394 Royal York Road, Etobicoke, Ontario, M8Y 2R3, Canada
298 Lonsdale Road, Toronto, Ontario, M4V 1X2, Canada
Indirect Support:
394 Royal York Road, Etobicoke, Ontario, M8Y 2R3, Canada
298 Lonsdale Road, Toronto, Ontario, M4V 1X2, Canada
2016
1867
60
1010
JK to 8
JK to 12
Coed
Girls
Day
Boarding, Day
English
English
Academic
Academic
Progressive, Reggio Emilia
Progressive, Reggio Emilia
6 to 8
18 to 22
Learning
Dedicated gifted school
In-class adaptations
$9,132 to $19,250
$35,800
$66,125 to $69,145
No
Yes
0%
10%
None
7 to 12
$0
$21,000
5
67
0%
7%
0%
40%
JK, SK, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Rolling
Yes: grades JK - 8
Yes: grades JK - 11
No
No
information not available
The Bishop Strachan School has a long and impressive history of excellence, and has consistently provided leadership in education and beyond. This is a school that seeks to give girls confidence in their skills and abilities, and to have their ideas heard in what can be, at times, a very noisy world. There is a strong arts program, and the school emphasizes science, technology, engineering and math—professions in which women remain underrepresented. The school promotes the concept that girls need not choose between either arts or sciences, but can each find their own ways of excelling in both, based on the development of creative thinking, effective communication, and ethical leadership.
Read The Our Kids Review of The Bishop Strachan School
Oak Learners is the very definition of a community-based, student-centered academic environment. Classes are small, personal, and lessons begin with the talents, interests, challenges and curiosities that the children bring with them into the room. An emphasis on the arts is used as entrée to the curriculum, underscoring a cross-curricular approach to instruction. Classroom spaces are bright, open, and adaptable to large group, small group, and tutorial-style learning. Founder Kelly Ferrell is rightly a draw, bringing a wealth of experience to the offering, as well as a proven track record as an educator, leader and entrepreneur. The faculty she’s attracted shares her enthusiasm for active, hands-on, inquiry-based learning. Still relatively young, Oak Learners has quickly established itself as a key offering within its catchment area.
View full reportThe school’s approach, largely, is based in an understanding that it’s a complicated world, one which requires a set of complex foundational skills: being able to think for yourself, working cooperatively, and engaging empathetically with others. That includes a grasp of the curricular content as well as an ability to write well, speak well, and appreciate the elegance in a well-crafted argument. The learning environment is varied, diverse and comprised of a community of true peers, those who share a sense of curiosity and, while not being bookish, are inclined to academics and respond well to a challenge while appreciating support. Once here, they find those interests and curiosities shared and rewarded. "There's very little pressure to conform at a girls' school,” says an alumnus. “Being unique and having deep interests is what's considered cool.” The academics are not only strong, they have long provided an example that other schools have sought to emulate. That said, there’s a belief in being able to relax too—that it’s a journey, not a race, and that it’s as valuable to look around as it is to look forward. In terms of skills, outlook, and confidence, girls leave the school ready to take on the world. And they do.
View full report
"They work with children in small classes and create individualized plans for each child. I also receive regular updates about my son's strengths and areas that need to be worked on."
Asha Rampersad - Parent (Oct 16, 2018)
My 6 year old thrives at Oak Learners. He loves the staff who are attentive, responsive and makes l...
View full review
"They have a knack for connecting with children and their challenges ... adjusting both the curriculum and the approach to fit each child's needs"
Jana Machan - Parent (Jun 13, 2019)
Our son loves the varied and fun activities at Oak Learners, which challenge him educationally while...
View full review
" ... our two kids love Oak Learners"
Jasmine Bush - Parent (Jun 13, 2019)
For different reasons, our two kids love Oak Learners. The staff were very good at identifying skill...
View full review
"I am still in touch, twenty years later, with some of my teachers...This speaks to the dedication of the teaching staff I believe"
Allison Smith - Alumnus (Sep 19, 2018)
I thoroughly enjoyed my experience at The Bishop Strachan School.
BSS has a strong academic prog...
View full review
"Oak Learners inspires meaningful learning every day. Passionate teachers nurture children’s natural curiosity about their world with hands-on experiences. Students in Kindergarten through Grade Eight participate in an enriched interdisciplinary program, with a focus on Academic skills, the Arts & Outdoor Education. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way."
"Our unique approach at Oak Learners inspires creativity, fosters academic skill-building and builds confidence in our students every day. Students of all ages are constantly encouraged to interact with the natural environment: to seek and explore experiential learning opportunities and to ask questions about the world around them. Academic excellence is enhanced with 30-50% of each school day being integrated with immersive outdoor learning."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"At Oak Learners, education does not follow a one-size-fits-all approach. We work as partners with families to ensure each child receives a personalized learning roapmap that supports and enriches their child(ren)'s individual learning style(s). We passionately believe that our small class sizes facilitate an attentive and adaptable learning environment that will continue to nurture our students with meaningful experiences."
Information not available
Information not available
"Every school day is integrated with immersive outdoor learning, where academic subjects are explored and shared in an authentic way. Small classes help facilitate opportunities for our students to get outside every single day, rain or shine, to explore and enrich the academic curriculum in a meaningful way. The result is happier and healthier children, teachers, and families."
"At Oak Learners, we believe every child can be successful when they belong to a supportive educational community and this is exactly what families who choose Oak Learners will discover. There are proven links between children's mental, emotional, physical and spiritual health with time spent outdoors in nature. Students at Oak Learners have gained increased focus, confidence, self-esteem and overall increased happiness and satisfaction with school."
Information not available
Information not available
Information not available
Information not available
On behalf of the entire staff at Oak Learners, I want to welcome you and your family to our school this year. The global Covid-19 pandemic caused adversity and change. However, as a community, we have adapted by working together to support all the learners in our classrooms and, despite these circumstances, we have ensured that all students received the education and support they needed while remaining safe.
The 2022-2023 school year is no different, with a focus on equity, diversity, ingenuity, and inclusion. All the educators at Oak Learners will face the coming challenges and continue to adapt to create a caring and welcoming school environment.
Raising resilient and successful children certainly does take a village! I love working together with parents to support their child’s education; in a true partnership between the school and families. Communication between home and school is paramount to a child’s success and we strive to demonstrate this value on a daily basis.
At Oak Learners, we strive to create an engaging curriculum that is progressive, interdisciplinary, and most importantly student-driven. Not only are we an innovative not-for-profit learning centre, but we are also a team of leaders in the community, working to ensure all students are supported and cared for. I truly believe that every child has the capacity to excel and succeed and love school.
I am proud to welcome you to our 7th school year and look forward to working with the entire school community once again!
~Kelly Farrell
Kelly is an OCT certified teacher and has worked in classrooms and alternative learning environments since 1996 and as a certified teacher since 2004, working with students from Kindergarten through Grade 12. Kelly has a passion for empowering students to develop confidence through building on their strengths to support their difficulties, particularly those with learning exceptionalities, including Learning Differences, ASD, social-emotional needs, and anxiety. Kelly subscribes to the tenants of Montessori, Reggio-Emilia and Constructivist methods of teaching and is always looking for ways to bring these strategies into the 21st Century through technology and environmental education.
Throughout her teaching career, Kelly has been teaching, leading, and connecting students and staff with a global community of educators leading the way in 21st century personalized learning. In 2014, Kelly was awarded “Project of the Year” at the Water Docs @School Film Festival for her Inquiry-Based Learning project, “Kids Against Road Salt“. This project has been used to train new teachers on the benefits and processes behind inquiry-based learning. Kelly’s teaching was also featured in Owl Magazine on the “Cool School” page in 2014 for a unique publishing project undertaken by her Grade 7/8 class that year.
Angela Terpstra was principal of the Senior School for eleven years before becoming Head of School, and her goals for the girls of BSS reach beyond academic success. She places immense priority on cultivating compassionate, ethical citizens who exhibit kindness and generosity and value differences in religion, race, opinions, and ideas. She strives to engage girls with the outside world, and feels strongly that topical issues in the news have a very important place in the classrooms of BSS. Angela is inspired and activated by the idea of “private schools with public purpose,” and she strives to use the resources available in an independent school setting to lead the way in forward-thinking education for girls that teachers the world over can observe and learn from.
Progressive
Reggio Emilia
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Oak Learners offers progressive, interdisciplinary, inquiry-based programming in a student-driven, teacher-facilitated, alternative learning environment. Each learner goes through a cyclical process of identifying their unique strengths, needs, goals, and interests. Each day at Oak Learners brings new learning opportunities through an integrated and immersive approach to elementary education. Ontario Curriculum content and skill achievement guidelines are covered and enriched through a holistic approach to learning in a project-based inquiry model, leading to a much deeper and richer learning experience for the students.
Guided by the highest standards of academic excellence and vital character development at The Bishop Strachan School (BSS), we leverage the Signature of a BSS Girl to achieve our mission: to inspire girls to be fearless and educate them to be leaders. We know from 150 years of experience that having the confidence and courage to make a difference in the world begins with self-discovery. Encouraging exploration is our primary focus, because when students are curious they learn how to persist through difficulty, trust their judgment and find their voice as they reach their goals. With this, girls see firsthand that they hold within themselves everything they need to go anywhere and do anything in the world.
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.
Mathematics instruction at Oak Learners takes a very hands-on approach, using manipulatives as well as leveled workbooks to provide an enriched approach to learning Math.
Information not available
Information not available
Information not available
Whole Language
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.
Whole Language reading programs eschew sublexical (under the word-level) training, focusing instead on getting students to infer and guess at words based on their understanding of the larger meaning of the sentence (“context-clues”). Students are given ample opportunity to read actual literature (age-appropriate) along with strategies for using semantic-based clues to pronounce unrecognized words.
Students are immersed in literacy opportunities through our "Integrated Literacy" programming as well as receiving a multi-sensory approach to learning English phonetics as well as leveled reading activities to build confidence and scaffold literacy skills.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
Information not available
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science in the Elementary Years is all about understanding and respecting the world around us. At Oak Learners, we explore our neighbourhood daily and use the students' own questions and observations to form units of study.
Information not available
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
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
At Oak Learners, we approach Literacy through an Integrated approach, which means that Reading and Writing skills are taught within other subject areas, such as Science or Social Studies. Children develop strong literacy habits and communication skills through meaningful experiences with text.
Information not available
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.
Social Studies becomes part of everyday conversation at Oak Learners. Students and teachers may discuss community, family or school related topics and through inquiry, students learn about how they see themselves as part of the larger community.
Information not available
Pragmatism
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.
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.
At Oak Learners, we believe that Humanities Education plays a very important role in providing young leaders with 21st Century learning, problem-solving, collaboration and critical thinking skills. The more students can observe, explore, question and design the world around themselves, the more they have the opportunity to construct true understanding of new concepts.
Information not available
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.
We offer enrichment opportunities for students interested in learning new languages through technology and guest-teachers. These decisions are made through consultation with parents and teachers.
Information not available
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
Information not available
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.
We believe that Arts Education plays a very important role in educating young learners. We make sure to integrate Art, Music, Drama and Dance throughout our days, throughout every subject area. The Arts is what brings learning to life and provides a context for deep emotional and social learning.
Information not available
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.
Technology integration is personalized for each learner. We offer a BYOD (Bring Your Own Device) option for students and encourage the learning of typing and internet navigation skills as an integral part of our 21st Century Curriculum.
Information not available
Web design
Robotics
Computer science
Outdoor Education is at the core of everything we do at Oak Learners and facilitates a robust Physical Education experience that incorporates everything from hiking and sports to yoga and fitness.
Our health and physical education curriculum is designed for students to build knowledge and skills and enable them to succeed in an ever-changing world by developing physical and health literacy. Our program helps students build capacity and commitment to promote healthy and active living. The Junior and Middle Schools offer intramural sports as part of the PE program which focusses on cooperation and participation.
Reggio Emilia
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Our Kindergarten program follows a skill-based curriculum through a cross-curricular and arts-based approach with a unique focus on outdoor education. Spending time in our community and in nature provides our students with unique opportunities to engage in a meaningful way with their environment and their peers.
A strong start means a better finish. It’s precisely what happens within the dynamic, inquiry-based learning approach you’ll find in our Junior School (JK to Grade 6). Children are treated as the intellectually powerful beings they are, and encouraged to express themselves as they learn, grow, collaborate and create. Learn more at bss.on.ca/junior-school.
Standard-enriched
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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”.
We strongly believe in the power of the girls within these walls and their ability to change the world for the better. It’s not just a philosophy; it’s the basis of our curriculum and our approach. Our vision is this: we want BSS to be an inspirational force for women to reach their full potential as transformative leaders. We’re dedicated to facilitating powerful learning and encouraging inspirational leaders in the world – whatever that looks like for each girl.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
BSS strives to inspire girls to be fearless and educate girls to be leaders. For a full understanding of the set of personal attributes that are encouraged, nurtured and taught at BSS, read more about our Signature of a BSS Girl and Culture of Powerful Learning at https://www.bss.on.ca/learning-teaching.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
All learning programs are personalized at Oak Learners. We work in a close proximity with parents when planning for appropriate learning goals and strategies for their children.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
7 - 12
0%
10%
$0
$21,000
0%
40%
JK, SK, 1, 2, 3, 4, 5, 6
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Dec 01, 2022
Not available
Rolling
Yes: grades JK - 8
Yes: grades JK - 11
No
No
No
No
No
Yes: grades JK - 11
No
Yes: grades 7 - 11
No
No
If you’re thinking about coming to BSS, you’re in good company. Every year we welcome more than a hundred girls who find themselves embraced by a warm, welcoming and lively community. Successful students at BSS thrive in a rigorous inquiry-based environment and enjoy strong verbal and conceptual learning styles.
The admission process is personalized, just like most aspects of our programming. Your journey at Oak Learners begins with a personalized tour and meeting with our Director. If it is determined through this interview that Oak Learners may be an appropriate fit for your child, we will then book a trial-day where your child will spend the day as part of our classroom. Following the trial day, there will be a second in-person meeting to determine next steps and registration.
The success of every student plays a role in the admission process. Decisions may be made on several factors, including (but not limited to), student-teacher ratio, academic needs, classroom make-up and social needs.
We welcome Day students from Junior Kindergarten to Grade 11 and Boarding students from Grades 8 to 11 into our creative and challenging environment. Grade 12 applications are considered on a case-to-case basis. The path to BSS is an exciting one! Take the first step now.
STEP ONE - Connect With Us
Join one of our in person or virtual events or visit our website to learn more about the enrolment process. Email [email protected] or call 416-483-4325, ext. 1220.
STEP TWO - Apply
Apply online. Applications are due by December 1, 2021.
STEP THREE - Submit Your Documentation
All supplementary documents will be uploaded through our online application system (myBSS). This way you’ll be able to track your progress through the application process. Check our website for specific requirements.
STEP FOUR - Book Your Interview and Assessment
This enables us to get to know you and your child, including her academic strengths and interests outside of school.
STEP FIVE - Offer
Independent schools in the Toronto area share a common offer date in February for Day applicants. This is the day you will hear from BSS with an enrolment decision. If your daughter is offered a place, you will have 5 days to accept. We encourage families to make the decision as quickly as possible, as we do keep an active waitlist and applicants may be considered for second-round offers.
