7700 Brimley Road, Markham, Ontario, L3R 0E5, Canada
615 Wellington Street, London, Ontario, N6A 3R6, Canada
Indirect Support:
7700 Brimley Road, Markham, Ontario, L3R 0E5, Canada
615 Wellington Street, London, Ontario, N6A 3R6, Canada
1990
2012
Varies
30
JK to 8
8 to 12
Coed
Coed
Day
Day
English, French, Mandarin
English
Academic
Academic
Traditional
Liberal Arts
13 to 18
6
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$14,300
$20,200
Yes
No
5%
0%
1 to 8
None
$0
$0
0
6
0%
0%
95%
94%
1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 8 - 12
No
No
information not available
information not available
Somerset has established its reputation in offering a challenging, supportive academic program to prepare students for success in high school and beyond. The school is small, something that is a primary draw for families looking for a more personal approach to instruction. The core curriculum is augmented by an overt attention to fostering communication and interpersonal engagement. The offering of French and Mandarin language instruction is also a notable draw. The ideal student is one operating toward the top of his or her peer group, who will thrive in a very close-knit, community oriented educational environment, and is able to work effectively through an accelerated curriculum.
View full reportThe Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
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"Established in 1974, Somerset Academy is an independent, not-for-profit private school providing education to students from JK to Grade 8. Our school provides an enriched, accelerated curriculum; a variety of extra-curricular activities; enhances your child's self-esteem; and encourages team building skills. We offer classes in French and Mandarin, as well as the Reach Ahead program, which enables our Grade Eight students the opportunity to gain high school credits. Somerset is a certified STEM school."
"The Sycamore School offers personalized, alternative education recognizing that today’s learners must be capable of independent, flexible thinking in times of continuous change. The school has developed a unique approach in educating students who struggle with personal anxiety and stress. High school courses are offered within a multidisciplinary framework enabling positive learning experiences. Collaborative, welcoming classes are taught by subject specialists whose enthusiasm may further spark student engagement."
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"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
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"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
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"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
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"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
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"Success comes from working together"
When people ask what makes Somerset special, I always say that we are members of a "family" that help guide each other to be the best. Somerset education sets the foundation for a successful future. Our students atrive for excellence and our educators do a remarkable job in preparing them.
Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
Liberal Arts
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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.
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At Somerset Academy, we promote intellectual curiosity. We encourage students from Grade 1 to 8 to interpret, evaluate and communicate ideas in a knowledgeable and confident manner within a framework of high academic, artistic and athletic standards. Working one year ahead of their chronological grade level, our students experience an enriched academic program with a balance of Visual Arts, Physical Education, Music, and Computer Study, as well as many diverse extra curricular activities. Somerset Academy in conjunction with Yips Collegiate, offer a number of credits towards your child’s high school Diploma. The Reach Ahead programme is designed to allow your child to participate in one (if not all) of the following high school courses: English – ENG1D, Mathematics – MPM1D, Chinese (Mandarin) – LKAAD. Somerset Academy also offers a Gifted Programme for students in the Grades Three to Seven. This programme will be designed to challenge the students who meet the criteria in the following areas: Language, Mathematics and Science and History.
Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Textbooks are used as reference, not followed as curriculum delivery systems.
Calculators are used as a tool; not as a crutch.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
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
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
Communicative
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.
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In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
Practicing artists become part of the teaching/guiding program in Visual Arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
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Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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In Pursuit of excellence in Academic, Language and Performing Arts Education
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Student-paced
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.
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.
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
Supportive
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.
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 aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
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 | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
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High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
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
5%
0%
$0
$0
95%
94%
1, 2, 3, 4, 5, 6, 7, 8
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 8
Yes: grades 8 - 12
No
No
No
No
Yes: grades 2 - 8
No
No
Yes: grades 8 - 12
Yes
No
Students are welcome to apply for entry to any level from JK to Grade 8.
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
Acceptance into Somerset is determined by means of an academic screening, and the completion of the following preliminary steps:
• Parent and Student interview
• Submission of a deposit
• A completed and original application form
• Birth certificate/passport (photocopy)
• Health insurance card (photocopy)
• Immunization record (photocopy)
• Medic alert card, if applicable (photocopy)
• Custody agreements, if applicable (photocopy)
• 3 Copies of the June report card from the previous year and all report cards from the current year (if applicable)
• A completed and original transportation permission form
• A completed and original media release form
• A completed and original release of information form/OSR request (if applicable)
Completion of these steps does not necessarily guarantee acceptance into Somerset Academy.
For further information, please call the school at (905) 940-8990.
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.
