12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
1293 Meredith Avenue, Mississauga, Ontario, L5E 2E6, Canada
12224 240th Street, Maple Ridge, British Columbia, V4R 1N1, Canada
1293 Meredith Avenue, Mississauga, Ontario, L5E 2E6, Canada
1985
1962
660
200
JK to 12
Preschool to 7
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Progressive, International Baccalaureate
Liberal Arts, International Baccalaureate
16 to 18
12 to 22
Accelerated curriculum
$28,400 to $38,400
$12,130 to $30,180
Yes
Yes
0%
0%
9 to 12
None
$0
$28,000
44
18
0%
0%
0%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 6 - 12
Yes: grades 6 - 12
Yes: grades 6 - 12
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 reportThe school celebrated its 60th anniversary in 2022, marking the end of an astonishing period of growth and development. The school really did start in a basement, moving from there into a range of branches throughout the GTA, in time consolidating onto the two campuses that the school occupies today. Schools don't grow that much, or that quickly, if they aren't servicing a specific need, and certainly that's true of TFS. The acronym stands for Toronto French School, which is the name that the school was founded with, though in time it was offering a lot more than the name suggested. Language remains an important part of the curriculum, though the culture of the school reaches beyond language. The environment is rich, varied, and supportive. The student body is culturally and academically diverse, all of which is encouraged through a robust bursary program.
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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."
"TFS' West Campus in Mississauga offers a rigorous bilingual education with an international perspective. Our students learn the curricula of France and Ontario, through the framework of the IB, as inquirers and citizens who act. Our close-knit community welcomes children from PK to Grade 7. No prior knowledge of French is required. We offer a wide array of sports and co-curriculars. After Grade 7, students continue at the Toronto campus, using a complimentary TFS shuttle bus. (See TFS Toronto listing.)"
"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."
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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."
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"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."
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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
After working as a Principal with Le Conseil Scolaire Viamonde here in Toronto, and in Georgia before that, as well as a Director of Curriculum in Nigeria and an Athletic Director in Yemen, M. Gaudet arrived at TFS as Principal of the Senior School in 2015, bringing with him an invaluable international perspective. In August 2020, M. Gaudet stepped into his new role of Executive Director of the Learning Forum at TFS. M. Gaudet is a bilingual educator with a master’s degree in educational administration. He has more than 20 years of experience working with high school students. His passion for academic ambition is felt school-wide through his innovative and infomed ideas and programs.
Liberal Arts
International Baccalaureate
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.
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.
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.
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.
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.
Academic ambition is our bedrock. TFS teaches the curricula of France and Ontario through the framework of the International Baccalaureate programs from PK to Grade 12 - providing our students with an education that is rich in challenge, diversity and opportunity.
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.
The Mathematics program develops students’ ability to work independently and their aptitude to seek, communicate, and justify mathematical statements. Problem solving and creativity will be integrated in all areas of mathematics.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
The early reading program focuses on phonics instruction in French and English, with guided reading and levelled literacy that suits individual needs and abilities.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Regular running records and miscue analysis, CTBS testing
Equal balance
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.
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.
Cursive writing instruction begins in SK, and students have access to a handwriting app developed by a TFS teacher for the iPad. The writing process is taught thoughout the grades, including writing reflections and reading for authentic purposes, as part of the IB programs.
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.
The study of science is integrated into units of inquiry in the primary grades, emphasizing inquiry-based learning, digital tools and robotics. In Grade 6, science is taught as a specialized subject, leading to biology, chemistry and physics study in later years.
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
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.
Grades 2-5: Students receive daily instruction in English and French. Language experiences support the Program of Inquiry and fulfil the Ontario curriculum’s Language expectations. The language curriculum is organized into four strands: Reading, Writing, Media Literacy and Oral Communication. In later grades, through our literature program, students will expand their knowledge of literary genres. Reading various kinds of texts will help students to discover what interests them most and to pursue and develop their interests and abilities.
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
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.
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.
Students explore social studies through the PYP's program of inquiry, with central ideas and key concepts relating to the themes of who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves and sharing the planet.
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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Communicative
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.
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TFS is a bilingual French-English school. In addition to becoming fluent in both languages, students also learn a third language.
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.
TFS has made the integration of information technology into the curriculum a priority. Students have access to a wide array of technology, including Apple laptops and desktops, iPads, digital cameras, production equipment, robotics, interactive whiteboards and projectors in every classroom, and much more.
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.
Health and Physical Education courses are part of the regular curriculum. TFS appreciates the benefits of physical activity to academic performance. Students with higher levels of fitness have a more developed brain structure, perform better on cognitive tests, and have heightened levels of focus and retention. Skating and swimming programs are scheduled throughout the year as part of the curriculum in different grades.
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.
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.
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.
From Pre-Kindergarten to Grade 1, TFS teaches the curricula of Ontario and France through the framework of the International Baccalaureate (IB) Organization. From the moment children join TFS, through Grade 1 (CP), they are instructed only in French. Children quickly embrace the language and are gently encouraged to increase their use of French during classroom activities.
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 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).
Flexible and self-paced programs include Math XL and Mathletics, coding, digital citizenship programs.
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 “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”.
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 honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
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RecreationalRec. |
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RecreationalRec. |
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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
0%
0%
$0
$28,000
0%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 6 - 12
Yes: grades 6 - 12
Yes: grades 6 - 12
Yes: grades 6 - 12
Yes: grades 6 - 12
Yes: grades K - 12
Yes: grades Preschool - 12
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.
Please view the website at www.tfs.ca.
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:
Please see our website: https://www.tfs.ca/admissions/application-process
