920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
8525 Torbram Road, Brampton, Ontario, L6T 5K4, Canada
Indirect Support:
920 Yonge Street, 2nd Floor, Toronto, Ontario, M4W 3C7, Canada
8525 Torbram Road, Brampton, Ontario, L6T 5K4, Canada
334.7 km
343.0 km
1994
1987
Varies
400
9 to 12
Nursery/Toddler to 8
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Traditional
Montessori
10 to 20
15 to 18
Learning, Developmental, Behavioral
Learning
Accelerated curriculum
$20,800
$8,720 to $19,748
No
No
0%
0%
None
None
$0
$0
0
31
0%
0%
100%
98%
9, 10, 11, 12
Preschool, 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 Nursery/Toddler - 4
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.
Tall Pines isn’t your typical Montessori school, in part because it sees the Montessori approach not as an end in itself, but rather as a starting point. There are lots of things here that Maria Montessori wouldn’t recognize, from school uniforms to 21st century literacies; from a robust athletics program, to a larger, more diverse student body. All of those things are very intentional, and Tall Pines has built its program to be innovative, offering the best of both Montessori and progressive instructional approaches. Administration is aware that they have options, and therefore the students do as well.
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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.
Be Exceptional! At this flagship school, students successfully grow to their potential in enhanced programs offering either Montessori philosophy (9 months to Gr. 6), or progressive classes (Grades 1-8). A Tall Pines School 21st Century Education provides exceptional academics, leadership skills, critical thinking, independence, creativity, athletics, the Arts, and community service within a caring community. Every student is unique and TPS programs are tailored to fit the learning needs of each child. At Tall Pines School, we select our teachers not solely for their top academic credentials, but for their passion for teaching, their own love for learning, and their strong desire to make a difference in the life of a child. Our Montessori classrooms are superbly equipped with state of the art materials for learning. Bright and cheerful classrooms with materials that are, frankly, magnetic to children, provide the perfect start to developing a passion for learning which persists for life.
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
It is my great pleasure to welcome you to visit Tall Pines School, a place where programs are tailored to fit the learning style of every child. Every student is unique and each one is nurtured intellectually, academically and emotionally, encouraged to do their very best and provided with the skills they need to be successful at school and in life.
Our classes in Montessori education with its hands-on learning materials serve ages one to twelve, and our progressive private school accommodates ages six to fourteen. It is a diverse community of learners, with an atmosphere of respect, high behavioural standards, outstanding academics, athletics, arts, leadership, and 21st Century learning all set within a committed and caring community and a beautiful facility.
Every year, new families bring their children to us as a result of a recommendation from friends or family members, and it has been amazing that, since 1987, so many families have continued to support the vision of our founder. You are very welcome to call, come to an open house, to discover what a Tall Pines School education can do for your child’s future.
Montessori
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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.
Montessori Curriculum serves ages from Infant to Grade 6. Children learn in a child-centred program, through working with especially designed hands-on materials under the guidance of teachers trained in Montessori philosophy. Progressive traditional private school curriculum serves Grades 1 to 8, and includes The Zone, a 21st Century learning program for adolescents in Grades 7 & 8. Leadership development, challenging academics, small class sizes, superb arts, athletics, and outdoor education are all hallmarks of a Tall Pines School education. High behavioural standards allow students to grow to be young leaders. The school truly is a place to become exceptional.
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
Information not available
Information not available
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Information not available
Information not available
No
The Riggs phonics program is introduced from age 3.
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
Tall Pines School uses the Riggs Phonics program for children who are emerging readers. Students learn the sounds in the English language and how those letters are formed. The writing road to reading enables the children to learn reading through composing simple words, and sounding out the letters which make up the words. A solid grounding in phonics enables the students to begin reading and writing from a young age.
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
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
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
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
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
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Information not available
Tall Pines School offers AIM French from age 18 months and up.
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
The Tall Pines School Arts Council offers student performances through an Annual Production, and cast members work all year towards the annual production, integrating acting, singing, and choreography with vocal and instrumental music. For younger students, classroom performances showcase the achievements of their music class.
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
Computers and Information Technology are great tools to facilitate and extend learning, however they are not a substitute for hands-on learning. Light integration of computers occurs in the younger grades, with computer classes teaching how to use this useful tool. For Grades 7 & 8 students, technology is completely integrated into their 21st Century learning program. Coding is taught to older students.
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.
Healthy living is the focus, with sport and personal exercise being considered to be a vital aspect of student development. Students are encouraged in their personal growth and fitness. Since Tall Pines School is a member of the Small Schools Athletic Federation, teams regularly compete against other schools.
Montessori
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Montessori Infant, Toddler and Prima Casa programs at Tall Pines School are all licensed under the Ministry of Education's Child Care and Early Years Act. Montessori Casa programs serve students from age 4 to 6. Tall Pines School is the longest accredited CCMA Montessori school in Canada, so that parents can be assured that they have an authentic Montessori program.
Student-paced
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).
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.
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.
Students are expected to do their very best whether they are enrolled in Montessori or Progressive programs at Tall Pines School. Within the Montessori program, students are self-directed, with the guidance of teachers. Within the Progressive program, students learn as a group within the teacher-centred curriculum. Ample support is provided through small class sizes and caring teachers who nurture each student. Every child has their strengths, and the programs are tailored for those unique gifts. Every student is supported, challenged, and encouraged to work to their potential.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Athletics, the Arts, Leadership, Intellect, Communication Skills and a love for the Natural World are all ways we seek to engage our students.These students will become young leaders who shape the world for the generation to come. It is our role as educators to help every child discover the unique gifts that they bring to the world, and to help them to discover how best to use those gifts to benefit society.
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 |
Tall Pines School |
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We do not offer special education classes, however, some students with learning differences can be accommodated in our regular classes. Each case is evaluated on an individual basis to ensure there is a good fit between our program and the learning needs of the student.
Information not available
Our school aims to have every student working to their potential and provides excellent support to enable this to happen. For a small number of students with a learning difference, the school can provide an excellent program because of our ability to tailor the program to fit individual learning needs.Occasionally, there are students with learning differences for whom the program at Tall Pines School would not be a good fit. The school may recommend another facility for such individual students. Each student's application is considered on an individual basis.
McDonald International Academy |
Tall Pines School |
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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
0%
0%
$0
$0
100%
98%
9, 10, 11, 12
Preschool, 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 Nursery/Toddler - 4
No
No
No: grades 9 - 12
No
Yes: grades 9 - 12
Yes: grades 5 - 8
Yes: grades 9 - 12
No
Yes
No
We are looking for inquisitive and socially active students from a diverse cultural background.
Tall Pines School seeks students who are motivated, curious about the world, and willing to take appropriate risks in their learning.
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.
Your first step is to tour the school. Students will be interviewed or tested according to age and grade level. We require proof of date of birth, health insurance, immunizations and a copy of the last full report card where a student was previously enrolled in a school.
