3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, CanadaIndirect Support:
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
5450 Russell Street, Halifax, Nova Scotia, B3K 1W9, Canada
5,705.0 km
4,944.1 km
1989
1993
500
150
JK to 12
Preschool to 12
Coed
Coed
Day
Day
English
English
Academic
Arts
Traditional
Liberal Arts, Reggio Emilia
14
10 to 18
Learning, Developmental, Behavioral
Dedicated gifted school
Dedicated class; in-class adaptations
$12,740 to $15,000
$12,850 to $16,000
No
Yes
0%
39%
None
SK to 12
$0
$2,000
33
9
0%
0%
100%
50%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 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 reportLocated in the historic Hydrostone district, Hydrostone Academy stands out for the way it combines academics with the arts, outdoor education, mindfulness, and community-based learning. The school offers a holistic model that will appeal to families looking for a more personal, reflective, and relationship-driven experience than a conventional school. The school’s evolving identity has been shaped through ongoing dialogue with the community, while preserving its long-standing core values. Those values include compassion, creativity, self-awareness, and student well-being. The school’s small size is one of its greatest strengths. Parents describe an environment where students receive meaningful individual attention and where teachers know children well. Parent testimonials also highlight the school’s strong, well-structured academic program, skilled teachers, thoughtful curriculum design, and how students are challenged and supported. Families also speak positively about the social atmosphere, describing Hydrostone as inclusive, respectful, and close-knit. For children who benefit from strong relationships, a sense of belonging, and an education that attends to both academic and emotional growth, Hydrostone Academy is a compelling option.
View full reportinformation not available
"Hydrostone Academy truly creates an atmosphere that fosters resilience and curiosity."
Susan Joudrey - Parent (Jan 19, 2026)
My child's experience has been excellent and rewarding. He appreciates how welcoming the school is, ... View full review
"Both academically and socially, my kids have thrived at Hydrostone Academy."
Andrew Cranmer - Parent (Jan 19, 2026)
My kids have had an amazing experience at the school. Both academically and socially, they have thri... View full review
"We have had the most exceptional experiences with both the quality of instruction and kindness."
Claire Simmons - Parent (Jan 20, 2026)
My child loves the warm and nurturing learning environment. There is a culture of respect between te... 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."
"We are founded on the belief that children and all people are inherently good. We maintain a very safe and accepting environment. Students take part in an integrated curriculum that ties together the five pillars of the school: mindfulness, outdoor education, community, arts education and culturally sustaining academics. This builds resilience, empathy and curiosity and prepares students not just for university, but for the rest of their lives."
"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."
"Creative and engaged academics in an accepting, small school atmosphere informed by mindfulness and the arts."
"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."
"One key trade-off we make is between standardization and personalized learning. We place less emphasis on rigid pacing guides, frequent high-stakes testing, and uniform outcomes, and more emphasis on knowing students deeply as learners and as people. This means learning may look different from classroom to classroom and student to student. The impact is that students feel seen and supported, develop confidence in their own learning process, and are more willing to take intellectual risks. The trade-off is that our approach requires more time, professional judgment, and flexibility from teachers, and it does not always fit neatly into standardized measures."
"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."
"December 6, 1917
A Strong Building
Originally built for the Alexander McKay School in 1916. As a solid brick building on the slopes of Richmond facing Halifax Harbour, it was one of few buildings in the neighbourhood to survive the Halifax Explosion in 1917. It served as a base for those who rebuilt what we now know as the Hydrostone neighbourhood.
September 1, 1993
A Foundation of Goodness
The Shambhala School was founded by a group of parents who were members of a Buddhist community in Halifax, with the intention of providing their children with a unique educational experience.
September 1, 1995
Building Strength
The Shambhala School moves into the former Alexander McKay School building on Russell Street with the generous assistance of the City of Halifax.
January 1, 2025
Building Strong Community
The Shambhala School evolves into the Hydrostone Academy, a secular school building strong and resilient youth who are prepared for university and the challenges of life ahead of them."
"Students who thrive at Sherwood Heights are motivated learners who embrace challenge and structure. They approach their studies with curiosity, responsibility, and a genuine desire to achieve their personal best. Within our supportive and disciplined environment, they learn that effort, respect, and achievement go hand in hand. At Sherwood Heights, students value a culture where academic excellence is celebrated alongside creativity, leadership, and good citizenship—preparing them to succeed with confidence both in school and beyond."
"Students who thrive at Hydrostone Academy are curious, engaged, and eager to take ownership of their learning. They enjoy exploring ideas, asking questions, and making connections across subjects. Our students are self-motivated, adaptable, and open to creative approaches, whether in projects, outdoor learning, or hands-on experiences. They value community, collaboration, and empathy, and are willing to reflect on their learning and growth. In short, Hydrostone Academy is a school for learners who are thoughtful, resilient, and curious, and who flourish in a supportive, student-centered environment where intellectual exploration, creativity, and personal growth go hand in hand."
"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."
"Hydrostone Academy may not be the best fit for every student. Students who require intensive one-on-one support beyond what our small, collaborative classrooms can provide might not thrive here. Additionally, our school community values inclusivity, respect, and empathy. Students who struggle to engage respectfully with peers, or who hold discriminatory or intolerant views—toward race, gender, sexuality, or other differences—may not feel aligned with our environment and may find it challenging to participate fully in our culture of care and community."
"Families choose Sherwood Heights for its rigorous academics, individualized attention, and welcoming school environment that fosters meaningful connections among students and teachers. They value our proven results—graduates who consistently earn admission to competitive university programmes—and the personal care that defines everyday life at our school. With a strong reputation for academic excellence, dedicated teaching, and small class sizes, Sherwood Heights continues to attract families who seek a nurturing and achievement-oriented education for their children."
"Families choose Hydrostone Academy because we offer a learning environment that balances academic rigour, creativity, and personal growth. Unlike larger or more standardized schools, we provide personalized learning, strong student-teacher relationships, and a supportive community where every child is seen and valued. Our emphasis on social-emotional development, inclusivity, and hands-on, experiential learning helps students thrive both academically and personally.
Families select us as their preferred choice because they want more than grades—they want a school where curiosity, empathy, and critical thinking are nurtured, where students can explore their interests safely, and where their children feel known and supported every day."
"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 the public eye, Hydrostone Academy is often seen as a warm, homey, “hippy” or “granola” school—approachable and nurturing, but sometimes underestimated in terms of academic rigour. Families who enroll quickly discover that this is only the tip of the iceberg. They are often impressed by the level of academic challenge, the breadth and depth of topics, and the hands-on, experiential learning that complements strong intellectual growth. Our reputation reflects both a caring, inclusive community and a robust, challenging academic program.
Our reputation among academia is quite different. Universities often have a high regard for Hydrostone Academy grads. Professors often comment that Hydrostone Academy grads are creative individuals with strong critical thinking skills who are good at collaborating with their classmates."
"Families are often pleasantly surprised by the warmth and personal connection that define life at Sherwood Heights. Behind every academic success is a dedicated teacher who notices the small details, offering encouragement, guidance, and mentorship along the way. This genuine focus on relationships—built on care, respect, and support—is one of the school’s greatest strengths, shaping an environment where students feel seen, valued, and inspired to do their best."
"One of the most underrated aspects of Hydrostone Academy is the combination of academic rigour and close-knit community. Families often notice the warm, homey environment first, but may not realize the depth of the curriculum and hands-on learning experiences. Students and families alike come to appreciate the inclusive, supportive culture, with many students describing it as “like going to school with your cousins.” These elements together foster both strong intellectual growth and a sense of belonging."
"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 pleasantly surprised by Hydrostone Academy’s music program. Students begin learning instruments as early as Grade 1 with the recorder, and by Grade 6, each class forms its own band. Throughout the term, they practice and develop their songs, culminating in performances at our winter and spring music showcases. Many families do not expect such a robust, hands-on, and collaborative music experience alongside our strong academics."
"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."
"Recently, Hydrostone Academy has made several enhancements to better support students and families. We now have a full-time Master Social Work counsellor on staff, providing support for student and parent/guardian wellbeing. Our playground has been transformed into a nature-based space, featuring an outdoor classroom and a native plant sensory garden, designed to foster hands-on learning, creativity, and connection with the natural world. These investments reflect our commitment to outdoor education, environmental stewardship, and holistic student development."
"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, Hydrostone Academy will continue to expand and deepen the ways we serve students and families, guided by our mission of fostering curiosity, creativity, and wellbeing. We plan to enhance our outdoor and experiential learning spaces, including the outdoor classroom, sensory garden, and nature-based programming. Academically, we will continue to strengthen personalized learning, transdisciplinary projects, and hands-on experiences across all grades.
Our heritage building is a treasured part of our identity, and we plan to restore it to its original beauty while making environmentally sustainable upgrades, such as solar panels and other green initiatives, to meet the needs of modern life. Together with expanded supports for social-emotional wellbeing and inclusive community, these plans ensure Hydrostone Academy remains a rigorous, creative, and sustainable learning 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!”
In a world that feels increasingly busy, fast-paced, and noisy, Hydrostone Academy is a place where children are truly known. As both an experienced educator and a parent, I believe deeply that school should be more than a place where academic outcomes are measured—it should be a place where children feel grounded, curious, connected, and confident in who they are becoming.
At the heart of Hydrostone Academy are five foundational pillars that guide everything we do: mindfulness, outdoor education, community, arts education, and culturally sustaining academics. Mindfulness supports students in developing self-awareness, focus, and resilience—skills they will carry with them long after graduation. Outdoor education invites children to slow down, engage their senses, and build a meaningful relationship with the natural world. Learning outdoors fosters curiosity, stewardship, and a sense of wonder that no classroom alone can provide.
Community is woven into daily life at Hydrostone Academy. Our students learn in relationship—with their teachers, with one another, and with the broader world around them. They learn how to collaborate, how to resolve conflict, how to show up for others, and how to belong. Our arts programming connects head, heart, and hands, offering students both an expressive outlet and a way to deepen their understanding across disciplines. It provides an essential balance—an out-breath—to the academic in-breath of learning.
Our commitment to culturally sustaining academics ensures that students see themselves reflected in what they learn, while also developing respect and curiosity for perspectives beyond their own. We strive to nurture thoughtful, compassionate young people who move through the world with empathy, confidence, and purpose—children who carry love and light forward into their communities.
The best way to understand Hydrostone Academy is to experience it. We warmly invite you to visit, ask questions, and see for yourself the care, intention, and joy that fill our classrooms and outdoor spaces every day.
Liberal Arts
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Using a liberal arts approach, the curriculum integrates the five pillars of mindfulness, outdoor education, the arts, community and culturally sustaining academics. Many of the school projects for students tie together aspects from the different subjects. There is a lot of creativity and exploring in the sciences, and the development of experimentation and technique in the arts.
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.
The approach to mathematics is to guide students learning by offering engaging and thoughtful opportunities to learn new concepts, apply skills that are being strengthened in class, and deepen their critical and logical thinking skills when approaching math problems and real world scenarios. Most often, a concept is taught semi-briefly to introduce students to it, then we move onto more discovery style learning where students engage with the concept in various ways such as a game, an interactive task that requires their application of the concept, or practice problems and puzzles. The goal is to lay a foundation of understanding, then let the student build upon it to the best of their ability, while also meeting students where they are at using leveled assessment options, multiple approaches to a task, and supporting students one-on-one when needed. We also regularly factor in opportunities to work on mental math skills.
While textbooks aren’t a major component of courses, they are used as references/guides: Grades 6-9 (Math Makes Sense 6-9) Grade 10 (Foundations and Pre-calculus Mathematics 10) Grade 11/12 - No proper textbook
In middle school, when focusing on building conceptual understanding, calculators are often used to keep the focus on building understanding. In high school, calculators are often used as a tool for students to perform more complex calculations, while evaluation is on the communication and demonstration of understanding the topic.
Balanced Literacy
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Our early literacy program is grounded in a balanced literacy approach, but the first year of formal academics places a stronger focus on phonics-intensive instruction. In grade one, students learn individual letter sounds and spend significant time reviewing and blending them together. Letters are often introduced in creative, engaging ways (for example, through stories, related drawings, games or dramatic play). Alongside this phonics work, students are immersed daily in whole-language experiences such as morning messages, shared poems, guided-reading groups, and read-aloud novels. During reading instruction, students are encouraged to sound out words while also considering what makes sense within the context of the text.
No
Occasionally we assess letter-sound knowledge; otherwise we observe strengths and errors in students’ abilities and base lessons off that.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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.
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Invented spelling is encouraged in the early years. Grammar and spelling is also taught but this is done separately from independent writing, as we do have the goal to have children see themselves as capable writers and do not want them to feel the need to stop and ask for help each time they are unsure about the spelling of a word.
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.
Information not available
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Reading and reading comprehension, novel studies and various literature programmes are all offered.
The curriculum continues to expand into social justice, while keeping some of the traditional approaches like familiarizing students with challenging, classical texts. For example, we still read some of the Epic of Gilgamesh, some Shakespeare, etc. but we also have some contemporary works and graphic novels.
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.
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.
Information not available
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
An academic balanced approach.
The French program is primarily based on a communicative approach, with a strong emphasis on interaction and authentic language use. However, it also remains very well balanced, incorporating a wide range of activities designed to develop all aspects of language learning: listening and reading comprehension, spoken and written expression, as well as cultural understanding.
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.
Information not available
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.
Technology is integrated across all subjects in meaningful, curriculum-aligned ways for research, writing, presentations, coding, web design, robotics, video creation, podcasting, stop-motion animation, and game development. Technology can be a helpful tool; however, creativity without technology is essential because it strengthens the foundational skills that digital work relies on. When students think, design, build, imagine, and problem-solve using only their minds and physical materials, they develop cognitive flexibility, perseverance, and the ability to generate original ideas without relying on templates or automation. These “analogue” creative experiences help students slow down, reflect, and take ownership of their thinking in ways that screens shortcut. They deepen sensory, spatial, and interpersonal skills that are critical for drama, writing, and artistic expression. Once students have built internal creative capacity, technology becomes a powerful extension of their imagination rather than a substitute for it. Non-digital creativity ensures that students remain thinkers first and tool-users second.
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
Information not available
Play-based
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
Pre-Primary is a warm and nurturing environment that serves the developmental needs of three to five-year-old children. The curriculum is delivered through the classroom environment, materials and daily activities. All areas of child development are considered important. Our goal is to create a classroom culture where children are able to experience their wisdom and vitality. Rhythms and cycles are a constant part of nature and human life. The classroom routine works in harmony with daily, weekly and seasonal rhythms. Stories, songs, verses and other classroom activities enrich the experience of the seasons as well. Seasonal festivals and events provide an opportunity for parents, friends and the larger community to join in celebrating with students.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Enriched as well as extra-help material is available to all students to meet their individual needs.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
One of our Five-Pillars is Culturally Sustaining Academics, which is acknowledging and honouring diverse cultural backgrounds, histories, and perspectives, culturally sustaining academics foster an inclusive and equitable educational experience for all students. We recognize the unique strengths and needs of each student. While we have limited resource support, we prioritize student well-being by maintaining smaller class sizes and creating calmer, lower-sensory learning environments. Our school community is dedicated to empowering students and celebrating their individual talents.
"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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our Five-Pillars (Mindfulness, Outdoor Education, Community, Arts Education, and Culturally Sustaining Academics) provide a solid foundation for holistic development, interconnectedness, and a sense of purpose, preparing students to navigate an ever-changing world with resilience, empathy, and a lifelong love of learning.
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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| Behavioral and Emotional | ||||
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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
Information not available
Information not available
In addition to small class sizes, we offer support services to students with their academic and personal development: Counselling Services: We have an in-house Counsellor at our school who support students’ mental health needs throughout the year. While also providing group opportunities for student engagement, enhancing their emotional and social well-being. Resource Support: In our upper school, teachers are equipped to offer one-on-one support to students through resource programs. This individualized attention helps address specific learning needs and supports students in achieving their academic goals. These services are designed to ensure that every student has the support they need to thrive in a nurturing and effective learning environment.
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
SK - 12
0%
39%
$0
$2,000
100%
50%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades Preschool - 12
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
A student with a love for learning.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
For many families, investing in an independent school education is a big decision. We are here to help you decide if our school is right for your child. Please complete an Admissions Inquiry Form to start the conversation and book a tour.
Admissions at Hydrostone Academy
We believe that finding the right school is an important journey, and we’re here to support you every step of the way. Our admissions process is designed to ensure that Hydrostone Academy is the best fit for your child and family.
What to expect:
Once accepted, you’ll have two weeks to finalize your enrollment. We look forward to welcoming you to our community!
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