One-to-one comparison


  • QUICK SUMMARY

     

    London International Academy

    LONDON INTERNATIONAL ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    Basics

    Basics


     

    Founded

     

    2002

     

    1986


     

    Enrolment

     

    345

     

    120


     

    Grades

     

    9 to 12

     

    Preschool to 4


     

    Gender

     

    Coed, Girls

     

    Coed


     

    Living arrangements

     

    Boarding

     

    Day


     

    Language of instruction

     

    English

     

    English


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    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."
    Emotional
    The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."

    Academics

    Academics


     

    Curriculum

     

    Traditional, International Baccalaureate

     

    Traditional, Reggio Emilia


     

    Curriculum pace

     
    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.
     
    Accelerated
    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).

     

    Academic culture

     
    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”.
     
    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.

     

    Avg. Class Size

     

    5 to 15

     

    8 to 12


     

    Special needs support

     

    Learning, Behavioral

     

    Learning


     

    Gifted learner support

     

    Dedicated gifted school

     

    In-class adaptations


     

    Preschool/K curriculum

     
     
    Academic
    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.

    Tuition

    Tuition


     

    Day Tuition

     

     

    $9,250 to $20,750


     

    Boarding Tuition

     

    $21,200

     


     

    Financial aid (FA)

     

    No

     

    No


     

    Students on FA

     

    0%

     

    0%


     

    Eligible grades for FA

     

    None

     

    None


     

    Median FA package size

     

    $0

     

    $0

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    86

     

    15


     

    Percent in boarding

     

    100%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    90%

     

    85%


     

    Day entry years

     

    9, 10, 11, 12

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3


     

    Boarding entry years

     

    9, 10, 11, 12

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Rolling

     

    Not available


     

    Interview required?

     

    Yes: grades 9 - 12

     

    Yes: grades Preschool - 3


     

    SSAT required

     

    No

     

    No

  • SCHOOL REVIEWS

     

    London International Academy

    LONDON INTERNATIONAL ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    The Our Kids Review

    The Our Kids Review

    LONDON INTERNATIONAL ACADEMY

    information not available

    CGS (CHILDREN'S GARDEN SCHOOL)

    information not available

    User reviews

    User reviews

    LONDON INTERNATIONAL ACADEMY

    information not available

    CGS (CHILDREN'S GARDEN SCHOOL)

    Love the little things
    Wendy Arnold List - Parent   (Jan 24, 2018)
    We had 3 children go through CGS and each loved being able to do things that young children aren't n...
      View full review

    "the kids feel supported, happy, and special"
    Nina Chandarana - Parent   (Jan 24, 2018)
    My kids love CGS. They appreciate the family like feel of the school and how nurtured they are. Ev...
      View full review

    Nuturing and encouraging
    Irene Chai - Parent   (Jan 25, 2018)
    My kids enjoy the nurturing and encouraging school atmosphere created by the teachers and staffs at ...
      View full review

    Our Take

    Our Take

    LONDON INTERNATIONAL ACADEMY

    London International Academy was founded in 2002 with an explicit attention to preparing students for success at university in North America. In the years since the student population has grown considerably, as has the school’s mandate. Today annual enrollment is 350 students who arrive from around the world. The school has developed a full palette of services with the international student in mind, including language instruction, university guidance, cultural exchange programs and a challenging curriculum. The ideal student is one with an eye to succeeding in post-secondary studies in Canada.

    CGS (CHILDREN'S GARDEN SCHOOL)

    CGS was founded in 1986 by Marie Bates, who remains as the principal at the school today. As that suggests, the school has remained very true to the founders’ initial intentions, namely to create a place that provides a strong academic foundation in a caring, open, and supportive environment. While reading, writing, and numeracy are key—just as they should be—so is the development of creativity and social engagement. Bates believes that children learn as much in music class as they do in math class, and she’s right of course. As such, the program promotes links across the curriculum, allowing children to see those connections while also broadening their horizons of interest. The strength of the program is reflected by the reputation that CGS has earned over the thirty-plus years of its life.

  • SCHOOL DESCRIPTION

     

    London International Academy

    LONDON INTERNATIONAL ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    Highlights

    Highlights

    LONDON INTERNATIONAL ACADEMY

    • Ontario Secondary School Diploma
    • International Baccalaureate Diploma Programme
    • STEM Elite Program
    • ESL Courses
    • Four academic intakes in a year
    • Summer School
    • Summer Camps

    CGS (CHILDREN'S GARDEN SCHOOL)

    • Specializing in the critical early years of education (Pre-K-Grade 3) for 34 years.
    • Warm, nurturing environment, a 'home away from home' for your child.
    • French four times per week/Extended French after school once per week.
    • Mindfulness practise throughout the week.
    • Significant focus on public speaking.
    • Exceptional performance arts and visual arts opportunities.
    • Real Food For Real Kids hot lunch.
    • Skiing, skating and swimming curriculum for Grades 1-3.
    • Trips to Norval (UCC's Outdoor Ed Centre) every year for JK-Grade 3.
    • Very active, positive parent community.

    Description

    Description

    LONDON INTERNATIONAL ACADEMY

    London International Academy (LIA) is a Private Secondary Day and Boarding School, located in the beautiful forest city of London, Ontario. LIA is the only private secondary school in London, Ontario to be authorized as an IB World School and offer the IB Diploma Programme. LIA offers academic OSSD courses from Grades 9 - 12 for both international and domestic students. LIA offers not only OSSD and IB, but also a STEM Elite Program, Summer Courses, Summer STEM Camps, and offers four intakes throughout the year.

    CGS (CHILDREN'S GARDEN SCHOOL)

    CGS has been the neighbourhood private school of choice in Leaside for 35 years. Academically stimulating and personalized curriculum, delivered in a warm environment. Well-known for their highly effective pandemic response and engaging online program. Phonics program addresses the unique learning styles of boys and girls, leading to high levels of early literacy for all students. Highlights include public speaking, character education, mindfulness, outdoor education, and daily arts. Extended care available.

  • PRINCIPAL'S MESSAGE

     

    London International Academy

    LONDON INTERNATIONAL ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)

    Message

    The Academy prides itself in providing students with a challenging and excellent high school educational program almost invariably leading to admission to one of the leading universities in Canada. The school also provides a well rounded education with much organized social, recreational and educational activity at the school and class level. As testimony to the quality of our students and our educational program students from the Academy have achieved and continue to achieve outstanding results in mathematics, computing and physics contest organized by the Canadian Mathematics Society and the University of Waterloo.

    London International Academy has a first rate academic program, a fully qualified and very well educated teaching staff, bright and comfortable classrooms, continuous student counseling and advising, and a very effective and enthusiastic student support staff. All of these factors contribute to student enjoyment, motivation and adaption to North American culture which obviously includes the rapid acquisition of English. This is confirmed and illustrated by the tremendous disproportionate success of international students enrolled in the school in obtaining university and college places.

    London, Ontario is a healthy, safe and pleasant small city which facilitates student involvement in the local community. Students who enroll in the Academy will be embarking on a pleasant but rigorous and stimulating educational journey culminating in acceptance by an excellent university.

    Yours Sincerely,


    Paul Debenham
    Principal

    Thank you for your interest in our school. CGS has been a home away from home for so many children, and their families, since it was founded in 1986. We pride ourselves on getting to know each child, to the fullest extent possible, while they are with us. Our young students, from Preschool to Grade 3 are protected, cherished, motivated and inspired during the first, and all important, years of their formal education. When you truly know your students it is easy to do what is best for them. 

    We are committed to our small class sizes and balanced curriculum. We believe that children can learn as much in Music class as they can in Math class. Along with our strong core curriculum, students are given the opportunity to immerse themselves in the arts and physical activity. Our goal is to provide an education that is rich and diverse by placing importance on all aspects of a wide and varied curriculum.   

    As founding Principal, I have been honoured to work with, and support, a staff that is known for their dedication and commitment to the CGS philosophy. Each and every student is celebrated for who they are. The teachers deliver an exceptional program while keeping the heart in education. Please come and visit. See and feel first-hand what makes CGS the special place it is. 

     

     

  • ACADEMICS

    • OVERALL CURRICULUM

       

      London International Academy

      LONDON INTERNATIONAL ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Primary Curriculum

      Primary Curriculum

      LONDON INTERNATIONAL ACADEMY

      Traditional


      Secondary Curriculum

      Secondary Curriculum

      LONDON INTERNATIONAL ACADEMY

      International Baccalaureate


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      LONDON INTERNATIONAL ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      LONDON INTERNATIONAL ACADEMY

      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.

      CGS (CHILDREN'S GARDEN SCHOOL)

      Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).


      What the school says about their curriculum

      What the school says about their curriculum

      LONDON INTERNATIONAL ACADEMY

      London International Academy (LIA) is certified in accordance with the Ontario Ministry of Education to offer academic courses from grades 9 to 12. LIA is authorized to grant the Ontario Secondary School Diploma to all successful students. An optional program offered at LIA places a strong focus on STEM - Science, Technology, Engineering and Mathematics, we also have several clubs with a STEM focus.

      CGS (CHILDREN'S GARDEN SCHOOL)

      Our curriculum is ‘traditional’ in so far as it is very structured and sets high academic expectations for our students. Acquiring academic skill is a daily focus at CGS but to say we have a purely ‘academic’ approach to our curriculum is misleading. Our students are very young and incorporating play with a broad focus on physical education, the arts, culture, character education and mindfulness are equally important to their development as students and young people.

    • COURSE PEDAGOGIES

      • Mathematics

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        LONDON INTERNATIONAL ACADEMY

        Equal Balance


        Our take: math approach type

        Our take: math approach type

        LONDON INTERNATIONAL ACADEMY

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.

        CGS (CHILDREN'S GARDEN SCHOOL)

        These math programs feature an equal balance of “Traditional” and “Discovery” methods.


        What the school says about their math program

        What the school says about their math program

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Methods for teaching math vary widely from school to school and it is a subject of great debate in the educational community. ‘New’ Math (the current multi-strategy, collaborative, language based approach to math) can be confusing for parents, as most of us learned math largely by rote. At CGS, children get the best of both worlds - they get the support they need to create and share the math strategies that work best for them as well as concurrent instruction in basic fact mastery - learning their doubles facts, multiplication tables etc. Our teachers have many creative ways of ensuring that students gain solid number sense as well as the conceptual skills required to become confident, young mathematicians.


        Textbooks and supplementary materials

        Textbooks and supplementary materials

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Preschool: Touch Math. JK/SK: 'Think. Pair. Share.' approach with appropriate lessons from various sources. Grades 1-3: Nelson Mathematics, Math Makes Sense and Teaching Student Centred Mathematics by John Van de Walle


        Calculator policy

        Calculator policy

        LONDON INTERNATIONAL ACADEMY

        Information not available

      • Early Reading

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        LONDON INTERNATIONAL ACADEMY

        Not applicable


        Our take: early reading approach type

        Our take: early reading approach type

        LONDON INTERNATIONAL ACADEMY

        Not applicable

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their early reading program

        What the school says about their early reading program

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Our phonics program, Remediation Plus, was brought to Children’s Garden School by our Principal, Marie Bates, after discovering its' extreme effectiveness for her son. The program breaks phonetic skills into logical, step by step, highly organized units. No rules are missed. Watching our students independently sound out words, fingerspell, and check for vowels is a wonderful sight! They see something on the page and they go to work to figure out what is happening. R+ gives them the tools they need to do it. Teachers combine R+ with integrated language arts activities (storytelling, games and art). Our young students experience high levels of success and become confident young readers.


        DIBELS testing

        CGS (CHILDREN'S GARDEN SCHOOL)

        DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
        Developmental Reading Assessment (DRA). SK-Grade 3 students are assessed once per term. Additional assessments are added if required.

      • Writing

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        LONDON INTERNATIONAL ACADEMY

        Not applicable


        Our take: writing approach type

        Our take: writing approach type

        LONDON INTERNATIONAL ACADEMY

        Not applicable

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their writing program

        What the school says about their writing program

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Preschool children come to us with varying degrees of fine motor skill. Writing exercises are designed with each particular student in mind. For JK and SK students, printing exercises are built into the Remediation Plus program and students spend a lot of time practising their skills each day across their Language Arts curriculum. Grade 1-3 students use Handwriting Without Tears. Cursive is introduced at the end of Grade 2 for those students that are ready and all students begin cursive writing in Grade 3.

      • Science

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        LONDON INTERNATIONAL ACADEMY

        Equal Balance


        Our take: science approach type

        Our take: science approach type

        LONDON INTERNATIONAL ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.


        What the school says about their science program

        What the school says about their science program

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Science is such a lively part of the curriculum at CGS. The children love hands-on experiments, indoors and outdoors. The Science Fair is optional for SK students and mandatory for Grades 1-3. Winners of the Science Fair join the Toronto Science Fair at the University of Toronto Scarborough.


        Topics covered in science curriculum

        Topics covered in science curriculum

        LONDON INTERNATIONAL ACADEMY

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught

        CGS (CHILDREN'S GARDEN SCHOOL)

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught


        Treatment of evolution (value)

        Treatment of evolution (value)

        LONDON INTERNATIONAL ACADEMY

        Physiology

      • Literature

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        LONDON INTERNATIONAL ACADEMY

        Traditional


        Our take: literature approach type

        Our take: literature approach type

        LONDON INTERNATIONAL ACADEMY

        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.


        What the school says about their literature program

        What the school says about their literature program

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Information not available


        Domains covered by the literature program

        Topics covered in literature curriculum

        LONDON INTERNATIONAL ACADEMY

        Ancient lit
        English lit
        World (non-Western) lit
        European (continental) lit
        American lit
        Canadian lit

        CGS (CHILDREN'S GARDEN SCHOOL)

        Ancient lit
        English lit
        World (non-Western) lit
        European (continental) lit
        American lit
        Canadian lit

      • Foreign Languages

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        Approach

        Approach

        LONDON INTERNATIONAL ACADEMY

        Communicative


        Our take: foreign language approach type

        Our take: foreign language approach type

        LONDON INTERNATIONAL ACADEMY

        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.

        CGS (CHILDREN'S GARDEN SCHOOL)

        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.


        What the school says about their foreign language programs

        What the school says about their foreign language programs

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        French is taught with a 'living language' approach. Oral facility is encouraged through storytelling, singing, games and relevant vocabulary. Written work comes later in Grade 2 and 3. 100% Immersion Extended French is offered once a week after school for students JK-Grade 3.


        Language instruction offered in:

        Topics covered in science curriculum

        LONDON INTERNATIONAL ACADEMY

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        CGS (CHILDREN'S GARDEN SCHOOL)

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese


        Learning a foreign language is required until

        Treatment of evolution (value)

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        Information not available

      • Physical Education

         

        London International Academy

        LONDON INTERNATIONAL ACADEMY

        CGS (Children's Garden School)

        CGS (CHILDREN'S GARDEN SCHOOL)


        What the school says about their physical education program

        What the school says about their computers and technology program

        LONDON INTERNATIONAL ACADEMY

        Information not available

        CGS (CHILDREN'S GARDEN SCHOOL)

        We strive to bring as much fun and variety to our Physical Education program as possible. From organized sports to team building games and outdoor education field trips, students have frequent opportunities to build skills and practise good sportsmanship. We regularly access community resources for skating, skiing, swimming and gymnastics.

    • PRESCHOOL/K CURRICULUM

       

      London International Academy

      LONDON INTERNATIONAL ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Approach

      Approach

      LONDON INTERNATIONAL ACADEMY

      Not applicable


      Our Take

      Our Take

      LONDON INTERNATIONAL ACADEMY

      Not applicable

      CGS (CHILDREN'S GARDEN SCHOOL)

      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.


      What the school says

      What the school says

      LONDON INTERNATIONAL ACADEMY

      Information not available

      CGS (CHILDREN'S GARDEN SCHOOL)

      At CGS we believe preschool isn’t too early to set children on a purposeful path to learning. Learning is still totally play-based and nurturing (which is essential for children so young) but it is also structured to include a full phonics, printing and math program. This gentle, early academic start, brings joy and confidence to our students and gives them a true sense of readiness for JK. Our curriculum approach in kindergarten remains well-balanced with a strong focus on acquiring independent reading skills. Our highly effective phonics program, Remediation Plus, provides the foundation of instruction.

    • ACADEMIC CULTURE

       

      London International Academy

      LONDON INTERNATIONAL ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Our Take

      Our Take

      LONDON INTERNATIONAL ACADEMY

      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”.

      CGS (CHILDREN'S GARDEN SCHOOL)

      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.


      What the school says

      What the school says

      LONDON INTERNATIONAL ACADEMY

      In a safe, supportive environment, LIA will provide learning and living opportunities for all students to strive to realize excellence, their personal potential, and to develop an understanding of social responsibility and respect for individual and cultural differences. Our professional and highly motivated staff will challenge student thinking so they they will grow in knowledge through inquiry and quality learning, and foster interest and love of science, technology, and the arts.

      CGS (CHILDREN'S GARDEN SCHOOL)

      The academic culture at CGS is unequivocally supportive. Our students are very young children and, first and foremost, they require a nurturing, warm, encouraging environment for learning. Genuine academic achievement comes when children are in a challenging but flexible environment that acknowledges their learning style and pace. It is important to note that our supportive environment is never meant to hinder independence. Children are always encouraged to solve problems on their own, whenever possible.


      Approach to student honours

      Approach to student honours

      LONDON INTERNATIONAL ACADEMY

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

      CGS (CHILDREN'S GARDEN SCHOOL)

      "We honour and distinguish our brightest students, using them as examples for other students to follow."

    • DEVELOPMENTAL PRIORITIES

       

      London International Academy

      LONDON INTERNATIONAL ACADEMY

      CGS (Children's Garden School)

      CGS (CHILDREN'S GARDEN SCHOOL)


      Primary

      Primary

      LONDON INTERNATIONAL ACADEMY

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

      CGS (CHILDREN'S GARDEN SCHOOL)

      Balanced
      "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."


      Secondary

      Secondary

      LONDON INTERNATIONAL ACADEMY

      Not applicable
      Not applicable

      CGS (CHILDREN'S GARDEN SCHOOL)

      Emotional
      The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."


      What the school says

      What the school says

      LONDON INTERNATIONAL ACADEMY

      London International Academy students will be successful, powerful learners who will strive to be global citizens. Our students have an understanding of social responsibility, and respect for individual and cultural differences. Our students celebrate cultural diversity and individual differences.

      CGS (CHILDREN'S GARDEN SCHOOL)

      Being a human being is a challenging thing to be. Learning to make good choices from moment to moment is a huge part of growing up. Our students are very young and giving them the support and structure they need to realize their best selves is one of our most important jobs as educators. We encourage our students to be kind to themselves and others, to take responsibility for their actions, to take risks and to consider the world around them.

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    London International Academy

    CGS (Children's Garden School)

    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.
    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.
     

    London International Academy

    LONDON INTERNATIONAL ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)


    Additional support

    Additional support

    LONDON INTERNATIONAL ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    CGS (CHILDREN'S GARDEN SCHOOL)

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

    Accommodations

    Extra support

     

    Accommodations

    Modifications

    Extra support


    Additional support

    Additional support

    LONDON INTERNATIONAL ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    CGS (CHILDREN'S GARDEN SCHOOL)

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    LONDON INTERNATIONAL ACADEMY

    Information not available

    CGS (CHILDREN'S GARDEN SCHOOL)

    We are open to all types of learners at CGS. If we can meet a child's needs, and they can manage the program, we will work to create an environment for that child to be successful at school.


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    LONDON INTERNATIONAL ACADEMY

    Each semester, teachers will indicate at-risk students and provide additional tutoring and counselling support.

    CGS (CHILDREN'S GARDEN SCHOOL)

    If a child develops difficulties while at CGS, staff will meet with the family to create a plan that best supports the child to be successful at CGS. We work with many kinds of learners.

  • EXTRACURRICULARS


    London International Academy

    CGS (Children's Garden School)

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    Badminton

    Baseball

    Basketball

    Canoeing/Kayaking

    Cricket

    Cross-country skiing

    Cycling

    Downhill skiing

    Equestrian

    Fencing

    Field Hockey

    Figure Skating

    Football

    Golf

    Gymnastics

    Ice Hockey

    Ice Skating

    Lacrosse

    Martial Arts

    Mountain biking

    Racquet Ball

    Rowing

    Rugby

    Running

    Sailing

    Skateboarding

    Snowboarding

    Soccer

    Softball

    Squash

    Swimming

    Tennis

    Track & Field

    Volleyball

    Weightlifting

    Wrestling

    Archery

    Curling

     

    London International Academy

    LONDON INTERNATIONAL ACADEMY

    CGS (Children's Garden School)

    CGS (CHILDREN'S GARDEN SCHOOL)


    Clubs Offered

    Topics covered in science curriculum

    LONDON INTERNATIONAL ACADEMY

    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

    CGS (CHILDREN'S GARDEN SCHOOL)

    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


    What the school says

    What the school says

    LONDON INTERNATIONAL ACADEMY

    CGS (CHILDREN'S GARDEN SCHOOL)

    • Mindfulness Workshop for parents and students.
    • Performance Skating Program at Forest Hill Arena (Grades 1-3)
    • Field trips to Norval, UCC's Outdoor Education Centre (JK- Grade 1)
    • Science Fair (SK-Grade 3)
    • Holiday Concerts (Preschool-Grade 3)
    • Ski Days at Earl Bales Park (Grades 1-3)
    • Chess Club
    • Extended French Club (JK-Grade 3)
    • Talent Show (Preschool-Grade 3)
    • Public Speaking Contest (Grades 2-3)
    • Art Fair (Grades 1-3)
    • Yearly Musical (SK-Grade 3).
    • Field Friday Competition (Grades 1-3)
    • Track & Field Championships at Leaside Fields (Grades 1-3)
    • Sleepover at Norval, UCC's Outdoor Education Centre (Grades 2-3)
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    90%

     

    85%


     

    Day entry years

     

    9, 10, 11, 12

     

    Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3


     

    Boarding entry years

     

    9, 10, 11, 12

     


     

    Day admissions deadline

     

    Rolling

     

    Rolling


     

    Boarding admissions deadline

     

    Rolling

     

    Not available


     

    Interview required?

     

    Yes: grades 9 - 12

     

    Yes: grades Preschool - 3


     

    SSAT required

     

    No

     

    No


     

    SSAT(out of province) required

     

    No

     

    No


     

    Entrance exams required

     

    No

     

    No


     

    Entrance essay required

     

    No: grades 9 - 12

     

    No


     

    Application fee required

     

    Yes

     

    Yes

    Type of student school is looking for

    Type of student school is looking for

    LONDON INTERNATIONAL ACADEMY

    London International Academy (LIA) is looking for well rounded students with a focus on academics, who wish to continue their studies to post-secondary education. A student will be successful at LIA if they are community minded, a global citizen with respect for individual and cultural differences.

    CGS (CHILDREN'S GARDEN SCHOOL)

    Our main criteria for acceptance, given that our students are still so young, is that they are able to manage our very busy program. Curriculum is personalized so different development stages and learning strengths can be accommodated.

    What the school says

    What the school says

    LONDON INTERNATIONAL ACADEMY

    • completed application form
    • photocopy of your academic transcripts from your last two years of study 
    • photocopy of your passport
    • Skype interview with Admissions and Academic departments
    • application fee
    • tutition deposit 

    CGS (CHILDREN'S GARDEN SCHOOL)

    Completed application and fee of $100. 




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