3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, CanadaIndirect Support:
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, Canada
5,705.0 km
5,690.6 km
1989
1969
500
19
JK to 12
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
14
5 to 7
Learning, Developmental
Dedicated gifted school
In-class adaptations
$12,740 to $15,000
$27,300
No
Yes
0%
0%
None
1 to 8
$0
$0
33
2
0%
0%
100%
80%
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
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 8
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 reportDunblaine was founded in 1969 by concerned parents of children with needs that weren’t being met within the public school system. They wanted a safe environment, run by staff that understood, clearly, the needs of the students; one that offered an opportunity for them to grow academic skills, life skills, confidence, respect, and self-advocacy. And, for almost 50 years, that’s exactly what they’ve been doing. The current location is also the one that best represents what Dunblaine is all about: it’s a house in a quiet residential neighbourhood. The faculty maintain close communication with parents on all aspects of the students’ experience within the school. The staff represents the full range of all the right expertise, instructional and therapeutic. Frankly, this is what it’s all about. It’s a great school as well as a great example of what education should be about. If you have a chance to speak with a parent of a student of the school, by all means, do it. If you don’t, ask the staff to put you in touch. It will be the best introduction to the school, and its successes, you could hope to have.
View full reportinformation not available
information not available
"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."
"The Dunblaine School has a proud history of supporting students with learning disabilities. Our commitment to providing a nurturing environment is reflected in our newly renovated building, which features state of the art design to support student learning. Our school community works together to create a supportive and inclusive environment where every student can thrive. Through our collective efforts, we work to empower our students to reach their full potential and become confident, capable learners."
"At Sherwood Heights, we combine academic rigour with personal attention, balancing traditional instruction with purposeful innovation. We emphasize mastery of core subjects through clear expectations and consistent daily practice, while integrating technology across the curriculum to build confidence and digital fluency. Our Careers-in-Focus and enrichment initiatives connect classroom learning to real-world applications, inspiring students to see purpose in their studies. Families consistently note that our blend of structure, enrichment, and warmth is what truly sets Sherwood Heights apart."
"What sets Dunblaine School apart is our commitment to personalized student growth, innovative education, and transparent communication with parents. We utilize AimswebPlus Benchmark Assessments and Progress Monitoring in Math and Language Arts, ensuring that each student’s progress is accurately tracked and supported. This data-driven approach allows us to tailor our teaching strategies to meet individual needs, fostering both academic success and confidence.
In addition to our comprehensive assessment tools, we provide scheduled IEP tracking updates, keeping parents well-informed about their child’s progress towards individualized goals. This proactive communication empowers parents to stay actively involved in their child’s educational journey. To further enhance our connection with families, we also offer regular Friday updates, ensuring consistent and open dialogue. At Dunblaine School, we believe that collaboration and communication are key to unlocking each student’s potential."
"At Sherwood Heights, our commitment to a strong academic foundation means we prioritize depth over breadth, focusing on the essentials—language, mathematics, science, and critical thinking—rather than following fleeting educational trends. This deliberate approach ensures that students build lasting knowledge and disciplined study habits. While our structured and rigorous environment may not suit families seeking a fully self-paced or alternative style of learning, our students thrive when they embrace high expectations, consistency, and personal accountability."
"At Dunblaine School, our commitment to personalized learning and student growth guides every decision we make, and we recognize that this comes with certain tradeoffs. We prioritize individualized education plans, supported by AimswebPlus Benchmark Assessments and Progress Monitoring, which allow us to tailor instruction to each student's unique needs. In doing so, we consciously choose to deprioritize a one-size-fits-all standardized curriculum. This tradeoff allows us to foster a learning environment where students progress at their own pace but may limit exposure to uniform content found in more traditional educational settings. Similarly, we emphasize a supportive and inclusive atmosphere, recognizing that for some students, emotional and social development must come before rigorous academic pressures. By being transparent about our priorities, build trust with our families, helping them understand our educational philosophy and the intentional choices that shape our students."
"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."
"With over 60 years of dedicated service to exceptional education, Dunblaine School has continually evolved to meet the changing needs of our students while staying true to our core values of individualized learning, inclusion, and community. Founded with a vision to provide a nurturing environment for students with unique learning needs, Dunblaine has always prioritized personalized education and emotional well-being. One of the major turning points in our history was the strategic shift towards leveraging technology in education, marked by our collaboration with Apple Headquarters. This partnership allowed us to introduce advanced tools and resources, such as our innovative Maker Space, empowering students to explore science, technology, and creativity in new ways. This milestone not only enhanced our curriculum but also solidified our identity as a forward-thinking institution committed to 21st-century learning."
"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."
"Current families likely see Dunblaine School as their preferred choice because of the school's commitment to supporting exceptional students through individualized learning approaches, including the use of AimswebPlus for progress monitoring in Math and Language Arts. The emphasis on fostering an innovative and interactive environment, as well as our dedication to professional learning and maintaining a growth mindset, contributes to a positive educational experience. Families may choose Dunblaine over other schools because of this combination of personalized support, innovative learning tools, and a leader who truly understands and advocates for exceptional students."
"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."
"While Dunblaine School has many strengths that resonate with a broad range of families, there are specific reasons why it may not be the best fit for everyone. Some families may prioritize academic rigor and pace or a highly competitive academic environment with accelerated coursework and a heavy emphasis on advanced placement or gifted programs. Dunblaine focuses on individualized support and steady progress, particularly for exceptional students who may need a different pace or approach to learning. Families seeking a more rigorous, fast-paced curriculum may feel our balanced, supportive model doesn't align with their academic ambitions."
"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."
"Current families likely see Dunblaine School as their preferred choice because of its commitment to individualized support for exceptional students. They appreciate the use of AimswebPlus for progress monitoring in Math and Language Arts, which demonstrates a structured yet personalized approach to academic growth. This is particularly appealing to parents who want to see measurable progress tailored to their child's needs. Families specifically choose Dunblaine over other schools because of this blend of individualized academic support, empathetic leadership, innovative educational opportunities, and inclusivity. Competing schools may offer robust academics or extracurriculars, but Dunblaine’s unique approach to supporting exceptional students, coupled with your relatable and experienced leadership, makes it the preferred choice for families seeking a nurturing and personalized educational experience."
"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."
"The most prominent feature of Dunblaine School in the public eye is its commitment to "Unleash Possibilities" for exceptional students. This motto resonates with the community because it encapsulates the school's focus on nurturing potential and breaking down barriers to achievement. When people think about Dunblaine, they envision a place where each child's unique abilities are recognized and developed through personalized learning and innovative teaching methods. The use of AimswebPlus for progress monitoring in Math and Language Arts reinforces the school's dedication to individualized growth, ensuring that students are supported at their own pace."
"Families are often pleasantly surprised by the warmth and personal connection that define life at Sherwood Heights. Behind every academic success is a dedicated teacher who notices the small details, offering encouragement, guidance, and mentorship along the way. This genuine focus on relationships—built on care, respect, and support—is one of the school’s greatest strengths, shaping an environment where students feel seen, valued, and inspired to do their best."
"An underappreciated aspect of Dunblaine School is the powerful impact of its growth mindset philosophy on student development. While families may recognize the supportive and nurturing environment, they might not fully grasp how deeply this philosophy shapes not only academic achievement but also students' resilience, confidence, and overall mindset toward learning and challenges.
Our commitment to fostering a growth mindset goes beyond typical educational approaches, encouraging students to see setbacks as opportunities for growth and to embrace challenges with perseverance. This mindset cultivates a resilient, adaptive, and empowered learner, prepared not only for academic success but for life beyond the classroom."
"Many new families are pleasantly surprised by the advanced level of study at Sherwood Heights, even in the early grades, and by how quickly students rise to meet those challenges with confidence. They also appreciate the wide range of opportunities that extend beyond the classroom, including clubs, robotics, music, athletics, and leadership activities, all of which help students develop a balanced set of skills and discover their individual strengths and interests."
"Families might find it surprising just how deeply personalized and adaptive the learning experience is at Dunblaine School. While they may initially expect individualized attention due to smaller class sizes, they often don’t realize the extent to which the curriculum and teaching methods are tailored to each student's unique needs, strengths, and challenges. The use of AimswebPlus for progress monitoring is more than just a tool for academic tracking—it's part of a dynamic system that continuously adjusts instructional strategies to maximize student growth. Parents are often surprised by how fluid and responsive this process is, ensuring that no child is left behind or held back by a one-size-fits-all curriculum."
"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."
"Dunblaine School has recently upgraded its interior to create an even more engaging and supportive learning environment that aligns with our commitment to personalized education and student well-being. Dunblaine School has made several strategic improvements recently, directly reflecting our commitment to enhancing student achievement and fostering an innovative learning environment. The implementation of AimswebPlus for Math and Language Arts as well as IEP Tracking to support student achievement through personalized programming assists in strategic planning. These tools allows for precise tracking of student progress and helps tailor instructional strategies to each child’s needs. By using data-driven insights, we can ensure that every student is supported at their unique level, reinforcing our commitment to individualized education. This change reflects our dedication to continuous improvement and academic growth for all students."
"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, Dunblaine School is poised to grow and evolve in ways that will further enhance our commitment to personalized, innovative education while continuing to support the unique needs of exceptional students. Our vision for the future includes the following strategic developments with a planned expansion for a High School Program.
With this pending addition of a high school program, we plan to expand course offerings, options, and specialized options that align with students’ strengths and interests. We will integrate experiential learning opportunities, leveraging our partnership with Apple Headquarters and the Maker Space to provide hands-on, technology-driven education. This expansion ensures that our students are well-prepared for post-secondary education and future careers while continuing to learn in an environment tailored to their needs."
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!”
Michele Braida brings 38 years of administrative experience to Dunblaine School. A dedicated leader in education, she has been recognized with the prestigious YMCA Peacemaker of the Year award, named Administrator of the Year, and nominated for the Governor General's Award for Excellence in Education. Michele holds a Master of Arts in Education, as well as Ontario Principal Qualifications (Parts I and II) and a Specialist in Special Education. She is committed to fostering inclusive, high-quality learning environments that support student success.
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Not applicable
Sherwood Heights follows an enriched and well-rounded curriculum for students from Kindergarten to Grade 12. The comprehensive curriculum emphasizes the basic subjects of language arts, mathematics, science, social studies, French, and computers; and addresses the importance of music, the arts, and physical fitness.
Dunblaine School’s curriculum is based on the Ontario Curriculum, ensuring students with specific and unique learning disabilities receive a strong foundation in core academic subjects. Our approach is data-driven, utilizing Aimsweb Benchmark Assessments three times a year to measure student progress in Math and Language Arts. These benchmarks are supplemented by Learning Survey Assessments, which provide additional insights into student strengths, challenges, and learning preferences. To support continuous growth, we conduct biweekly Progress Monitoring to track skill development and adjust instructional strategies as needed. Additionally, biweekly updates to the Individual Education Tracker ensure that each student's learning plan remains dynamic and responsive to their evolving needs. This structured yet flexible approach allows us to personalize learning, providing targeted support while fostering confidence and independence in our students. By combining standardized assessments with ongoing, individualized tracking, we create an environment where students can achieve their fullest potential.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
A traditional, comprehensive, challenging and modernized math programme.
Our approach integrates elements of Traditional Math by prioritizing procedural mastery through repetition and drills, ensuring students build a strong foundation in mathematical operations. We emphasize step-by-step instruction in algorithms before applying them to real-world problems, reinforcing logical progression in learning. To support student success, we use data from Aimsweb Benchmark Assessments to identify areas of strength and need. This data-driven approach is complemented by the Key Math intervention program, which provides targeted support to reinforce foundational skills. Through structured practice and progressively challenging problems, students develop procedural fluency before deepening their conceptual and applied understanding.
Aimsweb Benchmark Assessments for Number Fluency, Concepts and Applications, Problem Solving, Numeracy Key Math - Specific Intervention Program to target areas identified in the Benchmark Assessment
Students are encouraged to use calculators to support their learning.
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.
We use a balanced literacy approach to teaching early reading, combining explicit phonics instruction with rich, meaningful literacy experiences. Our program integrates guided reading, shared reading, read-alouds, and independent reading to develop fluency, comprehension, and a love of reading. Phonemic awareness and phonics are explicitly taught to build decoding skills, while sight word recognition and vocabulary development enhance reading fluency. Students engage in word study activities, literacy centers, and interactive writing to reinforce foundational skills. Ongoing assessment, including Aimsweb Benchmark Assessments and biweekly progress monitoring, helps us tailor instruction to individual needs. For students requiring additional support, targeted interventions ensure they develop strong literacy skills. By combining direct instruction with engaging, authentic reading experiences, we foster confident, capable readers who can apply their skills across all subject areas.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use Aimsweb to assess early reading progress to track students' development in foundational literacy skills.
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.
We use an equal balanced approach to teaching writing in the younger grades, integrating structured skill development with creative expression. Students engage in guided, shared, and independent writing activities to build confidence and proficiency. Early writing instruction begins with foundational skills such as letter formation, sentence structure, and phonetic spelling. Explicit instruction in grammar, punctuation, and vocabulary supports students in developing clear and coherent writing. At the same time, we encourage creativity through storytelling, journaling, and interactive writing exercises. Through modelled and guided writing, teachers provide scaffolding to help students organize their thoughts and express ideas effectively. We also incorporate writing across the curriculum to reinforce literacy skills in various subject areas. Regular assessment and feedback ensure that each student progresses at their own pace, building a strong foundation for future writing success.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Rigorous science programme.
We take an equal balanced approach to teaching science, combining inquiry-based learning, hands-on experiments, and direct instruction. Students develop scientific thinking by exploring concepts through observation, questioning, and experimentation, fostering curiosity and critical thinking skills. Hands-on experiments and STEM activities provide real-world applications of scientific principles, allowing students to actively engage with concepts rather than passively absorb information. Through structured lessons, students build foundational knowledge in life sciences, physical sciences, and earth sciences, while inquiry-based learning encourages them to investigate and problem-solve independently. Our partnership with Apple Headquarters and the integration of our Maker Space further enhance scientific exploration through technology, coding, and engineering projects. Regular assessments, including project-based evaluations and hands-on demonstrations, help track student progress and ensure mastery of key concepts. This balanced approach ensures students develop both theoretical understanding and practical scientific skills.
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
Not applicable
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.
We use an equal balanced approach to teaching literature, integrating direct instruction with student-led exploration to develop strong comprehension, analytical thinking, and a lifelong appreciation for reading. Students engage with a diverse selection of literary texts, including fiction, non-fiction, poetry, and drama, to build critical reading skills and cultural awareness. Guided reading, literature circles, and class discussions encourage students to analyze themes, character development, and author’s purpose while making personal connections to the text. Explicit instruction in literary devices, vocabulary, and comprehension strategies ensures students develop the skills needed to interpret and engage with complex texts. Creative projects, writing assignments, and cross-curricular connections allow students to express their understanding in meaningful ways. By balancing structured lessons with independent exploration, we foster both a strong foundation in literary analysis and a love for reading across all grade levels. Regular assessments guide instruction and support individualized learning needs.
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
Thematic
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).
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
An academic balanced approach.
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
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
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A constructivist, collaborative approach to teaching and integrating technology.
Technology is an integral part of our curriculum, enhancing learning through innovation, engagement, and personalized instruction. Through our partnership with Apple, each student is provided with their own iPad, allowing for interactive and adaptive learning experiences across all subjects. Our Maker Space encourages hands-on exploration in STEM, coding, and creative problem-solving, while educational apps and digital tools support differentiated instruction in literacy, math, and science. Students use their iPads for research, project-based learning, and multimedia presentations, fostering digital literacy and critical thinking skills. Teachers leverage technology to track student progress through Aimsweb assessments and individualized learning platforms, ensuring targeted support and real-time feedback. With this tech-integrated approach, we prepare students to navigate an increasingly digital world while maintaining a balance between traditional and modern teaching methods.
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
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
Information not available
Student-paced
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Enriched as well as extra-help material is available to all students to meet their individual needs.
We use differentiated instruction to accommodate diverse learning needs, allowing students to progress at their own pace. Through small-group teaching, personalized learning plans, and adaptive assessments, we ensure that each student receives the right level of challenge and support. This approach fosters confidence, engagement, and academic growth.
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.
Our academic culture is built on a foundation of support, inclusivity, ensuring that every student receives the individualized instruction they need to succeed. Through differentiated instruction, we tailor learning experiences based on each student’s unique strengths, challenges, and progress, as identified through benchmarking and biweekly progress monitoring. We encourage students to see challenges as opportunities for learning. Teachers provide personalized support, fostering confidence and resilience. Small class sizes allow for targeted instruction, ensuring that students can progress at their own pace while being challenged appropriately.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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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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| Learning disabilities | ||||
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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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| Physical | ||||
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Students are placed in flexible cohorts according to their academic, social, and emotional needs and strengths, which are then loosely organized by age. All classroom teachers are trained and experienced special educators, who work closely with our support staff of speech and language pathologists, occupational therapists, and social workers to provide in-school remediation, arrange for extra-curricular support, and train parents and caregivers to supplement these strategies at home. Social, emotional, and academic development are pursued equally, according to individual need, and our family of parents, staff, and students collaborate to build an amazingly nurturing community.
Information not available
During the interview process, we discuss existing and potential clinical diagnoses to determine whether a child will be a good fit. Once a student is enrolled, we endeavour to work closely with the students\' established support professionals and incorporate ongoing clinical identifications and strategies. We specialize in learning, rather than developmental and physical disabilities, and these students tend to present the best fit for our programs.
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
1 - 8
0%
0%
$0
$0
100%
80%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 1 - 8
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
A student with a love for learning.
At Dunblaine School, we are looking for students with specific and unique learning disabilities who require significant support in math and language. These students benefit from a personalized, supportive environment where we provide targeted interventions to help them overcome challenges and reach their full potential. Our approach focuses on individual needs, using data-driven assessments and differentiated instruction and the use of technology to ensure each student receives the right level of support to succeed academically.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
For information and discussion about admission to The Dunblaine School, please contact the principal, Michele Braida, at 416-483- 9215 or at [email protected]. Generally, applications are made for the following school year. However, admissions from September to June are accepted if space is available and placement of your child has been approved following interviews with the parents and student.
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