920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
6100 Calvert Drive, Strathroy, Ontario, N7G 3H5, Canada
Indirect Support:
920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
6100 Calvert Drive, Strathroy, Ontario, N7G 3H5, Canada
334.7 km
345.9 km
1994
2012
Varies
43
9 to 12
JK to 8
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Traditional
Liberal Arts
10 to 20
8 to 15
Learning, Developmental, Behavioral
Accelerated curriculum
$20,800
$2,250 to $5,000
No
No
0%
0%
None
None
$0
$0
0
4
0%
0%
100%
90%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
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.
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.
The mission of Our Lady of the Pillar Academy is to support parents in fulfilling their role as the primary educators of their children by providing a classically inspired education faithful to the teachings of the Catholic Church. We endeavor to inspire students to grow in wisdom and virtue seeking all that is good, true and beautiful. Together we strive to help students to realize more fully their baptismal call to bring Christ to the world and become saints.
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
At Our Lady of the Pillar Academy, we are passionate about our Catholic faith and growing in wisdom and virtue. We cherish the knowledge that has been passed on to us from previous generations and we help our students to seek all that is good, true and beautiful in the world. Our kindergarten students are immersed in an environment of calm order and wonder as they start exploring the world through their first formal educational experience. Reaching the grammar stage of learning, our primary and junior students work to master the building blocks of language and mathematics, to learn through science, history, and geography how the world works and what has come before us, and to appreciate great works of literature, art and music and the growing control they have over their own bodies. Our intermediate students, developmentally at the logic stage, continue their study of these subjects at a more advanced level as well as learning logic and reasoning skills. With the socratic method of teaching, they learn to deeply think about what they are learning and to express their ideas eloquently. They are also encouraged to be servant leaders in the school, seeing ways in which they can help others. With very small class sizes (under 15 students), our teachers are able to get to know each child well, with his or her own strengths, weaknesses, and particular gifts. We individualize learning as much as possible, particularly in mathematics and language arts, so that each child is able to grow to his or her potential and recognize the ways in which God is calling him or her to glorify Him and serve others.
We recognize parents as the primary educators of their children, and we seek to support them in their work of raising their children to be young men and women who strive to become saints. In addition to developing the intellectual knowledge and capability of our students, we seek to foster growth in virtues so that each child continues to become more and more the best version of him or herself. We hope that our students come to see themselves as beloved children of God, comfortable to grow and learn in the warm and caring environment that is Our Lady of the Pillar Academy.
Krista Huver
Head of School
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
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.
We follow a classically inspired curriculum emphasizing academics and the riches of the Catholic Faith. Classes are teacher-led, taking into account the grammar and logic stages of child development. Because our classes are small, the needs and strengths of each individual can be recognized. Rote learning and narration are used throughout our curriculum. Using a phonetic approach, students are taught to read and spell. They are taught to write well and think clearly through our writing and grammar program. We study classical literature which enriches their minds with great stories and lessons from the past. Following a four-year cycle, world history is taught and interwoven with other subjects. In addition, students are formally taught computer coding beginning at grade three. Central to delivering all of our curriculum, we strive to teach our students to see their learning as good stewardship of their God-given gifts, to be used for his purpose in a rewarding and joyful way.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Information not available
Our grade 1 through 6 math curriculum is usually delivered by interactive software and supported by the classroom teacher. Students are shown the topic covered in each lesson and are guided through examples. Further examples are given to do on their own, with instant feedback and assistance from the computer and from the teacher as needed. Each day's math lesson includes questions from earlier lessons. Math facts are drilled daily. Our grade 7 and 8 math classes are guided by our specialist math teacher. Students are taught the traditional strands and emphasis is given to topics that grade 9 and 10 students typically find most challenging. Our students are very well prepared for high school.
Math-U-See, Teaching Textbooks, privately developed high school content.
In late grade 7 and through much of grade 8, students are taught how and when to use a calculator.
Not applicable
Not applicable
Information not available
Information not available
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
Pillar Academy is committed to using the writing and grammar programs of the Institute for Excellence in Writing. IEW's unique approach provides the structure that students need to develop confidence in the writing process, while gradually guiding them toward greater independence and creativity. They will learn several structural models (note taking, writing paragraphs, stories, simple reports, writing from pictures, research reports, creative writing, and essays) to help them organize any type of composition. Additionally, stylistic techniques (strong verbs, quality adjectives, sentence openers, and more) are taught incrementally to gently move students from the basics into more sophisticated writing. (www.iew.com)
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
Science is taught as the pursuit of empirical truth. Using the Ontario Curriculum as a guide, many disciplines of science are covered with both teacher-centered and hands-on delivery. The scientific method is employed to teach students how to arrive at factual knowledge through good questioning and logical experimentation. Ultimately, students are encouraged to develop their sense of inquisitiveness and wonder while observing the natural world.
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
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
Information not available
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Not applicable
Information not available
Information not available
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
Not applicable
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Not applicable
Information not available
Information not available
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Information not available
At Pillar Academy, we provide weekly music instruction which includes some theory, vocal, and instrumental components. As well, visual arts skills such as sketching, painting, and sculpting are explored throughout the year. During the Christmas season, the students have the opportunity to experience drama and theater by preparing an Advent and Christmas stage production.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Teachers model and teach appropriate use of technology. Our classrooms have sufficient computers for student use for the purpose of completing assignments. Our Internet use is carefully managed and students are taught safe practices for Internet use. Starting in grade 3, students are taught the fundamentals of computer programming with Scratch, and by grade 7 and 8 are working on HTML/CSS coding and higher level programming languages such as Python and Visual Basic.
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.
Our students learn common physical skills (e.g. basic movement, catching/throwing, fitness etc.) by means of play and games. By the middle grades students are using these skills to play modified sports requiring cooperation. By grade 7 and 8 students are playing games and sports that they can enjoy through adulthood.
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.
An age appropriate classical approach is used with an emphasis on using stories and hands-on learning to cultivate wonder and awe and introduce the virtues. Through nature study children's natural curiosity is nurtured. Learning skills including listening, math facts and phonics are taught to prepare for future learning.
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
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.
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).
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.
We see characteristics of both Rigorous and Supportive widely in our school.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Emotional
The goal is to cultivate "emotionally intelligent and con?dent individuals, capable of leading both themselves and others."
Balanced
"Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."
Our aim is to support parents to provide their children with a foundation of faith that permeates all areas of life. We aim to guide our students as they grow their gifts and talents, while nurturing a personal relationship with Jesus Christ. We aim to accompany our students in their learning as together we embrace the universal calls to holiness and mission.
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 |
Our Lady of the Pillar 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
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 |
Our Lady of the Pillar 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 |
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Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
0%
5%
$0
$0
100%
90%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
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.
OLPA serves to support the respectful, self-controlled, cooperative and autonomous student who is open to direction and who thrives in an independent learning environment; one who can participate in self-regulating activities not in need of assistance due to visual, physical or hearing impairments. One who responds well to a teacher’s coaching and desires to participate in a warm, enthusiastic and somewhat structured learning environment. Our highly successful students are physically capable of full body motor activities and are independent, self-motivated learners displaying personal initiative with a desire to improve on their past learning outcomes within a multi-grade level, learning environment and who are not in need of any considerable remedial support.
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.
It is a constitutional requirement for Families whose child(ren) are student(s) of OLPA to have an OLPA membership.($100.00 Annually)
Pre-registration deposit (one month’s payment) is due August 1st and is non-refundable.
Each monthly payment is due on the FIRST of the Month for the month following.
