741 Main Street East, Milton, Ontario, L9T 3Z3, Canada
888 Trillium Drive, Kitchener, Ontario, N2R 1K4, Canada
Indirect Support:
741 Main Street East, Milton, Ontario, L9T 3Z3, Canada
888 Trillium Drive, Kitchener, Ontario, N2R 1K4, Canada
1984
1980
65
350
JK to 8
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
10 to 12
15 to 16
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$9,500 to $16,100
$12,950
No
No
0%
0%
None
None
$0
$0
6
23
0%
0%
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
No
No
No
information not available
information not available
Oxford Learning Academy was established in 1984 to provide supplemental tutoring, and while it still offers part-time learning, it has also developed a full-time program. Instruction is student-centred, student-paced, and requires more of individual learners than typical classroom instruction. Oxford, of course, has long lead the charge in this regard, and continues to provide an alternative that, for many learners, is transformational, allowing them to achieve their potentials in ways that other instructional approaches simply don’t.
View full reportFred Gore established Scholars’ Hall in 1980 for the best reason there is to begin a new school, namely to address a range of student need that wasn’t currently being met in the region. Known as the “Student Whisperer” Gore made it his life’s work to help students who were, for a range of reasons, unable to thrive in other academic institutions. He started the school with just one student—something that itself is telling of his desire to help families—and it grew steadily over time largely because of the success he had and the reputation that the school began to build. Now, more than four decades later, the focus is the same as it was then: to serve families, and to help students reach their potentials. While first paying specific attention to students with learning disabilities, the focus of the school broadened in time in the knowledge that every student benefits from personalised learning. Families are drawn to the smaller class sizes, the quality of the offering, and the close-knit, compassionate, student-centred learning experience.
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"The teachers at Oxford have been nothing short of amazing."
Pamela Murdoch - Parent (Mar 07, 2024)
My child very much enjoys his new school. He loves learning music, the hands-on art and science expe...
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"The teaching methods are very clear and well-defined."
Sean Wright - Parent (Mar 07, 2024)
We enrolled our son because he required extra help and attention in the classroom that he was not ge...
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"The leadership at this school is exceptional and I have never in my life seen such a positive environment!
Keri Martin Vrbanac - Parent (Aug 17, 2021)
Simple sheer perfection! My daughter has loved every minute of her time at Scholar's Hall! She loves...
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"The staff at Scholars' Hall continue to impress me."
Anna Ethier - Parent (Nov 02, 2021)
We left the school in grade 7 to try the school in our area to be able to make friends with the chil...
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"The teachers at Scholars' Hall are probably my favorite part about the school."
Vaan Vashishtha - Student (Feb 27, 2023)
My experience at Scholars' Hall has been exceptional, my teachers have truly shown me my full potent...
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"Oxford Learning Academy is a learning community with one goal–student success. Oxford Learning is the only education provider that teaches students using the science of cognitive development and has both after-school supplemental education (all grade levels) and a full-day private school (K to grade 8). Students learn how to learn, which boosts their confidence, drive, and enjoyment of learning. Your child will be inspired, supported, and will reach their full potential at Oxford Learning Academy private school."
"Scholars’ Hall is more than just a university preparatory school. We are a Jk to grade 12 school that fosters a love of learning. Because of our unique university system, our graduates go on to their first choice post-secondary school where their abilities place them in the top percentage of students in their first year. Family values and traditional teaching practices are the core of Scholars' Hall. With over 40 years of educational excellence, Scholars' Hall is the most desired private school in KW."
"At Oxford Learning Academy, our students will use the proven scientific approach of Cognitive Development to learn new ways of thinking and understand what they are learning and how they are learning. Our students build strong academic skills and develop new ways of thinking, concentrating, listening, and remembering: lifelong skills they can rely on. Our students attain their greatest potential because our skilled team educates them to think critically, confidently, and with intrinsic drive."
"Scholars' Hall is a family, first and foremost. When we intake a student, we are welcoming them into our family; they become an extension of us. With the parents, our goal is to raise, guide, nurture, and educate the child. The parent's role is to instill values and morals. Our role is to educate. Together our focus is to raise successful adults. It is this nurturing focus that makes Scholars' Hall truly unique."
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"Our small class sizes allows teachers to ensure that students recieve the attention and support they need to be successful. We differentiate our learning so that we are focusing on the strengths of each learner to enhance their learning. Our arts programs are second to none, especially providing the opportunity for students to preform each year at a festival in a professional theatre.
Each year students participate in projects such as Science Fair, Social Studies Projects and Speeches."
"First, our reputation for educational excellence is second to none. We are a firmly established school for over 40 years and Scholars' Hall is well-known in the KW area. Second, we offer significant sibling tuitions. It is our belief that a family should not have to pick which child receives the best education possible. Lastly, we are a JK to grade 12 year and many of our families have children in multiple grades."
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"At OLA we provide students with a rich arts program. All students at OLA have classes in visual arts, drama, and music. Families may not fully see the importance of these programs in supporting their students' success in school. Each year our art, drama, and music programs culminate with a Festival of the Arts, where the students showcase their skills. OLA has done musicals such as Aladdin, Beauty and the Beast and the Lion King. Samples of their art is displayed for families to enjoy."
"Families often comment on how polite and respectful our students are. We expect our students to use manners in their interactions with their fellow students, teachers, administrators, and parents. We teach and coach our students how to be aware of others to develop the concept of politeness and respect."
"Parents are often surprised by the growth they see in their child's confidense in themselves. Our unique approach that teaches students to learn how to learn, helps the students gain this confidence. They are able to tackle new and previously difficult tasks with a new found sense of pride. Parents may also be surprised by the importance placed on student's mental wellbeing, ensuring that students feel safe and secure in their school helps to support their academic preformance."
"Families have expressed relief when we take them on a tour. Parents feel that our focus on traditional learning is refreshing. They are happy to see the students using textbooks, writing in cursive, having structured spelling tests, and being expected to write traditional math tests. Many parents are surprised that they recognize our classroom expectations since it is very similar to what they experienced."
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Here at OLA, we work hard every year to achieve excellence in academics and in student activities. The dedication of our teachers and students helps us to reach this goal. Our students and teachers are constantly trying to improve themselves and reach higher standards. It has been a privilege to be the principal of Oxford Learning Academy and to see our students grow and become successful.
Over the years, I have seen students, teachers, parents, and school faculty give time and energy to make our school successful. The strength of our OLA community has contributed to our students’ academic and extra-curricular achievement. Any successful school has a strong community of parents and staff who are involved and supportive, and we therefore expect nothing but the best from our students, inside of the classroom and outside. High expectations and accountability continue to be top priorities for all of us at OLA. We must settle for nothing less than the BEST in our school! Success in anything has one fundamental aspect - EFFORT. The sky is the limit for students at OLA!
Welcome to Scholars' Hall Private School! It is an absolute pleasure and joy to introduce to you my amazing school, staff, and students. Scholars' Hall is much more than a school, it is a family. Once you become part of our school, we are completely and totally dedicated to your academic, social, and character development. Family is at the core of everything we do at Scholars' Hall and our curriculum and social environment echoes that. Our curriculum is focused on traditional teaching practices - reading, writing, and arithmetic. Our classrooms are welcoming and warm. Our staff is knowledgeable and passionate. Indeed, I believe we are the best school in all of Southern Ontario. Our main goal continues to be to provide the richest environment possible so that the child will have all post-secondary options open to them. You give us great kids, and we turn them into incredible students and very successful adults.
Traditional
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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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It is our goal at OLA to inspire, support, and nurture learning in a safe and engaging environment. Our teachers and administration staff will motivate and inspire their students by being passionate learners themselves. Our programs encourage questions and self discovery allowing each student to develop unique personal growth. Our teaching will be relevant to everyday life, issues, and topics. Students are taught baseline knowledge and theoretical knowledge first, and then challenged to apply this to real world problems. At OLA, French is taught from Kindergarten as a language as well as Social Studies in French.
Our traditional approach to teaching yields tremendous results. With a structured, teacher-directed Language and Math curriculum, students have a strong foundation to develop critical thinking, mathematical, and technical skills.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Our Guided Math Program begins in JK and continues through to grade 12. Its basis is simple; to directly teach the basic math foundations, to reinforce memorization of basic math facts, to use and memorize the foundational algorithms needed in more sophisticated math, and then introduce problem-based discovery learning.
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Journey's in Math for grades 1 to 6, MathPower for grades 7 to 8, and other Trillium Textbooks for grades 9 to 12.
Students from JK to grade 8 are not permitted calculators. Students in grade 9 to 12 must have a scientific calculator.
Phonics-intensive
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.
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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Using the specified components of a strong reading program, Scholars' Hall has created a 5 Pillar Literacy Program. Each pillar focuses on one of the essential components of literacy instruction: Phonological and Phoneme Awareness, Phonics and Word Study, Fluency, Vocabulary, Comprehension Skills and Strategies, and Writing.
Systematic 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 systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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The writing pillar focuses on direct and structured instruction of grammar, spelling rules, handwriting, punctuation, and mechanics.
Expository
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Expository science is the more traditional method of teaching science: students learn scientific facts, theories, and the relationships between them through direct instruction by the teacher. These programs still incorporate hands-on experimentation and “live science”; however, relative to inquiry-based programs, expository science tilts towards content mastery and knowledge acquisition. Direct instruction ensures this acquisition process is efficient. Textbooks are emphasized (starting in earlier grades than inquiry-based programs), as are knowledge tests: students are asked to demonstrate they have thoroughly learned the content of the course, and can apply that knowledge to novel and challenging problems or questions.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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.
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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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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
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
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Students from JK to grade 4 will have little to no interaction with technology. The main instruments of study are the pencil and paper. From grade 5 to 8, students will take a computer's class where they are taught keyboarding, software development, and beginning coding. In high school, students must have a computer as part of their class supplies, but the classes are still taught traditionally and not through the technology.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Academic
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.
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.
Oxford Learning Academy believes in the power of education and that every child deserves an education that speaks to their individualized needs. At OLA, every student will receive a personalized education program that speaks to his/her individual needs and talents. Students will be provided the opportunity to work at a pace that best suits their learning capabilities. Oxford Learning Academy has a hands-on learning environment that provides individualized instruction to keep each child academically active and challenged. We offer a flexible learning environment that blends cutting-edge technology with face-to-face coaching.
Our Academic Kindergarten program uses traditional teacher-directed techniques where students are learning letter and sound recognition as well as numeracy understanding. All children have a strong base going into Grade 1.
Accelerated
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 main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
At Oxford Learning Academy, students are able to skip grades in order to remain challenged. Some students can also skip grade levels in a certain subject such as math.
All students are tested prior to joining Scholars' Hall and placed in a class grouping that is appropriate to their skill level
Supportive
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 “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.
Each student has an individual style of learning. Not all students in a classroom learn a subject in the same way or share the same level of ability. Differentiated instruction is a method of designing and delivering instruction to best reach each student. Oxford Learning Academy teachers spend many hours outside of school to develop lesson plans that are engaging, using differentiated instruction. As we support our students in their learning journey, OLA also demands high academic expectations from our students.
The driving focus of Scholars' Hall is building strong academic skills in every student
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
At Oxford Learning Academy, we put strong emphasis on preparing our students to become future leaders. We need every single one of our students to develop their talents, skills and intellect in order to help solve our most difficult problems in the future. We work hard to develop, leadership skills, intellectually strong, emotionally confident, socially aware and a physically healthy student.
Scholars' Hall aims to create successful adults; strong in mind, firm in their abilities, kind and compassionate to others, and is able to handle the practicalities of being an adult.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
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
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By definition, a Scholars' Hall student would not require any accommodations or modifications to our program. That being said, accommodations that are made at the student level can be implemented quite easily into all classes. If a child requires further assistance, they would be referred to our St. Jude's program.
Information not available
Scholars' Hall has a sister school, St. Jude's School, that specializes in working with bright yet learning disabled students. Any student that needs additional support would be directed to our St. Jude's programming.
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 |
||||
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
0%
0%
$0
$0
100%
0%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
No
We look for families that are commited to a higher education for their children. Students should be ready and willing to learn. A thirst for knowledge, willingness to take risks, try new approaches and an overall desire to excell is something we see in many of our learners.
Scholars' Hall seeks students who are dedicated to achievement - both inside and outside of the classroom. Our students are eager to learn and hopeful about their future. The ideal Scholars' Hall student may or may not be performing at their highest potential, but they all have a drive and desire to improve their skills to earn entrance to their first choice university program. Our students are kind and compassionate, hard-working and focused.
There are two seperate Registration Fee Streems at Oxford learning Academy:
Little Reader Program (Kindergarten): $500 for full day or $400 for half day
OLA (grades 1-8): $1000
Please note that registration fees are paid annually.
At time of registration, Scholars' Hall will assess each student using Woodcock-Johnson III Tests of Achievement. These results help us best place each child in the right classroom environment surrounded by the same level of learners. Upon registration, all forms must be submitted including a signed registration, a student information form, and Method of Payment form. A child's seat is not finalized until we have all forms submitted and the deposit of $1750 per family.
