2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
1400 A South Service Rd., Mississauga, Ontario, L5E 1V5, Canada
Indirect Support:
2327 Dufferin Street, Toronto, Ontario, M6E 3S5, Canada
1400 A South Service Rd., Mississauga, Ontario, L5E 1V5, Canada
1995
1997
510
70
Preschool to 12
Preschool to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Traditional
Traditional
20 to 24
10 to 14
Learning
Learning, Developmental, Behavioral
Dedicated gifted class
$21,300 to $24,000
$16,500 to $19,500
No
No
0%
0%
None
None
$0
$0
32
6
0%
0%
97%
75%
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
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes
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 reportStar Academy was founded in 1998 and was led by the founder, Belinda Bernardo, until her retirement in 2017. She was succeeded by Julie Benneyworth and Heather Rees, creating a nice continuity in leadership, as well as a substantive dedication to the values that Bernardo instilled in the school, those of respect, curiosity, collaborative learning, and active engagement. Administration has also consistently demonstrated their desire to regularly revisit best practices, adapting instruction, including adoption of 21st century learning, to meet the students where they are, and to take them where they will need to be. Families that enroll often do so in light of those values as well as the things that are unique to the school, including a more intensive commitment to physical education, an 11-month instructional year, and a low teacher-student ratio. Other draws include small class sizes, individual attention, and cross-curricular instruction.
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"Everything from new food programs to enhanced learning for the teachers has helped my child become more well-rounded and better-adjusted."
Chala Dincoy - Parent (May 28, 2019)
Logan loves to go to school again. He gets mad when I'm late leaving the house to drop him off. Thin...
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"able to cater to the very different learning styles"
Jacqueline MacDonald - Parent (Jun 13, 2019)
With its small class sizes, Star Academy has been able to cater to the very different learning style...
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"At Star we learn to code, have guidance class (Grades 5-8), learn cursive and about the environment."
Charlotte Rees - Student (May 03, 2021)
I've been a student at Star Academy for 4 years, and it feels like my second home. As soon as I firs...
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"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."
"Star Academy is a small school that believes all children should love to learn. With class sizes of 10 -14 students, Star teachers know every child and therefore challenge them as individuals both inside and outside the classroom. Our Pillars of Child Development guide Star's philosophy and enrich classroom teaching, addressing the well-rounded development of the whole child. Social-emotional learning, daily Physical Education, Outdoor Education, and flexible learning environments are key components of programming."
"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."
"Every day the Star faculty seeks to create experiences that engage students in learning that excites them. Our Learn to Love to Learn focus is evident in the classrooms, where students have guided support but also the autonomy to develop their skills. From the moment they arrive at school to smiles and good mornings, to the moment their teachers sign them out at the end of the day, the children are involved with a community that is caring and invested in their personal growth."
"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."
Information not available
"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."
"Our families regularly comment on the 'above and beyond' our teachers do for their child. Often, the switch to a small private school is what a child who is a reluctant learner comes out of their shell. The small school environment, the small classroom sizes, and the attention to detail by our teachers set the student experience apart. As one parent recently emailed us 'Thank you again for all that you do for the school and our family (and all of the families).'"
"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."
"The use of technology in educational ways. We all feel some technology burnout, but there are so many ways it is integrated into learning that enhance the experiences for all children. It allows for accessibility, it allows for creativity, and it allows for the development of 21st-century learning skills. Our ongoing professional development continues to enrich our teacher's foundation skills in areas such as coding - which allows for great creativity as our children navigate new skills."
"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."
"1. We have the best catered lunch programme! (optional, but amazing!) (And Pizza on Fridays)
2. Our commitment to Diversity, Equity and Inclusion extends to the classrooms with diverse dolls, an extensive diverse book collection, with the goal that every child will find a character that represents them.
3. The wide range of school clubs offered at recess times, from 'Paw Patrol' to 'Dungeons and Dragons', Sports including racquet sports (tennis, badminton, pickleball), cooking and more!"
"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.
Learn to love to learnTM is not only our mission statement, it’s what makes us unique. It speaks to the personalized approach that Star Academy takes toward everything we do.
Creating an environment where children are happy, engaged, and excited to attend is the beginning of a successful academic career. Investigative active learning, open-ended discovery, and project-based learning experiences enhance our curriculum and engage all learners.
Star Academy is an environment where children come to thrive and grow, develop and learn. Mrs. Rees, our Director, and I look forward to an opportunity to share our school with you.
(In the picture, I'm on the left, Mrs. Rees in the middle, and one of our tutoring specialists, Mrs. Reiter)
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.
Not applicable
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.
The ‘whole student’ is important to us, and therefore our curriculum focuses on a learning environment that addresses cross-curricular academics as well as the social, emotional and physical well being of our students. We develop students who are community-minded and globally focused. Our students are encouraged to challenge themselves, take leadership roles and try new things in order to discover their passions and what makes them tick. Star supports students who require additional assistance to reach their full potential. General tutoring, as well as reading programs such as Orton Gillingham and Direct Instruction programmes like Reading Mastery, are available.
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.
From their first exploration into Mathematics to their understanding and solving of complex problems, Star Academy students develop confidence and competence with their numeracy skills. Recognizing the value of repetition to master math facts, students are also provided manipulatives and opportunities to develop a deeper conceptual understanding of Mathematics. Our teachers design lessons with a focus on understanding each question, not just finding an answer. Our low ratio ensures we can identify the specific area of skill development needed for each individual. Just as a fluid reader needs to develop fluency, comprehension, vocabulary and decoding skills a competent Mathematics student must possess conceptual understanding, decoding of language and symbols, procedural fluency, adaptive reasoning skills and productive disposition. There is a balance between traditional ways in which Mathematics has been taught and projects including financial literacy to ensure students are prepared for their world.
Traditional textbooks are incorporated to acquire the skills to extrapolate the needed information from a ‘busy’ page of problems. All grades use a variety of everyday materials to reiterate the value and application of Mathematics in our daily lives.
A calculator is an advantageous tool once the student understands the formulas being calculated. Being able to use a calculator means more than plugging numbers in to it; students must have a sense of what is being asked to see if calculations are reasonable.
Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Information not available
The importance of early literacy should not be underestimated. It has been shown as the best indicator of long-term school success. Because of this Star Academy has an exceptionally strong early literacy programme that incorporates solid phonics and a whole language approach ensuring best teaching practices, while engaging our young learners. Passionate Ontario Certified teachers who have experience and a wealth of knowledge provide not only a literacy-rich environment, but use a cross-curricular approach to ensure that language is alive and used all day, every day in a manner that children enjoy and employ. Students are also exposed to language and words well beyond their actual reading capabilities as we understand that cognitive abilities need to be extended and explored. Social studies, Science, the Arts, provide rich opportunities for increased vocabulary development using Direct Instruction and exploration, ensuring deep-rooted success that will be the cornerstone of all other learning.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
DIBELS testing allows Star Academy three things: ensures children are challenged; informs teaching; shows parents growth.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Writing is a complex progressive task and needs to be taught and evaluated over a number of broad headings: Content, Form, Conventions, and Process. Within each of these broad headings there are sub-sets that need to be taught and practiced. At Star Academy we break down this complex task and ensure that each of the 21 skill sets that make up our Writing programme are age and developmentally appropriate. These skill sets are taught by both direct instruction and creative writing, ensuring that both systematic development and creative processes are delivered. Skills are analyzed through thrice yearly writing analysis for each student guaranteeing excellence in both programming and in student mastery. Our students leave Star with excellent writing skills and the knowledge to tackle any form or style.
Inquiry
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.
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.
Exploring the world around them and marveling at each discovery is one of the fundamental joys of childhood. Instead of squashing this enthusiasm, at Star we capitalize on it by ensuring the skill sets needed for good Scientific learning are incorporated naturally into the exploration, and guiding the learning and knowledge development. Children are naturally curious about their world, whether it is watching butterflies in the garden or understanding the physics behind baseball. Research shows that bringing Science to life for them will keep them engaged in the Sciences longer, and will open the doors for 50% more post-secondary programmes.
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
Physiology
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Teaching Literature crosses many subjects and curricula. In it's broadest sense it is a window into past cultures, times and peoples and helps us understand our present day self, society, history and economics. It also is also used to "teach" about plot, characterization, themes, mood, as a way to facilitate essay writing and critique works by self and others. Clearly these skills need to be taught understanding how and when children develop reading and writing skills.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
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).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
Information not available
Children very naturally push back the boundaries of their world, and at Star our Social Studies programme helps do this, getting them to think deeper and more broadly about the world and its' peoples. History, Geography, politics and economics when taught together ensures a more comprehensive understanding and one that does not segment their learning.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
Information not available
History and Geography need to be taught in a manner to keep it "alive" for students. No longer is it necessary to drill dates, people and locations. A deeper understanding of the "whys" is important to help students both assimilate the information and become critical thinkers about how it affects today's lives and decisions on individual, national and international levels.
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
Like all of our content driven courses, we strive to ensure that students get realistic, global instruction in French. While it is important that the language structures be taught and tested, equally it is important that authentic texts and learning about cultural backgrounds be present.
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.
Information not available
A few years ago, The Canadian Journal of Education published a study that compared the academic test scores of students who had the arts regularly integrated into their daily academics with those who did not. Over the three years of the study, the students who had regular arts education consistently scored higher academically (Smithrim and Upitis 121). This goes against the old school of thought that the arts are taught at the expense of academics. Star Academy has long since understood the symbiotic relationship between the arts and academics. Our Arts programmes supports: creative thinking, risk taking, innovation, experimentation, collaboration.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Using laptops and Smartboards in every class and classroom, Star has evolved a program that empowers students to use technology in a responsible, skillful and meaningful way. Technological empowerment begins in kindergarten. Students learn basic skills and develop an awareness of the creative power of technology. The Internet is introduced as a research tool, and once again being responsible citizens is key. Students publish journals and share projects with classmates both online and via the Smartboard. Grade 7&8's engage in social media to support environmental projects. Coding is woven into our programming and students and staff are amazed at what can be created. We advocate teaching students about technology and its useful properties - it is an integral part of their world, responsibility and knowledge are key.
Web design
Robotics
Computer science
Information not available
There is a growing body of research that supports a positive direct relationship between physical activity and cognitive development. Specifically, there is a positive relationship between regular physical activity and improved executive functions (selective attention, working memory and the ability to effectively switch tasks). So, the more physically active, the more academically successful! All students, from Kindergarten through Grade Eight, participate in 40 minutes of programmed PhysEd class every day. PhysEd classes at Star Academy engage all students ensuring no one feels left out. Our specialized PhysEd teachers spend as much time planning these classes as they would for any other subject area and set specific learning goals for each individual student. The results have been outstanding, with notable improvements in health and skills-related fitness, cognitive skills, as well as social and emotional development. Students go their academic classes more focused, with greater self-esteem, in a spirit of collaboration.
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).
Following solid research, Star Academy recognizes the importance of teaching strong literacy skills at an early age. Through imaginative free play, language-based lessons, the Arts, independent and guided hands-on activities, students develop language and cognitive abilities that render social intelligence, creative thinking, self-regulation, reading, writing, and problem-solving skills. Star Academy’s Kindergarten it is filled with lessons, music, singing, dancing, improvisations, chatter, and of course, laughter. Academic and social expectations are formally taught to ensure that students quickly become part of a respectful and caring community, eager to learn and expand their independence and knowledge in a safe and trusting environment.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Exceptional teachers and a solid curriculum are crucial to flexible pacing. Star Academy's differentiated lessons and assessments allow for growth beyond expectations. Students who love learning and take initiatives is the result.
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”.
This option allows you to "opt out" of selecting one of "rigorous" or "supportive". Doing so means you will not be shown on pages relating to academic culture, (your exposure will be diminished).
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.
While academic rigor can exist without a holistic, supporting environment, one should not have to choose between the two.In fact, research has suggested that without a culture of clear standards and support, academic excellence may be short lived. Star Academy understands and delivers this.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
Decades of educational research have confirmed the need to develop children in a holistic manner. Academic achievement is vital, yet children truly flourish in an environment where social, emotional and physical development are considered essential. We believe that children should—even at the earliest age—develop an awareness of the larger community. At Star Academy, students are given meaningful opportunities to apply their emerging talents to enrich their world. Star Academy’s Five Pillars of Child Development (Academic, Physical, Social, Emotional, Global) are the embodiment of our commitment to holistic education and ensures that everyone develops to their full potential.
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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
All children have the right to learn in an environment that understands and supports their learning style. Many programmes offer support to "keep up" but at Star we believe, like building a house, the foundation must first be strong and secure. Tutoring support and curriculum adjustments to meet a child where they are at will support learning and growth.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
97%
75%
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
Rolling
Rolling
Not available
Not available
Yes: grades Nursery/Toddler - 12
Yes
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.
Star Academy has a diverse student population representing many learning styles. Our engaging teachers create an environment whereby students "learn to love to learn", grow, gain meaningful friendships, and are challenged academically to meet their potential thrive in our classrooms.
Application form; Birth certificate; Report cards for the past two years
We invite interested parents to contact us to arrange a tour and meeting with the Principal or Director. Following your visit, we can arrange a time for your child to visit and join their current grade class. Like all things at Star Academy, our application process is individualized. We see acceptance as a two-way street and maintain that true home-school partnerships begin at the beginning!
