964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
10111 Bird Road, Richmond, British Columbia, V6X 1N4, CanadaIndirect Support:
964 Meadow Wood Road, Mississauga, Ontario, L5J 2S6, Canada
10111 Bird Road, Richmond, British Columbia, V6X 1N4, Canada
5,699.0 km
7,663.1 km
1992
2021
150
88
Preschool to 8
K to 7
Coed
Coed
Day
Day
English
English, Mandarin
Academic
Science and technology
Progressive, Montessori
Progressive, International Baccalaureate
Varies
10 to 18
Learning, Developmental
Dedicated gifted school
$7,500 to $15,000
$21,000 to $26,000
No
No
0%
0%
None
None
$0
$0
13
11
0%
0%
95%
45%
information not available
K, 1, 2, 3, 4, 5, 6, 7
information not available
information not available
Rolling
May 30, 2025
Not available
Not available
Yes
Yes: grades Preschool - 7
No
No
information not available
information not available
Maria Montessori opened her first school in 1907, so the Montessori method has been with us, fully formed, for more than a century. The ideas that Montessori brought to the table have found their way into mainstream education in a variety of ways. That said, the whole is truly greater than the sum of any of the parts, and it’s the sum that Peel Montessori offers. Parents who turn to Peel are looking for fidelity to the core program as initially described: the community feel, the organization, and the individualized approach that makes the method so successful with young people. Children have fun, though the school rightly brings leadership and responsibility into the classroom as well. The goal is for students to gain not just with the skills and knowledge necessary for success, but also the confidence to excel.
View full reportChaoyin Bilingual School offers a unique bilingual education from Kindergarten to Grade 7, featuring the only Mandarin Language Program in the area. This program, combined with their parallel English curriculum, equips students for a globalized world by enhancing their linguistic and cultural skills. The school emphasizes a balanced approach to student development, supporting children's growing independence, confidence, and collaborative learning through exploration. This holistic educational philosophy aims to help students achieve their best both academically and emotionally. Located near Vancouver, in Richmond, British Columbia, Chaoyin attracts a diverse student body locally and internationally. The school's commitment to accessibility and flexible tuition payment options reflects their mission to support their community. Chaoyin's distinctive focus on bilingual education and comprehensive student development prepares students with the skills needed for success in an interconnected world.
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"Our curriculum is student-centred with every child receiving personalized attention similar to having a dedicated tutor. This ensures students stay on track, practise developing areas, and excel in subjects of strength. Our research-supported strategies develop students' intellect, character, and social-emotional skills. Our passion is to guide students to think critically, communicate effectively, and grow into compassionate leaders. Students genuinely “love coming to school” and that makes all the difference!"
"Chaoyin Bilingual School, based in Richmond, BC, offers an inquiry-driven International Baccalaureate education from Kindergarten to Grade 7. Its program blends academics with creative thinking, fostering confident, risk-taking learners. With a strong bilingual Mandarin program, students develop multilingual proficiency for global engagement. Supported by BC-certified, IB-trained teachers, Chaoyin nurtures a dynamic learning environment that prepares students for future success."
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"Chaoyin Bilingual School (CBS) uniquely combines the International Baccalaureate (IB) Primary Years Programme with a robust Mandarin program, creating bilingual, globally competent learners. Mandarin is taught exclusively in Chinese, while all other subjects are delivered in English by BC-certified, IB-trained teachers. This fosters critical thinking, cultural fluency, and academic excellence.
CBS bridges cultural and linguistic gaps by employing bilingual staff, offering Mandarin communication, and embracing inclusivity. Small class sizes, inquiry-based learning, and character education nurture well-rounded individuals who are confident, empathetic, and resilient.
Our investment in technology, extracurriculars, and teacher development ensures students benefit from cutting-edge instruction and diverse opportunities. By combining academic rigor, cultural connection, and personal growth, CBS prepares students to excel as leaders and global citizens in a multicultural world."
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"At Chaoyin Bilingual School, our commitment to a bilingual IB education prioritizing cultural inclusivity and holistic growth comes with intentional tradeoffs. By focusing on small class sizes and personalized attention, we forgo the efficiencies of standardized, large-scale programs.
We balance academic rigor with character development, which may limit competitive, high-pressure testing environments in favor of nurturing resilience and collaboration. While innovation in education is a priority, we integrate technology selectively to ensure it complements, rather than replaces, inquiry-based and human-centered learning.
These tradeoffs reflect our dedication to creating empathetic, bilingual global citizens equipped with critical thinking and leadership skills. Families seeking a high-pressure, test-focused approach may not align with our ethos, but those valuing a nurturing, culturally enriched education find a home where their children thrive academically and emotionally."
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"Chaoyin Bilingual School (CBS), founded in 2021, was established to address the growing need for an education model combining global perspectives with cultural heritage. The decision to implement the IB Primary Years Programme alongside a strong Mandarin program was a defining milestone, shaping CBS as a pioneer in bilingual education within Richmond.
Opening its doors during the pandemic presented challenges, but it also solidified CBS's resilience and adaptability, earning trust from families. The appointment of Mr. Paul Fraser as Principal brought over 30 years of educational leadership and reinforced the school's commitment to academic excellence and innovative pedagogy.
As the school grew, its integration of the First Peoples Principles of Learning further emphasized inclusivity and respect for cultural diversity, shaping a distinctive identity. These milestones have forged CBS into a nurturing, bilingual community dedicated to developing globally minded, empathetic leaders."
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"Chaoyin Bilingual School (CBS) is ideal for students who thrive in a nurturing, inquiry-based environment and value bilingual education. Our programs best serve curious, open-minded learners who embrace challenges, value cultural diversity, and are eager to develop fluency in both Mandarin and English. Students with a growth mindset, who enjoy collaboration and take initiative in their learning, excel within our IB framework.
Families who align with CBS appreciate a holistic approach that emphasizes academic rigor alongside character development. They value cultural inclusivity, lifelong learning, and a supportive community over high-pressure, test-focused environments. Parents who actively engage in their child’s education and trust in a balanced, student-centered philosophy find CBS to be an excellent fit.
Ultimately, CBS cultivates globally minded, empathetic students prepared to thrive academically, socially, and culturally in an interconnected world."
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"Chaoyin Bilingual School (CBS) may not be the best fit for families seeking a rigid, high-pressure, test-focused environment. Our emphasis on inquiry-based learning and holistic development prioritizes critical thinking, creativity, and collaboration over rote memorization and standardized test preparation.
Similarly, families who expect an education solely focused on Western traditions may not align with our commitment to bilingualism and the integration of Chinese and global cultural perspectives. We dedicate significant resources to Mandarin language instruction, which may not appeal to those seeking a monolingual or non-language-focused curriculum.
Additionally, parents who prefer a highly competitive atmosphere over a nurturing, community-driven approach might find our emphasis on inclusivity, character education, and balanced development misaligned with their priorities."
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"Families choose CBS for its unique combination of the International Baccalaureate (IB) Primary Years Program and Mandarin immersion, providing a globally recognized curriculum while preserving cultural heritage. Many families appreciate our focus on bilingual education, helping their children achieve fluency in both English and Mandarin, a feature that distinguishes CBS from many other schools.
Parents also value our nurturing, inclusive environment, which supports students’ academic, social, and emotional growth. Small class sizes and personalized attention ensure their children are not just numbers but individuals with unique needs and potential.
Our bilingual communication, cultural inclusivity, and sensitivity to their values create a sense of trust and belonging. Families seeking a balanced, well-rounded education, rather than a high-pressure, test-centric approach, find CBS to be the ideal choice for developing confident, empathetic, and globally competent learners."
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"Chaoyin Bilingual School (CBS) is widely recognized as a leader in bilingual education, blending high academic standards with cultural inclusivity. In the public eye, CBS stands out for its unique integration of the International Baccalaureate (IB) program with Mandarin immersion, preparing students to excel in a globalized world.
Our reputation is further defined by our nurturing and community-oriented environment, where students are supported academically and emotionally. Families often view CBS as a bridge between East and West, offering a balanced education that respects cultural heritage while fostering global competencies.
Additionally, CBS is seen as a school that values holistic development, emphasizing critical thinking, creativity, and character building over high-pressure academic competition. This distinct identity has made CBS a top choice for families seeking a well-rounded, bilingual education that empowers their children to thrive in diverse environments."
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"One underappreciated aspect of Chaoyin Bilingual School is our strong commitment to cultivating the IB Learner Profile attributes—especially being inquirers, communicators, and risk-takers. While our bilingual and inquiry-based learning approach often stands out, our focus on character development and approaches to learning (ATL) skills is equally significant. We create a learning environment where students are encouraged to ask meaningful questions, explore multiple perspectives, and take responsible action. Through collaboration, reflection, and experiential learning, students build resilience, adaptability, and empathy. This balanced emphasis on academic rigor and personal growth reflects the IB philosophy of nurturing well-rounded, principled learners who are prepared to engage confidently and compassionately in an ever-changing global community."
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"Families might be surprised by the extent of our commitment to offering a modern and carefully designed learning environment at Chaoyin Bilingual School. Our state-of-the-art facility, built in 2020 and opened in 2021, is equipped with cutting-edge interactive technologies and an advanced air filtration system, ensuring a modern and safe space for students. Additionally, our vibrant extracurricular offerings, such as the Chaoyin Dragon Dance Team and International Exchange Program, provide unique opportunities for growth and cultural enrichment that families may not expect from a recently founded school."
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"Chaoyin Bilingual School (CBS) has recently made significant enhancements to align with its commitment to academic excellence and holistic development. A major focus has been professional development, with all faculty undergoing IB-specific training to strengthen inquiry-based teaching practices.
We’ve expanded extracurricular opportunities by introducing student clubs and after-school programs, encouraging students to explore their interests and develop leadership skills outside the classroom. Additionally, CBS is planning to extend its educational offerings to include Grade 8 and Grade 9, providing families with a seamless transition for their children’s middle school years.
These improvements reflect CBS’s dedication to nurturing well-rounded, bilingual learners prepared for the challenges of an interconnected world. By continuously evolving our programs and support systems, we ensure that students benefit from a dynamic, forward-thinking educational environment."
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"In the next five years, Chaoyin Bilingual School (CBS) plans to expand its offerings to include Middle School and High School, from Grade 8 to Grade 12. This expansion will allow CBS to provide a continuous, bilingual, and IB-based education from primary through to high school.
The growth will include the development of specialized programs in STEM, arts, and leadership to prepare students for higher education and global citizenship. Additional focus will be placed on enhancing student wellness and academic support systems to ensure success throughout their academic journey.
With this expansion, CBS will deepen its commitment to nurturing bilingual, globally aware learners, ensuring they are equipped with the knowledge, skills, and values to thrive in an interconnected world."
We welcome you to experience the Peel Montessori Private School difference where students of all ages can achieve an edge. Whether a child is three years old and beginning to read or a Grade 4 student learning algebra, emphasis is always placed on doing ones personal best.
We are passionate about teaching and dedicated to helping each child reach their full academic potential as well as focus on the development of key personal qualities such as character, leadership skills, and a good sense of humour.
Our halls and classrooms are filled with laughter, caring attitudes, a love of learning, and excitement to attend school. The entire school interacts as a large, family-like community, supporting, inspiring, and motivating each other to succeed.
Peel Montessori provides a solid educational and social foundation in which each child can build their future with confidence and a feeling of self-worth.
We look forward to meeting you and your child. Contact our school for a personal visit and experience the difference where your child can learn to their potential and enjoy school.
Welcome to Chaoyin Bilingual School!
Whether you are a local parent seeking the perfect educational environment for your child, or an international family eager to explore a dynamic learning experience in Vancouver, we warmly welcome you to our vibrant school community.
Chaoyin Bilingual School, the first Canadian branch of the prestigious Chaoyin Education Group from Qingdao, China, is proud to offer a bilingual education that integrates the best of both worlds. Since opening in 2021, we have built a reputation for our rigorous curriculum, exceptional teaching, and forward-thinking innovation. Our program seamlessly blends the International Baccalaureate (IB) framework with a specialized Mandarin language curriculum—unique in Richmond. Our goal is to empower students academically while fostering a sense of cultural richness and global awareness.
Our beautiful campus in Richmond, adjacent to Vancouver, is designed with eco-friendly and innovative classrooms that enhance the learning experience. But while our facilities are essential, it is the people—our dedicated and inspiring teachers—who truly make Chaoyin Bilingual School exceptional. All of our teachers are BC certified and trained in the IB program, carefully chosen for their ability to engage students with personalized attention and a commitment to school life both inside and outside the classroom. Our educators work hard to nurture each student’s potential and prepare them for a future filled with opportunities and adventures.
We invite you to join us on this exciting journey. At Chaoyin Bilingual School, we believe that education is a transformative experience that will not only shape your child’s future but also change their life.
Paul Fraser
Head of School
Progressive
International Baccalaureate
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Students of all ages interact with respect and civility learning from each other and building leadership skills. The teacher acts as a facilitator that focuses on lessons that bring forth respect for global peace and that build a strong foundation in the core subjects of mathematics, literacy, and writing component, given individual capabilities. These areas build essential skills and knowledge needed to succeed in all other subject areas. Strategies in place from a young age help students begin to develop good work habits, responsibility, organizational, self-discipline, and understanding of concepts, over time. Students strengthen personal qualities and their understanding of concepts through active, hands-on learning opportunities in a stimulating, spirited, and positive environment. Creativity and critical thinking skills are interconnected in all areas of the program. French language development, Music, Arts, Computers, and Physical Education promote personal and healthy living skills. Our teaching methods and materials used demonstrate the philosophical commitment to support students and our commitment to prepare them to handle whatever challenges may be encountered in “real life”. - See more at: http://montessori.on.ca/WhyMontessori#sthash.y96ESVN1.dpuf
Chaoyin Bilingual School (CBS) offers a unique curriculum that blends the International Baccalaureate (IB) Primary Years Programme with a strong Mandarin immersion approach. Our curriculum is designed to develop bilingual students who are globally minded, empathetic, and capable of thriving in diverse environments. By integrating the IB framework, CBS emphasizes inquiry-based learning, critical thinking, and a holistic approach to education. Students are encouraged to ask questions, explore topics deeply, and take ownership of their learning. This method cultivates curiosity, problem-solving skills, and a love of learning. Our bilingual model ensures that students become fluent in both English and Mandarin, connecting them to both Western and Eastern cultures. This immersive language approach prepares them for a globalized world, fostering cultural sensitivity and understanding. In addition to academics, CBS values character education and social-emotional development. Our supportive environment nurtures resilience, collaboration, and leadership, ensuring that students are well-prepared for the challenges of the future. This comprehensive approach equips students with the skills needed to become compassionate and capable global citizens.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Mathematics is approached with a child experiencing a concept with concrete materials in order for them to understand the process. This process allows the child to grasp concepts with understanding and clarity, avoiding learning gaps. A child completes the work independent of the materials when they are ready, for if a child is struggling with a concept, they are able to spend the time to solidify their understanding. This is essential as mathematical concepts build upon one other and gaps in previous skills compound over time, affecting a child’s confidence, understanding, and mathematical performance. If a child grasps mathematical processes with ease, they are able to advance through skills at their own pace and level, challenging their learning, igniting interest, avoiding boredom, and often results in a child surpassing grade level expectations.
CBS believes in a 2 stage focus on learning concepts and mathematical pedagogy in stand-alone classes, then applying the newly acquired knowledge and process to real-world situations. Our project based Projects of Inquiry take mathematical skills and processes learned into the application stage through group-centered activities that strive to tackle authentic problems that exist in the world around us.
Information not available
There are no calculators, until a student approaches high school math concepts. As we cheerfully inform our students - "Your brain is your calculator!"
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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.
Our program focuses on children learning the phonetic sounds of the alphabet and the related key phonograms, which allows children to spontaneously compose any word using hands-on materials. This allows children to start the process of writing (building words) and reading much earlier than traditional educational programs. As a result of this process, children begin to read and blend phonetic and phonogram words at an earlier pace, then focusing on sight words, alternate spellings, early readers, and vocabulary development.
Chaoyin applies a blend of reading programs that encourages an early love of reading with robust phonemic awareness and relevant programming. Students learn to apply their early language skills. Leveled and guided reading programs are utilized in all grade levels, with programing including Fountas and Pennell, Jolly Phonics and Reading Eggs.
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.
Reseach and Critical Thinking are an important part of student literacy. Chaoyin feels it is imparitive that children learn how to negotiate the complex world we live in by applying both a creative and critical thinking approach to their research and literary projects. Students develop their creative and narrative writing skills in a carefully scaffolded writing program.
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.
Our inquiry-centered approach to Social Sciences allows students to explore relevant topics within the BC Curriculum within an IB framework. This gives students agency in their learning and offers opportunities for real-world applications to prior knowledge and skills. Students are offered a project based approach to the Science and Social Studies, delving into activities that draw in their learning in Mathematics, Language Arts and Fine Arts.
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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Students learn the traditional approaches involving mechanics of writing, plot, character development and theme. These approaches are further unpacked in ways that allow students to then critically examine and discuss their ideas in group activities and group projects.
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 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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Chaoyin applies the Big Ideas of the BC Curriculum through the lens and framework of IB. Themes follow the 6 Transdisciplinary Themes. These broad topics are covered in a scaffolded approach for all grades and become increasingly complex as the years progress. Projects take these themes and integrate prior learning from both Language Arts and Numeracy to create authentic applications to real-world scenarios.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Information not available
As Chaoyin grows and reaches Grade 7 and beyond, the same application of BC Curriculum Big Ideas are utilized through the lens and framework of IB Framework. Projects take increasingly complex themes and are integrated prior with both Language Arts and Numeracy in order to create authentic applications to real-world scenarios.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Information not available
Chaoyin Bilingual School offers Mandarin Language and Writing as an immersive progam from Pre-Kindergarten to Grade 7. Beyond the English Language Arts programming in the classroom, students receive daily Mandarin classes,. as well as Music classes that are taught in both English and Mandarin. Weekly Chinese Culture classes provide students with additional language and writing experiences in Mandarin.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Visual Arts are provided as combination of both integrated classroom activities, as well as speciality instruction lessons 3 times each week.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Information not available
Digitial Literacy is an integral part of learning at Chaoyin. Technology is utilized at the classroom level using i-pads at the primary level and Chromebooks in the intermediate grades. Interactive LCD projectors are in every classroom. Teachers use tech to teach, facilitate and provide opportunities for students to show their learning throughout each learning module. Coding and Robotics is integrated into the learning model at various age and grade levels.
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
In a spirited, happy, and nurturing environment, children interact with kindness and friendship as they develop a lifelong enjoyment of learning. Children have a natural curiosity to explore and the classrooms and programme are organized to enables each child to learn to their individual potential at their pace. Children learn from each other and the teacher using hands-on activities and grow personally in character, creativity, and self-confidence through the positive interactions. Early reading, math, and writing are a introduced when readiness is observed while children continue to refine their senses, hand-eye coordination, concentration, social interactions, and grace and courtesy.
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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.
The Montessori hands-on activities and inherent organization of the class allows for flexible pacing and personalized growth. One-on-one lessons are presented when readiness is observed, and the multi-year groupings allow for individualized academic and social stimulation and pace. Independent learning strategies enable personalized pacing in all subject areas.
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Supportive
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 “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.
Although an advanced curriculum content, each student is supported and expected to work and progress to his or her individual potential. Student capabilities, attitude, and internal drive are reflective of their overall academic performance. High expectations are established for intellectual and personal development in areas that can include strength of character, self-regulation, and respectful nature. Modifications are made as needed to meet individual needs. Students advance in areas of strength, while developing skills and subjects requiring further practise.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
The intellectual and personal growth are equally essential in developing the emotional, intellectual, social, and physical aspects of the whole child. High academic and personal standards and expectations are established and support is provided to enable each student to work to his or her fullest potential, given their individual capabilities.
At Chaoyin Bilingual School, we prioritize developing students into confident, curious, and compassionate individuals. Our goal is to cultivate critical thinkers who embrace challenges and approach learning with a growth mindset. We aim to shape students who are not only academically strong but also creative, adaptable, and capable of working collaboratively. Through our bilingual Mandarin-English program and inquiry-based IB curriculum, we nurture global citizens who appreciate diversity, respect different cultures, and are prepared for future success. By fostering resilience, independence, and empathy, we guide students to become lifelong learners who contribute positively to their communities and thrive in a rapidly changing world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Some children with learning differences can be accommodated in our regular classes. Special education classes are not available. Once a Montessori Personal Education Plan is determined, class teaching staff is offered informal support and guidance to implement any accommodations/modifications. Children are assessed on an individual basis to ensure a good fit between our program and the individual needs of the student.
Information not available
Peel Montessori provides an environment that encourages children to grow and develop to their potential. Experiential, tactile exercises and our ability to personalize the program to fit individual learning needs, results in a small number of children considered for our program. Careful observation and/or psycho-educational assessment allows us to determine whether our program can meet each individual learning difference, as we aspire to provide realistic, attainable support. A student’s capabilities are assessed including their strengths, challenging areas, and learning style. Should our program not be a good fit, or if it cannot meet the student’s needs, referrals are provided.
Information not available
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
0%
0%
$0
$0
95%
45%
K, 1, 2, 3, 4, 5, 6, 7
Rolling
May 30, 2025
Not available
Not available
Yes
Yes: grades Preschool - 7
No
No
No
No
Yes
No
No
No
No
No
At Chaoyin Bilingual School, we seek students who are curious, open-minded, and eager to engage in a bilingual learning environment. Successful students at our school demonstrate the following attributes: 1. Inquisitive Thinkers – They enjoy asking questions, exploring ideas, and engaging in problem-solving. 2. Resilient Learners – They embrace challenges, persist through difficulties, and learn from mistakes. 3. Adaptable & Open-Minded – They are willing to learn in both English and Mandarin, embracing new perspectives. 4. Collaborative & Respectful – They work well with peers, show kindness, and respect different cultures. 5. Creative & Expressive – They think critically and express their ideas confidently. 6. Self-Motivated – They take initiative in their learning and strive for personal growth. 7. Global Citizens – They appreciate diversity and aim to contribute positively to their communities. Students who embody these qualities thrive in our inquiry-based IB program and bilingual environment, preparing them for future academic and personal success.
CBS Application Procedure
1. Provide application documents (Email to [email protected]): Please see the required documents listed below.
2. Pay the application fee $250
• Pay the $250 application fee via electronic transfer to [email protected] (please note your child’s name)
3. Student and parent interviews
• Book an interview with our principal for assessment
4. If the child is admitted:
• A pre-admission letter and welcome information will be sent out
5. Pay tuition
6. Start your learning journey at Chaoyin School
CBS Required Documents for Domestic Applicants
1. Application Form:
Download here: https://chaoyinschool.ca/wp-content/uploads/2024/09/CBS-Application-Form-V2425.pdf
Completed and signed by the parent/guardian.
2. Birth Certificate:
A copy of the child’s birth certificate or another official document verifying the student’s date of birth.
3. Student’s Passport/ID Copy:
A copy of the student’s valid passport or ID.
4. Parent/Guardian Identification Copy:
A copy of a government-issued photo ID, such as a driver’s license or passport.
5. School Records:
Report cards or transcripts from the previous two school years.
6. ELL Learning Reports:
If the student is enrolled in an English Language Learner (ELL) program, please submit their current ELL learning reports.
7. Reference Letters:
Letters from a previous teacher or school principal.
8. Immunization Records:
A copy of the student’s immunization history.
9. Application Fee:
A $250 non-refundable application fee is due at the time of application. E-transfer to [email protected]
CBS Required Documents for International Applicants:
1. Application Form:
Download here: https://chaoyinschool.ca/wp-content/uploads/2024/09/CBS-Application-Form-V2425.pdf
Completed and signed by the parent.
2. Birth Certificate or Proof of Age:
A copy of the child’s birth certificate or another official document verifying the student’s date of birth.
3. Student’s Passport Copy:
A copy of the student’s valid passport.
4. Parent/Guardian Identification Copy:
A copy of a government-issued photo ID, such as a driver’s license or passport.
5. School Records:
Transcripts or report cards from the past two years (translated into English if not in English).
6. Reference Letters:
Letters from a previous teacher or school principal.
7. Proof of Address in Canada:
Documentation showing where the student will reside while studying in Canada.
8. Immunization Records:
A copy of the student’s immunization history (translated into English if not in English).
9. Application Fee:
A $250 non-refundable application fee is due at the time of application. E-transfer to [email protected]
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