3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
3295 Mamquam Road, Squamish, British Columbia, V8B 0T8, CanadaIndirect Support:
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
3295 Mamquam Road, Squamish, British Columbia, V8B 0T8, Canada
5,705.0 km
7,645.9 km
1989
2013
500
115
JK to 12
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
14
12 to 20
Learning, Developmental
Dedicated gifted school
$12,740 to $15,000
$19,400 to $28,500
No
Yes
0%
11%
None
7 to 12
$0
$5,000
33
19
0%
0%
100%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Mar 31, 2026
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 12
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 reportAs the name of the school suggests, place is an important aspect of the life of CMA. Since its founding, CMA has aimed to be a school that reflects the community and environment of the region. Outdoor education is understandably a part of that, though so is the approach, one based on cross-curricular instruction, making connections between the arts, sciences, and the culture of the Sea-to-Sky Corridor. The founders have aimed high, and the school, though still young, has attracted students of a similar mindset. The ideal student is one who is looking for a different approach to learning and who will thrive in a creative, active, cooperative learning environment.
View full reportinformation not available
"I truly believe that the teachers are what make CMA such an amazing school."
Sarah Smart - Alumnus (Aug 27, 2025)
My 4 years at CMA were, in one word, inspiring. I think what stands out most from my time there are ... View full review
"They want us to develop real skills we can use in life, not just memorize information for tests."
Summer Atkinson - Student (Oct 21, 2025)
Coast Mountain Academy has been an amazing experience for me. One of the best parts about the school... View full review
"We expected a good education; what we’ve seen is a profound growth in confidence, self-awareness, and a true love of learning in both of our children."
Visnja Pavicic-Kaltenbrunner - Parent (Oct 21, 2025)
Coast Mountain Academy has been an exceptional experience for our family. Both of my children attend... View full review
"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."
"Coast Mountain Academy is a post-secondary preparatory school that was founded with the goal of creating a culture of curiosity while providing a world class education. We offer not only a rigorous academic program, but a well-rounded arts, athletics, and outdoor education program. Our engaging courses take full advantage of the mountainous temperate rain forest that surrounds us, while fostering advanced academic skills in communication, critical thinking, creativity, and collaboration."
"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."
"One thing that truly distinguishes CMA is how connected our community is and how much care our staff, faculty, parents, and alumni take to collectively support our student's success at school and beyond. As a small and tight-knit school community our students form lifelong connections with their peers, and a teacher's reach is beyond the courses that they teach: our teachers are mentors for the students of CMA. Year by year, we are graduating inspired leaders who come back to visit as Alumni and give back to the community that helped shape them."
"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."
"At a very early juncture in the school's history, our Board of Directors decided that we would not become an AP or IB school. Although we recognize the rigour and international recognition that these programs can bring, we wanted to preserve our flexibility to teach 'best practice' as it inevitably evolves and we have seen the BC Curriculum do just that! CMA's programming thrives because of our small class sizes and our ability to match the BC Curriculum to local landscapes and the societal structures that surround us. We introduce academic rigour in a scaffolded manner and have the flexibility to conduct experiential programming at times of the year when it makes the most sense to do so."
"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."
"In 2012, the key pillars of Coast Mountain Academy's vision were scribbled on a piece of paper by our founders. Daily Physical Education in the morning. Outdoor Education for all. Entrepreneurship and Inquiry. A creative STEM program. And Experiential Education woven into each course, to bring the curriculum to life and provide an education that students would remember.
Many years later these founding principles have been tested by the Covid-19 pandemic, climate change, and changing global politics. Our school survived and thrived as Quest University closed around us and what we learned through these key historical moments is that each challenge is an opportunity. We adapted our programming when we needed to which helped us to find new ways to provide the most robust and impactful education that we could. Our key pillars evolved and took new directions but they ultimately remain as cornerstone pieces to a CMA education."
"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."
"Students who get the most out of a Coast Mountain Academy education are those who are open minded and curious about learning and enjoy doing new things in the classroom and in the outdoors. Our supportive community encourages students to embrace new challenges and cultivate their unique talents, making it a perfect fit for families who value growth and development."
"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."
"We would advise a family against choosing CMA if they are looking for a highly traditional and conventional educational approach, as our school emphasizes experiential and inquiry-based learning. Our assessment methods are holistic, and generally speaking, CMA differs from highly traditional large school settings in our willingness to be flexible, to be patient, and to adjust if necessary.
Also of note, we do not currently offer boarding and our small support team can only offer moderate levels of individualized support outside of the classroom to students with extra needs."
"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."
"In the middle school years families choose CMA over other local options because they know their student will not fall through the cracks. CMA keeps a close-eye on student behaviour in these years, teaches social-emotional skills and understandings, and brings students' core academic skills from elementary levels up to a robust high school standard.
In the senior school years families choose CMA over other local options because of the rigour of the classrooms. Families know that there is no wasted time in a senior school classroom and that students will be making academic progress each day, preparing themselves for post-secondary.
In both divisions CMA is a safe, welcoming school environment that pushes each child towards transformative growth and pursuing their own passions. CMA also offers an inspiring series of trips throughout our education that opens students' eyes to the world around them. These trips are a big draw for students and families alike."
"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."
"CMA has quickly gained a positive reputation in the Sea to Sky corridor as a school who gets its students outside on transformative adventures as part of our LEAD program. In addition, we offer some unique and student-loved classes such as our Engineering, Entrepreneurship, and INQubator (an inquiry based, student-led class).
From the mud to the Makerspace, CMA recognizes and honours the fact that lasting learning is messy!"
"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."
"One underappreciated aspect of our school is our focus on University Preparation. At times the slow, methodical, long-term work we do with students in the academic domain can be overshadowed by the adventurous learning experiences and projects that our students engage in.
Course-design aspects like year-long portfolios, essay prompts that are revisited year after year, and tours of prominent Canadian universities help to inspire and give students the skillset to not only gain acceptance to university, but thrive once they're there."
"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."
"Families might be surprised by the extensive range of opportunities available for student leadership and engagement at our school. While many are drawn to our innovative academic and experiential programs, the vibrant student life at CMA offers numerous avenues for students to explore their interests and develop leadership skills. From participating in house teams and student council to joining various clubs and athletic teams, students are encouraged to take initiative and contribute to our dynamic community."
"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."
"The main improvements and changes that were made heading into the 25/26 school year include:
- a hot lunch program that takes place in the university cafeteria
- an optimized school timetable that allows for our Outdoor Connections classes to go on full-day Friday field trips and adventures without disruption to the rest of the schedule
- the creation of a Resource Room to better equip our students and teachers with learning materials, and to provide spaces for students requiring extra support
As a young school, there is no such thing as "this is the way it's always been done" We are constantly seeking improvement and refinement of our systems and programs."
"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."
"CMA's vision for the next 5 years is to acquire land and build a new campus. Our vision for these new school buildings is to create spaces that deeply inspire student learning and motivation. Our goal is to match our progressive curriculum with world-class purpose-built facilities, and be able to increase enrolment, reaching more students and families, as a result."
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!”
The effects of an impactful education are released slowly, like a slow drip of perspective and wisdom positively shaping our actions for years to come. It should come as no surprise then that an authentic, impactful education is slow to obtain. It’s not something that can be rushed, or treated like a transaction. Meaningful, experiential education, rich with positive relationships, is difficult to translate onto a report card, it’s difficult to put into a box, and in some cases, it is difficult to even describe its impact orally or in writing, even when we know that it’s happening all around us.
Impactful learning happens when students get a voice as to what they are learning about. It happens when students are carefully guided outside of their comfort zones. Impactful learning happens when a school structures itself in a way that benefits deep learning, even if it takes more time and effort to organize and orchestrate. Providing an impactful education is precisely what we seek to achieve at CMA, knowing full well that the learning will take years to be fully realized.
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.
Simply stated, at Coast Mountain Academy we endeavour to graduate inspired leaders with the exceptional academic, social, and emotional preparedness common to conscientious and successful global citizens.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
A traditional, comprehensive, challenging and modernized math programme.
Information not available
Information not available
Students use school-provided calculators - the TI-30X - across all grades.
Not applicable
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.
Not applicable
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Information not available
Not applicable
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.
Not applicable
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Information not available
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.
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.
Rigorous science programme.
Information not available
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
Not applicable
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.
Not applicable
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
Not applicable
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).
Not applicable
Teaching history and geography from the beginning with an international approach from a Canadian perspective.
Information not available
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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.
Rigorous history and geography programme based on the Ministry of Education guidelines.
As the BC Curriculum itself is organized by "Big Ideas," it's hard not to lean towards Perennialism in the Humanities. CMA offers Humanities - a double-credit blend of English Language Arts and Social Studies - across all our grades.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
An academic balanced approach.
We offer French and Latin as second-language options. The goal within the French program is practical use of the language; the goal with the Latin program is historical and cultural understanding, and is brought to life by a school cultural trip to Italy that takes place over spring break every second year.
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.
There is no "both" option for our philosophy behind our visual studio program, but if there was we would have selected it. Our Fina Arts program leans in heavily to direct instruction throughout the middle school years to build basic knowledge, skills, and attitudes, before opening up to more student-led creative projects including entering Art Shows in the upper years.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
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.
Not applicable
A constructivist, collaborative approach to teaching and integrating technology.
Information not available
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
This is a core value of the school. We offer daily Physical Education, to all students, in the morning. The purpose is to "ignite the spark" and prime their minds for increased academic success. There is a mountain of research indicating that teenagers perform better academically after physical exercise and fresh air.
Not applicable
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.
Not applicable
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.
Information not available
Standard-enriched
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).
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.
Enriched as well as extra-help material is available to all students to meet their individual needs.
Information not available
Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Information not available
"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."
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.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
It has been increasingly common over the past 10 years for students to develop learning diversities (or finally receive a diagnosis) during their time at CMA. When universities started providing learning accommodations within their own classes, this was another trigger that led to more students seeking psych ed evaluations and subsequent IEPs later in the high school years. CMA fully supports this process and is happy to introduce new learning accommodations for students as they arise.
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
7 - 12
0%
11%
$0
$5,000
100%
100%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Mar 31, 2026
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades JK - 12
No
No
Yes: grades 7 - 12
No
No
A student with a love for learning.
Our student body is engaged, curious, and active. Our admissions team is looking to admit applicants who are willing to participate in a good conversation, ask questions of peers and adults, take chances, fail sometimes, respect the opinions of others, and most importantly have a strong desire to learn and try new things in the classroom and in the outdoors.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
The application process at Coast Mountain. Academy is intended to be fun for the applicants and designed to provide staff with the information needed to make an informed decision in regard to the suitability of the applicant for CMA. The first step is to complete a New Student Application form online within the MyCMA portal. Once completed and reviewed by the admissions team, suitable applicants will be asked to campus for an admissions interview as well as some fun group activities. After those two steps, applicants will either be declined or offered a spot at CMA. It is then up to the successful applicants and their families to decide whether they choose to accept the spot at CMA and join our growing community.
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