7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
1884 Lakeshore Rd. W., Mississauga, Ontario, L5J 1J7, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
1884 Lakeshore Rd. W., Mississauga, Ontario, L5J 1J7, Canada
5,430.9 km
5,699.7 km
1944
1995
125
101
5 to 12
JK to 8
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Traditional, Montessori
12 to 18
10 to 12
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$13,000 to $16,000
$18,490
No
Yes
0%
0%
None
JK to 8
$0
$0
16
9
0%
0%
100%
100%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades JK - 8
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 reportGeorganne MacKenzie founded Meadow Green in order to offer an academic program that was both rigorous and inclusive of Christian values. The approach is as consistent as it is committed to addressing the specific needs of each learner, both academic and social. In crafting the curriculum MacKenzie wanted to reflect the academic traditions of strong core language, numeracy, and assessment, while also bringing in modern best practices. The ideal student is one operating at the upper end of his or her peer group, and who is able to thrive in a challenging, diverse, and cooperative learning environment.
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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 MGA students enjoy a rich educational experience in a caring and nurturing environment built on Christian values. Our unwavering commitment to individualized learning and accelerated programming is enhanced through small class sizes and ongoing, individual student assessments. With a strong focus on academics, MGA offers a comprehensive blend of the best in traditional education and current technologies. The core curriculum prioritizes reading, writing and mathematics, with a view to developing a solid, educational foundation. An emphasis on advanced learning in the areas of computers, science and languages, challenges students to maximize their potential. Well-rounded education includes not just rigorous academics, but also a variety of sport programs, clubs, and extracurricular activities. From track and volleyball to music, cooking and drama, we have something for every student. Our experienced and dedicated teachers are committed to helping students develop their skills, discover their passions, and build lifelong friendships. At MGA, we believe that today’s students are tomorrow’s leaders and students are encouraged to develop a global perspective and concern for others."
"We are a family oriented School. Small classes, individual attention."
"At MGCA, we excel by offering a caring, Christian environment with tailored education. Small classes and ongoing assessments ensure individualized learning, while accelerated programs in computers, science, and French from preschool challenge students. We balance strong academics—focused on reading, writing, and math—with diverse extracurriculars like sports, music, and drama. Our dedicated teachers and open parent communication foster students’ growth into leaders with a global outlook."
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"To deliver our unique, individualized education, MGCA offers smaller class sizes and specialized programs. Our focus on accelerated academics enriches learning. We offer Christian values threaded within our curriculum. These choices ensure a nurturing, rigorous experience tailored to each student."
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"Meadow Green Christian Academy, founded in 1995 by Georganne MacKenzie, began with a vision for rigorous academics rooted in Christian values, serving Mississauga and Oakville. A key juncture was establishing two campuses—Queensway for younger grades and Lakeshore for older students—enabling tailored environments. Later, closing the smaller Queensway campus to consolidate at Lakeshore allowed us to focus resources on enhancing facilities, like advanced computer labs and fine arts spaces, while maintaining small class sizes. Introducing Canadian Achievement Tests in the early years standardized our academic excellence, shaping our reputation for individualized learning. These moments solidified MGA as a nurturing, forward-thinking school, preparing leaders with a global perspective."
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"A good fit for Meadow Green Christian Academy is a student eager to grow in a supportive, faith-based environment. They thrive with individualized attention, embracing small classes that adapt to their pace—whether they need a challenge in math or a boost in reading. Curious and engaged, they’d enjoy our accelerated programs in computers, science, and French from preschool, plus extracurriculars like volleyball or drama. Families valuing Christian principles and a global outlook align best, as do students who appreciate structure, from daily assessments to national testing. Motivated to become principled leaders, they benefit from our blend of tradition and innovation."
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"Families needing extensive special education might find our limited remedial resources insufficient, given our focus on accelerated learning. If a larger student body or a broad high school program is desired, our small size and JK-to-Grade 8 scope may not fit. Additionally, if a child thrives in less structured settings, our rigorous, assessment-driven approach might not suit them."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Meadow Green Christian Academy for its nurturing, faith-based environment and rigorous academics tailored to each child. Small class sizes ensure personalized attention, while accelerated programs in computers, science, and French from preschool challenge students. Parents value the Christian values shaping character, the variety of extracurriculars like drama and sports, and strong teacher dedication. Regular parent communication and a focus on raising principled leaders with a global outlook set us apart. The closure of our smaller campus to enhance Lakeshore’s facilities shows our commitment to quality."
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"Meadow Green Christian Academy is seen as a nurturing, high-quality Christian school in Mississauga, known for academic excellence and a tight-knit community. Its small class sizes and focus on individualized learning give it a reputation for caring deeply about each student’s growth. Families and locals likely view it as a place where faith and education blend seamlessly, producing well-rounded, principled kids ready to lead. The emphasis on advanced programs and extracurriculars paints it as forward-thinking yet rooted in tradition. While its smaller size and tuition might suggest exclusivity, its warm, family-oriented vibe and Lakeshore campus enhancements bolster its image as a dedicated, values-driven choice."
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"One underappreciated aspect of Meadow Green Christian Academy is the depth of our individualized learning approach. While small class sizes get noticed, the ongoing assessments and tailored pacing—whether accelerating a student in science or supporting them in reading—often fly under the radar. Families might focus on our Christian values or extracurriculars like drama and sports, but the quiet, consistent way we adapt to each child’s needs is a hidden strength. This flexibility, paired with tools like Canadian Achievement Tests, ensures every student builds a strong foundation, yet it’s not always the first thing people talk about."
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"Families might be surprised by the breadth of opportunities at Meadow Green Christian Academy despite its small size. Beyond the expected Christian focus and strong academics, they’d find robust extracurriculars—think volleyball, drama, and cooking—rivaling larger schools. The early start to French in preschool and advanced computer labs might catch them off guard for a Preschool-to-Grade 8 setting. Also, the level of parent involvement, with regular updates and a family-like vibe, often exceeds expectations. Many assume small means limited, but our consolidated Lakeshore campus packs a punch with enriched programs and a global perspective."
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"Meadow Green Christian Academy has recently consolidated its two campuses into one at 1884 Lakeshore Rd. W., uniting junior kindergarten to Grade 8 students for a stronger community feel and easier logistics. They’ve also boosted activities, expanding the Fine Arts program, alongside bands and piano lessons, emphasizing skills like confidence and communication. Plus, a revamped, active parents’ association has formed, enhancing family involvement in school events and initiatives. These changes maintain their focus on small classes and individualized learning."
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"Meadow Green Christian Academy is always looking for ways to improve, and over the next five years, we’ll keep evolving with input from our community, parents, and students. We’re exploring new playground facilities to give kids a fun, active space to unwind. To make it happen, we’re planning additional fundraising drives and seeking corporate sponsorships to boost resources. Expect more activities, too—our parent-teacher association will help expand options during lunch breaks and after school, keeping students engaged and connected. With everyone’s ideas shaping our path, we’re excited about what’s ahead!"
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.
Hello, my name is Georganne MacKenzie.
As the founder and Director of Meadow Green Academy, I have a vision for educating students, based on my years of teaching experience and the Christian values that guide me in life.
We believe that today’s students are tomorrow’s leaders. With a strong and deliberate focus on excellent academics, Meadow Green Academy offers a comprehensive blend of the best in traditional education, modern pedagogy, innovation and advanced technologies.
We also provide special education programs for a small number of students who are supported by a teaching assistant.
Mutual respect and inclusivity are emphasized to create a secure and nurturing environment, where each child is appreciated and recognized as a valuable individual.
The core curriculum at Meadow Green Academy prioritizes reading, writing and mathematics, in order to develop a strong educational foundation. An emphasis on advanced learning in the areas of computers, sciences and languages, challenges students to maximize their potential in the classroom and the world at large.
I invite you to call us at the school so that we can share our educational mission with you.
Kind regards,
Georganne MacKenzie
Traditional
Montessori
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Meadow Green Academy offers a comprehensive blend of the best in traditional educational practices and modern pedagogy. Extensive use of the latest technology enhances the rich learning experiences of our students.
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.
The mathematics curriculum begins in JK with the use of manipulatives and other hands-on resources. This early exposure to numbers and shapes prepares the way for youngest students to excel in mathematics later on. Meadow Green Christian Academy is a Ministry of Education inspected school with credit granting authority for grade nine mathematics. Students who enter grade eight having completed the grade eight curriculum are able to take a Reach Ahead high school credit in this subject.
Information not available
Calculators and computers are permitted in all math classes.
Information not available
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
Our Language Arts program focuses on oral language skills, listening skills, phonics, word development, spelling, reading comprehension, written language, grammar, and creative writing. Students develop a solid grasp of the English language conventions and the ability to manipulate and use the language in order to be successful in all areas of learning. They gradually learn to develop and express their opinions and to utilize different and appropriate writing styles.
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.
The focus is on oral communications, vocabulary development, reading comprehension, written language, grammar and creative writing. Students learn how to independently plan, revise and edit their work and they participate in speech and writing competitions. Students are given group and individualized programs based on their strengths and abilities. Ongoing assessments ensure that key concepts and skills are grasped.
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.
Grades 1-3 - We teach students the importance of hypotheses and observation by doing hands on science experiments. This multi-sensory approach allows students to master basic scientific knowledge and concepts and practice their skills of inquiry and seeking out information. Science seeks to describe and explain the natural world and our vision is to open the children’s eyes to this world and offer a Christian perspective. Grades 4-8 - Students acquire a broad scientific understanding and technological capacity in all areas of Science. By completing various classroom experiments, investigations, research projects and science fair activities, the students develop a great deal of knowledge which they apply to new situations. Topics in the areas of environmental science, biology, chemistry, physics, and space science are studied at a high level.
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.
Information not available
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
Core Knowledge
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).
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 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.
Students will seek to examine and understand communities, from the local to the global, their various heritages, and the nature of citizenship within them. The acquisition of key social science concepts, including change, culture, environment, power and the dynamics of the marketplace are studied. Ancient civilizations, Canadian history, Canadian geography and units related to a study of a country within a continent are studied each year. Different viewpoints are evaluated and information is examined to learn how to make decisions and solve problems.
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.
The Geography curriculum allows students to develop a solid foundation of the knowledge and skills that are required for the subject. Students in Grade 7 are introduced to the concepts and methods of geographic inquiry, physical patterns, and how they affect human activity. The use of our natural resources and the environmental implications are studied. In Grade 8, the study of geography focuses on patterns in human geography, economic systems, and migration. Students explain population distribution and characteristics and investigate how human activities are affected by these patterns. They examine economic systems and the economic relationships between Canada and the global community, as well as the major types of migration and factors affecting human mobility. Students are tested after each unit to ensure their understanding of each topic. There are also various presentations and individual and group projects.
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.
French - JK - Grade 3 - A rich foundational vocabulary is learned in an exciting and interactive way through the use of conversations, poems, songs and books. Students begin to write simple French sentences and answer comprehension questions. The curriculum aims to assist students to understand key grammatical concepts and to grow in their usage of the language. French Grades 4-8 - MGA students will read a wide variety of materials, appropriate to their age level. They develop strong oral communication skills and explore further aspects of the written language, including grammar. MGA students become h3 French communicators. Parisian French is used throughout the school and a high level of oral communication, reading, grammar, and writing is developed. Students are encouraged to read short stories and novels in French.
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.
Education in the Arts is essential to a student’s intellectual, social, physical and emotional growth. Our Visual Arts program includes the traditional fine arts of drawing, painting and sculpting. Students learn to analyze and appreciate art work from various historical periods and styles. Drama skills are encouraged as each class continues to prepare presentations for varying school assemblies. Two high-level drama productions are performed each year, one at Christmas and one in the Spring. Highly qualified, specialty teachers help the students to develop their acting, singing, dancing, and production skills. The guitar will be studied and students continue to grow in their appreciation of music. They learn musical notation and theory and are given the opportunity to perform at school concerts.
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.
Students will become familiar with various programs and functions, equipping them for our technologically advanced and fast-paced society. Wireless access throughout the building allows the students to use their own personal laptops in all classes. SMART Boards are incorporated across all disciplines and enhance learning. Grades 7-8 - In Computer Technology a variety of programs are used to combine education and technology that assist students in becoming better prepared for a technologically advanced society. The students utilize several Techno programs including Techno Web, Internet Explorer, Techno Investor, and Techno CEO, as well as Microsoft Office. Continued emphasis is placed on typing speed using All the Right Type. Students are encouraged to use lap tops at school as the South Campus is fully wireless.
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.
A comprehensive Physical Education program rounds out the students' learning experience. Intramural and extra-curricular sports activities and teams are available. Fitness, good sportsmanship, and high-level skills are developed. Involvement in sports and MGA’s Physical Education programs provide the students with an outlet for their energy and physical capabilities. Team sports such as soccer, basketball, volleyball, floor hockey, badminton, and baseball are developed. Individual activities such as track and field, dance, and exercise fitness are also encouraged. Participation in intramural and extra-curricular sporting events provides the students with a lot of fun and broadens their school experiences.
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our Full Day Senior Kindergarten is a highly academic, nurturing program focused on developing reading, writing, and math skills while fostering a love of learning. Students learn to read and write through sight vocabulary, word families, spelling, and phonics, using engaging materials like phonics readers and storybooks. Math covers place value, operations, fractions, time, geometry, and problem-solving, with hands-on Montessori tools reinforcing concepts. Computers enhance language arts and math learning, while French emphasizes oral skills through conversation, songs, and games. Drama and music build confidence, and science and social studies themes—like the Human Body and Outer Space—stimulate intellectual growth. Physical education promotes fitness, skill development, and teamwork in a fun environment.
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 students work in their grade classes but there is ability grouping in language arts and mathematics which best meets their individual learning needs in those subjects.
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.
Meadow Green Academy strives to assist students to reach their academic potential to the best of their ability. This includes providing individual support to students who have special needs. Accommodations and modifications help to set achievable expectations and support students to meet them.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Information not available
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
Modifications
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.
Meadow Green Academy believes that all students can learn and we accept students who learn differently. Additional educational support is provided by trained staff in the form of accommodations or modifications as needed. An admission interview with the Director and initial assessments help us to determine the best approaches that will benefit each child.
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 11
JK - 8
1%
0%
$0
$0
100%
100%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades JK - 8
No
No
No
No
No
No
No
Yes: grades 1 - 8
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
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
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