7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
20 Upjohn Road, North York, Ontario, M3B 2V9, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
20 Upjohn Road, North York, Ontario, M3B 2V9, Canada
5,430.9 km
5,688.1 km
1944
2018
125
50
5 to 12
1 to 12
Coed
Coed
Day
Boarding, Day
English
English
Science and technology
Academic
Traditional
Progressive, International Baccalaureate
12 to 18
1 to 15
In-class adaptations
Dedicated class; in-class adaptations
$13,000 to $16,000
$13,500 to $21,500
$47,300
No
Yes
0%
20%
None
1 to 12
$0
$8,000
16
4
0%
50%
100%
25%
5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 1 - 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 reportGlobe Cambridge School (GCS) is an independent day and boarding school that offers small classes, world-class programs, and mentorship to prepare confident and globally minded leaders. Founded in 2008 as part of the Globe Education network, GCS combines the International Baccalaureate (IB), Pre-AP, and Advanced Placement (AP) pathways with personalized learning plans that ensure every student is challenged and supported. Expert faculty mentor students through academics, competitions, and leadership development, while a strong wellbeing network integrates counselling, athletics, and the arts. With its 7:1 student-to-teacher ratio and data-informed assessment model, the school emphasizes depth, inquiry, and character. Families choose the school for its balance of academic excellence and genuine care, where each learner is known, guided, and inspired.
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"What stood out immediately was the warmth of the teachers and the small-class approach."
Emily Thompson - Parent (Nov 11, 2025)
My son attends the GCS after-school program, and it’s genuinely the highlight of his week. Every a... 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."
"Globe Cambridge School is an independent K–12 day and boarding school in North York, Toronto, where small classes, IB and AP programs, and personalized mentorship cultivate confident, compassionate global leaders. Guided by expert faculty, students achieve academic excellence while discovering who they are—and how they can make a difference."
"We are a family oriented School. Small classes, individual attention."
"GCS blends a small-class model (avg. 7:1) with a tiered IB→Pre-AP→AP pathway so every student is known, challenged, and supported. We deliver this through Personalized Learning Plans, a weekly advisory system, and data-informed assessment cycles with teacher office hours, enrichment, and targeted support.
Expert faculty (many with graduate degrees) mentor students beyond coursework via DECA, Waterloo/AMC/CCC competitions, speech & debate, and design/arts portfolio studios, while service & leadership are embedded across grades (PYP Exhibition, capstones). University guidance begins in Grade 9 with a four-year roadmap, essay/portfolio coaching, and interview prep. Wellbeing is integral—counsellors, mentorship, athletics and arts balance.
Outcome: graduates earn top-university offers, merit scholarships, and the confidence, curiosity, and character to lead. Connect with Admissions to visit and see the difference."
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"At Globe Cambridge School, we intentionally prioritize depth over breadth, personalization over standardization, and character over competition.
Our small-class model means we limit enrollment to preserve genuine individual attention and mentoring. Rather than expanding program size, we invest in expert faculty, inquiry-based teaching, and a holistic support network that integrates wellbeing with academic rigor. We choose to emphasize creative exploration and interdisciplinary inquiry, even when it means fewer rigid testing cycles or larger-scale athletic programs. By focusing resources on academic excellence, global perspective, and personal growth, GCS students don’t just prepare for university—they develop the confidence, empathy, and intellectual independence to lead meaningful lives.
Discover how our deliberate choices create lasting impact—connect with our Admissions team to learn more."
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"Globe Cambridge School’s story is one of vision, growth, and global perspective.
Founded in 2008 as part of the Globe Education network, GCS began with a single goal—to combine academic excellence with character education rooted in compassion and inquiry. Its first campus in Port Hope fostered a close-knit learning community that shaped the school’s culture of care and belonging. The opening of the Toronto flagship K–12 campus in 2025 marked a new era—uniting IB PYP, Pre-AP, and AP pathways under one roof and expanding opportunities for both day and boarding students. Guided by Dr. Peter Zavodny’s academic leadership, GCS has evolved into a top private institution recognized for personalized learning, small-class mentorship, and university-level achievement. Each milestone has strengthened our mission to cultivate confident, compassionate global leaders.
Discover how our history continues to shape your child’s future—connect with Admissions today."
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"The students who thrive at Globe Cambridge School are curious, motivated, and open-minded—young people who love to ask questions and seek understanding beyond the textbook. They embrace challenge, balance independence with collaboration, and show respect for diverse perspectives. GCS students flourish in small classes where their voices are heard, their talents recognized, and their goals supported through personalized guidance. Our programs best serve learners who are eager to grow academically and personally—students who value both excellence and empathy. Families who choose GCS believe education should build character as well as credentials. They appreciate a community that prioritizes individualized attention, global awareness, and holistic development. Together, we create an environment where every student is inspired to lead with confidence, compassion, and curiosity.
Connect with our Admissions Team to explore how your child can thrive at GCS."
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"Globe Cambridge School is best suited for families who value personalized learning, intellectual curiosity, and character development over rigid uniformity or rote performance.
We may not be the ideal choice for families seeking a highly standardized or strictly competitive academic environment, or for students who prefer to follow rather than explore. Our inquiry-based IB, Pre-AP, and AP pathways emphasize reflection, creativity, and self-direction—traits that flourish when students are engaged and families actively partner in the learning process. GCS’s small-class model prioritizes depth of understanding, meaningful dialogue, and individualized growth rather than volume or speed of coverage. Families looking primarily for large-scale athletics or regimented discipline models may find our culture of collaboration and mentorship less aligned with their expectations.
We encourage families to visit our campus and discover whether GCS’s approach feels right for their child’s learning jou"
"Our multicultural family oriented environment is appealing to most families"
"Families choose Globe Cambridge School because they see a balance that few schools achieve—academic excellence delivered with genuine care. They value our small-class environment, where their children are truly known by teachers and supported to reach ambitious goals through personalized learning plans and mentorship that extends beyond the classroom. Parents often tell us they appreciate our rigorous yet nurturing approach—an education that builds both intellect and integrity. Many are drawn to our IB, Pre-AP, and AP pathways, which prepare students for leading universities in Canada and abroad, while also cultivating global awareness and confidence. They choose GCS because it feels focused, future-ready, and human-centered—a school that challenges without overwhelming, and inspires without comparison.
We invite families to visit and experience why GCS feels different the moment you walk through our doors."
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"Within Toronto’s education community, Globe Cambridge School is recognized as a modern top-tier independent school that blends academic distinction with genuine care. Families and educators alike describe GCS as ambitious yet approachable—a place where small classes, expert teachers, and personalized guidance create measurable success without sacrificing balance or wellbeing. Our reputation rests on university-level preparation through IB, Pre-AP, and AP pathways, complemented by a culture of belonging that values curiosity, leadership, and compassion. Parents often remark that GCS “feels like a school that truly knows every child.” This balance of prestige and personal connection defines our public image and continues to attract families who seek more than results—they seek a community that inspires purpose.
Experience why GCS stands apart—schedule a visit with our Admissions Team today."
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"One of the most underappreciated strengths of Globe Cambridge School is the depth of our faculty’s mentorship and the intentional structure behind our small-class model. Families notice the warmth and accessibility of teachers, but may not realize how systematically that care is built into the school’s design. Every student is paired with advisors who monitor progress, meet regularly, and coordinate personalized academic and wellbeing plans. Our teachers hold advanced degrees and bring international experience that transforms daily lessons into mentorship for life—guiding students through competition preparation, university planning, and leadership development. This quiet, behind-the-scenes structure ensures each learner is known, challenged, and championed.
We invite families to visit campus to see how genuine relationships—and not just academics—set GCS apart."
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"Families are often surprised by how personal the Globe Cambridge School experience truly is. Many expect the formality of a traditional top-tier private school, but discover an environment that is both academically elite and remarkably warm. Behind our rigorous IB, Pre-AP, and AP pathways lies a deeply relational culture—teachers know every student’s strengths, challenges, and aspirations. Parents often remark that progress meetings feel more like mentorship conversations than assessments. They’re also surprised by how global our perspective is: students engage with peers from diverse backgrounds, collaborate on international projects, and gain the confidence to think beyond borders. What looks like a structured academic institution quickly reveals itself as a community that sees—and supports—the whole child.
We invite families to visit and experience this balance of excellence and authenticity firsthand."
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"Globe Cambridge School is entering an exciting new chapter defined by growth, innovation, and deeper student support.
With the launch of our Toronto flagship K–12 campus in 2025, we introduced specialized facilities for the arts, sciences, athletics, and design innovation—creating spaces that match the ambition of our students. Academically, we strengthened our IB Primary Years Programme, expanded Pre-AP and AP offerings, and added new interdisciplinary electives connecting technology, business, and the humanities. To enhance wellbeing, we implemented a whole-school advisory system and on-site counselling network to ensure every student is known and guided. Faculty have engaged in advanced professional development in inquiry-based learning and assessment for growth. Each initiative reflects our ongoing commitment to deliver world-class academics within a caring, future-focused community.
Visit GCS to see how our next chapter can shape your child’s."
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"Over the next five years, Globe Cambridge School will continue to grow as a centre of academic excellence and global education. Our focus is on expanding advanced academic pathways—including additional AP courses, interdisciplinary research projects, and new partnerships with universities and global organizations. We plan to strengthen our STEM and innovation programs with enhanced laboratory spaces and technology integration, while deepening our Arts and Leadership initiatives that nurture creativity and confidence. Continuous faculty development will remain a priority, ensuring every teacher is equipped with cutting-edge pedagogy and global perspective. We also aim to broaden student wellbeing programs and community engagement, empowering students to lead with compassion and purpose.
Families joining GCS today are helping shape the next chapter of a school that is defining the future of private education in Toronto."
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 Globe Cambridge School we are proud to offer students and their families the opportunity to learn and grow in a truly international environment. With dedicated educators, we combine proven teaching methods with personalized programs to create a world-class learning experience. Together, we unlock each student’s potential and support their all-around development.
In today’s rapidly changing world, we nurture creativity, collaboration and resilience, preparing students to thrive as lifelong learners. Moreover, in developing various necessary competencies, we also help them remain rooted in the values of their own history and identity.
With the opening of our new Toronto campus, we bring together the best global traditions in education, fusing them with a vibrant and supportive community that extends beyond the classroom. We look forward to helping every student write their own learning story and begin an inspiring new chapter with us at Globe Cambridge.
So live your moments fully and meaningfully.
-- Dr.Peter Zavodny
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.
Globe Cambridge School delivers a rigorous academic program grounded in inquiry, independence, and innovation. As a progressive, internationally minded school, GCS combines the IB Primary Years Programme with Pre-AP and AP pathways to provide a seamless foundation for university success worldwide. Our small-class model (7:1 student-teacher ratio) ensures individualized attention, mentorship, and measurable academic growth. Learning extends beyond textbooks—students explore STEM, the arts, and leadership through interdisciplinary projects, competitions, and community service. Guided by highly qualified faculty, many with graduate and international credentials, students develop critical thinking, resilience, and global perspective. Rooted in equity and inclusion, GCS nurtures both intellect and character, empowering every learner to achieve excellence with confidence and compassion.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
The first and second years of this cycle help to prepare students to enter high-school mathematics with confidence. Concepts introduced in earlier mathematics courses are extended in this course. Grade 10 Science Option course which includes factors, rational expressions, linear and quadratic functions, and system of equations. This course is intended for students who wish to pursue studies in science, commerce, business administration or a technical trade. his course includes three main objectives: algebra, the analysis of geometric situations and statistical data. They will begin by working with inequalities and system of inequalities alone, and then the solutions of linear optimization problems.
At Globe Cambridge School, mathematics is taught through a balanced approach that integrates the precision of traditional methods with the inquiry-driven spirit of discovery learning. Students build strong procedural fluency through structured practice while engaging in conceptual exploration, real-world problem solving, and interdisciplinary projects. From the IB Primary Years Programme to Pre-AP and AP levels, teachers emphasize reasoning, pattern recognition, and communication of mathematical ideas. Small-class instruction allows for differentiated pacing, ensuring that each learner is both challenged and supported. Advanced students extend their skills through contests such as the Waterloo Math Competitions, AMC, and Olympiad preparation, while others strengthen foundations through personalized guidance. This balanced methodology cultivates analytical thinkers who approach mathematics with confidence, creativity, and curiosity.
Nelson Mathematics (Ontario) series, Pearson Pre-Calculus and Calculus AP editions, Waterloo Math Contest preparation materials, and teacher-developed inquiry-based problem sets integrated across IB and AP pathways.
Calculators and computers are permitted in all math classes.
Calculators are introduced progressively to support, not replace, conceptual understanding. Students first demonstrate mastery of core operations manually before using scientific or graphing calculators (TI-84 or equivalent) for higher-level problem solving, AP coursework, and standardized testing preparation.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
At Globe Cambridge School, early literacy is developed through a Balanced Literacy approach that combines systematic phonics instruction with rich, meaningful reading experiences. In the primary years, students receive explicit phonics lessons to build decoding and fluency, supported by guided and shared reading sessions that strengthen comprehension, vocabulary, and expression. Teachers use inquiry-based strategies aligned with the IB Primary Years Programme, encouraging students to connect reading with curiosity about the world. Small-class settings allow for individualized assessment and targeted support, ensuring every child progresses with confidence. Authentic literature, storytelling, and cross-curricular language integration help young readers develop a genuine love of reading while mastering foundational skills. Our goal is not only to teach children how to read, but to help them understand why reading matters.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS assessments are administered to monitor reading fluency, comprehension, and phonemic awareness, guiding individualized instruction and early intervention.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
At Globe Cambridge School, writing is taught through a balanced approach that combines structured skill-building with authentic expression. In the early grades, students learn sentence structure, grammar, and organization through direct instruction and guided modeling. These foundational skills are then applied in meaningful, inquiry-based writing tasks inspired by the IB Primary Years Programme, where students write to explore ideas, express opinions, and reflect on their learning. Teachers emphasize both the craft and the purpose of writing—helping students move from sentences to paragraphs to polished compositions. Small classes enable personalized feedback and targeted support at every stage of the writing process—planning, drafting, revising, and publishing. Whether composing creative stories, research reflections, or persuasive pieces, students develop clarity, voice, and confidence as young writers prepared for future academic excellence.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
At Globe Cambridge School, science education blends rigorous content mastery with inquiry-based exploration. Students build a solid foundation in biology, chemistry, physics, and environmental science through structured lessons that emphasize analytical reasoning, data interpretation, and scientific literacy. Equally important, they do science—designing experiments, testing hypotheses, and applying the scientific method in real-world contexts. From the IB Primary Years Programme’s transdisciplinary investigations to advanced AP labs in senior grades, students develop curiosity and precision in equal measure. Small-class settings enable hands-on experimentation, guided research projects, and personalized feedback from subject specialists. Faculty encourage students to think critically, question assumptions, and connect science to global challenges such as sustainability, health, and technology. This balanced approach ensures that every GCS student graduates not only with deep scientific knowledge, but with the creativity and confidence to lead in an increasingly STEM-driven world
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
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
At Globe Cambridge School, literature is taught as both an art and an inquiry into the human experience. Our program balances classical analysis with contemporary relevance, guiding students to explore diverse voices and global perspectives. From Shakespeare and Austen to Morrison and Márquez, students examine how language, context, and culture shape meaning. Teachers emphasize close reading, critical essays, and Socratic discussion to build analytical precision and expressive fluency. At the same time, inquiry projects invite students to connect literature with themes of identity, equity, and global citizenship—reflecting the school’s inclusive, internationally minded ethos. In the senior years, AP English Literature and interdisciplinary seminars deepen interpretive skill and intellectual independence. Through this blend of tradition and innovation, students graduate not only as skilled readers and writers, but as thoughtful observers of the world.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
At Globe Cambridge School, Social Studies in the elementary years follows a thematic and inquiry-based approach inspired by the IB Primary Years Programme. Students explore broad concepts such as community, culture, identity, and change through real-world connections that spark curiosity and global awareness. Each unit integrates history, geography, and civics with storytelling, hands-on projects, and discussion—encouraging children to think critically about how people and societies interact. Topics progress from personal and local contexts in the early grades to national and global perspectives by Grade 6, helping students understand their role as active, compassionate global citizens. Small class sizes enable teachers to personalize exploration while guiding students to ask meaningful questions, analyze diverse perspectives, and connect lessons to their everyday lives. The result is a rich, balanced foundation in both knowledge and character, preparing students for the rigor of middle school inquiry and leadership.
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.
At Globe Cambridge School, the humanities and social sciences are taught through a balanced lens that combines timeless inquiry with modern relevance. Students explore philosophy, history, geography, psychology, and economics not as isolated subjects, but as interconnected ways of understanding the world. Classic texts and “big ideas” form the foundation for discussion, while inquiry projects and case studies connect learning to current global issues—such as sustainability, equity, and innovation. Through Socratic dialogue, debates, and collaborative research, students develop analytical precision, empathy, and persuasive communication. In the upper grades, Pre-AP and AP courses deepen academic rigor, while our small-class setting fosters critical independence and intellectual confidence. This balance of perennial wisdom and pragmatic action ensures that GCS graduates are not only well-prepared for top universities, but also equipped to lead thoughtfully and responsibly in an ever-changing world.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Listening to a variety of subjects, the students will be able to demonstrate their comprehension. They will be able to produce argumentative compositions, and business letters. Vocabulary and grammar are incorporated into this program. Students practice their understanding of selections on a variety of subjects. With regard to listening, they will be able to comprehend to a degree, and recognize written forms of the language. Students are helped to develop wider skills, so that they may communicate both in speaking and in writing with a certain ease in French, in different ways of communicating related to their needs and interests.
At Globe Cambridge School, our foreign language program combines structured language mastery with authentic communication. Students learn through a balanced approach that integrates audio-lingual precision—grammar, pronunciation, and vocabulary drills—with communicative fluency, where language is brought to life through dialogue, cultural exploration, and real-world contexts. From the early grades, students are encouraged to see language as a bridge between cultures and perspectives. In addition to English language enrichment for multilingual learners, students study French, Spanish and Mandarin Chinese, gaining both linguistic competence and cultural literacy. Small class sizes and interactive lessons ensure individualized feedback and confidence in speaking, listening, reading, and writing. This global language foundation prepares GCS students to thrive in international settings, embrace diversity, and communicate effectively in an interconnected world.
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.
At Globe Cambridge School, the Fine Arts are integral to developing creativity, confidence, and cultural awareness. Our program balances creative practice with art appreciation, empowering students to both make and understand art in its many forms. Through courses in Visual Arts, Music, Theatre, and Graphic Design, students explore technique, expression, and interpretation. Early grades focus on experimentation and imagination, while advanced students refine their portfolios through mentorship and studio practice. Historical and contemporary works are studied not as static artifacts, but as sources of inspiration that connect students to global artistic traditions. With guidance from accomplished artists and educators, learners develop both technical mastery and aesthetic literacy. Whether performing on stage, composing in the studio, or curating digital art, GCS students learn to see creativity as a way to think critically, communicate meaningfully, and shape the world with vision and purpose.
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.
At Globe Cambridge School, technology is seamlessly integrated across the curriculum to enhance learning, creativity, and problem-solving. While not replacing foundational skills, digital literacy is viewed as essential to academic excellence and future readiness. Students use technology purposefully—from research and data visualization in the sciences to digital storytelling and design in the humanities and arts. Dedicated courses in Computer Science, Robotics, and Web Design introduce students to coding, algorithmic thinking, and ethical technology use. Guided by skilled faculty, learners gain practical fluency in innovation tools while developing the critical thinking to evaluate technology’s impact on society. Across all grades, technology serves as a bridge between disciplines, preparing students to navigate a world where creativity and digital competence go hand in hand.
Web design
Robotics
Computer science
The students continued physical development and the promotion of a life-time participation in physical recreation and sports is the goal of this course. Proper attitudes towards sports, recreation and healthy living are stressed. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits. Students are assisted in the development of physical fitness, proper attitudes, and the skills that will encourage a lifetime of participation in physical recreation and sports. They take part in suitable team sports and individual exercise, and are encouraged to engage in physical activities outside of school-time and to develop healthy habits.
At Globe Cambridge School, physical education is an essential part of developing confidence, wellbeing, and leadership. Our program emphasizes both fitness and character—teaching students to value perseverance, teamwork, and sportsmanship as much as skill. From early grades, students participate in a wide range of activities including basketball, volleyball, track and field, yoga, and self-defence, helping them discover lifelong interests in movement and health. Specialized instructors guide students through structured lessons that balance technique, strategy, and personal growth. As students advance, they engage in inter-school competitions, athletic clubs, and wellness workshops that promote balance between physical and mental health. GCS’s modern gymnasium, fitness studio, and access to local sports facilities such as Sunnybrook Park and Banbury Tennis Club provide the ideal environment for active learning. Our goal is to ensure every student leaves with strength of body, clarity of mind, and confidence of spirit.
Not applicable
Not applicable
Information not available
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Our small-class model allows flexible pacing through differentiated instruction, ability grouping, and guided independent study. Students may advance in specific subjects while receiving individualized support to strengthen core skills, ensuring both accelerated progress and balanced academic growth within a supportive environment.
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 Globe Cambridge School, we cultivate a rigorous yet nurturing academic culture that inspires excellence through curiosity, discipline, and purpose. Students are challenged to reach their fullest potential through inquiry-based learning, personalized mentorship, and internationally recognized programs such as IB, Pre-AP, and AP. High expectations are matched by strong support—our small class sizes allow teachers to know each student deeply, guiding them toward both academic mastery and intellectual independence. Our community celebrates effort as much as achievement, encouraging students to take intellectual risks, think critically, and pursue knowledge with confidence. This balance of rigor and care prepares GCS graduates to thrive at top universities and to lead with integrity in an ever-changing world.
"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.
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Globe Cambridge School, we aim to nurture intellectually curious and emotionally confident leaders who think critically, act compassionately, and engage with purpose. Our inquiry-driven curriculum—spanning IB, Pre-AP, and AP programs—cultivates creativity, logic, and global perspective, preparing students to excel academically and think beyond convention. Equally, we emphasize emotional intelligence and resilience through mentorship, arts, athletics, and community engagement. Students learn to communicate authentically, embrace challenges, and lead with empathy. We believe true excellence lies in the balance between intellect and character. By guiding students to connect knowledge with humanity, GCS helps them grow into thoughtful, confident individuals who are prepared not only for university success, but for meaningful lives of impact.
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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| 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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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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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
Extra support
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
At Globe Cambridge School, we believe that every student deserves the opportunity to succeed within a supportive and inclusive learning environment. While our academic program is rigorous, our small class sizes and individualized instruction allow us to identify and address emerging learning challenges early. For students who develop mild learning difficulties or attention challenges, teachers provide personalized accommodations, extra academic support, and learning strategy coaching. We collaborate with families and, when needed, recommend external specialists to ensure appropriate interventions. However, our program is best suited for students who can engage successfully in a mainstream academic environment with mild-to-moderate support. Students with severe or full-time special education needs may be better served in a specialized setting designed to meet those requirements.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 11
1 - 12
1%
20%
$0
$8,000
100%
25%
5, 6, 7, 8, 9, 10, 11, 12
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 5 - 12
Yes: grades 1 - 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 Globe Cambridge School, we seek curious, motivated, and open-minded students who embrace challenge and learning with enthusiasm. Successful applicants show intellectual curiosity, resilience, integrity, and empathy—qualities that align with our values of academic excellence and global citizenship. Students who thrive at GCS are independent thinkers and collaborative learners, eager to explore ideas, engage respectfully with diverse perspectives, and contribute positively to their community. We welcome learners who are driven not only to achieve, but to grow—academically, emotionally, and socially—within a supportive environment that celebrates both ambition and character.
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
1. Initial Assessment
Provide recently academic transcripts and regular study materials.
2. Interview with the Principal
If your child passes the initial assessment, they will be invited to an interview. This is an opportunity to discuss their academic goals, study plan, expectations and preparedness for the program.
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