3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
13415 Dufferin Street, King, Ontario, L7B 1K5, Canada
5,705.0 km
5,698.4 km
1989
1972
500
830
JK to 12
JK to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
14
18
Dedicated gifted school
In-class adaptations
$12,740 to $15,000
$37,150
No
Yes
0%
0%
None
7 to 12
$0
$0
33
55
0%
0%
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
information not available
Rolling
Nov 03, 2026
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
information not available
“In the 50 years since its founding, The Country Day School has managed to retain its small-school, community feel while growing to offer students rich academic, artistic, outdoor, and athletic programs on a modern campus.”
“Nurturing academic excellence and challenging students are key priorities, but not at the expense of the whole child’s development.”
“Everyone wants to be successful, and our teachers push us to get to the next level, but all in a supportive atmosphere where the goal is to get us ready to be independent, motivated learners.”
Read The Our Kids Review of The Country Day School
Sherwood Heights intends to give students a strong foundation for further study, granted through a traditional, content-based academic program. Expectations are clear and explicit, including a demonstrable facility with the core curriculum and the development of watertight study habits. For many families that culture—one in which social currency is gained through academics—is a primary draw. Extra-curricular programs augment the core areas of instruction. The ideal student is one who is academically inclined, operating at the top of their peer group, and looking for an environment that prizes all of that.
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The Country Day School (CDS) began, literally, over a dinner one evening in 1971. The region was in the process of amalgamating schools, which meant that students who had been attending local schools would be bussed to larger, more suburban ones. That didn’t sit well, in part because of the bussing involved, but also because of the sense of community that students had and, presumably, would lose by going to schools further afield. Seven families decided to do something about it, to take things into their own hands, and to build a school that would continue what had been developed in the rural, country schools that their children had been attending. (The name refers to that, as well as to the country day school movement that had been developing in the US since the late 19th century, with a period of renewed growth in the 1960s and 70s.) They didn’t have any experience building a school, but they turned to those who did, including Dick Howard, then head of Upper Canada College. “You’ve got to get a feel for the community,” was Howard’s advice, “who’s in it and how they perceive education.” And, for the next two years, that’s exactly what they did, speaking with families, and building a conceptual outline for what the school could be.
When CDS opened its doors in 1972, it was, in every way, an expression of the community that created it. The school has grown since then—enrollment has grown from 49 in that first year to over 700 today—and the community it sits within has grown and changed, too. Nevertheless, the school remains very much an expression of the families that turn to it. The size of the school allows for a very rich, robust extra-curricular program, and students are gently required to experience all aspects of it. The physical plant of the school has been significantly augmented through a recent and very sizable capital campaign. The core program continues to be underwritten by the values that the founding families intended to express, namely a sense of belonging, empathy, inclusion, and respect. The ideal student is one able to thrive in a vibrant, diverse, student-centred environment.
information not available
Building experience and leadership
Liz Diaz - Parent (Feb 03, 2018)
Balanced education which means his receives great education and many options to participate in other... View full review
"Parents are involved in the life of the school on many levels."
Jennifer Sanderson - Parent (Nov 02, 2021)
Both of our children went to The Country Day School from Kindergarten through to graduation. They ar... View full review
"The teaching staff at The Country Day School are top-notch!"
Jane Cathers - Parent (Nov 02, 2021)
My daughter started grade 9 at CDS last year and right from day one she was very impressed with CDS,... 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."
"Situated on a 100-acre campus just north of Toronto among the rolling hills of King Township, The Country Day School is a leading JK-12 co-ed independent school. Since 1972, the dynamic and friendly CDS community has been nurturing student talent and fulfilling promise. Our innovative approach to learning integrates leading-edge technology, sophisticated facilities and exceptional teaching. We offer a superior educational experience that is sensitive to each student's individual needs, enables learning and equips them for life. Emphasizing education with balance, CDS provides diverse opportunities in academics, athletics, and visual and performing arts. Plus, students of all ages also love to explore our sprawling campus for outdoor education activities. This is a place of possibilities where students unearth their passions and everyone feels known, supported and inspired. CDS is a school where each graduate can answer the biggest question of all: Who will you be? Learn more at www.cds.on.ca."
"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."
"At CDS, we help students realize their brightest future, and equip them with the knowledge, abilities and perspectives they need to navigate their journey with empathy, fortitude and confidence. We do this by offering an education with balance that includes outstanding academics and arts programs, excellent extra-curricular clubs and leadership opportunities (including a world-recognized Debating program), and expansive athletic offerings that offer something for every level of athlete, all supported by our highly dedicated teachers and coaches."
"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."
"Over the years, we’ve found that students who actively engage in school life tend to be happier and more fulfilled in every aspect of their experience. While participation in sports and extracurriculars isn’t mandatory, we strongly encourage it—because those who take part often find their time here more rewarding, enriching, and unforgettable."
"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."
"The opening of our Senior School in 1986 marked a transformative moment for CDS, propelling us from a “small school in the country” to, nearly 40 years later, one of Canada’s leading co-ed JK-12 day schools. The launch of a state-of-the-art Performing Arts Centre in 2002 further underscored our commitment to the Arts in education.
More recently, the addition of a long-awaited Dining Hall in 2015 has reinforced our dedication to wellness, providing a space where our community gathers daily to connect, share ideas, and foster meaningful collaborations."
"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."
"At CDS, we celebrate each student's individuality—their unique interests, talents, and learning styles. Rather than a “one-size-fits-all” approach, we look to attract students willing to explore what excites them, embrace new experiences, and step outside their comfort zones. We seek students who are eager to get involved, take risks, and actively shape their journey toward discovering who they are meant to be."
"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."
"If a student requires more academic support than we can effectively provide or if their character isn’t the right fit for our community, we encourage families to explore other options. Likewise, if a family prefers a school where their child isn’t encouraged or expected to participate in after-school extracurricular activities—such as sports, drama, music, and visual arts—we may not be the best fit. At CDS, the connections, growth, and unforgettable moments often happen while engaging in non-academic pursuits outside the classroom."
"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."
"Prospective parents either hear about CDS’s warm and friendly teachers via word of mouth or get a sense of its caring community firsthand hand while touring and find themselves imagining their students here.
As well, they consistently comment on how impressed they are by our confident and kind student ambassadors when visiting our school and want their children to be part of it. We actively work at creating an environment where kids can feel comfortable and happy in their learning and it shows."
"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."
"As a well-rounded co-ed day school serving students from JK to Grade 12, we offer a supportive and inspiring environment where every student is truly known. Since celebrating our 50-year milestone in 2022, CDS has solidified its reputation in the York Region community as a place where students build lifelong friendships, benefit from a top-tier education, and thrive through a well-rounded approach to learning. We provide countless opportunities for students to explore their passions, along with comprehensive guidance and support for their post-secondary journey."
"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."
"While we provide a balanced, nurturing, and supportive academic environment, we are also a university preparatory school with rigorous programs designed to challenge students both in the classroom and beyond. Our strong academic foundation pushes even the most ambitious learners, offering a diverse curriculum and dedicated teachers who inspire students to reach new heights."
"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."
"There are probably lots of answers to this question, but the main one is how deeply rooted the sense of community and belonging is at CDS, starting with how well the teachers get to know each student. The expression ‘support, know and inspire’ is taken very seriously by every faculty member. Likewise, the more effort our students (and parents) make to become involved, the more rewarding their CDS journey will be. Our amazing lunches in our Dining Hall, incredible facilities and a 100-acre campus also top the list!"
"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."
"In 2023, we opened our expanded and rejuvenated Junior School, including a brand new Primary Wing and entranceway that encloses our 1883 Eversley Schoolhouse. As well, we have planted a Sugar Maple Grove in our back property that will soon become a welcome addition to our outdoor education program and will further inspire our young learners. A recent community partnership with King Township’s new community centre in January 2025, includes naming rights to a CDS Arena just 800 metres up the road."
"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."
"Later this year, we will break ground on a new multi-purpose fieldhouse and athletic centre on our campus. The new athletic centre will be built in two phases. The first phase will include a fieldhouse, signature double gym, spectator lounge, outdoor terrace, and infrastructure, such as washrooms and change rooms. The second phase will include a new fitness centre and several multi-purpose studio rooms for yoga, dance, small gym classes, and many other activities, along with a new home for our General Store. Pending all approvals and permits, we hope to break ground in early 2026. In our commitment to continuous improvement, we are excited to enhance and expand upon our athletic and science facilities in the near future."
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!”
What do I love most about The Country Day School? That’s a good question. It is the overwhelming sense of community I discovered the first time I visited.
Community still remains at the core of all that we do here at CDS. In 1971 a group of committed parents first conceived of the idea to start a co-ed private school in King and worked tirelessly to open our doors to 49 students just a year later. CDS has since grown to 830 students with offerings in JK-12 and beautifully situated in the original 100-acre country setting.
This is a place where your children can come be themselves and feel encouraged and supported in everything they do. Our tagline – Education with Balance – speaks to our balanced offerings of a wide range of individualized academics, athletics, arts and extra-curriculars that will cultivate a passion in every student and help them achieve a healthy balance. I encourage you to experience some wonderful examples of this by watching our Portrait of a Graduate videos.
Are you just starting your search for an independent school? Or are you well on your way to making a decision?
Whatever stage you are at in this important process, I invite you to explore our website and social media presence, and then attend an Open House or request a personal visit. Once you step onto our campus for a face-to-face visit, you will witness firsthand the feeling of community I talked about earlier.
Thank you for your interest, and we look forward to meeting you soon.
John Liggett,
Head of School
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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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.
At CDS, we recognize that as students approach the final stages of their educational journey, they are faced with some of life’s most significant decisions, including the choice of post-secondary pathways. To support them in this process, we offer both the Ontario Secondary School curriculum and a robust selection of Advanced Placement courses. As students progress through the Senior School, the breadth of optional course offerings expands to reflect increasing independence, curiosity, and personal choice. By their final year, students may select from more than 20 elective courses tailored to a wide range of interests and aspirations. Guided by a commitment to academic excellence and innovation, our Senior School faculty engages in an annual curriculum renewal process, carefully evaluating and introducing new courses that empower students to pursue their passions while developing the knowledge and skills essential for future success.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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A traditional, comprehensive, challenging and modernized math programme.
Information not available
Information not available
Information not available
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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.
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The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Information not available
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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.
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Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Information not available
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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.
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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
Physiology
Not applicable
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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Reading and reading comprehension, novel studies and various literature programmes are all offered.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Teaching history and geography from the beginning with an international approach from a Canadian perspective.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Rigorous history and geography programme based on the Ministry of Education guidelines.
Information not available
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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An academic balanced approach.
Information not available
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
Visual Arts
These programs have an equal emphasis on receptive and creative learning.
Fine arts is an important part of our curriculum.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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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.
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A constructivist, collaborative approach to teaching and integrating technology.
Information not available
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
Information not available
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
A successful kindergarten program encourages curiosity and imagination. Our full-day developmental program provides our students with a balance between academically appropriate activities covering math, language, science and social studies, and fosters a sense of mutual respect, responsibility and a positive attitude toward learning.
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.
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.
We really work at making sure that students meet their potential and go on to thrive from there. In the Senior School, we require students have a 70% average to promote them, but also take into account if they've had struggles in their home lives or whether there are other relevant factors. Our teachers and courses do provide academic rigour because we are a university preparatory school, but we are not a pressure-cooker school. We want students to be successful, but we also want them to be well and happy in that success.
"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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
CDS provides an intellectually challenging, diversified and balanced academic program that is learner-centered. At the heart of The Country Day School’s academic vision is the belief that all students can achieve success and meet their learning goals. A one-size-fits-all approach to learning does not serve the best interests of most students who approach their studies from various learning styles and preferences and at differing stages of skill development. To this end, we diversify our instructional strategies, the content of our curricula and our assessment methods to create an overall approach that focuses on how students are learning and ensures success.
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Badminton |
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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%
0%
$0
$0
100%
0%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Nov 03, 2026
Not available
Not available
Yes: grades JK - 12
Yes: grades JK - 12
No
No
No
No
Yes: grades JK - 12
Yes: grades 7 - 9
No
No
No
No
A student with a love for learning.
The Country Day School recruits students who have the desire and potential to engage in their studies and embrace all facets of school life. A balanced education includes academics, athletics, the arts, service and opportunities to learn otuside of the classroom. The admission process identifies students who will thrive in the CDS environment so that we will continue to meet our objective of developing students who are confident, independent, intellectually curious, morally responsible, appreciative of the arts, physically fit and globally aware.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
Submit completed Application Package
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