525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
Via Cavour 13, Lanciano, Other, 66034, ItalyIndirect Support:
525 Mount Pleasant Avenue, Westmount, Quebec, H3Y 3H6, Canada
Via Cavour 13, Lanciano, Other, 66034, Italy
5,429.3 km
3,051.8 km
1909
1995
280
100
K to 11
9 to 12
Girls
Coed
Day
Boarding
English, French
English
Academic
Academic
Progressive
Traditional
12 to 20
10 to 12
Learning
In-class adaptations
$25,200 to $30,765
$24,500 to $42,900
Yes
Yes
15%
0%
6 to 11
9 to 12
$5,000
$0
23
25
0%
100%
60%
95%
K, 1, 3, 4, 5, 7, 8, 9, 10, 11
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9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades K - 11
No
No
No
No
No
“[ECS] was founded in 1909 by Maud Edgar and Mary Cramp, two trailblazing educators who were determined to open a school—not just any school, mind you, but one that would advance the cause of gender rights and equality. … [and] believing to their core that the school would play a role in quite literally changing the world.”
“While the strength of the academic programs is understandably a principal draw, the thing that sets schools apart is their moral ecologies: the values and expectations they prioritize, and the ways of being they demand of the students who participate within them.”
“The administration isn’t prone to resting on laurels, but instead consistently reviews best practices and builds new programs to meet the evolving needs of the student population.”
Read The Our Kids Review of Miss Edgar's & Miss Cramp's School
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Miss Edgar's & Miss Cramp's School was founded in 1909 by Maud Edgar and Mary Cramp, two trailblazing educators. Although still not allowed to own the property that housed their school, or even to vote, Miss Edgar and Miss Cramp were determined to create educational opportunity for young women, to change their place in the world. Those roots in activism and leadership—and the desire to do things better, and more equitably—remain at the school today. The strength of the academic program is a principle draw, though the values, very rightly, are as well. The school has built itself around an ethos of achievement, providing opportunities for authentic engagement with the curriculum and substantial interaction with like-minded peers and mentors. The ideal student is one who shares that vision, and who has the interest and the drive to play an active role in a changing world.
View full reportAt Canadian College Italy (CCI) students are given an incredible and life-changing opportunity to attend an Ontario-accredited high school in the ancient town of Lanciano in Central Italy’s Abruzzo region, just three hours from Rome. The school is in a four-story Medieval house and student meals take place in a 500-year-old former inn. With a reputation for academic rigour and excellence, Canadian College Italy’s students go on to excel at the world’s top universities and colleges. While classes are taught in English, students are immersed in rich Italian culture and history, visit numerous art meccas in the country, and are offered European trips to expand their horizons. Students come from the world over to study at Canadian College Italy, forming lifelong bonds and friendships that enrich their lives and help contribute to an unforgettable high school experience that offers exceptional educational outcomes.
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"One of the best parts of CCI is probably the staff who are always ready to support us."
Isabelle Trudeau - Student (Feb 28, 2023)
CCI is an amazing place to step out of your comfort zone and start discovering who you are. You are ... View full review
"This is one of the first times I’ve seen teachers and headmasters being so close to the students to the point you would think they’re friends or related."
Frunza Ian - Student (Feb 28, 2023)
CCI is a great place where people can learn and connect with other incredible people. Besides being ... View full review
"This school directly impacted my self-confidence in my chosen career path."
Marc Wiltshire - Alumnus (Feb 28, 2023)
My time at CCI remains a high point in my life, both personally and professionally. I made some of m... View full review
"Miss Edgar's and Miss Cramp's School (ECS) is a leading independent girls' school in Montreal from K-12. We nurture the power and potential of every student, sparking her confidence and innovative spirit. From our signature Entrepreneurial Platform to a bilingual programme and STEAM, our 360° approach to learning provides students with limitless opportunities to thrive. They graduate with the knowledge, agency and growth mindset to forge their own paths. We empower girls to lead the way!"
"For 30 years, Canadian College Italy has been a place where students discover themselves and their potential. On a breathtaking campus between sea and mountains, small classes offer personalized academics while extracurriculars—sports, arts, leadership—build confidence and independence. Educational travel across Italy deepens resilience and connection. Students don’t just learn here—they grow into who they’re meant to be. Join the thousands who’ve found themselves just outside their comfort zone."
"ECS is redefining the status quo in education through a whole-girl approach. With strong academics, real-world experiences, leadership, philanthropy, and a wide range of co-curriculars, our students receive a 360° education that empowers them to forge their own paths with knowledge, confidence, and courage.
Students also benefit from our signature Entrepreneurial Platform (EP), offered from Kindergarten to Grade 11. Designed to spark innovation and social action, they embrace challenges as opportunities for growth. Aligned with the United Nations Sustainable Development Goals (SDGs), projects have included podcasts on gender equality in sports and social media campaigns to ban PFAs from our waters. Students share their work through presentations, conferences and networking events with the ECS community and mentors from the entrepreneurial world."
"As the only Ontario-accredited high school in Italy, CCI is able to offer students a rigorous English-language academic program in a beautiful and culturally rich setting. As a traditional university preparatory boarding school, our program fosters time management skills, responsibility and independence through a balance of academics and enriching extra-curricular activities."
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"ECS offers an environment where all students have access to opportunities to thrive, grow, and reach their full potential. Guided by our vision and mission, we strive to mentor each girl on her distinct journey. Small class sizes, strong academics and a vibrant co-curricular programme are just a few ways that we inspire students as they pursue their academic and discover their passions."
"Parents and students choose CCI because we are a small, family-run boarding school where each student receives the personal attention that cultivates success. We value building personal relationships with CCI families, which creates a sense of community and belonging that larger institutions may not be able to offer."
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"Our co-curricular and athletics programmes are exceptional. Students experience life outside of school though trips, special events and guest speakers who touch upon many social issues. From sport tournaments to field trips they get to experience the world in a safe and nurturing environment with our wonderful staff. Student Life at ECS provides opportunities beyond the classroom, that build leadership skills, self and global awareness, and independence."
"CCI was founded in 1995 by a Canadian teacher who noticed how her own children benefited from travelling and living in Europe."
"ECS is a home away from home. Students love their school and they are nurtured by a dedicated teaching team and surrounded by a caring student body that spans Kindergarten to Grade 11. Students not only find peers within their class but also through special school activities and events throughout the school year. Students at ECS are part of a sisterhood that lasts beyond their school years and carries them into the future."
"It's not surprising that studying abroad can enrich one's outlook, broadening one's sense of worldliness and compassion. However, CCI students will tell you that they left CCI with a surprising sense of independence and confidence, arming them a unique maturity going off to university."
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I am honoured to continue serving ECS, a special place that has been part of my life for over 30 years. From teacher to administrator, I’ve had the privilege of witnessing the heart of this community in many forms.
Our purpose is simple, yet profound: to ensure every student is known, valued, and loved. We believe a strong sense of belonging is the foundation for authentic engagement, and our dedicated teachers, staff, and coaches work to build meaningful relationships that support each student’s educational journey.
Here, students are not just learners; they are leaders in the making. We nurture their confidence, encourage curiosity, and empower them to take risks in a supportive environment. Whether in the classroom, on the stage, in athletic competition, or through ECS’ Non Nobis service opportunities, our students are challenged to explore their potential and grow as thoughtful, collaborative, and courageous individuals.
What makes our community truly special is the trust and respect that exists between students and the adults who guide them. These positive relationships create a dynamic environment where students feel safe to step outside their comfort zones, try new things, and lead with integrity.
We are proud of the young people who walk our halls—their resilience, their joy, and their ambition. I invite you to explore our beloved school and see how we inspire students not only to succeed, but to thrive.
Dear Reader,
Canadian College Italy is Canada’s first high school in Italy. CCI is a co-educational boarding school that offers an academically rigorous curriculum in a semester format and all courses are taught in English. Founded in 1995, we have provided a unique high quality educational experience that prepares students for success in their university studies. We offer grades 9 - 12, and our courses conform to the Ministry of Education accreditation guidelines for the Province of Ontario. Our professional teaching staff dedicates itself to ensure extensive individual attention is available for every student. CCI prides itself on its excellent student achievement and graduates have accepted offers and received scholarships from a variety of universities throughout Canada, the U.S.A., the U.K., Australia and Europe.
The essence of CCI is that challenging learning takes place in the country of the Renaissance where archaeological, historical and art treasures are visited as a formally instructed integral part of the CCI educational experience. All students visit the major art cities within Italy and optional trips are also organized throughout Europe.
The Town of Lanciano, where CCI is located, is an ancient-yet-modern, safe, and well serviced small city of 45,000 in the eastern Abruzzo Region. It is a 15 minute drive from the sand and stone beaches of the Adriatic Sea and less than three hours by bus from Rome. An important part of the student experience is to live in an Italian town and be immersed in its culture, and Lanciano has warmly embraced CCI and our students.
Students attend CCI from – Canada, Europe, the United States, the United Kingdom, Mexico, South America and Italy to name a few. This assemblage of students and concentration of experience promotes strong friendships with classmates from all over the world.
CCI's main building is a four-story medieval house centered around a bright covered atrium that rises a full four stories. Surrounding the atrium are classrooms, the library and administrative offices. The Allegria, is a charming 500 year-old inn where our students have their meals. CCI students enjoy excellent Mediterranean food, where all fruits and vegetables are locally grown. The Allegria is the oldest Inn in Lanciano; it also houses the boys’ residence on the second floor. The girl’s residence, Santa Maria is a larger building about a five minute walk from the school. We encourage each residence to develop into a mini-family so that it operates as much as possible as a home away from home. Each residence has excellent WiFi service. It is invariably residence life, with its friendships, necessary accommodations, agreements and understandings, that students have reported they remember and will forever treasure as an important bonding and enriching part of their CCI lives.
Canadian College Italy’s mission: To provide a unique environment in which students
experience a renaissance academically, socially and
culturally.
We hope to see you in Italy.
Traditional
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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.
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.
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From Kindergarten through Grade 11 we are committed to engaging students in the rich process of inquiry, asking questions and defining problems, designing methods of investigation, analyzing and interpreting data, communicating findings, and reflecting on the experience. This process is relevant no matter the learner’s age or the subject at hand. Please see our website for more information: www.ecs.qc.ca.
Canadian College Italy is a co-educational, boarding, high school that offers an academically rigorous curriculum in a semester format, and all courses are taught in English. We offer courses for grade 9 to grade 12 ( High school graduation). Our courses conform to the Ministry of Education accreditation guidelines for the Province of Ontario, Canada.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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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Approach in French and English is aligned to support student learning and progresses through the grades as they hit touchstone requirements. This method supports both revision and enrichment so students may still be comfortable at their language level. Teachers make sure students are exposed to quality texts and stories and learning to think like an author.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
This testing is to inform teaching.
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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.
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We teach writing structure, but also learn to build their knowledge through drafts and revisions. This approach is taught in both languages; French and English in order to support students in making connections across the curriculum.
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Expository
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.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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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
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Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Audio-Lingual
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
The importance of our programme is to practice French and have a bilingual proficiency. We nurture reading, writing and speaking in both English and French. Spanish is offered from Grades 8 to 11. We nurture speaking and reading in Spanish to become proficient in conversation
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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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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.
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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.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
Beginning in Kindergarten, technology is integrated into daily life at ECS. Students quickly learn that these tools ENHANCE their learning but technology does not replace pencils, paper and books. Teachers integrate technology to create a stimulating learning environment and students are at ease working on many different programmes.
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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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Please see our website at ecs.qc.ca for more information
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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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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”.
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”.
Academic emphasis with evening mandatory study hall in the residences
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Canadian College Italy is a boarding school focused on preparing students for university through academics, but also through the development of personal confidence through social connection. Students attend CCI from Canada, Europe, Russia, the United States, the United Kingdom, Mexico, South America, Thailand, and Italy to name a few. This assemblage of students and concentration of experience promotes strong friendships with classmates from all over the world.
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 | |
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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We do not discourage parents from enrolling their children if minor accommodations are required.
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RecreationalRec. |
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Baseball |
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Canoeing/Kayaking |
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Cricket |
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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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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
6 - 11
9 - 12
15%
0%
$5,000
$0
60%
95%
K, 1, 3, 4, 5, 7, 8, 9, 10, 11
9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades K - 11
No
No
No
No
No
No
No
Yes: grades 1 - 11
No
No
No
No
No
Curious, courageous, mission-appropriate, risk-takers, motivated to learn, well-rounded. We're looking for the sparkle in their eye - the girls who are keen to learn, enthusiastic. We're looking for the girl who plays rugby, the oboe, and loves ballet; the girl who loves math, engineering, and a good book. Our student body is varied and diverse - give us a call.
A student seeking a unique educational experience.
Birth Certificate
Final Report Cards for Last Two Years
Junior School - Permanent Residency cards or Certificate of Eligibility or Study Visa or Parent Work Permit or Parent Diplomatic Status
Middle / Senior School - Certificate of Eligibility or Study Visa or Parent Work Permit or Parent Diplomatic Status
Candidate photo
$50 application fee
Admissions test and ‘Spend-A-Day’ on site
Family interview
International applicants Grade 8 through 10 must provide their IELTS/TOEFL scores.
All Grade 7 applicants must write the Common Admissions Test with Brisson Legris (mid-October). If inquiring after the deadline, please contact our Admissions Team.
In some cases, we require a copy of the child and parent's passports
Three teacher recommendations, current school transcript, and school reports.
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