7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, CanadaIndirect Support:
7475 Sherbrooke Street West, Montreal, Quebec, H4B 1S3, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
5,430.9 km
5,698.4 km
1944
1972
125
830
5 to 12
JK to 12
Coed
Coed
Day
Day
English
English
Science and technology
Academic
Traditional
Progressive
12 to 18
18
In-class adaptations
In-class adaptations
$13,000 to $16,000
$37,150
No
Yes
0%
0%
None
7 to 12
$0
$0
16
55
0%
0%
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Nov 03, 2026
Not available
Not available
Yes: grades 5 - 12
Yes: grades JK - 12
No
No
No
No
information not available
“In the 50 years since its founding, The Country Day School has managed to retain its small-school, community feel while growing to offer students rich academic, artistic, outdoor, and athletic programs on a modern campus.”
“Nurturing academic excellence and challenging students are key priorities, but not at the expense of the whole child’s development.”
“Everyone wants to be successful, and our teachers push us to get to the next level, but all in a supportive atmosphere where the goal is to get us ready to be independent, motivated learners.”
Read The Our Kids Review of The Country Day School
With more than 25 languages spoken within a student body of just 120, the school certainly comes by its name honestly. The primary language of instruction is English, though many students arrive for whom English is a second language; a majority are international students, though certainly that's not a requirement. The ideal student is one destined for post-secondary education, who will thrive in a linguistically and culturally diverse environment, and who can perceive the unique opportunities and perspective that such an environment can provide.
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The Country Day School (CDS) began, literally, over a dinner one evening in 1971. The region was in the process of amalgamating schools, which meant that students who had been attending local schools would be bussed to larger, more suburban ones. That didn’t sit well, in part because of the bussing involved, but also because of the sense of community that students had and, presumably, would lose by going to schools further afield. Seven families decided to do something about it, to take things into their own hands, and to build a school that would continue what had been developed in the rural, country schools that their children had been attending. (The name refers to that, as well as to the country day school movement that had been developing in the US since the late 19th century, with a period of renewed growth in the 1960s and 70s.) They didn’t have any experience building a school, but they turned to those who did, including Dick Howard, then head of Upper Canada College. “You’ve got to get a feel for the community,” was Howard’s advice, “who’s in it and how they perceive education.” And, for the next two years, that’s exactly what they did, speaking with families, and building a conceptual outline for what the school could be.
When CDS opened its doors in 1972, it was, in every way, an expression of the community that created it. The school has grown since then—enrollment has grown from 49 in that first year to over 700 today—and the community it sits within has grown and changed, too. Nevertheless, the school remains very much an expression of the families that turn to it. The size of the school allows for a very rich, robust extra-curricular program, and students are gently required to experience all aspects of it. The physical plant of the school has been significantly augmented through a recent and very sizable capital campaign. The core program continues to be underwritten by the values that the founding families intended to express, namely a sense of belonging, empathy, inclusion, and respect. The ideal student is one able to thrive in a vibrant, diverse, student-centred environment.
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Building experience and leadership
Liz Diaz - Parent (Feb 03, 2018)
Balanced education which means his receives great education and many options to participate in other... View full review
"Parents are involved in the life of the school on many levels."
Jennifer Sanderson - Parent (Nov 02, 2021)
Both of our children went to The Country Day School from Kindergarten through to graduation. They ar... View full review
"The teaching staff at The Country Day School are top-notch!"
Jane Cathers - Parent (Nov 02, 2021)
My daughter started grade 9 at CDS last year and right from day one she was very impressed with CDS,... 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."
"Situated on a 100-acre campus just north of Toronto among the rolling hills of King Township, The Country Day School is a leading JK-12 co-ed independent school. Since 1972, the dynamic and friendly CDS community has been nurturing student talent and fulfilling promise. Our innovative approach to learning integrates leading-edge technology, sophisticated facilities and exceptional teaching. We offer a superior educational experience that is sensitive to each student's individual needs, enables learning and equips them for life. Emphasizing education with balance, CDS provides diverse opportunities in academics, athletics, and visual and performing arts. Plus, students of all ages also love to explore our sprawling campus for outdoor education activities. This is a place of possibilities where students unearth their passions and everyone feels known, supported and inspired. CDS is a school where each graduate can answer the biggest question of all: Who will you be? Learn more at www.cds.on.ca."
"We are a family oriented School. Small classes, individual attention."
"At CDS, we help students realize their brightest future, and equip them with the knowledge, abilities and perspectives they need to navigate their journey with empathy, fortitude and confidence. We do this by offering an education with balance that includes outstanding academics and arts programs, excellent extra-curricular clubs and leadership opportunities (including a world-recognized Debating program), and expansive athletic offerings that offer something for every level of athlete, all supported by our highly dedicated teachers and coaches."
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"Over the years, we’ve found that students who actively engage in school life tend to be happier and more fulfilled in every aspect of their experience. While participation in sports and extracurriculars isn’t mandatory, we strongly encourage it—because those who take part often find their time here more rewarding, enriching, and unforgettable."
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"The opening of our Senior School in 1986 marked a transformative moment for CDS, propelling us from a “small school in the country” to, nearly 40 years later, one of Canada’s leading co-ed JK-12 day schools. The launch of a state-of-the-art Performing Arts Centre in 2002 further underscored our commitment to the Arts in education.
More recently, the addition of a long-awaited Dining Hall in 2015 has reinforced our dedication to wellness, providing a space where our community gathers daily to connect, share ideas, and foster meaningful collaborations."
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"At CDS, we celebrate each student's individuality—their unique interests, talents, and learning styles. Rather than a “one-size-fits-all” approach, we look to attract students willing to explore what excites them, embrace new experiences, and step outside their comfort zones. We seek students who are eager to get involved, take risks, and actively shape their journey toward discovering who they are meant to be."
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"If a student requires more academic support than we can effectively provide or if their character isn’t the right fit for our community, we encourage families to explore other options. Likewise, if a family prefers a school where their child isn’t encouraged or expected to participate in after-school extracurricular activities—such as sports, drama, music, and visual arts—we may not be the best fit. At CDS, the connections, growth, and unforgettable moments often happen while engaging in non-academic pursuits outside the classroom."
"Our multicultural family oriented environment is appealing to most families"
"Prospective parents either hear about CDS’s warm and friendly teachers via word of mouth or get a sense of its caring community firsthand hand while touring and find themselves imagining their students here.
As well, they consistently comment on how impressed they are by our confident and kind student ambassadors when visiting our school and want their children to be part of it. We actively work at creating an environment where kids can feel comfortable and happy in their learning and it shows."
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"As a well-rounded co-ed day school serving students from JK to Grade 12, we offer a supportive and inspiring environment where every student is truly known. Since celebrating our 50-year milestone in 2022, CDS has solidified its reputation in the York Region community as a place where students build lifelong friendships, benefit from a top-tier education, and thrive through a well-rounded approach to learning. We provide countless opportunities for students to explore their passions, along with comprehensive guidance and support for their post-secondary journey."
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"While we provide a balanced, nurturing, and supportive academic environment, we are also a university preparatory school with rigorous programs designed to challenge students both in the classroom and beyond. Our strong academic foundation pushes even the most ambitious learners, offering a diverse curriculum and dedicated teachers who inspire students to reach new heights."
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"There are probably lots of answers to this question, but the main one is how deeply rooted the sense of community and belonging is at CDS, starting with how well the teachers get to know each student. The expression ‘support, know and inspire’ is taken very seriously by every faculty member. Likewise, the more effort our students (and parents) make to become involved, the more rewarding their CDS journey will be. Our amazing lunches in our Dining Hall, incredible facilities and a 100-acre campus also top the list!"
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"In 2023, we opened our expanded and rejuvenated Junior School, including a brand new Primary Wing and entranceway that encloses our 1883 Eversley Schoolhouse. As well, we have planted a Sugar Maple Grove in our back property that will soon become a welcome addition to our outdoor education program and will further inspire our young learners. A recent community partnership with King Township’s new community centre in January 2025, includes naming rights to a CDS Arena just 800 metres up the road."
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"Later this year, we will break ground on a new multi-purpose fieldhouse and athletic centre on our campus. The new athletic centre will be built in two phases. The first phase will include a fieldhouse, signature double gym, spectator lounge, outdoor terrace, and infrastructure, such as washrooms and change rooms. The second phase will include a new fitness centre and several multi-purpose studio rooms for yoga, dance, small gym classes, and many other activities, along with a new home for our General Store. Pending all approvals and permits, we hope to break ground in early 2026. In our commitment to continuous improvement, we are excited to enhance and expand upon our athletic and science facilities in the near future."
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.
What do I love most about The Country Day School? That’s a good question. It is the overwhelming sense of community I discovered the first time I visited.
Community still remains at the core of all that we do here at CDS. In 1971 a group of committed parents first conceived of the idea to start a co-ed private school in King and worked tirelessly to open our doors to 49 students just a year later. CDS has since grown to 830 students with offerings in JK-12 and beautifully situated in the original 100-acre country setting.
This is a place where your children can come be themselves and feel encouraged and supported in everything they do. Our tagline – Education with Balance – speaks to our balanced offerings of a wide range of individualized academics, athletics, arts and extra-curriculars that will cultivate a passion in every student and help them achieve a healthy balance. I encourage you to experience some wonderful examples of this by watching our Portrait of a Graduate videos.
Are you just starting your search for an independent school? Or are you well on your way to making a decision?
Whatever stage you are at in this important process, I invite you to explore our website and social media presence, and then attend an Open House or request a personal visit. Once you step onto our campus for a face-to-face visit, you will witness firsthand the feeling of community I talked about earlier.
Thank you for your interest, and we look forward to meeting you soon.
John Liggett,
Head of School
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
High School Graduation Requirements Credits are awarded by the Ministry of Education to Secondary 4 (grade 10) & Secondary 5 (grade 11) students. Secondary 5 (Grade 11) students must pass examinations that are prepared by the Ministry of Education in English, and French Second Language. They must also pass a course in either Physical Education and Health, or Ethics and Religious Culture.They must successfully complete their other subjects to be awarded sufficient credits. By the end of Secondary 5 (Grade 11) students must have a total of 54 credits. Of these, 20 credits must be from Secondary 5 (Grade 11). The Ministry of Education mails your results to you in July.
At CDS, we recognize that as students approach the final stages of their educational journey, they are faced with some of life’s most significant decisions, including the choice of post-secondary pathways. To support them in this process, we offer both the Ontario Secondary School curriculum and a robust selection of Advanced Placement courses. As students progress through the Senior School, the breadth of optional course offerings expands to reflect increasing independence, curiosity, and personal choice. By their final year, students may select from more than 20 elective courses tailored to a wide range of interests and aspirations. Guided by a commitment to academic excellence and innovation, our Senior School faculty engages in an annual curriculum renewal process, carefully evaluating and introducing new courses that empower students to pursue their passions while developing the knowledge and skills essential for future success.
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.
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Calculators and computers are permitted in all math classes.
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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.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Students exchange ideas with others, through reading, writing, speaking and listening. They practice reading selectively with understanding, and analyze and respond to various literary genres. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine a variety of literary elements and examine how writers employ each. Attention is given to audience, mood, voice, atmosphere, theme, plot structure, irony, foreshadowing, etc. The crafting of essays, the writing of thesis statements, and the presentation of supporting proofs is stressed. Students also practice grammar, vocabulary, punctuation, and manuscript presentation.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. This course seeks to foster the student’s interest in physics, adapt to constant changes brought by science, prepare for future careers in science or technology, structure the concepts of matter and energy, become aware of environmental issues, and study the relationships between science and society. It provides them with the opportunity to investigate natural phenomena and technology related to physics. Students examine the properties of light, reflection, refraction, lenses, images, and understand how optical devices work; motion and its mechanics, equilibrant force, kinematics, Newton’s laws, simple machines, types of energy.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
The purpose of the English Language Arts program is to help students develop ease and confidence in the exchange of ideas with others, through reading, writing, speaking and listening. They learn to read with comprehension and discretion, sift information, analyze and respond to various literary genres: novels, short stories, essays, plays, poems. Students examine and practice writing essays, reviews, monologues, journals, and drama. They examine literary elements, audience, mood, voice, atmosphere, theme, plot structure. They practice grammar, vocabulary, punctuation, manuscript presentation.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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The aim of the Ethics and Religious Culture Program is to help young people become aware of themselves, of their relation to others, and of the effect of human actions on community life. They look at simple values, ask why, and see how they can be applied in different situations. Students reflect on actions and dialogue with others. They attempt to open themselves to understand other points of view – whether cultural, religious, or generational. They begin to discuss motives and reasons. They examine cultural similarities and differences in moral positions. Students also look at the basic moral values of major world religions and philosophies. Respect and tolerance for differences of belief is fostered, and a sense of the brotherhood and sisterhood of humankind is established through a better understanding of what we have in common. All philosophies and religious cultures are accorded freedom and respect.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The goal of this course is to enable the student to appreciate the place of Quebec and Canada today in relation to their rich and varied historical influences. They will learn about the French Regime and Empire in North America; Quebec and Canadian society during that period; British Conquest and Rule ; the early stages of parliamentary government; Quebec and Confederation ; Industrial Development ; Growth of the Importance of Canada on the International Stage, and Contemporary Quebec.
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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.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
This course will introduce students to various techniques of artistic expression from painting to sculpture. Forms of modern art are investigated along with the historical context for the origins of various artistic movements. The joy and possibilities of art will be emphasized in hands-on creative projects and guided instruction. It will trace the journey of western art since the invention of photography. With realism no longer necessary, art became more abstract. A timeline from impressionism onward will be established, and the various genres investigated in tandem with practical exercises. Significant artists will be profiled, and students will present their style, technique, history to the class.. Instruction will center around adapting different methods to the students’ practical work realizing the inventive possibilities of mistakes fueled by imagination.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
This course is designed to introduce students to a number of basic concepts in both Chemistry and Physics. Major studies include the classification and properties of matter; physical and chemical changes; the modern atomic model, atomic structure, bonding; molecular models; solution phenomena; acids and bases; magnetic phenomena; electrical phenomena, power, generation and transmission. During this first year of Cycle II, the students use experimental problem solving to develop their understanding of science. They explore Waves, Sound, Light, Electricity and Magnetism. They also participate in the school science fair. Some topics covered in this course include: electric circuits, electric motors and how they work, electronics, computers, waves and their behaviour, light, mirrors and lenses.
Information not available
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.
The goal of the Physical and Health Education program at CDS is to help students develop healthy habits that will improve their quality of life. An abundance of evidence proves that students who are physically active are more likely to perform better academically, feel more confident, and lead a healthier lifestyle.
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.
A successful kindergarten program encourages curiosity and imagination. Our full-day developmental program provides our students with a balance between academically appropriate activities covering math, language, science and social studies, and fosters a sense of mutual respect, responsibility and a positive attitude toward learning.
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
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.
We really work at making sure that students meet their potential and go on to thrive from there. In the Senior School, we require students have a 70% average to promote them, but also take into account if they've had struggles in their home lives or whether there are other relevant factors. Our teachers and courses do provide academic rigour because we are a university preparatory school, but we are not a pressure-cooker school. We want students to be successful, but we also want them to be well and happy in that success.
"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.
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."
CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centered. At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning and ensures success.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
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
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
5 - 11
7 - 12
1%
0%
$0
$0
100%
0%
5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 03, 2026
Not available
Not available
Yes: grades 5 - 12
Yes: grades JK - 12
No
No
No
No
No
No
No
Yes: grades 7 - 9
No
No
No
No
Canadian Students International Students Exchange Students Summer School Students Short Term Students
The Country Day School recruits students who have the desire and potential to engage in their studies and embrace all facets of school life. A balanced education includes academics, athletics, the arts, service and opportunities to learn otuside of the classroom. The admission process identifies students who will thrive in the CDS environment so that we will continue to meet our objective of developing students who are confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware.
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
Submit completed Application Package
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