3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, CanadaIndirect Support:
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
2999 Dufferin Street, Toronto, Ontario, M6B 3T4, Canada
5,705.0 km
5,692.8 km
1989
1997
500
130
JK to 12
JK to 12
Coed
Coed
Day
Day, eSchool
English
English
Academic
Academic
Traditional
Traditional
14
Varies
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated gifted school
$12,740 to $15,000
$23,770 to $33,160
No
Yes
0%
10%
None
JK to 12
$0
$5,000
33
9
0%
0%
100%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
information not available
The aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
Read The Our Kids Review of Fieldstone School
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 reportThe aim of Fieldstone is to provide an inclusive, supportive, 360-degree student experience, and both curricular and extra-curricular programs have been created with that goal in mind. Class sizes are kept small, and the relationships between instructors, administrators, and students is close. The feel is nurturing, yet the academic gaze is wide. The intention is to educate students to positions of informed leadership, both locally and globally. A rich language program is a hint of that, including a one-on-one reciprocal English-Chinese mentorship, pairing native speakers of both languages. The ideal student is one with sights firmly set on university.
View full reportinformation not available
"During the admission process, I did go through testing however, it wasn’t a process of elimination to see who was the smartest..."
Lexie Dias - Alumnus (Mar 10, 2020)
My experience at Fieldstone has shaped who I am today! The kind staff and teachers at Fieldstone all... View full review
"One thing I noticed was that the teachers came every day with a smile, ready to help the students through another day..."
Adham Ragab - Alumnus (Mar 25, 2020)
Fieldstone represented my first exposure to Canadian Society. It was during orientation that I got t... View full review
"The teachers could be approached with any question and it would be met with kindness and understanding."
Abigail Lewis - Alumnus (Apr 28, 2020)
My experience at Fieldstone King’s College School has been an enriching one that has pushed me to ... 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."
"Fieldstone is a private, co-educational day school in Toronto serving students from Junior Kindergarten to Grade 12. As one of only two Cambridge Showcase Schools in North America, we deliver internationally benchmarked academics within a structured, small-school environment. We are academically serious, intentionally personal, and mentorship-driven. Our students are known, challenged, and prepared with confidence and discipline for university and beyond."
"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."
"Fieldstone integrates the Cambridge framework from JK to Grade 8 within our broader academic programme, embedding internationally benchmarked rigour early rather than introducing it only in high school.
Beginning in Grade 2, students sit Cambridge Progression assessments, internally marked by our teachers in alignment with Cambridge standards. In Grades 5 and 8, students sit Cambridge Checkpoint examinations, externally marked by Cambridge, providing objective international benchmarking.
Shakespeare is introduced from JK, and a structured strings programme begins in Grade 1, intentionally building articulation, confidence, discipline, and stage presence from an early age.
From Grades 9 to 12, the OSSD remains the base diploma, with the option to pursue IGCSE and A Levels. This flexibility prepares students for both Canadian and international university pathways, with A Levels widely recognised and potentially qualifying students for advanced standing."
"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 Fieldstone, we intentionally prioritise depth over scale. By remaining deliberately small, we accept that we will not offer the breadth of programmes or large-scale facilities found at bigger institutions. In return, students receive direct teacher mentorship, consistent accountability, and academic expectations that cannot be diluted by size.
We also prioritise enduring intellectual skills over educational trends. Technology is used purposefully, but it does not drive instruction. We place greater emphasis on writing, reasoning, public speaking, and analytical thinking. This means students develop fluency, stamina, and confidence in their thinking rather than reliance on tools.
These tradeoffs reflect a clear choice: structure over sprawl, rigour over novelty, and relationships over scale. The result is a student who is disciplined, articulate, and prepared for demanding academic environments."
"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."
"Fieldstone was founded in 1997 with a clear commitment to academic rigour within a close-knit community. That early decision to remain intentionally small continues to shape our culture of direct mentorship and high expectations.
A defining turning point was our adoption of the Cambridge curriculum, becoming the first school in Canada to integrate Cambridge alongside Ontario standards. This move embedded international benchmarking into our academic foundation and positioned global standards as central, not supplementary.
Our 2024 designation as a Cambridge Showcase School reinforced this identity, affirming that our implementation meets the highest levels of consistency and quality.
These milestones did not simply mark growth; they defined who we are today: a school shaped by deliberate choices toward rigour, global perspective, and structured excellence."
"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."
"Fieldstone is the right fit for students who are intellectually curious, motivated, and willing to be stretched. Whether they arrive with strong academic drive or emerging potential, they are open to structured expectations and steady growth. Students who thrive here are comfortable being known by their teachers, challenged to think deeply, and encouraged to articulate their ideas with clarity and confidence.
Families who benefit most value substance over scale. They prioritise strong writing, critical thinking, and classical foundations such as Shakespeare and music. They appreciate a close-knit environment where high standards are paired with guidance and mentorship, and where students are supported in taking ownership of their learning."
"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."
"Fieldstone may not be the right fit for families seeking a large, highly competitive institution with extensive athletic programmes, numerous electives, and expansive facilities. Our intentionally small scale prioritises close mentorship and academic depth over breadth of offerings.
Families who prefer a highly tech-driven or experimental educational model may also find a mismatch. While we integrate technology purposefully, we emphasise classical foundations—literature, writing, music, and analytical reasoning—over trend-based or screen-centred learning.
We are also not the best fit for families seeking a highly unstructured or low-pressure environment. Our community is supportive, but it maintains clear academic and behavioural expectations. Students are challenged and supported to meet high expectations. Families who value rigour, consistency, and long-term growth will feel most aligned with our approach."
"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 often choose Fieldstone for its deliberate balance of academic rigour and personalised attention. Many are drawn to our Cambridge-Ontario model, which offers global benchmarking alongside local standards. In the senior years, families value the option to pursue A Levels, which are internationally recognised and, in many cases, may qualify students for advanced standing or first-year university credit.
Compared to larger institutions, Fieldstone offers an intentionally small community where students are genuinely known and mentored. Families appreciate the individual guidance, small classes, and direct university support. They often choose us for our clarity of expectations, strong teacher-student relationships, and focused, values-driven approach to education."
"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."
"Fieldstone has built a reputation as a focused, academically serious school that prioritises depth, mentorship, and character development. Families are drawn to our clarity of purpose and the consistency of our expectations.
Over time, we have earned the trust of families from diverse professional backgrounds, including those in business, the arts, and professional athletics. Many are drawn not only to our academic standards, but also to the discretion and close community we provide.
In the public eye, Fieldstone is known as a school that is intentionally small, academically ambitious, and deeply personal in its approach."
"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."
"An often underappreciated aspect of Fieldstone is the cumulative impact of structure and consistency. Families notice our small size and academic focus, but over time, what proves most significant is how daily expectations shape student habits.
Through regular discussion, sustained writing, performance, and clear academic standards, students develop discipline, confidence, and intellectual independence. Growth here is not sudden or performative; it is gradual and reinforced year after year.
The result is not only academic strength, but students who are articulate, composed, and capable of meeting challenge without being overwhelmed. That steady formation is one of our most defining strengths."
"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."
"What often surprises families is how calm and relational our academically serious environment feels. Given our Cambridge standards and structured expectations, some anticipate a rigid or high-pressure culture. Instead, they find classrooms that are discussion-based, lively, and intellectually engaging.
Students are challenged, but not rushed. Expectations are clear, yet teachers know students personally and guide them closely. Families often remark that the school feels both disciplined and humane.
Over time, they also discover that our small size does not limit ambition. Students speak publicly with confidence, engage deeply with complex texts, and develop academic maturity earlier than expected."
"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."
"Recent changes at Fieldstone reflect a continued strengthening of our academic and co-curricular programme. In 2024, we were designated a Cambridge Showcase School, recognising the integrity of our implementation. This milestone led to further refinement in curriculum alignment, assessment practices, and targeted professional development for faculty.
We have also expanded our involvement in the SSAF (Small Schools Athletic Federation), increasing opportunities for structured inter-school competition. This growth supports our belief that discipline, resilience, and teamwork are essential complements to academic rigour.
These developments are not cosmetic adjustments but deliberate steps to deepen the quality and coherence of the student experience."
"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."
"Over the next five years, Fieldstone will focus on strengthening clarity and coherence across the student journey. We aim to further refine our dual academic pathways, ensuring a seamless progression from foundational skills in the early years to advanced, university-ready study in Upper School.
We plan to expand structured enrichment for high-achieving students, deepen interdisciplinary learning in the arts, and increase student leadership opportunities across grades. In athletics, continued growth in SSAF participation will support resilience, teamwork, and school spirit.
Rather than pursuing rapid expansion, our vision is to grow intentionally—enhancing academic depth, mentorship, and programme quality so that every student benefits from a focused, high-expectation environment."
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!”
Fieldstone was founded on a strong and positive belief in children. We recognise that students naturally have a powerful desire to succeed, both socially and academically. Our role as educators is to guide, support, and encourage them in turning that desire into real achievement.
At Fieldstone, we are committed to high expectations and strong support. Through our enriched learning environment and the internationally recognised Cambridge curriculum, we help students build the knowledge, confidence, and character needed to thrive. This curriculum, taught from Kindergarten through Grade 8, fosters deep understanding, critical thinking, and a lifelong love of learning.
We believe that true confidence comes not from empty praise, but from meaningful accomplishment. When students meet challenges independently and persevere through difficulty, they gain self-respect and a deep sense of pride in their abilities.
Our teaching approach is rooted in patience, mutual respect, and emotional support. Students feel secure expressing themselves because they know they are heard and valued. Within this safe and encouraging environment, they are free to take intellectual risks, build resilience, and flourish both inside and outside the classroom.
This atmosphere, while intangible, is essential to all that we do. Without it, academic excellence alone is not enough.
Our vision remains to be a leading independent school in every sense: academically strong, emotionally supportive, and globally minded. We are proud to prepare students not just for university, but for thoughtful, meaningful lives.
Together, we are building a community where every student is seen, supported, and inspired to reach their full potential.
Traditional
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.
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.
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.
Fieldstone offers a rigorous, internationally benchmarked curriculum that integrates the Cambridge framework with Ontario standards. From JK through Grade 8, students develop structured thinking through progressive assessment and external benchmarking, building strong foundations for senior years. Our approach blends classical education with purposeful modern practice. We prioritise critical thinking, sustained writing, reasoning, and confident public speaking. All students study and perform Shakespeare annually, and from Grade 1, participate in a structured strings programme, reflecting our belief in the formative power of disciplined artistic training. Academic depth is paired with close mentorship. Small classes allow teachers to guide students personally while maintaining clear expectations and consistent standards. Rather than focusing solely on examination outcomes, we cultivate intellectual independence, resilience, and ownership of learning. Graduates leave Fieldstone articulate, analytically prepared, and confident in their ability to meet demanding university pathways in Canada and internationally.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
A traditional, comprehensive, challenging and modernized math programme.
At Fieldstone, mathematics is taught with a strong emphasis on conceptual understanding, logical reasoning, and disciplined problem-solving. Through the Cambridge framework, students progress at an accelerated pace, engaging with advanced topics earlier than typical Ontario grade expectations. In the early years, students develop number sense through hands-on learning and visual models. As they advance, they explore increasingly abstract concepts—including algebra, geometry, and data analysis—with clarity and structure. Instruction combines explicit teaching, guided practice, and problem-based investigation. Students are expected not only to apply procedures accurately, but to explain their reasoning and think methodically. Over time, they develop mathematical confidence, precision, and the ability to approach complex challenges independently.
We use mathematics textbooks developed by Cambridge University Press, including the Cambridge Primary and Lower Secondary series.
Students are allowed to use graphing calculators as long as they do not have a Computer Algebra System.
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Fieldstone uses a systematic, phonics-based approach to early reading. Students receive explicit instruction in letter-sound correspondence, blending, and decoding through a structured and sequential progression. While rich literature and comprehension are integral to our programme, phonics forms the foundation of early literacy development.
Systematic 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 systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Fieldstone teaches writing through a structured, explicit approach that develops clarity, precision, and depth over time. Students are directly taught sentence construction, grammar, paragraph development, and essay organisation, with clear modelling and guided practice before moving toward greater independence. Writing expectations increase progressively in complexity, from coherent paragraphs to analytical and persuasive essays. Across subjects, students write regularly and for varied purposes—narrative, descriptive, reflective, and argumentative—learning to organise ideas logically and support them with evidence. Revision and editing are embedded in the process, reinforcing the importance of refinement and attention to detail. Our emphasis on structure is balanced with opportunities for authentic expression. Students are encouraged to develop their voice while adhering to clear standards. The result is writing that is disciplined, articulate, and analytically strong, preparing students for advanced academic work and university-level expectations.
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.
At Fieldstone, our science programme balances structured theoretical instruction with consistent hands-on learning. Students build a strong foundation in core scientific concepts while regularly engaging in experiments and projects that develop analytical thinking and problem-solving skills. From the early years, students are guided to observe carefully, ask meaningful questions, and explore through structured inquiry. We aim to incorporate at least one practical or project-based activity each week, enabling students to apply knowledge in real-world contexts. As they progress, projects increase in complexity, with students designing investigations, analysing data, and presenting evidence-based conclusions. In the senior years, hands-on learning is paired with structured preparation for science examinations, including Cambridge-style practical assessments. The result is a balanced programme that cultivates both academic rigour and scientific curiosity.
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
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.
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.
Reading and reading comprehension, novel studies and various literature programmes are all offered.
At Fieldstone, our English programme follows a traditional, literature-rich approach. Students engage deeply with significant works from the Canadian canon and the wider world, studying plays, poetry, novels, essays, and short fiction across cultures and historical periods. Close reading, literary analysis, and formal essay writing are central to instruction. Students are explicitly taught to construct clear, coherent, and persuasive arguments, preparing them for the demands of post-secondary study. Alongside analytical writing, they produce oral, written, and media texts in a range of forms. This classical foundation cultivates disciplined thinking, articulate expression, and a lasting appreciation for literature. Graduates leave confident in interpreting complex texts and expressing ideas with clarity and intellectual precision.
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).
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).
Teaching history and geography from the beginning with an international approach from a Canadian perspective.
At Fieldstone, our social studies curriculum follows a Core Knowledge approach, introducing students to significant historical events, figures, and places from an early age. Alongside this foundation, students engage in Cambridge Global Perspectives beginning in the primary years, developing research, critical thinking, and structured discussion skills. Through storytelling, primary sources, drama, and discussion, students study major civilisations, world religions, global geography, and Canadian heritage. Content is sequenced chronologically and thematically, helping students understand continuity, change, and the relationship between past and present. As students advance, Global Perspectives encourages them to analyse contemporary issues from multiple viewpoints, strengthening civic awareness and reasoned debate. By grounding students in shared knowledge while cultivating analytical inquiry, we develop historically informed, globally minded thinkers.
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.
At Fieldstone, our humanities and social sciences programme is grounded in the study of enduring ideas and influential texts that shape our understanding of individuals, communities, and nations. Students examine history, literature, philosophy, and ethics to deepen their understanding of both the past and the human condition. Through guided analysis, structured debate, and formal academic writing, students engage with cultural, political, economic, and environmental questions in light of the “great ideas” that transcend time. This approach develops disciplined reasoning, ethical reflection, and persuasive communication. Our aim is to cultivate historically informed, critically minded individuals who draw upon a strong foundation of knowledge to navigate an increasingly complex and diverse world with confidence and clarity.
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.
At Fieldstone, our language programme develops communicative competence within a structured and progressive framework. Students build listening, speaking, reading, and writing skills through sequenced instruction and regular practice, ensuring steady linguistic growth. In French, students study both the language and the cultures of Francophone communities worldwide. Instruction emphasises clear grammar foundations, vocabulary development, and practical communication, enabling students to use the language with increasing accuracy and confidence. Beyond skill acquisition, language study deepens cultural awareness and global perspective. Students are encouraged to engage thoughtfully across cultures and to approach language learning with curiosity, discipline, and intellectual confidence.
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
Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Fine arts is an important part of our curriculum.
At Fieldstone, our visual arts programme combines technical skill development with creative exploration. Students work across traditional and contemporary media, learning foundational techniques in drawing, painting, design, and mixed media through structured instruction and guided practice. Art-making is paired with critical reflection. Students analyse their own work and that of others using appropriate artistic vocabulary, examining composition, technique, intent, and cultural context. They explore connections between historical movements and contemporary expression, deepening their understanding of art as both craft and communication. By balancing technical discipline with creative inquiry, our programme develops confident visual thinkers who can express ideas with clarity, intention, and artistic integrity.
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.
At Fieldstone, we take a measured and purposeful approach to technology integration. While digital literacy is recognised as important, it supports rather than drives our curriculum. We prioritise foundational skills such as critical thinking, communication, sustained reading, and problem-solving. Technology is used selectively for research, presentations, and creative projects, including tools such as design software and 3D printing. Instruction remains grounded in direct interaction, discussion, and structured learning experiences. Our goal is to ensure students develop the focus, clarity of thought, and interpersonal skills that underpin long-term academic success. By integrating technology intentionally rather than pervasively, we prepare students to use digital tools competently while remaining capable thinkers beyond the screen.
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
At Fieldstone, our Physical Education programme promotes active living through structured skill development and purposeful participation. Students build fundamental movement skills, tactical understanding, and physical fitness through a balanced range of individual and team-based activities. Beyond physical competence, the programme emphasises leadership, teamwork, and sportsmanship. Students learn to set goals, demonstrate resilience, and contribute positively within group settings. We maintain a safe and inclusive environment where all students are encouraged to challenge themselves and grow. Through structured games, fitness training, and skill progression, students develop confidence, discipline, and lifelong habits that support physical and personal well-being.
Academic
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.
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.
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 Fieldstone, our Kindergarten programme blends joyful, play-based learning with purposeful academic foundations. Early literacy and numeracy are developed through structured phonics, guided reading, and hands-on mathematics in a rich, language-focused environment. Students are introduced to music, art, physical education, French, as well as early history and geography, fostering curiosity about the wider world. Daily routines include read-alouds, discussion, storytelling, and enquiry-based exploration to build confidence and communication skills. Within small classes and a warm yet structured setting, children develop independence, social awareness, and readiness for Grade 1.
Accelerated
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 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).
Enriched as well as extra-help material is available to all students to meet their individual needs.
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”.
Fieldstone fosters a culture of academic excellence and celebrates strong intellectual achievement. Students receive additional support across both curricula through structured after-school tutorials and targeted enrichment opportunities. Beyond the classroom, students are encouraged to extend their learning through mathematics contests, science competitions, and academic clubs. These experiences allow them to apply their knowledge, challenge themselves, and pursue areas of interest at a higher level. Our goal is not only to support students who need reinforcement, but also to provide meaningful extension for those ready to advance further.
"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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
At Fieldstone, we prepare students to think independently, act responsibly, and contribute thoughtfully to the wider world. Students are encouraged to take intellectual risks within a structured environment that combines high expectations with close mentorship. We recognise and cultivate individual strengths while maintaining clear academic standards. Through sustained challenge and consistent guidance, students develop confidence, resilience, and disciplined habits of mind. Our holistic approach ensures that graduates leave not only prepared for post-secondary study, but equipped with the clarity, integrity, and intellectual confidence to lead with purpose and substance.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students with clinically diagnosed learning disabilities are welcome to apply. During admissions, we review psychoeducational assessments, report cards, and relevant documentation to determine whether our programme can appropriately support the student. A Buddy Day visit and in-house assessments may form part of this process. Once enrolled, students receive a Student Success Plan developed collaboratively with parents and staff. The plan outlines strengths, areas of need, and classroom accommodations such as extended time, alternative formats, or modified workload. While Fieldstone is not a therapeutic or specialised support school, we provide a structured, supportive environment and work closely with families to promote steady growth and academic confidence.
Information not available
When a teacher has concerns about a student’s learning, they consult with the Head of School, who observes the student and works with the teacher to identify next steps. Together with parents, we develop a Student Success Plan outlining goals and classroom accommodations. If needed, we may recommend external assessments or services such as occupational or speech-language support. Our approach is collaborative and focused on early intervention. As a small, academically rigorous school, we provide targeted classroom accommodations but do not offer a specialised learning support programme. For students requiring intensive or highly specialised services, we may advise families to consider a setting better equipped to meet those needs.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 12
0%
10%
$0
$5,000
100%
85%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
K
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades JK - 12
Yes: grades 9 - 12
No
No
No
No
A student with a love for learning.
Fieldstone seeks students who are curious, motivated, and willing to be challenged. Successful applicants demonstrate a readiness to engage seriously with their learning and contribute positively to the school community. They are open to structured expectations, reflective about their progress, and willing to seek guidance when needed. Students who thrive at Fieldstone value intellectual growth, clear standards, and active participation in both academic and co-curricular life. While strengths vary, we look for students with integrity, perseverance, and a genuine interest in developing their abilities. With consistent effort and collaboration with faculty, students grow into confident, disciplined learners prepared for future academic demands.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
We guide families through each step of the admissions process to ensure a smooth and positive experience. Applicants are required to submit two years of report cards (not applicable for JK/SK), a completed application form, and attend a student observation and interview. Our goal is to support families thoughtfully and transparently as they begin their Fieldstone journey.
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