245 Renfrew Drive, Markham, Ontario, L3R 6G3, Canada
3508 Commerce Court, Burlington, Ontario, L7N 3L7, CanadaIndirect Support:
245 Renfrew Drive, Markham, Ontario, L3R 6G3, Canada
3508 Commerce Court, Burlington, Ontario, L7N 3L7, Canada
5,689.8 km
5,706.1 km
1971
2007
820
210
Preschool to 12
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Montessori
20 to 26
Varies
Learning, Developmental
In-class adaptations
$15,166 to $19,788
Yes
No
0%
0%
JK to 12
None
$0
$0
51
16
0%
0%
100%
100%
information not available
1, 2, 3, 4, 5, 6
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 6
No
No
information not available
information not available
There is a great range of approach within Christian education, from those that have chapel in the morning and little more, to those that weave Christian teaching and principles throughout the curriculum and the life of the school. PCA is very much the latter, a place where Christianity informs the entire school experience, and the delivery and the content of the curriculum. This is the school for students for whom the veracity of their faith is tantamount to who they are and the way the wish to learn; faith and fidelity to scripture are at the fore within PCA. The strength of the academic program is evident through decades of academic success. The school is on the larger side of the mean in Canada, and the benefits of that size are seen in the breadth of curricular and extracurricular programs that are on offer. The ideal student is one who is able to thrive in a challenging environment, and who is preparing to advance to university.
View full reportFamilies look to Fairview Glen because it is trusted and established, and presents a robust academic program that hews closely to Maria Montessori’s intentions, including multi-aged classrooms and a bright, comforting classroom atmosphere. Fairview is perhaps a bit larger than the average Montessori in Halton, something that allows for a nice breadth and depth of programming. That includes before- and after-school options, which allow for consistency from the preschool years into the elementary grades. A full range of arts programming, including distinct music and visual arts instruction, as well as a proven preschool immersion program, is also a draw.
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"Our children are not just learning but thriving."
LS Ho - Parent (Nov 02, 2021)
We came to PCA on the recommendation of good church friends. It has been the best schooling decision... View full review
information not available
"Nurture + Challenge. Leadership + Stewardship. Integrity + Creativity. Truth + Faith. PCA students in Grades 3 and 7 consistently score a grade or two above national norms on Canadian Achievement Tests (CAT). For the Ontario Grade 10 Literacy Tests, 96% were successful. Join us as we celebrate our 55th anniversary with our dedicated and caring Christian faculty, building an educational environment that inspires wisdom, clarity and purpose. Please contact us for a school tour and discover why our students excel!"
"At FGMS, we foster self-advocacy, inspire leadership, and nurture responsibility, grounded in a culture of integrity and trust. Our well-rounded learning experience, rooted in authentic Montessori principles, encourages students to explore, question, and engage. With a focus on both academic excellence and emotional intelligence, FGMS helps students find their balance and thrive; intellectually, socially, and personally."
"At Peoples Christian Academy, we excel in fostering holistic development within a Christian framework, nurturing students spiritually, intellectually, emotionally, and physically. Our curriculum integrates academic excellence with character development, preparing students not just for university success but also for lives of service and leadership in their communities. Our vibrant student culture promotes lifelong friendships and effective study habits, while our mission initiatives and Bible classes cultivate spiritual growth. Our dedicated faculty, all committed Christians and Ontario certified teachers, serve as role models and mentors, ensuring that Christian values are lived and taught daily. The combination of these elements creates a unique educational experience that empowers students to serve God's purpose and make a positive impact globally."
"FGMS prepares student for authentic engagement and professional interaction. The project-based learning environments naturally embed many opportunities to develop presentations skills. Students share information, present to their classmates to demonstrate learning outcomes, and speak at assemblies, larger audiences and community events. The strong emphasis on soft-skills and social intelligence sets our students at ease when public speaking. Over the span of the program, students develop the skill and confidence needed to research, discuss, debate, and support global issues on an international scale. Students are repeated recognised when the continue to secondary and post-secondary schools for their ability to provide thoughtful initiatives, respectful collaboration and captivating presentations. Our graduates stand out as effective team-members who raise the standard of academics and leadership, and empower those around them."
"To maintain our focus on holistic development and Christian values, we prioritize hiring faculty who are devoted Christians and align with our mission. This commitment may limit our hiring pool, but it ensures that our educators embody the principles we teach. We have chosen to integrate spiritual education alongside academics, which might not align with every family's educational preferences. Additionally, in order to protect the Christian curriculums instilled in the programs, we choose not to participate in government subsidies or sponsorship that do not align with our mission. While these choices may not cater to every family's desires, they are integral to fulfilling our mission of nurturing students to serve and lead as Christians in their communities and beyond."
"FGMS prioritizes integrity overall. When social interactions, academic pursuits, and healthy competition are combined with integrity, individuals are sure to engage in a valuable learning experience. While it may involve careful coordination and due diligence, the time is worth the effort. Education is a long-term journey that unfolds gradually. It requires time and patience to develop fully.
Our multi-sensory approach to learning actively engages children both mentally and physically, creating a captivating and immersive learning experience. Through successive approximation, children progress steadily toward skill mastery. This is fundamentally different from evaluating at check points. Our daily review of students' tasks allow us to tailor constructive feedback throughout the learning process. We place a strong emphasis on fostering independence and building accuracy at each stage of learning, so students can adapt to the increasing levels of academic responsibility."
"Peoples Christian Academy's journey began in 1971 as an elementary school, inspired by Dr. Paul B. Smith of The Peoples Church. This foundational phase focused on providing a Christian education rooted in spiritual and academic excellence. Essentially, our focus is on the missional aspect of Christian education, aligning with Rev. Paul Smith’s vision to equip and train future missionaries. As we expanded to serve the Markham and Greater Toronto Area, we broadened our curriculum to meet the Ontario Ministry of Education standards while maintaining our Christian focus. Our commitment to nurturing students' holistic growth led to the establishment of our Early Learning Centre, which set the stage for academic and spiritual development. A significant milestone came with the achievement of a 100% nine-year university acceptance rate, reinforcing our dedication to academic excellence. These key developments have shaped PCA into a beacon of quality Christian education with a mission focus, w"
"FGMS has maintained its commitment to offering the school community every reason to stay. Shortly after opening we devoted considerable effort to opening a Toddler Program to meet the needs of our families. Following this a gymnasium was constructed and then additional classrooms to host the student population that quickly quadrupled in size. The launch of our Junior High Program completes the full range of education from Toddler to Grade 8.
The exceptional Montessori, academic curriculum introduces students to concepts and vocabulary in a concrete manner well in advance of Ontario curriculum, allowing student to advance and feel dignified in their learning. FGMS offers the opportunity for students to earn High School credits prior to graduation of Grade 8."
"A student who thrives at Peoples Christian Academy is one who embraces our holistic approach, engaging with both academic and spiritual growth. We welcome students who are open to learning in a Christian environment, whether from Christian or non-Christian backgrounds, provided they agree with our Statement of Faith and Core Family Values. Ideal candidates are those eager to participate in our vibrant student culture, mission initiatives, and diverse extracurricular activities. They should be willing to develop leadership, teamwork, and study skills, and have a desire to make a positive impact in their communities and beyond."
"Students who are curious, ambitious and self-directed are well suited to a Montessori learning environment. Independence and initiative are essential qualities that help drive this community atmosphere of learning. Collaborative, focused engagement supports the project based learning approach. Naturally, students who have a support system that values the learning process, consistent attendance and punctuality, and an appreciation for community adapt well to the Montessori classroom."
"While we welcome families from diverse backgrounds, we advise against choosing Peoples Christian Academy if a family does not align with our core Christian values and educational philosophy. Our curriculum and school culture are deeply rooted in Christian teachings, and our mission is to nurture students spiritually alongside their academic journey. If a family is seeking an education devoid of religious influence or their values are in conflict with our Statement of Faith, PCA may not be the right fit. Additionally, our focus on holistic development and mission initiatives requires a commitment to engaging in spiritual growth and community service, which may not resonate with every family. We recommend that families carefully consider whether our approach aligns with their expectations and educational goals before applying."
"Selecting a Montessori environment is a decision that must suit the whole family. The opportunity to learn in a 3-year community through direct experience and critical thinking brings genuine authenticity to the learning process.
Students thrive in an environment that offers daily evaluation and feedback, a self-paced approach for enrichment, and individual assessment scale that is based on a relationship of their independence and accuracy, as demonstrated by their learning outcomes. Traditional grades are not introduced until our Junior High level.
The three-year learning cycle and classroom community depends on students' applying positive work habits, such as planning their day, setting appropriate time parameters, and working toward interim goals. The open-ended work period allows students the freedom to use their time more effectively or to take a deep dive into a topic of specific interest to them."
"Families choose Peoples Christian Academy for its unique blend of academic excellence and Christian values. They appreciate our commitment to holistic development, where their children grow spiritually, intellectually, emotionally, and physically in a nurturing environment. Our strong track record of university acceptance, especially to prestigious institutions, reassures families of our academic rigour. The vibrant student culture and diverse extracurricular activities foster essential life skills and lifelong friendships. Parents value the dedication of our faculty, who serve as role models and mentors, guiding students in their spiritual and academic journeys. Our mission initiatives and Bible classes provide opportunities for students to live out their faith and make a positive impact in the world. This comprehensive approach resonates with families seeking an education that prepares their children to serve and lead with Christian values."
"Families who choose FGMS are seeking a learning environment where their child is seen as an individual. Montessori education prioritizes an individual approach and seeks to reveal the positive qualities each student brings to the learning environment. Our motto of Focus, Integrity, Trust keeps the child as the centre and defines what is essential for our interactions. Our success depends on a commitment from all community members; faculty, families and students, alike. At FGMS all members are valued for support and learning opportunities they bring forth. Together, we are continuously learning and evolving."
"Peoples Christian Academy is viewed as a beacon of quality Christian education in the Markham and Greater Toronto Area. Our reputation is built on a foundation of academic excellence, strong Christian values, and a commitment to nurturing students' holistic development. The public recognizes us for our impressive university acceptance rates and the success of our alumni, who often attribute their achievements to the grounding they received at PCA. Our vibrant community, dedicated faculty, and mission initiatives further enhance our image as a school that prepares students to serve and lead with integrity. Families see us as a safe and nurturing environment where their children can grow spiritually and academically, making PCA a respected and valued choice for Christian education."
"FGMS offers an exclusive edge to learning. The focus on the development of essential work habits, best practices, and self-direction are skillsets that support learning are facilitated by the three-year age span in the classroom. In this learning community you have students of different ages and abilities who learn to organise themselves for a common goal. Students learn the skills to work cooperatively, to engage other students with different skillsets, to speak on behalf of their group, to organise, delegate and direct others. They test out what methods work and learn first hand what does not to develop social intelligence. These leadership skills are portable and applicable to the next stage of academics and have served our graduates extremely well in their academic life and professional careers."
"One underappreciated aspect of Peoples Christian Academy is the profound impact of our mission initiatives on students' personal growth. While our academic achievements and university acceptance rates are well recognized, the transformative experiences gained through local and global missions are equally valuable. These initiatives foster empathy, resilience, and a sense of purpose, encouraging students to live out their faith in meaningful ways. The skills and perspectives gained from building houses in Mexico or engaging in street evangelism in Spain contribute significantly to students' development as compassionate, responsible leaders committed to serving their communities and making a difference in the world."
"FGMS offers a refined balance of freedom and responsibility. This balance is tailored to allow each individual the support or autonomy they need for success. While you may observe may students working on different subjects at the same time, you will also note that the students are engaged, productive, on task, and collaborative. Environments where students need to be self-directed teach more than core subject material, they inspire initiative, intrinsic motivation, and stamina."
"Families are often amazed with how smooth everything runs on a daily basis! In fact, there are numerous programs across all divisions, from the Early Learning Centre to Grade 12. Each division requires its own time and space, but thanks to meticulous planning, strong communication among all divisions, and thoughtful organization, everything runs smoothly—like pieces of a puzzle fitting perfectly together. As a result, students of all ages thrive here in a harmonious and well-coordinated environment."
"Families who attend Fairview Glen Montessori School assume all schools are this way. They often develop an appreciation for the professional faculty, caring attitudes of the teachers, community connection, an incredibly well-rounded educational experience when it is time to graduate. They try to find an extension of our school elsewhere and quickly learn it does not exist. FGMS offers something unique and special in it's interconnectedness between the levels which supports leadership, mentorship, and empathy. This is a direct result of our faculty members' commitment to the Montessori philosophy stating that the true essence of leadership is empowering others."
"We recently added a Junior School Library, giving our younger students a dedicated space to read and enjoy themselves. We have enhanced our educational offerings by integrating more technology (e.g. new 3D printers) into the classroom to better prepare students for future academic and professional challenges. We have expanded our extracurricular activities to include more diverse options in arts, athletics, and academic classes, catering to a wider range of interests and talents. Additionally, our mission initiative program has been strengthened with new partnerships and opportunities for students to engage in meaningful service projects locally and globally. These improvements reflect our commitment to providing a comprehensive education that nurtures every aspect of our students' development. Not to mention we have a brand new play structure in our playground and newly renovated sinks and cabinets for art rooms and junior school homerooms!"
"Our recent focus has been to expand our elementary program and establish our Junior High (Grade 7 & 8) program with a consistent degree of academic excellence and engagement. The mature class setting and opportunities give students a natural bridge to transition to secondary school. Versatile classroom spaces were designed and constructed to support the changing needs of the adolescence. Adolescents are promoted to increasing levels of responsibility within the school and wider community. An appreciation for real-world, experiential learning is incorporated through Outdoor Education, Montessori Model UN, charity commitments, and off-campus lunches.
Further to this the elementary school has a new purpose built classroom to host the Upper Elementary program. This vast space supports the growing community with ample room for movement and focused learning time. Playground improvements offer a wide variety of activities for enjoyment during recess."
"In the next five years, Peoples Christian Academy will continue to adapt and grow to meet the evolving needs of our students and families. We plan to further integrate technology into our curriculum, ensuring our students are equipped for the digital age. Our mission initiatives will expand, offering more diverse and impactful opportunities for service. We'll continue to enhance our extracurricular programs, fostering a wider range of talents and interests. These changes will reinforce our commitment to holistic education, preparing the whole person to reach the whole world for Christ!"
"Fairview Glen Montessori School is committed to establishing a solid reputation for academic excellence throughout the wider Burlington community. With our Junior High program providing a natural bridge to secondary school, we are now receiving significant notoriety for our students' success, focused mindset, and positive leadership. Alumni have remarked that their next teachers ask them, "Where did you come from?" or "How do you already know this?" We are delighted that so many of them credit FGMS as the key to their academic prowess.
As we embark on our 20th year, Fairview Glen Montessori School is seeking to reconnect with it's elementary Alumni and develop a network of individuals with this commonality. We welcome graduates to return to the roots of their learning and stay connected."
Welcome to Peoples Christian Academy,
In the education marketplace we know that some schools possess features that set them apart. Here are a number of strengths which help make Peoples Christian Academy distinct: a faith-based curriculum; a proven track record in educational advancement; a strong French program, starting in JK; a global and local focus of demonstrating care for the disadvantaged; a pre-K program, an all-grade program; a school community that is growing in size and in diversity.
We'd love to have you visit us in person.
Fairview Glen Montessori: A place for the whole family
Fairview Glen Montessori focuses on enhancing academic excellence by stimulating creativity and intellectual curiosity. By offering opportunities to strengthen our growing school community, students, faculty, and families are united in a bond of integrity. Our holistic approach to education satisfies the developmental and academic needs of children from toddler through elementary levels, with high standards accredited by the C.C.M.A.
Combined with specialty French, Music, Visual Arts, and Physical Education programs, children are exposed to a wealth of interest and immense learning. Faculty members are committed to providing an inspiring, diverse curriculum that allows children to experience the joy of learning, and to giving families a place they will always feel welcome.
Montessori
Information not available
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.
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.
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Peoples Christian Academy, for considerations of scope and sequence, generally follows the curriculum guidelines of the Ministry of Education for Ontario. Performance targets for the various disciplines are met (and in some cases exceeded) at each grade level.
Fairview Glen Montessori maintains academic excellence and a positive school culture that supports responsibility, initiative, and passion for learning. Our individualized approach to education provides a stimulating curriculum that sparks interest and motivates deep exploration of concepts and skills, on the pathway to subject mastery.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Students progress through the Montessori curriculum which introduces advanced concepts with concrete materials and progresses toward abstraction. Subjects material can be up to 2 years advance.
Math is supported by the Albanese curriculum.
Students may not use calculators until Gr. 7/8 when facts are firmly established and only as needed for specific concepts. The exception to this is for checking their work.
Phonics-intensive
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.
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.
We believe that every child is a unique gift from God and that it is our responsibility and our privilege to offer every child that joins our program the highest level of care possible. It is through demonstrating God’s love for them in our daily activities that will give these children a safe and loving environment in which they will explore, learn and grow. Not only will we provide the necessities of being fed, clothed, sheltered, and loved, but also experiences in learning that will allow their minds to imagine, explore, discover and learn.
Students engage with Montessori materials that support phonetic awareness, word building, and reading. A student who completes the 3-year Casa cycle is usually reading fluently.
Equal balance
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.
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.
Information not available
Approaches vary for different learning outcomes. Students learn cursive writing with a program that follows their pace. They progress to writing sentences and compositions. Students are active in the editing process to enhance their work and develop an appreciation for the process of writing.
Inquiry
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.
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.
Information not available
Science provides a platform for experiential knowledge as well as group mentorship. Students collaborate to build, explore, observe, and create, culminating in class presentations. Students are introduced to the fundamentals of experiments, microscopes, during in-depth discussions and hands-on learning.
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
Social Justice
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
Information not available
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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
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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Pragmatism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
Information not available
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Information not available
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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
Information not available
Receptive
These programs have an equal emphasis on receptive and creative learning.
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
Information not available
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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.
Information not available
Students are introduced to technology after they have developed concentration for reading and writing. We begin with keyboarding, keynotes, and progress to coding, task management, enrichment, and online submissions.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Physical Education is taught throughout all grade levels. A fair amount of emphasis is given to healthy living and personal fitness as a means to be at ones best for one's personal well-being and for the glory of God.
Physical literacy support each individual to develop a healthy active lifestyle. Student performance is based on a combination of preparedness, engagement, skill and leadership.
Montessori
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.
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.
Our approach is academic with a strong emphasis on math and reading readiness skills.
The Casa programs offer children aged 2.5 to 6 an individual approach to learning that fosters autonomy, initiative, curiosity, belonging, and engagement.
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).
Each teacher is encouraged to make provision for differentiated learning.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Montessori believed that children a curious and capable of learning complex concepts. Students are supported using concrete materials to stretch their learning potential and delve deeply into a vast range of subject areas.
Information not available
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Students are encouraged to be critical thinkers, capable of making decisions and confident in their choices. This is true in all areas of development including social, emotional, physical, emotional and intellectual.
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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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
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
An individual approach to education is designed to meet each child's needs. Modifications and accommodations are discussed with parents to offer the best opportunity for growth and success.
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
JK - 12
0%
0%
$0
$0
100%
100%
1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 6
No
No
No
No
No
No
No
No
No
No
As a Christian school we would be looking for families/students who are in support of our Mission Statement, which is based on the basic tenets of Christianity. Students need to be diligent, respectful, and caring individuals. We understand that students are individuals and these attributes will develop over time.
Students with a natural curiosity about the world will be captivated by our programs. Initiative and Self Regulation are an asset.
Families are invited to contact the school for full information, as well as schedule an appointment for a personal tour. Applications are received throughout the year. The submission date will be noted and families will be contacted to begin the acceptance process on a first come, first served basis. The actual interview date will generally fall after the school's re-registration deadline (February). The application must be fully completed and be supported by the required documents such as report cards or transcripts. Upon the completion of the interview a student would be accepted based on meeting all the requirements of enrollment. The family would then need to fulfill financial obligations to secure a placement for their child.
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