2246 Camilla Road, Mississauga, Ontario, L5A 2J6, Canada
2 Wembley Road, Toronto, Ontario, M6C 2E9, Canada
Indirect Support:
2246 Camilla Road, Mississauga, Ontario, L5A 2J6, Canada
2 Wembley Road, Toronto, Ontario, M6C 2E9, Canada
2000
2014
24
45
Nursery/Toddler to SK
Preschool to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori, Waldorf
10 to 15
10 to 16
Learning, Developmental, Behavioral
In-class adaptations
$7,070 to $11,960
$10,000 to $16,500
No
No
0%
0%
None
None
$0
$0
6
5
0%
0%
100%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Not available
Rolling
Not available
Not available
No
Yes: grades Preschool - 3
No
No
information not available
information not available
When Edgerton Ryerson established a national, public education system, he highlighted the need for consistency: every school should be the same, offer the same things, from coast to coast. Sadly, that conception of what schools should be, and what they should provide, remains doggedly with us today. Thankfully, schools like Shepherd Montessori step away from that model, choosing rather to offer something as unique as the community they are formed to serve. Shepherd is a school using the Montessori method to deliver a program that is also based in the values of the Catholic church. In that, it’s happily one of a kind. Further, the student population is small, allowing a heightened level of individual attention, something that is also a primary draw. The community of the school is diverse, and while not all families are active within the Catholic church, all nevertheless appreciate the school’s attention to developing the students’ understanding of their spiritual selves. The approach in the classroom is child-centered, child-directed, and project oriented. The ideal student is one able to thrive with a close-knit learning environment.
View full reportJulia Simon founded Alive Montessori in 2001, and she remains very much the head and hands of the school today. She established the school as a means of delivering the Montessori principles, prime among them being the provision of a family-like atmosphere in which to learn. Families who enroll here are drawn to the small size of the school, allowing students to gain a heightened sense of their place within the life of the school. Instruction is personal, with pacing cues taken from the individual students, and a close attention to the talents, perspectives, and interests that they bring with them to the school each day. Students are encouraged to have a voice, and to use it in their daily lives. Numeracy and literacy are important, though passion is, too, something that Simon has rightly built the Alive program around.
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"They make learning fun and cater to what interests him while focusing on the core fundamentals..."
Emily Flores - Parent (Mar 02, 2020)
Before we came to Alive Montessori & Private School, my son disliked school. He dreaded every mornin...
View full review
"The only Catholic based Montessori School in the GTA (curriculum encouraged and supported by the Archbishop of Toronto). We provide an intimate environment for students aged 2.5 - 5 yrs that stimulates independent thinking and enriches moral development. Faculty and parents work together to foster, within each child, the early habits, attitudes and skills necessary to establish a lifelong joy in learning. Our responsibility is to guide the whole child - spiritually, emotionally, and intellectually."
"Located one short block north of Eglinton at Bathurst. PRE-SCHOOL TO GRADE 6. Children get off to a very fast start to their education in a safe, family-like environment. Early reading at ages 3, 4 and 5 develops into fluency at a young age with our extremely effective reading program. Very strong emphasis on the Basics of Reading, Writing and Math to give a solid grounding for all other learning. Watch your child's confidence grow as he or she demonstrates competence and ability. FASTER LEARNING – MADE FUN!"
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"> Every child is a unique individual deserving of the best education possible.
> Every child has an innate desire to learn that must be cultivated, not blunted.
> Every child has his or her natural interests and strengths.
> Learning occurs at varying rates and every child learns at his or her own optimum pace.
> The goal of education is to give every child the tools to become self-reliant and successful in life.
> Done properly, learning is fun."
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"For our parents Alive is more than education. Our school means family and means trust and a whole new understanding what it means to feel safe and loved.
They choose our school because it is small and welcoming place where every child is appreciated and feels a sense of belonging. In the end of the day, children do not want to go home and arrive each morning with a smile. The hands-one learning and qualified staff are major factors that contribute to our student's success."
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"Our school has Speciality Classes almost on a daily basis during the normal school hours.
From piano classes to gym classes, to drama and dance classes, we have a wide range of activities."
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"We treat each child as an individual and families often get surprised that we know each other on a personal level. We truly care about every single child that steps through the door. We are a very small school community of 50 students in total, going from Preschool to Elementary, which allows us to give our students the attention and guidance to help them reach their full potential."
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At Alive Montessori & Private School our mission is based on the following premises:
• The word “educate” comes from Latin roots meaning “to lead out”. As such, we believe that it is our duty as educators to bring out the innate skills and talents of the children in our charge.
• Every child is a unique individual deserving of the best education possible.
• Every child has an innate desire to learn that must be cultivated, not blunted.
• Every child has his or her natural interests and strengths.
• Learning occurs at varying rates and every child learns at his or her own optimum pace.
• The Basics of Reading, Writing and Arithmetic are vitally important as these still form the foundation for all future learning.
• The goal of education is to give every child the tools he or she will need to become self-reliant and successful in life.
• Education does not have to be a dreary and dull activity. Done properly, learning is fun.
Our goal at Alive Montessori & Private School is to provide the best possible start to our children through proper education, thereby instilling a life-long love of learning in every child. We aim to create a safe, caring and fun environment where every child will learn and will become more and more confident as he or she gains in abilities.
Julia Simon
(Principal)
Montessori
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.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
Our school builds on a foundation to help balance both the academic and spiritual growth needed during the early stages of learning! Our atrium program also is run using the same pholoophy as Montessori.
The Montessori method provides hands-on learning in a stimulating school environment that enables children to learn more quickly and thoroughly. With far more interesting material than a traditional classroom, children are allowed much more opportunity to explore and develop their own interests and abilities. Learning occurs at their own pace in small classrooms and is geared towards developing competence – and thus, confidence. The mixed age groupings encourage children to cooperate with and help each other, while enabling the older children to learn responsibility and leadership.
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.
Information not available
The Montessori program uses lots of hands-on material such as counting beads, wooden rods, geometric shapes, and other objects children can handle to make mathematical concepts real and develop the child's understanding. After the concepts are fully understood, drilling and practice are done on the basics to achieve competence.
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Montessori materials.
We expect our students to become very competent in performing math in their heads or on paper before we introduce calculators. This has the added benefits of developing mental discipline and confidence in their own abilities to solve problems.
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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Maria Montessori believed that the ideal age to teach children to read is between 4 and 6. Using her materials (sandpaper letters, moveable alphabet, metal templates), we consistently have children reading at age 4 (some as young as 3)
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
The goal is that child will eventually be able to read as easily as to listen to a conversation.
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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Maria Montessori wrote, "Contrary to the usually accepted idea, writing precedes reading." This is because the child must re-create something to be able to understand it. Thus she developed a very strong program for writing, utilizing sandpaper letters, metal templates, and drills to complement her reading program. We develop the child's ability first, to print, and then to be able to do cursive writing.
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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Montessori again uses lots of hands-on materials, including flash-cards for specific branches. All of the sciences are touched upon in the early grades.
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
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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With a faster start to sure and confident reading, our children naturally gravitate to stories and literature.
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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The Montessori materials are very well laid out and contain lots of pictures and activities to increase knowledge and understanding.
Perennialism
Not applicable
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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In a multi-cultural society like Canada, it is important to have a broad view of the different cultures, including a world view of history and geography. We also engage the students by examining and participating in different cultural events and holidays to explore music, folklore and art.
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Although not offered as a subject of study, Hungarian is my native language and we have had Hungarian-speaking children in our school.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Our children are doing creative activities every day, whether it is painting, drawing, sculpture, drama, dance, music, singing, story-telling, crafts, etc. We try to expose them to as many disciplines as possible and give them an understanding of basic techniques.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Not applicable
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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We believe strongly that computers should not replace the training and disciplining of the mind required to fully master the basics of Reading, Writing and Arithmetic. It is much more important for young children to develop the spatial discernment and fine motor skills required for writing than the ability to punch letters on a keyboard. While this concept may seem quaint or “old-fashioned”, it results in children who can easily and rapidly translate these skills over into using a computer when the time comes.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
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We are saddened when we see physical education programs
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.
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 school has a strong focus on the spiritual aspect although it is a catholic school we do accept all different religions creeds and beliefs.
With devoted teachers, proper Montessori methods, and one-on-one instruction, we consistently teach our students to read at age 4 (many at age 3). Gaining this ability so early does wonders for a child's confidence that spills over into other subjects and activities.
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).
The Montessori method takes advantage of every child's innate desire to learn. Thus, allowing the child to learn at his or her own pace is not "slow" as some might envision. At times, it can be very fast.
This option allows you to "opt out" of selecting one of "rigorous" or "supportive". Doing so means you will not be shown on pages relating to academic culture, (your exposure will be diminished).
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”.
Our primary focus in the early grades centres around increasing the abilities of the children to read fluently, to write coherently and well, to be skilled at arithmetic and math, and to demonstrate competence in every activity they undertake. By so doing, they gain confidence that translates into their future learning and careers.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
We are dedicated, caring teachers creating an extremely safe, caring, family-like environment. Class sizes are very small with lots of individual programming and attention to each student. We make learning FUN!
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
We are opposed to drugging our children with psychiatric drugs that have been proven to be dangerous yet are being diagnosed on nothing more than opinion (there are no medical tests of any kind for the conditions listed).
Information not available
Our belief is that children are being given labels at an alarming rate, and that most "learning" or "developmental" disabilities stem from causes that have nothing to do with anything being inherently wrong with the child. Previous poor teaching, poor diet, lack of exercise or discipline can cause non-optimum behaviour that can be corrected; we have done so many times.
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 - 6
0%
10%
$0
$850
100%
95%
Nursery/Toddler, Preschool, JK, SK, K, 1
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Not available
Rolling
Not available
Not available
No
Yes: grades Preschool - 3
No
No
No
No
No
No
No
No
No
No
Students who are willing to challenge themselves and learn and whose parents want them to excel.
ACADEMICS: None. We are usually able to turn around a child's failed education within a short time. (Our view is that almost all "Learning Disability" comes from improper teaching and can be corrected.) Reading comprehension and math testing will be done before enrolment to assess the correct starting point. BEHAVIOR: As with academics, our experience is that virtually all "ADHD" and behaviour-type problems are "learned" behaviours (often caused by a poor learning environment itself) and are not signs of deficiencies within the child. We have turned around many students with a little bit of discipline and by creating a stimulating, caring school that makes learning fun.
