7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
1576 Dundas Street West, Mississauga, Ontario, L5C 1E5, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
1576 Dundas Street West, Mississauga, Ontario, L5C 1E5, Canada
5,430.9 km
5,701.3 km
1944
2016
125
220
5 to 12
1 to 12
Coed
Coed
Day
Boarding, Day
English
English
Science and technology
Academic
Traditional
Progressive, International Baccalaureate
12 to 18
10 to 18
In-class adaptations
Dedicated class; in-class adaptations
$13,000 to $16,000
$16,500 to $22,500
$40,000 to $46,000
No
Yes
0%
10%
None
7 to 10
$0
$3,000
16
18
0%
14%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 7 - 12
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 reportThe Erindale Academy (TEA) is a private school for Grades 7–12, located beside the University of Toronto Mississauga (UTM). It offers an inquiry-based, university-linked education. With small class sizes, hands-on mentorship, and a focus on STEM, AI, and entrepreneurship, TEA emphasizes problem-solving, critical thinking, and real-world readiness. Students benefit from access to UTM facilities, work with university professors, and engage in signature programs like the Global Youth Challenge and an AI & Business Innovation course where they launch real startups. Rooted in academic excellence since its founding as Froebel School in 1971, TEA also prioritizes social-emotional learning and personalized support, creating a warm, caring environment where each student is known and guided. Its project-driven model appeals to independent and curious learners, and its forward-thinking curriculum prepares students for university and beyond.
View full reportinformation not available
"Although international students may feel lonely in a foreign land, here they not only gain knowledge but also experience genuine care and support."
Jiajia Cai - Student (Jun 11, 2025)
My name is Rose Cai, and I'm from Guangzhou, China. I spent a year at The Erindale Academy, and it w... View full review
"If you’re looking for a school that combines academic excellence with a caring environment, I think Erindale is a great choice."
Robert Zhan - Alumnus (Jun 18, 2025)
My name is Robert Zhan, and I’m a proud graduate of The Erindale Academy. After completing the Gao... View full review
"I wholeheartedly recommend Erindale Academy High School to any family seeking a supportive, high-achieving, and deeply caring educational community."
Rhea Reyes-Palomo - Parent (Oct 07, 2025)
The Erindale Academy is an exceptional high school that fully deserves the highest rating for its co... View full review
"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."
"Nestled beside the Credit River ecosystem and the University of Toronto Mississauga (UTM), The Erindale Academy redefines Grades 7–12 as a transformative journey of academic excellence, inquiry, and real-world problem-solving. Students access UTM facilities, connect with professors and grad students, and gain early exposure to university-level learning. At Erindale, students don’t just learn—they question, create, and lead with confidence in a changing world."
"We are a family oriented School. Small classes, individual attention."
"The Erindale Academy: A Problem-Based, Goal-Oriented Approach to Learning
At The Erindale Academy, we don’t start with textbooks — we start with questions. Our students engage in a problem-based learning model where real-world challenges drive inquiry, innovation, and academic exploration. Whether designing AI-powered solutions, building entrepreneurial projects, or conducting field research, students learn by doing. Every unit is anchored in a meaningful problem, and every learning journey is personalized toward clearly defined goals. This approach empowers students to think critically, work collaboratively, and connect knowledge across disciplines. More than just preparing for tests, our students prepare for life. With strong mentorship and university-focused planning, we help students transform curiosity into action and potential into achievement. At Erindale, education is not a one-size-fits-all path — it’s a dynamic journey that begins with purpose and ends with real outcomes."
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"At The Erindale Academy, we are committed to a problem-based, goal-driven learning model. This means we’ve made deliberate tradeoffs—choosing personalized, real-world learning over standardized, test-focused instruction. Rather than emphasizing rote memorization or uniform results, we focus on critical thinking, collaboration, and meaningful project work. Our classrooms may feel less traditional, but they are alive with inquiry, creativity, and student voice.
We’ve also shifted from the teacher-centered model to a mentorship approach, where educators guide students in discovering and solving real-world problems. These choices mean more time for innovation, and less for routine drills or rigid control. While this may not fit every family’s expectations, we believe this is what prepares students not just for university—but for life. Our tradeoffs reflect our priorities: purpose, independence, and long-term growth."
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"The Erindale Academy began in 1971 as Froebel School, named after Friedrich Froebel, who believed in educating the whole child—academically, socially, and personally. In 2016, the school was acquired by Toronto Central Academy and renamed The Erindale Academy. The new name reflects both the surrounding Erindale community and the historic name of the University of Toronto Mississauga—once known as Erindale College.
Located beside UTM and the Credit River, TEA carries Froebel’s values into a modern, project-based curriculum that integrates AI, business, and global leadership. Under the guidance of George Vanderkuur and Paul Pu, it has grown into a purpose-driven school and home of the Global Youth Challenge, which has reached thousands worldwide.
Today, The Erindale Academy serves Grades 7–12, blending heritage and innovation to prepare students for success in university—and in life."
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"What type of student is a good fit for your school?
The Erindale Academy is an ideal fit for students who are curious, purpose-driven, and eager to engage with the real world. Our students aren’t just looking to earn high marks—they want to understand deeply, think critically, and apply their learning to solve meaningful problems.
We work best with students who thrive in a small, supportive environment where they are known, challenged, and encouraged to lead. Whether a student is academically advanced, entrepreneurial, STEM-oriented, globally minded, or simply searching for a more personalized path, they will find a place—and a purpose—at Erindale.
Students who succeed here are not afraid to ask questions, take initiative, and explore beyond the textbook. They’re motivated to grow not only academically, but also as thinkers, collaborators, and citizens of the future."
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"The Erindale Academy is not the best fit for every student. Our school emphasizes problem-based, interdisciplinary learning that fosters critical thinking, creativity, and collaboration. Families seeking a highly traditional, standardized, and exam-focused environment—where success is defined solely by grades, routine, and discipline—may find our approach too flexible or unconventional.
Our classrooms are interactive and student-driven, not always quiet or test-heavy. We expect students to take initiative and actively shape their own learning. If a family prefers a school that provides strict direction with minimal student independence, our model may not align with their expectations.
We are best suited for families who value both academic achievement and personal growth—families who want their child to be challenged, supported, and prepared for a future that requires more than just good test scores."
"Our multicultural family oriented environment is appealing to most families"
"Families choose The Erindale Academy because we offer more than just strong academics—we offer purpose, direction, and personal attention. Many parents tell us they chose our school because their child wasn’t thriving in large, standardized environments where individual needs were overlooked. At Erindale, every student is known by name, guided by mentors, and challenged to think beyond the textbook.
Our location next to the University of Toronto Mississauga is also a major draw. Families are inspired by the university atmosphere and the opportunities it provides—from guest lectures to early exposure to post-secondary life. They value our problem-based, future-focused curriculum that integrates AI, business innovation, and leadership development.
Ultimately, families choose us because they want a school that balances care with challenge, structure with creativity, and academics with purpose. They see that we are not preparing students just for tests—but for university and life."
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"In the public eye, The Erindale Academy is seen as a small, forward-thinking private school that punches above its weight. We are recognized for our educational innovation—especially in how we prepare students not just for university, but for the future they are about to shape.
Our most prominent image is that of a university-preparatory school with a future-focused edge. Families and educators associate us with cutting-edge programs in AI, entrepreneurship, and project-based learning. We are known for our strategic location next to the University of Toronto Mississauga, our leadership in K–12 AI education, our role as the home of the Global Youth Challenge, and our academic collaboration with University of Toronto OISE professors on AI and critical educational innovation.
When people think of Erindale, they think of personalized learning, academic purpose, and global mindset—a school that feels small and caring, yet delivers the depth, relevance, and impact of something much larger."
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"1. Youth Global Challenge: Founded and hosted by our school, this initiative empowers young leaders to tackle real-world issues with creative and compassionate solutions.
2. STEM & AI Conferences: We regularly host cutting-edge events that bring together students, experts, and educators to explore breakthroughs in science, technology, engineering, and artificial intelligence, helping students stay ahead in an ever-evolving world.
3. University Collaborations: Working with the Faculties of Education, our students benefit from the latest research and best practices in teaching and learning while inspiring future educators.
4. Expertise in Robotics & AI: With in-house specialists guiding hands-on experiences in robotics and AI applications, students gain practical skills and confidence in some of the world’s most exciting fields."
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"One of the most underappreciated aspects of The Erindale Academy is the depth of mentorship and personalized support students receive—not just academically, but emotionally. Families often notice our small classes and warm community, but may not realize how deeply our teachers invest in each student’s journey.
At Erindale, educators are mentors. Whether guiding university applications, supporting a student through illness, or helping them recover from setbacks, our care goes far beyond the classroom. This steady, individualized support builds confidence, resilience, and purpose over time.
Families may choose Erindale for academic strength, but what they come to value most is how personally we walk alongside each student. That quiet, unwavering mentorship is what truly sets us apart."
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"At The Erindale Academy, we’ve made bold strides toward future-focused education. A major milestone is our AI & Business Innovation course—a hands-on, interdisciplinary program combining AI, computer science, communication technology, and entrepreneurship. Students build real AI-powered startups, gaining practical, future-ready skills.
We also hosted a successful AI in Education Conference at the University of Toronto Mississauga, welcoming over 120 professors and admissions officers to explore AI's role in transforming learning. In addition, we expanded the Global Youth Challenge through partnerships with the University of Toronto, OISE Encore Lab, and the University of Ottawa—launching a Canadian division and offering scholarships .
These innovations reflect our commitment to integrating cutting-edge technology and real-world learning, preparing students to lead and thrive in a rapidly changing world."
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"In the next five years, The Erindale Academy will deepen its role as a leader in holistic, future-focused education. We will enhance our core program with a focus on sustainability, interdisciplinary learning, hands-on projects, and 21st-century skills—preparing students not just for university, but for a changing world.
Our STEM program will expand, especially in AI, robotics, and innovation. We’ll grow our AI & Business Innovation course through real-world startup projects and student-led ventures. Stronger partnerships with UTM, UTSG (OISE), and others will offer students more access to research, mentorship, and early university exposure.
To support this growth, we plan a campus expansion with new collaborative spaces for STEM, AI, design thinking, and a fully equipped gym—enhancing both academic innovation and student well-being while staying true to our personalized, inquiry-driven model."
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.
"Our mission is to cultivate confident thinkers, compassionate leaders, and lifelong learners. In Grades 7 and 8, we fuel curiosity, nurture potential, and prepare students to thrive."
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.
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.
Our approach to education rests on the understanding that all our students are individuals who have different strengths, weaknesses, and interests. Thus, for each student to have a comprehensive education, our learning strategies are personalized and designed to support each student as individual learners.
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.
Information not available
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Calculators and computers are permitted in all math classes.
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
Information not available
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.
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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.
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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
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.
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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
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.
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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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
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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.
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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
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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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.
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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.
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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
Inquiry-based, project-based, interdisciplinary studies
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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.
Guide students through active inquiry to promote deep learning and critical thinking.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At The Erindale Academy, we aim to develop well-rounded individuals who are intellectually curious, emotionally intelligent, socially engaged, and physically well. We place a strong emphasis on emotional development—helping students build confidence, resilience, and self-awareness through mentorship and inquiry-based learning. Our balanced approach ensures that academic excellence is paired with character growth, creative exploration, and personal well-being. We believe that students thrive when they are seen, heard, and supported as whole individuals. By nurturing both heart and mind, we prepare our students not only for success in university, but for meaningful lives as compassionate leaders, thoughtful collaborators, and capable changemakers in an ever-evolving world.
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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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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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
7 - 10
1%
10%
$0
$3,000
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 7 - 12
No
No
No
No
No
No
No
Yes: grades 7 - 12
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
We seek students who are curious, motivated, and ready to take ownership of their learning. Ideal applicants are open to inquiry-based and project-based learning, show initiative, and work well with others. A growth mindset, strong communication, and the ability to reflect and adapt are key to success at our school. We welcome students who aim not only for academic achievement but also for personal growth and leadership.
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
Step 1: Complete the application form.
Step 2: Pay the application fee
The non-refundable application fee is $65 for domestic students and $450 for international students.
Step 3: Submit transcripts
Send a copy of your most recent transcripts to [email protected].
Step 4: Attend an interview
Before acceptance, an interview will be conducted to assess the student’s academic readiness and communication skills. For international students without an IELTS score of 5.0 or higher, the interview serves as an alternative way to evaluate English speaking and comprehension skills.
Step 5: Entrance tests in English and Math
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