443 Mount Pleasant Road, Toronto, Ontario, M4S 2L8, Canada
2445 23rd Ave SW, Calgary, Alberta, T2T 0W3, Canada
Indirect Support:
443 Mount Pleasant Road, Toronto, Ontario, M4S 2L8, Canada
2445 23rd Ave SW, Calgary, Alberta, T2T 0W3, Canada
2002
2014
500
185
7 to 12
K to 12
Coed
Coed, Boys, Girls
Day
Day
English
English
Academic
Academic
Progressive
Progressive
15 to 19
10 to 15
Learning
Learning
In-class adaptations
In-class adaptations
$42,780
$8,000 to $16,000
Yes
Yes
0%
20%
7 to 12
K to 12
$0
$6,000
83
14
0%
0%
50%
75%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
information not available
information not available
Having been founded in 2002, Greenwood is a relatively young school, though has grown in response to the needs of the families that enroll here, and the place that it has within the academic mosaic of the city. It still thinks of itself as a small school, and the lived experience is personal and close-knit. That said, at 500 students, it’s certainly not tiny, and the curricular and extracurricular programs benefit from the size. The current facility, opened in 2016, is an apt expression of the goals of the school, as well as the families that support it. It includes flexible learning spaces and up to date athletic and arts spaces. Greenwood, in some sense, still flies a bit below the radar in the public consciousness, though given the success and growth it’s experienced, that won’t last long. The ideal student is one able to thrive within an active, academically oriented learning environment.
View full reportNorth Point was founded in 2014 in order to address boys who are kinesthetic learners. That is, boys who are academically capable, yet learn best through tactile learning—hands on—and through physical activity, rather than sitting still and listening quietly. Not all boys are kinesthetic learners, of course, though certainly many are, and as such can be prone to not reaching their full academic potential in more traditional, passive educational settings. North Point has structured its program for them. North Point also groups students, for some portions of the day and for some programs, with boys of varying ages, not limited to those within their particular grade. The intention is to allow for mentorship/leadership relationships to develop, something that, for some boys, can be transformative. The ideal student is a boy who will thrive in a very active, close-knit setting, one in which physical activity, including athletics and physical competition, is a significant aspect of school life.
View full report
"The teachers at Greenwood are exceptional."
Alexander Viola - Student (May 04, 2022)
My student experience at Greenwood has been incredible. I really love this school and it feels like ...
View full review
"I think they do a wonderful job of putting kids and parents at ease."
Jen Hastings - Parent (Dec 14, 2022)
I have three kids (1 girl, and 2 boys) who go to or went to Greenwood (our daughter graduated in 202...
View full review
"...a fidgety introvert with a love for all things technology, and a requirement for copious physical exercise. He immediately felt at home at North Point."
Rhonda Ness - Parent (Jan 30, 2019)
We took our son out of publicFrench immersion because of difficulties with comprehension and anxiety...
View full review
"We help students develop the knowledge, skills and character they need to lead fulfilling lives and reach their full potential. Our personalized academic program provides each student with the perfect mix of challenge and support, and our welcoming all-gender community allows students to be open-minded and engaged each day. Students can pursue their passions through a broad range of courses and co-curriculars. Our Outdoor Education program encourages character growth and creates lasting memories."
"Believing that boys and girls learn differently and have unique needs, North Point Schools offers 3 distinct and exciting programs. Our SCHOOL FOR BOYS (Gr. K-9) and taps into boys’ natural curiosity and energy as a foundation for life-long learning as we TEACH BOYS the way boys LEARN. Our Gr. K-9 SCHOOL FOR GIRLS strives to build self-confidence and allow girls to develop their passions. In our co-educational HIGH SCHOOL, we LAUNCH LEADERS who can successfully navigate the adventure that awaits."
"Greenwood students have a champion in their corner from day one: their Adviser. Advisers ensure that their advisees get both the challenge and the support they need to truly thrive; Advisers also coach advisees through growth opportunities, both in and out of the classroom.
Every September and January, the grades spend a week together off-campus. These Outdoor Education experiences encourage them to find new depths of perseverance, to take risks, and to build lasting bonds with classmates."
"North Point’s program is designed to ensure that students master core skills, while allowing them to further explore topics that they are passionate about. We design environments and experiences that are specifically geared to challenge and engage learners by focusing on their interests in practical problem-solving, hands-on learning, leadership and outdoor exploration. We understand the importance of freedom within the school structure and of developmentally appropriate education."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Greenwood's personalized academic program is a selling point for our families; this approach ensures that each student gets exactly the right level of challenge and support to encourage academic growth. Families value that our focus goes beyond academics to encompass character and community spirit - we encourage students not only to strive for excellence, but to become the best versions of themselves. The fact that Greenwood welcomes all genders is also important for many families."
"This is student-driven education, designed to help each student discover and nourish their talents and passions. They will have a clear vision of who they want to become, and they will have the academic and real-world skills needed to get there. North Point is about changing the way all students are taught on every level, working with their strengths, and appealing to their distinct learning style."
Information not available
Information not available
"Families tell us that they didn't fully appreciate the value of the Adviser program until after they enrolled; to quote a parent, it is a "game changer". Families also tell us that our staff's commitment to student success becomes truly apparent once their child starts at Greenwood. Our teachers care deeply about helping each student to do and to be their best, and are ready to support them along their learning journey."
"Since our inception, North Point's Financial Education program has been leading the way in Canada. The Financial Education program at North Point provides students with economic and personal financial literacy and entrepreneurship lessons. This state-of-the-art program is designed to engage a student’s understanding of financial literacy as a critical life-skill. All students from K - 12 take part in this program as part of our mandatory curriculum."
"We want to encourage students to grow in all elements of their character, but that doesn't mean that we sacrifice academic challenge. Greenwood uses a "high challenge, high support" model - rather than reducing academic challenge, this high level of support creates the conditions students need to truly stretch themselves academically. Students who are both highly challenged and highly supported are motivated, confident, curious learners."
"Parents find the breadth of our Our Active Living program surprising. It is about enhancing education by providing fun, safe, cross-curricular activities that give practical application to concepts learned in the classroom. These activities also provide opportunity for character building, teamwork and leadership. Examples of these activities include:
· Gardening · Business Fair · Camping trips · Comedy/Drama Workshops · Team-Building Adventures – i.e. high ropes course
· Community Service"
Information not available
Information not available
Information not available
Information not available
We all need something a little different to thrive. No two people are the same, which is why one-size-fits-all strategies will yield dramatically different results. To find fulfilment, we need the precise mix of challenge and support that works best for us.
This idea is at the heart of everything we do at Greenwood. Our personalized approach ensures that each student is known as an individual and gets what they need to flourish. In the classroom, that means understanding where each student is at and meeting them there with the right level of challenge to encourage engagement and growth. Outside of the classroom, each student is paired with an Adviser; Advisers provide unparalleled support, acting as “champions” and advocates for their advisees in all aspects of school life.
This customized approach extends to our diverse offering of experiences. From the courses we offer to our wide range of extracurriculars, we help students find and follow their passions. We also strongly believe in the value of experiential education, and our trailblazing outdoor education and service learning programs provide authentic, hands-on learning opportunities. When students design their own personalized pathways, they feel a sense of ownership over their education -- and we know from experience that this consistently drives dedication and determination.
While our enrollment has grown to 500 students since our founding, we have maintained our tight-knit community and small-school feel. We believe in the power of learning from, and laughing with, each other, and students have ample opportunity to get to know their peers both in and out of the classroom. Our passionate, caring staff are committed to every student’s success, health, and well-being; the meaningful relationships they develop with students are what make our engaging and interactive approach to learning possible.
When our alumni leave Greenwood, they know what success means to them and they are ready to achieve it. Our graduates have followed a wide range of paths, from volunteering with Doctors Without Borders, to pursuing a graduate degree at Cambridge, to opening an art studio. Our hope for our alumni is that they lead fulfilling lives, and we are committed to helping them develop the character, knowledge, critical thinking and resilience needed to do so.
We are proud of what we have achieved over the past 20 years, but Greenwood is not content to stand still. Moving forward is critical to staying on the leading edge of education and delivering the best experience possible for our students. Our Strategic Plan for 2021-2026 charts an ambitious and exciting future for our school - learn more about it here.
Exploring our website is a great way for you to get to know Greenwood, but there is even more to discover. We hope you will join us for one of our virtual events and experience first-hand what makes this community so unique.
Sarah Bruce
Principal
From our teachers and staff to our students and parents, we have all come together around the common purpose of making education exciting, invigorating, challenging and enjoyable for our boys. Over the past decade boys have fallen behind in classroom achievement, numbers going on to post-secondary education, and numbers getting jobs out of University. The research points to an education system not ideally designed for how boys learn and behave.
An education system that once focused on math and science and which encouraged healthy competition, now pushes reading and writing at a much younger age and rewards students who can sit still and listen quietly. This approach is not very effective for many boys, who tend to be kinesthetic learners. On occasion, this creates behaviour problems in the classroom simply because boys listen and learn better if they can move around and manipulate things. North Point provides a blended learning approach (using direct instruction and integrated technology platforms), and a daily program which integrates outdoor education and physical activity. This creates an environment where boys learn more attentively in a way that makes sense for them.
Research shows that boys develop language skills later than girls, and yet the pressure to read and write begins early in kindergarten, putting boys at a disadvantage right out of the gate, often turning them off school before they can develop a love of learning.
Teachers who have experience in an all boys' environment recognize that boys arrive to school fidgety, less organized and with a fascination for exploration, adventure and building. North Point School is about changing the way that boys are taught on every level, working with their strengths and appealing to their individual learning style.
Progressive
Information not available
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and our personalized support helps students to meet those high expectations. Our teachers take time to understand every student’s unique personality, strengths and learning style, using that knowledge to develop a fully personalized learning experience that sets up each student for engagement and success.
We value self-reliance, creativity, leadership, individuality, respect for self and others, a strong sense of curiosity, and an appreciation of the outdoors. Through an integrated approach, the North Point program focuses on Academics, Outdoor Exploration, Technology, Athletics, the Arts, Leadership and Community Service. We strive to motivate our boys to accomplish whatever they set out to do, in their own unique way. Ultimately, our goal is to unlock their desire to learn, while at North Point and throughout their lives.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Greenwood offers specialized math programs.
North Point School supplements the Alberta Education curriculum and outcomes.
Information not available
Students are taught to use calculators in math and business classes.
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.
Information not available
North Point School supplements the Alberta Education curriculum and outcomes.
Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
North Point School supplements the Alberta Education curriculum and outcomes.
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.
Science instruction includes a mix of knowledge acquisition and inquiry-based learning at all grades and course levels.
North Point School supplements the Alberta Education curriculum and outcomes.
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
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.
Students analyse literary texts from contemporary and historical periods.
North Point School supplements the Alberta Education curriculum and outcomes.
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
Expanding Communities
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.
Information not available
North Point School supplements the Alberta Education curriculum and outcomes.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Humanities and social sciences courses at Greenwood include Food & Culture (Grade 11), Introduction to Anthropology, Psychology and Sociology (Grade 11), World Religions and Belief Traditions: Perspectives, Issues, and Challenges (Grade 11), Challenge and Change in Society (Grade 12) and Philosophy: Questions and Theories (Grade 12).
North Point School supplements the Alberta Education curriculum and outcomes.
Audio-Lingual
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 audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
French classes are required for students in Grades 7, 8 and 9, and are offered as electives in Grades 10, 11 and 12.
Students can study French or Spanish starting in Grade 4.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
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.
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.
Students apply the elements and principles of design when exploring the creative process through drawing, painting, printmaking and mixed media. Students use the critical analysis process to reflect on and interpret art within a personal, contemporary and historical context.
Students receive instruction from Fine Art experts throughout the year. Term 1 is focused on a general musicianship program through Choir. Visual Arts is covered in Term 2. Dramatic Arts closes out the year in Term 3. We host a Winter Concert to showcase Term 1 music and a June Arts showcase for Dramatic Arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Greenwood is designed for the digital native, with technology and collaboration tools fully integrated into our program. Students work on laptops throughout the day; students can purchase a laptop through the school or select their own learning device through the Bring Your Own Device (BYOD) program.
North Point School uses Blended Learning in most subject areas. Students receive a mix of direct instruction and the use of online platforms to progress through the curriculum.
Web design
Robotics
Computer science
Exercise Science is offered as an optional course at Greenwood, while regular physical education classes are paired with Outdoor Education experiences throughout the year.
North Point has a dedicated and substantial athletic and outdoor adventure component that is embedded into daily aspects of the curriculum. We believe that experience in the wilderness fosters courage, self-reliance, cooperation and resilience, while instilling a sense of wonder and curiosity about the world. Whether it is a challenging hike in the mountains, a river rafting journey or a ropes course, as students’ mature, risk and achievement are necessities in forming their identity and confidence.\n\nThe Athletics program at North Point is designed to improve our boys’ overall physical fitness levels and provide them with an opportunity to try a wide variety of individual and team sports. Daily physical activity is a core component of the North Point School model. We understand the importance that rigorous physical activity plays for the mind, body and spirit.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Our program includes music, games that focus age-appropriate skill development, building structures to develop fine motor skills, lots of physical activity, and fostering the development of social skills. Most studies show that boys are not ready for language development until the age of 6. Kindergarten at North Point is about developing a love of learning through experience. By touching, moving, listening, and observing, children will start to direct their own learning. The same philosophy of educating through hands on exploration in the older grades will be utilized in our kindergarten.
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.
Differentiated instruction allows students to learn in a variety of different ways based on their challenge and support needs (e.g. teacher-directed, self-paced, small-group discussion, collaborative).
Mastery Learning is ensuring that a student has a complete understanding of a concept before moving on to a more complex concept. An incomplete understanding early on can have disastrous results later, especially in math.
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.
Greenwood’s high-challenge, high-support model encourages academic engagement and growth for every student. We have high expectations for each student, and we offer personalized support to help them meet those expectations.
North Point is focused on helping boys achieve their highest academic standard possible to open options for them as they move to high school and on to post-secondary pursuits. Everything we do academically is in the pursuit of that opportunity for ALL of our students.
"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."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Greenwood aims to help students develop the knowledge, skills and character needed to lead a fulfilling life and reach their full potential. We believe that character is composed of four elements – intellectual, moral, civic and performance character. By instilling these elements of character in our students, we know they will graduate ready to be confident, competent, ethical, and engaged members of society.
We value self-reliance, creativity, leadership, individuality, respect for self and others, a strong sense of curiosity, and an appreciation of the outdoors. Through an integrated approach, our program at North Point will focus on Academics, Outdoor Exploration, Technology, Athletics, the Arts, Leadership and Community Service. We strive to motivate our boys to accomplish whatever they set out to do, in their own unique way. Ultimately, our goal is to unlock their desire to learn, while at North Point and throughout their lives.
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Support is dependent upon students’ individual needs. For example, if a student is finding a particular class especially challenging, support would be given by the classroom teacher. If there is a pattern amongst many classes, the student's Adviser would facilitate a more fulsome intervention. This intervention will involve strategies such as enlisting parent/guardian support, supporting the growth of academic and executive functioning skills, and organizing an extra help schedule. Student supports and intervention progressively involve more people as needed.
There is no single perfect type of student for North Point. North Point School welcomes all boys who are curious, enthusiastic, and would benefit from an active learning environment. We recognize that each student comes with their own unique gifts and interests and that a diverse school community benefits everyone. We look for boys with a combination of skills, talents, interests and learning styles. We consider all of these elements when making our admissions decisions. Because we provide personalized learning experiences, we are an ideal educational environment for a wide range of personality types and learner profiles.
Access to Greenwood's Student Success Centre (SSC) is included in each student's tuition fees. After reviewing a psychoeducational report and seeking parent/guardian and teacher input, we may recommend that a student with a learning difference carry a reduced course load so they can access SSC support. Students who do so receive a timetabled period in the SSC where they earn a Learning Strategies credit. Grade 12 students in need of SSC support can enrol in the Transition Skills Program, a non-credit course.
North Point School welcomes all Boys who are curious, enthusiastic, and would benefit from an active learning environment. It is for students who want to achieve their personal best academically, while exploring and interacting with the world around them. The North Point program is designed for students of all academic ability. We recognize that each student comes with their own unique gifts and interests and that a diverse school community benefits everyone.
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
7 - 12
K - 12
0%
20%
$0
$6,000
50%
75%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Dec 01, 2022
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 1 - 12
No
No
No
No
No
No
No
No
No
No
Greenwood's assessment of student-applicants emphasizes character, personality, academic readiness and interest in personal growth. Among the questions we consider are the following: • Does the applicant have the academic ability to complete the requirements leading to the Ontario Secondary School Diploma? • Do the applicant and their family have values and experience or inclinations that are consistent with Greenwood’s ‘whole person’ approach to education? • Is the applicant involved in the school life of their current school and in extra-curricular activities outside of school, and will they contribute in a positive way to the Greenwood community? • What is the character of the applicant? Is the applicant supportive of others? How has the applicant dealt with previous challenges and opportunities? • Is the applicant academically and otherwise engaged in life? Are they curious, interested in learning and excited about trying new experiences?
There is no single perfect type of student for North Point. North Point School welcomes all boys and girls who are curious, enthusiastic, and would benefit from an active learning environment. We recognize that each student comes with their own unique gifts and interests and that a diverse school community benefits everyone. We look for boys with a combination of skills, talents, interests and learning styles. We consider all of these elements when making our admissions decisions.
Applying to Greenwood involves the following steps:
All applicants are required to complete the Character Skills Snapshot (CSS), administered by the Enrollment Management Association. This online tool examines seven essential character qualities or “non-cognitive” attributes of individual students. Research shows that these qualities are the ones that independent schools feel are most important to nurture in their students. The CSS takes approximately 20-30 minutes to complete. Learn more about the CSS here.
Please note that an interview cannot be scheduled until the application is complete. Applications are considered complete when Greenwood has received:
APPLICATION PROCESS
If you would like to attend North Point, the application process is as follows:
Step 1: PERSONAL INTERVIEW
At this point, we presume you have attended one of our Open Houses or a Personal School Tour. We then conduct an interview with both the prospective student and parent(s) to confirm this is the correct fit for everyone involved. If you have not yet attended this interview, please do so BEFORE submitting this Application for Admission. Prospective students should attend a school Shadow Day.
Step 2: APPLICATION
Application for Admission packages submitted MUST include the completed documents and attachments to ensure a successful student enrolment at North Point School for Boys. A checklist is provided for your reference only and does not need to be submitted as part of the submitted package.
Step 3: FINAL ASSESSMENT AND ACCEPTANCE
Once we have received your application, we review the documentation, the personal interview and shadow day (if applicable). Parents are notified by phone and in writing of acceptance. Upon acceptance, parents are invited to complete the student registration and remit a deposit and the remaining tuition fees are due in accordance with the fee schedule.
