3000 Commercial Drive, Vancouver, British Columbia, V5N 4E2, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, Canada
Indirect Support:
3000 Commercial Drive, Vancouver, British Columbia, V5N 4E2, Canada
101 Scarsdale Road, Toronto, Ontario, M3B 2R2, Canada
2000
1989
545
140
K to 12
Nursery/Toddler to 12
Coed
Coed, Girls
Day
Day, Homestay
English
English, French
Academic
Academic
Liberal Arts, International Baccalaureate
Liberal Arts
20 to 26
8 to 15
Learning, Developmental, Behavioral
In-class adaptations
$28,220 to $32,970
$14,100 to $25,250
Yes
Yes
0%
35%
8 to 12
JK to 12
$8,400
$1,800
42
8
0%
0%
100%
85%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
Yes: grades 3 - 11
Yes: grades 8 - 12
Yes: grades 6 - 11
No
information not available
information not available
Stratford Hall has grown phenomenally in its 15 years of life, from 40 students in its inaugural year to more than 500 today. It was begun by parents looking for a better option for their children, one that offered challenging academics as well as the full IB program, and those remain hallmarks of the school today. The IB program also provides the foundation for the physical plan, with three buildings housing the three aspects of the program, realized in 2014 with completion of the Middle Years building. Stratford Hall presents as modern, progressive, urban, and indeed, that’s precisely the intention—the architecture is inviting, while also referencing the surrounding neighbourhood. Jason McBride was appointed head of school in 2015, arriving from a like position at GEMS World Academy in Dubai, and underscoring the international perspective promoted across the curricular areas. The ideal student is one that will thrive in a vibrant, challenging, and intellectually active academic environment.
View full reportAs the only all-girls' Catholic independent school in Toronto, Hawthorn provides a unique and very specific program, one that focusses on the needs of girls while providing instruction through a Catholic lens. It was founded relatively recently—it celebrated its 25th anniversary in 2014—through the instigation of a group of parents who wanted the kind of academic specificity that the school continues to promote today. And, truly, there's no other school like it: girls are challenged to pursue passions in the full range of academic pursuit, STEM primary among them. Character, too, is a primary focus, including an expression of self. The ideal student is one who thrives within a supportive yet academically challenging environment.
View full reportinformation not available
"My two favorite things about Hawthorn are the teachers and the environment."
Ximena Saishio - Student (Nov 29, 2022)
Hawthorn School is wonderful. My two favorite things about Hawthorn are the teachers and the environ...
View full review
"Hawthorn is an engaging community where everyone is appreciated."
Adriana Alfaro - Student (Jan 11, 2023)
Hawthorn is a good school. The students are inclusive and the teachers are great at teaching. The on...
View full review
"The women who lead the school are truly admirable."
Yineska Saavedra - Parent (Feb 28, 2023)
Hawthorn School has provided an environment for my daughter to blossom and for us to be part of a co...
View full review
"An independent, gender-inclusive, university preparatory day school for students in Kindergarten to Grade 12. Through the continuum of International Baccalaureate (IB) programmes (PYP, MYP and DP), the School provides a level of individual and academic challenge beyond the norm. We have a tradition of breaking with tradition: because your child needs more than tradition to meet the challenges of the world they will inherit."
"Hawthorn is proud to be the only independent, Catholic-inspired, all-girls school in Toronto. Our tailored size facilitates a personalized and enriching experience, where each girl is known and flourishes in every aspect of school life. With a 100% university acceptance rate, Hawthorn provides a classical liberal arts education focusing on cultural literacy, critical thinking, and growth in virtue through our character education program. Hawthorn graduates live the school’s mission by "living the truth in charity.""
"At Stratford Hall, your child will be given the opportunity to learn and to thrive: to discover their unique strengths, and to explore the diverse opportunities our rapidly changing world offers. Under the care and guidance of Stratford Hall faculty and staff, they will grow and mature, while equipping themselves with intellectual tools, strength of character, and a global perspective that comes with an International Baccalaureate education."
"Our goal is to make a difference in each girl’s life and we take that to heart. Although what the Hawthorn Difference will mean for each girl will depend on their individual needs and goals, the way it is delivered is set upon a common foundation of five key pillars: Pursuit of Excellence in Education, Personal Mentorship, Partnership with Parents, Leadership through Service, and All Girls Advantage."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
"Families choose Stratford Hall for the caring teachers, innovative programming, and vibrant community. Students will discover their unique strengths and explore the diverse opportunities our rapidly changing world offers through the three programmes of the International Baccalaureate, the PYP, MYP and DP."
"Hawthorn’s all girls environment, small class sizes, and one of the lowest student-to-teacher ratios in the country, provides a unique kind of student-by-student learning that is proven to differentially prepare students for reaching and succeeding in the next phase of their learning-and beyond. We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, but also on helping them to succeed in their life’s path."
Information not available
Information not available
"Our facilities are greater than can be seen from the street and we have potential for growth. Parents are surprised that we have 2 full sized gymnasiums, a climbing wall with 15 routes, rooftop spaces and access a 10 acre park with playgrounds and fields."
"We respect the shared goals of our students and their families. We pride ourselves not only on preparing the girls for a postsecondary education, with a 100% university acceptance rate, but also on helping them to succeed in their life’s path – no matter what it may be. Our curriculum provides cultural literacy, critical reasoning skills, and aid in the growth of virtue, in a smaller school environment that allows teachers and mentors to know every girl, their personal interests and abilities."
"Stratford Hall has summer camps for Grades K - 7 and has a partnership with Goh Ballet and Microsoft Digital Academy. We also have a Post Secondary Advisory on campus to guide students on their journey of self-actualization. Recognizing that each student is unique, we begin working with them in Grade 8 and 9 to assist them on their path to self-discovery. Once realized, students are helped to find the post-secondary opportunities that fit their unique set of interests, strengths and goals."
"One of the ways that we keep making a difference is by listening and changing, but not only the requirements of an increasingly competitive and complex world – but by listening to and working together with parents. Hawthorn was founded upon the principal belief that parents are the primary educators of their children, and our commitment to educate together in partnership with them, is part of what continues to make Hawthorn different."
Information not available
Information not available
Information not available
Information not available
Stratford Hall is a remarkable community of dedicated students, families, faculty and staff who come together everyday to share their talents, creativity, and experiences in the pursuit of learning and personal growth. Through the International Baccalaureate (IB) Continuum, students develop the skills of deep inquiry, thematic connection and global perspective to prepare students for a changing and unpredictable world.
This exceptional program of academic, arts, athletics, clubs and student life engages students to achieve remarkable leaps in development through each stage of their education. Stratford Hall students learn to be thinkers, doers, leaders and lifelong learners.
Stratford Hall celebrates and values all members for who they are. Identity, culture and relationships are upheld as core constructs. We actively work upon our practice in diversity, equity, inclusion, belonging, sexual orientation and gender identity (SOGI) and observe indigenous understanding and reconciliation. These beliefs are evident in all parts of our institution, from the classroom to the boardroom.
Even though we teach a globally minded curriculum, our location is one of our greatest assets. When Stratford Hall opened its doors in East Vancouver in 2000, our Founders understood that students experience school within - not separately from - the surrounding neighbourhood. We are connected to an incredible diversity of people, cultures, activities and history.
Stratford Hall is constantly developing and growing as an institution, through design thinking, professional development, curriculum revision, and campus development. We acknowledge our historical foundation while attending the changing world around us in order to provide the best possible educational environment for our students.
We invite you to visit our campus and see these principles in action, whether you are a prospective student, family, employee, or neighbour.
Welcome to the Hawthorn School profile and thank you for your interest in our school!
As many of you are aware, halfway through the 2019-2020 school year, the education system faced an unusual challenge. Schools were forced to move from conventional in-class learning to exclusively virtual classrooms almost overnight. At Hawthorn, we are pleased to say that we were able to get our online classes up and running with almost no delay, due to the adaptability and dedication of our faculty and staff. All the way from the children in the Daycare to the Upper School students, adapted to the needs and capacities of the different age groups, we were able to provide both synchronous and asynchronous learning opportunities. Despite the challenges, teachers were able to address all aspects of the curriculum.
Even as the school year was finishing we were preparing for the possible scenarios we would face in the fall. We are so grateful for each of our families - including our students, our faculty, and our staff, who came together in these past months and who make Hawthorn an exceptional place to learn, to teach, and to work! In the past months and weeks, we’ve come a long way and many people have worked hard to make it possible for us to start our school year with full time in-person instruction, five days a week, knowing that we have done everything possible to ensure the safety of our staff and students.
Thank you parents for considering entrusting us with the education of your daughters. We know that you have many options, especially this year, and we are grateful for your interest in choosing a Hawthorn education for them. We continue to remain dedicated to our mission and parents are a key part of what we do here. There are many things that have changed this year due to our current situation, from the extra sanitization of our school to the additional screening procedures. At the same time, much remains the same - we are committed to communicating with parents and to helping them raise their daughters to be women of integrity and faith, the leaders of tomorrow.
We are so happy to see our students back at school and in person. Though the past few months have been challenging at times we are very proud of how they have risen above the difficulties and not let the situation prevent them from continuing to learn and grow. One thing that we can say for sure is that this year will still not be business as usual, to know that they need look no further than the plexiglass sneeze guards on the desks and the masked faces that are around the school. These measures are for the safety of everyone and allow us to return to in person learning. It sometimes seems like a lot, the things that we need to do and the many things that are not possible. One thing that we want all our students and prospective students to know is that at Hawthorn, they are never alone in their struggles. Here they are surrounded by people - friends, parents, teachers, and mentors - that they can rely on every step of the way.
At Hawthorn we have an amazing group of dedicated people, including support staff and teachers. It is a great joy and privilege to work with them every day. Our faculty have time and time again shown how dedicated they are to their students, not only their academic learning but also their character development and emotional well-being. They have truly risen to the occasion and accepted the challenge of teaching in these new circumstances. We are very grateful to them for all that they do!
This year is going to be an amazing and memorable one because we know that everyone will be working together, following the guidelines and helping us with our goal of keeping the school open. The way that we will accomplish this goal is by paying attention to all the small details and doing our work well and with love.
To those that are interested in a Hawthorn education, we would be delighted to welcome you into our family! Our admissions director, Rhonda Wood, would be happy to speak with you and guide you through the process of applying to Hawthorn. Please contact her at 416-444-3054 or by email at [email protected].
Liberal Arts
Information not available
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.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
Stratford Hall is a K-12 International Baccalaureate (IB) World Continuum School. The IB forms the foundation of our pedagogical approach to teaching and learning and is divided into the Primary Years Programme, the Middle Years Programme, and the two-year Diploma Programme in which students undertake university-level work. All three phases are inquiry-based – driven by questions the students and teachers generate together – in order to develop knowledgeable and caring young people who are motivated to succeed. Using best practice from a range of international frameworks and curricula, the IB curriculum at Stratford Hall is then laid over a modified BC curriculum with a heavy emphasis on critical-thinking, collaboration, communication and creativity across all disciplines. All three programs are also linked through what is known as the IB Learner Profile. This is a set of 10 characteristics, such as being open-minded and caring, that are explicitly taught, reflected on, and encouraged. Our aim is to foster a community of internationally minded citizens who can build a better world through intercultural understanding and respect.
In the Lower School students develop a love for learning, and build social skills and work habits in each area of a well-rounded academic program. In the early grades, the curriculum focuses on a systematic approach to cultivate phonetic, literacy and mathematics skills. Lower School students develop outstanding literacy and numeracy skills, generally testing about one year ahead of the Ministry of Education requirements. Hawthorn's Upper School delivers an ambitious liberal arts education, preparing the leaders of tomorrow for university, the workplace, family life and the world beyond. The requirements of the Ministry of Education for the Ontario Secondary School Diploma are surpassed through learning opportunities both inside and outside the classroom. Hawthorn's compulsory courses fine tune students' capacity for critical thinking, round out their cultural literacy, and serve to educate the whole person: body, mind and soul.
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.
The mathematics programme at Stratford Hall is built on the belief that all students are capable of studying math at a high level. In the PYP, mathematics is understood as a language that is intentionally developed during each year of the programme through inquiry and investigation. Competencies include reasoning, analyzing, understanding, solving, communication, representing, connecting and reflecting. In the MYP mathematics course, it is important that learners acquire mathematical understanding by constructing their own meaning through increasing levels of abstraction, starting with an exploration of their own personal experiences, understanding and knowledge to prepare student for the study of group five courses in the IB Diploma Programme (DP.) In the DP, students will gain a better appreciation for the usefulness, beauty, elegance and power of mathematics which will help students to improve in their logical, critical and creative-thinking.
The curriculum used at Hawthorn is the Saxon Math Program. This program has a unique pedagogy of systematic introduction of mathematical concepts by incremental development. This strategy introduces concepts in small, easily understandable pieces in lessons over the course of an academic year. These concepts are continually practiced and reviewed on a daily basis. Complementing the continual practice and review are the frequent cumulative assessments which enhance learning so that students can correct errors of understanding before those errors become ingrained. The Upper School curriculum follows the course objectives set out by the Ontario Ministry of Education.
Our teachers have the flexibility to use a variety of textbooks and materials to meet the needs of the class and the content being covered. There isn't one set of textbooks that is used across all grades.
Gr 1-7 Saxon Math Gr 8 MATH MAKES SENSE Gr 9, 10 PRINCIPLES OF MATHEMATICS 9, 10 (NELSON) Gr 11 FUNCTIONS 11 (NELSON) Gr 12: HACOURT MATHEMATICS, NELSON, (MCGRAW-HILL
Students are trained to use calculators specific to the course that is being taught.
Phonics-intensive
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.
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.
Our IB Programming in the PYP (Primary Years Programme) allows for a balanced approach to early reading instruction. Through six interdisciplinary units of inquiry, students are exposed to both systematic-phonics programming and a whole language approach. Regular routines are established at the beginning of the school year including home reading, silent and partner reading, daily read-alouds and weekly library visits. MYP language and literature builds on experiences in language learning that students have gained during the PYP. Knowledge, conceptual understanding, and skills (listening, speaking, reading, writing, viewing and presenting) are further developed through the MYP and DP years where careful examination of literature lends itself to independent, critical and original thinking.
The first level of the reading program, which consists of 160 lessons in total, is designed to set the stage for word reading. Students learn how to discriminate between sounds and take part in pre-reading exercises, which contain decoding, symbol identification, rhyming and comprehension activities. This allows the students to begin to read simple, regular words by sounding out each word and saying it quickly. The students are also taught to sequence and follow directions, and are guided in sharpening auditory skills. They learn the importance of forming strong work habits as well as working independently and neatly on corresponding take-home sheets. They are encouraged to develop their ability to pay attention and learn to participate as part of a group.
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.
Students learning to write in the PYP (Primary Years Programme) receive age-appropriate direct instruction of written and grammar conventions along with consistent exposure to various styles of writing (narrative and expository) through the interdisciplinary units of inquiry. Students have opportunities to practice and apply their written convention skills through writing short or long stories, poetry, reading responses, essays, articles or research pieces. The use of planners to generate ideas and assist with the organization of a written piece are important areas of focus, along with the self-editing process. Citation skills are introduced in upper elementary, and carried on throughout the grades. Letter formation and handwriting are a focus in the early years. Assistive technology and specialist support is provided to students on individual education plans.
The Hawthorn writing curriculum uses a blended structure and style program. Various writing structures are taught throughout the year. These structures are repeated in the grades. Elements of style are taught overlapping the various writing structures. Students progress through the stylistic techniques according to their ability and their mastery of the stylistic techniques.
Inquiry
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
Science at Stratford Hall is messy, fun, and challenging. We guide our students into becoming scientific thinkers who ask questions beyond traditional textbook learning. Our students have an in-depth knowledge of scientific fact and theory, can design, engineer and investigate their own experimental questions in our state of the art, university-level laboratories and through our field study opportunities, and can maturely discuss the impact of science on society. A science specialist helps classroom teachers craft a meaningful, inquiry-based, exciting science sequence through the Primary Years Program, developing into more rigorous experiment and data analysis techniques throughout the Middle Years. Stratford Hall offers Biology, Chemistry, and Physics at the Diploma Programme Level, which fully prepare students for university-level science and beyond.
The Science curriculum at Hawthorn focuses on giving the students a love for and appreciation of the natural world. The study of the world through the scientific method allows the students to develop the intellectual processes necessary to understand the idea of objective truth. Students are encouraged in the development of scientific curiosity through an emphasis on hands-on activities and experiments. The knowledge gained through these lessons and investigations fosters the virtues of co-operation, of respect for others and materials, and responsibility towards our environment. These, in turn, promote a sense of global citizenship in our students. The development of independent intellectual inquiry is further enhanced through the Science Project during alternating years. The Science Project is an integral part of the science curriculum and grades 1 – 7 prepare science projects under the guidance of their science teacher as an enhanced learning experience.
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
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
Literature is a course that looks at varying conceptions, interpretations and experiences of the world through literature. By comparing local, national and international works that come from a variety of genres and periods, students learn that literature is heavily influenced by cultural perspectives; however, the universality of the human experience is paramount. Each year texts are chosen by English teachers to best fit the character and interest of the grade.
The writing program follows the Institute for Excellence in Writing’s Blended Structure and Style Curriculum. This program guides students through different structural models of writing. Each month is spent on a different structure. This sequence of structures is repeated every year to help students develop excellent writing skills. Stylistic techniques are taught simultaneously in a personalized cumulative manner so that students can achieve a mastery of each technique. A beautiful aspect of this program is that grammar is taught implicitly within the stylistic techniques.
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
Core Knowledge
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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 transdisciplinary themes in the PYP frame the programme of inquiry. PYP Units of Study are organized in to six themes: Who we are How we organized ourselves Where we are in place and time How the world works Sharing the planet How we express ourselves These globally and socially driven themes provide a starting point from which students can examine issues and opportunities as they are being experienced in the real world. Taken together these themes provide students with authentic learning experiences that are not confined to the boundaries of traditional subjects because real-world problems have no boundaries.
The Social Studies program is an essential component of the development of cultural literacy. The curriculum focuses on developing an understanding of western culture and history as well as a more particular knowledge of Canadian history. Students examine western culture from its’ roots in the ancient civilizations of Egypt, Greece and Rome through Medieval times to present day Canadian society. Canadian history is emphasized in order to give an intellectual basis for each student’s patriotism. As well, the novel study in the English curriculum and studio projects in the Art curriculum are linked to the periods studied in order to give the students a breadth of cultural exposure.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
The MYP Individuals and Societies course encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts. DP History aims to develop knowledge, communication, research skills, curiosity, lasting critical-thinking abilities, and a profound understanding of – and empathy for – people living in other periods and contexts; therefore, the course provides abundant opportunities for students to explore and apply the IB Learner Profile. The course naturally integrates academic skepticism, a crucial connection to Theory of Knowledge.
Students discover the truth about the human person and the human experience through their education in the humanities. Integration with the other disciplines and subject areas (classics, mathematics, sciences, arts, health and physical education) completed the context in which critical thinking and cultural literacy are achieved.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Students in the PYP are introduced to French and Spanish. In the MYP, Language Acquisition performance is assessed at six different phases. These phases represent a developmental continuum of additional language learning. Language Acquisition teachers work with students and parents to determine which phase of instruction is appropriate. Mandarin is an option starting in Grade 10. In the DP, students who are in phases 1-3 of their Language Acquisition in Grade 10 would be guided towards the study of that same language at the standard level in the DP. Alternatively, they might choose to study a different second language in Grade 11.
The French curriculum is a comprehensive and seamless program that builds on communication skills throughout the Lower School. Second-language learning strengthens students’ ability to communicate, enhances problem-solving and reasoning skills and increases the capacity for creative thinking. Learning a second language not only strengthens students' ability to communicate, but also develops their capacity to understand and respect other cultures. At the end of the Lower School students should have a solid base to achieve fluency through the Upper School curriculum.
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
Equal Balance
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.
These programs have an equal emphasis on receptive and creative learning.
Students from K - Grade 10 participate in music, theatre and visual arts. In Grades 6-8, students complete a rotation of three Arts courses, one per term. They are Visual Arts, Music and Theatre Performance. In Grades 9 and 10, they choose one of five elective courses: Media Arts, Music, Photography, Theatre Performance, and Visual Arts. DP art students investigate past, present, and emerging forms of Visual Art and to engage in producing, appreciating, and evaluating an understanding of Visual Arts from local, national, and international perspectives. DP Theatre is a unique subject in that it is a practical art form; it is dynamic, collaborative, and live. It is a practical subject that encourages discovery through experimentation, the taking of risks, and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity, and collaboration skills.
The art curriculum is designed to facilitate an appreciation for art through the study of art history, various artistic techniques and mediums. The curriculum encourages self-expression through the creation of two and three dimensional art projects. The visual arts include the traditional fine arts of drawing, painting, sculpting, printmaking, architecture, and photography, as well as crafts. The curriculum is intended to help students develop their creativity, and technical abilities as well as the ability to communicate with other people through visual images. In learning to express themselves in visual ways, students will sharpen their powers of observation. In developing the ability to analyze and describe works of art from various historical periods and in different styles, they will also learn to understand and appreciate a wide variety of art works. Studio projects that link the social studies curriculum to the art program will be used to enhance cultural literacy.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
Rather than a stand-alone subject, information technology is used as a tool for learning and production. Exposure to computers and their uses will be appropriate to the grade level and the topics under investigation.
Hawthorn recognizes the importance of information literacy, media literacy, and information and communication technology literacy as critical 21st century skills. In order to support information literacy in both the Lower School and Upper School, students are taught through the curricula and through specifically designed workshops how to access information efficiently and effectively, evaluate information critically and competently, and use information accurately and creatively. In support of media literacy, students are taught to analyze media (social sciences) and create media products (data management, visual arts, yearbook, and others). To help students achieve information and communication technology literacy the computer lab. is used to teach students to apply technology effectively.
Web design
Robotics
Computer science
At Stratford Hall we strive to develop intelligent athletes that are lifelong participants in physical activity. We focus on developing physically literate students that have an understanding of the fundamental movement skills which will allow them to participate in a variety of activities. We do this by using the “Teaching Games for Understanding” model combined with the Primary Years and Middle Years Program guides and the IRP's from the BC Ministry of Education. We also have a strong Outdoor Environmental Education (OEE) program that starts in grade 4 and compliments the PE program. The OEE program focuses on water sports (kayaking, canoeing, sailing, stand up paddle boarding, dragon boating), winter activities (snow shoeing, cross country skiing, ice skating), hiking, rock climbing, Circus, and a number of service opportunities. The OEE program runs through grade 10.
Hawthorn's approach to physical education emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Students will learn movement skills and principles, ways to improve personal fitness and physical competence, and safety and injury prevention. Healthy Living—students will relate healthy eating practices and active living to body image and self esteem, and outline a variety of issues related to health and wellness. They will investigate issues related to the use and abuse of alcohol, tobacco, and other drugs, and will participate in activities designed to develop goal-setting, communication, and social skills. Fundamental Movement Skills—students will combine a variety of movement skills in participating in physical activities: locomotion, manipulation and stability, and demonstrate the principles of movement while refining skills Active Participation—students will participate on a regular basis in physical activities that maintain or improve physical fitness
Academic
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
The Primary Years Programme (PYP) is a curriculum framework of essential elements — the knowledge, concepts, skills, attitudes, and action that young students need to equip them for success. At Stratford Hall, these elements combine to create a transdisciplinary learning opportunity that is engaging, relevant and challenges each student to meet and exceed their own expectations. The PYP framework is organized into three distinct area of curriculum focus: - What students learn; - The way in which teachers will teach; and, - The practice of effective assessment which supports how we know what we know about student attainment.
Students are exposed to a wide variety of subjects and their natural curiosity is encouraged to help them gain knowledge of the world. The core subjects of mathematics and language are carefully structured to help young students develop their ability to think logically. A well-rounded education is provided through the other specialty subjects, including French, art, music, physical education and science. Students learn sound study skills and work habits in each area.
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).
At Stratford Hall we know that no two children learn at the same pace. Our teachers are skilled in the art of differentiation and our small class sizes create an opportunity for our faculty to develop an in-depth understanding of the opportunities and challenges faced by each of their students
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”.
The culmination of the PYP and MYP programmes is the Diploma Programme - a challenging university preparatory programme. International research from the IBO shows that despite its challenge, "there are many benefits to choosing the DP over other 16-19 curricula including the fact that DP students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them."
Hawthorn School for Girls has a two-fold goal: academic excellence and character education. In order to help the students develop strength of character, it is important that they be well informed of their responsibilities, both academic and personal, within the school community.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The IB forms the foundation of our pedagogical approach to teaching and learning and is divided into the Primary Years Programme, the Middle Years Programme, and the two-year Diploma Programme in which students undertake university-level work. All three phases are inquiry-based – driven by questions the students and teachers generate together – in order to develop knowledgeable and caring young people who are motivated to succeed.
Hawthorn educates its students in academic excellence and character formation by providing the necessary means to grow in knowledge, virtue and responsibility. Freedom and responsibility require an informed intellect, a strong will, and emotional tranquility. The school integrates all aspects of formation - intellectual, spiritual, human, and social - within a liberal arts education. Our formal educational goal describes this as an integral education, and places special emphasis on the development of natural virtues.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| 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.
| ||||
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Mild learning difficulties are typically accommodated. If a difficulty is such that school staff are not qualified to provide the appropriate support, parents are informed and the school works together with them to take the appropriate steps which may include to find a school which is a more appropriate fit.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
8 - 12
JK - 12
0%
35%
$8,400
$1,800
100%
85%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
Yes: grades 3 - 11
Yes: grades 8 - 12
Yes: grades 6 - 11
No
No
No
Yes: grades K - 2
Yes: grades SK - 12
No
No
No
No
At Stratford Hall, we look for students who have a solid academic foundation, enjoy learning, have a variety of interests, and have a desire to contribute to our community. In addtion, the attributes of the International Baccalaureate Learner Profile (characteristics such as being caring, open-minded, and reflective) are all an integral part of who we are at Stratford Hall, and we look for prospective students and families who embody these characteritics as well.
Hard working students, ready and willing to learn. Capable to work well with others, friendsy, cheerful and with good attitude.
Step 1: Application Form
Complete and submit an application form. A $300 one-time, non-refundable application fee is required (paid online with a credit card).
Step 2: Submit Supporting Documentation
Online checklist assigned upon submission of a completed application.
The SSAT and Character Skills Snapshot is a standardized test used by admission offices to assess the abilities of students seeking to enroll in an independent school. All students wishing to be considered for Grade 6 to Grade 11 must write the SSAT by January 31. Consideration for exemption will be given to students currently enrolled in an IB programme.
A list of test dates and locations can be found here.
Step 3: Schedule a Parent Interview
Once you have access to your online applicant checklist, you will be able to arrange your parent interview. This is for parents only. There is no need to make special arrangements to have your child attend this interview.
Filled Application with all required documentation: a $100 non-refundable fee, a teacher recommendation (for grades 1-12), a recent photograph, copies of the last two years of report cards, a copy of birth certificate or passport.
Entrance assessment (SK to gr. 12)
Applicant interview (Upper School)
Parent interview (All Grades)
