2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
80 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
2193 Orchard Road, Burlington, Ontario, L7L 7J8, Canada
80 Scarsdale Road, Toronto, Ontario, M3B 2R7, Canada
1984
1989
240
98
Preschool to 12
Preschool to 8
Coed
Coed
Day
Day
English
English, French, Spanish, Mandarin
Academic
Academic
Waldorf
Progressive
16 to 24
10 to 16
In-class adaptations
$17,600
$21,530 to $26,155
Yes
No
0%
0%
K to 12
None
$0
$0
15
8
0%
0%
90%
100%
Nursery/Toddler, Preschool, 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 Preschool - 8
Yes: grades 1 - 8
No
No
information not available
information not available
Any school is more than the buildings or the setting, though perhaps especially with Waldorf programs, setting is an important piece. Halton’s program is established and proven, having been founded in 1984, and the facilities are notable as well, providing, in many ways, the ideal environment for the Waldorf approach. The buildings aren’t small, though they really confer a nice sense of place, some that is beautifully extended by the school’s proximity to green space. Waldorf intends to set students apart a bit from the bustle of daily live, and all the distractions that might be found there, and refocus students’ attention, and awaken a perception and appreciation of children’s talents and their place in the world. You’d be hard pressed to find a learning environment that better expresses and supports those goals. It’s idyllic, and matches the strength of the academic program and the experience of the staff.
View full reportThe Giles School provides an enriched language immersion program from preschool through the middle grades. The French program starts in preschool, and a Mandarin program begins in grade 1 with a period a day spent in an immersive Mandarin environment. It's perhaps safe to say, in terms of language learning—both in terms of when immersion is introduced, as well as providing multilingual immersion—the program is the only one of its kind in Canada. Classes are small, and academics are rigorous, covering the entire core curriculum and then some. The ideal student is one who can benefit from enrichment and who will thrive within a play-based, curiosity-driven environment.
View full reportinformation not available
"As the students are encouraged to try new things, they often operate 2 years above their grade level..."
Nadia King - Parent (Sep 12, 2019)
Our children have learned the joys of trying something new without fear of failure. From the time th...
View full review
"...with relatively small class sizes, children have many opportunities to engage with their teachers and receive extra support should they need it."
Lauren Dade - Parent (May 21, 2020)
My two children have attended from Kindergarten through to Grades 6 and Grade 8 (final grade offered...
View full review
"She enjoys going to school, seeing the teachers the best."
A Cheung - Parent (May 21, 2020)
As a new explorer to Canada, our child has gained her first school experience in the Giles School. W...
View full review
"Halton Waldorf School, nestled in northeast Burlington, is an independent school offering a holistic education from pre-K to Grade 12. We offer a developmentally appropriate, experiential, and academically rigorous approach to education. The arts are integrated in all academic disciplines to enhance and enrich learning. Our curriculum respects the pace of child development and inspires life-long learning. Halton Waldorf School has been educating the head, heart and hands since 1984."
"The Giles School is a co-ed, French immersion independent school that also offers a fully-licensed daycare program. Children display superior academic performance across all subjects including English, Mandarin and Spanish. The Giles School is a deliberately small school, and offers an inclusive, innovative and outstanding educational program to prepare Pre-K to Grade 8 students to be “World Ready,” empowering them to be leaders, problem-solvers and innovators."
Information not available
"THE GILES SCHOOL
Founded in 1989, the Giles school has been expanding young minds, through a multilingual and comprehensive environment. Our six pillar philosophy, provides an enriched curriculum, with small class sizes, for children Pre Kindergarten through Grade 8 (ages 2-13), with focus on: Language (English, French, Mandarin & Spanish), STEM programs, arts, music, health/fitness, and co-curricular activities; and empowers individuality, internationality, as well as community leadership."
Information not available
"The Giles School offers a structured, rigorous curriculum emphasizing languages. While our program is comprehensive and demanding, we are a first come, first served school; therefore, we do not sort or deny candidates based on test results. We work with students in a personalized manner to ensure they have the foundational skills to achieve and then excel in our program. The Giles School offers an inclusive learning environment that meets students where they are to progress in our demanding curriculum."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Our commitment and dedication to each and every student, provides a foundation that is unlike most independent schools. We teach with joy, and classes are fun. Our vision is to have well rounded and international ready people of the future."
Information not available
Information not available
Information not available
"The truly unique experience students receive"
Information not available
"How much our staff and former Giles School alumni are a part of our ongoing community"
Information not available
Information not available
Information not available
Information not available
My involvement with Waldorf education began almost 30 years ago when my daughter started Waldorf Kindergarten in Europe. Our family joined the Halton Waldorf School after arriving in Canada in 2004, and I joined the faculty as an assistant teacher in 2007. I immersed myself in Waldorf Education and became a certified Lead teacher in 2014. I was in the classroom for 15 years and was always interested and involved with the school's leadership. In 2022, I became the Pedagogical Director of the Halton Waldorf School. In each role, I have seen firsthand how the curriculum supports healthy and well-rounded childhood development that helps students flourish and find fulfillment in life.
Our faculty recognizes that true knowledge is best attained through experiences that engage children physically, intellectually, and emotionally. With a passionate commitment and a multi-disciplinary approach, we identify each child’s learning profile and support building their full potential.
As members of a global community of Waldorf schools, we educate children within the context of their evolving awareness of the world. We foster intellectual flexibility, moral discernment, integrity, and a love of learning that profoundly shapes their individual capacities.
Why did you want to become a teacher?
My love for children draws me to this profession and my passion for making a difference in children's lives.
How long have you been a teacher?
19 years, and I have been working at the Giles School since May 1992.
Where were you teaching before joining the Giles School?
Saint Joseph De L'Apparition in Lebanon
How many Languages do you speak? And what are they?
Arabic, French, English.
What would the students be surprised to find out about you?
I'm afraid of birds and dogs.
What’s the best thing about being a teacher?
The potential of transforming lives. There's never a dull moment in my classroom.
Interests/hobbies?
Riding horses, cooking and travelling.
Do you have a pet(s)? How old is he/she? What is his/her name?
I had a pony when I was a child at my grandpa's farm. Her name was Bella.
Is there a quote or saying that you live your life by?
Focus on the journey, not the destination.
Progressive
Information not available
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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
How will your child benefit from a Waldorf education? Our students are not rushed through childhood by academic expectations that exceed their developmental stages. Instead, our teachers cultivate a life-long love of learning with an academic curriculum that is developmentally-appropriate and includes engaging, hands-on activities. Our children learn by doing, figuring out problems and finding opportunities while building respectful relationships in an environment that highly values individuality. What does this look like in a classroom? Our students are engaged both physically and cognitively with projects that strengthen the logical and creative sides of the brain. They do not sit still for long stretches of time or use screen technology that limits creativity and learning capacity by doing the work for them. Our students also spend a lot of time outdoors for projects, recess breaks, and on field trips. Our property includes over five acres of forest and provides unique opportunities to engage children in hands-on learning.
The Giles School has created a strong program that supports infinite possibilities for growth and development. Founded on the concept of early enriched learning within a bilingual setting, the academics at The Giles School challenges students with enriched standards. Students engage in a fully French immersion setting from PK to Grade 3. One-to-one French lessons for French beginners from Grades 1 to 8 are offered as part of the day tuition. Mandarin programming begins in JK. Baby yoga are integrated in the day schedule for PK to Grade 1. Students experience extensive field trips and benefit from artists in residence. Coupled with intense expectations, the Giles Community is committed to the whole child. Love and individualized attention ensures the well-being and success of each student. We aim to awaken the mind, quicken the spirit and stir the heart. Students in Grade 4 through 8 also take a weekly leadership course focusing on character education, the ideals of the United Nation and service learning.
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.
As a core main lesson subject, the key concepts of mathematics are taught by the class teachers. To broaden children's knowledge, the main lesson concepts are repeated in different ways by subject teachers during their lessons in art, woodworking, handwork, French and German. In the early grades, students experience an inherent understanding of numbers, both qualitative and quantitative. The four mathematical operations are worked on with rigorous practice and through imaginative stories, drawing pictures, movement and song. This knowledge is deepened in the higher grades with increasing complexity, timetabled skills classes and regular assessment supporting ongoing skill development and preparedness for grade nine mathematics in public school.
Students engage in hands on learning while using the Singapore Math program as a resource throughout their course work at The Giles School. The Mathematics Program is particularly rigorous as we set expectations typically two grades ahead of the provincial norms. Students apply measurement and data units, in particular within projects. All students present their own Science Fair projects which demonstrate many math applications, as well. Students also participate in Maths competition every year.
At the Giles School, all students work with the Singapore math textbooks and workbooks to support the accelerated curriculum,
Our classrooms do not use screen technology because we believe it compromises a child's potential to learn for themselves and develop problem-solving skills.
Students are used often to check manual calculations.
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.
Our curriculum is based on a fundamental belief that childhood should not be rushed and therefore we do expect children to read before they are developmentally ready. Our early childhood programs emphasize learning through play and provide a nurturing environment rich with stories, plays, songs and poetry to foster a love of language and the power of stories. Hearing advanced and complex language from teachers helps young children have an understanding of phonetics, rhythm, plot, setting, and story structure. These are all key to story comprehension so that children deeply understand language and love to read rather than memorizing patterns of letters. Grade one students work on clear speech with daily recitations of poems, tongue twisters and songs. Every day includes written and oral reviews of the previous day’s lessons. Some children will learn to read in grade one but for others this may happen in grades two or three.
Students in pre-kindergarten focus on letters, sounds and simple words. By JK and SK, students focus on reading and writing sentences, and in Grade 1 students read French paragraphs and short stories. New French learners focus on words and sentences at first - and then move to reading short paragraphs and stories after they have mastered basic vocabulary and French conjugation.
No
We use the Canadian Test of Basic Skills annually.
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.
The Waldorf curriculum places a strong emphasis on hand-writing skills particularly on cursive writing which begins in grade three. Students fill their lesson books with handwriting and illustrations regarding their new knowledge about the focus subjects such as ancient cultures, botany, physiology or physics. This requires a deep understanding of each topic in order to summarize and illustrate what was learned. In grade one students are introduced to letters, and learn the vowels and consonants, often through story images. They also learn phonics and the writing of short sentences. In grade two, students compose abbreviated stories from folktales, begin learning grammar and punctuation, short and long vowel sounds, vowel and consonant blends, and word families.
Information not available
Equal Balance
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 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.
Waldorf emphasizes sense-based science. Awareness of the world depends on our capacity to sense and pay attention to the phenomena surrounding us. It also depends on the student being able to organize the world into an understandable experience. In grades one to five students develop an awareness of their environment and their relationship to it through the study of zoology, botany, gardening and farming. This is facilitated through hands-on activities and experiences and these important sensory experiences develop capacities for later observations and the development of scientific concepts. In later grades, the development of concepts calls for flexibility as well as rigour of thought at a time when students are trying to consciously make sense of their world. Building the foundation for these capacities is the goal of the sciences taught in grades six, seven and eight including physics, chemistry, geology, astronomy and meterology.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature programs are rooted in the humanities and through experiential learning in multiple subject lessons. Our comprehensive approach discusses fundamental concepts, universal and cultural themes to encourage intellectual flexibility, creative thinking, independent judgement, and moral discernment. The cultural context of stories is further explored with practical work, field trips and theatrical productions. The chosen literature for each grade reflects the childrens' developmental stages and offers lessons to be learned that are directly related to their own evolving awareness of the world and their place within it.
Information not available
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
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The 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.
Our social studies are a balance of the Core Knowledge and the Expanding Communities approaches. In geography, we foster an understanding of the students' own surroundings and an awareness of different cultures and human conditions throughout the world. We give the picture of earth and civilization as being inseparable and sharing a need for sustainability. The school's diversity offers an opportunity for abundant first-hand knowledge of many cultures. The teaching of history lives strongly in story-telling, bringing vivid images and using biographies to illustrate specific eras and the role played by individuals in the context of geography, technological, economical and cultural developments. Students also experience historical eras through music, art, poetry and field trips.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
As students move into and adjust to early adolescence in grades seven and eight, teachers nurture their growing capacity for independent critical thought and encourage them to creatively express themselves. They are given biographies of striving individuals who made an impression on the world and took responsibility for their actions. The elements of reasoning and self-reflection are steadily emerging at this age and the curriculum supports this development. The history curriculum covers the Middle Ages, Renaissance, the Age of Discovery, and from the 17th century to modern times focusing on the profound social consequences of the revolutions of several eras. Studying world geography brings together physical, cultural, spiritual, and political conditions to create a vivid picture of the earth as a totality. Our membership in the global community of Waldorf schools supports this perspective.
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students experience a different view of the world and humanity through learning other languages. Differences are expressed in tenses, tonal elements, sounds of vowels and consonants, rhythm, vocabulary and sentence structure. Learning another language contributes to a more complete experience of civilization and the world. It complements individual development by practicing perseverance and strengthening the capacity of observation, flexibility in thinking, and interest in other cultures. German is studied from grades one to five. French begins in grade one and because public school students take French in grade nine, there is a stronger emphasis on French in grades seven and eight. Foreign language teachers work with class teachers to address pedagogical questions and to coordinate with the main lesson work.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
The aim of the visual arts program is to support the students’ physical and emotional development and to enrich their academic work through painting, drawing and modelling. Grades 1 to 5 have art lessons once a week reflecting the subject of the main lesson. Artistic work permeates all facets of the main lesson and many subject lessons. As students progress through grades 6 to 8 all artistic work becomes more refined and detailed reflecting the development of the students and the curriculum. By the end of their grade 8 year students have the opportunity to work with a variety of artistic material and gain a comfort level in the artistic realm.
We offer photography, and older grades produce their own podcasts which are broadcasted every month.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
For the age of our students, the transfer of knowledge and the development of capacities for learning are closely connected to the teacher, not technology. Working with an oral tradition, personal relationships and human interaction are enhanced and the subject becomes alive for the student through the interest, engagement and knowledge of the teacher. This approach allows for the emotional, intellectual and physical engagement of the student and the strengthening of their perseverance and will. For their ages, a computer is considered impersonal compared to the connection they feel to the material when it is experienced in music, poetry, science experiments, story-telling and creating their own main lesson books by hand. Students in the upper grades are given the opportunity to use the internet and other resources for research projects. Other media are occasionally used to provide a visual impression or illustration related to a main lesson.
Information not available
Web design
Robotics
Computer science
Physical movement is closely tied to neurological development and forms a fundamental component of a Waldorf curriculum. In the early grades, stepping, rhythm, clapping and recitation are part of the daily routine during main and subject lessons. Movement classes include activities and games to strengthen individual balance, spatial awareness, gross motor muscles and fine motor movements. In the upper grades, students take part in skiing and snowboarding at a local ski hill and use a rented gym where team sports are taught. Grade 5 participates in the Greek Olympics in New York State and grade 8 students have swimming and springboard diving lessons. In grade 7 and 8 an annual basketball tournament is held in Toronto with neighbouring Waldorf Schools. Starting as early as preschool, our students spend abundant time outside in our natural playground which includes 5 acres of forest with trails.
The school focuses on teaching dominant movement patterns that students master so they can apply in competitive and recreational athletics.
Play-based
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
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.
Children and parents make an immediate connection to the nurturing environment of our early childhood classrooms. Teachers and assistants enhance the deep sense of wonder, joy and imagination of young children with enriching stories and activities. We support cognitive engagement through play, the true ‘work’ of the child, to create a love of learning, problem-solving skills and creativity. Social skills are developed through group activities, often outdoors in our natural playground and forest trails. Our preschool is licensed by the provincial government and catered lunches are provided to full day kindergarten and preschool students.
As a French immersion school, The Giles School introduces French as the core language in preschool (age 2). Children learn French through playful interaction involving stories, games, songs and other stimulating activities. A safe, intimate and nurturing classroom environment encourages children to take risks when speaking French and students’ efforts are consistently motivated by patient, positive reinforcement.
Accelerated
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 accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Information not available
Supportive
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.
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.
We do not see school culture as needing to be exclusively either rigorous or supportive. Our culture is rigorous but also balanced with respect and support for the three stages of childhood development. This means our academic expectations revolve around the specific needs of each stage and do not require students to be rushed through childhood. Our children are engaged with activities of interest that are relevant to their current development needs. At each stage, our teachers aim to provide balance for the child's gifts and challenges, cultivating an enthusiasm for learning and an age-appropriate interest in the world.
The Giles School is built on a foundation that supports being international, innovative and inclusive. Students and staff come from many different backgrounds and by working in a small classroom setting, they are able to have a supportive learning experience where the teacher is in regular contact with the students and his or her work. We survey our students, staff and parents each year to be sure we are making a difference in their lives. We believe to be "World Ready", we must provide a wealth of experiences that includes a context for planning and implementing service learning projects. In this way we are both rigorous and supportive.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Not applicable
Not applicable
The Waldorf curriculum and teaching methods are designed to nurture intellectual flexibility, creative thinking, independent judgement, moral discernment, refined written and oral communication skills, and the ability to collaborate effectively. Children will have the same teacher over several years, sometimes from grade one to grade eight, to allow a deeper support and understanding of each student's needs. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to embrace life with enthusiasm, initiative, and purpose.
The Giles School offers a special leadership program that focuses on the multiculturalism, character education and service learning. Given our school aims to support a French and English bilingual culture, it is important to pay attention to cultures internationally. Service learning, therefore, is where character is applied at the school, local and global levels. The Giles Leadership course aims to prepare young people for success in high school, college, work and life. Students work with The Leader in Me text book, resources that will serve them throughout their lives.
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
K - 12
0%
0%
$0
$0
90%
100%
Nursery/Toddler, Preschool, 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 Preschool - 8
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
Yes
No
We offer open admissions because we believe every child can excel in our nurturing educational community.
Refer to our website for application forms.
The Giles School adheres to a first-come, first-served admissions philosophy.
We do not pre-screen children entering our school from the Pre-K level through Grade 1 on the basis of standardized tests or any other form of evaluation. We believe that when children in the early years are placed in a highly stimulating academic environment infused throughout with strong emotional sustenance, they will thrive, regardless of their initial aptitudes. Students who wish to transfer to The Giles School from Grade 2 on, will be assessed on their French proficiency level. One-to-one lessons may be added to support new French learners. Our goal is to ensure that every student who enters The Giles School programme will learn consistently and with confidence, achieving the same level of excellent fluency as his/her peers.
