4600 Dundas Street West, Etobicoke, Ontario, M9A 1A5, Canada
177 Beverley Street, Toronto, Ontario, M5T 1Y7, Canada
Indirect Support:
4600 Dundas Street West, Etobicoke, Ontario, M9A 1A5, Canada
177 Beverley Street, Toronto, Ontario, M5T 1Y7, Canada
1989
1990
480
120
JK to 12
Preschool to 12
Coed
Coed
Day
Day
English
English, French, Mandarin
Academic
Academic
Progressive
Liberal Arts, Montessori
20 to 22
10 to 15
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
Dedicated class; in-class adaptations
$30,995 to $34,500
$15,800 to $18,960
No
No
0%
0%
None
None
$0
$0
32
8
0%
0%
100%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes
No
No
“Our school community is open, caring, and kind,” says Director of Advancement Hallie McClelland, who helps with community engagement.
“It’s an academically rigorous school, yet the demands are tempered by a strong
commitment to individualized instruction, academic support, and student well-being.”
“The teachers take the time to understand your child as an individual and translate that into programming, or simply connecting with them in a way that makes them feel so empowered and cared for,” says one parent of a Junior School student.
Read The Our Kids Review of Kingsway College School
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Neil deGrasse Tyson has said, "imagine how different the world would be, if, in fact, that were 'reading, writing, arithmetic, empathy.'" Kingsway College School, offering Junior Kindergarten to Grade 12, poses the same question and has worked to augment a strong academic program with cross-curricular attention to values. Derek Logan, the head of school, notes that a goal is to teach students to "lead with vision and humility." The attention to values, and providing opportunities for social development, in addition to a sense of mastery with core skills, is a strength of the school. The ideal student is one who is able to thrive in an active, academically challenging environment.
View full reportThe total student population is perhaps on the larger side for Montessori schools in the area, though residing on two campuses. As such Cornerstone reflects the benefits of size, namely in a broader access to resources, while maintaining a very close-knit feel within the classroom. Families are drawn to the Christian values which provide a foundation for the program, and augment the interpersonal aspects of the Montessori method. The teaching methods and the educational philosophy follow those developed by Maria Montessori, and then grow out from there, giving the school its unique character. The program stretches from preschool through Grade 12, allowing students to learn and grow in a consistent environment. The goal is to graduate students who have a good sense of themselves, their place in the world and what they can bring to it, and prepared to provide empathetic leadership within their community. The school has grown into a reputation for providing exactly that, with consistent, caring faculty in a family-oriented setting. The program is challenging, and includes a rich language program, intended to support students in reach their full academic and social potentials.
View full report
"There is a strong emphasis on self-directed learning that extends beyond the core curriculum."
BRAD MCCAMUS - Parent (Feb 28, 2024)
Both of our kids love the culture of KCS and the faculty and staff. Each year has been outstanding ...
View full review
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"At KCS, students develop the Habits that matter most for success in life. Through our distinct Four Doors to Learning Program, our students explore and grow as learners, artists, athletes, and citizens. Every student is challenged to examine all aspects of school life, to take responsible risks and uncover a wealth of talents, interests, and passions throughout their journey. Our goal is to provide environments where a student’s wellness is supported as they become lifelong learners who are good people."
"A co-educational integrated Montessori school located in downtown Toronto, CMPS inspires students to exceed beyond their capabilities through our accelerated academics. Our foundational life skills approach and advanced curriculum strengthens our values based education that fosters leadership and faith-based character development. The enriched Music, French and Mandarin curriculum inspires critical thinking to unfold in a safe environment and challenges our students to explore unimaginable possibilities."
"Kingsway College School differentiates itself through its focus on wellness, enriched curriculum and personalized learning approach, innovative teaching methods including place-based, project based, and experiential, and supportive community. By combining these distinctive features, KCS delivers an unparalleled educational experience that inspires students to reach their ultimate potential."
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"Families choose KCS because of our good reputation in the community and within the independent school system; the people - our amazing teachers, staff, and leadership; our location in west Toronto, the school is co-ed; our innovative, individualized and progressive learning environment (project-based, place-based and experiential sprinkled with traditional learning with tests, exams, homework and our distinctive Four Doors Learning Program and Three School rules: Respect, Manners, Try Your Best"
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"Although KCS is well known in the local community, the emphasis on experiential learning and providing learning opportunities outside the classroom may not be so obvious. Hands-on experiences, field trips, place and project-based learning opportunities are integrated throughout the curriculum, allowing students to apply their knowledge and skills in real-world contexts. KCS is committed to providing an engaging and relevant education that goes beyond traditional classroom learning."
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"New families often say their experience exceeded their initial expectations. The level of dedication and care that the teachers show in their interactions with students goes above and beyond . KCS teachers are extremely empathetic and caring people who genuinely care about the success and well-being of every child. Families are also surprised by the variety of the extracurricular activities, scope of the place-based and project-based learning taking place and the enrichment opportunities."
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It is said that learning is an end in itself. That may be. Our belief is that learning is inextricably a part of life. Strangely, this belief makes us different from other schools. Our faith in this idea makes Kingsway College School a place of joy, respect, fulfillment and... superior individual development.
The children who graduate from Kingsway College School leave knowing what matters in life. They know how to lead with vision and humility. Though they may go on to excel in specialized areas, they have the advantage of beginning as generalists. They have avid appetites for life’s experiences. And, they have the surety to dive into their future comfortable in themselves and their abilities. Our children (your children!) are ethical, responsible, concerned. They are exceptionally sound of mind, body and spirit.
One hundred percent of KCS students graduate with more than sufficient academic standing to go on to the schools of their hearts’ desire.
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Liberal Arts
Montessori
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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 know every child is unique. The KCS curriculum is carefully designed by teachers so that it prepares, inspires and challenges each of our students every day. Core skills are taught through direct instruction, often in small groups. Ample time is also dedicated to developing the KCS Habits of Mind, Body and Action through project-based learning, school-wide student leadership, hands-on creation, field trips, student-initiated learning and much more. Our Senior School builds on the foundation of the Junior School with an enriched experiential program that includes regular student engagement with external experts, regular offsite learning, and an introduction to entrepreneurship. The Senior School also offers a unique program called 'Path' every Wednesday afternoon where students are challenged to independently pursue learning in an area of interest. A Faculty Advisor will support students in developing as independent, resourceful learners and an external Mentor with expertise in the student’s chosen area will support them in this pursuit.
Cornerstone applies an eclectic approach to designing its curriculum in order to develop a blend of the liberal arts, traditional and Montessori principles. As our intent is to provide a holistic approach to nurturing the intellect, social, emotional, physical, spiritual and psychological development of our students, we feel that a combination of select elements from these various philosophies, enables us to maximize the learning experience at Cornerstone.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
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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.
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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.
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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
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In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Not applicable
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
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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
Students at Kingsway College School receive regular physical education instruction. The focus is on learning and practicing the fundamental movement skills necessary to participate in a wide variety of physical activities and sports. We also focus on physical literacy to nurture the motivation, confidence, and physical competence required to value and take responsibility for engagement in physical activities for life. We help our students along this important journey with our physical and health education program in conjunction with our extensive extracurricular program.
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Montessori
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.
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.
The KCS Early Learning Program includes junior kindergarten and senior kindergarten. Much of the program is Reggio-inspired and emergent, and evolves based on the students’ demonstrated interests and areas for growth. Some direct instruction is also introduced as children become ready, including the introduction of printing with the Handwriting Without Tears program, as well as reading with Reading Mastery. Ample time to socialize, create, and play in our award-winning Outdoor Classroom makes for a rich and healthy day of learning.
Our kindergarten programme at Cornerstone is a blend of the traditional and liberal arts approach that integrates aspects of the Montessori philosophy to provide child based inquiry learning, multi aged groupings and a systematic and logical progressive way of learning so that the child is educated holistically by addressing the academic, emotional, physical, spiritual, psychological and social levels of his/her development. it is very much a balanced approach.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
While the general pace of the program is steady, adjustments are made as needed for individual students. In addition, our Super Skills and Workshop programs, from grades 1-8, offer small-group dedicated instruction in reading and math.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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”.
We expect our students to perform to the best of their ability with the hopes of being inspired to go beyond their own expectations as a result of the academic stimulation in the classroom setting.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Our goals is to develop and nurture students who will develop an attitude for life long learnng while realizing the need to foster a strong faith based foundation upon which to establish positive life skills and the ability to make wise choices throughout life.
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
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
With our commitment to differentiated instruction, faculty actively get to know each student and work with colleagues to develop a program that supports strengths and addresses challenges. KCS has three Learning Strategies faculty who work with teachers and students with exceptional needs. Our Super Skills and Workshop classes in Grades 1-8 allow for targeted instruction, whether for advanced learners or those requiring remediation. Partnership with parents as well as extensive resources and best practices within the classroom, including an FM audio system in every room, allow faculty to meet the needs of all KCS students.
We assess each need individually to see we can do to provide the support they need to be successful students. If we are unable to do so, then we do our best to help them locate the best school for their child.
We would work with the family and their clinician in order to establish an Individual Education Plan to best meet their learning needs.
If we discover that a student develops learning difficulties while enrolled at Cornerstone, we will do our best to provide whatever support we can to help that student manage his/her learning challenge. We would also work with the parent so explore possible formal assessments to determine the next step and to also determine if we can continue to support the student in an effective and productive manner.
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
0%
0%
$0
$0
100%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes
No
No
No
No
Yes: grades JK - 12
Yes
No
No
No
No
If you wish to apply, please navigate to the Admissions portion of our website at https://www.kcs.on.ca/admissions/apply-to-kcs then complete and submit the application form.
