7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3000 Lawrence Ave. East, Building B, Scarborough, Ontario, M1P 2V2, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
3000 Lawrence Ave. East, Building B, Scarborough, Ontario, M1P 2V2, Canada
5,430.9 km
5,683.1 km
1944
2025
125
39
5 to 12
7 to 12
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Traditional
12 to 18
10
Learning, Developmental, Behavioral
In-class adaptations
$13,000 to $16,000
$13,800
No
Yes
0%
60%
None
7 to 12
$0
$4,000
16
7
0%
0%
100%
95%
5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
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.
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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."
"At Future Hope Academy Christian School, students are known, challenged, and inspired to grow in purpose. Serving Grades 7–12, our Christian school combines strong academics, small class sizes, and mentorship-driven learning in a supportive community where every student matters. From leadership development and mission opportunities to elite prep basketball and daily biblical discipleship, students are equipped academically, spiritually, and socially to thrive with confidence, character, and hope."
"We are a family oriented School. Small classes, individual attention."
"Our school’s identity is rooted in Christ, permeating every aspect of who we are. Students begin each day with morning devotions led by an accredited chaplain. They read Scripture, ask meaningful questions, and build a greater sense of community with one another. Beyond the devotion room, students are greeted with a multitude of Biblical verses and imagery as well as a designated prayer room where they can reflect in a quieter setting. We offer academically challenging courses – all taught at the academic level – and our smaller, private setting really provides more individualized learning opportunities. Not only do students receive more personalized attention in class, but we also support students who need extra attention with free weekly tutoring sessions by accredited teachers. Our school also offers ESL courses to assist our International cohort. We provide students with the electronic tools they need to succeed, such as a subsidized option of yearly MacBook rentals."
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"An over-saturation of technology in many classrooms has resulted in diminished student engagement, shorter attention spans, and a decline in interpersonal communication skills.
At Future Hope we counterbalance the use of personal laptops with more pen-and-paper activities and assessments. This approach focuses more on self-monitoring of spelling, grammar, penmanship, creativity, and critical thinking skills. The use of the motor skills used in handwriting also aids in a better retention of knowledge.
Our more personalized physical setting is a welcome trade off to an often overcrowded and overwhelming environment seen in larger schools. Here, students are less prone to get lost in the mix, but are rather seen and heard. They are met with personalized attention that recognizes their individuality and helps foster personal and academic growth through the use of relational mentorship."
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"Future Hope has historically operated as both an international and online school, but this past year marked our first full year as a Christian academy at a new location. Our previous site also focused on individualized academic progress through teacher/student mentorship, but the inclusion of multiple new programs and resources this year has only helped us grow. Aside from the morning devotions, Future Hope also offers four years of religious instruction. Students explore a wide range of topics such as Biblical Narratives, New Testament Studies, Apologetics, world religions, etc. Our elite basketball program has also been a draw for many students. Daily practice not only provides tremendous health benefits, but also teaches discipline as well as fosters mentorship opportunities between coaches and athletes. This program also affords students the opportunity to compete at the highest level. Our co-op program has proved very popular among students as well."
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"Future Hope believes in the "Home, School, and Church" triangle, a traditional, three-pillar educational philosophy emphasizing cooperative child-rearing between parents, educators and spiritual leaders (i.e. chaplain). It represents the balance of academic, spiritual, and moral development, with the home holding primary responsibility, supported by the church (spiritual growth) and the school (academic instruction).
The type of students who will thrive in our school are those who are diligent in their studies, ambitious in their athletics, disciplined in their spiritual lives, and creative in their employment of problem-solving abilities.
We believe that parents are the primary educators of their children and an integral part of their on-campus success. Future Hope tends to draw parents who are serious about faith-based and family-oriented values. Parents also understand that a private, religious setting is more conducive to more successful academic outcomes."
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"Future Hope Academy is not the right fit for every family, and we believe it is important to be transparent about that. While we welcome students from diverse backgrounds and faith traditions, families who are uncomfortable with their children being taught Christian beliefs, biblical values, and participating in a faith-centered school culture may find a different educational environment more suitable.
We are also not the best fit for families who prioritize unrestricted personal expression over structured expectations. Our school maintains standards for professional dress, respectful conduct, and limited cell phone use during instructional time. We believe these practices foster discipline, character, focus, and academic excellence."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Future Hope because our faculty intentionally guides students toward faith, excellence, and purpose. As a close-knit school community, we know every student by name, providing personalized support, mentorship, and opportunities to succeed both academically and personally.
Each week, our guidance team monitors student progress, helping students set goals, explore career pathways, and make informed decisions about their future. Whether a student is pursuing university, college, or a skilled trade, we provide the guidance and course planning needed for success. Students interested in trades and hands-on careers are also connected with co-op opportunities.
At Future Hope Academy, students are equipped with the knowledge, character, faith, and real-world experiences needed to discover their calling and make a meaningful impact in the world."
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"Future Hope Academy is recognized as a thriving Christian school where every student is known, valued, and cared for as part of a Christ-centered community. While our foundation is firmly rooted in biblical values, our outlook is global. Continuing a long tradition of welcoming international students, our school provides daily opportunities for students to learn alongside peers from diverse cultural backgrounds and faith traditions, fostering understanding, respect, and a broader worldview.
Our school has also gained recognition for its growing athletics program. What sets our program apart is its commitment to developing not only athletic excellence but also spiritual growth, character, leadership, and teamwork.
Service and outreach are central to the Future Hope experience. Students participate in meaningful opportunities to serve others, including supporting local church and community basketball programs, engaging in outreach initiatives, and participating in mission trips."
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"Families may not fully appreciate the integral role that mission and service play at our school. Future Hope has three pastors on staff, and every decision about programming is geared to support the Christian development of our students.This includes teaching students to reach beyond themselves, to enter into the lived experiences of others, and to foster community bonds in community service and mission trips. We believe the benefits to the students of social service include not only spiritual growth, but increased self-confidence and the acquisition of people skills. That is why we encourage students to contribute well beyond the 40 hours of community service mandated by the province. In the past our school has sponsored outreach to young athletes in Cameroon, bringing them sports equipment and donating time toward their skill development. Our students lend their talents to local church events such as basketball clinics for youth."
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"Not everyone would expect that a small school would deliver such impressive academic results. Our teachers devote extensive time to making sure every student is working to their fullest capacity, by understanding their strengths and weaknesses, connecting with their interests, adjusting their teaching to different learning styles, giving extra help on assignments or offering more time to lessons that need more reinforcement. Even though our classes are all taught at the academic level, Future Hope ensures that students rise to the challenge and excel by offering free tutoring to any student who needs a little extra help in a specific subject. On the other hand, it might surprise parents to know that we have the resources to offer a co-op program to our senior students, since we have made the commitment to allow students to explore a full range of possible career paths, including the trades."
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"While Future Hope has always welcomed both male and female students, only recently have we expanded our resources to provide a dedicated girls’ athletic program. We are thrilled to offer new opportunities for female student-athletes to grow, compete, and excel.
This year, Future Hope has also made significant enhancements to its facilities. A new prayer room has been established to provide students with a peaceful environment for reflection, prayer, and spiritual growth. Equipped with inspirational Bible verse displays, desks, and comfortable seating, the space encourages students to spend intentional time with God through prayer, journaling, and personal devotion.
In addition, we have developed a fitness and performance training facility to support the strength and conditioning needs of our student-athletes. The facility features professional-grade equipment, including a cork flooring system, two full-size squat racks, Olympic barbells, and a wide range of dumbbells."
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"Over the coming years, Future Hope Academy anticipates significant growth in student enrollment as more families seek a Christ-centered education that combines academic excellence, leadership development, and athletic opportunities. As our student body expands, we plan to grow our basketball program by offering multiple teams at various competitive levels and launching an elite girls' basketball program with several teams to complement our established boys' program.
To support this growth, we intend to expand our current campus or secure larger facilities, enhance student leadership development initiatives, and broaden our extracurricular and enrichment opportunities. These investments will allow us to serve more students while maintaining the personalized support and strong community that define the Future Hope experience."
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.
At Future Hope Academy, we believe every student has been created with purpose and potential. Our mission is to provide a Christ-centred education that inspires academic excellence, strong character, and servant leadership.
Our small class sizes, personalized learning approach, and dedicated faculty create an environment where students are known, supported, and challenged to succeed. Alongside rigorous academics, students grow spiritually through biblical teaching and daily opportunities to develop their faith.
Our high-performance basketball program competes in Ontario's elite leagues, providing student-athletes with exceptional training while emphasizing discipline, teamwork, and integrity.
As a Christian community, we are committed to preparing young people to lead with confidence, compassion, and conviction in an ever-changing world.
We invite you to visit our campus and discover why so many families choose Future Hope Academy as a place where students can learn, grow, and thrive.
Traditional
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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.
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.
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.
Our middle school program weaves Christian faith throughout all subjects. The language arts curriculum contains classical elements, such as emphases on subjects like poetry, spelling and grammar, and our math program would be described as traditional rather than discovery math. High school courses at Future Hope are geared towards fulfilling the requirements of the Ontario Secondary School Diploma and securing university enrolment in Canada and abroad. Our courses are largely taught at the academic level. In science students master the scientific method, how to conduct and communicate research, how to record data and how to think critically about the material they engage with. In addition to grades 9-12, we offer students the opportunity to complete a fifth year of study with us. Students can take advantage of an extra year to improve their grades in preparation for application to universities, including those belonging to the National Collegiate Athletic Association (NCAA) in the US. These students often concurrently pursue athletic training at our school, enabling them to be at their competitive best when being scouted.
Traditional Math
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.
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.
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.
Our school uses a more traditional approach to mathematics, because we believe students benefit from mastering fundamental concepts, arithmetic skills, algebraic procedures, and mathematical reasoning through direct instruction, guided practice, and regular review. A strong foundation enables students to tackle more complex problems with confidence and accuracy. While discovery-based learning can encourage exploration and creativity, we believe students are best equipped to discover mathematical relationships after they have acquired the necessary knowledge and skills. Traditional instruction helps ensure that all students develop competence, precision, and confidence in mathematics, preparing them for advanced studies in STEM fields and beyond. Our goal is not simply for students to arrive at answers, but to understand mathematical truth, think logically, and cultivate disciplined habits of mind. We value exploration and problem-solving, but these are most effective when built upon a solid foundation of mathematical knowledge.
MATHPOWER 7 and 8 (McGraw-Hill). Principles of Mathematics 9 (Nelson), Principles of Mathematics 10 (McGraw-Hill). Functions, Advanced Functions, Calculus and Vectors (all by McGraw-Hill).
Calculators and computers are permitted in all math classes.
We require all students to have a scientific calculator in math and science classes. Smart devices such as phones or laptops are not an acceptable substitute. During exams students may not share calculators. If on an exam day a student is lacking a calculator, one is provided for them.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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.
Information not available
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.
As with our math instruction, our science program for the most part stresses the acquisition of background knowledge before tackling scientific inquiry. Expository instruction allows teachers to cover complex scientific content systematically, which can be especially important in preparation for university-level science courses. It reduces student confusion that can arise when students draw incorrect conclusions from open-ended investigations. It also benefits a wider range of learning styles that inquiry-based learning. Inquiry-based learning plays a role too, when we encourage students to brainstorm hypotheses freely and to acquire concepts through experimentation and investigation.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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 Future Hope Academy literature is considered to embody the great ideas and artistic achievements of the past. We examine each work in the context of the culture that produced it and to look at each work "on its own terms." We challenge our students not to assume that just because something is more modern it is better, to try to recognize modern biases and beliefs, and to see how past authors can sometimes challenge those beliefs. Our program develops appreciation of literature through a variety of pedagogical approaches, including class discussions and the student creation of literary works. Students are challenged to express themselves orally and in group presentations as well as to write clearly and effectively.
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
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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).
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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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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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.
As an academically rigorous and Christian school, Future Hope tends toward a perennialist approach to teaching social sciences. We believe that students should engage with enduring ideas, foundational texts, and timeless questions about human nature, society, justice, government, culture, and morality. These ideas transcend time and cultures while taking specific forms according to the culture to which they belong. One offshoot of this approach is that it develops critical thinking abilities among students. Students learn to analyze arguments, evaluate evidence, compare competing viewpoints and defend their conclusions logically. It aligns with a Christian view of education because it allows students to explore social issues through both historical wisdom and a Christian worldview. By studying history, government, economics, and political thought in depth, students also gain the knowledge needed to participate thoughtfully in civic life. Social sciences such as psychology, sociology and anthropology are also taught and valued at Future Hope.
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.
Students in our language classes are just as likely to encounter verb drills as to be asked to create a dialogue about ordering food in a restaurant. Our teachers use a melange of techniques because different aspects of language acquisition are served better by particular strategies. While the mastering of irregular verbs benefits from the repetition of oral questions, drilling and worksheets, games can be an effective way to learn new vocabulary, and spoken language can be absorbed by viewing films and listening to the dialogue. Group work is used extensively by our teachers to encourage oral expression and to keep classes lively and engaged.
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.
Our arts classes teach about artistic principles and connect artistic works to the milieux in which they were created and the social and artistic movements they reflect. We want our graduates to be able to travel the world and be able to recognize the historical significance of local art and architecture. However, we also place a heavy focus on self-expression and the development of individual creativity. Most of our classes ask students to try and experiment with different art styles and techniques over the course of the class, and they usually culminate in a project that involves participating in the creative process in some kind of studio work.
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.
Future Hope takes the task of instructing students in digital literacy seriously. We provide Mac computers to any student who does not have a computer of their own in the interest of equitable access to education, since most of our teachers post their lessons on Google classroom and use online resources in their teaching. Yet we strive to strike a balance with this. We want to encourage creativity and discourage an over-reliance on AI, so we mix in pen-and-paper assignments along with online work. This approach has multiple advantages, such as facilitating self-monitoring of spelling, grammar, and penmanship. The use of the motor skills used in handwriting also aids in a better retention of knowledge.
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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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Information not available
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.
At Future Hope Academy, academic excellence is a cornerstone of our program. Most courses are taught at the academic level, and students are challenged to engage fully in their learning, participate actively in class, and consistently produce work of a high standard. To ensure every student is supported, academic progress is reviewed weekly, allowing us to identify those who may benefit from additional assistance and provide free tutoring when needed. Student-athletes are expected to maintain a minimum GPA of 70%, helping them develop the discipline and academic foundation necessary to compete for opportunities at top athletic and post-secondary institutions.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
At Future Hope Academy, our highest priority is that students graduate with a strong foundation of faith and a deep, personal relationship with God. More important than any measure of material success is the kind of person each student becomes—someone who understands and lives out their faith, appreciates both the freedoms and responsibilities of a virtuous life, cares for the well-being of others, and seeks to lead others to Christ. Academic excellence is also a core part of our mission. We are committed to helping students develop the knowledge, wisdom, and critical thinking skills needed to understand, navigate, and positively contribute to the cultures and communities in which they live.
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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| Developmental | ||||
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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
Accommodations
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
If a student were to receive a learning disability diagnosis while attending Future Hope Academy, I would explain to a parent that we can provide accommodations such as preferential seating and quiet test-taking environments. Our teachers are also able to chunk concepts to break a large, complex topic down into smaller, digestible pieces if necessary. In additional we offer free online reading remediation for students who need to make up written language deficits.
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 - 12
1%
60%
$0
$4,000
100%
95%
5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades 7 - 12
No
No
No
No
No
No
No
No
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
At our school, we look for students who are not only capable learners, but who are also willing to grow in character, faith, and service. Academic ability matters, but so do integrity, humility, and a teachable spirit. We seek students who will contribute positively to our learning community and who desire to pursue excellence for the glory of God. Some of the qualities we value most include: A Love of Learning We value students who are curious, motivated, and willing to work hard. An academically rigorous environment requires perseverance, responsibility, and a commitment to continual growth. Strong Character Honesty, respect, kindness, and self-discipline are essential. We look for students who treat others with dignity and who strive to make wise and ethical decisions. Teachability A successful student is open to guidance, correction, and new ideas. We value humility and a willingness to learn from teachers, peers, and experiences. Spiritual Openness and Growth As a Christian school, we desire students who are willing to engage thoughtfully with biblical teaching, participate respectfully in chapel and spiritual life, and grow in understanding of faith and purpose. Positive Contribution to Community We seek students who will encourage others, participate in school life, and contribute to a culture of respect, encouragement, and service. Resilience and Perseverance Rigorous academics and personal growth both require resilience. We admire students who respond to challenges with determination, maturity, and a willingness to improve. Leadership and Service Leadership is not simply about achievement or recognition; it is about serving others well. We value students who demonstrate initiative, compassion, and a desire to use their gifts to benefit others. Ultimately, we are looking for students who want to grow into thoughtful, disciplined, compassionate young men and women - students who are prepared not only for university and future careers, but also for lives of faith, wisdom, and meaningful impact.
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
Schedule a family meeting with our admissions team to discuss your aspirations and suitability for Future Hope Academy School and to answer your questions about the school. Please send us your child's last two report cards ahead of the meeting.
STEP 2
Submit the following documents:
STEP 3
Our school requests OSR (Ontario Student Record) from current school
STEP 4
Pay tuition deposit
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