One-to-one comparison


  • QUICK SUMMARY

     

    Summit Micro School

    SUMMIT MICRO SCHOOL

    Cambridge International Academy

    CAMBRIDGE INTERNATIONAL ACADEMY

    Basics

    Basics


     

    Founded

     

    2010

     

    2010


     

    Enrolment

     

    48

     

    Varies


     

    Grades

     

    JK to 8

     

    1 to 12


     

    Gender

     

    Coed

     

    Coed


     

    Living arrangements

     

    Day

     

    Day


     

    Language of instruction

     

    English

     

    English


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    Balanced
    "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
    Intellectual
    The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
     
    Intellectual
    The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
    Balanced
    "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

    Academics

    Academics


     

    Curriculum

     

    Progressive, Reggio Emilia

     

    Traditional


     

    Curriculum pace

     
    Student-paced
    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.
     
    Standard-enriched
    Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

     

    Academic culture

     
    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.
     
    Rigorous
    A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

     

    Avg. Class Size

     

    10 to 12

     

    6 to 10


     

    Special needs support

     

    Learning

     


     

    Gifted learner support

     

    In-class adaptations

     

    In-class adaptations


     

    Preschool/K curriculum

     
    Reggio Emilia
    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.
     

    Tuition

    Tuition


     

    Day Tuition

     

    $14,300 to $17,500

     

    $10,650 to $12,650


     

    Boarding Tuition

     

     


     

    Financial aid (FA)

     

    No

     

    No


     

    Students on FA

     

    0%

     

    0%


     

    Eligible grades for FA

     

    None

     

    None


     

    Median FA package size

     

    $0

     

    $0

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    4

     

    0


     

    Percent in boarding

     

    0%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    70%

     

    98%


     

    Day entry years

     

    JK, SK, 1, 2, 3, 4, 5, 6, 7, 8

     

    1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades 1 - 8

     

    Yes: grades 1 - 12


     

    SSAT required

     

    No

     

    No

  • SCHOOL REVIEWS

     

    Summit Micro School

    SUMMIT MICRO SCHOOL

    Cambridge International Academy

    CAMBRIDGE INTERNATIONAL ACADEMY

    The Our Kids Review

    The Our Kids Review

    SUMMIT MICRO SCHOOL

    information not available

    CAMBRIDGE INTERNATIONAL ACADEMY

    information not available

    User reviews

    User reviews

    SUMMIT MICRO SCHOOL

    information not available

    CAMBRIDGE INTERNATIONAL ACADEMY

    "They recognise a student's strengths and weaknesses and encourage them by adapting lessons to capitalize on these."
    Vijaya Dass - Parent   (May 27, 2021)
    My children enjoy Cambridge International Academy. They feel safe and comfortable at school. The cl...
      View full review

    "...they also actively took care of the students in life."
    Coco Li - Student   (Jul 21, 2021)
    I miss my time at Cambridge International Academy very much. The teachers in the school were very pa...
      View full review

    Our Take

    Our Take

    SUMMIT MICRO SCHOOL

    Amanda Dervaitis, one of the founders of Summit Micro School, is a champion of the micro school, and she created the school in light of the benefits a small school can offer. The program is, in a sense, the reinvention of the one-room schoolhouse with mixed age classrooms and very close student-teacher relationships. Likewise, the programming is very responsive to the needs of the students, and adaptable to a wider range of resources, including those within the neighbouring community—while the student body may be small, the classroom extends well beyond the walls of the school, including regular interaction with local businesses and services. It’s perhaps not a typical model, though for many families, it’s rightly a very attractive one. The ideal student is one able to thrive in a flexible, vibrant learning environment.

    CAMBRIDGE INTERNATIONAL ACADEMY

    Cambridge International Academy is positioned to address a diversity of learners, including those who arrive domestically and those arriving from overseas. Families are drawn to the small class sizes and the individual instruction they allow, as well as the international gaze afforded through working and learning with students from a range of cultural backgrounds and experiences. English language learning and homestay programs support international students. While the academic program is strong, families are also drawn to the focus on interpersonal, emotional, and social development. The ideal student is one able to thrive in a close-knit, challenging environment, and who is preparing for success at university.

  • SCHOOL DESCRIPTION

     

    Summit Micro School

    SUMMIT MICRO SCHOOL

    Cambridge International Academy

    CAMBRIDGE INTERNATIONAL ACADEMY

    Highlights

    Highlights

    SUMMIT MICRO SCHOOL

    • Entrepreneurial Thinking
    • Futures Thinking
    • Experiential/Field Learning
    • Outdoor Education
    • Regular guest educators and experts
    • 'Lab School'. In collaboration with educational researchers, developing cutting edge practices

    CAMBRIDGE INTERNATIONAL ACADEMY

    • Customized Educational Pathways
    • Full-time Guidance
    • Safe, Healthy Environment
    • Small Class Sizes
    • Hot Lunch Program
    • Homework club
    • Visual Art and Drama
    • Computering Coding Program
    • International Trips
    • 100% Post-secondary Institution Placement Rate

    Description

    Description

    SUMMIT MICRO SCHOOL

    Modern learners deserve a nimble, responsive education. Our Reggio Emilia, Inquiry and Project-Based learning frames a relevant and engaging program that fosters critical and innovative thinking and builds sophisticated communication and collaboration skills. Advanced STEM and Computer Science reflect our priority to develop key technical skills and responsible digital citizens. Focusing on community and connection allows students to thrive, build 21st century competencies and become confident lifelong learners.

    CAMBRIDGE INTERNATIONAL ACADEMY

    Cambridge International Academy is a co-ed private school located in Ajax, catering to the individual needs of students from grades 1 to 12. Our goal is to support and develop each student’s academic abilities so that they can thrive in their future endeavors. Our Elementary Programs are designed to provide students with the skills set needed to transition to high school. For high school students, we customized the educational pathways so that they can continue to work toward the goals, future education and career.

  • PRINCIPAL'S MESSAGE

     

    Summit Micro School

    SUMMIT MICRO SCHOOL

    Cambridge International Academy

    CAMBRIDGE INTERNATIONAL ACADEMY

    Message

    information not available

    It is my pleasure to welcome you to Cambridge International Academy. Our primary objective is to assure your child experiences a positive, productive, and safe school environment in which he/she will self-actualize and grow academically, emotionally, and morally. The staff at Cambridge International Academy creates an atmosphere of cooperative learning, and encourages each student to develop critical judgment and to become an independent thinker, able to work effectively with others, and be inspired with a life-long curiosity and love of learning. We believe achieving success is beyond the walls of a school classroom or an acceptance from a prestigious University; it is the inner motivation, solid work ethic, personal responsibility, drive, and an active way of life that helps students to thrive beyond post-secondary education.

    Recognizing that parents are the prime educators, Cambridge International Academy is committed to working with parents and host families to develop and promote a common philosophy. Together, we share the critically important enterprise of preparing our children for active and positive living.

    In addition to offering reach 'ahead credits' to grades 7 & 8, and promoting social responsibility, our small class sizes develop nurturing and positive working relationships with students. We support a learning environment that encompasses personal development, community involvement, academic achievement and leadership to be part of their Cambridge experience. Our teaching staff is dedicated to meeting the ever-changing needs of our students.

    On behalf of the entire staff at Cambridge International Academy, we look forward to inspire and challenge your child to excel in all facets of his/her learning and to attain his/her potential. Visit Cambridge International Academy and experience a difference in education and innovation. This may be one of the best decisions you will make in your life. We invite you to look at our information package and discover an enriching way of education.

  • ACADEMICS

    • OVERALL CURRICULUM

       

      Summit Micro School

      SUMMIT MICRO SCHOOL

      Cambridge International Academy

      CAMBRIDGE INTERNATIONAL ACADEMY


      Primary Curriculum

      Primary Curriculum

      SUMMIT MICRO SCHOOL

      Progressive


      Secondary Curriculum

      Secondary Curriculum

      SUMMIT MICRO SCHOOL

      Reggio Emilia

      CAMBRIDGE INTERNATIONAL ACADEMY

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      SUMMIT MICRO SCHOOL

      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.

      CAMBRIDGE INTERNATIONAL ACADEMY

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      SUMMIT MICRO SCHOOL

      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).


      What the school says about their curriculum

      What the school says about their curriculum

      SUMMIT MICRO SCHOOL

      Summit Micro School prepares a diverse community of learners for success in the 21st Century. Project Based Learning provides experiential and collaborative learning opportunities with an emphasis on critical thinking, problem solving and social skill development. An integrated curriculum is offered through exciting and relevant thematic units. Engaging and meaningful projects inspire and foster self-driven, lifelong learning. Our STEM curriculum focuses on technology, computational thinking, coding, 3D printing and robotics to give students an advantage in our technological world. Students develop innovative thinking and creative problem solving skills while getting hands-on in our Maker Space. Authentic and unique field trips and guest educators enhance our lessons and offer rich learning experiences. Character Education is at the core of the curriculum, while formal Service Learning projects instills social responsibility and citizenship. Language and math program are mastery-based to ensure a strong foundation of fundamental skills. Skill development is highly focused on what's needed for success in the 21st century - communication, collaboration, critical thinking, innovation and creativity, and technology.

      CAMBRIDGE INTERNATIONAL ACADEMY

      Our teachers acknowledge students learn at different times and in different ways therefore they use an interactive teaching strategy to best suit a student's learning profile and our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. We offer continuous, varied and appropriate formative as well as summative assessments which provide evidence about every student's learning progress. This information helps teachers to immediately flag areas of concern to help a student in that subject. Triangulation assessments also help students, parents and teachers to select attainable learning goals. For students in high school, we administer Aptitude Tests to help each student plan their further education. The high school programs offer a rigorous university preparatory curriculum and give special attention to soft skills needed for success such as students learn organization, self-advocacy, note-taking, study skills, collaboration, and communication.

    • COURSE PEDAGOGIES

      • Mathematics

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Equal Balance


        Our take: math approach type

        Our take: math approach type

        SUMMIT MICRO SCHOOL

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.

        CAMBRIDGE INTERNATIONAL ACADEMY

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.


        What the school says about their math program

        What the school says about their math program

        SUMMIT MICRO SCHOOL

        We use individualized JUMP Math programs to help students achieve higher standards in mathematics; students work at their level and pace to reach their highest potential. Even the most apprehensive math students learn to love math and gain confidence in their math abilities. Learn more at www.jumpmath.org. Math is also integrated into interdisciplinary STEM classes (Science, Technology, Engineering and Math). Through real-life challenges, students must think critically to discover how to apply mathematical concepts and methods to solve problems.

        CAMBRIDGE INTERNATIONAL ACADEMY

        Our Grade 1 through 8 Mathematics program is built around the Singapore Math approach, which by design ensures foundational mastery in underlying mathematical procedures and teaches students to learn and master mathematical concepts at greater detail as well as having them learn these concepts using a three-stage learning process: concrete, pictorial, and abstract. As well, Singapore Math uses the three-stage learning process to engage students in thinking critically about mathematical problems and concepts. The high school mathematics program delivers the Ontario Mathematics curriculum. The program emphasizes mastery of a wide range of mathematical skills and logic-based thinking with regular opportunities for discovery through proofs, manipulatives and technology. Our teachers use us a variety of teaching approach between exploratory methods and formal methods, where the latest technologies are utilized for exploring the wide range of mathematical applications while providing foundational mastery for the development of mathematical fluency.


        Textbooks and supplementary materials

        Textbooks and supplementary materials

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Textbooks we use are from the Ontario Trillium List.


        Calculator policy

        Calculator policy

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Calculators are used in the classroom for high school math courses which require the use of a scientific calculator.

      • Writing

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Equal balance


        Our take: writing approach type

        Our take: writing approach type

        SUMMIT MICRO SCHOOL

        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.

        CAMBRIDGE INTERNATIONAL ACADEMY

        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.


        What the school says about their writing program

        What the school says about their writing program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Our students learn to develop effective thesis and supportive ideas based upon the structure (sentence, paragraph, essay), planning, grammar, editing skills, student-teacher feedback. Through use of selected referencing, students build sound writing with the ultimate goal of refined expository writing.

      • Science

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Inquiry


        Our take: science approach type

        Our take: science approach type

        SUMMIT MICRO SCHOOL

        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.

        CAMBRIDGE INTERNATIONAL ACADEMY

        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.


        What the school says about their science program

        What the school says about their science program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Science is an exciting subject to teach students how things work in our world. In our Elementary grades, Science is inquiry-based and in the context of real-world phenomena, using real materials to make connections between scientific theory, technology, and their everyday lives. Most lessons focus on acquiring skills and knowledge through hands-on experiences and supports direct-instruction of scientific theory. The high school Science program delivers the Ontario curriculum thoroughly and emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods such as peer to peer teaching, current events, case studies. Experiments are thoughtfully designed to enrich the students’ learning and give experience with instrumentation, procedures and lab reporting skills that will be utilized in their futures.


        Topics covered in science curriculum

        Topics covered in science curriculum

        SUMMIT MICRO SCHOOL

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught

        CAMBRIDGE INTERNATIONAL ACADEMY

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught


        Treatment of evolution (value)

        Treatment of evolution (value)

        SUMMIT MICRO SCHOOL

        Not applicable

      • Literature

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Equal Balance


        Our take: literature approach type

        Our take: literature approach type

        SUMMIT MICRO SCHOOL

        These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

        CAMBRIDGE INTERNATIONAL ACADEMY

        These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.


        What the school says about their literature program

        What the school says about their literature program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Literature is authentic material that promotes interaction among students in a classroom. Our teachers carefully choose material that will suit the interests of their students to spark in-depth class discussions, share opinions, and critical thinking. We have been successful to increase a student's reading interest by implementing Socratic Seminars, web-quests, current events, and reading journals. After completing a unit on literature, students feel a sense of achievement at understanding a piece of highly respected literature. In addition, teachers use the personal growth model which encourages students to draw on their own opinions, feelings, personal experiences and writing skills.


        Domains covered by the literature program

        Topics covered in literature curriculum

        SUMMIT MICRO SCHOOL

        Ancient lit
        English lit
        World (non-Western) lit
        European (continental) lit
        American lit
        Canadian lit

        CAMBRIDGE INTERNATIONAL ACADEMY

        Ancient lit
        English lit
        World (non-Western) lit
        European (continental) lit
        American lit
        Canadian lit

      • Social Studies

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Thematic


        Our take: social studies approach type

        Our take: social studies approach type

        SUMMIT MICRO SCHOOL

        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.

        CAMBRIDGE INTERNATIONAL ACADEMY

        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).


        What the school says about their social studies program

        What the school says about their social studies program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of culture and history as well as a more particular knowledge of Canadian history. Art and drama enhances the social studies program in all elementary grades.

      • Humanities and Social Sciences

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Equal Balance


        Our take: humanities and social sciences approach type

        Our take: humanities and social sciences approach type

        SUMMIT MICRO SCHOOL

        These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.

        CAMBRIDGE INTERNATIONAL ACADEMY

        These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.


        What the school says about their humanities and social sciences

        What the school says about their humanities and social sciences

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Humanities promote active listening, critical thinking skills as well as encouraging students to make connections to history, and the world in which they live in. Students learn to make decisions based on values and discover the truth about the human person and the human experience. Our teachers uses a number of strategies such as direct instruction, visual strategies, reciprocal teaching to increase dialogue between teacher and students, inquiry teaching where students develop their own questions, collect and organize data and draw inferences and problem solving. Field trips and role play may also be incorporated as part of the teaching strategies to give students the opportunity to be motivated in their learning.

      • Foreign Languages

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Communicative


        Our take: foreign language approach type

        Our take: foreign language approach type

        SUMMIT MICRO SCHOOL

        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.

        CAMBRIDGE INTERNATIONAL ACADEMY

        These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.


        What the school says about their foreign language programs

        What the school says about their foreign language programs

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        The French curriculum is a comprehensive and seamless program that builds on communication skills. students develop their French communication skills in part with a variety of online French resources, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote communication in French.


        Language instruction offered in:

        Topics covered in science curriculum

        SUMMIT MICRO SCHOOL

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        CAMBRIDGE INTERNATIONAL ACADEMY

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese


        Learning a foreign language is required until

        Treatment of evolution (value)

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        Information not available

      • Fine Arts

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Equal Balance


        Our take: fine arts approach type

        Our take: fine arts approach type

        SUMMIT MICRO SCHOOL

        These programs have an equal emphasis on receptive and creative learning.

        CAMBRIDGE INTERNATIONAL ACADEMY

        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.


        What the school says about their fine arts program

        What the school says about their fine arts program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        The art curriculum is designed to facilitate an appreciation for art through the study of art history, various artistic techniques and mediums. This involves exposing students to art through trips to galleries, inviting in guest artists from the community and being challenged to think about the importance of art in the world. The curriculum encourages self-expression through the creation of two and three dimensional art projects. The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts. the art curriculum focuses on creating a sense of curiosity, creativity and confidence in students.


        Courses offered in:

        Topics covered in science curriculum

        SUMMIT MICRO SCHOOL

        Acting
        Dance
        Drama/Theatre
        Graphic Design
        Music
        Visual Arts

        CAMBRIDGE INTERNATIONAL ACADEMY

        Acting
        Dance
        Drama/Theatre
        Graphic Design
        Music
        Visual Arts

      • Computers and Technolgy

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        Approach

        Approach

        SUMMIT MICRO SCHOOL

        Medium integration


        Our take: computers and technology approach type

        Our take: computers and technology approach type

        SUMMIT MICRO SCHOOL

        Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

        CAMBRIDGE INTERNATIONAL ACADEMY

        Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.


        What the school says about their computers and technology program

        What the school says about their computers and technology program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        CCIA recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. Students use robotics, electronics, and multimedia equipment to support learning across many subject areas. CCIA accommodates students who require the use of a computer during the class to help them thrive academically. Some of the software used within the curriculum include Java or Python, and Scratch.


        Courses offered in:

        Topics covered in science curriculum

        SUMMIT MICRO SCHOOL

        Web design
        Robotics
        Computer science

        CAMBRIDGE INTERNATIONAL ACADEMY

        Web design
        Robotics
        Computer science

      • Physical Education

         

        Summit Micro School

        SUMMIT MICRO SCHOOL

        Cambridge International Academy

        CAMBRIDGE INTERNATIONAL ACADEMY


        What the school says about their physical education program

        What the school says about their computers and technology program

        SUMMIT MICRO SCHOOL

        Information not available

        CAMBRIDGE INTERNATIONAL ACADEMY

        CCIA's approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. we offer a wide variety of competitive and recreational sporting experiences for our students. Our students are encouraged to find their passion through physical activity and athletic involvements which will in turn compliment their academic endeavours as our students learn the value of hard work, commitment and discipline.

    • PRESCHOOL/K CURRICULUM

       

      Summit Micro School

      SUMMIT MICRO SCHOOL

      Cambridge International Academy

      CAMBRIDGE INTERNATIONAL ACADEMY


      Approach

      Approach

      SUMMIT MICRO SCHOOL

      Reggio Emilia


      Our Take

      Our Take

      SUMMIT MICRO SCHOOL

      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.


      What the school says

      What the school says

      SUMMIT MICRO SCHOOL

      Our child-driven, inquiry-based program incorporates both play-based learning and academic development (literacy, phonics, math, and fine-motor skills). Science and the Arts are taught through thematic units and regular field-trips, giving students an opportunity to learn in an enriched environment. Visual Arts, Music, Drama and Dance celebrate the innate imagination of children and foster the growth of the creative mind. Physical education and healthy, active living round out our program.

      CAMBRIDGE INTERNATIONAL ACADEMY

      Information not available

    • CURRICULUM PACE

       

      Summit Micro School

      SUMMIT MICRO SCHOOL

      Cambridge International Academy

      CAMBRIDGE INTERNATIONAL ACADEMY


      Pace

      Pace

      SUMMIT MICRO SCHOOL

      Student-paced


      Our Take

      Our Take

      SUMMIT MICRO SCHOOL

      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.

      CAMBRIDGE INTERNATIONAL ACADEMY

      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.


      What the school says

      What the school says

      SUMMIT MICRO SCHOOL

      Skill building focus - set goals that allow them to master foundational skills and develop a deep understanding of the curriculum concepts

      CAMBRIDGE INTERNATIONAL ACADEMY

      At CCIA, we offer on-line courses to students who are motivated to propel their academic studies to enter post-secondary education sooner. In addition, we offer School-Work Transition Career Pathways such as Early Childhood Education and a Business Focus. Co-op Classes are offered to gain work experience and OSSD.

    • ACADEMIC CULTURE

       

      Summit Micro School

      SUMMIT MICRO SCHOOL

      Cambridge International Academy

      CAMBRIDGE INTERNATIONAL ACADEMY


      Culture

      Culture

      SUMMIT MICRO SCHOOL

      Supportive


      Our Take

      Our Take

      SUMMIT MICRO SCHOOL

      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.

      CAMBRIDGE INTERNATIONAL ACADEMY

      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”.


      What the school says

      What the school says

      SUMMIT MICRO SCHOOL

      Summit students strive for personal excellence through self-reflection and goal-setting. Academic rigour is embedded in our Project-Based curriculum; students’ project work is purposeful, reaching authentic audiences beyond the teacher, often in our Toronto community. Students are accountable to members of their group and the "audience", raising the bar for the quality of their work and academic contributions. Students can make mistakes in our supportive environment, building their resiliency when faced with challenges. Instead of content knowledge, focus is placed on the development of 21st century skills: critical thinking, collaboration, communication, creativity and innovation, character, global citizenship and computer and technology.

      CAMBRIDGE INTERNATIONAL ACADEMY

      Cambridge International Academy keeps student-to-teacher ratio low so that we may focus on the individual needs of the student and support each student on his or her individual path to success. At Cambridge International Academy, we recognize that students have different learning styles. Our learning environment is set up to meet the needs of students .We use a complete approach, which reinforces verbal instruction with visual and written support, allowing the students to engage on many levels regarding the material being presented.


      Approach to student honours

      Approach to student honours

      SUMMIT MICRO SCHOOL

      "We intentionally avoid all forms of public distinction between students in terms of academic performance."

      CAMBRIDGE INTERNATIONAL ACADEMY

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

    • DEVELOPMENTAL PRIORITIES

       

      Summit Micro School

      SUMMIT MICRO SCHOOL

      Cambridge International Academy

      CAMBRIDGE INTERNATIONAL ACADEMY


      Primary

      Primary

      SUMMIT MICRO SCHOOL

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

      CAMBRIDGE INTERNATIONAL ACADEMY

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."


      Secondary

      Secondary

      SUMMIT MICRO SCHOOL

      Intellectual
      The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

      CAMBRIDGE INTERNATIONAL ACADEMY

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."


      What the school says

      What the school says

      SUMMIT MICRO SCHOOL

      We focus on the development of the whole child. We believe that each of the child's needs must be considered and that these needs may change regularly; we must be responsive to this so that the highest learning potential can be achieved. We believe self-awareness is critical for students to understand their needs so they can self-advocate, find assistance, and drive their own learning, further adding to their resiliency. Individual academic programs, regular collaboration, daily Physical Education, mindfulness practices and individual student support are but a few approaches to addressing the various developmental needs of our students.

      CAMBRIDGE INTERNATIONAL ACADEMY

      Cambridge International Academy pays equal attention to the emotional, social, and physical aspects of our students with emphasis on intellectual ability to inspire students to become critical thinkers.

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Summit Micro School

    Cambridge International Academy

    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.
     

    Summit Micro School

    SUMMIT MICRO SCHOOL

    Cambridge International Academy

    CAMBRIDGE INTERNATIONAL ACADEMY


    Additional support

    Additional support

    SUMMIT MICRO SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    CAMBRIDGE INTERNATIONAL ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

    Accommodations

     

    Accommodations


    Additional support

    Additional support

    SUMMIT MICRO SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    CAMBRIDGE INTERNATIONAL ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    SUMMIT MICRO SCHOOL

    Project Based Learning and our individual programs allow for teachers to naturally differentiate for a broad range of abilities in the classroom.

    CAMBRIDGE INTERNATIONAL ACADEMY

    CCIA has the flexibility to cater to students who have mild learning disabilities and ADHD. We work closely with parents to set up an academic regime which includes training on the Reading Plus or MyLexia brain based programs, and one-to-one tutoring for additional support may be implemented if need be. Accommodations are offered in class to help capture the best assessment of a student. High School students wanting an Early Childhood Education or Business focus may have the opportunity to receive modifications in some of the high school courses.


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    SUMMIT MICRO SCHOOL

    Project Based Learning (including STEM) is a framework that supports a broad range of learners, especially those who are "out-side-of-the-box" thinkers with big ideas and the ability to conceptualize abstract and complex concepts, but may struggle to demonstrate these strengths within a traditional curriculum and program. Students work collaboratively in small groups with direct support from teachers. Individualized math and language programs also allow for enrichment, support and remediation when necessary to enable students to move forward without gaps. While we are able to support a diverse population, we do not have dedicated resources and programs for more complex diagnoses.

    CAMBRIDGE INTERNATIONAL ACADEMY

    When a student develops learning difficulties while attending CCIA, our dedicated teaching staff investigate another way of teaching that may help a student to grasp the content. Extra help in homework is offered. planning with long term projects is monitored to ensure a student is meeting specific deadlines, accommodations such as extra time to write a test, use of a computer, notes from the lecture are provided to help a student get back on track. When difficulties persist, a parent is notified and a parent- teacher meeting is arranged to brainstorm ideas to support a student.

  • EXTRACURRICULARS


    Summit Micro School

    Cambridge International Academy

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    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

     

    Summit Micro School

    SUMMIT MICRO SCHOOL

    Cambridge International Academy

    CAMBRIDGE INTERNATIONAL ACADEMY


    Clubs Offered

    Topics covered in science curriculum

    SUMMIT MICRO SCHOOL

    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

    CAMBRIDGE INTERNATIONAL ACADEMY

    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


    What the school says

    What the school says

    SUMMIT MICRO SCHOOL

    • Maker Club! SMS now hosts a Maker Club after school on Tuesdays and Thursdays. Students from SMS and other schools code, 3D print, craft and many other innovative activities.

    CAMBRIDGE INTERNATIONAL ACADEMY

    • CCIA offers a variety of extracurricular programs designed to support the whole school.
    • Extra-curricular sports provide opportunities for students to develop their physical capacities, as well as providing balance to the rigor of academics and an arena for character development such as annual school camps, international trips, etc.
    • Extracurricular opportunities complement and enhance the academic program and are essential to student success. CCIA offers a variety of after school and weekend programs, homework clubs, math contests, debate, public speaking, and robotics.
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    70%

     

    98%


     

    Day entry years

     

    JK, SK, 1, 2, 3, 4, 5, 6, 7, 8

     

    1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    Yes: grades 1 - 8

     

    Yes: grades 1 - 12


     

    SSAT required

     

    No

     

    No


     

    SSAT(out of province) required

     

    No

     

    No


     

    Entrance exams required

     

    No

     

    No


     

    Entrance essay required

     

    No

     

    Yes: grades 1 - 8


     

    Application fee required

     

    No

     

    No

    Type of student school is looking for

    Type of student school is looking for

    SUMMIT MICRO SCHOOL

    At Summit we welcome a broad range of interests and abilities. Those who struggle to work cooperatively with their peers will find our collaborative approach challenging. Students who are most successful with us are curious, creative, engaged, self-motivated, respectful and have a positive attitude towards learning.

    CAMBRIDGE INTERNATIONAL ACADEMY

    Cambridge International Academy promotes a school environment where students are self-motivated, have a positive disposition toward learning and have aspirations to contribute to the school and the community in a meaningful way.

    What the school says

    What the school says

    SUMMIT MICRO SCHOOL

    Enrollment into Summit Micro School is open year round. Our admissions process is as follows: submit an Inquiry Form found on our website:  www.highparkdayschool.com.  A member of our admissions team will contact you directly to set up a private information session. An application package will be available at the information session.  

    *Summit Micro School is a small school. Although we are well equipped to support diverse learning needs, we do not have the resources to accommodate extreme exceptionalities.

    CAMBRIDGE INTERNATIONAL ACADEMY

    Future students will be required to attend a scheduled interview as well as provide their written responses to two questions. Cambridge International Academy will request a confidential school report from a current homeroom teacher or guidance counselor.
     




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