21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
671 Carter Road, Box 128, West Vancouver- Bowen Island, British Columbia, V0N 1G0, Canada
21 Ascot Avenue, Toronto, Ontario, M6E 1E6, Canada
671 Carter Road, Box 128, West Vancouver- Bowen Island, British Columbia, V0N 1G0, Canada
2003
1995
448
72
JK to 12
6 to 9
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional, Reggio Emilia
Liberal Arts, International Baccalaureate
15 to 20
12 to 18
In-class adaptations
In-class adaptations
$19,000 to $21,500
$20,925 to $26,507
Yes
Yes
8%
15%
7 to 12
6 to 9
$5,600
$5,000
30
18
0%
0%
48%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 6 - 9
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 reportIsland Pacific School is unique in some key ways, the most obvious perhaps being that it is limited to the middle school years. It’s intentionally that way, of course, based in a belief that the experiences gained during that time in a child’s development are crucial to success in high school and beyond. Character, stewardship, and responsibility are emphasized, and very noticeably so in the Masterworks program, one that is emblematic of the approach of the school. It’s a research project that grade 9 students complete, and one that builds on what they’ve learned at the school in equal measure to their personal interests and growing sense of self. That program, as all the others offered at Island Pacific, require a lot of the students, not the least of which being the need to present themselves very overtly to the school community through a culminating presentation. The fact that the topic is chosen by the students is validating of their own interests and ideas, something that perhaps doesn't happen enough in the middle years. It has the potential to be a very empowering experience, and indeed, that’s exactly what the Island Pacific program has been created to offer. The ideal student is one looking for a challenge, and able to thrive within a tight-knit community of peers who are looking for the same.
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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 ...
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"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...
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"They feel confident, challenged, and part of a community."
Bonnie Scorer - Parent (Jan 23, 2023)
We have been so pleased with Island Pacific School for our two children. They are both very happy! T...
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."
"Island Pacific School, an International Baccalaureate (IB) Middle School offers distinctly different programs including classes in reasoning, philosophy and ethics; a self-directed research project called Masterworks, monthly community service; a musical; hiking, sailing and kayaking expeditions. Small by design, and with a mission to equip and inspire students to cultivate their humanity, Island Pacific School, located on Nex̱wlélex̱wm (Bowen Island), fosters critical inquiry, community engagement and leadership."
"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."
"The core purpose of Island Pacific School is to equip and inspire students to cultivate their humanity. It encompasses all the elements of our core instructional programs to help them help them become confident and caring members of society as a whole. Our middle school education program is about more than pure academic excellence (1st curriculum): it’s a balance between academics and cultivating our humanity."
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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.'"
"Small by design, with a maximum of 72 students (up to 18 per grade), our students are taught by middle school experts and get to participate in a wide range of academic, artistic, and recreational pursuits designed to foster critical inquiry, community engagement and leadership. Our students are are alive and inspired, brave and accepted, and challenged daily to express the best of what it means to be human. They feel a sense of belonging and acceptance and are innovative and resilient."
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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."
"Students sometimes learn as much, if not more, from the middle school activities in our extracurricular program. They are part of an intentional education strategy at Island Pacific school that challenges critical thinking, inquiry and the implementation of our values: wisdom, courage and integrity."
"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)."
"Our students go on two extended trips into the great outdoors during the academic calendar: a fall hiking trip and a spring kayak trip. These expeditions provide physical and critical thinking challenges intended to bring out the best in individuals and the groups in which they work and play; challenges that call on the values on which Island Pacific School is founded: wisdom, courage and integrity.
Our school sport is Ultimate with emphasis the “Spirit of the Game”."
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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.
Island Pacific School is a small, independent, IB Grade 6-9 middle school that has operated on Bowen Island for over twenty-five years. Our students come from the local community, Vancouver, and around the world.
We operate on the basis of the following principles:
The school expresses and realizes these principles by way of a number of core program elements including:
Every year, a number of our alumni students return to the school’s “Rites of Passage” graduation ceremony because they have come to realize that IPS was a defining chapter in their lives. This is precisely our aim: to make a pivotal difference in the lives of our students, so that they might go on to make a difference in the world at large.
Thank you for taking the time to investigate our school. I would welcome and encourage you to set up an interview and a student visit to get an even better sense of who we are and what we do. I think you will be impressed and intrigued by what you find.
Liberal Arts
International Baccalaureate
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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).
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
During the middle years, schools can either lose students or set them up for the rest of their lives. Put students in an environment of mediocrity and they will wither on the vine. Create a climate of challenge and expectation, and they will surprise us all. Located on Bowen Island, BC, Island Pacific School (IPS) is uniquely designed to give grade 6-9 middle school students the education they need: an education that challenges and surprises them to become the very best of who they are. Small by design, Island Pacific School is an IB Middle Years Program school with a total of 72 students, and is accredited by both ISABC and CAIS.
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.
We use a multi-delivery approach that combines direct instruction and blended learning. We stress both a strong foundation in mathematics basics and the opportunity to explore mathematical extensions.
In addition to standard math textbooks we also use IXL, an online support program.
We encourage the use of calculators as appropriate.
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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.
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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.
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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.
We have a writing across the curriculum program that emphasizes a progression of writing skills. In addition to encouraging creativity, we pay particular attention to the development of strong grammatical skills.
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.
Our science teacher puts particular emphasis on our students learning outdoors.
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
Physiology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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.
We regard literature as a window into the human condition. We take it as obvious that reading should be an integral part of everyone's life.
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
Core Knowledge
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).
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).
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.
We complement our core knowledge curriculum with individual explorations. We have a busy excursion and community service calendar to get students out experiencing new communities every second week.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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.
We use the highly effect AIM language learning approach to teach French to grade 6 - 9. It is designed to provide students with quick fluency in practical situations.
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
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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.
At IPS, our Art program focuses on giving our students exposure to a wide variety of artistic practices and mediums. We aim to engage their curiosity and excitement for the arts, while helping them to develop skills, and expand their personal limits. When an IPS student leaves the school, we want them to have an interest in the arts, and the courage to pursue whichever aspect of the arts that appealed to them the most.
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.
Digital citizenship, digital legacy and digital literacy. These three competencies are the foundation of the digital technology program at IPS. It is designed to reflect, and get ahead of, how information exchange in the world is evolving: socially, in education, in the workplace, and in the way data is stored. Teachers switch gears quickly between paper and digital content reaching for technology to solve problems and model that practice for students. Along with Google Classroom and Drive, teachers are using new tools for assignment distribution and tracking (Doctopus & Remind); data collection through Google Forms; regular correspondence through email; and tracking (internal Teacher Dashboard web portal).
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.
Emphasis in our phys ed program is on promoting healthy lifestyles for life.
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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.
Not applicable
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.
Information not available
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.
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.
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.
IPS incorporates project-based learning in all grades. All students are required to prepare projects for three Open Houses per year. The Masterworks independent study project is compulsory for every Grade 9 student. Students publicly defend their Masterworks and earn 4 credits towards their high school graduation.
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.
Students participate in a wide range of academic, artistic, and recreational pursuits designed to foster critical inquiry, community engagement and leadership. Guided by a highly qualified teaching staff, the middle school programs at IPS are designed to equip and inspire. They provide a foundation for Grade 6-9 students who may wish to pursue International Baccalaureate (IB) or Advanced Placement (AP) programs in high school. At Island Pacific School, our middle school programs are developed to provide opportunities to experience new adventures. We are committed to delivering an exceptional middle school education – one that engages and inspires students for life.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Kids with good heads on their shoulders.
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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
6 - 9
8%
15%
$5,600
$5,000
48%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 6 - 9
No
No
No
No
Yes: grades JK - 9
Yes: grades 6 - 9
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.
We are looking for students with parents/caregivers who are committed to supporting their children in gaining an education that is worthy of the name. In particular, we need parents who understand that students need specific opportunities to learn to take responsibility for themselves and that students want, and are capable of, acheiving great things.
Early admission - December 1, 2022
Regular admission - February 21 , 2023
Late admission - Always welcome http://islandpacific.org/admissions/
