3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada
5,705.0 km
5,686.5 km
1989
2022
500
10
JK to 12
JK to 8
Coed
Coed
Day
Day
English
English
Academic
Arts
Traditional
Progressive
14
10
Dedicated gifted school
Dedicated gifted school
$12,740 to $15,000
$11,000
No
Yes
0%
30%
None
JK to 8
$0
$2,000
33
1
0%
0%
100%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
information not available
information not available
Sherwood Heights intends to give students a strong foundation for further study, granted through a traditional, content-based academic program. Expectations are clear and explicit, including a demonstrable facility with the core curriculum and the development of watertight study habits. For many families that culture—one in which social currency is gained through academics—is a primary draw. Extra-curricular programs augment the core areas of instruction. The ideal student is one who is academically inclined, operating at the top of their peer group, and looking for an environment that prizes all of that.
View full reportAurora Alternative Micro School (AAMS) is a small JK to Grade 12 school with a unique approach to education. AAMS boasts small class sizes and low student-to-teacher ratios, which promotes engagement and interaction, and which provides the opportunity for fun activities like cooking. Even for a small school, it has a remarkably close-knit and intimate community where all kids feel like they belong. AAMS also offers personalized learning, in combination with a traditional curriculum, to capitalize on children’s innate curiosity and love of learning. Finally, the school prioritizes the development of critical thinking, artistic expression, confidence, and leadership skills in all of its students, from kindergartners to older teenagers.
View full reportinformation not available
information not available
"Sherwood Heights School is a leading private school in Mississauga, offering a comprehensive K–12 programme. Motivated students thrive in a structured and supportive environment where small class sizes allow experienced teachers to provide individualized attention that builds strong academic foundations and fosters confidence, knowledge, and excellence. In the elementary years, students develop essential skills in literacy, mathematics, and critical thinking through a rigorous, mastery-based approach that emphasizes problem-solving and clear communication. Learning is supported by both targeted academic support and enrichment, alongside French, science and technology, and integrated computer and business studies. A variety of clubs, events, and competitions further extend learning beyond the classroom. As students progress through middle and high school, they benefit from specialized academic pathways, leadership development, and diverse co-curricular opportunities. With a proven record of admission to competitive university programmes, Sherwood Heights provides a clear pathway to future success."
"A holistic educational experience in Toronto's East End catering to the Primary, Junior and Intermediate grades. We offer a direct, expansive and heartfelt learning opportunity. At Aurora, we combine traditional pedagogy with relational, outdoor and child-centred philosophies. Class sizes are small and in this way, we really get to know your child academically and personally. We follow your child's curiosity and innate love of learning, nurturing critical thinking and artistic expression."
"At Sherwood Heights, we combine academic rigour with personal attention, balancing traditional instruction with purposeful innovation. We emphasize mastery of core subjects through clear expectations and consistent daily practice, while integrating technology across the curriculum to build confidence and digital fluency. Our Careers-in-Focus and enrichment initiatives connect classroom learning to real-world applications, inspiring students to see purpose in their studies. Families consistently note that our blend of structure, enrichment, and warmth is what truly sets Sherwood Heights apart."
"Our school is aimed at families es who are seeking a real and relational alternative to traditional and systemized education. At Aurora, we believe in creating community for our students and families. We have created an organic and alive curriculum weaving together parental and student voice with a host off teaching philosophies. Our motto 'where all is possible' really is the nucleus of the school's intention."
"At Sherwood Heights, our commitment to a strong academic foundation means we prioritize depth over breadth, focusing on the essentials—language, mathematics, science, and critical thinking—rather than following fleeting educational trends. This deliberate approach ensures that students build lasting knowledge and disciplined study habits. While our structured and rigorous environment may not suit families seeking a fully self-paced or alternative style of learning, our students thrive when they embrace high expectations, consistency, and personal accountability."
"To provide a deeply personalized, student-centred education, Aurora Alternative has consciously moved away from standardized testing and conventional assessment methods. While this means families looking for traditional report cards or rigid academic benchmarks might not find that here, the tradeoff is a richer, more meaningful educational experience that prioritizes student voice, confidence, and holistic development over conformity. The school also forgoes a rigid, one-size-fits-all curriculum in favour of dynamic, evolving programming that adapts to each cohort’s interests and needs."
"Founded in 1989, Sherwood Heights began as a small, independent elementary school and has since grown into a thriving institution with two campuses serving students from Preschool to Grade 12. Over more than three decades, we have expanded our facilities, introduced new academic streams, and enriched our extracurricular programmes to support well-rounded student growth. Our high school facility features modern innovation labs, state-of-the-art science and art studios, and collaborative learning spaces that reflect our ongoing commitment to providing a forward-looking, dynamic education for every student."
"Aurora Alternative was founded as a response to what many families and educators felt was a narrowing of freedom and creativity in conventional education. Since its inception, the school has been shaped by a commitment to expressive learning, mentorship between students of different ages, and community-based projects, which together form the backbone of its evolving identity."
"Students who thrive at Sherwood Heights are motivated learners who embrace challenge and structure. They approach their studies with curiosity, responsibility, and a genuine desire to achieve their personal best. Within our supportive and disciplined environment, they learn that effort, respect, and achievement go hand in hand. At Sherwood Heights, students value a culture where academic excellence is celebrated alongside creativity, leadership, and good citizenship—preparing them to succeed with confidence both in school and beyond."
"Aurora Alternative is ideal for students who are curious, expressive, and ready to be co-creators in their learning journey. It’s a strong fit for families seeking a nurturing environment that balances academics with emotional growth, creativity, and social responsibility. Students who thrive in small class settings, enjoy hands-on projects, and are eager to explore their passions—especially through art, nature, and community engagement—will feel at home here."
"Sherwood Heights offers a structured and academically focused environment that may not align with families seeking a highly flexible or alternative approach to education. Our programme is designed for students who respond well to clear expectations and steady academic challenge. While we provide individual attention and support, the pace may feel demanding for those who require extensive accommodations. Our priority is always each child’s success and well-being, and we work closely with families to ensure that Sherwood Heights is the right environment for their child to truly flourish."
"Families seeking a traditional, test-driven academic environment with frequent grading, structured homework, and competitive benchmarks may not find Aurora’s approach aligned with their expectations. If a student requires a highly rigid routine or struggles in settings that emphasize self-direction, risk-taking, and reflection, we would encourage a conversation to assess whether our approach would provide the right support and structure."
"Families choose Sherwood Heights for its rigorous academics, individualized attention, and welcoming school environment that fosters meaningful connections among students and teachers. They value our proven results—graduates who consistently earn admission to competitive university programmes—and the personal care that defines everyday life at our school. With a strong reputation for academic excellence, dedicated teaching, and small class sizes, Sherwood Heights continues to attract families who seek a nurturing and achievement-oriented education for their children."
"Families choose Aurora Alternative as they see their children thriving with other students of differing ages and feeling the joy of learning and living. Not only are students exploring traditional reading, writing and mathematical skills, they are given space to cook, create, play, and suggest avenues for their own learning. We also explore the city and visit all that Toronto has to offer."
"Sherwood Heights is widely recognized within the community as one of Mississauga’s leading private schools, known for combining high academic standards with a welcoming and supportive atmosphere. Our reputation is built on exceptional student achievement, the professionalism and dedication of our staff, and the strong character of our students, who embody the school’s core values of integrity, effort, and kindness in all that they do."
"Aurora Alternative is viewed as a vibrant, heart-centred learning environment that offers a refreshing and progressive approach to education. Among those who know the school, it’s considered a haven for creative expression, self-discovery, and meaningful mentorship. It appeals especially to families seeking something different from mainstream education—where students are not just prepared for tests, but for life."
"Families are often pleasantly surprised by the warmth and personal connection that define life at Sherwood Heights. Behind every academic success is a dedicated teacher who notices the small details, offering encouragement, guidance, and mentorship along the way. This genuine focus on relationships—built on care, respect, and support—is one of the school’s greatest strengths, shaping an environment where students feel seen, valued, and inspired to do their best."
"Aurora Alternative focus is to create relational, critical thinking, and emotionally articulate individuals. Through drama, play and group building activities student are given opportunities to think about themselves as learners and as vulnerable human beings. Students learn their strengths and also where they are meet challenges, frustration and disappointment within themselves and in relation to other. Aurora Alternative also really focusses on the joy of learning."
"Many new families are pleasantly surprised by the advanced level of study at Sherwood Heights, even in the early grades, and by how quickly students rise to meet those challenges with confidence. They also appreciate the wide range of opportunities that extend beyond the classroom, including clubs, robotics, music, athletics, and leadership activities, all of which help students develop a balanced set of skills and discover their individual strengths and interests."
"Aurora is a vibrant learning experience where parents can drop off their kids and know that they are happy, nurtured and growing. We believe in creating leaders and we have many Grade 9- Grade 12 students who volunteer and teach activities based on their passions. We encourage Aurora students to share their passions with the belief that students are teachers."
"In recent years, Sherwood Heights has enhanced every aspect of the student experience. Our high school facilities now feature modern innovation and science labs, dedicated art and music studios, and a bright, open atrium that inspires collaboration and creativity. We have modernized our technology infrastructure to ensure students learn in a secure and connected environment, while expanding our curriculum to include leadership development, French at all levels, and integrated computer and business studies. In addition, we continue to grow our extracurricular offerings, helping students discover their passions, build teamwork skills, and develop strong character."
"Aurora has expanded its mentorship program, actively integrating older students and recent graduates into the learning environment as workshop leaders and role models. Recent additions include themed workshops ranging from creative arts to life transitions and entrepreneurship. The school has also enriched its assessment practices, helping students co-create rubrics and set personal learning goals, giving them a stronger voice in their academic journey."
"Looking ahead, Sherwood Heights will continue to expand its facilities and programmes to meet the evolving needs of students. We plan to introduce advanced academic pathways, strengthen partnerships with universities and community organizations, and integrate new technologies that promote creative, critical, and collaborative learning. As we grow, our mission remains the same—to prepare students for success in university and beyond, guided by the enduring values of confidence, knowledge, and excellence that define the Sherwood Heights experience."
"In the coming years, Aurora intends to deepen its commitment to individualized learning pathways by further integrating student-led initiatives and expanding partnerships with community organizations. Plans include more immersive projects, enhanced outdoor and nature-based learning, and stronger transitions into high school through mentorship and guidance tools. Aurora also envisions growing its visibility as a model for alternative education, while staying rooted in its core mission of nurturing expressive, confident, and compassionate learners."
I am forever bursting with gratification over what our students and faculty are able to achieve. The multitude of accomplishments are varied and far-reaching, and make our school environment exciting, rewarding, engaging, and satisfying. We are relentlessly working towards one theme, and that is ‘Making It Happen’. Students ‘make it happen’ as they are fully engaged in a wonderful array of exhilarating events, clubs, competitions, tournaments, festivals, and fairs. Guided by their teachers, students are fully immersed in their pursuit to do their best and learn from their experiences. The children participate in a wide array of stimulating activities which include the Science Fairs, Math Competitions, Public Speaking Competitions, Music Festivals, Spelling Bees, Shows, Sports Tournaments, and much more. Also, the clubs are a big hit with the students and serve to broaden their horizons. From the Leadership Club to the Chess Champions Club, students stir in the hallways with anticipation and excitement. The activities are many and students from every section of the school participate in large numbers and with tremendous success. It is truly amazing. Thank you to our faculty who are an essential element in the ‘making it happen’ theme. Our teachers provide wise guidance as they nurture, support, and motivate our students. They have made a name for themselves as very special committed individuals with great qualities and stamina! As time races ahead, year after year, “Together, We Make It Happen!”
As a passionate educator of 30 years, I have been inspired by the many countries I have lived in and visited. Having taught in London, England for 15 years as a French/Spanish and Comparative Religions High School teacher, I thrived in the multiculturalism of a city bustling with immigrants and refugees. The students I met, filled my heart with their courage, determination and joy. I was inspired by their desire to improve their life circumstances through the gift of education. In those classrooms, student respect was earned as many of the systems that they had relied on had failed them. Finding ways to engage them was a challenge, but what a delight when their curiosity was tweaked and their trust was gained. It was here that I began to understand the power of learning and the importance of relationship. I learnt that there is no end to the possibility and potential here.
I also had grown up hearing stories and reading articles about Summerhill school, revolutionary in their mission to impassion and engage young minds and hearts. I wanted to bring this energy and philosophy to the urban classroom. I was fortunate enough to teach in Paris for several years, complimenting my understanding of teaching in a diverse and inner city environment , but with a fresh twist. Added to this mix, my travels to Israel and life on Kibbutz opened my eyes to the importance of nature as an inherent teacher and impressed on me the value of community and camaraderie. This was accentuated in New Zealand where I furthered my understanding of ecological literacy and the interconnectedness of life and learning. As a parent of a child in TDSB’s alternative outdoor education Equinox Holistic Alternative school, the years of accompanying school trips to the Evergreen Brickworks and the Pine Project helped me see, first hand, the deep rooted impact of this type of enrichment.
My travels brought me to Toronto which is where I now call Home. I have been working for the TDSB initially as a Grade 5 /6 French Immersion and Core teacher and also a Grade 7 and 8 Core Homeroom teacher.
In addition, I graduated from the Transpersonal Therapy Centre in 2008 and have a small practice where I work with individuals and families. As well, I have facilitated many groups for adults working with personal growth, movement and meditation.
All these experiences, the places and the people, are integrated into the fabric of who I am as a human being and who I am as a teacher.
Progressive
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Sherwood Heights follows an enriched and well-rounded curriculum for students from Kindergarten to Grade 12. The comprehensive curriculum emphasizes the basic subjects of language arts, mathematics, science, social studies, French, and computers; and addresses the importance of music, the arts, and physical fitness.
Information not available
Discovery Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.
A traditional, comprehensive, challenging and modernized math programme.
Students will develop their confidence with math skills and explore the magical world of numbers. We will start with an introduction to the abacus and the origins of counting. As students grow, the math curriculum will focus on the principles of addition, subtraction, multiplication and division. At Aurora, we will make math learning as experiential as possible and create opportunities to integrate math skills into real world situations. All students will be given in a workbook for their particular age level which they can use at home. Students will also have access to computers and are able to learn coding through programs such as Scratch and Scratch Junior.
Jump Math
Information not available
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Information not available
Process approach
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
progress developmentally, the curriculum transforms to meet their changing inner requirements. Literacy and Languages At Aurora, we aim to nurture the love of reading and writing. Students will develop their ability to express their ideas; we start with letters, continue to forming words and sentences and then by the end of the primary years, students will be able to see their work grow in sophistication as their vocabulary and grammatical understanding develops. The school offers a broad and vibrant Library cultivating creativity, curiosity and imagination. Each year students will write their own stories and will have them formatted and printed into a bound book. Students will also have spacious time to play, as it is our experience that students love of storytelling starts and is integrated through this sacred time. Basic French and Spanish will be introduced during these years. Be prepared for a trip to the local French bakery!
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.
Rigorous science programme.
Science is all around and within us! With this in mind, the science curriculum will focus around these units. Animals and their habitat Food and Health Compounds and experiments Making structures The science curriculum will be supported by Scientists in the School and the Toronto Wildlife Association visits.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Reading and reading comprehension, novel studies and various literature programmes are all offered.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
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).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
Teaching history and geography from the beginning with an international approach from a Canadian perspective.
At Aurora, students will develop an understanding of the world around them through an understanding of countries and continents and stories of people’s culture sand experiences. Students at each age will be invited to create a family tree and share stories of their own personal family history and the geographical paths that have brought them to the present day.
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.
Rigorous history and geography programme based on the Ministry of Education guidelines.
Information not available
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.
An academic balanced approach.
We offer French and Spanish.
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
These programs have an equal emphasis on receptive and creative learning.
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.
Fine arts is an important part of our curriculum.
At Aurora, we see the arts as an evocative and powerful gateway for self expression. Students will delve through the realms of their imagination using as many mediums as possible; (clay, acrylics, baking, play dough, sand sculptures, water colours, wooden and magnetic tiles. In fact, there is no end to the kaleidoscope of possibilities here!) Students will each be given a sketch book to harness and explore their creativity.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light 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.
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.
A constructivist, collaborative approach to teaching and integrating technology.
All students have access to a laptop and explore graphic design and Scratch.
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
This will be an integral part of the school day and students will be encouraged to move their body, play together and learn new skills. We offer volleyball and tennis lessons. We have many parks in the area with a range of green spaces, beach, creek and woodland areas.
Play-based
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.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
At Aurora, we focus on a play based approach for our young learners. We provide a range of learning centres revolving around imagination and creativity that helps our students develop healthy relationships with their peers. We also encourage outdoor play and inquiry.
Student-paced
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 main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Enriched as well as extra-help material is available to all students to meet their individual needs.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Not applicable
Not applicable
At Aurora, we aim to nurture your child academically, emotionally, spiritually cultivating a capacity to develop secure and healthy relationships. We believe in this way, that as students come to understand themselves holistically that they can forge a healthy and happy life in the world.
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Fencing |
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Field Hockey |
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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 - 8
0%
30%
$0
$2,000
100%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Not available
Not available
Not available
Yes: grades JK - 12
Yes: grades K - 8
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
A student with a love for learning.
We accept families and students who are looking for an alternative to mainstream and traditional education. Students will be looking to share their interests and curiosities and develop their critical and creative skills. Families will be looking for a more scared and holistic educational experience.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
There will be a yearly $200 fee for supplies.
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3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
159 Glebeholme Blvd, Toronto, Ontario, M4J 1S7, Canada