3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada
5,705.0 km
5,766.0 km
1989
1994
500
120
JK to 12
7 to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts
14
10 to 15
Dedicated gifted school
In-class adaptations
$12,740 to $15,000
$15,750
$33,775 to $38,775
No
Yes
0%
20%
None
7 to 12
$0
$9,785
33
20
0%
58%
100%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
information not available
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
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 reportFounded in 1994, Nancy Campbell Academy is a preparatory school intending to provide a strong academic program, a foundation in character development, and to deliver students prepared to succeed in university. Gordon Naylor, the founder, remains as principal, giving valuable consistency to leadership. Over that time, curriculum was developed to address the overarching concepts of world citizenship, consistent with the provisions of the United Nations' Universal Declaration of Human Rights. It can risk sounding lofty, though the school works to ground those ideals within the day to day. “If we can create an environment that is based in an ethical way of doing things,” says Naylor, “then we can demonstrate what we’re about, rather than just posting something on the wall saying this is what we’d like to be.” Certainly, reports from students, parents, and alumni vouch for the success of the approach. Students are encouraged not just to consider the concepts of ethical citizenship, but to think about what they, personally, can bring to the world. Academic achievement is a source of social capital within the setting; this is a place where it’s very much cool to be smart, engaged, and curious. The student body is diverse, and the program is designed specifically to address the needs of international learners arriving from overseas. The program, in turn, is strengthened by the breadth of and diversity of perspectives that they bring with them. The size of the student population—enrolment averages 80 students across the secondary grades—ensures that every member is known to faculty and peers, and feels part of the school community.
View full reportinformation not available
"The school has a unique educational sense and a commitment to the development of our children's education..."
Walquiria Francato - Parent (Nov 06, 2019)
Nancy Campbell Academy for My Daughter and Family is the realization of a dream. The school has a u... View full review
"The school staff cares deeply about the student body's well-being. There are constant consultations and actions being put into place..."
Gabriel Quinn - Alumnus (Nov 06, 2019)
My experience attending Nancy Campbell spanned from age 15 to 18 and were the most formative years o... View full review
"My child used to be shy, reluctant to talk, but changed a lot after attending NCA."
Angela Zhang - Parent (Nov 19, 2019)
My child enjoyed and appreciated the warm, family-like atmosphere and a solid academic foundation at... 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."
"Nancy Campbell Academy is a small, international high school in Stratford, Ontario, where academic excellence meets moral and emotional growth. At NCA, students are known deeply. They are challenged to think critically, lead with integrity and serve others with joy. Our classrooms are small, our relationships are strong and our learning is rooted in purpose. We believe education should nurture the whole person. That’s why our students not only focus on study, they mentor younger peers, organize service projects, explore spiritual and ethical questions and create art that inspires. This is a school where happiness matters, belonging is real and leadership is measured by how you uplift others. We’re not only preparing students for university. We’re preparing them for a meaningful life."
"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."
"What sets Nancy Campbell Academy apart isn’t just what we do, it’s how we do it.
At NCA, everything is designed as an ecosystem: service connects to science, art reflects moral inquiry, and mentorship isn’t a program, it’s a way of life.
Our students don’t compartmentalize who they are. They’re supported to grow as whole people, with their emotional, academic and spiritual lives in sync.
We take time to help each student understand how they learn, how they lead, and how they want to contribute.
We call it “choosing happiness”. Not as a mood, but as a way of showing up in the world because this kind of education creates deeply grounded young people who are prepared for university and beyond."
"At Sherwood Heights, our commitment to a strong academic foundation means we prioritize depth over breadth, focusing on the essentials—language, mathematics, science, and critical thinking—rather than following fleeting educational trends. This deliberate approach ensures that students build lasting knowledge and disciplined study habits. While our structured and rigorous environment may not suit families seeking a fully self-paced or alternative style of learning, our students thrive when they embrace high expectations, consistency, and personal accountability."
"To stay true to our values, we've made conscious choices about where to invest.
We prioritize financial aid over fancy upgrades because we believe access matters more than appearances.
Our campus is simple, but our connections to local community facilities allow us to meaningfully enrich our programs.
We keep our school small. That means fewer course options, but deeper, more personalized support. Teachers don’t just teach subjects, they know their students and care about their growth. Every staff member is aligned with our mission and that unity shapes the experience in powerful ways.
We also hold a high standard for moral conduct. That means we sometimes make hard calls, but always in service of a culture where every student feels safe, respected and seen."
"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."
"Nancy Campbell Academy began in 1994 with just 12 students and 3 teachers, built on a vision of academic and moral growth. After a brief expansion to London, the school returned to Stratford in 2013 to deepen its micro-school model and community focus.
COVID brought further evolution. Virtual learning tools were added, but what stood out most was the strength of our service-based approach. We realized again that meaningful relationships, not technology, create the best foundation for growth.
Our SOAR Project grew from past service trips, anchoring our belief that youth can lead real change.
Now, as we celebrate our 30th year, we carry forward the same founding spirit with clearer purpose than ever."
"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."
"Our ideal students are curious, values-driven and eager to grow. Many come from larger schools where they felt unseen or out of step.
At NCA, they find a place to be known, supported, and challenged. Where learning is tied to real-world purpose and moral leadership.
These students care about the world. They want to create change, not just chase grades. Whether they’re artistic, academic, introverted or globally minded, they thrive in our community of kindness, and encouragement.
Our families value integrity over prestige. They’re looking for a school that reflects their hopes for who their child will become, not just what they’ll achieve. They want true partnership, a place where their child is both safe and inspired."
"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."
"NCA may not be the right fit for students who are uninterested in community life or who resist collaborative learning. We are a diverse, spiritually open school where moral development is part of daily life. Students must be willing to engage respectfully with peers from all backgrounds and beliefs.
Those with a superiority mindset, whether cultural, religious, or ideological, will struggle here. Our school values humility, curiosity, and unity in diversity.
Highly competitive individuals who thrive on winning at all costs may find our environment challenging. We prioritize cooperation over comparison and growth over perfection.
Families who expect strict discipline through force or top-down control may also feel out of sync with our approach. We believe in nurturing responsibility through trust, mentorship, and moral development not coercion.
Ultimately, students must be willing to grow with others, not above them."
"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."
"NCA values the whole student and is committed to promoting their personal growth and development, as well as their academic success. By providing an education that supports students' happiness and purpose, NCA may be helping to create a learning environment that is positive, engaging, and inspiring."
"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."
"In Stratford and around the world, Nancy Campbell students are known not only for what they do but for the impact they make.
They show up with humility, serve with joy, and follow through. Local organizations trust them. Younger students look up to them. In Dominica, elders said our students gave them hope, proof that youth can lead with heart.
Stratford’s Mayor Martin Ritsma called NCA “a place that cultivates leadership in spades.” He praised our students not just for volunteering, but for showing what’s possible when service, integrity and unity guide your life.
The public sees NCA as more than a school. It’s a community shaping young people who lift others up and leave lasting change wherever they go."
"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."
"What families often underestimate, but later come to value deeply, is how intentionally we meet students where they are, and support their full development.
Academic growth matters here, but it’s only one part of the story. At NCA, we nurture emotional resilience, moral clarity, spiritual depth and personal confidence alongside academic skills. Success isn’t sculpted from the outside, it’s grown from within.
Through our programs like Wildfire, mentorship meetings, and student showcases, we’re not just preparing students for taking tests. We’re preparing them for life.
In today’s world, emotional intelligence, integrity and empathy matter just as much as academic skill. Our graduates leave ready to lead with both intellect and character.
That’s the deeper education NCA offers and it’s what truly sets our students apart."
"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 are often surprised by how personal and transformative the NCA experience truly is. They may expect strong academics and university preparation, but what stands out most is the depth of connection. Teachers know students deeply, not just as learners, but as whole people. Many are also surprised by how much emphasis we place on purpose, joy, and emotional growth.
Students reflect often, serve regularly, and engage in real conversations about who they want to be in the world. The learning is immersive, rooted in values, and connected to real life. What catches families off guard — in the best way — is the transformation they see in their child: more self-aware, more motivated, and more grounded. It’s not something that can be fully captured in a brochure. It’s something you feel once you become part of the 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."
"Recent changes at NCA reflect our commitment to student voice, personal growth, and meaningful learning.
We’ve upgraded our physical space with new furniture and building improvements to create a more welcoming, comfortable environment. We’ve also refined school policies by listening to student feedback, ensuring that structure supports wellbeing, not just control.
Our World Citizen Curriculum has been strengthened across grades 7–12, building toward a capstone project where seniors lead a real community initiative. Academic support has deepened too, with cross-subject skill-building in note-taking, writing and time management.
We’re also evolving our tech use by developing learning tools with care and helping students use technology wisely, not just quickly.
Each change reflects our belief that education should grow the whole person, not just the transcript."
"Looking ahead, Sherwood Heights will continue to expand its facilities and programmes to meet the evolving needs of students. We plan to introduce advanced academic pathways, strengthen partnerships with universities and community organizations, and integrate new technologies that promote creative, critical, and collaborative learning. As we grow, our mission remains the same—to prepare students for success in university and beyond, guided by the enduring values of confidence, knowledge, and excellence that define the Sherwood Heights experience."
"In the next five years, NCA will continue to grow, not by becoming bigger, but by deepening and sharing what works.
We plan to open new micro-school campuses in other regions, extending our unique model of values-based, student-centered education. Our SOAR Project will expand, allowing more students to earn high school credits while serving communities abroad. Connecting their learning to real-world impact.
Our WCC curriculum will grow even stronger and service will be further woven into the rhythm of school life. Our ties to local and global communities will deepen, giving students more opportunities to lead with purpose.
Every step forward reflects our core mission: to nurture wise, joyful and morally grounded leaders who build a better world."
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!”
At Nancy Campbell Academy, we believe that young people are not just preparing for the future. They are already shaping it. Our task is to create the kind of learning environment that brings out the best in them: intellectually, emotionally and morally.
We combine academic excellence with something just as important: purpose. Here, students are challenged to grow not only in their studies, but in their character. They learn that true success comes from serving others, acting with integrity and striving for justice. That’s why our curriculum weaves together rigorous academics, meaningful service, daily mentorship and community connection. Every student has a role. Every voice matters.
We don’t wait for students to “get with the program”. We work to understand who they are and how they learn best. We hold high expectations because we believe deeply in their potential.
And because we’re a small school, no one gets lost. Instead, they are seen, supported and inspired to become the best version of themselves.
Education should be a joyful, transformative experience. At NCA, it is.
Warmly,
Gordon Naylor
Principal
Liberal Arts
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Nancy Campbell Academy follows the Ontario Ministry curriculum, ensuring students meet rigorous academic standards while being prepared for post-secondary success. But what makes our approach distinct is how we teach. We believe education should develop the whole person. Alongside strong academics, we help students cultivate emotional resilience, moral clarity, and a deep sense of purpose. Our classrooms are small, our mentorship is intentional, and our program, like the Wildfire Outdoor Education Centre and service-based learning, take students beyond textbooks and into the world. We emphasize happiness not as a reward, but as a way of being. When students feel seen, supported, and challenged with care, they engage more fully. They’re not just learning, they are becoming. At NCA, the curriculum is a tool. The real goal is to graduate thoughtful, capable young people who know how to learn, how to lead, and how to live with integrity.
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.
Nancy Campbell Academy offers a blended Math program. Our advantage of small class sizes and mentorship allows teachers to build knowing relationships with your child. That strong rapport enables the teacher to differentiate instruction of the curriculum according to each student's needs. This enables your child to feel comfortable, engaged, and encourages continual learning in the mathematics classroom.
In the delivery of the Ontario Ministry of Education, curriculum NCA uses the textbooks approved by the Ministry. A complete list can be found on their website by clicking on the Ontario Trillium list. This list is continuously updated.
It is important that students have mathematical literacy and fluency so they are not dependent on calculators for simple mathematics. However, learning to use calculators quickly and effectively is important to be successful in many university math courses.
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
Inquiry
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Rigorous science programme.
At Nancy Campbell Academy, students are exposed to balance of inquiry and expository based sciences, in all streams (Biology, Chemistry, Physics, Earth and Space). In all streams, students are asked to explore the unknown with an inquisitive mind and are encouraged to ask questions and search for answers.
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
Physics
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.
Using the Ontario Curriculum, our teachers help Grades 9-12 students become adept in four strands of communication, including oral speaking and listening, reading, writing, and media. We expose students to a range of literary forms from various time periods and nations and encourage them to think critically about these texts' relationships to historical context, social justice issues, and to the students' own understanding of the world. Every grade builds upon the knowledge and skills acquired in the preceding grade. We review and add to a list of literary devices required for conducting literary analysis in oral discussion and writing. With each successive grade, students also engage in a more rigorous process of essay planning and writing. Finally, students acquire increasingly sophisticated skills in processing, research, and presenting that are needed in post-secondary and in the workplace.
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
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Rigorous history and geography programme based on the Ministry of Education guidelines.
At Nancy Campbell Academy, Humanities and Social Sciences are learned not just in the classroom, but in the community. Our students move beyond theory to understand real-world complexity, developing a nuanced approach that seeks to empower communities rather than impose solutions. The goal is to foster a mindset of respectful partnership and avoid a saviour complex. This philosophy is exemplified at our Wildfire arts retreat. There, students study texts that inform the art they create, learning how to spark meaningful conversation and create a positive impact. This process of inquiry, creation, and engagement is at the heart of our approach, ensuring that learning is always connected to a higher purpose and to the betterment of the world.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
An academic balanced approach.
At Nancy Campbell Academy, Grade 9 Core French is offered. The course follows the Ontario French as a Second Language curriculum. The four areas emphasized are Listening, Speaking, Reading and Writing. These skills are developed in order to use them for understanding, interacting and to promote intercultural understanding. The ESL program teaches Listening and Speaking, Reading, Writing, and Socio-Cultural Competence and Media Literacy. Furthermore the 19 Moral Principles that serve as the foundation to Nancy Campbell are included throughout these four traditional strands. Students enjoy the benefits of small group instruction, which include frequent opportunities to speak and one on one attention from the teacher. ESL is offered grade 9 to 12 and our after school study hall program aimed at assisting ESL students with any of there current courses at all levels.
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.
Arts Programs at Nancy Campbell Academy provides students with opportunities to develop their skills and capacities in various branches of the arts, cultivate their aesthetic sensibilities, and explore their own creativity. Emphasis is placed on positive personal transformation through the practice of focus, self-discipline, collaboration, and courage to push beyond personal boundaries. Our goal is to cultivate responsible young artists with a desire to use their artistic talents and capacities to enrich their lives and contribute to the lives of others.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy 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.
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.
A constructivist, collaborative approach to teaching and integrating technology.
All of our teachers are integrating technology into the classroom across every subject. A few courses revolve heavily around technology including "Introduction to Computer Studies" and "Communications Technology". Hardware and software are both used and learned in this courses to achieve a variety of goals including coding a game from scratch, recording and editing video, audio, and pictures, 3D design, and website implementation.
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
At Nancy Campbell Academy, students are encouraged to live a well-balanced life. As part of this, students are required to take one physical education course. This course allows students to participate in a wide variety of activities, allowing them to work individually and as part of a group to expand their capacity and understanding of the importance of being physically healthy. This course also exposes the students to the requirements of a healthy balanced life.
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.
Students are given the opportunity to take courses online, pursue co-ops, and engage in internships in keeping with their unique interests, schedules, and goals. Those pursuing independent learning are paired with mentor teachers who are experienced in the subject matter and oversee the successful completion of the course.
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”.
At NCA it is expected that all students strive for academic excellence, cultivate discipline, and achieve high standards. In today's overly competitive environments that consider discouragement and criticism to be the norm, we stand apart by fostering encouragement combined with high standards. NCA students achieve distinction because they are motivated and happy. They seek out opportunities to support one another, realizing that the fulfillment of the unique potential of their friends and class-mates is important too. Our school prides itself in fostering a supportive and distinct learning environment, which promotes academic excellence within a framework of happiness and moral leadership.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Not applicable
Not applicable
Our unique educational model and school environment transform students. We consider intellectual, emotional, social, and physical development as synergistic and inter-related. The discipline required for athletic sports, artistic pursuits, and moral leadership enable students to build capacity in multiple areas of their lives including academics.
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%
20%
$0
$9,785
100%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades JK - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
A student with a love for learning.
We’re looking for students who are open-minded, willing to grow and ready to be part of something bigger than themselves. Academic potential matters but character, curiosity and a desire to contribute matter just as much. Successful applicants are often students who feel out of place in traditional school systems and are looking for deeper purpose and connection. They may be creative, globally minded, service-oriented, or just eager to be known and supported as their full selves. At NCA, we value students who are kind, respectful and open to diverse cultures and perspectives. They don’t need to be perfect but they should be willing to learn, to lead and to show up for their community. We’re a small school with big heart. Students thrive here when they’re willing to participate fully in academics, service, conversation and growth.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
Application Requirements
Admission is based on three key areas:
Document Review: Includes transcripts or report cards from the last 2 years, IEP (if applicable), psychological assessments (if applicable), immunization records, and a copy of the student’s passport.
Student Interview: A 30-minute conversation with the Vice Principal or Head of School (in person, by phone, or Zoom). It’s not pass/fail—it’s a chance to get to know the student and ensure we’re the right fit.
Insight from Parents or Agents: Additional context may come from family or professionals involved in the student’s life.
Admission Process
Submit completed application form with:
2 years of transcripts
Passport photo page
Immunization record
IEP/psych assessments (if applicable)
Pay deposit: $5,000 for international students, $1,000 for domestic (applied to tuition)
Document review by school staff
Interview with the Principal or Vice Principal
Acceptance: Receive Letter of Invitation and final invoice
Upon payment: Receive Letter of Acceptance, Custodianship (for visa), and account statement
Arrival: Bring original documents (Study Permit, visa, transcripts, immunizations). Non-English documents must have official translations.
Fees & Refunds
No application fee
If not accepted: Full deposit refund
If visa denied: $4,000 refunded, $1,000 processing fee
If accepted but not attending: $500 processing fee
No refunds for expulsion or after semester starts
Withdrawals require 60 days’ notice
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45 Waterloo St S, Stratford, Ontario, N5A 4A8, Canada