3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, CanadaIndirect Support:
3650 Platinum Drive, Mississauga, Ontario, L5M 0Y7, Canada
377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, Canada
5,705.0 km
5,700.7 km
1989
1963
500
500
JK to 12
9 to 12
Coed
Coed
Day
Day, Homestay
English
English
Academic
Academic
Traditional
Liberal Arts
14
20 to 25
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$12,740 to $15,000
$20,100
No
Yes
0%
18%
None
9 to 12
$0
$4,000
33
125
0%
0%
100%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
information not available
information not available
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 9 - 12
No
No
information not available
information not available
Sherwood Heights intends to give students a strong foundation for further study, granted through a traditional, content-based academic program. Expectations are clear and explicit, including a demonstrable facility with the core curriculum and the development of watertight study habits. For many families that culture—one in which social currency is gained through academics—is a primary draw. Extra-curricular programs augment the core areas of instruction. The ideal student is one who is academically inclined, operating at the top of their peer group, and looking for an environment that prizes all of that.
View full reportTDChristian was founded in 1960, and the school has grown considerably over the years. Throughout has been an abiding attention to stewardship within the school community and beyond. Service trips are a cornerstone of the curriculum, and that tone is set from the first week in Grade 9, with all students spending two days working with organizations supporting the city’s homeless population—TDChristian has partnerships with the Yonge Street Mission, Scott Mission, Habitat for Humanity, Church of the Redeemer, Good Shepherd Centre, St. Francis’ Table, and the Salvation Army. Of course that’s just one aspect of the program, though it’s telling of the approach taken within the school. The families that turn to the school often do so in an awareness of the character learning that is woven throughout the curricular and extracurricular programs. Despite the age of the school, all the facilities have been recently updated, including the integration of technology in the classroom. That process is continuing with a capital and development campaign that is currently underway. The ideal student is one who will thrive in an active, diverse, values-based learning environment.
View full reportinformation not available
"Without doubt the single most appreciated part...is the teachers' personal and individualized attention to each student."
Crystal Pitcher - Parent (Aug 14, 2018)
Without doubt the single most appreciated part of TDCH is the teachers' personal and individualized ... View full review
"...incorporated Christianity into the learning environment, which really helped me get closer to God in my four years at TDCH."
Dayna Pitcher - Alumnus (Sep 05, 2018)
My experience at TDCH was amazing. The community there is so welcoming and the environment made me s... View full review
"In almost every subject, they give an opportunity to the student to dig deep and explore and research and ask questions."
Jeena Mathai - Parent (May 24, 2019)
The care the teachers give to the students is outstanding. We have had some experience with other sc... 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."
"TDChristian High School is a welcoming, faith-based community where students thrive. With strong academics in math, science, and English, plus vibrant arts, STEM, athletics, and project-based learning, we integrate Christian values and service. Our family-friendly tuition includes transportation. We believe that small class sizes, strong student-teacher relationships, and hands-on learning prepares students for success. Whether in the classroom, on stage, or on the field, you belong at TDChristian."
"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 TDChristian, we do more than educate—we build a community where students feel seen, supported, and challenged. Our small class sizes and dedicated teachers ensure personalized learning, while over 40 clubs, diverse extracurriculars, and leadership opportunities help every student find their place. Weekly staff meetings focus on student well-being, fostering an environment where no one falls through the cracks. Through hands-on learning, faith integration, and real-world experiences, students graduate not only prepared for their next steps but confident in their abilities, values, and purpose."
"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 TDChristian, we prioritize relationships, experiential learning, and whole-person development over rigid standardization. Smaller class sizes and hands-on, project-based learning take precedence over a test-heavy approach. While we embrace technology, we value real-world engagement—through outdoor education, service learning, and mentorship—above screen-based instruction. Our faith-based environment integrates critical thinking and creativity, allowing students to explore and grow in a supportive community. These trade-offs ensure that graduates develop confidence, character, and a strong sense of purpose, prepared to serve and lead in all areas of life"
"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."
"TDChristian High School was founded in 1963 with a vision to provide Christ-centered education that nurtures faith, learning, and community. Over the years, we’ve expanded our programs, embracing innovative teaching methods and experiential learning while maintaining our strong Christian foundation. Major renovations in 2001, 2010, and most recently through Project 2020 have modernized our campus, allowing us to provide innovative, current programming. These investments, along with our commitment to project-based learning, have shaped TDChristian into an inclusive, forward-thinking school where students grow academically, spiritually, and personally. Learn more about our history by visiting https://tdchristian.ca/about/our-history/"
"Students who thrive at Sherwood Heights are motivated learners who embrace challenge and structure. They approach their studies with curiosity, responsibility, and a genuine desire to achieve their personal best. Within our supportive and disciplined environment, they learn that effort, respect, and achievement go hand in hand. At Sherwood Heights, students value a culture where academic excellence is celebrated alongside creativity, leadership, and good citizenship—preparing them to succeed with confidence both in school and beyond."
"Students who thrive at TDChristian High School are those who value a holistic approach to learning, where academic rigor is balanced with creative and extracurricular pursuits. Our ideal students are motivated, curious, and proactive, eager to participate in the wide range of activities available, from sports to arts to leadership opportunities. Families who align with our values appreciate the importance of character development alongside academics and support their children’s growth within a nurturing community that encourages a strong sense of belonging and personal responsibility."
"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."
"Families who are looking for a more traditional, rigid educational experience with strict discipline may not find TDChristian High School's approach to be the best fit. Our focus on a flexible, student-centered environment that encourages creativity, exploration, and personal responsibility may not align with families who prioritize a highly structured, no-frills academic environment. Similarly, families who do not resonate with our Christian worldview may find it difficult to engage fully with our mission and values."
"Families choose Sherwood Heights for its rigorous academics, individualized attention, and welcoming school environment that fosters meaningful connections among students and teachers. They value our proven results—graduates who consistently earn admission to competitive university programmes—and the personal care that defines everyday life at our school. With a strong reputation for academic excellence, dedicated teaching, and small class sizes, Sherwood Heights continues to attract families who seek a nurturing and achievement-oriented education for their children."
"Families choose TDChristian High School because of our personalized, student-centered approach where students are truly known, and because of the strong connections that are made between parents, teachers, and students. Our focus on integrating Christian values into every aspect of the school experience also appeals to families who prioritize faith-based education. Additionally, parents appreciate the wide range of extracurricular opportunities and that many costs—such as field trips or activities—are included in the tuition, making it a more inclusive and transparent option."
"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."
"TDChristian High School is recognized for its strong sense of community. Our blend of academic excellence, Christian values, and a wide variety of extracurricular opportunities makes us unique. People often think of us as a school that offers both academic rigour and a caring, inclusive environment."
"Families are often pleasantly surprised by the warmth and personal connection that define life at Sherwood Heights. Behind every academic success is a dedicated teacher who notices the small details, offering encouragement, guidance, and mentorship along the way. This genuine focus on relationships—built on care, respect, and support—is one of the school’s greatest strengths, shaping an environment where students feel seen, valued, and inspired to do their best."
"One lesser known aspect of TDChristian are the opportunities for students to explore skilled trades through our STEM and co-op programs. Through internships and events like the Skilled Trades and Career Fair, students gain invaluable hands-on experience and exposure to various vocational paths. These avenues not only foster practical skills, but also offer insight into fulfilling career options beyond traditional academic routes."
"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 be surprised by the strong sense of community and belonging at TDChristian High School. While academic excellence is a top priority, the school’s commitment to creating a supportive, inclusive environment goes beyond the classroom. With small class sizes, personalized connections, and diverse extracurricular opportunities, students are able to build lasting relationships with both their peers and faculty, fostering a family-like atmosphere that is central to their experience. This emphasis on relationships often exceeds what families initially expect."
"In recent years, Sherwood Heights has enhanced every aspect of the student experience. Our high school facilities now feature modern innovation and science labs, dedicated art and music studios, and a bright, open atrium that inspires collaboration and creativity. We have modernized our technology infrastructure to ensure students learn in a secure and connected environment, while expanding our curriculum to include leadership development, French at all levels, and integrated computer and business studies. In addition, we continue to grow our extracurricular offerings, helping students discover their passions, build teamwork skills, and develop strong character."
"Recently, TDChristian High School has made significant updates to both its facilities and educational offerings. Our Project 2020 renovation enhanced our campus with modernized spaces to better support innovative programming. Additionally, we continue to expanded extracurricular opportunities and update our wellness and academic support systems to ensure students receive the personalized care they need. We are committed to providing a dynamic, student-centered environment that encourages academic growth and fosters a strong sense of community. These changes reflect our ongoing dedication to meeting students’ needs and preparing them for success."
"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, TDChristian High School plans to further enhance its student-centered approach. We aim to expand our specialized programsnand invest in new learning spaces to foster creative expression. Additionally, we’ll continue to grow our mental health and wellness support systems to meet evolving student needs, all while maintaining our commitment to academic excellence and a strong Christian foundation. These initiatives will ensure that TDChristian remains a dynamic, forward-thinking community that empowers students for success in all areas of life."
I am forever bursting with gratification over what our students and faculty are able to achieve. The multitude of accomplishments are varied and far-reaching, and make our school environment exciting, rewarding, engaging, and satisfying. We are relentlessly working towards one theme, and that is ‘Making It Happen’. Students ‘make it happen’ as they are fully engaged in a wonderful array of exhilarating events, clubs, competitions, tournaments, festivals, and fairs. Guided by their teachers, students are fully immersed in their pursuit to do their best and learn from their experiences. The children participate in a wide array of stimulating activities which include the Science Fairs, Math Competitions, Public Speaking Competitions, Music Festivals, Spelling Bees, Shows, Sports Tournaments, and much more. Also, the clubs are a big hit with the students and serve to broaden their horizons. From the Leadership Club to the Chess Champions Club, students stir in the hallways with anticipation and excitement. The activities are many and students from every section of the school participate in large numbers and with tremendous success. It is truly amazing. Thank you to our faculty who are an essential element in the ‘making it happen’ theme. Our teachers provide wise guidance as they nurture, support, and motivate our students. They have made a name for themselves as very special committed individuals with great qualities and stamina! As time races ahead, year after year, “Together, We Make It Happen!”
At TDChristian you'll hear the words enfold, engage, and empower a lot! But what do they mean? First, we enfold students, getting to know them for their unique personalities, talents, and ambitions, and helping them fit into our friendly community of learners. You're never just a number at our school. Next, we engage students with stimulating learning opportunities, academic rigour, and real world projects. Finally, we empower students to take control of their own learning and connect it with the larger world.
On top of that, every single subject is taught from a Christian perspective and we don't shy away from the big, important questions of life.
We invite you to discover our passionate, committed teachers, our one-of-a-kind programs, and our beautiful facilities today.
Come for a visit and a tour at anytime!
Liberal Arts
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Not applicable
Sherwood Heights follows an enriched and well-rounded curriculum for students from Kindergarten to Grade 12. The comprehensive curriculum emphasizes the basic subjects of language arts, mathematics, science, social studies, French, and computers; and addresses the importance of music, the arts, and physical fitness.
We believe that we are not just for one type of student, but a school for the entire family. It doesn't matter if you are all about arts, sports, academics, tech, or something else; there's a place for you at TDChristian. We strive to enfold, engage, and empower students around their individual gifts, needs, interests, and personalities. We want our students to have 21st century skills, including using technology, making presentations, collaborating with others, taking risks, and having a strong work ethic. Finally, our school's mission is to "Learn for Service in the Light of God's Word." This plays out in every course as we apply what we are learning to serve God and our neighbours. From service trips to extracurricular opportunities, hands-on projects to weekly school-wide assemblies, you'll love the learning atmosphere at TDChristian.
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.
Mathematics is an inventive, creative way of modeling the order and disorder in God’s world. God created the world for us to understand, study, and enjoy in countless ways. In mathematics, we seek to understand some of these ways as stewards of Creation. Students are taught that mathematics is an art, that mathematics and mathematics-related careers are legitimate tasks for Christians, and that an understanding of mathematics has limits in interpreting situations in everyday life. We can and will serve God through mathematics.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning.
Information not available
Not applicable
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Not applicable
Phonics, handwriting, spelling, grammar concepts, reading and reading comprehension are important components of our writing programme.
Information not available
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 are God’s stewards, placed in Creation to explore and develop it for God’s glory. The Science courses at TDChristian promote the development of students’ talents with this emphasis. In our scientific studies we realize our responsibility to serve in Creation. We understand that the study of science is a religious pursuit, conditioned by our allegiance to God or to idol in Creation. To study science without recognition of the servant nature of humanity, exalting us to an unnatural position, is idolatry. The difference between God-glorifying and God-denying science is manifested in the items selected for study and the objectives of the science courses. The material selected accomplishes two things: first, it endows students with a knowledge of some basic physical, chemical, and biological laws established by God to govern the activities of His creatures; second, it examines how humans have responded in the management and development of Creation.
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
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.
English study at TDChristian is our attempt to regain some of the goodness in the Garden of Eden, to return to wholeness and goodness, to coherence, to compassion, to communion with each other, with all people, with God. Our goal is to understand the truth of the human condition and to use language to bring together what has been pulled apart. Truth be told, honest words help us grasp and hold on to what Jesus accomplished on the cross. To understand ourselves as children of God is to recognize our need for wholeness. We are created in His image, but the reflection is, in linguistic terms, garbled. At TDChristian we work toward coherence in every sentence, unity in every paragraph, and honesty in every spoken word. That work, the work of restoration, we strive to do in truth and in love.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
Teaching history and geography from the beginning with an international approach from a Canadian perspective.
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Rigorous history and geography programme based on the Ministry of Education guidelines.
The aim of the social sciences and humanities program at TDChristian is to help the students understand themselves and their cultural environment by making them critically aware of humankind’s restless quest for God, of humanity’s development and interpersonal relations, and of human beings’ relentless pursuit of core questions about the riddle of existence. The world we live in did not arrive by accident, but by the mysterious interaction of providence with thousands of human choices and decisions, each a response to God’s will.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
An academic balanced approach.
Language is a rich and vital part of God’s creation by which we communicate. This communication leads to an understanding, an appreciation, and a respect for those who are different from us. Our identity, as living beings created in the image of God, is connected very closely to our culture. By learning about another culture, we not only gain knowledge and appreciation of their way of life, but we learn a great deal about who we are. The French programme is designed to help students acquire effective writing, speaking, listening, and reading skills through a sequential programme. Students will use and develop logic, memory, problem- solving, and listening skills to distinguish the interesting ways languages are similar as well as different. Recognizing God as the source of the richness of our world is the root of the French programme at TDChristian.
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
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.
God has given us gifts as a reflection of His beauty and image. These abilities are to be cultivated and used to bless others. Therefore, the fine arts program strives to create an environment that fosters Christian artistic growth as a response to His presence and faithfulness in our lives. Fine arts that have integrity are an important part of God’s truth and are therefore essential to Christian living. The issue with art is not whether it is sacred or secular, but whether it exhibits truth and integrity. In the artistic search for truth, each artist must ask God to be the guide that fills and anoints him or her with a message. These images, texts, and sounds must reflect Him. Fine arts promote the expression of artistic individuality and the qualities which characterize the committed Christian life: self-discipline, commitment, stewardship, and a desire to share.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium 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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A constructivist, collaborative approach to teaching and integrating technology.
Every part of this creation belongs to God and is under the Lordship of Jesus Christ. People are to be good stewards of it. By extension, Christians are called to see and use technology as a way and means to benefit others and honour God. Technology cannot be viewed as neutral or as just a tool to be used for the benefit of the highest bidder. The pervasiveness of technology in our society means it is important for students to learn about, understand, develop, and employ it.
Web design
Robotics
Computer science
Learning the rules of the game and good sportsmanship are important. House league teams, sports teams, intramural sports.
Christian education focuses on the development of the whole student: soul, mind, and body. Health and Physical Education provides opportunities and encourages students to understand and appreciate their bodies as gifts from God to be cared for and used in His service. A person’s physical well-being has a great influence on how well he or she functions in other aspects of his or her life. Physical and health education can make an important contribution to the development of Christian habits and commitments. On the personal level these include self-knowledge, self-respect, perseverance, integrity, and stewardship. On a social level these include cooperation, competition, responsibility, fair play, and respect. To respond at either a social or personal level students must know their opinions, make choices, and have opportunities to commit themselves to courses of action.
Not applicable
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Not applicable
The kindergarten programme is academic based, well balanced, comprehensive and instills a love of learning. Students are introduced to the fundamentals of reading, writing, mathematics, social science and French. Students will also expand their language skills through conversation, word activities, stories, audio and visual material, and computer software. Gross and fine motor skills and co-ordination are developed through physical and educational activities and the use of paints, crayons, clay, sand and water. Creative expression is encouraged through arts & crafts, music, and drama.
Information not available
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Enriched as well as extra-help material is available to all students to meet their individual needs.
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
At TDChristian, we foster an academic culture that prioritizes personal growth over comparison. Our expectations are high, but we focus on the individual journey, encouraging students to develop strong work ethics, critical thinking, and creativity. We emphasize effort, perseverance, and learning from mistakes, rather than just grades. Each student is supported to reach their full potential, and collaboration is encouraged in a nurturing environment that allows for both academic excellence and personal growth.
"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.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
At TDChristian, we aim to shape students into compassionate, resilient, and service-oriented individuals. We focus on developing character alongside academic success, guiding students to become leaders who live out their faith in every aspect of their lives. Our goal is to foster a sense of purpose, responsibility, and empathy, preparing students to make a positive impact in their communities and the world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| 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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| Developmental | ||||
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
To find out more about our programs, please visit our school.
Information not available
At TDChristian, we are committed to supporting students with learning difficulties through individualized accommodations and strategies. Our small class sizes and dedicated teachers allow for personalized attention. While we may not have specialized programs for severe learning disabilities, we work closely with families to provide the support necessary for success. We encourage open communication and collaboration to ensure each student receives the help they need. Families with children who have diagnosed learning disabilities should reach out to us to discuss specific needs before enrolling to determine if we are the best fit.
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
9 - 12
0%
18%
$0
$4,000
100%
90%
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades JK - 12
Yes: grades 9 - 12
No
No
No
No
Yes: grades JK - 12
No
No
No
No
No
A student with a love for learning.
TDChristian High School seeks students who are curious, motivated, and open to growth, both academically and personally. The ideal student embraces the school’s Christian values, values a supportive community, and is eager to contribute to service-oriented activities. Strong communication skills, a willingness to engage in extracurricular opportunities, and a respectful attitude towards diversity are key attributes for success at our school.
School Tour, Application Form, Admission Agreement, and Assessment of Student.
TDChristian High School’s application process involves completing an online application checklist, followed by an interview with the admissions team. Families are asked to provide academic records, references, and additional documents, depending on the grade level. The process is designed to ensure a good fit between the student's needs and the school’s offerings. For more details, visit the Admissions Page.
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