16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
394 Royal York Road, Etobicoke, Ontario, M8Y 2R3, Canada
1,942.9 km
332.6 km
1980
2016
1007
60
JK to 9
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive, Reggio Emilia
20 to 25
6 to 8
Learning
Dedicated gifted school
$3,210 to $7,595
$9,132 to $19,250
No
No
0%
0%
None
None
$0
$0
84
5
0%
0%
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
JK, SK, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
Yes: grades JK - 8
No
No
information not available
information not available
The initial draw for families considering Glenmore is the values piece: a full curriculum taught through the Christian lens. Certainly, that’s something which distinguishes the school within the region, and often is the first point of contact. What families find in the school, however, is both that and whole lot more. Given the size of the school, Glenmore is also able to offer a very rich, diverse range of programming, something that understandably is also very attractive. There is a full program of intramurals, and the breadth of the music program—including options for individual lessons—is something that also distinguishes the school. A mission program at the grade 9 level offers an international experience earlier than in a majority of programs, and can provide a very nice punctuation to a student's experience at Glenmore. The ideal student is one who will thrive within a vibrant, challenging, community-centered learning environment.
View full reportOak Learners is the very definition of a community-based, student-centered academic environment. Classes are small, personal, and lessons begin with the talents, interests, challenges and curiosities that the children bring with them into the room. An emphasis on the arts is used as entrée to the curriculum, underscoring a cross-curricular approach to instruction. Classroom spaces are bright, open, and adaptable to large group, small group, and tutorial-style learning. Founder Kelly Ferrell is rightly a draw, bringing a wealth of experience to the offering, as well as a proven track record as an educator, leader and entrepreneur. The faculty she’s attracted shares her enthusiasm for active, hands-on, inquiry-based learning. Still relatively young, Oak Learners has quickly established itself as a key offering within its catchment area.
View full reportinformation not available
"They work with children in small classes and create individualized plans for each child. I also receive regular updates about my son's strengths and areas that need to be worked on."
Asha Rampersad - Parent (Oct 16, 2018)
My 6 year old thrives at Oak Learners. He loves the staff who are attentive, responsive and makes l...
View full review
"They have a knack for connecting with children and their challenges ... adjusting both the curriculum and the approach to fit each child's needs"
Jana Machan - Parent (Jun 13, 2019)
Our son loves the varied and fun activities at Oak Learners, which challenge him educationally while...
View full review
" ... our two kids love Oak Learners"
Jasmine Bush - Parent (Jun 13, 2019)
For different reasons, our two kids love Oak Learners. The staff were very good at identifying skill...
View full review
"Glenmore Christian Academy’s mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love. Through a Biblical worldview, students learn liberal arts, sciences, fine arts, languages and Phys Ed from specialist educators in our state-of-the-art facility. Extra-curricular options include performing arts, band, intramural and competitive sports. In Junior High, students partake in outdoor leadership programs including an international Mission Trip in Grade 9."
"Oak Learners inspires meaningful learning every day. Passionate teachers nurture children’s natural curiosity about their world with hands-on experiences. Students in Kindergarten through Grade Eight participate in an enriched interdisciplinary program, with a focus on Academic skills, the Arts & Outdoor Education. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way."
"GCA is more than just a school: it is a community. It is our priority to work in partnership with parents to help our students discover their God-given talents. At GCA, Bible is more than just a subject. Our enriched academic program is infused with a Biblical perspective, even in the core subjects. Christ is in everything that we do. These two elements working together allow us to provide students the tools they need to continue to thrive academically and spiritually when they graduate."
"Our unique approach at Oak Learners inspires creativity, fosters academic skill-building and builds confidence in our students every day. Students of all ages are constantly encouraged to interact with the natural environment: to seek and explore experiential learning opportunities and to ask questions about the world around them. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning."
"Those that apply to Glenmore Christian Academy are looking for an educational program where their child will be taught how to become a life-long learner, be encouraged to grow in their faith as they learn about Jesus Christ and be given opportunities to put that faith into practice."
"At Oak Learners, education does not follow a one-size-fits-all approach. We work as partners with families to ensure each child receives a personalized learning roapmap that supports and enriches their child(ren)'s individual learning style(s). We passionately believe that our small class sizes facilitate an attentive and adaptable learning environment that will continue to nurture our students with meaningful experiences."
"The culture at GCA is incredibly diverse. Our community is comprised of students whose families are from all over the world, and from more than one sect of Christianity. At GCA, we come together and celebrate our differences all under the banner of Christ."
"At Oak Learners, we believe every child can be successful when they belong to a supportive educational community and this is exactly what families who choose Oak Learners will discover. There are proven links between children's mental, emotional, physical and spiritual health with time spent outdoors in nature. Students at Oak Learners have gained increased focus, confidence, self-esteem and overall increased happiness and satisfaction with school."
"At GCA, we are truly blessed to have a wonderful facility for our students and staff. Our facilities team are all dedicated Christ followers and completely committed to what they do, and are an incredible example to the rest of our staff. The work that goes into keeping our school clean and safe is a huge endeavour, and our facilities team members are truly inspirational."
"Every school day is integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way. Small classes help facilitate opportunities for our students to get outside every single day, rain or shine, to explore and enrich the academic curriculum in a meaningful way. The result is happier and healthier children, teachers, and families."
"Our Mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love.
Only 50% of our families are from Canada originally: the rest are from Africa, Asia, Eastern Europe and Latin America.
Our annual Grade 9 Mission Trip to build homes has been happening for over 30 years.
In Kindergarten, our students learn the fundamentals of reading, writing and basic math facts.
GCA started out in the clubhouse of First Alliance Church just off Glenmore Trail: thus, our name."
Information not available
Stanford Hielema is passionate about education and nurturing an environment where all children have an outstanding learning experience. Previously, as Associate Superintendent for Palliser Regional Schools, he oversaw student learning, fiscal management, policy and administrative procedures, and community relations for the faith-based alternative schools. Before that, Stanford spent over 20 years building Trinity Christian School from 45 students to more than 400. With a strong focus on community, the school thrived in academics and athletics. He built capacity with teachers through instructional best practices to improve student learning. He acted as a Designated Signing Authority for the province during this time, and evaluated 60+ teachers for their Alberta Permanent Teaching Certificate.
On behalf of the entire staff at Oak Learners, I want to welcome you and your family to our school this year. The global Covid-19 pandemic caused adversity and change. However, as a community, we have adapted by working together to support all the learners in our classrooms and, despite these circumstances, we have ensured that all students received the education and support they needed while remaining safe.
The 2022-2023 school year is no different, with a focus on equity, diversity, ingenuity, and inclusion. All the educators at Oak Learners will face the coming challenges and continue to adapt to create a caring and welcoming school environment.
Raising resilient and successful children certainly does take a village! I love working together with parents to support their child’s education; in a true partnership between the school and families. Communication between home and school is paramount to a child’s success and we strive to demonstrate this value on a daily basis.
At Oak Learners, we strive to create an engaging curriculum that is progressive, interdisciplinary, and most importantly student-driven. Not only are we an innovative not-for-profit learning centre, but we are also a team of leaders in the community, working to ensure all students are supported and cared for. I truly believe that every child has the capacity to excel and succeed and love school.
I am proud to welcome you to our 7th school year and look forward to working with the entire school community once again!
~Kelly Farrell
Kelly is an OCT certified teacher and has worked in classrooms and alternative learning environments since 1996 and as a certified teacher since 2004, working with students from Kindergarten through Grade 12. Kelly has a passion for empowering students to develop confidence through building on their strengths to support their difficulties, particularly those with learning exceptionalities, including Learning Differences, ASD, social-emotional needs, and anxiety. Kelly subscribes to the tenants of Montessori, Reggio-Emilia and Constructivist methods of teaching and is always looking for ways to bring these strategies into the 21st Century through technology and environmental education.
Throughout her teaching career, Kelly has been teaching, leading, and connecting students and staff with a global community of educators leading the way in 21st century personalized learning. In 2014, Kelly was awarded “Project of the Year” at the Water Docs @School Film Festival for her Inquiry-Based Learning project, “Kids Against Road Salt“. This project has been used to train new teachers on the benefits and processes behind inquiry-based learning. Kelly’s teaching was also featured in Owl Magazine on the “Cool School” page in 2014 for a unique publishing project undertaken by her Grade 7/8 class that year.
Progressive
Reggio Emilia
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
In partnership with supportive, involved parents, the goal of our educational team is to develop well-educated, faith-filled youth in a creative, active and nurturing environment. With a focus on high academic standards and using an enriched, balanced academic curriculum, our two dedicated principals work alongside our team of specialist educators to ensure your children are receiving the highest quality education.
Oak Learners offers progressive, interdisciplinary, inquiry-based programming in a student-driven, teacher-facilitated, alternative learning environment. Each learner goes through a cyclical process of identifying their unique strengths, needs, goals, and interests. Each day at Oak Learners brings new learning opportunities through an integrated and immersive approach to elementary education. Ontario Curriculum content and skill achievement guidelines are covered and enriched through a holistic approach to learning in a project-based inquiry model, leading to a much deeper and richer learning experience for the students.
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.
Basic facts are still emphasized.
Mathematics instruction at Oak Learners takes a very hands-on approach, using manipulatives as well as leveled workbooks to provide an enriched approach to learning Math.
Information not available
Information not available
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.
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.
Students are assessed twice a year in Elementary using a standardized reading assessment to measure growth.
Students are immersed in literacy opportunities through our "Integrated Literacy" programming as well as receiving a multi-sensory approach to learning English phonetics as well as leveled reading activities to build confidence and scaffold literacy skills.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Fountas and Pinnell
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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.
Information not available
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Information not available
Science in the Elementary Years is all about understanding and respecting the world around us. At Oak Learners, we explore our neighbourhood daily and use the students' own questions and observations to form units of study.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Social Studies becomes part of everyday conversation at Oak Learners. Students and teachers may discuss community, family or school related topics and through inquiry, students learn about how they see themselves as part of the larger community.
Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
At Oak Learners, we believe that Humanities Education plays a very important role in providing young leaders with 21st Century learning, problem-solving, collaboration and critical thinking skills. The more students can observe, explore, question and design the world around themselves, the more they have the opportunity to construct true understanding of new concepts.
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.
Information not available
We offer enrichment opportunities for students interested in learning new languages through technology and guest-teachers. These decisions are made through consultation with parents and teachers.
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
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.
Information not available
We believe that Arts Education plays a very important role in educating young learners. We make sure to integrate Art, Music, Drama and Dance throughout our days, throughout every subject area. The Arts is what brings learning to life and provides a context for deep emotional and social learning.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
Technology integration is personalized for each learner. We offer a BYOD (Bring Your Own Device) option for students and encourage the learning of typing and internet navigation skills as an integral part of our 21st Century Curriculum.
Web design
Robotics
Computer science
From K-Grade 5, students are engaged in physical activity on a daily basis. We have specialized phys ed teachers from Kindergarten to Grade 9.
Outdoor Education is at the core of everything we do at Oak Learners and facilitates a robust Physical Education experience that incorporates everything from hiking and sports to yoga and fitness.
Reggio Emilia
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.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our Kindergarten program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
Our Kindergarten program follows a skill-based curriculum through a cross-curricular and arts-based approach with a unique focus on outdoor education. Spending time in our community and in nature provides our students with unique opportunities to engage in a meaningful way with their environment and their peers.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum 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.
Students have a variety of options on how they can showcase their learning.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
We desire to be recognized as a Christian school that maintains high academic standards with graduates who become responsible citizens, worldview thinkers, and have a commitment to Christian service. We value “arts” and “athletics” each as a medium to build within our students a sense of self-worth, supporting each one to discover his/her God-given gifts.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
---|---|---|---|---|
Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
All learning programs are personalized at Oak Learners. We work in a close proximity with parents when planning for appropriate learning goals and strategies for their children.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
50%
0%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
JK, SK, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades K - 9
Yes: grades JK - 8
No
No
No
No
Yes: grades K - 9
No
No
No
No
No
The student should be curious and interested in learning, dedicated to achieving success in a range of areas including academics, athletics and arts. As we are a faith-based school, it is important that parents support the Biblical component infused into all of our curriculum.
Our Facility Fee is a one-time, NON-REFUNDABLE fee that applies to all NEW Kindergarten to Grade 9 students.
- First child: $2000
- Subsequent children: $500
The admission process is personalized, just like most aspects of our programming. Your journey at Oak Learners begins with a personalized tour and meeting with our Director. If it is determined through this interview that Oak Learners may be an appropriate fit for your child, we will then book a trial-day where your child will spend the day as part of our classroom. Following the trial day, there will be a second in-person meeting to determine next steps and registration.
The success of every student plays a role in the admission process. Decisions may be made on several factors, including (but not limited to), student-teacher ratio, academic needs, classroom make-up and social needs.