255 Yorkland Blvd, Toronto, Ontario, M2J 1S3, Canada
16379 The Gore Road, Caledon, Ontario, L7E 0X4, Canada
1981
1994
375
94
JK to 12
2 to 12
Coed
Coed
Day
eSchool, Day
English
English
Academic
Academic
Traditional
Traditional
15 to 25
10 to 15
Dedicated gifted school
$11,472 to $17,360
$19,500 to $22,000
No
Yes
0%
10%
None
2 to 12
$0
$2,000
25
9
0%
0%
75%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 2 - 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 reportThe King’s program was designed to meet the needs of students who are, academically, at the very top of their peer group. It’s challenging, though it also doesn’t shirk from some of the basics that get short shrift elsewhere, such as mental math, grammar, and vocabulary. Explicit attention is also given to higher order skills and attributes, such as interpersonal relations, communication, self-reflection, confidence, and leadership. The intention is to graduate students who aren’t simply primed to succeed at university, but to excel there, blazing a trail through to a satisfying and fulfilled professional life. The students at King’s have many gifts, though they need support, too, including a sense of belonging within a context that recognizes and values their interests and abilities.
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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."
"At King's College School, we are dedicated to providing a nurturing and safe environment for your child. We are ideally suited for the engaged, motivated, and bright child who wants the freedom to learn in his or her own way. Students can attend in person or synchronously online. Our extraordinary results speak for themselves: 100% of our graduates go to university, 100% of graduates are accepted to their university of first choice, and 100% of graduates receive scholarship offers."
"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."
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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."
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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."
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"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"
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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
Welcome to King's! We are delighted to have recently celebrated our 25th Anniversary of providing superior education for university-bound children in the Caledon area of Ontario. We are now delighted to be able to offer the benefits of a King's education to children regardless of where they live by providing real time, synchronous virtual learning. Your child will be a full member of the class whether he or she attends full-time in person, full-time virtually, or flex (attending in person on some days and working from home on other days). Please visit our website and enjoy exploring all that King's has to offer. We look forward to meeting you in person or virtually!
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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.
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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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.
Traditional Math
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.
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 Literacy
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.
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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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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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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
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.
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
Expanding Communities
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 Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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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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.
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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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 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.
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
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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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.
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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.
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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.
Elementary students may achieve 'Reach Ahead' credits and may move through each grade level expectations at an accelerated pace.
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”.
King's academic culture is that of magnificence. It is a culture that is created to allow 100% of our graduates to go on to university, to receive acceptance to their university of first choice, and to receive scholarship offers while also developing high competency leadership and social contribution.
"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."
King's aims to shape our students into people with academic, personal, and executive excellence; people with a passion for being the best they can be; and people who demonstrate leadership and contribution to their world.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
2 - 12
0%
10%
$0
$2,000
75%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 2 - 12
No
No
No
No
No
No
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 ideally suited for the engaged, motivated, and bright child who wants the freedom to learn in his or her own way.
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.
255 Yorkland Blvd, Toronto, Ontario, M2J 1S3, Canada
16379 The Gore Road, Caledon, Ontario, L7E 0X4, Canada
