1975 Renfrew Road, Shawnigan Lake, British Columbia, V0R 2W1, Canada
1500 Birchmount Road, Toronto, Ontario, M1P 2G5, Canada
1916
1978
540
350
8 to 12
Preschool to 12
Coed
Coed
Boarding, Day
Homestay, Day
English
English
Academic
Academic
Traditional
Liberal Arts
17
15 to 18
Learning
Learning, Developmental, Behavioral
Dedicated gifted class
In-class adaptations
$35,500
$13,500 to $16,800
$64,500 to $90,000
Yes
No
30%
0%
8 to 12
None
$0
$0
108
22
81%
0%
60%
100%
8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 8 - 12
Yes: grades Nursery/Toddler - 12
No
No
information not available
Begun in 1978, Bond has grown to include a wealth of programs, including those beyond the prospectus of the academy. Because of the association with them, the Academy is proximate to a full range of physical resources and a rich athletics program. Boarding supports international students, including a language centre offering ESL classes and tutorial in addition to core curriculum, as well as provisions for foreign credit equivalency. With AP courses and independent study options, the ideal student is one who is preparing for university enrollment.
Read The Our Kids Review of Bond Academy
Shawnigan was founded in 1916 with just six students and cast in the mold of the leading English grammar schools. Its direct model was Westminster School, whose history stretches back to 1179. As such, it provides, aesthetically at least, a contrast to Brentwood, which neighbours the school. Both, as well as Brookes to the south, have some of the most stunning campuses that you could hope to find. The setting of Vancouver Island simply adds to the luster. The founders of Shawnigan Lake felt that all of those things—buildings, vistas, space—were important aspects of learning, and that a school’s setting should be inspiriting. And, certainly, it is. What the campus might lose in terms of warm and cuddly, it gains in a sense of tradition, organization, and consistency. The centennial celebration included school founder C. W. Lonsdale’s 1932 Packard convertible, adding a touch of the Great Gatsby. Still, there is a nice mix of modernity as well, perhaps most obviously in Genius Hour, a program developed by Wendy Milne, assistant head of academics. It’s a cross-grade, cross-curricular program in which students are challenged with creating their own project and seeing it through to completion. The only provisos are that each project involve collaboration, have a clear guiding question, and involve research. All of that—cross-curricular, cross-grade, hands-on, collaborative—are hallmarks of the Shawnigan approach. And, in Genius Hour and beyond, the results are impressive. The student who will do best is one who is a self-starter, operating at the top of his or her peer group, and able to dive in, making the most of the breadth of opportunity provided.
View full reportBond Academy began its life in 1978 with a different name and a fairly narrow mandate. It intended to be an academically-oriented school, one designed to meet a well-defined constellation of needs. Time has marched on, and Bond has as well. There are still the supports necessary for students who arrive from away, if not more so, but the program intends much more than just giving them the tools they will need to be successful at university and beyond. Instruction makes the most of the international learning experience, but also the students’ experience, addressing a greater social, cultural, and academic diversity. In that Bond has taken the goal of a liberal arts education—to educate responsible citizens, ones with the tools and the postures required for empathetic, productive civic behaviour—and applied it in the service of educating citizens of the world. If the school was once a place for international students to prepare for post-secondary study, today Bond is that and much else, having developed programs and approaches to deliver a robust academic and social experience, from Kindergarten through graduation.
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"Shawnigan Lake School is an independent co-educational boarding school on Canada’s beautiful West Coast. Beginning in Grade 8, our unique Shawnigan Journey purposefully guides students through a distinct, unparalleled and bold educational experience. Through empowering involvement in unique experiential, service, academic, fine art and athletic programs, Shawnigan graduates have the capacity, compassion and courage required to create exceptional lives for themselves and others."
"Bond promotes the academic, social & character development of our students within a challenging & supportive learning environment, using an enriched Ontario MOE curriculum. Facilities include a professional stage, double gym, cafeteria, library, computer labs, a large fenced field with a Creative Playground & a wireless campus. Fees include full-day Montessori Casa, Kindergarten, Early Start Literacy, Resource support, Numeracy, French, Daily Physical Education, Swim Program & Before & After school programs."
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"We set high personal & academic standards for our students. We believe that with positive support and direction. students will rise to the challenge of high expectations. Our students are recognized & respected as unique individuals, & their successes reflect our own dedication to providing high quality. well-rounded education. At Bond Academy, we remain committed to our students, our parents, & our philosophy. Simply put education at Bond is Beyond the Books and its Education as it Should be."
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"Parents find that Bond promotes the academic, social, physical, & character development of our students by providing them with a challenging & supportive learning environment. Our students are recognized and respected as unique individuals, & their successes reflect our own dedication to providing high-quality, well-rounded education. We believe that a partnership of families is critical to maximizing the success of our students. Education that is beyond the books, Education as it should be."
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"The development of Learning Skills & Work Habits is also an integral part of the
student’s overall learning environment & achievement. As well as a variety of after-school clubs, competitive sports teams, cultural events, individual counselling, and academic guidance.
"Education as it should be” and a healthy active lifestyle are the foundations of Bond Academy. We strive to encourage our students to reach their full potential by developing into kind, caring and active members of our society."
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"One of the things families find surprising about Bond is that not only does Bond have a sense of community, but it is also Its own community. An extended family, where everyone feels welcome. Bond has a culture that builds a child beyond academics, hence beyond the books. We emphasise that education is building future members of society, to be stronger, diverse, considerate, respectfully, caring, and knowledgeable which encourages lifelong learning."
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Welcome to Shawnigan! Our responsibility as staff here at Shawnigan is to support and inspire our students – with our values-based education at the heart of our teaching – so that they can achieve their potential and live fulfilling lives.
Shawnigan Lake School’s mission and values are inseparable from the fact that we are first and foremost a co-educational boarding school; a welcoming community whose aim it is to prepare our young men and women equally for independent and inspiring futures through the means of a well-balanced, holistic education.
Five hundred students, representing over thirty nations, come together each year to live and study in this unparalleled setting on the edge of Shawnigan Lake, Vancouver Island. We encourage all students to develop an understanding of and commitment to the people, the place and the heritage of Canada, British Columbia and Shawnigan. At the same time, we challenge ourselves each year to be relevant, purposeful and of service in a changing and increasingly global world.
The conversations, connections, sense of community, and friendships forged through these shared experiences are, I believe, part of the magic of our School.
I look forward to meeting you.
As Principal of the Bond Academy Secondary program, I would like to welcome our new and returning students, as well as their families to the 2023-2024 school year.
Bond provides an inclusive atmosphere that caters to all learning styles, while promoting the acquisition of the 21st-century competencies that our students require, such as collaboration, critical thinking, digital literacy, and social responsibility, to prepare them for their future vocations.
Therefore, it is essential that students, parents, and staff all work together to provide the optimal learning environment for our students, to maximize their potential for success in their post-secondary studies and eventually their chosen profession.
In addition, our Bond Girls Basketball team continues to grow as they compete in the elite OSBA league. The SSAF sports league also gives a chance for our Girls and Boys teams to compete in a variety of individual and team sports.
Bond delivers "education as it should be" as demonstrated by our student’s academic success. Good luck to all our students during the 2023-2024 school year and thanks to all students, staff, and parents for playing such an integral role in delivering another successful school year at Bond Academy.
Be Bold, Be Bond
Phil Davies
Liberal Arts
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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Shawnigan Lake School provides a learning community that fosters personal excellence for each and every student. In a School dedicated to a rigorous academic program, we blend the best from traditional education with the contemporary skills of 21st century learning. With our Learning Centre specialists, Advisor program and low teacher-to-student ratio, we ensure that every student is challenged and supported. The Shawnigan classroom is a respectful place, where students develop confidence by engaging, by creating and by taking intellectual risks.
Bond delivers an enriched curriculum in a challenging and supportive environment. Our small classes and dedicated staff promote both the character and skills development of our students within a kind, caring and nurturing environment. We offer early literacy, arts and physical education programs as well as our strong academic curriculum. Through our preschool Montessori Casa program for students three to six and our enriched curriculum at both the Elementary and Secondary levels, Bond cultivates intellectual curiosity and prepares students to be successful in our global society. Our enhanced grade 6, 7 & 8 French program uses the computer-based "Rosetta Stone" program which teaches language through images, text, sounds and video, to support our regular program. Bond promotes a healthy active lifestyle with daily physical education classes and weekly swimming lessons. Students are encouraged to participate in our extracurricular sports activities both intramural and team sports. Bond recognizes the importance and benefits of a strong foundation in the arts. Our programs are designed to nurture awareness of Drama, Music and Visual Arts.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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.
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No
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.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Not applicable
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
At each grade we attempt to use a theme to guide our text choice, giving teachers freedom to choose literature they are passionate about. We do not mandate specific texts to be taught at each grade level to allow for this freedom. We see the great value in modeling the study of at least one class novel in order that we can demonstrate the process for analysis of a text, yet we also see the value in letting students choose their own independent novels for study in order to help foster a love for reading. We strive to help students make connections between texts and their life experiences. We work with students to synthesize their learning, their understanding of a broader theme, their study of a wide range of texts and their life experiences. We invite students to look at how stories (influence ideas, events, change a collective identity.
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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
Core Knowledge
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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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The skill to function in more than one's native tongue will broaden intellectual and cultural horizons. To this end, the Department of Modern Languages offers courses in four languages: French, Spanish, Mandarin and German. We also offer French Immersion classes, and students completing this program may qualify for the Français Langue 12 credit. Our students have the opportunity to begin their study and to progress through to Advanced Placement level in all four languages. In French, many of our students take the internationally recognized DELF exams from levels A1 to B2. The classes all emphasize the communicative approach in all four language skills and provide opportunities for differentiated learning and individualized attention. A Japanese language tutor, also a native speaker, is available on Saturday mornings. Above all, however, it is the interaction and connection between teacher and student that is the biggest key to success in this subject area.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Our program is daily for one hour per day. One day is devoted to swimming lessons.
Montessori
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.
We offer both half time and full time Kindergarten that reflects the expectations of the Ministry of Education with art, music, drama, french, daily physical education, swimming lessons, and library. We also offer a Montessori Casa program for students 3, 4, & 5 years old including all the additional courses as given in the Kindergarten program.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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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”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We provide the support required on individual needs of the student.
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
8 - 12
30%
0%
$0
$0
60%
100%
8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
8, 9, 10, 11, 12
10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 8 - 12
Yes: grades Nursery/Toddler - 12
No
No
No
No
Yes: grades 8 - 12
No
No
No
No
No
We are looking for students and parents who have a strong commitment to learning through academics, arts and athletics. As a school we are also strong believers in character education, and giving to others. We support many charities that reflect the needs of our community and assist our students in developing into kind, caring individuals who have empathy and sympathy. Success starts at Bond!
-$260 application fee
-Photo of applicant
-Copy of valid passport
- Academic reference form filled out by Math teacher
- Academic reference form filled out by English teacher
- Copy of mid-year report from current grade when available
- Copy of final report card from last school year
- TOEFL or IELTS-test (submitted only by international applicants)
We welcome your inquiries and will make every attempt to answer your questions. For further information on admissions, please call 416-266-8878.