2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
245 Renfrew Drive, Markham, Ontario, L3R 6G3, Canada
Indirect Support:
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
245 Renfrew Drive, Markham, Ontario, L3R 6G3, Canada
1995
1971
510
784
Preschool to 12
Preschool to 12
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Traditional
20 to 24
20 to 26
Learning
$21,300 to $24,000
$13,060 to $16,200
No
Yes
0%
0%
None
JK to 12
$0
$0
32
49
0%
0%
97%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 12
No
No
information not available
information not available
Not all immersion programs are created equally, and Lycée Francais is an example of that. The school was founded in 1995 with support from the French consulate to offer a French education to the children of French nationals living in Toronto (a portion of the faculty, then as now, are themselves French nationals). The program is based on the curriculum used in France, as developed by the French Ministry of Education. That said, the most substantive difference is that the program is dual, admitting students with either English or French as a first language, with French as the primary language of instruction from pre-school on up. Immersion often gets lumped in with gifted programs, though it's not at all just for high flyers. That said, the LFT program is challenging and very much intended, especially in the upper grades, for students preparing to enroll at university.
View full reportThere is a great range of approach within Christian education, from those that have chapel in the morning and little more, to those that weave Christian teaching and principles throughout the curriculum and the life of the school. PCA is very much the latter, a place where Christianity informs the entire school experience, and the delivery and the content of the curriculum. This is the school for students for whom the veracity of their faith is tantamount to who they are and the way the wish to learn; faith and fidelity to scripture are at the fore within PCA. The strength of the academic program is evident through decades of academic success. The school is on the larger side of the mean in Canada, and the benefits of that size are seen in the breadth of curricular and extracurricular programs that are on offer. The ideal student is one who is able to thrive in a challenging environment, and who is preparing to advance to university.
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"Our children are not just learning but thriving."
LS Ho - Parent (Nov 02, 2021)
We came to PCA on the recommendation of good church friends. It has been the best schooling decision...
View full review
"Rooted in the globally renowned French curriculum, our innovative learning methodology prioritizes immersive subject exploration and bilingualism starting from Kindergarten. Students develop strong personal, social, and intellectual skills, achieving trilingual proficiency (French, English, Spanish) by Grade 12. With the prestigious French Baccalauréat diploma and fluency in three languages, our graduates secure admission to leading universities in North America and Europe."
"Nurture + Challenge. Leadership + Stewardship. Integrity + Creativity. Truth + Faith. PCA students in Grades 3 and 7 consistently score a grade or two above national norms on Canadian Achievement Tests (CAT). For the Ontario Grade 10 Literacy Tests, 100% were successful. Join us as we celebrate our 52nd anniversary with our dedicated and caring Christian faculty, building an education environment that inspires wisdom, clarity and purpose. Please contact us for a school tour and discover why our students excel!"
"At LFT, we proudly offer a rigorous curriculum certified by the Grade 12 French Baccalauréat, a unique distinction in Toronto's educational landscape. Our commitment to this prestigious qualification reflects our dedication to academic excellence and global citizenship. Furthermore, LFT fosters a highly international environment, enriching students' experiences and promoting cross-cultural understanding, preparing them to excel in an interconnected world. With access to a worldwide alumni network, our students not only have the opportunity to apply and succeed in the most prestigious universities globally but also enter with a head start, having already acquired 30 credits."
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"At Lycée Français de Toronto, our commitment extends beyond expatriate French students to include students from the broader Lycées Français network, encompassing various nationalities. We've navigated the tradeoffs of preserving French language and culture while accommodating the educational needs of diverse students, including those from different cultural backgrounds within the network. Balancing bilingualism with Canadian educational requirements, we integrate elements from both systems to provide a comprehensive education. We prioritize personalized learning alongside academic standards, fostering creativity within a structured environment. These tradeoffs ensure that all students, regardless of nationality, receive a tailored education that prepares them for success in a globalized world."
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"Our alumni stand as the pinnacle of Lycée Français de Toronto's success, embodying the qualities of complete bilingual and multicultural global citizens. Their achievements serve as a testament to the transformative power of our education. Recently, one of our graduates received an offer from Stanford University, a prestigious acknowledgment of their academic excellence and readiness to thrive in a global context. This success underscores the value of our bilingual curriculum, equipping students with linguistic and cultural fluency to excel internationally. Furthermore, our alumni form a global network, studying in the finest universities across Canada, the United States, and Europe. Their accomplishments highlight the effectiveness of our approach, preparing students to succeed in diverse academic and professional environments worldwide."
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"At Lycée Français de Toronto, we pride ourselves on fostering an inclusive and diverse learning environment that values academic excellence, cultural appreciation, and bilingual proficiency. Our school community thrives on a shared commitment to intellectual curiosity, critical thinking, and global citizenship.
Students who appreciate the benefits of bilingualism and multiculturalism will find Lycée Français de Toronto to be an enriching environment. We welcome students who are open-minded, respectful of diverse perspectives, and enthusiastic about building connections with peers from various backgrounds.
Ultimately, a good fit for our school is a student who is committed to personal growth, cultural exploration, and academic achievement within a supportive and nurturing community. We encourage students to embrace the opportunities for learning and development that our school provides, both inside and outside the classroom."
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"If a family does not prioritize bilingualism or does not see the value in French language education, our school may not be the best fit. Our curriculum is deeply rooted in French language and culture. Families seeking a primarily English-speaking environment or those who do not wish to prioritize French language proficiency may find our school's emphasis on bilingual education to be incompatible with their preferences.
The LFT program is designed to challenge and stimulate students intellectually. For families seeking a more relaxed or less academically demanding environment, our school may not align with their preferences. Our curriculum follows the French educational system, emphasizing critical thinking, analytical skills, and academic excellence. Families prioritizing a less intense academic experience for their children may find our schools incompatible with their educational goals."
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"At LFT, families are drawn to our unique offerings tailored to their needs. Our exclusive French Baccalauréat program, unmatched in Toronto, appeals to those seeking a rigorous curriculum.
Families often choose Lycée Français de Toronto for its reputation of academic excellence, bilingual education, and diverse cultural environment. Our school offers a rigorous curriculum combined with immersion in French language and culture, preparing students for global citizenship. Additionally, families value the opportunity for their children to become fluent in French while embracing multiculturalism and gaining exposure to different perspectives. The supportive community, experienced faculty, and strong emphasis on critical thinking further attract families seeking a well-rounded education for their children."
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"Lycée Français de Toronto (LFT) is renowned for its dedication to academic excellence and global citizenship, distinguishing itself with a rigorous curriculum certified by the Grade 12 French Baccalauréat. As a hub of cultural diversity, LFT provides students with an enriching international environment that fosters cross-cultural understanding and prepares them to thrive in an interconnected world. Its graduates are highly regarded for their readiness to excel in the most prestigious universities globally. Moreover, LFT's extensive worldwide alumni network offers ongoing support and networking opportunities, further solidifying its reputation as a leading institution in Toronto's educational landscape."
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"The global recognition and prestige of the French Baccalauréat offered at our school are often underappreciated. Some families may overlook its significance compared to the IB program. However, the French BAC is esteemed worldwide, providing students with a rigorous education and access to top universities internationally."
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"At LFT, families discover our affiliation with the prestigious Lycée Français network, the world's oldest and largest school network with 500+ institutions worldwide. This partnership ensures high educational standards and offers unparalleled opportunities for global collaboration and cultural exchange. Beyond French proficiency, LFT provides a truly international experience, preparing students for success in an interconnected world."
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"We've recently undergone renovations to revitalize our school yard, creating a more vibrant and engaging space for students. But we're not stopping there - we have ambitious plans to continue improving our facilities to ensure an optimal learning environment for all. Furthermore, our commitment to excellence extends to our teaching staff, who participate in regular training sessions each year. These sessions are designed to keep them updated on the latest educational methodologies and best practices, ensuring they are well-equipped to meet the evolving needs of our students and deliver high-quality instruction"
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"In the coming years, we're dedicated to upholding our status as Toronto's premier choice for French education. We'll prioritize academic excellence, bilingual proficiency, and cultural appreciation, continually refining our curriculum with innovative teaching methods and technologies to meet evolving global demands. Strengthening community ties is paramount, fostering partnerships to enhance our students' educational journey through cultural exchanges, community service, and collaborative projects.
Our vision is one of growth, innovation, and unwavering commitment, striving to be a beacon of excellence and inspiration for students, families, and educators in Toronto."
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Barbara Martin, as the Head of School at Lycée Français de Toronto, brings a remarkable blend of passion, experience, and leadership to her role. With a background as a science teacher and extensive experience in France, including leading a large high school and driving change within the French Ministry of Education, she embodies a vision for education that is both ambitious and compassionate.
Her dedication to nurturing an environment where every student can excel and embrace their individuality is evident. Grounded in principles of compassion, open-mindedness, and collective intelligence, her leadership fosters a community where dialogue and responsibility are paramount. She believes in empowering each member to contribute to a more inclusive and equitable world.
Barbara's commitment to ensuring the school embodies values of humanism, curiosity, and excellence for all shines through. She is passionate about providing an education that not only challenges students intellectually but also prepares them to be thoughtful and engaged global citizens. Through a holistic and multilingual approach, she aims to empower students to reach their full potential and make a positive impact in their communities and beyond. Her leadership reflects a dedication to creating a nurturing and inspiring educational environment where students can thrive and fulfill their aspirations.
Barbara Martin's expertise and leadership in education have garnered significant recognition, as evidenced by her recent publication, "La méthode Barbara," released by the renowned French publishing house, Fayard, on October 12, 2022. This book chronicles her experiences as headmaster of a French lycée and has quickly gained acclaim, attracting attention from the press and media, including Radio Canada. The success of "La méthode Barbara" underscores her innovative approach to education and her ability to inspire positive change within educational institutions. Through her book, Barbara shares valuable insights and strategies that have resonated with educators and administrators worldwide, further solidifying her reputation as a trailblazer in the field of education.
In recognition of her distinguished merits and commitment to serving others, she was awarded the medal of the French National Assembly in 2016 and made a Chevalier de l'ordre national du Mérite (France's highest honor) in November 2021.
Welcome to Peoples Christian Academy,
In the education marketplace we know that some schools possess features that set them apart. Here are a number of strengths which help make Peoples Christian Academy distinct: a faith-based curriculum; a proven track record in educational advancement; a strong French program, starting in JK; a global and local focus of demonstrating care for the disadvantaged; a pre-K program, an all-grade program; a school community that is growing in size and in diversity.
We'd love to have you visit us in person.
Traditional
Information not available
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.
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.
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The Lycée Français is the only French school in Toronto recognized by the French Ministry of National Education from pre-K to Grade 12. As a member of the network of the "Agency for French Education Abroad" with more than 496 institutions around the world, being deeply rooted in Toronto life and Canadian culture, our school offers our students the best of both cultures: academic excellence in French and a strong focus on personal development and striving to reach one’s full potential. Based on the French curriculum, our innovative pedagogical approach places special emphasis on languages, sciences and sports. With a complete mastery of 3 to 4 languages in Grade 12 and the recognition of the Baccalauréat, our students integrate well into the leading North American and European universities such as Harvard, UofT, McGill University, Columbia, Dauphine and SciencesPo. With a wealth of 550 students from more than 30 different nationalities, our community is united, respectful and caring. The values of fraternity, equality and living together are at the heart of our identity and teaching philosophy.
Peoples Christian Academy, for considerations of scope and sequence, generally follows the curriculum guidelines of the Ministry of Education for Ontario. Performance targets for the various disciplines are met (and in some cases exceeded) at each grade level.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Phonics-intensive
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.
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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We believe that every child is a unique gift from God and that it is our responsibility and our privilege to offer every child that joins our program the highest level of care possible. It is through demonstrating God’s love for them in our daily activities that will give these children a safe and loving environment in which they will explore, learn and grow. Not only will we provide the necessities of being fed, clothed, sheltered, and loved, but also experiences in learning that will allow their minds to imagine, explore, discover and learn.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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
Physics
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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
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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
Information not available
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Physical Education is taught throughout all grade levels. A fair amount of emphasis is given to healthy living and personal fitness as a means to be at ones best for one's personal well-being and for the glory of God.
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.
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.
Giving each child the keys to knowledge and the benchmarks of the society in which he/she grows is the only ambition of the primary school. In kindergarten (Pre K - SK), learning is articulated around 5 themes (communicating and developing language in French and English, growing and moving, expressing oneself through artistic activities, learning to structure one's thoughts, exploring the world). LFT teachers are committed to providing each child with an environment and a choice of activities that promote the development of their independence and prepare them for entry into CP (Grade 1).
Our approach is academic with a strong emphasis on math and reading readiness skills.
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.
Each teacher is encouraged to make provision for differentiated 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”.
Our program is designed to provide students with a structured body of general knowledge while encouraging the development of analytical and critical thinking skills. The curriculum is based on the French national curriculum, and augmented by a strong English program ; the curriculum exceeds all requirements set by France, preparing our students to enter and thrive at both North American and European colleges and universities.
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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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our approach is based on plurilingual and pluricultural education. Our students learn and interact with multiple languages and cultures. Each student has the opportunity to choose a language course that is best suited to their personal project. The LFT is the privileged place that allows both to enrich and enhance the knowledge of these languages and cultures. Mathematics, technology and experimental science make it possible to represent the world and better understand its environment. Our teachers (specialized in biology & geology, physics & chemistry, technology and mathematics) inculcate our students the scientific and technological culture, based on a knowledge of the principles and purposes of scientific reasoning, a practice of the scientific process and an understanding of common techniques.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
0%
0%
$0
$0
97%
100%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades 1 - 12
No
No
No
No
No
Grade 1 candidates have to be able to understand and speak French. No reading or writing skills are required. For candidates applying in Grades 2-12, both written and oral French skills will be assessed.
As a Christian school we would be looking for families/students who are in support of our Mission Statement, which is based on the basic tenets of Christianity. Students need to be diligent, respectful, and caring individuals. We understand that students are individuals and these attributes will develop over time.
Application form; Birth certificate; Report cards for the past two years
Families are invited to contact the school for full information, as well as schedule an appointment for a personal tour. Applications are received throughout the year. The submission date will be noted and families will be contacted to begin the acceptance process on a first come, first served basis. The actual interview date will generally fall after the school's re-registration deadline (February). The application must be fully completed and be supported by the required documents such as report cards or transcripts. Upon the completion of the interview a student would be accepted based on meeting all the requirements of enrollment. The family would then need to fulfill financial obligations to secure a placement for their child.
