7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, Canada
5,430.9 km
4,944.1 km
1944
1993
125
150
5 to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Science and technology
Arts
Traditional
Liberal Arts, Reggio Emilia
12 to 18
10 to 18
Learning, Developmental, Behavioral
In-class adaptations
Dedicated class; in-class adaptations
$13,000 to $16,000
$12,850 to $16,000
No
Yes
0%
39%
None
SK to 12
$0
$2,000
16
9
0%
0%
100%
50%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 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 reportLocated in the historic Hydrostone district, Hydrostone Academy stands out for the way it combines academics with the arts, outdoor education, mindfulness, and community-based learning. The school offers a holistic model that will appeal to families looking for a more personal, reflective, and relationship-driven experience than a conventional school. The school’s evolving identity has been shaped through ongoing dialogue with the community, while preserving its long-standing core values. Those values include compassion, creativity, self-awareness, and student well-being. The school’s small size is one of its greatest strengths. Parents describe an environment where students receive meaningful individual attention and where teachers know children well. Parent testimonials also highlight the school’s strong, well-structured academic program, skilled teachers, thoughtful curriculum design, and how students are challenged and supported. Families also speak positively about the social atmosphere, describing Hydrostone as inclusive, respectful, and close-knit. For children who benefit from strong relationships, a sense of belonging, and an education that attends to both academic and emotional growth, Hydrostone Academy is a compelling option.
View full reportinformation not available
"Hydrostone Academy truly creates an atmosphere that fosters resilience and curiosity."
Susan Joudrey - Parent (Jan 19, 2026)
My child's experience has been excellent and rewarding. He appreciates how welcoming the school is, ... View full review
"Both academically and socially, my kids have thrived at Hydrostone Academy."
Andrew Cranmer - Parent (Jan 19, 2026)
My kids have had an amazing experience at the school. Both academically and socially, they have thri... View full review
"We have had the most exceptional experiences with both the quality of instruction and kindness."
Claire Simmons - Parent (Jan 20, 2026)
My child loves the warm and nurturing learning environment. There is a culture of respect between te... 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."
"We are founded on the belief that children and all people are inherently good. We maintain a very safe and accepting environment. Students take part in an integrated curriculum that ties together the five pillars of the school: mindfulness, outdoor education, community, arts education and culturally sustaining academics. This builds resilience, empathy and curiosity and prepares students not just for university, but for the rest of their lives."
"We are a family oriented School. Small classes, individual attention."
"Creative and engaged academics in an accepting, small school atmosphere informed by mindfulness and the arts."
Information not available
"One key trade-off we make is between standardization and personalized learning. We place less emphasis on rigid pacing guides, frequent high-stakes testing, and uniform outcomes, and more emphasis on knowing students deeply as learners and as people. This means learning may look different from classroom to classroom and student to student. The impact is that students feel seen and supported, develop confidence in their own learning process, and are more willing to take intellectual risks. The trade-off is that our approach requires more time, professional judgment, and flexibility from teachers, and it does not always fit neatly into standardized measures."
Information not available
"December 6, 1917
A Strong Building
Originally built for the Alexander McKay School in 1916. As a solid brick building on the slopes of Richmond facing Halifax Harbour, it was one of few buildings in the neighbourhood to survive the Halifax Explosion in 1917. It served as a base for those who rebuilt what we now know as the Hydrostone neighbourhood.
September 1, 1993
A Foundation of Goodness
The Shambhala School was founded by a group of parents who were members of a Buddhist community in Halifax, with the intention of providing their children with a unique educational experience.
September 1, 1995
Building Strength
The Shambhala School moves into the former Alexander McKay School building on Russell Street with the generous assistance of the City of Halifax.
January 1, 2025
Building Strong Community
The Shambhala School evolves into the Hydrostone Academy, a secular school building strong and resilient youth who are prepared for university and the challenges of life ahead of them."
Information not available
"Students who thrive at Hydrostone Academy are curious, engaged, and eager to take ownership of their learning. They enjoy exploring ideas, asking questions, and making connections across subjects. Our students are self-motivated, adaptable, and open to creative approaches, whether in projects, outdoor learning, or hands-on experiences. They value community, collaboration, and empathy, and are willing to reflect on their learning and growth. In short, Hydrostone Academy is a school for learners who are thoughtful, resilient, and curious, and who flourish in a supportive, student-centered environment where intellectual exploration, creativity, and personal growth go hand in hand."
Information not available
"Hydrostone Academy may not be the best fit for every student. Students who require intensive one-on-one support beyond what our small, collaborative classrooms can provide might not thrive here. Additionally, our school community values inclusivity, respect, and empathy. Students who struggle to engage respectfully with peers, or who hold discriminatory or intolerant views—toward race, gender, sexuality, or other differences—may not feel aligned with our environment and may find it challenging to participate fully in our culture of care and community."
"Our multicultural family oriented environment is appealing to most families"
"Families choose Hydrostone Academy because we offer a learning environment that balances academic rigour, creativity, and personal growth. Unlike larger or more standardized schools, we provide personalized learning, strong student-teacher relationships, and a supportive community where every child is seen and valued. Our emphasis on social-emotional development, inclusivity, and hands-on, experiential learning helps students thrive both academically and personally.
Families select us as their preferred choice because they want more than grades—they want a school where curiosity, empathy, and critical thinking are nurtured, where students can explore their interests safely, and where their children feel known and supported every day."
Information not available
"In the public eye, Hydrostone Academy is often seen as a warm, homey, “hippy” or “granola” school—approachable and nurturing, but sometimes underestimated in terms of academic rigour. Families who enroll quickly discover that this is only the tip of the iceberg. They are often impressed by the level of academic challenge, the breadth and depth of topics, and the hands-on, experiential learning that complements strong intellectual growth. Our reputation reflects both a caring, inclusive community and a robust, challenging academic program.
Our reputation among academia is quite different. Universities often have a high regard for Hydrostone Academy grads. Professors often comment that Hydrostone Academy grads are creative individuals with strong critical thinking skills who are good at collaborating with their classmates."
Information not available
"One of the most underrated aspects of Hydrostone Academy is the combination of academic rigour and close-knit community. Families often notice the warm, homey environment first, but may not realize the depth of the curriculum and hands-on learning experiences. Students and families alike come to appreciate the inclusive, supportive culture, with many students describing it as “like going to school with your cousins.” These elements together foster both strong intellectual growth and a sense of belonging."
Information not available
"Families are often pleasantly surprised by Hydrostone Academy’s music program. Students begin learning instruments as early as Grade 1 with the recorder, and by Grade 6, each class forms its own band. Throughout the term, they practice and develop their songs, culminating in performances at our winter and spring music showcases. Many families do not expect such a robust, hands-on, and collaborative music experience alongside our strong academics."
Information not available
"Recently, Hydrostone Academy has made several enhancements to better support students and families. We now have a full-time Master Social Work counsellor on staff, providing support for student and parent/guardian wellbeing. Our playground has been transformed into a nature-based space, featuring an outdoor classroom and a native plant sensory garden, designed to foster hands-on learning, creativity, and connection with the natural world. These investments reflect our commitment to outdoor education, environmental stewardship, and holistic student development."
Information not available
"Over the next five years, Hydrostone Academy will continue to expand and deepen the ways we serve students and families, guided by our mission of fostering curiosity, creativity, and wellbeing. We plan to enhance our outdoor and experiential learning spaces, including the outdoor classroom, sensory garden, and nature-based programming. Academically, we will continue to strengthen personalized learning, transdisciplinary projects, and hands-on experiences across all grades.
Our heritage building is a treasured part of our identity, and we plan to restore it to its original beauty while making environmentally sustainable upgrades, such as solar panels and other green initiatives, to meet the needs of modern life. Together with expanded supports for social-emotional wellbeing and inclusive community, these plans ensure Hydrostone Academy remains a rigorous, creative, and sustainable learning environment."
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.
In a world that feels increasingly busy, fast-paced, and noisy, Hydrostone Academy is a place where children are truly known. As both an experienced educator and a parent, I believe deeply that school should be more than a place where academic outcomes are measured—it should be a place where children feel grounded, curious, connected, and confident in who they are becoming.
At the heart of Hydrostone Academy are five foundational pillars that guide everything we do: mindfulness, outdoor education, community, arts education, and culturally sustaining academics. Mindfulness supports students in developing self-awareness, focus, and resilience—skills they will carry with them long after graduation. Outdoor education invites children to slow down, engage their senses, and build a meaningful relationship with the natural world. Learning outdoors fosters curiosity, stewardship, and a sense of wonder that no classroom alone can provide.
Community is woven into daily life at Hydrostone Academy. Our students learn in relationship—with their teachers, with one another, and with the broader world around them. They learn how to collaborate, how to resolve conflict, how to show up for others, and how to belong. Our arts programming connects head, heart, and hands, offering students both an expressive outlet and a way to deepen their understanding across disciplines. It provides an essential balance—an out-breath—to the academic in-breath of learning.
Our commitment to culturally sustaining academics ensures that students see themselves reflected in what they learn, while also developing respect and curiosity for perspectives beyond their own. We strive to nurture thoughtful, compassionate young people who move through the world with empathy, confidence, and purpose—children who carry love and light forward into their communities.
The best way to understand Hydrostone Academy is to experience it. We warmly invite you to visit, ask questions, and see for yourself the care, intention, and joy that fill our classrooms and outdoor spaces every day.
Liberal Arts
Reggio Emilia
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Using a liberal arts approach, the curriculum integrates the five pillars of mindfulness, outdoor education, the arts, community and culturally sustaining academics. Many of the school projects for students tie together aspects from the different subjects. There is a lot of creativity and exploring in the sciences, and the development of experimentation and technique in the arts.
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.
The approach to mathematics is to guide students learning by offering engaging and thoughtful opportunities to learn new concepts, apply skills that are being strengthened in class, and deepen their critical and logical thinking skills when approaching math problems and real world scenarios. Most often, a concept is taught semi-briefly to introduce students to it, then we move onto more discovery style learning where students engage with the concept in various ways such as a game, an interactive task that requires their application of the concept, or practice problems and puzzles. The goal is to lay a foundation of understanding, then let the student build upon it to the best of their ability, while also meeting students where they are at using leveled assessment options, multiple approaches to a task, and supporting students one-on-one when needed. We also regularly factor in opportunities to work on mental math skills.
While textbooks aren’t a major component of courses, they are used as references/guides: Grades 6-9 (Math Makes Sense 6-9) Grade 10 (Foundations and Pre-calculus Mathematics 10) Grade 11/12 - No proper textbook
Calculators and computers are permitted in all math classes.
In middle school, when focusing on building conceptual understanding, calculators are often used to keep the focus on building understanding. In high school, calculators are often used as a tool for students to perform more complex calculations, while evaluation is on the communication and demonstration of understanding the topic.
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
Our early literacy program is grounded in a balanced literacy approach, but the first year of formal academics places a stronger focus on phonics-intensive instruction. In grade one, students learn individual letter sounds and spend significant time reviewing and blending them together. Letters are often introduced in creative, engaging ways (for example, through stories, related drawings, games or dramatic play). Alongside this phonics work, students are immersed daily in whole-language experiences such as morning messages, shared poems, guided-reading groups, and read-aloud novels. During reading instruction, students are encouraged to sound out words while also considering what makes sense within the context of the text.
No
Occasionally we assess letter-sound knowledge; otherwise we observe strengths and errors in students’ abilities and base lessons off that.
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.
Invented spelling is encouraged in the early years. Grammar and spelling is also taught but this is done separately from independent writing, as we do have the goal to have children see themselves as capable writers and do not want them to feel the need to stop and ask for help each time they are unsure about the spelling of a word.
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
The curriculum continues to expand into social justice, while keeping some of the traditional approaches like familiarizing students with challenging, classical texts. For example, we still read some of the Epic of Gilgamesh, some Shakespeare, etc. but we also have some contemporary works and graphic novels.
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.
Information not available
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.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
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.
The French program is primarily based on a communicative approach, with a strong emphasis on interaction and authentic language use. However, it also remains very well balanced, incorporating a wide range of activities designed to develop all aspects of language learning: listening and reading comprehension, spoken and written expression, as well as cultural understanding.
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
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Technology is integrated across all subjects in meaningful, curriculum-aligned ways for research, writing, presentations, coding, web design, robotics, video creation, podcasting, stop-motion animation, and game development. Technology can be a helpful tool; however, creativity without technology is essential because it strengthens the foundational skills that digital work relies on. When students think, design, build, imagine, and problem-solve using only their minds and physical materials, they develop cognitive flexibility, perseverance, and the ability to generate original ideas without relying on templates or automation. These “analogue” creative experiences help students slow down, reflect, and take ownership of their thinking in ways that screens shortcut. They deepen sensory, spatial, and interpersonal skills that are critical for drama, writing, and artistic expression. Once students have built internal creative capacity, technology becomes a powerful extension of their imagination rather than a substitute for it. Non-digital creativity ensures that students remain thinkers first and tool-users second.
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.
Information not available
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Pre-Primary is a warm and nurturing environment that serves the developmental needs of three to five-year-old children. The curriculum is delivered through the classroom environment, materials and daily activities. All areas of child development are considered important. Our goal is to create a classroom culture where children are able to experience their wisdom and vitality. Rhythms and cycles are a constant part of nature and human life. The classroom routine works in harmony with daily, weekly and seasonal rhythms. Stories, songs, verses and other classroom activities enrich the experience of the seasons as well. Seasonal festivals and events provide an opportunity for parents, friends and the larger community to join in celebrating with students.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Small classes create a positive learning environment. Administrative team try to ensure groups are homogeneous which is conducive to learning
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Success comes with preparation The best way to be well prepared and succeed is to devote time to your studies. It is clearly documented that the probability of a high average in college increases with the time dedicated to studying in high school. The School Office is ready to help you during the day with extra coaching, problem solving, a friendly chat, and suggestions for self discipline.
One of our Five-Pillars is Culturally Sustaining Academics, which is acknowledging and honouring diverse cultural backgrounds, histories, and perspectives, culturally sustaining academics foster an inclusive and equitable educational experience for all students. We recognize the unique strengths and needs of each student. While we have limited resource support, we prioritize student well-being by maintaining smaller class sizes and creating calmer, lower-sensory learning environments. Our school community is dedicated to empowering students and celebrating their individual talents.
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our Five-Pillars (Mindfulness, Outdoor Education, Community, Arts Education, and Culturally Sustaining Academics) provide a solid foundation for holistic development, interconnectedness, and a sense of purpose, preparing students to navigate an ever-changing world with resilience, empathy, and a lifelong love of learning.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
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.
|
||||
| Learning disabilities | ||||
|
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.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
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.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
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.
|
||||
|
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.
|
||||
|
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.
|
||||
| Developmental | ||||
|
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).
|
||||
|
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.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
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).
|
||||
|
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.
|
||||
|
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.
|
||||
| Behavioral and Emotional | ||||
|
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.
|
||||
|
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.
|
||||
|
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.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
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.
|
||||
| Physical | ||||
|
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.
|
||||
|
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.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
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.
|
||||
|
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.
|
||||
|
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."
|
||||
|
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).
|
||||
|
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.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
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.
Information not available
Information not available
In addition to small class sizes, we offer support services to students with their academic and personal development: Counselling Services: We have an in-house Counsellor at our school who support students’ mental health needs throughout the year. While also providing group opportunities for student engagement, enhancing their emotional and social well-being. Resource Support: In our upper school, teachers are equipped to offer one-on-one support to students through resource programs. This individualized attention helps address specific learning needs and supports students in achieving their academic goals. These services are designed to ensure that every student has the support they need to thrive in a nurturing and effective learning environment.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
SK - 12
1%
39%
$0
$2,000
100%
50%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 5 - 12
Yes: grades Preschool - 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
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
For many families, investing in an independent school education is a big decision. We are here to help you decide if our school is right for your child. Please complete an Admissions Inquiry Form to start the conversation and book a tour.
Admissions at Hydrostone Academy
We believe that finding the right school is an important journey, and we’re here to support you every step of the way. Our admissions process is designed to ensure that Hydrostone Academy is the best fit for your child and family.
What to expect:
Once accepted, you’ll have two weeks to finalize your enrollment. We look forward to welcoming you to our community!
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
