23 Toronto Street, Toronto, Ontario, M5C 2R1, Canada
3430 Fairview Street, Burlington, Ontario, L7N 2R5, Canada
2011
2019
340
260
7 to 12
Preschool to 8
Coed
Coed
eSchool, Day
Day
English
English
Academic
Academic
Progressive
Progressive, International Baccalaureate
10 to 16
10 to 16
Learning, Developmental, Behavioral
Learning
Dedicated class; in-class adaptations
$19,750
$9,900 to $18,900
Yes
No
10%
0%
7 to 11
None
$7,000
$0
57
22
0%
0%
65%
0%
Preschool, JK, SK, 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
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 1 - 8
No
No
information not available
information not available
One of the resources of Keystone International Schools is the city itself, something that administration has very consciously built into the programs. Toronto has a wealth of resources, of course and Keystone strives, rightly, to make the most of them. While not a preparatory school in name, the program nevertheless addresses itself to a student population preparing for success at university. Supports are in place for international students, and the school adopts an international gaze, looking well beyond the school walls, educating students to be adept at international communication and engagement. The ideal student is one able to thrive within a diverse, collaborative academic environment.
View full reportAshwood Glen is a recent and welcome addition to the private school market. It’s in the process of reaching IB accreditation, a process that takes two years, though is already teaching to that curriculum. The benefits of the IB include integration within a global community of learners, as well as as internationally recognized and admired approach to learning. The instructional spaces were purpose built with the Ashwood program in mind, allowing for movement and a high integration between learners around shared learning tasks. The incorporation of a Maker Space signals an intention to help children develop the 21st century skills they’ll need when they advance to the secondary grades and beyond.
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"lovely teachers and interesting classmates"
ruby ma - Student (Jan 24, 2018)
In Keystone International Schools, we have lovely teachers and interesting classmates. Everyone stud...
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"...always fostered a positive environment and [...] made sure that I was doing well in school."
Adham Alazhari - Student (Jul 31, 2018)
I really enjoyed being a student at Keystone. Overall I made lifelong memories and really good frien...
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"Students at Keystone School are very friendly and helpful."
Sarah Lee - Parent (Dec 10, 2021)
My daughter completed Grades 10, 11 and 12 at Keystone School. What she needed was a happy school en...
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"The teachers at Ashwood Glen work as a community."
Stefania D'andrea - Parent (Feb 24, 2023)
Our son started at Ashwood Glen in the Toddler class. Within a little over a month, we saw major dev...
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"Ashwood Glen has a wonderful student body with lots of very supportive parents."
Odette B - Parent (Feb 24, 2023)
Re-locating from out west, we were searching for a school that had a smaller class size, diverse sta...
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"I have really enjoyed the Montessori approach of hands-on and real-life skills."
Tracey Lombardini - Parent (Feb 24, 2023)
My daughter loves Ashwood Glen, her teachers, and working in the classrooms. She has attended Ashwoo...
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"Keystone fosters a project-based, experiential learning environment in which students gain knowledge and skills to become responsible, socially conscious, and independent world citizens. With our enhanced program and holistic approach to education, students acquire the qualities and abilities needed for a successful life full of purpose and joy. Our aim is to ignite a passion for life-long learning in our students, while simultaneously inspiring responsibility for the self, the community, and the world."
"In the heart of Burlington, Ontario, Ashwood Glen uniquely unites Montessori and International Baccalaureate curriculum, fostering holistic growth from preschool to grade 8. Our vibrant, multicultural community, with small classes, promotes self-paced learning, exploration, and vital 21st-century skills. Here, curiosity and passion inspire children to unlock their potential. We don't just educate; we inspire students to excel and empower them for their future. Discover the Ashwood Glen difference—book a tour today!"
"Our small classes with an average size of 14 students per class provide an individualized Academic Program which ensures that each student is seen, valued, and challenged.
Our project-based learning programs cater to the varied interests and skills of our students where they discover new capacities for critical thinking and forming independent judgments."
"At Ashwood Glen we provide our students with opportunities to explore real-world concepts and issues, challenge assumptions, think critically, and acquire skills that they will need to apply throughout their educational and future professional journeys. Our holistic approach to education places emphasis on providing opportunities to support our students' social, emotional, and physical needs along with their academic needs."
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"Keystone offers students a home-like environment where each student can express his/her feelings and ideas freely. A balanced distribution of domestic and international students ensures that students become open-minded, respectful and authentic adults."
"Our state of the art school facilities are designed with the student learning and the IB and Montessori programs in mind, and allow for a multi faceted and enriched learning environment. We provide outdoor and indoor spaces, specifically designed to meet the young child’s gross motor development needs, and our program includes regularly scheduled enrichment activities that may include French, music, art, or dance, each taught by teachers specifically trained in these disciplines."
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"We have worked to establish a very close network of communication at Keystone that we feel is unique to our school. From our founder, to our principal, to our administrator, to our teachers, everyone is present at the school each day to build and strengthen bonds and connections with the students. If a student is ever in need of guidance from any member of our academic team, we are always there to provide hands-on, individualized support."
"The time, thought and effort spent on event planning and communication. Our school events, and extracurricular activities require a lot of time & thought in their planning to make them meaningful, tied in with our student learning.
We highly value having close working relationships with families. Timely communication, which requires coordination and timely presence through our daily bulletins, morning announcements, weekly assemblies and class updates and multiple conferences throughout the y"
"We are a family-oriented school that fosters interaction between students and teachers. We encourage students to feel that we are all a family, and that they are not simply at Keystone to get their education and go home again. Once a part of the Keystone family, you are part of it for life."
"The involvement from parents in various activities. We welcome parents to have the opportunity to celebrate all academic milestones in their children's education. Having the parents on campus, experiencing the outcomes of their children's' hard work makes a difference and parents appreciate being able to take part in the various events at school."
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Welcome to Keystone International School, a dynamic, boutique school, in the heart of Toronto.
We strive to involve students in their own learning experience. Teachers are not lecturers but are facilitators in the classrooms. Our inquiry-based, holistic approach to education encourage students to take action and become life-long learners. We always remind students that every subject has a relation to the real world. Whenever we can get away from the classroom, we make sure to do that; it’s far more interesting to go check out some super structures to think the physics behind it, see live art pieces and discuss them at the museum, or play logic games to calculate probability for math class. In Economics or Business, we observe a product over time to understand the effects of demand and supply. All these experiments keep students interested and makes learning easier, fun and most importantly permanent.
At Keystone, we nurture our students to be well-rounded and intuitive individuals while challenging them to excel academically. Our culturally diverse environment prepares our students for the future when they will be collaborating with others at a global level.
Thank you for your interest in our school.
It is with great excitement and enthusiasm that I introduce myself as the Head of School at Ashwood Glen.
I am thrilled to introduce myself, Ms. Heba Hefny, as the Head of School at Ashwood Glen. With 19 rich years in education experiece, I've spent four memorable ones at Ashwood Glen, leading the IB PYP / JMS curriculum.
Education has enabled me to work in various parts of the world. Through this, I've come to appreciate a universal truth: children, irrespective of their background, are eager learners, emanating joy and enthusiasm in their educational pursuits.
I hold a BA in Business Administration with a minor in Psychology, and an MA in Elementary Education from The College of New Jersey. My commitment to holistic development extends beyond traditional education. I am a certified Neuro-Linguistic Programming (NLP) practitioner and a staunch supporter of Positive Discipline, with certifications in both its Parent and Teacher education.
At Ashwood Glen, we uphold our mission statement with fervor: striving for excellence, learning collaboratively, and aiming to make a significant impact at both local and global levels. We continually aspire for academic growth for each student, partnering closely with parents to ensure tailored experiences. Our students are encouraged to think creatively, often presenting ideas that can benefit not only our school — but also local and global communities and causes
Open dialogue is vital. I operate with an open-door policy, inviting students to speak up and express any concerns or ideas they might have. Feedback is invaluable, and I take proactive steps based on the insights provided.
Ensuring a nurturing environment where every individual, be it parents, students, teachers, or administrators, feels safe and valued is paramount. It's this ethos that makes me immensely proud to be a part of the Ashwood Glen family.
Given my background and deep-rooted passion for education, I am committed to empowering, mentoring, and inspiring our students. My aim is to create a vibrant and conducive learning environment where every student at Ashwood Glen can truly excel.
Ms Heba Hefny
Progressive
International Baccalaureate
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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 students are prepared for the rigours of university, while acquiring practical life skills. This combination makes them valuable in the global workplace. Student-centred learning focuses on the student’s needs, abilities, interests, and learning styles, with the lecturer as a facilitator of learning. Intentional learning develops students’ explicit understanding of their own approach to learning as well as confidence in their discipline-specific knowledge base in order to confidently address cross-curricular skills and metacognitive functions.
Our Children's House (18months - 6 years) adopts the Montessori approach to teaching and learning. The Grades 1 to 8 program is based on the Ontario curriculum, delivered using some of the principles and practices of the International Baccalaureate (IB).
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.
Mathematics instruction is rich in thinking and talking, and students engage in working through problems that are open-ended, accessible, and rigorous. Teachers use pre-assessments to inform instruction, ongoing formative assessments to support student reflection, and summative assessments to evaluate the quality of the learning. In junior school, the combination of both skills and inquiry based learning is used to enrich math learning. Additionally, where appropriate, some of the Ontario math curriculum standards are delivered through transdisciplnary units of study. We strive to extend the expectations and outcomes of the Ontario math curriculum for our students.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Our teachers engage students in cumulative comprehension strategy instruction throughout the school year. Additionally, a reading framework will be used to guide the development of a culture of deep thinkers, as well as, joyful readers in the community. Students will have choice and ownership in choosing books, time each day to think and talk about their reading, and comprehension instruction. Additionally, instruction includes teacher demonstrations, guided practice, independent practice, and opportunities for independent reading.
No
Equal balance
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Our teachers engage students in writing instruction throughout the school year. Additionally, a writing framework will be used to guide the development of students' skills in writing. Through targeted and individualised instruction, students learn to generate, gather, and organise ideas and information to write for an intended purpose and audience, practice the different stages of the writing process, use a variety of sources for information, reflect on and refine their written expressions, identify their strengths and areas for growth as writers.
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.
Our science program is guided by the belief that science is best learned in a theoretical, hands-on approach infused with student questions, exploration, and guided inquiry. The ultimate goal of our program is to develop scientific thinking and understanding while nurturing a lifelong curiosity and awe for our world. Learning experiences are rich in thinking and talk as students explore phenomena and construct meaning, include opportunities to explore using a variety of materials and models for problem solving, embedded with Science Engineering practices, and both targeted and individualised based on formative assessments.
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.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Our social studies program is guided by the belief that social sciences should balance the content of geography, history, and culture with the ultimate goal of sending students into the world with a mindset of curiosity and internationalism, cultural appreciation, and a desire to make the world a better place. The heart of our elementary program infuses inquiry, critical thinking skills, and opportunities for students to concepts in social studies, history, and geography. Learning experiences are rich in thinking and talking, as students explore and construct meaning, include time student explorations and wonderings, differentiated to meet the diverse needs in the classrooms, and responsive to ongoing formative assessments.
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.
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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.
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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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Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Promoting healthy development and wellness is an important aspect of our Ashwood Glen Learning Program, and contributes to the overall personal and academic success of our students. Our physical education program allows students to develop movement skills and competence, and to apply these skills to games, sports, dance, and other physical activities in a safe, inclusive, and supportive atmosphere. Students will be encouraged to achieve their personal best and adopt healthy, active lives.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Keystone International Schools, are committed to early learning. Our goal is to provide our kids with a developmentally appropriate learning environment where they are encouraged to acquire a love for learning. We practice the holistic approach and focus on our kids’ physical, personal, social, and emotional wellbeing as well as their cognitive aspects. The holistic approach also focuses on interacting with the natural world where kids can learn to observe, take care of, and love their environment.
We foster excellence, inspire leadership, and empower students with skills to lead fulfilling lives. Our approach is student-centered, and students are provided opportunities for input and take ownership of their own learning experiences.
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.
While students join classes on campus, they are also offered independent courses. This allows them to take responsibility for their own learning and helps them to improve their time management skills. Students have the opportunity to engage in class discussions and interact with one another throughout independent courses.
Our class sizes are intentionally small to ensure that our teachers have deep knowledge and understanding of their students' learning needs. This allows for a more personalized approach to teaching and learning.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our aim is to encourage students to take action and become life-long learners in order to make the world a better and more peaceful place. Through their school years, they become internationally–minded inquirers and thinkers, who ask questions and seek their own answers from both local and global perspectives. At Keystone, by nurturing students’ natural curiosity, we foster a love for learning.
Our learning program is holistic in that we place equal emphasis on academics, personal and social-emotional development, and activities. The Ashwood Glen Learning Program aims to develop internationally minded students with high learner efficacy.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
Internationally minded individuals with the desire and capacity to lead positive change.
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
Modifications
Extra support
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Within our inclusive classrooms, we accommodate students with additional learning needs, including students who are highly abled. In addition, we provide individually targeted instruction for students who might need the additional challenge in their learning.
Information not available
Classroom instruction and assessment practices are differentiated to meet the learning needs of students. Our small class sizes and inclusive pedagogy allow teachers to effectively meet the learning needs of all of their students, including those with higher abilities or having mild learning difficulties.
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
7 - 11
10%
0%
$7,000
$0
65%
0%
Preschool, JK, SK, 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
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades 1 - 8
No
No
No
No
Yes: grades 11 - 12
No
Yes: grades 11 - 12
No
No
No
Each student is unique and possesses different strengths. We are committed to having a diverse student body both culturally and in regard to academic interests. We expose our students to all industries by supporting classroom learning with leaders from various backgrounds and businesses.
In order to be considered for admissions please submit the following documents:
Completed Application Form
Application Fee
Report cards from the current academic year
Latest school transcript or report cards for the previous 3 years
Copy of Birth Certificate or Passport
Passport size photograph
Once all the documents are received along with the application fee, students will be scheduled for an interview with one of our Academic Coordinators.
To begin the application process, families may contact our school directly at 905.320.1272 or via email at [email protected]. We will be happy to provide an information package and answer any questions you may have. We also encourage prospective families to schedule a tour or attend one of our school information sessions to gain a better understanding of our Learning Program.