positively to the school community. Self-Discipline and Responsibility: A commitment to managing their time well, completing assignments thoughtfully, and taking ownership of their learning journey. Creativity and Critical Thinking: The capacity to think independently, solve problems innovatively, and apply knowledge in meaningful ways. Students who embody these qualities thrive at our school because they align with our mission to nurture confident, well-rounded learners prepared for future academic success and lifelong growth.
Canadian applicants: Please refer to our website at https://prepinternational.com/admission/canadian-students.html International applicants: Please refer to our website at https://prepinternational.com/admission/international-students.html
Summer program: Please refer to our website at https://prepinternational.com/admission/summer-school.html
Inquiry & Tour: Schedule a visit or virtual tour to learn about our programs and philosophy.
Application Form: Complete and submit the application form along with a non-refundable application fee.
Student Visit/Assessment: Children may be invited for a classroom visit or informal assessment to determine program readiness.
Enrollment Decision: Families will receive an offer of admission if the student is a good fit.
Registration & Deposit: Submit completed forms and a deposit to secure your child’s spot.
Requirements:
Completed application form
Immunization records
Proof of age (birth certificate or passport)
Emergency contact and medical info
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