4600 Dundas Street West, Etobicoke, Ontario, M9A 1A5, Canada
16520 - 24th Street Southwest, Calgary, Alberta, T2Y 4W2, Canada
335.1 km
1,942.9 km
1989
1980
480
1007
JK to 12
JK to 9
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive
Traditional
20 to 22
20 to 25
Dedicated class; in-class adaptations
$30,995 to $34,500
$3,210 to $7,595
No
No
0%
0%
None
None
$0
$0
32
84
0%
0%
100%
50%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 9
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
information not available
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 initial draw for families considering Glenmore is the values piece: a full curriculum taught through the Christian lens. Certainly, that’s something which distinguishes the school within the region, and often is the first point of contact. What families find in the school, however, is both that and whole lot more. Given the size of the school, Glenmore is also able to offer a very rich, diverse range of programming, something that understandably is also very attractive. There is a full program of intramurals, and the breadth of the music program—including options for individual lessons—is something that also distinguishes the school. A mission program at the grade 9 level offers an international experience earlier than in a majority of programs, and can provide a very nice punctuation to a student's experience at Glenmore. The ideal student is one who will thrive within a vibrant, challenging, community-centered learning environment.
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
information not available
"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."
"Glenmore Christian Academy’s mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love. Through a Biblical worldview, students learn liberal arts, sciences, fine arts, languages and Phys Ed from specialist educators in our state-of-the-art facility. Extra-curricular options include performing arts, band, intramural and competitive sports. In Junior High, students partake in outdoor leadership programs including an international Mission Trip in Grade 9."
"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."
"GCA is more than just a school: it is a community. It is our priority to work in partnership with parents to help our students discover their God-given talents. At GCA, Bible is more than just a subject. Our enriched academic program is infused with a Biblical perspective, even in the core subjects. Christ is in everything that we do. These two elements working together allow us to provide students the tools they need to continue to thrive academically and spiritually when they graduate."
"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"
"Those that apply to Glenmore Christian Academy are looking for an educational program where their child will be taught how to become a life-long learner, be encouraged to grow in their faith as they learn about Jesus Christ and be given opportunities to put that faith into practice."
"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."
"The culture at GCA is incredibly diverse. Our community is comprised of students whose families are from all over the world, and from more than one sect of Christianity. At GCA, we come together and celebrate our differences all under the banner of Christ."
"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."
"At GCA, we are truly blessed to have a wonderful facility for our students and staff. Our facilities team are all dedicated Christ followers and completely committed to what they do, and are an incredible example to the rest of our staff. The work that goes into keeping our school clean and safe is a huge endeavour, and our facilities team members are truly inspirational."
"Our goal is to provide environments where a student’s wellness is supported as they become lifelong learners who are good people.
Respect, responsibility, honesty, kindness, manners, and empathy are taught to students and help guide their actions and decisions.
We offer an enriched curriculum above and beyond the Ontario Ministry of Education requirements.
KCS Senior School is the only co-ed Grade 9-12 CAIS school in Etobicoke/West End of Toronto.
Students feel safe, valued, and supported."
"Our Mission is to Teach Truth, Inspire Excellence, Experience Christ and Serve Through Love.
Only 50% of our families are from Canada originally: the rest are from Africa, Asia, Eastern Europe and Latin America.
Our annual Grade 9 Mission Trip to build homes has been happening for over 30 years.
In Kindergarten, our students learn the fundamentals of reading, writing and basic math facts.
GCA started out in the clubhouse of First Alliance Church just off Glenmore Trail: thus, our name."
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.
Stanford Hielema is passionate about education and nurturing an environment where all children have an outstanding learning experience. Previously, as Associate Superintendent for Palliser Regional Schools, he oversaw student learning, fiscal management, policy and administrative procedures, and community relations for the faith-based alternative schools. Before that, Stanford spent over 20 years building Trinity Christian School from 45 students to more than 400. With a strong focus on community, the school thrived in academics and athletics. He built capacity with teachers through instructional best practices to improve student learning. He acted as a Designated Signing Authority for the province during this time, and evaluated 60+ teachers for their Alberta Permanent Teaching Certificate.
Traditional
Information not available
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.
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.
Not applicable
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.
In partnership with supportive, involved parents, the goal of our educational team is to develop well-educated, faith-filled youth in a creative, active and nurturing environment. With a focus on high academic standards and using an enriched, balanced academic curriculum, our two dedicated principals work alongside our team of specialist educators to ensure your children are receiving the highest quality education.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Basic facts are still emphasized.
Information not available
Students don't use calculators until Junior High.
Balanced Literacy
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.
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.
Information not available
Students are assessed twice a year in Elementary using a standardized reading assessment to measure growth.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Fountas and Pinnell
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.
Information not available
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.
Information not available
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
Zoology
Traditional
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.
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.
Information not available
Information not available
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.
Information not available
Information not available
Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
Information not available
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
Creative
These programs have an equal emphasis on receptive and creative learning.
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
In Elementary, Computers and Technology fit in the light integration category, but in Junior High, it is Heavy Integration.
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.
From K-Grade 5, students are engaged in physical activity on a daily basis. We have specialized phys ed teachers from Kindergarten to Grade 9.
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.
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 program has a strong focus on literacy and numeracy with goals of having students able to read and write for grade one.
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 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.
Students have a variety of options on how they can showcase their learning.
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”.
Information not available
"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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
We desire to be recognized as a Christian school that maintains high academic standards with graduates who become responsible citizens, worldview thinkers, and have a commitment to Christian service. We value “arts” and “athletics” each as a medium to build within our students a sense of self-worth, supporting each one to discover his/her God-given gifts.
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%
50%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
K, 1, 2, 3, 4, 5, 6, 7, 8, 9
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 9
No
No
No
No
Yes: grades JK - 12
Yes: grades K - 9
No
No
No
No
The student should be curious and interested in learning, dedicated to achieving success in a range of areas including academics, athletics and arts. As we are a faith-based school, it is important that parents support the Biblical component infused into all of our curriculum.
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.
Our Facility Fee is a one-time, NON-REFUNDABLE fee that applies to all NEW Kindergarten to Grade 9 students.
- First child: $2000
- Subsequent children: $500