15800 Yonge Street, Aurora, Ontario, L4G 3H7, Canada
131 Duncan Lane, Fredericton, New Brunswick, E3B 7S2, Canada
Indirect Support:
15800 Yonge Street, Aurora, Ontario, L4G 3H7, Canada
131 Duncan Lane, Fredericton, New Brunswick, E3B 7S2, Canada
1899
2017
831
115
5 to 12
Preschool to 10
Boys, Girls
Coed
Day, Boarding
Day
English
English
Academic
Academic
Traditional
Montessori
17
Varies
Learning
Learning, Developmental, Behavioral
In-class adaptations
$41,440
$9,500 to $14,500
$69,595 to $77,070
Yes
No
26%
0%
5 to 12
None
$11,000
$0
104
8
31%
0%
62%
50%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 5 - 11
Yes: grades Preschool - 6
Yes: grades 9 - 11
No
information not available
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The program at St. Andrew’s has long been distinguished by a high rate of success, with the list of notable alums providing an abbreviated who’s who of Canadian arts, leaders, politics, and entrepreneurship. While Dr. Bruce Macdonald left the headmastership in 1935, the culture of the school, even today, remains very much an expression of his vision. This is in part due to the fact that, in a lot of ways, he was well ahead of his time. For example, he was the first boys-school headmaster in Canada to hire a female instructor, something he did in 1905. Macdonald wanted the school to develop “the complete man, the well-rounded citizen”—athletics and arts, in addition to academics, were vigorously promoted. What’s interesting is that, even with those sorts of progressive ideals, Macdonald was also keen on tradition, which gave students a sense of being part of something bigger than themselves. While there are a few schools that retain their cadet corps, St. Andrew’s is the one that has retained it entirely intact, with military ranks, pipes and drums, kilts, and sporrans all firmly still in place. St. Andrew's completed a substantial capital campaign in 2015 that included the creation of athletics facilities as well as the Wirth Theatre. All of that, as well as all the development over the century of the school’s life, has created a school that is strikingly modern while retaining a sense of participation in tradition. It’s a nice mix. The ideal student is one given to making the most of the varied programs on offer.
View full reportFredericton Montessori Academy (FMA) provides a stimulating and nurturing environment for kids from Junior Kindergarten to Grade 7. FMA offers a Montessori curriculum that involves learning through investigation and discovery. Since not all kids learn the same way or at the same pace, it has a flexible curriculum tailored to kids’ learning needs and interests. The school offers acceleration and enrichment in a variety of subjects including French and Spanish, music, theatre, and the performing arts. Physical education at FMA focuses on fitness and cooperation rather than competition. Consistent with the Montessori approach, kids have lots of freedom to explore and pursue their natural curiosity and interests, which often leads to happy and engaged learners who excel academically.
View full report
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"I feel my child has learned more in the 1.5 years at Montessori than she did in the public sector for four years."
Monika Kovacs - Parent (Feb 24, 2023)
Until Montessori, school was a huge struggle for our daughter. Confidence was an extremely concernin...
View full review
"They encourage kids to know more, ask more and learn more in a way that truly benefits them in the long run."
Sahar Saied - Parent (Feb 24, 2023)
Before joining FMA my son was in a playschool that followed the "learning through play" approach. Mo...
View full review
"SAC offers a rigorous curriculum in an activity-based environment. SAC’s mission to ‘develop the complete man, the well-rounded citizen,’ is complemented by a range of co-curriculars. Boys participate in extensive athletics (72 teams across 22 sports), and in its internationally acclaimed arts, drama, robotics, and music programs. Graduates gain entry to top Canadian, U.S., and international universities, and are known for their strong values, dedication to community, lasting achievements, and lifelong friendships."
"Welcome to Fredericton Montessori Academy. We are currently an applicant school with the Canadian Council of Montessori Administrators (CCMA) and will soon be the only accredited Montessori school in Atlantic Canada. We currently offer programming to students age 3- Grade 10 in an authentic Montessori setting."
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"Our multi-age classrooms allow children to work at their own pace to ensure their full potential while instilling a love of learning and independence. We are conscious to include all family cultures, beliefs and orientations and promote great respect for all differences."
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"Our belief is that you not only onboard a child, but the whole family. It is essential that children feel honoured, respected and safe in our school as an extension of their home. Our open door policy allows parents to communicate with teachers and administrators regularly."
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"Our school works tirelessly and year-round to provide the absolute best environments and opportunities for our children, families and staff."
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"Our school community is very strong and we approach ideas together. We communicate exceptionally well with our families through face-to-face interactions, newsletters, emails, etc."
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Parents and students have the luxury of choice in selecting an independent school. As you investigate the options for your son, we believe you will come to view St. Andrew’s College as a truly unique place. With a tradition dating back to 1899, we remain the single largest all-boys boarding school in Canada. The many defining features of SAC provide a comprehensive and fulfilling educational experience.
We offer a broad range of academic courses to satisfy the most curious minds. In an all-boys’ academic setting, teaching and learning styles are geared specifically toward how young men learn best. From our Middle School (grades 5-8) through Upper School (grades 9-12), our curriculum challenges each boy to reach his potential. We are proud of our 100% university placement from each graduating class. With more than 6,000 active alumni spanning the globe, SAC graduates benefit from worldwide connections.
Our athletic, art, and co-curricular programs are among the most varied and comprehensive of any independent school in Canada and inspire our students to discover their passion by tackling new challenges. With a school population of approximately 651 students, comprised of 393 day and 258 boarding students, our boys learn to live in a multi-cultural setting, gaining a global perspective on world issues and viewpoints.
Our 126-acre campus provides an ideal setting for learning and growth. While our facilities are exceptional, St. Andrew's primary strength is its people. Faculty, staff, and students combine to make SAC a wonderful place to spend one’s formative years preparing for university.
To learn more about how your son can gain admission to SAC and better understand why our school mission statement is The development of the complete man, the well-rounded citizen, please contact us today. We look forward to hearing from you.
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Montessori
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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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Over 100 years of experience teaching boys has shown us that our students benefit when teachers prioritize organization, support active engagement with the topic at hand, and empower boys to work toward authenticity. Teachers at St. Andrew's design their courses to reflect both the Ministry of Education's curriculum and our beliefs that all students need to work in a collaborative environment where critical thinking is expected and a growth mindset is fostered. Our overarching mission statement suggests that being well-rounded is at the heart of the St. Andrew’s classroom experience, and boys are encouraged to seek breadth in their course selection. Advanced Placement courses are offered for those boys who seek to accelerate their learning in a particular field of study. Most importantly, we know that how a boy feels about his teacher has a direct impact on his capacity to learn; the positive rapport between students and teachers is tangible in the hallways, classrooms, and on the playing fields at SAC.
We not only teach a rigorous academic curriculum using the Montessori approach, but as a Montessori school, we teach the whole child which includes their social / emotional growth over the three of four developmental stages.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
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.
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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.
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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.
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.
The Science department strives to develop lifelong learners who are interested in understanding the world around them, are capable of generating their own questions, and have the skill set to find their own answers. Our courses are geared toward utilization and application of knowledge vs. acquisition of knowledge. To achieve this we include numerous inquiry-based labs (approximately 350 experiments across nine course offerings and 30 class sections), collaborative problem solving activities, critical thinking exercises, and student driven learning. All of our courses make an effort to contextualize the curriculum to make it relevant and meaningful to the students. We do this purposefully; we want to encourage our students to develop a natural curiosity in the sciences so they themselves strive for greater knowledge rather than having them feel that they just have to meet the basic curricular objectives of the course.
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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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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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.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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More focus is placed on the action of typing, but we do most of our research through books and encyclopedias. Computers are introduced in the Upper Elementary.
Web design
Robotics
Computer science
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Physical Education is taught for 2 hours a week.
Montessori
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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Accelerated
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 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).
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Rigorous
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 “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”.
Students work rigorously at their individual levels.
"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."
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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We are open and transparent with parents. If they develop learning difficulties while at school, we encourage a Psychological Assessment by a professional.
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
5 - 12
26%
0%
$11,000
$0
62%
50%
5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, 1, 2, 3, 4, 5, 6
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Not available
Yes: grades 5 - 11
Yes: grades Preschool - 6
Yes: grades 9 - 11
No
Yes: grades 9 - 11
No
Yes: grades 5 - 11
No
No
No
No
No
We look for well-rounded students with solid academics, character, participation in athletics and co-curricular activities, and leadership qualities.
We are proud to accept a family rather than just a student. We would love to have all of our students continue to the end of Grade 6, however, we accept students regardless of how long they want to remain with us. While we accept learning differences, we are a strong in our academics and behaviour. We are not equipped to accept children who demonstrate high behavioural needs.
- Complete Online Application ($175 fee, payable online)
- Register for an SSAT or CAT (Upper School vs. Middle School)
- Submit Candidate Statement
- Submit applicable Certificates and Awards
- Submit applicable English Proficiency Exams (if necessary)
- Submit two years of school reports (including most recent)
- Have teacher submit the Confidential School Recommendation Form
- Book Interview with Admission Officer
Section 1 – New Student Enrollment Process
Step 1 – Application for Enrolment
We require parents to fill out an application for enrolment. At this point, students will be placed in a wait pool. Applying for a placement in our academy commits the parents to the following:
Step 2 – Acceptance into Program
Once your family has fulfilled Step One, we will be accepting students starting as early as March 1st into our program for the upcoming year. If acceptance is granted, the family will have one week to make a final decision at which point a payment of $500 is required to hold their spot. This will be credited toward their yearly tuition. At this time, you will be asked to fill out a child profile, provide proof of immunization and sign the contract stating that you have read the Family Handbook and agree to its contents.
If you choose not to attend the school in the fall, the deposits are non-refundable. Please be advised, if your child is in the waiting pool, and we cannot offer him/her enrolment, the registration fee is non-refundable.
Section 2: Returning students Enrollment Process
Our current students will be given first priority to reenrol at FMA for the following school year.
Our classes have a maximum size, and most grades are at that maximum now. We expect more grades to reach maximum enrolment in the future. We want all our current students to return. In order for parents to be confident their child holds a spot in next year’s class, please follow the process outlined below.
When this step is complete your child is placed on the class list.
