920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
4201 Tyndall Avenue, Victoria, British Columbia, V8N 3R9, Canada
334.7 km
2,340.4 km
1994
2011
Varies
180
9 to 12
Preschool to 10
Coed
Coed
Day, Boarding
Day
English
English
Academic
Arts
Traditional
Progressive, Reggio Emilia
10 to 20
10 to 20
Learning, Developmental, Behavioral
Accelerated curriculum
In-class adaptations
$20,800
$4,750 to $5,850
No
No
0%
0%
None
None
$0
$0
0
13
0%
0%
100%
100%
9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 8
No
No
information not available
information not available
information not available
McDonald was founded in 1994 to deliver a quality university preparation for students in Canada as well as those arriving from around the world. Ever since, it’s been doing exactly that. The school maintains a small, almost exclusive feel, especially when compared with some of the larger international schools found in Ontario and beyond. The two campuses augment that feel, and students enter a close-knit academic and social community. All of the important supports are in place to appeal to the international learner, from language support, to assistance with daily life, to university counselling. The downtown campus, perhaps especially, is proximate to a rich range of resources, including the nearby University of Toronto campus. The school prides itself on offering a strong academic basis for university entry, as well as a rich and rewarding social experience. The ideal student is one able to thrive in a very vibrant, diverse, challenging and urban academic context.
Too often when a public school board seeks to trim costs they look to arts programming. We like the three Rs, to be sure, and they’re important. But the division between those and the arts isn’t perhaps as clear as some might think. When the people, all those thousands of years ago, wanted to express themselves to others on the walls of the caves at Lascaux, they painted pictures and (presumably) told stories about them. They were communicating about hunting, or so it seems, and they did it through art. We do that too, of course. The arts—music, fine art, dance—are central to the way we express our thoughts, ideas, and our identities. As such, they are central to the way we understand the thoughts, ideas and identities of others. Which is the thinking that ArtsCalibre brings to the delivery of the curriculum. Rather than reducing and isolating the arts, they’ve decided to bring them forward. It’s not for everyone, perhaps, though for many students it’s an important means of engaging with the curricular content. The success that ArtsCalibre has had in the years since it was founded is certainly testament to that. The preschool and elementary programs are divided between two locations, giving each a sense of identity and, through proximity to the Cedar Hill Recreation facilities, an impressive range of resources, especially for a school of this size. Small classes, personal attention, a rich interface between faculty and families, and on it goes. In all, there’s a lot to love.
information not available
information not available
Est. in 1994, McDonald International Academy (MIA) is a fully accredited secondary school with two campuses located in Downtown Toronto and North York. MIA is a vibrant academic and social community through a collaborative effort from teachers, staff and students. Since our inception, over 15,000 students from over 40 countries have graduated from MIA and successfully continued their post-secondary education in Canada and the USA. Over 20% of our graduates are offered university scholarships each year.
ArtsCalibre Academy is a fully accredited independent school in Victoria, BC -- providing outstanding, Arts-enriched education at an affordable cost. We use music, dance, theatre and visual arts as vehicles for meeting and exceeding the provincial curriculum in a safe, experiential and collaborative environment. Our dynamic program not only challenges students academically, but also builds their capacity to think creatively, to question the norm and embrace new perspectives...truly unlocking their full potential.
Welcome to McDonald International Academy, your home away from home. Our school offers a wide variety of programs and subjects: each with a stimulating curriculum taught by highly qualified, experienced, professional educators who help our students succeed - not only in our school, but also in the future studies and career paths they choose after completing their studies at MIA.
Our school promotes more than academic excellence. We know that students' moral is important too, so we provide a pleasant atmosphere where students can thrive socially in a secure environment. Students tell me how much they like McDonald international Academy and how rewarding this time in their lives has been. I trust that you, too, will greatly enjoy and benefit from your time here.
Your principal and friend,
Mr. Fraser Rose
Walk through the doors of ArtsCalibre Academy at 7:30 AM, and you will see the teachers there busily preparing for the day. At 8:45 the doors open to our students, and they all enter beaming in anticipation of what the day holds for them.
But what is beyond those smiles? What is so special about our approach to education – the strong integration of the Arts into our curriculum? Why ArtsCalibre Academy?
The reasons are many, and widely and credibly documented. Years of research demonstrate that Arts education is closely linked to almost everything that we say we want for our children, and demand from our schools: academic achievement, social and emotional development, engagement and equal opportunity. Involvement in the Arts is associated with strong gains in math, reading, cognitive ability, critical thinking and verbal skills. Arts enriched learning can also dramatically improve motivation, concentration, confidence and teamwork.
Why are our children so excited to come to school every day? The intrinsic stimulation and pure pleasure of an Arts enriched experience do more than enhance a child's learning. They connect him or her more deeply to the world, and open them up to new ways of seeing it – creating a foundation for forging strong social bonds and building community.
Combine these benefits with Stephen Covey's "The Leader in Me" Program, the “MindUP” Approach, and elements of so many other effective philosophies and tools that we embrace…and we feel that we truly have a “Win-Win” situation.
When I asked one of our Grade Five students what it is about ArtsCalibre Academy that she likes, she said "We are not taught to our grade, we are taught to our ability and skills. We are encouraged to challenge ourselves in every area." Another student reported “I don’t know…it just feels good.” Simple words – but to me they are profound and reaffirming.
Inspired, and want to know more? Please visit our website for a closer look at our programs, and feel free to contact us any time. I would welcome the opportunity to personally answer any questions you may have.
Sincerely,
Sandra Walton
Principal and Founder
ArtsCalibre Academy
Progressive
Reggio Emilia
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
MIA implements guidelines from the Ontario Ministry of Education and works with various education consultants that help guide our teachers and staff. MIA also believes learning extends beyond the classroom and incorporates many field trips throughout the year to facilitate real world learning. A variety of courses are offered at MIA, enabling students to take the specific subjects required to prepare them for their post-secondary education.
Students are continually encouraged to build on their naturally creative capacities -- to think unconventionally and embrace all perspectives in order to become more productive and compassionate members of their local and global communities. ArtsCalibre Academy's programs surpass the BC Ministry of Education Curriculum, with many added elements designed to build confidence and advanced social skills. Our curriculum is based on many proven philosophies and approaches, including The Leader In Me, MindUp and Handwriting Without Tears.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Information not available
Fostering numeracy skills through a hands on approach using manipulatives and exploratrory methods, Stories, music and various other activities are used on a regular basis to teach math in a way that meets the needs of our diverse learners,
We use a variety of textbooks and supplemental materials so that we can differentiate and individualize our lessons.
Calculators are used for some activities, but not on a regular basis. Students in grade four are permitted to use calculators to check their answers on the Foundational Skills Assessment Tests as outlined by the Ministry of Education.
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.
Information not available
There's nothing else in this world that sparks the imagination, stimulates your thinking, and takes you through experiences that you might not otherwise experience as reading does. Our program is very simple, straight forward, step-by-step, and it can be used to teach even very young children to read. There are different phonics methods, and our program is a systematic synthetic phonics program. The other key component is phonemic awareness, and I like to refer to phonemic awareness and synthetic phonics as the two pillars of our reading program.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We have various reading assessment tools that we use to continue to cater to each child's individual needs.
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.
Information not available
The Handwriting Without Tears® curriculum draws from years of innovation and research to provide developmentally appropriate, multi-sensory tools and strategies. The program follows research that demonstrates children learn more effectively by actively doing, with materials that address all styles of learning. We also use a thematic approach to our curriculum and children are given opportunities to express through writing.
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.
Information not available
Reinforcing science and supplementing traditional instruction methods through creative means such as role playing, manufacturing instruments, etc. - See more at: http://www.artscalibre.ca/elementary#sthash.VFuWiIVc.dpuf
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Developing strong reading, comprehension, writing and speaking skills through books, poems, music, dance and imaginative play. - See more at: http://www.artscalibre.ca/elementary#sthash.VFuWiIVc.dpuf
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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Information not available
Thematic teaching is a way of teaching and learning whereby many areas of the curriculum are connected together and integrated within a theme. It allows learning to be more natural and less fragmented than the traditional way, where a school day is time divided into different subject areas. It allows literacy to grow progressively, with vocabulary linked and with spelling and sentence writing connected. The result is that children have more fun and are actively involved; they will develop learning skills more quickly as each one is connected and reinforces the other. The children will be highly motivated. - See more at: http://www.artscalibre.ca/elementary#sthash.pfz6QKya.dpuf
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Arts Calibre Academy offers a French program in our timetable where children explore the language in the same ArtsCalibre philosphy. We also offer extra curricular Spanish classes. All classes are differentiated, so that students are encouraged to further develop their love of languages,
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
We use the Arts as a vehicle to deliver the BC curriculum in a hands on, experiential environment. All of the disciplines are infused into our program. We offer small group and individual piano lessons. For the upper grades we also offer small group violin lessons. The students have two opportunities to mount a musical or drama presentation that includes all students in the school.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Information not available
We use technology to further enhance the learning environment of ArtsCalibre Academy.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
The instruction emphasizes constructive teaching and experimental learning. All activities are designed to ensure students' physical and emotional safety, engaging and encouraging learning experiences to meet diverse individual needs and abilities.
Physical Education is an important component of our program. We want to equip our students with the tools to be fit for life. We offer swimming every week with the opportunity to train with our swim team that meets right after our scheduled lessons. We also have a fantastic program that is run by our staff specialist. We have ongoing support from experts in the field of fitness that come and work with our students.
Reggio Emilia
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
ArtsCalibre Academy's overall goal is to provide children with all the skills necessary to excel throughout their scholastic futures, while firmly instilling in them a lifelong desire to learn. The Arts are the creative vehicle for this process. Preschool students will acquire all the skills necessary for Kindergarten. Among the many programs built into our curriculum are Handwriting Without Tears and Stephen Covey's The Leader In Me. We use an exploratory and inquisitive approach to engage our children. Einstein put it so eloquently: "It is the supreme art of the teacher to awaken joy in creative expression and knowledge."
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Information not available
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
MIA is a student's home away from home where the students, teachers and staff make up one big family. We believe strongly in helping students beyond the classroom by providing constant emotional support and individualized care.
Across all disciplines, ArtsCalibre Academy accommodates children's natural openness to learning with our experiential, theme-based approach. This enables us to deliver outstanding instruction across all subjects: Language Arts - Developing strong reading, comprehension, writing and speaking skills; Mathematics - Building skills through practical application; Social Studies - Teaching history, geography and international cultures; Science - Reinforcing science and supplementing traditional instructional methods through creative means; Health - Leading by example in promoting a healthy lifestyle; Physical Education - Promoting fitness through traditional sports and culturally diverse activities; Languages - Developing vocabulary, conversational skills and an understanding of the underlying culture.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Emotional
The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Indirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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McDonald International Academy |
ArtsCalibre Academy |
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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
Extra support
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
Information not available
McDonald International Academy |
ArtsCalibre Academy |
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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 |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
100%
9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 9 - 12
Yes: grades JK - 8
No
No
No: grades 9 - 12
No
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
Yes
No
We are looking for inquisitive and socially active students from a diverse cultural background.
We are looking for students that are eager to learn in an environment where creativity is encouraged and leadership is fostered. A student that enjoys a hands on approach to learning and collaboration will flourish in our school.
Students need to complete the application form and submit copies of their most up to date transcripts, identification documents (such as passport), and study permit if applicable. Students from overseas must allow for enough time for visa application as times can vary per country. Our school can help process visa applications upon request.
Students will need an English Assessment Test once registered. Math Assessment Tests may also be required.
For further assistance, please contact us at 1-416-322-1502.
As a part of our admissions process we would like to meet you and your child and see what you are looking for in a school. As an independent school, we have the benefits of small class sizes, nurturing environments and academic challenge, but what sets us a part? At ArtsCalibre Academy, staff and students consistently bring their best as they work collaboratively to inspire an atmosphere of creativity, self-discipline, integrity and dedication.
PROSPECTIVE STUDENT Q & A.
We like all families to fill out our Prospective Student Questionnaire before booking a tour.
A TOUR
Prospective families are warmly invited to arrange to have a tour of our campus. This is an important piece of understanding the ArtsCalibre community of learners. As a close knit school, it is important to us to meet you and be able to answer any questions that you may have in person. Email [email protected] to set up an appointment.We also have regular open houses.
APPLICATION
Formal application to ArtsCalibre is made by completing the registration form. Once the application form is complete, please return it with your $75 non-refundable registration fee.