2 Valleywood Drive, Markham, Ontario, L3R 8H3, Canada
299 Fennell Avenue West, Hamilton, Ontario, L9C 1G3, Canada
Indirect Support:
2 Valleywood Drive, Markham, Ontario, L3R 8H3, Canada
299 Fennell Avenue West, Hamilton, Ontario, L9C 1G3, Canada
2002
1901
350
1315
K to 12
Nursery/Toddler to 12
Coed
Coed
Boarding, Day
Day, Homestay
English
English
Academic
Academic
Reggio Emilia
Traditional, Montessori
8 to 15
16 to 20
Learning
Dedicated class; in-class adaptations
$19,000 to $28,700
$19,349 to $32,052
$46,500 to $50,200
No
Yes
0%
10%
None
JK to 12
$0
$4,500
27
77
57%
0%
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades K - 12
Yes: grades Nursery/Toddler - 12
No
No
information not available
“HSC is committed to providing a rigorous academic environment where learning is engaging and challenging, while also upholding this rich culture of connection.”
“Fostering a strong sense of self, HSC focuses on giving every student the opportunity to become the best version of themselves, gaining confidence while learning and growing in a safe and nurturing environment.”
“HSC is one of the largest independent day schools in Canada, yet despite its size and the wide age range of students, we are told over and over again that everyone on campus feels like they’re part of a family. It’s this community feeling that brings many new families to the College and encourages many alumni to return with their own kids.”
Read The Our Kids Review of Hillfield Strathallan College
J. Addison School was founded in 2002 to serve both local and international students. The facilities are modern and extensive, including boarding and support programs designed with the needs of international students specifically in mind. The school is lead by alumni of York University, and the partnership between the institutions has grown over the years, including unique scholarships and internships. That relationship will presumably continue to grow with the completion of the York University-Markham Centre Campus. Lee Vendetti, principal at J. Addison has said, “This partnership offers all the key players in both institutions an opportunity to share expertise and resources that will make the transition to university and the working world a smoother and more meaningful experience.” The ideal student is one who will thrive in a challenging, academically oriented, international environment, and who is intending to continue to post-secondary education in Canada.
View full reportThe school began its life in 1901 as the Highfield School for Boys, though it has grown, amalgamated, moved, and changed its name a few times since then. All of that is reflected in the physical plan of the school, one that bears no outward signs of the school’s age. The development path included associations and amalgamations between Highfield, Hillcrest, and Strathallan schools and colleges, their names combining to form the one under which it is known today. The school has earned its strong reputation for all the right reasons, namely providing a basis for success in postsecondary school and beyond.
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"What I like about my interactions with the teachers is the fact that they provide materials that cater to your language ability to help you understand the information."
Natalija Sekulovska - Student (Mar 09, 2021)
I am a student from Europe that is currently attending J. Addison School, who never had a study abro...
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"Personally, I love the atmosphere of the school and the dorm, as it provides a warm and welcoming feeling as a boarding student."
Zhi Ye Cao - Student (Mar 09, 2021)
My student experience at J. Addison School has been wonderful. Personally, I love the atmosphere of ...
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"The faculty always asks for students' feedback on ways that they can improve or to ensure student understanding."
Daryn Lai - Student (Mar 17, 2021)
Based on my personal experience, I would consider the school like a second home for me. In addition,...
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"...I never doubted my chances of reaching my full potential."
Elyse Creamer - Alumnus (May 22, 2018)
Throughout my time at HSC, I had the opportunity to make so many special memories that picking one i...
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"I feel that the academic program at HSC is quite rigorous."
Wendy Lam - Parent (Mar 27, 2024)
My children like the number of students at the school. It is a good size yet the classroom sizes are...
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"My kids love the school."
Andrew Liu - Parent (Mar 27, 2024)
We have nothing negative to say about HSC. Our family loves the school. We will never be regretful o...
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"J. Addison is a K-12 private day and boarding school with a mission to nurture tomorrow’s thinkers to become responsible and compassionate global citizens. We complement the traditional curriculum with our “Focus For Success™” adaptive program, where students receive personalized academic support and have the opportunities to learn and explore new ideas according to their interests and potential. Most importantly, they are inspired to reach new academic heights and positive character development."
"Established in 1901, HSC is a leading co-educational school where children 18 months to 18 years learn with joy and live with purpose. We prepare students to understand their world, inspire, lead, and make a difference in their own unique ways. Our outstanding academic programs are shaped by student inquiry. Expert faculty deliver a curriculum that ignites curiosity and encourages students to explore their full potential through wide-ranging co-curricular activities in the arts, athletics, service and leadership."
"Our school offers smaller class sizes with our student to teacher ratio averaging 15:1. This provides students with a better learning experience and more opportunities to improve their communication and interpersonal skills."
"HSC is proud of the work that has been done to implement a pedagogical approach to personalized, authentic learning across all four schools. Project-based learning and inquiry are a regular part of academic programming at the College, and students are often asked to find solutions to engaging, driving questions as they explore the required curriculum. Learning at HSC is a hands-on experience designed to ignite joy and passion for discovery."
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"HSC students have the courage and confidence to take risks to achieve their goals. They are community-minded and curious about the world around them. HSC students have a growth mindset. They are empowered learners who are self-motivated to engage in their educational journey through their interests and passions. HSC students are self- and socially aware and show interest in enacting positive change in the world. They are environmentally conscientious and value their connections to family, friends and community."
Information not available
"Families seeking a highly competitive environment and/or strict discipline model may not find the learning environment at HSC to be the right fit."
"Our school follows what we call the 7 Pillars of the Addison Advantage. We establish a positive relationship with not just our students but our parents and guardians as well through regular contact. Our school is also one of the few in the Greater Toronto Area that has a boarding program which provides students particularly those from other countries with a chance of a lifetime."
"Families chose HSC because we provide a consistent and complete educational journey for students from 18 months to 18 years and beyond. Being able to attend one school for Early Education, Middle and Senior years is a significant benefit, and provides a shared familiarity between faculty and students that allows a true understanding of the student's needs and parent partnership. Our College is built upon the referrals of our families and the alumni who return to us with the next generation. Our community, which stretches across borders, remains proud in their affiliation, and giving of their time and treasure to ensure the legacy of HSC."
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"HSC is well known for it's expansive campus and well appointed facilities as well as it's engaged and community-minded student body."
"We have an excellent basketball program with a large gymnasium that often hosts basketball games with other schools. At J. Addison, we have both an elite boys and a girls basketball team. While many choose to focus on academics, many can also succeed in sports."
"HSC's transportation system is a valuable part of College life and makes it easy for students to participate in our wide range of after-school programs. With two evening bus runs, at 3:30 p.m. and 5:00 p.m. HSC families are rest assured that their child can take advantage of clubs, sports and other group work without the stress of scheduling pick-ups."
"Families may find how incredibly diverse our school really is. It is true that many of our students are international students but they are from a variety of different countries. Many of our local students have the opportunity to interact and learn from our international students and vice versa. Families often overlook the fact that students learn from each other."
"HSC has a deeply engrained respect for the environment and commitment to sustainable practices. From electric buses to solar panels powering our electric grid, HSC is committed to mitigating impacts and operating sustainably. Our environmental ethos trickles down to student learning, such as with the Garden Curriculum in Junior School, the College-wide Green Team initiative, and HSC's outdoor learning landscape that connects students to the natural world around us."
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"HSC has recently invested in an expansive solar array installed on the roof of the Senior School to reinforce HSC's sustainability goal of being carbon neutral by 2030 and carbon negative by 2050. We have also invested in expanding our wellbeing supports for students, adding a dedicated social worker and chair of student wellbeing to our health services team."
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As I humbly and gratefully begin my tenure as Principal of J. Addison School, I can share with you that after one year in this wonderful school, I have already accumulated great memories and experiences that resonate within and provide tremendous energy, excitement and outlook toward the school year ahead.
Entering J. Addison’s 21st year, we are excited to have a very strong staff of teachers and the best overall team of quality individuals one can imagine.
Our teachers and staff are dedicated to the care of all our students, overseeing not only their academic growth but also their character development and over all well being. The students come first and this is at the forefront of our minds each day we enter the school.
We continue our commitment to developing student skills in the areas of critical thinking, creativity, technology, communication and collaboration, while supporting our students’ interests and passions. Our Focus for Success after school program, which has provided our students with academic support and extra-curricular activities over the years, continues, with all sorts of new and exciting learning and practice opportunities.
Our community is one in which every member looks for the best in one another. We do not expect perfection from our students, however our standards are very high. We know that with determination and support, every individual in this school will grow in all areas, thrive in the celebration and use of all their gifts and reach great success on this pathway to post-secondary education and beyond.
Surmounting all of this, our mission is to treat each other with kindness, thoughtfulness and compassion. With these components at the forefront – every member of this school feels secure, confident and cared for and we know that without a doubt that our students will love their experience of being a student here at J. Addison School. It is deeply satisfying to be part of a school with such an excellent track record for success. We look forward to faithfully continuing the wonderful tradition that has been in place here for the past 20 years.
Welcome to HSC
Welcome to Hillfield Strathallan College—a community where children and their learning are at the forefront. Each child is known, challenged to do their best, and supported in that pursuit. We believe the best education of any child is achieved through a partnership between the school and the family, with the shared goal of helping students to achieve their full potential.
HSC consists of four small schools united by a common commitment to a shared Mission and Ideals. We are committed to ensuring a balance between the development of student independence and guidance from a caring faculty, sensitive to the age and stage of the student. We aim to develop students who ask great questions, are resilient problem-solvers and are connected to the wider world. All students learn differently, and we make every effort to address individual learning needs and styles.
True learning occurs when curriculum is meaningful and relevant, and we believe learning is not restricted to the classroom. Students who are most successful in university and beyond are those who are engaged fully in a rich program of co-curricular offerings, in addition to a solid academic program. HSC students discover and follow their passions, whether they lie in academics, athletics, fine arts, outdoor education or community service. Through shared experiences, the close-knit HSC community helps students bond with their classmates and teachers for life.
Please explore our site to learn a bit more about the incredible opportunities available at HSC. However, the true flavour of the HSC experience can only be gained by paying us a visit. You will see engaged and happy learners, students and faculty working together, students pursuing their dreams on the fields, in the gymnasia and in the theatre, or simply enjoying on another's company in the dining hall. I hope you will join us to discover what makes Hillfield Strathallan College such an amazing place.
Marc Ayotte
Head of College
Traditional
Montessori
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).
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
We aim at providing a well-rounded education for our students. In addition to the traditional curriculum, we incorporate our “Focus For Success™” adaptive developmental program, which takes place as an additional 5th period. During this time, students engage in activities according to their needs, should they be personalized academic support and/or extra-curricular activities which offer opportunities to learn and explore new interests. Our approach is to provide a learning environment that enriches students' school life, and inspires creativity while building confidence through self-discovery.
HSC offers enriched academic, art and athletic programs to students 18 months through Grade 12. We are committed to shifting practices and methodologies from a teacher-directed, content-oriented environment to one that is strongly influenced by student inquiry, creativity and innovation. The role of the teacher becomes even more important in the learning process and changes to greater facilitation, coaching and mentoring. Knowing each student’s interests, talents and skills builds an effective learning partnership that will better enable students to reach their full potential. Students learn in a resource-rich, small class environment and are encouraged to seek academic challenges and to take risks in their learning. Our curriculum is designed to foster a love of learning, and to provide a great beginning for our students as they embark on their educational journey. In a community that celebrates diversity, students share goals and aspirations, learn from each other, seize opportunities and gain different perspectives.
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.
At HSC, our students will be able to connect mathematics to the world around them and confidently use these skills in their everyday life. In elementary grades focus is put on, developing number sense, developing and understanding patterns, and problem solving. Traditionally, teachers of mathematics have relied solely on direct instruction in which teacher deliver knowledge to the students, show them examples followed by a series of practice opportunities. HSC also provides students with more opportunities to discover the joy of mathematics and to have more exposure to hands-on activities and the use of manipulatives. In the Senior School, students are offered both regular and applied mathematics depending on their mathematical ability and learning styles. As part of HSC's Advanced Placement Program, HSC students may take the AP Calculus in their final year. It is our belief that all students should be exposed to challenging problems, such as mathematics contests.
Information not available
Information not available
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
HSC's Early Reading curriculum consists of learning sequencing skills - top to bottom, left to right progression, recognizing child’s own first name, introducing upper and lower case letters and their sounds, discriminating between upper and lower case letters, developing rhyming skills, and organizing thought process to share ideas and stories. By the end of the program, students will be able to read and write competently and comprehensively, will be exposed to a wide variety of literature (both fiction and non-fiction), na d will be encouraged to develop a love for the written word.
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.
At HSC, we believe students need to be given opportunities to become better communicators. As a result, we provide activities that allow students to express themselves in a variety of ways, such as formal, creative, and reflective writing, which is then shared as text, orally, or through multi-media presentations. Extension and enrichment takes place both in and outside of the classroom through activities such as the Writer-in–Residence Program, Unfinished Writing Tours, Public Speaking Contests and Writing Contests
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.
At HSC, units of study in the science curriculum provide authenticity, academic rigour, components of meta-cognition, community involvement, process skills and the appropriate technology in addition to content. In later years of Senior School, students are able to branch in to specific topics in the science curriculum, including biology, chemistry, physics and earth and space science. As part of HSC's Advanced Placement Program, students are offered the opportunity to earn college credits through AP Biology, AP Chemistry, and AP Physics.
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
Physics
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.
HSC emphasizes the consolidation of the literacy,communication, and critical and creative thinking skills nec-essary for success in academic and daily life. Students analyzea range of challenging literary texts from various periods,countries, and cultures; interpret and evaluate informationaland graphic texts; and create oral, written, and media texts ina variety of forms.
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).
Students in HSC Social Studies investigate the world from a variety of perspectives. A strong emphasis is placed on understanding our local community through field trips, guest speakers and research of personal history and interests. Students are introduced to a global perspective through investigations of world cultures and the exploration of our planet’s physical forces. A strong emphasis is placed on making connections between historical events and society today, as well as the exploration of current world issues.
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.
Information not available
The Humanities and Social Science programs at HSC place a strong emphasis on making connections between historical events and society today, as well as the exploration of current world issues. Students mix traditional skills (mapping, text research, model building and oral presentation) with 21st century skills (collaboration, internet research and interactive presentations) and demonstrate these skills to their peers and the wider community. Ultimately, authentic learning opportunities in social studies lead students to a greater understanding of the world that we depend on and a willingness to contribute positively to our society.
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.
Our approach to teaching foreign languages is based on three methods, which is "approach", "method" and "technique". In addition "structural" methods. We provide our students with instruction in grammar, provide vocabulary and direct translations to memorize. Furthermore, we continue with the "audio-lingual", "communicative language teaching method" and "language immersion" to aid in their foreign language acquisition through alternative educational opportunities.
Our foreign language programs foster learning of other languages and other cultures; and to develop written and oral communication skills necessary to express ones’ self in real life practical situations. Our interactive programs develop inquisitiveness, motivation and persistence in learning via specific communication challenges presented to students; it addresses all learning styles and can be adapted to both new language learners and those seeking enrichment opportunities. To further empower our students and to allow them to expand their foreign language skills, we offer language experiences in both Quebec and France. As part of HSC's Advanced Placement Program, students have the opportunity to take AP French.
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
In Visual Arts, students create new and original artwork using a variety of media. In Middle School, music students in Grade 5 build on choral skills established in the Junior and Montessori schools prior to learning a musical instrument in Grade 6. Dramatic skills are developed through cross-curricular opportunities and the Drama program in Senior School. At HSC, students are encouraged to expand their artistic interests by taking part in the extensive co-curricular program, ranging from musicals, plays, wind ensemble, jazz, and visual arts clubs. Whether they are performing on stage or having their artwork on display throughout the College, our students form a real sense of pride and self-confidence in their artistic abilities.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
HSC is a BYOD school, allowing students to bring devices that they are comfortable using, and connect to the school’s Wi-Fi networks. Technology use is built into the curriculum through everyday use of software like Firstclass, Google Drive, and the use of Smartboard technology in every classroom. In the Senior School, all grade 9 students are required to take “Exploring Technologies”, where they will be work with a variety of tools, equipment, and software commonly used in industry. If they choose so, they can continue taking courses in HSC’s Technological Education program, including “Communications Technology” (print, web, radio, broadcast media), and “Technological Design” (interior design, architecture, robotics). Starting in grade 10, students can also take “Computer Science”, where, if they continue to progress, will learn programming languages like python, Java, HTML/CSS, and even code their own smartphone application.
Web design
Robotics
Computer science
It's integrated into every grade level and as per the ministry's requirements.
The HSC Physical Education program offers participants exposure to a variety of physical activities in a co-operative and enjoyable environment. The emphasis is on experiencing fun and fitness through physical activity and on actively participating. Creativity, confidence and general physical fitness are developed through movement exploration and an introduction to basic sports skills. The activities allow practice, repetition, modification, refinement, consolidation and application of physical skills to movement activities. Academic skills are reinforced through the use of games that emphasize active learning. The health units explore healthy active living, growth and development and substance use/abuse with a focus on preparing the students to make informed decisions. In upper years of Senior Schools, students are provided the opportunity to spend a week in Hawaii where they will earn their "personal trainer certification".
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.
We are committed to providing engaging and rewarding childhood educational programs, by following the Reggio Emilia philosophy and methodologies. We carefully tailor a harmonious and balanced environment where children are free to explore and to apply themselves in a wide range of activities. Our dedicated teachers are always present to guide and facilitate them through continuous observation and self-motivated learning processes. They are empowered to follow their unique abilities so they can build confidence and competence as they pave their path of self-discovery, growth, and development; and most importantly, develop a joy for learning.
We have been providing exceptional early education programs in both our Junior and Montessori Schools, both offering full programming options for children age 18 months to age 9/Grade 4, for decades. Each of the schools curriculum is designed to foster a love of learning, and to provide a great beginning for our youngest students as they embark on their education journey. For more information on our Montessori School please visit: www.hsc.on.ca/montessori For more information on our Junior School please visit: www.hsc.on.ca/junior
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.
Information not available
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.
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”.
HSC provides a rigorous academic learning environment to best prepare our students for post secondary success. This programming is delivered in a supportive and individualized fashion, to ensure that the unique learning needs of each student are met.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
We endeavour to shape our students into responsible global citizens who are confident, caring and intellectual about their approach to life so that they are successful in anything they choose to pursue in the future.
At Hillfield Strathallan College (HSC), we will encourage your child to learn with joy and live with purpose. In our supportive environment—1 College, 4 Schools—your child’s full potential will be realized at every age and stage of development.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| 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.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Students with identified learning exceptionalities have an HSC Individual Learning Plan (ILP) created by our Learning Services Specialist in consultation with the school administration, the parents and the student. For further information please contact our Admissions department at [email protected].
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
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
JK - 12
0%
10%
$0
$4,500
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades K - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
No
Yes: grades 5 - 12
No
No
No
Yes
The " J. Addison student" is one that has an outstanding academic ability, who demonstrates creative and innovative thought and more importantly, a passion for the pursuit of learning. In addition, the "Addison Advantage" student is one who demonstrates exceptional achievement in extra-curricular activities such as arts and athletics. Moreover, the "J. Addison student" is indeed one who places special emphasis towards community outreach and leadership.
Through our admissions process, we endeavour to select students who will be active participants in all aspects of College life.
Early Learning & Elementary Applicant Requirement & Important Information
Monday to Friday daily attendance is recommended for the full benefits of the Early Learning program.
All students must wear uniform daily. Uniform fee of $175 is due upon registration. All students, including returning students must purchase a new set of uniform at registration.
Children must be fully potty trained. If children are not potty trained, an interview with the teacher is required for admission approval.
International students (students who obtain a student visa) must comply with the International student fee. International student fee is an annual tuition fee that covers 10 months of school. Students must pay in full before attending school for the purpose of obtaining a student visa.
Bus transportation to and from school is available. Please inquire.
http://addisonschool.com/jasx.aspx
http://addisonschool.com/canadianstudents.aspx
Secondary Admissions Applicant Requirement & Important Information
1. Student submits application form with a copy of their original transcript and a $200 non-refundable application fee.
2. School evaluates transcript and decides on Ontario equivalency and acceptance status.
3. School sends pre-admission letter to student upon approval of their application.
4. Student remits tuition fees as directed in pre-admission letter.
5. School sends: official Letter of Acceptance; receipt of payment and Welcome Package to student upon receipt of tuition fees.
6. Student applies for visa from Canadian Consulate and notifies school as soon as visa is approved.
7. Student purchases airline ticket and notifies school of arrival date; school will coordinate airport pick up and accommodations if requested.
8. Student provides school with documentation to support proof of birth and visa.
9. Assessment testing is conducted by J. Addison School and the Student begins their program.
http://addisonschool.com/canadianstudents.aspx
HSC's application process requires you to submit an application form together with an application fee. School reports for the current school year and the final report from the previous two years are also required as supporting documents.
You can book a one-on-one virtual meeting at HSC here.
