255 Yorkland Blvd, Toronto, Ontario, M2J 1S3, Canada
955 Harbourside Drive, North Vancouver, British Columbia, V7P 3S4, Canada
255 Yorkland Blvd, Toronto, Ontario, M2J 1S3, Canada
955 Harbourside Drive, North Vancouver, British Columbia, V7P 3S4, Canada
1981
1991
375
560
JK to 12
8 to 12
Coed
Coed
Day
Boarding, Homestay, Day
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
15 to 25
18 to 24
$11,472 to $17,360
$26,000
$29,000
No
No
0%
0%
None
None
$0
$0
25
112
0%
86%
75%
60%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 8 - 12
No
No
information not available
information not available
The program at NTCS has been developed to extend the lived experience of Christianity of home and church into an academic setting. The values expressed there, as well as Biblical teaching, provide a foundation for the delivery of the curriculum across all instructional areas. For the families that enroll, that’s a primary draw, as is the opportunity for the learner to enter a student population of true peers in terms of academic ability and worldview. The extracurricular offerings are broad, and supported by the size of the student body, which is 400 annually. An emphasis on athletics and active lifestyles is also a draw. The ideal student is one able to thrive in a challenging yet supportive setting, and preparing for university studies.
View full reportBodwell began in 1991 with just six students, and has grown exponentially since then. It’s now one of the largest international boarding schools in the country. Throughout, the school has been developed to support learners arriving in Canada from overseas, including counsellors who can provide guidance on travel and visa requirements, and international credit equivalencies. The atmosphere in many ways in an expression of the surrounding city. Like Vancouver, the school is diverse, positioned to grant a global perspective. Graduates are encouraged to grow a sense of who they are in that wider world, both of the pacific rim and beyond. The ideal student is one preparing for university and, afterward, a professional engagement within an international context.
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"The teachers are dedicated, knowledgeable, and passionate about fostering a nurturing learning environment."
Tanatswa Chitenga - Alumnus (Oct 23, 2023)
Like any other person, change always makes one anxious as it is unknown what's to come. There is not...
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"Because of the lower number of students, there was always someone ready to assist anyone with anything."
Oleg Pak - Alumnus (Nov 27, 2023)
From the very first time I entered Bodwell High School and saw the glowing diverse faces of the stud...
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"The teaching and learning environment at Bodwell was very personal."
Danat Turakbayev - Alumnus (Jan 24, 2024)
I had a positive lifetime-changing experience at Bodwell High School. I believe it influenced most i...
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"North Toronto Christian School was founded in 1981 to offer a co-ed, advanced, university preparation program to all parents who desire a strong academic program for their child with a Christian emphasis based on Biblical principles. A family focus, strong teacher direction and a positive, disciplined environment are promoted. The school partners with parents to uphold Christian values and to encourage and assist students to prepare for a fulfilling and successful future in all areas of their lives."
"Bodwell offers a rigorous academic program, including IB and AP components, and prepares students for university entrance. All students participate in extra-curriculars, with emphasis on sports, fine arts and life skills in the boarding program. We have a strong ESL program and our Saturday enrichment program allows students to expand their learning and to gain "real-world" knowledge. Our diverse environment enables students to become active learners and well-rounded citizens who contribute positively to the world."
"Our Outdoor Education program occurs at a 75 acre facility, owned by NTCS, just outside the town of Apsley, ON. Students from Grades 3 to 12 are able to participate in land-based education, with strong curriculum tie-ins. Our Aquatics program begins in Grade 4 as part of the Physical Education curriculum and continues through Grade 12. Group and private lessons for children as young as 4 years old, three swim teams, and recreational swimming all make good use of our indoor 25m pool."
"We prioritize university preparation at Bodwell High School, reflected through our expansive multi-cultural counselling team. Our students benefit from well-supported and personalized learning opportunities through the IB Middle Years Program, AP courses, Academic English Preparation program, and a wide range of co-curricular courses (over 100) that provide academic support, skill-building and exploration of interests. Located close to the city, the Bodwell boarding program is fully on-campus."
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"Families typically choose NTCS because of the Christian culture that we strive to create in all aspects of our school program. This is our defining quality. Families seek to have their children educated by active Christian believers who recognize and promote the Christian way of life. They want teachers to influence their child with a personal value system based on a conservative, evangelical Christian worldview and a personal relationship with Jesus Christ."
"We have proven success through high acceptance rates to top Canadian and global universities. Bodwell graduates enter post-secondary life with strong life-skills and English-language development gained through a strongly supportive multicultural community. With a safe and secure on-site boarding experience, students are equipped to focus on their learning. Our modern campus, located close to the city, also offers ample opportunities for engaging activities and exploration."
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"The school's commitment to outdoor education and education concerning indigenous issues. While the school may be traditional in many ways, the trips to the school's outdoor education property provide a unique, hands-on opportunity for students to learn in new and memorable ways."
"Something many families appreciate later in their relationship with Bodwell is the deep and continued commitment we have to open communication with parents. As many of our parents live in different countries, we truly embrace a philosophy that parents are our partners in education - and we work hard to make sure that parents feel their voices are heard."
"Families tell us that they observe our teachers with a variety of talents and interests that they willingly share with the students. Each teacher understands that they have a role to play in the development of each student, even students they don't teach. They have a holistic view of what education should be, and they humbly serve the students to ensure that every aspect of student growth is supported"
"Families might be surprised to learn that Bodwell's student body is almost entirely international. Because of this, we are able to customize our programming. Our community enjoys a modern campus, located close to the core of Vancouver. Students come together from around the world to enjoy a shared and supportive multi-cultural experience, with extra and co-curricular opportunities focused on addressing their needs as international students."
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I am glad that you are considering Christian education for your child. The decision to enroll your child in a Christian school will be one of the most important decisions that you make.
North Toronto Christian School (NTCS) was founded in 1981 to provide a quality academic education integrated with a Christian view of God and the world, and that continues to be our purpose today. Our goal is to educate students in the light of Biblical truth so that they are prepared to serve God and be active Christian believers in their future academic endeavours, their family lives and their careers.
NTCS currently has a student population of 340 students from Junior Kindergarten to Grade 12. NTCS provides an education that will prepare students for the demands of university studies. We take a traditional approach to education with a strong focus on developing a well-rounded student. We encourage students to pursue and use their gifts to contribute to a positive school culture and the broader community. Our students have a proven track record of success in their university studies, using skills they have developed at NTCS.
If your desire is to provide a quality Christ-centred education for your child, where the school and the family work closely together, then I invite you to consider North Toronto Christian School as your partner. It would be our privilege to serve you and to support you in the education and development of your child. Please call our school office to inquire further or to book a visit at any time of the year.
Blessings,
Mrs. Nicole Brouwer
"A transformative education which helps young people ask big questions, expose common assumptions about the world, critically examine society, and cultivate empathy and responsibility is the ultimate goal. As an educator, a commitment to transformative education is my personal and professional mission."
Progressive
International Baccalaureate
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.
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.
The mission of North Toronto Christian School is to prepare young minds for the demands of a university education within the framework of a Christian worldview. In our elementary program, there is a significant emphasis on mastering the basics of reading, writing and mathematics. In our high school program, courses are only offered at the academic or university preparation level. We offer a diverse liberal arts style program that gives students a wide variety of educational experiences so that they can more effectively choose a university program that will allow them to utilize the gifts that God has given them. In order to provide a comprehensive educational experience, students in grades 3-10 participate in a fall and winter, three-day outdoor education trip to our school camping facility located in the Kawarthas.
Bodwell's linear system gives students several advantages. Firstly, there are three entrance opportunities every year, in September, January, and July, giving students schedule flexibility. Secondly, the system allows a motivated student to complete one-and-a-half academic grades in each calendar year. This allows students to complete high school faster and begin their university studies sooner. ESL students also have an opportunity to join from November and April in addition to Fall, Spring & July intake.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Teachers at Bodwell use a mix of traditional versus discovery approaches depending on their own style, the familiarity of the students to the topic and the need for interaction in class. For example, one teacher stated 'I think it is important to introduce the topic, provide examples, then have students try some on their own'. Another teacher stated 'If it is a concept most students probably know, I try to create a mini, fun, "competition". Students get into teams and answer questions. The first team to get the answer gets a point." Another teacher concluded 'I choose a mix because some students thrive on inquiry and others are uncomfortable with problem solving without the "tools" first'.
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This varies from teacher to teacher however in general Bodwell permits the use of calculators according to the rules of BC Provincial Exams. In classrooms teachers do not permit the sharing of and use of the calculator on phones unless an activity requires this.
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Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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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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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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In general teachers at Bodwell use the " equal balance" method for teaching science classes. If there is a concept that they feel students can figure out through inquiry, they choose the inquiry method. However, if a particular concept is challenging for most students, then they would use the expository method (direct instruction).
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
Physics
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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The literature program is vertically aligned to build on critical skills from grade level to grade level. Through inquiry based methods, students are asked to make personal and world view connections to the literature. A mix of modern and classical literature is explored. Across a wide range of genres, the literature chosen is thematic, focusing on: identity, social issues, cultural diversity, community and self-awareness. Traditional, academic essay writing is taught, but students also demonstrate comprehension and critical thinking by completing projects such as a film, work of art, comic strip, and/or original poetry. Cooperative learning activities including debates, skits, pair work and group discussions are an integral part of daily lessons.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
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
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Bodwell adopts a balanced approach to social studies methodology. Students are exposed to knowledge of both major historical events, and of contemporary news. Our additional focus is towards global affairs. As a school that is highly diverse, we prioritize an awareness of international interactions and critical thinking in our humanities curriculum.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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Both methods are taught in French class. At the start of a unit it might be more audio-lingual as the students are introduced to new vocabulary or grammar structures. As their language skills develop we break out into group games, go around and do interviews in French, create little skits, read short texts in French and use new vocabulary in conversation and class routines, and even give short presentations where the other students ask the presenter questions in French to further work on understanding/ and responding.
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
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.
These programs have an equal emphasis on receptive and creative learning.
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We offer Fine Arts for Grades 8 to 12, with Advanced Placement Visual Art 12 through submission of Art portfolios to the College Board. All Fine Arts courses follow BC Ministry current curriculum focus on core competency and connection to real life. The art teachers use a variety of medium. We are lucky to be on the North Shore with many boutique art galleries and studios with specialties plus the Vancouver Art Gallery and local art destinations that students go. We have increasing contact and join projects with community partners. Our students are also outdoor and active getting inspirations for art work. They also participate in art competitions and events regularly.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Bodwell is well equipped with cutting-edge network infrastructure, equipment, software applications, and databases. Apart from in ICT, teachers are free to utilize technology in their classrooms or not. We have a Bodwell standardized laptop that is used for academics only. The goal is to enhance learning and improve communications between staff and students. In addition, Bodwell students have a professional license to Office 365 which provides all Microsoft Office apps online and locally on their laptop. Students also have access to lynda.com and all major Adobe products. 7 smart boards (SB685 series and SB885 series) have been installed in different classrooms to enhance student learning—targeting various subject areas (Math, science, English, Humanities, ESL).
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Physical Education is offered in grades 8-12 and follows the BC Ministry current curriculum with the aim of providing opportunities for students to experience a variety of activities and promote lifelong, healthy living. Our Physical Education program encompasses two specific aspects: fitness and sports. The fitness component of the program is a progressive program emphasizing cardio-respiratory development. One of the goals of the program is to teach and instill the skills necessary to live an active lifestyle that promotes health and physical literacy. The sport component of the program consists of activities from a variety of sports and games. A holistic approach is followed with mental, social, and physical domains addressed. The program is intended to allow the student to develop an appreciation of sport and an understanding of the strategies, skills and basic rules involved, encouraging a lifetime of participation.
Not applicable
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.
Not applicable
At North Toronto Christian School, our desire is to begin educating students academically, spiritually, socially and physically, from the moment they walk through our doors. Our kindergarten program is a challenging academic program, focusing on the basics, which provide a solid foundation for continued study and academic success at NTCS.
Information not available
Standard-enriched
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.
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.
The LAP (Language Acceleration Program) is a specialized English as a Second Language (ESL) program for students who are becoming proficient in English.
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”.
Bodwell offers a university preparatory program. When many of our students are from overseas and some are recent immigrant children, we offer a custom-designed Academic and English Preparation for them to improve their English skills before regular courses. Students succeed in the Language Arts, and are equally successful in provincial exams and in grade 12 academic averages to qualify for students’ choice universities. We provide additional formal learning Saturday mornings for specialized language courses, outdoor education, career exposure and community service projects. 80% of our 650 students are boarding on-site and our day and boarding programs are well integrated.
"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."
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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our philosophy is to develop “active learners and well-rounded citizens who contribute positively to the world”. We emphasize equally on intellectual, social-emotional and physical development, the latter especially in terms of active living, health and fitness. 80% of our 650 students are boards and we make good use of the time resources and campus facilities to support these developmental goals. In addition to academic excellence, our students strive towards to a variety of athletic events (competing to provincial levels) and extra-curricular events including life skill workshops, career orientation and community services, local and international.
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RecreationalRec. |
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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
0%
0%
$0
$0
75%
60%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 8 - 12
No
No
No
No
No
Yes: grades 8 - 12
No
No
No
No
Students should be serious about academic achievement, interested in fully participating in the varied activities of school life, and comfortable with the Christian emphasis in all aspects of the school program. A wide range of opportunities are given to each student. Those who have success are active, disciplined, and intent on making a positive contribution to school life.
We are looking for students who can actively and positively impact on our school student community by giving their best at both academics and student life. Prospective students must demonstrate this in their application, submitted transcripts, references and interview. All new students will start in our Boarding Program. Upon completion of the Boarding Program, students may apply to move to a Bodwell homestay.
Overall, admission is based on availability of space, a personal interview, an admissions test (if necessary), analysis of the previous report card, written indication of parental support for our program, and a verbal indication of interest by the student. When the application has been approved and the registration fee and capital deposit have been received, a letter of acceptance will be issued to reserve a place in class.
