21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
15000 - 54A Ave, Unit 201, Surrey, British Columbia, V3S 5X7, Canada
2003
2020
448
23
JK to 12
K to 7
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Reggio Emilia
Progressive
15 to 20
12 to 15
In-class adaptations
In-class adaptations
$19,000 to $21,500
$17,000 to $18,250
Yes
Yes
8%
0%
7 to 12
K to 7
$5,600
$0
30
3
0%
0%
48%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 12
No
No
“[Students who enroll] don’t have to be great in all things—and certainly no student is—but … they should be open to trying new things and discovering new things about themselves.”
“Hudson’s reputation is one for supporting learners who are capable, academically, but who have yet to find an environment that allows them to express their personalities and their interests.”
“Where larger schools institute advisory programs, in a smaller school, and with the right approach, individual attention is more consistent, and comes with less effort. Hudson provides a good example. The environment is intimate, with a rich interface between students and instructors.”
Read The Our Kids Review of Hudson College
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There are many reasons parents choose to enroll their children at a private school, from family tradition to elite sports. Parents who choose Hudson College, however, are less interested in the extremes at the edges of the private education market, and more interested in the foundational elements of a strong academic program and a positive learning experience: consistent social support, a sense of community, the agility to address student interests, and a consistent approach to curricular development. Jeff Bavington founded the school "to be a place where students with all different interests can come and feel part of a larger community, feel at home, and where students themselves can help create" the school environment. And it is.
View full reportAll schools, to some extent, defy the various stereotypes that the general population might have about private education, though Glarea Elevated Learning is a particularly stark example of that. There are no ivy-covered walls, the hallways are wider, the entrance more fluid and casually inviting. Activity is foregrounded by the design and orientation of the instructional spaces: students step out of a classroom and onto the ice rink; on the way to math class, they’ll pass martial arts and dance studios. The classrooms are perhaps the first truly VR learning spaces in the country, with giant screens allowing students to conference in, interacting in real time with the students in the school. All of those attributes—from design to tech integration—support the initial concept that the school has been formed around, namely to offer students a uniquely immersive academic experience, one that will contribute to their understanding of themselves as learners and build the postures and behaviors for their success. From the classrooms to the curriculum, the school has been created to allow students to work collaboratively with peers and mentors; to engage effectively within both virtual and in-person settings; to communicate ideas effectively to others through a range of media; and to live active, healthy lives. In all, Glarea is positioned to become an important model in how to deliver those things in creative, active, uniquely engaging ways.
View full report
Mastering the basics
Nicolette Linton - Parent (Jan 23, 2018)
My daughter is in her fifth year at Hudson College (she joined in Grade One from a French Immersion ...
View full review
"They both love going to school."
James Hyslop - Parent (Jan 23, 2018)
It starts every morning when I drop my children (grades 7 &2) off at school in the morning. They ru...
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"I had an ideal admissions process"
Eva Greyeyes - Student (Mar 12, 2018)
It took some time to settle into Hudson, but it was the best feeling when I realized I was talking w...
View full review
"The teachers are passionate and knowledgeable about their subjects."
Angela Wu - Parent (Jan 24, 2024)
My son was very shy and introverted. Since starting at Glarea he's become a whole new little person!...
View full review
"Hudson is a place where you can be yourself. For over 20 years, we have served a diverse community of families from across Toronto. Our Lower School offers an experiential, collaborative learning environment, starting with a Reggio Emilia-inspired program to nurture children’s innate curiosity. We promote strong foundational skills in math, language and science, complemented by a curricular approach that interweaves critical thinking, fine arts, health and fitness, character education, and service. Our Upper School’s three-semester system carries on this tradition of balance, with students focusing on fewer subjects at a time for deeper learning. Guided study periods over two semesters allow students to seek support during school hours while participating actively in sports, clubs, and activities. We introduce age-appropriate technology and platforms at every level, with robotics and coding from Grade 2 and a 1:1 laptop program from Grade 9. Extracurricular activities include SSAF competitive sports, wide-ranging clubs from chess to creative writing, camp weeks, and field trips. With smaller class sizes, our dedicated teachers can help students to build academic confidence, take on new challenges, and explore personal strengths and interests. Every student’s journey is important as we prepare graduates to define their own path and success."
"Centrally located in the City of Surrey with K to 7, Glarea Elevated Learning has re-imagined the modern school system by utilizing Challenge Based Learning within an all-inclusive arts and sport environment focused on connection and development. We understand the importance of developing a full, well rounded individual."
"Our academic program is enriched and challenging – Hudson students are accepted to selective postsecondary programs and score exceptionally well on tests like the CTBS and UWaterloo contests each year – but we achieve this through careful scaffolding, attentive feedback, consistent pedagogy, and personal growth through extracurriculars, rather than a heavy homework load or overemphasis on competition. The result? Happy, well-adjusted students who are excited to learn every day."
"Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions."
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"We're often told that the diversity of our students, down-to-earth environment, affordable tuition, and welcoming admission process set Hudson apart. As one parent noted, 'After my children attended for the visit day, they asked if they could start right away! That was a big factor in knowing that Hudson was the right decision.' Another explained, 'The interview felt connected, organic and natural; the questions were a true indication of a school that wanted to get to know who my daughter is.'"
"Our class sizes, a maximum of 15, along with our team, unconventional facility and Challenge Based Learning programming are what families continually outline as being the key aspects of our school that galvanized their decision to become, and remain Glareans.
At Glarea, Mandarin, French and Coding are a fundamental part of our programming starting in Kindergarten. Proficiency in other languages enhances creativity and mental flexibility. While coding allow our students to utilize logic."
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"Our team puts a huge amount of effort into understanding what our students need – individually and collectively – by forming positive relationships, using data well, and communicating closely across the community. This knowledge is carried and applied year-over-year in all kinds of ways, from learner profiles to co-curricular programming, and generates the kind of consistency and structure that is really special to a JK–12 school."
"EXPANDED EDUCATIONAL HOURS
Our expanded school hours from 7:45am to 4pm with optional after-school club between 4 to 5pm supports both parent and student work life balance.
INTEGRATED SPORTS PROGRAMS WITH ACCESS TO COMMUNITY SPORTS FACILITIES
All facilities are conveniently located in walking distance, allowing our students to have access to professional coached sports program like ice hockey, swimming, tennis, golf and fitness."
"New families are often pleasantly surprised by the choice in our club offerings and strength of our drama, music and visual art programs, especially for a school of our size. After several years, they tend to appreciate our proactive focus on expanding and adapting our curriculum: every year we add something different (recent additions include a full-time coding and robotics teacher, flag football for Grades 3–5, and a dedicated high school leadership course)."
"Located centrally on top of an ice rink, Glarea is a multi-dimensional space encompassing a community feel. Glarea does not confine students to typical classrooms; furthermore, Glarea is a school with an open space with flexible learning"
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With more than 35 years’ experience as an educator, I understand the importance of personalizing student programming to meet each learner’s individual needs. Hudson College provides academic and co-curricular programs designed to develop every student’s abilities and successfully transition to the next stage of education and life.
Hudson is a place where dedicated, highly qualified teachers and staff work to see that students at every level are provided with a nurturing, challenging and engaging experience every day. From Kindergarten through Grade 12, we offer enriching programs that encourage students to strive for the betterment of themselves and the wider community.
Some say it’s all about what you learn, I believe it’s first about how you're treated and nurtured in that learning environment. Only then will successful learning follow.
Jasveen graduated from the American Montessori Internationale Primary Teaching program and also holds her certification in Early Childhood Education. She has also completed her Bachelor's Degree with a concentration in Sociology of Education. An educator for eight years she has worked extensively within the primary school setting. Jasveen has a strong passion for education, children, and building community. Her educational philosophy is rooted in giving children a choice and a voice. Jasveen believes that allowing children to make their own choices through modeling examples, teachable moments, and tangible lessons helps to build the true self.
Jasveen is a strong advocate for equality in education, a strong school community, and creating comfort, not fear, in classrooms. Jasveen truly believes that excellence in academics, positive personal and social development, and helping to build character in each child is a collective effort. Jasveen strongly believes the foundation for each child is built upon the teacher and parent communication. Jasveen believes that the continuum and continuity of learning lie in uplifting and illuminating each child’s gifts. Allowing children to position themselves in a state of wonder; rather than placing them into a fixed expectation.
Through open communication and an adaptable approach, Jasveen believes that each student at Glarea is destined for success!
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Not applicable
Our Reggio Emilia approach in the early years focuses on developing the whole child—academically, emotionally, and socially. We provide an enriched, balanced curriculum with a focus on core academics, as well as music, art, and drama. Our teachers are facilitators and mentors, encouraging critical thought and self-reflection, while also promoting cooperative and independent learning. Our Preparatory Program in Grades 6–8 gives special attention to soft skills needed for success in Upper School as well as university—students learn organization, self-advocacy, note-taking, study skills, collaboration, and communication. Our Grade 9 and 10 students benefit from a supervised study period every day during the first two semesters, as well as tailored workshops to further support effective work habits.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams in a technologically innovative educational environment. Through an emphasis on Science, Technology, Engineering & Mathematics (STEM) education. Our program focuses on self-awareness through cognitive, social-emotional and physical literacy rooted in perseverance.
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.
Based on the results of an extensive review of different mathematics programs, Hudson College uses Saxon Math for its elementary division. Saxon Math ensures foundational mastery in underlying mathematical procedures and promotes the accurate use of mathematical language. As well, Saxon Math uses "Investigations" to engage students in thinking critically about mathematical problems and concepts. The Upper 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. Hudson College uses a balanced 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.
Phonics-intensive
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.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
At Hudson College, reading and writing is introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is a focus of our elementary language program.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8.
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.
Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
In our Primary grades, Science is inquiry-based. Most lessons focus on acquiring skills and knowledge through hands-on experiences. In our Elementary grades (5 - 8) Hudson utilizes Equal Balance teaching practices, hands-on experimentation and supports direct-instruction of scientific theory. Formal lab report writing is utilized in preparation for high school science. The Upper School Science program at Hudson follows an equal balance approach, with equal emphasis placed on inquiry-based learning and on knowledge acquisition through a variety of instructional methods. The Ontario Curriculum is covered thoroughly; areas of general interest to the students are explored in greater detail. 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 beyond Hudson. Students will leave Hudson with a deeper understanding and appreciation for the world around them.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
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.
At Hudson College, reading and writing are introduced in Kindergarten. We use a balanced approach to teaching language that continues throughout the elementary grades. Critical thinking is fostered through novel studies and the reading of various genres. Writing for different purposes is the focus of our elementary language program. Hudson uses the Developmental Reading Assessment (DRA) to test reading fluency and reading comprehension of students, Kindergarten through Grade 8. Hudson College has a very strong writing program. Direct instruction is used to explicitly teach structure (sentence, paragraph, essay), planning, grammar and editing skills. Writing is closely correlated to the study of a variety of texts that deal with issues associated with social justice, historical eras and scientific knowledge. Students receive ongoing feedback on their written work during student-teacher conferences. Teachers prioritize the teaching of writing as a curriculum priority.
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.
In our primary grades social studies is a thematic approach with a focus on expanding communities. As students move through the elementary social studies curriculum, the focus is core knowledge. Art and drama enhances the social studies program in all elementary grades.
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.
In Grade 7 and 8, History and Geography take on both a perennialist and pragmatic approach depending on the specific topic of study in relation to the Ontario curriculum. Hudson College’s Upper School Social Sciences and Humanities Department employs equal balance overall. Where strong foundations and core knowledge (“cultural literacy”) are concerned vis-à-vis theory and pioneers, perennialism is emphasized. Similarly, when making these theories and innovators relevant to real-life and progressive in nature, a more pragmatic approach is emphasized as necessary.
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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.
In the Primary and Junior grades, students develop their French communication skills in part with the AIM program: proficiency with speaking, listening, reading, and writing is fostered through scaffolded techniques based on story-telling that features high-frequency vocabulary. In the intermediate years, students follow the Trillium-listed Odyssée series, wherein learning situations are presented with engaging themes and a wide variety of text forms designed to promote authentic communication in French. In our Upper School, students are taught the foundation of the French language using the rules of grammar and are then encouraged to use what they have learned based on structure and rules to express themselves in the most natural way in both spoken and written form. The goal is for the learner to show that s/he comprehends the language by means of natural use.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
In middle school, the art program focuses on creating a sense of curiosity, creativity and confidence in students. 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 creative process and experience not only develops critical thinking skills, but is also an outlet for students to express themselves in different ways, while building confidence in themselves. The Upper School Visual Art program at Hudson College takes a balanced approach to developing observational, technical and critical thinking skills. The creative process not only fosters imagination and innovation, but further develops the ability to solve complex problems. Working in a broad range of media helps to build students confidence and creates an environment where they are encouraged to grow and take risks.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Our i-Hub is an intimate, interactive workspace, where we use 3D printers, Virtual Reality, robotics, electronics, and multimedia equipment to support learning across many subject areas. Our students demonstrate a remarkable aptitude for using technology to let their imagination and creativity shine. Some of the software used within the curriculum include Tinkercad, Sculptris, Calcflow, Arduino, and Raspberry Pi.
Glarea utilizes technology in all aspects of the school to inherently provoke innovation of thought and expression.
Web design
Robotics
Computer science
Our athletic program provides students with important life skills whether they play on competitive or intramural / house-league teams. Team and individual sports play a vital role in developing one’s physical, intellectual, social and emotional well-being. In addition to these benefits, athletic participation helps students develop self-confidence, sportsmanship, co-operation, discipline, commitment, pride and resiliency. At Hudson, 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.
The Expert Sports Stream focuses on physical literacy, and the basics of movement, and provides the opportunity for children to experience multiple athletic programs and discover what they enjoy. It is a safe place that allows them to make mistakes, reflect, try again, and ultimately, improve.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Our teaching pedagogy encourages children to explore, investigate and grow. With the belief that children’s curiosity and innate sense of creativity should guide their learning, teachers engaging a Reggio approach observe children, support their interests and document learning to reflect on developmentally appropriate ways of expanding students’ knowledge. Long-term collaborative projects connect core academic areas of Language, Mathematics, Science and the Arts.
The more varied a child’s experiences, the more they discover about themselves. Their interests, passions, likes, dislikes and countless other learnings shape their self-awareness. Through these discoveries we begin to explore self-care, discipline and build a foundation of coping strategies. Students gain an understanding that failure isn’t a destination but a part of the journey. Glarea builds a sense of accomplishment into the simple act of just getting back up and trying again.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Learner Profiles are developed and used by Hudson teachers to determine where students are in their learning, what interests their students and how do their students best demonstrate new skills and knowledge. Because of our commitment to the individual student, Learner Profiles inform our teaching practices across the curriculum.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We promote a strong academic culture, by providing ongoing assessment of our students to ensure that we exceed provincial standards in math, reading, and writing skills. Both Developmental Reading Assessments (DRAs)—administered twice yearly—and the Canadian Test of Basic Skills (CTBS) continuously confirm our academic achievements in relation to provincial or national standards. Hudson College students understand that high academic performance is necessary to gain entrance into competitive university programs. To-date, Hudson graduates have experienced a 100% percent acceptance rate into the post-secondary programs of their choosing.
We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Glarea's Challenge Based Learning is a framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Resiliency, determination and fortitude of character are woven into the fabric of Glarea.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
We are proud to help our students develop into independent, self-advocating, intelligent, global-minded individuals. While we promote independence in thought and action, our students also develop a strong sense of responsibility to their community. This strong sense of responsibility towards others is developed through the inclusion of topics that promote social awareness. Through a number of experiences, we equip our students with a strong sense of character, dedication to the community, and leadership skills, preparing them to take on leadership roles in a variety of future life and career opportunities.
Glarea integrates a Challenge Based Learning program with Sports and Art expert streams. Learning focuses on self-awareness through cognitive, social-emotional, and physical literacy rooted in perseverance. We face challenges on a daily basis and our responses determine our future. Often, we don’t pause to consider different perspectives and design thoughtful solutions. Challenge Based Learning is a learning framework used to equip students with the skills necessary to identify challenges and develop innovative and sustainable solutions. Elevated Learning drives Glareans to aspire to be self-aware, critical thinkers prepared for the future. Our graduates are confident, adaptable young adults prepared to overcome life’s challenges.
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RecreationalRec. |
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RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
K - 7
8%
0%
$5,600
$0
48%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 12
No
No
No
No
Yes: grades JK - 9
No
Yes: grades 9 - 12
No
No
No
We’re always excited to meet kind, well-rounded and motivated students! Applicants should demonstrate overall academic readiness with at or above grade-level skills in math and language, as well as the ability to be consistently collaborative, respectful and engaged in the classroom. We particularly appreciate students with balanced personal interests, a self-aware approach to learning, and an interest in growing positive relationships with teachers and peers.
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence. Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.
Glarea seeks students and families who share our core values and who demonstrate a willingness to be a part of an educational environment that is student-driven, rigorous, and founded on an appreciation of grit, resilience and independence.
+ STEP ONE: Please fill the online application form and ensure all the required fields are filled out. Only completed applications will be processed for subsequent parent phone interviews.
Please Note that the following documents will be required later in the application process.
+ STEP TWO: Once an application is processed, families will be contacted to set up individual parent phone interviews. In person family and child interviews will be scheduled with step two completion.
+ STEP THREE: Individual parent interviews and an in-person meeting with the applicant student is completed.
Admission is granted on the basis of application forms, personal phone interview, and meetings. Individual consideration is the essence of both our admission and our educational processes.
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
15000 - 54A Ave, Unit 201, Surrey, British Columbia, V3S 5X7, Canada
