2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
801 North Service Road, Burlington, Ontario, L7P 5B8, Canada
Indirect Support:
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
801 North Service Road, Burlington, Ontario, L7P 5B8, Canada
1997
1982
160
195
JK to 12
Preschool to 8
Coed
Coed
Day, eSchool
Day
English
English, French, Mandarin
Academic
Academic
Traditional
Traditional
10 to 13
16 to 19
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated class; in-class adaptations
$20,570 to $28,695
$11,742 to $24,550
Yes
No
10%
0%
JK to 12
None
$5,000
$0
11
16
0%
0%
85%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 8
No
No
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Read The Our Kids Review of Fieldstone School
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The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
View full reportAt Fern Hill, academics are important, just as they should be at any school, but culture is important too, including a desire to capitalize on the individual strengths of the staff. Cross-curricular links are a focus, as is a desire to allow students to experience things that may, for the moment at any rate, seem to reside outside their immediate areas of interest. The school takes good advantage of its location within the Ontario Greenbelt, and field studies—there’s a bird banding program, among other initiatives—are used as an entrée to the development of confidence, skill development, and team building. Families are drawn to the strength of the academic program, the small class sizes, the broad range of co-curricular programs, and an abiding dedication to academic excellence.
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"During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest..."
Lexie Dias - Alumnus (Mar 10, 2020)
My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone all...
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"One thing I noticed was that the teachers came every day with a smile, ready to help the students through another day..."
Adham Ragab - Alumnus (Mar 25, 2020)
Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got t...
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"The teachers could be approached with any question and it would be met with kindness and understanding."
Abigail Lewis - Alumnus (Apr 28, 2020)
My experience at Fieldstone King’s College School has been a enriching one that has pushed me to r...
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"I personally appreciate the comradery and sense of community among the children."
Justin Jones - Parent (Nov 24, 2021)
We have two children (twins) who have attended Fern Hill School – both absolutely loved their 9 ye...
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"Fieldstone is a small school with big school opportunities – large enough to provide a wealth of opportunities and small enough to support each student’s growth. As a Cambridge School, we teach a curriculum that sets the global standard for education designed to help students develop an informed curiosity and a lasting passion for learning."
"Since 1982, Fern Hill's mission has been to graduate students aged 3-14 who are dedicated to excellence, possess a sense of personal worth and confidence in their talents and abilities. The enriched curriculum is taught in a rotary timetable by qualified, subject specific teachers who are passionate about their individual subjects. This approach is reflected in the high level of engagement found in the classrooms. Our Math, Science & Literacy program is enriched with Sports, Mandarin, French, Art, Drama, Music etc."
"Our lower school students begin studying Cambridge English, Mathematics, and Science in Kindergarten and continue to Grade Eight. In the upper school, students continue their Cambridge studies through IGCSE and A Level programming while simultaneously earning credits towards their Ontario Secondary School Diploma (OSSD). Our signature Cambridge-Ontario Dual Programme provides students with limitless opportunities to extend their learning and achieve advanced standing in universities worldwide."
"Almost all elementary schools in Ontario use a single grade teachers to deliver the core program. Fern Hill provides individual teachers for each subject in a rotary schedule similar to Ontario high schools. This allows our teachers to expand and share their expertise in the subject with students across a number of grades and allows us to enrich or support the skills of the students in each subject. Our math teachers through our art teachers believe their's is the most important subject!"
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"• Internationally recognized Core Knowledge and Cambridge curricula
• House system that promotes bonding and mentorship between grade levels
• Music composition in Kindergarten leading to Violin instruction beginning in Grade One
• Annual Shakespeare Production involving all Junior Kindergarten to Grade Eight students
• Character Counts Programme
• Standardized international examinations
• After-school tutorials at no extra cost"
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"Morning Assembly. Completely student led in a rotation of classes from Preschool to Grade 8, this sets the tone for our day. The same respect shown to whoever is speaking at the front of Assembly, is the respect expected for each other throughout the day. The courage to perform in assembly carries forward into inquiry and engagement in classes. The community of gathering together each morning builds a sense of belonging that fosters acceptance and celebration of every child's contribution."
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Fieldstone was founded with two goals in mind. The first was to provide a strong foundation of knowledge upon which each student could build as they move into adult life. The second goal was to create a strong sense of self-worth and self-esteem within each student. The curriculum is used as a vehicle for accomplishing both of these goals. Students will grow in knowledge and self-confidence by being constantly challenged to achieve goals that appear to be slightly beyond their reach. Fieldstone students are presented with academic tasks that they may consider too difficult for themselves. With the guidance of their teachers in a caring and nurturing fashion, students find that indeed they can do what they thought they could not. As a result, their confidence grows and they willingly, in fact, eagerly accept new challenges.
At Fieldstone, we see not the child we meet, but rather who that child will become.
My vision for Fern Hill School began long before there was a building, a student body or even a faculty. It began with a wish list: small class sizes, a warm friendly environment, attention to intellectual, social, emotional and physical growth and caring subject-specific teachers.
Today, more than 30 years later, Fern Hill combines the best traditional learning approaches with individualized techniques that have proven to be effective in engaging young minds. Taught by teachers who are as passionate about their students as they are about their subject specialties, our enriched curriculum stimulates and challenges students to give their personal best.
Our families choose Fern Hill not only because of its excellence in education, but also because our 22 acre campus is warm and inviting with indoor and outdoor spaces that are rich in purpose. In addition to spacious classrooms, a fully equipped gymnasium provides opportunities to be a part of school teams. A music room where vocal music is supported by Orff instruments and where band starts in Grade 5, offers a wide range of opportunities for performance. And a spacious art centre where students are led on an artistic journey that exposes them to all aspects of form, colour, light, perspective and Art History.
My honest opinion is that the only way to know what we do, is to come to visit and see for yourself. Ask our teachers why they love to teach here and our children what is it that makes them want to come to school each day. I know you will like what they have to tell you.
Traditional
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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Fieldstone Day School (FDS) - JK to Grade Eight: Cambridge Primary and Secondary I stages develop primary learners' skills and understanding of English, Science, and Mathematics. - Cambridge Primary and Secondary I Curriculum: English, Science, and Mathematics. - Core Knowledge: History and Geography. - Ontario Elementary Curriculum: Arts, Music, French, and Physical Education. Fieldstone King's College School (FKCS) - Grade Nine to Twelve: FKCS offers a unique curriculum blending Cambridge IGCSE and A Levels with Ontario courses. The combination of an Ontario Secondary School Diploma and distinguished Cambridge qualifications gives our students a jump start on their university studies.
Since 1982, Fern Hill's mission has been to graduate students ages 3-14 who are dedicated to academic excellence, feel sense of personal worth, and confidence in their talents and abilities. Fern Hill's enriched curriculum is taught in a rotary timetable by qualified, subject specific teachers who are passionate about their individual subjects. This approach is reflected in the enriched program and high level of engagement in the classroom. Our strong Math, Science and Literature program is enriched with a breadth of subjects including Mandarin, French, Field Studies, Drama, and Vocal studies.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our math classes are structured such that advanced students can jump a grade (sometimes two) to ensure students are appropriately challenged. Additionally, our Cambridge programme offers progression tests and Checkpoint Examinations as a capstone evaluation ensuring that full mastery is achieved. For an additional challenge our Grade Seven and Eight students can begin preparing Cambridge IGCSE mathematics which is typically written by high school students. Our programme offers limitless challenges for even the most exceptional students in mathematics.
There is no end to Mathematics. Students at Fern Hill develop a love of numbers through our individualized program that allows each student to progress through math concepts at their own pace. Students with a passion for math may work on problems beyond the grade expectation and graduate with accredited high school credits as a result.
We use a variety of texts and supplementary materials which are dependent on the course. Both Ontario and Cambridge-specific texts can be used in different courses.
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Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
Fern Hill students practice mental math techniques for multiplication, simple division etc. making calculators unnecessary as a regular tool. In Grade 7 and 8, our laptop program provides access to calculating tools that complement the advanced concepts being studied.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
We have a balanced approach to literacy. We use Core Knowledge Language Acquisition for phonics and incorporate "Jolly Phonics" resources as additional learning anchors. Children are given many opportunities to practice working with letters and sounds in order to develop a good initial understanding of how language works. As they progress through the grades, their oral language, including speaking and listening develops. Our children hear good literature, both fiction and non-fiction and read aloud often. They are asked to summarize and retell what they have read and engage in many conversations with peers and teachers.
Students in preschool are introduced to letters and numbers using fun, engaging materials. As fine motor skills develop in JK, students develop competency with the printing process, the begin blending letter sounds and reading begins. Reading takes flight in SK with students working on individualized programs based on their progress with phonetic decoding and vocabulary strength.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
We believe in an equal balance between teaching the nuts and bolts of language and nourishing the children with a rich diet of poetry, fiction, and nonfiction. This philosophy guides our approach to teaching writing. We place an emphasis on spelling, decoding skills, handwriting, punctuation, grammar and vocabulary all are embraced equally along with an opportunity to read rich and meaningful texts. This approach encourages and emphasizes creative expression.
While grammar, penmanship and cursive writing skills are important skills intrinsic to the Fern Hill Language programme, creativity is a central theme. Through journaling, poetry writing, and creative writing, students are provided with many opportunities for creative expression.
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.
Our science programme provides students with a strong foundation for future studies while providing students with the chance to develop their analytical skills. Our aim is to provide at least one laboratory activity per week to support the theories learned throughout the week. In Cambridge tutorial, practice practical examinations are provided to prepare for practical examinations. Co-curricular activities are offered to our students to apply the theories from the classroom to the real world. These have included: Science Olympics Teams, Community Garden Club, Computer Programming Club and Environmental Club.
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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
Zoology
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Our English courses expose students to great works of literature, both from the Canadian canon and beyond. Students analyze a range of texts (plays, poetry, essays, short-stories, and novels) from various periods, countries, and cultures. They also create oral, written, and media texts in a variety of forms. At all levels, we teach our students to confidently and coherently compose academic essays, as we recognize this to be a vital skill for many post-secondary ventures. Students graduate from our English programme with a firm grasp on reading challenging texts, analyzing these, and composing their own pieces of writing. Moreover, through their studies at Fieldstone, our students acquire a deep appreciation for the power of the written word.
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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
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).
Our social studies curriculum introduces children to a variety of people, places, and historical events in order to broaden their horizons. An early introduction to history and geography can foster a child's understanding of the cultures and landscapes beyond their local community. Appreciating the "wider world" helps students to prepare for being future global leaders.
History, Geography and Science are timetabled as separate subjects and often each have a separate teacher.
Perennialism
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Students in social sciences and humanities develop an awareness of critical issues in our complex, and diverse society. Our courses help to build understanding of individuals, communities, and nations both throughout history and in the present day. Through sustained practice, students develop their planning, processing, problem-solving, and decision making capabilities, often while exploring issues of deep personal and global significance. Discussions and assignments explore critical social, cultural, economic, technological, and environmental issues, helping students to be informed and engaged citizens.
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Communicative
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.
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.
Our language courses provide opportunities for students to learn and practice a new language, and to increase their appreciation for cultural and linguistic diversity in our increasingly globalized world. Students develop their skills in listening, speaking, reading, and writing through creative and hands-on approaches. They also increase their understanding and appreciation of diverse French-speaking communities, and develop skills necessary for lifelong language learning.
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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
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Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Our courses focus on enabling students to create and present art works using a variety of traditional and emerging media and technologies. Our hands-on approach invites students to explore a range of materials, processes, and techniques and apply these to their own artistic projects. Reflection is also a key component of art-making. Students use the critical analysis process to critique art works and connect themes to the wider world. They are also encouraged to make connections between various works of art in personal, contemporary, historical, and cultural contexts.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Fieldstone believes that studies of computers and technology are relevant for all our students because they incorporate a broad range of transferable problem-solving skills and techniques, including logical thinking, creative design (our 3D printer is very popular), synthesis, and evaluation. These courses also teach useful skills in such areas as communication, time management, organization, and teamwork. Students live in a technologically-rich world, and courses in this field will provide them with the knowledge and skills to understand the underpinnings of current computer technology and prepare them for emerging technologies of the future.
Students attend weekly computer/technology classes as part of their timetable. Coding, hardware, and many software packages are explored. Tools including robotics are used to develop understanding and experience. Laptops are introduced in G7 & 8 to facilitate access to information and collaboration. .
Web design
Robotics
Computer science
Fieldstone's approach to teaching Physical Education is to educate students on the importance of active living as a part of a healthy lifestyle. Students are given the skills necessary to participate in a variety of individual and team-based activities. Emphasis is placed on skill development, leadership, teamwork, and sportsmanship. Students of all skill levels are able to participate in activities in a safe environment with positive messages about participation and the benefits of activity.
Our athletic program teaches the skills and drills needed to experience and develop competency in a wide variety sports though-out the year. Opportunities for participation in team competitions begin in Senior Kindergarten with our House Teams, and progress to inter-school competitions in Grade 3-8.
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.
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.
The Fieldstone Global Knowledge curriculum was carefully designed to be rich in content and sequential in presentation. Kindergarten students are introduced to all academic disciplines, including French, History and Geography. Students experience an engaging and enduring subject matter that lays a foundation for their future schooling and instills a love of learning in them. The English, Math, and Science curriculum is administered following the Cambridge Primary guidelines and philosophies. This prepares students for the completion of the entire Cambridge programme.
Our Preschool class provides a safe and welcoming learning space for children who turn 3 before December 31st. Their busy and interactive days are filled with our early reading and numeracy program along with an introduction to mandarin, french, music, drama, and phys.ed. JK and then SK builds on this foundation, introducing writing and blending sounds so that reading blossoms and number sense becomes second nature. Very much a part of the school, our youngest students are active participants in school events and performances which creates anticipation and excitement about coming to school each day.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
Students are grouped according to ability in the classroom. They all complete and study the same programme; however, assessments and expectations vary depending on ability.
Fern Hill students who are ready to reach ahead are challenged with work beyond their grade level while others are given resource help to build their confidence and build competence. Man y will graduate with accredited Grade 9 credits in their Grade 8 year.
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Fieldstone promotes a rich academic environment and celebrates academic performance. Students are provided with additional academic support in both curricula through the use of our after-school tutorial sessions. Students are also encouraged to demonstrate their academic abilities in math contests, science competitions, and after-school clubs.
As our youngest students begin what can be an eleven year journey at Fern Hill, we greet them with an environment where they feel welcome and safe and where they quickly start to learn who they are and that they are capable of trying anything. The confidence that quickly develops in these early years allows them to stretch their own expectations of what they can accomplish. As they grow, so do our expectations for academic performance as do the opportunities we provide for broader learning. Our students confidently move on to excellent high schools, well prepared both academically and socially.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Fieldstone, we prepare our students to be future global leaders. We encourage them to take risks, challenge themselves, and take an active role in the community. We cultivate and celebrate our students' individual strengths and successes. We ensure that they are supported throughout their time at Fieldstone and that they are prepared for further success at the post-secondary level.
Teaching compassion and empathy while fostering curiosity and confidence lets Fern Hill graduate boys and girls who are academically and intellectually prepared to achieve their goals; Leaders who possess a balance of spiritual, emotional, and social skills; Adults who are able to evaluate and reason with the demands of the times. A Fern Hill student will be both intellectually adaptable and morally grounded.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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.
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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. | ||||
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Students with a clinically-diagnosed learning disability are invited to apply. Our school will review psychological education reports, report cards, and any other reports to assess if our school is the right fit for the student. A 'Buddy Day' (half or full-day visit to our school) and assessments may be required before acceptance is offered. If enrolled, a Student Success Plan (SSP) will be developed to support the student. This plan will outline the students' strengths and needs and will include accommodations and modifications necessary to promote student achievement.
Fern Hill has a history of supporting students with hearing impairments who use FM systems etc to facilitate learning. Our school is completely accessible with ramps connecting floors and private accessible washrooms.
When one of our teachers has a concern about a child's learning, they first meet with our Head of School. Our Head of School will then work with the student both in the classroom and in a one-on-one setting in order to get a better idea of the student's learning needs. The teacher and Head of School will meet with parents to develop a student success plan that outlines individual learning goals and accommodations. If, after the plan has been implemented, it is believed that more support is needed, the school will recommend a psychological education assessment, occupational therapy support, or speech therapy.
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
JK - 12
10%
0%
$5,000
$0
85%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 8
No
No
No
No
Yes: grades 9 - 12
Yes: grades 1 - 8
No
No
No
No
Fieldstone is a welcoming community where we look for students who are involved in the school community and have a constant drive for success, character development, and knowledge acquisition. To achieve success at our school, students need to participate in the life of our school with an open-minded and growth-oriented attitude. They need to be reflective and seek help when required. They need to be honest to their peers, teachers, and themselves. We firmly believe that every student is capable of success and overcoming challenges. By working with the faculty and being involved in the school, students receive an individualized education to become well-educated global citizens.
We support all families through the application process. In order to apply for our school, we require two years of report cards (not applicable to JK/SK candidates), a completed application form, observation, and an interview. We help your family to have a positive and successful start to your Fieldstone experience.
