12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
92 Glancaster Road, Hamilton, Ontario, L9G 3K9, Canada
Indirect Support:
12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
92 Glancaster Road, Hamilton, Ontario, L9G 3K9, Canada
1985
1956
660
510
JK to 12
9 to 12
Coed
Coed
Day
Day, Homestay
English
English
Academic
Academic
Progressive, International Baccalaureate
Progressive
16 to 18
18 to 22
Learning, Developmental, Behavioral
In-class adaptations
$28,400 to $38,400
$19,350
Yes
Yes
0%
10%
9 to 12
9 to 12
$0
$5,000
44
128
0%
0%
0%
97%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
Yes: grades 6 - 12
No
Meadowridge is a school that intends to inspire and teach through direct, personal involvement. They don't just teach art, for example, they immerse students within it, including an on-site collection of works from an a-list of Canadian artists, including Tom Thomson, Kenojuak Ashevak, and Lawren Harris. The campus includes a forest, so the links between art and the environment are profound. Likewise, gardens and greenhouses provide an entrée to ecology and biology, and a design lab provides an entrée into technology and engineering. Those, and other examples, provide a unique balance between traditional learning and experiential learning. The buildings, the 27-acre campus, the proximity to Vancouver as well as a range of natural environments—all of it would rightly be the envy of any school. The ideal student is one who is curious, engaging, and prone to make use of the range of programs and opportunities that Meadowridge provides.
Read The Our Kids Review of Meadowridge School
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Meadowridge is a school that intends to inspire and teach through direct, personal involvement. They don't just teach art, for example, they immerse students within it, including an on-site collection of works from an a-list of Canadian artists, including Tom Thomson, Kenojuak Ashevak, and Lawren Harris. The campus includes a forest, so the links between art and the environment are profound. Likewise, gardens and greenhouses provide an entrée to ecology and biology, and a design lab provides an entrée into technology and engineering. Those, and other examples, provide a unique balance between traditional learning and experiential learning. The buildings, the 27-acre campus, the proximity to Vancouver as well as a range of natural environments—all of it would rightly be the envy of any school. The ideal student is one who is curious, engaging, and prone to make use of the range of programs and opportunities that Meadowridge provides.
View full reportFounded in 1956, HDCH has been doing great and impressively consistent work ever since. It has a good breadth of curricular and extracurricular offerings. Instruction is connected with projects, encouraging students to work together toward completing meaningful tasks, which builds and supports a facility with the core curriculum. Families are also drawn by the values which undergird the academic program. The school reaches out to resources and organizations within the local community, using those interactions to build an empathetic worldview and a genuine appreciation of diversity. Certainly, there’s a lot to love.
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"The academics at HD are strong and an important aspect of the school environment."
Trixie Zimmerman - Parent (May 26, 2021)
High School can be challenging for any student and my son had his senior years even further challeng...
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"The school leadership was very caring."
Hannah Moerman - Alumnus (May 26, 2021)
For the first 13 years of my life, attending Hamilton District Christian High was what I most looked...
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"Their communication levels with the students around expectations and objectives are clear."
Anne van der Walt - Parent (May 26, 2021)
My son started in grade 10 as a newcomer to Canada and found a welcoming and caring school community...
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"Meadowridge is an IB Continuum World School supporting a growing community of learners from Junior Kindergarten through to Graduation. While we have enjoyed celebrating the outstanding academic results of our children, our greatest sense of pride comes from supporting their development into kind, morally bound, and critically thinking leaders in our society. We learn how to care for ourselves and others while embracing change and developing the confidence to not only meet the future but also to create it."
"At HDCH, our mission is to cultivate student character, through learning, for lives of service to God. Our vision is to see all HDCH graduates be a faithful presence in the communities that they serve."
"Our school’s mission, learning to live well, with and for others, in a just community, resonates with our community’s desire to do more. We are driven to have a profoundly positive impact on our world. We begin to accomplish this through a series of strategic and thoughtful experiences, often involving our natural environment, collaboration with our peers, and creative and critical problem-solving."
"At HDCH, every staff members seeks to know every student. Our students tell us that what they love most about the school is the strong sense of community, as well as the warm, dedicated and care exhibited by every teacher. Our building is located on 20 peaceful acres, set back from the road, providing a peaceful setting for our students. We have baseball, disc golf, beach volleyball and soccer facilities. Indoors, we have relevant technology including robotics and 3-D printers."
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"Meadowridge is a full IB continuum school from JK to Grade 12 and is nestled into the lush environment of Maple Ridge. Boasting 27 acres of land, the Meadowridge campus is home to a regenerative farm, greenhouses, gardens, a campground, and an outdoor cookhouse. Inside, the school's library holds more than 47,000 resources, there are many purpose-built classrooms and spaces, and various common areas for reading, studying, and collaborating."
"Families appreciate our relevant learning opportunities, the sense of community, the passion and caring from the teachers as well as our faith-based learning approach. They appreciate the breadth of extra-curricular opportunities, as well as the Project-Based Learning approach to classroom work. They also love the fact that our students are focused on service...taking curriculum and turning it into something that helps others."
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"Although families might see our technology in photos and when they visit, the degree to which we engage students in science, technology, engineer and mathematics is not always clear until the student is here. We go to great lengths in all our subject areas, and the STEM area is one at which we excel."
"Meadowridge School began because of a group of parents decided against all odds to open an independent school in Maple Ridge, BC. This was in 1985, when Maple Ridge was seen as a small exurban community, more working-class than wealthy, with limited road and bridge infrastructures. Establishing a viable school in this area, at that time, was an audacious pursuit. These founding parents had the audacity - and the determination, hard work, and vision, too."
"Families are often surprised to experience the degree to which our teachers commit to our students. As they witness the many ways our staff provide wrap around supports, guidance, opportunities and possibilities, they frequently note that it is one thing to read about it, and another to experience it. In a parent's words: It was so completely and wonderfully surprising for us that HD, along with a Christian education, also offered project based learning - something that really stood out to us"."
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For those that I have not already met, my name is Scott Banack and I am the Headmaster at Meadowridge School. Having been part of the Meadowridge community since 2009, I have worked as a teacher, MYP coordinator, Middle School Principal, and most recently, the Deputy Headmaster. I have had the opportunity to work with many of the very dedicated and motivated Meadowridge community.
Throughout my 20+ years of experience as an educator, I have been fortunate to work at some of the best schools around the world. I started my career in rural Alberta, before heading overseas to work as a teacher and administrator in Turkey, the Philippines, and Venezuela. My wife Stacy, a teacher at Meadowridge, and I decided to move closer to home after our son Ethan was born. That’s when we found Meadowridge and it has become such an important component of our family. We’ve brought both Ethan and our daughter, Adele, to Meadowridge and it has become their second home. Our connection runs deep, with great friends, colleagues, and peers. It is impossible to accurately describe in words, as this is a community that needs to be experienced to be truly appreciated.
Our school’s mission, learning to live well, with and for others, in a just community, resonates with our community’s desire to do more. We are driven to have a profoundly positive impact on our world. We begin to accomplish this through a series of strategic and thoughtful experiences, often involving our natural environment, collaboration with our peers, and creative and critical problem solving. I am consistently impressed by our students not only for what they are able to accomplish, but the integrity, honor, pride, resilience, and compassion they display while reaching these great heights.
I am energized by the thoughts of a new school year, filled with promise, excitement, nervous energy, and an eternal optimism. I look forward to building this community alongside all of you.
Best regards,
Scott Banack
Head of School
Exceptional learning is for every student. Each student has unique gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for academic planning and development, learning, and individualized programs where appropriate.
Our staff takes a vested interest in student learning, growth, and spiritual well-being. They develop a mentor relationship beginning in Grade 9 and foster these connections through to Grade 12, often going above and beyond to get to know each student as a unique person with diverse interests, strengths, and gifts.
We understand that ultimately God transforms the lives of our students at HDCH, and it is with this in mind that we trust in our mission to be clear and to be the directive of our school. We use the five habits of an HDCH graduate.They are:
Exceptional education at Hamilton District Christian High is imaginative, innovative and interwoven with our essential Biblical identity. An exceptional learning community looks to produce and engage with culture by turning our visions into actions, our ideas into products. One of the ways that we will accomplish this is through the essentials of Project-Based Learning (PBL). And it is our vision to have Project-Based Learning as an everyday learning experience for our students at Hamilton District Christian High.
At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. This learning is contextual, creative, and shared. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically be creative and communicate in order for them to answer challenging questions or solve complex problems. By making learning relevant to them in this way, students see a purpose for mastering state-required skills and content concepts.
Hamilton District Christian High is registered as a private school with the Ontario Ministry of Education. It provides a curriculum that follows Ministry guidelines and standards and uses the credit system outlined in the Ontario Secondary School Document (1999). All the teachers have Ontario teacher’s certification. Graduating students will have completed the credits required for the Ontario Secondary School Diploma.
We believe HDCH is a place to dream dreams and see visions, a place to learn and grow and be cultivated, a place to live as a healthy community, a place for exceptional learning. The learning that happens here is a launching pad for our graduates’ futures; this is exciting stuff.
We’re always happy to welcome our friends and supporters to school. If you are in the neighbourhood, we hope you’ll drop by and experience exceptional learning first-hand.
Sincerely,
Duncan
Progressive
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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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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At Meadowridge our Mission, "learning to live well, with others and for others, in a just community" is woven into our everyday actions and interactions, both at the school and in the community at large. It acknowledges the importance of positive interactions with others and in seeking to better the community as we better ourselves. It looks beyond gender, nationality, culture and class. It guides staff, administration, students, and families to meet responsibilities and fulfill dreams. This atmosphere of respect combined with a challenging and enriched curriculum provides many opportunities for students to excel in the core academic subjects of reading, writing, math, science and areas of creative expression and original thought, such as performing and visual arts, athletics, clubs, computer science and drama - all of which foster a strong sense of personal and community pride and cause for celebration. We believe in the importance of celebrating our students’ individual and collective accomplishments as we strive for their highest level of performance, whatever their stage of development.
Education at Hamilton District Christian High is imaginative, innovative and Christ-Centred. This is achieved through Project-Based Learning. At the core of Project-Based Learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. Students collaborate on meaningful projects creating opportunities for groups of students to gather information, think critically, be creative and communicate in order for them to answer challenging questions or solve complex problems.
Equal Balance
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
We use Project Based Learning and Discovery Problem Solving that both focus on the application of math and using the problem-solving process to discover and make sense of new content. We use PBL to connect math to life outside of school to help our students gain a deeper insight into the role of math in careers, personal financial literacy, in our local communities. We also look at how math is discovered in the created order, such as in nature. Students have access and use technology as they study math. Our teachers are intentional to incorporate mathematical tools. Students will find a balance of these approaches mixed with traditional instruction.
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Students may be permitted to use a calculator based on teacher permission. Students will need a scientific calculator.
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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.
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Part of learning to read at Meadowridge is also learning to love reading. We offer an extensive library full of resources and a Kindergarten specific Family Reading Program created by our very own Teacher Librarians and Kindergarten teachers.
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The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Equal Balance
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.
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.
HDCH uses project based learning, laboratory experiments, sustained inquiry and other more traditional pedagogical practices in the science program. Students acquire the skills necessary to design and carry out scientific inquiries. Labs are equipped with modern technology and equipment. Students are encouraged to engage with the curriculum from a Christian worldview which results in a call to stewardship of all areas of creation.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
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.
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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
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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.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Students learn through creative expression: they learn to understand and to analyze, to problem solve and to self-express, and they learn about themselves and about the world around them. So while they strum, or stroke, or sing, or sculpt, they learn a new way to express themselves and to convey feelings; students learn to become active meaning-makers, not passive recipients. By learning from the entire symbolic range, students evolve as both artist and learner of the arts. Through language and art, dance and movement, photography, film and multimedia, students learn to understand the essence of things – of people, culture, art, business, sciences, politics – and the nuances within them.
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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.
At Meadowridge, we teach our students to acquire, use, and share information in multiple forms and ways so that it becomes meaningful knowledge. When it comes to technology, every decision we make is based on learning, and that’s because technology cannot replace outstanding teaching or collaboration with other learners. We make sure that our school and our students control technology, and are not controlled by it.
Students have free access to 250 computers and chromebooks throughout the school. We have 5 3-D printers, a laser cutter, and a suite of virtual reality and robotics options. Once students learn how to use these learning tools, they are encouraged to use them as they wish, for both school and other projects.
Web design
Robotics
Computer science
In Physical and Health Education, students learn to appreciate the value of physical activity and develop the motivation for making healthy life choices. PHE is taught so that students learn about and learn through physical activity. Students develop the knowledge, skills, and attitudes which contribute to a healthy and balanced lifestyle: a balanced lifestyle which includes a healthy body, mind, and spirit. PHE is a critical element of a well-rounded learner. All students in the PYP and MYP participate in PHE, and have additional requirements for physical and activity outside of their courses.
In the Physical Education Department at Hamilton District Christian High, we focus on each student’s Total Health as a child of God. We recognize that each area of a person’s health affects the others, that taking care of Physical Health is a great way to help manage all other areas of health, and that our Spiritual Health is the foundation for the rest of our health. We teach the concepts of Physical Literacy to encourage students to be confident and competent in all types of movement. Our students experience a variety of activities in different settings, including traditional and non-traditional sports, low organization and creative games, and fitness activities. We encourage our students to make goals for the present and goals for the future. Through all this, we hope to meet the goal of our Physical Education program which is to help our students live healthy and active lifestyles.
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Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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Meadowridge’s Junior Kindergarten and Kindergarten programs provide developmentally-appropriate learning opportunities for children to explore, socialize and grow in a safe and supportive environment. This takes place in a brand new, purpose built Early Childhood Education building. Children are active learners. In Junior Kindergarten and Kindergarten children learn by exploration and problem-solving in a safe environment. Students learn through play and units of inquiry based on the International Baccalaureate Primary Years Programme. This includes exploration into science, art, community, literacy, math, dance, athletics, technology, music, and more. Student develop skills through a hands-on activities where they can test, try, and engage.
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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.
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Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “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.
Our program challenges our students to find out more about their own beliefs, their own bodies, and society. When students graduate, they are equipped to deal with the complex realities of life, where critical thinking is at a premium. There are trained to question: how could this be better? In every unit of instruction, the children have a guiding question which they seek to answer. At the younger grades, the question is generated by the teacher, and smaller questions arise from the students. In older grades, we expect students to generate their own questions, and to personalize their learning.
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"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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
At the heart of all we do at Meadowridge is our Mission Statement, learning to live well, with others and for others, in a just community. We have created a just community within the school – one that is shaped by caring and trust, and also clarity of expectation and rules. We teach our students how to care for themselves, because a balanced and happy life is critical to their future. Students also learn to care for others, because a successful future is one in which common welfare is shared by all.
Our Mission - to cultivate character through learning for a life of service to God. Our Vision - to see all HDCH graduates become a faithful presence in the community that they serve.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
HDCH welcomes learners of all kinds, with the caveat that we are a small school with some limitations of resources. For example, we offer a Lifeskills Pathway for student with severe cognitive ability, however we have a low capacity of 5 students for that class due to its high resource needs. Our older school building is undergoing on-going accessibility upgrades, but these may not always serve students with complex physical needs. We undergo a careful and kind process to determine what the students needs are, matching these with our resources, to ensure a wonderful fit.
Information not available
We would not advise a family against de-enrolling their child at our school if they had a clinically diagnosed learning disability that became apparent while studying at HDCH, so long as we were able to accomodate their needs.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
9 - 12
0%
10%
$0
$5,000
0%
97%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
No
Yes: grades 6 - 12
No
Yes: grades 6 - 12
No
Yes: grades K - 12
No
No
No
No
No
A Meadowridge student is one that seeks challenges in order to grow. We are not looking for perfect children, as they don't exist, but children who love to learn and explore the world. Children who are kind, willing to make mistakes and learn from them, and share their knowledge with others. From Junior Kindergarten to Grade 12, our students call Meadowridge home.
The best way to get the most out of your high school experience is to get involved. Student life is rich at Hamilton District Christian High. We offer much more than academics and have very active extracurricular programs. Whether you’re into sports, inclined towards the arts, or serving in your community (or all), there are plenty of activities to help you stay active and connected. Our campus thrives on the involvement of the entire school community. Exceptional learning is for every student. Each student has unique God given gifts, abilities, and learning styles. We work to differentiate learning so that each student can succeed. We provide support for faith development, academic planning and development, learning, and individualized programs where appropriate.
Our admissions process is set-up specifically to determine if your child and family are the right fit for Meadowridge. From inquiry to assessment, we strive to get to know each family and the potential of each child.
There are tests and assessments but what it really comes down to is the fit. If your child will flourish at Meadowridge and your family will be an active member of our community is one of the most important factors for admissions.
Not all children and families are the right fit for our school. Meadowridge is a challenging school. We offer a rigorous curriculum and have high expectations of our students, not just academically but intellectually and emotionally. We expect them to take our Mission to heart, "Learning to live well, with others and for others, in a just community".
All Applicants:
Application Form needs to be filled out entirely and is found here: https://hdch.org/prospective-students/admissions/
