3000 Commercial Drive, Vancouver, British Columbia, V5N 4E2, Canada
469 Merton Street, Toronto, Ontario, M4S 1B4, Canada
2000
1952
545
140
K to 12
JK to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive, International Baccalaureate
20 to 26
16 to 20
Learning
$28,220 to $32,970
$32,700
Yes
No
0%
0%
8 to 12
None
$8,400
$0
42
16
0%
0%
100%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Not available
Dec 15, 2023
Not available
Not available
Yes: grades 3 - 11
Yes: grades JK - 6
Yes: grades 6 - 11
No
information not available
Sunnybrook School (SBS) is a small coed school for students from JK to Grade 6, located on a leafy residential street in midtown Toronto. It was the first primary school in Canada to adopt the International Baccalaureate (IB) Primary Years Programme (PYP) and continues to take a global approach to education. Since its founding in 1952 as one of North Toronto’s first preschools, SBS has been an innovator in education for young children. The current curriculum strives to keep pace with the latest advances in pedagogy, such as Singapore math and one-to-one iPads, while still maintaining a focus on the fundamentals, such as cursive writing. There’s a lively arts and music program (including an elaborate, school-wide musical production), traditional and unique offerings in physical education, daily French from JK and extensive community service opportunities. To compensate for its limited size and modest facilities, SBS ensures its students benefit from the many resources the city has to offer, from nearby athletic facilities to downtown galleries and museums. With a family-like atmosphere where everyone knows everyone and parents are always welcome, SBS offers a warm, academically enriched environment focused on preparing young students for success at middle school and beyond.
Read The Our Kids Review of Sunnybrook School
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 reportSunnybrook School was founded in 1952, becoming one of the very first preschools in Canada. It was exotic for the time, both for being a nursery school, as well as being founded by an Austrian educator, Irmingard Hoff. From opening day the school was at the leading edge of education at the time, and it has worked to remain there ever since. Sunnybrook was the first school in the country to adopt the International Baccalaureate Primary Years Programme. It's since dedicated itself to development of 21st century literacies, an international curriculum, and the adoption of Singapore Math. Which sounds like a lot, and it is. The ideal student is one who is operating at the top of her peer group, and who is able to make the most of the range of programming on offer.
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"Right away we could see our daughter amongst the students of Sunnybrook School"
Reza Asadikia - Parent (Feb 21, 2018)
The size of this school is in a way that is not intimidating for younger students, but at the same t...
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"He is motivated by his peers, and is learning to become more independent with respect to managing his homework, and balancing his schedule."
Olivia Kao - Parent (Nov 19, 2019)
My child recently switched from a Montessori environment to Sunnybrook School this year. Although i...
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"...very impressed by the scaffolding that takes place in the classroom - how lessons are built to work together and previous learning supports"
Laura Waters - Parent (Jun 02, 2020)
Our daughter started at Sunnybrook for SK. She immediately felt welcomed into the entire school comm...
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"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."
"Sunnybrook is an IB co-ed school for students from JK to Grade 6. Positive, nurturing relationships at school give our students the confidence to challenge themselves; SBS teachers create a welcoming classroom experience in which all students can reach their potential. Academic learning at SBS is balanced, holistic and engaging; the PYP is enhanced with Singapore Math, Phys Ed, Music and Library, as well as French classes daily. Our strong arts program fosters creativity, confidence and self expression. SBS prides itself with promoting our students to be social responsible and critical thinkers. Through personal and group action, our students give back to the local and global community. SBS is a certified Ecoschool and is a carbon free school as we offset our carbon footprint and donate seedlings to a Smart Forest in New Brunswick."
"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."
"Sunnybrook is a small school with a strong community that provides a challenging, high quality International Baccalaureate PYP curriculum. Sunnybrook was the first PYP accredited school in English Canada, and our IB students have agency, are critical thinkers, and learn to take action in the world. Sunnybrook School is Coed, inclusive, and serves a diverse community. Our small size means we know each student well and can tailor our curriculum and school experience to their individual needs."
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"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."
"The number one reason parents choose Sunnybrook School is our caring, inclusive community. Our small size and devoted staff mean that students feel a strong sense of belonging. Students love that everyone knows them in the school, and everyone cares about them and their education. Through our IB program, we nurture a love of learning and curiosity about the world. The combination of strong community, high academic and personally differentiated learning makes Sunnybrook a truly special school."
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"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."
"The heart of Sunnybrook School and its outstanding success is our dedicated staff. Because of our low staff turnover, our teachers are known and loved by our students and parents, and often students look forward to each grade level knowing the teacher they will have in upcoming years. In the words of a parent, “You see the individual child and their unique strengths. You nurture that like a flame. I have seen both boys grow in confidence since being at SBS. It has been truly transformational.”"
"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."
"Our approach to learning constantly engages our students. In their own words, “The learning is fun, challenging, you learn so much, not just lectures, there’s varied learning, it’s collaborative, and you learn from other students, not just teachers.” From junior kindergarten to their graduating year when their learning is showcased in the grade six PYP Exhibition, our students have had the advantage of a rich, engaging curriculum delivered by teachers who know and care about their progress."
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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.
Sunnybrook invites you to become a part of a very special school. Flexible, dynamic, lively learning to challenge, provoke and engage young minds. At Sunnybrook School we succeed in channeling the energy, enthusiasm and joy of elementary boys and girls into disciplined, thoughtful learning. The small size of our school enables us to know our students and their families, giving greater meaning to the triangle of child, home and school. Our size also enables us to showcase all our students and their work.
With a long, proud history of innovation. We search the world for excellence in elementary education, bringing world class programs to our school. The IB Primary Years Program (IB PYP) enriches and complements our philosophy, giving us an outstanding framework for assessment and curriculum development. Our qualified teachers have extensive IB training; five members of our staff are on the faculty of IB. The IB Program enables us to give our students the world. In our quest for excellence, we have adopted the Singapore Math Program, an enlightened, engaging and effective approach to mathematics learning.
Sunnybrook has remained small because we believe that small schools are good for both students and teachers. Our graduates benefit from the small school environment by becoming confident, self-assured, inquiring young people, ready for the world of a larger middle school. Our faculty is both the heart and the backbone of our dynamic school. The core of a teacherʼs work is to nurture curiosity and inspire learning. Visit our website to learn more; we encourage you to visit our school to see for yourself what Sunnybrook will offer your child. We forward to meeting you.
Progressive
International Baccalaureate
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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.
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.
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.
Sunnybrook School is an IB Primary Years Program (IBPYP) school; we offer a global curriculum in a local context. We are committed to offering an engaging learning experience, and we encourage our students to learn with enthusiasm and commitment. French, Music, and Physical Education classes complement the regular classroom. We have a strong literacy focus, including both skills and a love of reading. Our school library is a hub of inquiry, offering various traditional and electronic research opportunities.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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 Singapore Math curriculum approaches numeracy concepts and skills in a balanced way. The emphasis on inquiry and conceptual understanding is complemented with rigour in applying skills and knowledge in mathematics. Singapore Math takes the learners from using hands on manipulatives to solve math problems to a step using pictorial representation of the problem before expecting students to find their answers using mental math. This unique pictorial step provides an additional tool for students who have a developing understanding of concepts, but are not yet ready to solve problems in their heads. Through Singapore Math, our students learn to love working with numbers, solving problems, and seeing the world through the lens of mathematics.
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.
Singapore Math books and supporting materials
Students are trained to use calculators specific to the course that is being taught.
Students use calculators when appropriate.
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.
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.
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.
Learning to read is the primary task of elementary school. It is important when designing a reading program to remember that young children acquire reading skills at different paces. Therefore we have developed a literacy program that takes this into consideration, while having high expectations of all learners. We begin with reading readiness at the beginning of JK, including teaching concepts of print, exposure to the written word, opportunities to write at their level and a great deal of exposure to literature.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use DRA's to ensure accountability in our teaching, and to measure the success of our reading program over time.
Process approach
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.
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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.
Writing and reading are integrated in teaching young learners. Our students are encouraged to write about their learning and their experiences as early as possible. Through the 6 + 1 Writing Traits program our students learn specific skills and develop an understanding of the elements of good written communication. Specific writing, spelling and grammar skills are taught more systematically as students move into the older grades.
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.
Science is taught in the IB Units of Inquiry. In these units students are encouraged to experiment, explore, ask questions, and seek answers to scientific questions. The units are carefully planned to include scientific content and ideas, encouraging students to become critical thinkers and inquirers.
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.
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.
Our Library program fosters a love of literature of all genres. Literature for the classroom is usually chosen to correspond to the IB Units of Inquiry. These units often have a social justice component, and selections are made to support the learning and allow students to make connections and develop understandings of their world through literature. Selections for younger students are made to maximize their skills acquisition and enjoyment of reading in the early years.
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
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.
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.
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 curriculum framework in the IB PYP emphasizes a conceptual approach to content. Units of Inquiry are organized in to explore specific content (i.e. government, transportation, migration) in both broad conceptual and more specific content related ways. Students learn to explore topics through guided inquiry and research.
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
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.
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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.
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.
Language is the gateway to culture and comfort speaking in another language opens opportunities. In the early years French is taught daily in an engaging interactive way, with an emphasis on oral communication skills. Older students read and write in French as well. We make extensive use of technology and student iPads in our French program. We offer French daily from Jk to GR 6.
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
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 arts are integrated in our IB transdisciplinary Units of Inquiry. Music is taught by a specialist, with a dance and drama component. In the arts students are given opportunities to express their knowledge and ideas in various ways; they learn Art, learn about Art and learn through Art. We produce a musical that involves every student in the school from grades 1-6. Every child acts, sings and dances in the musical held at the end of each year. Students use many instruments like recorder, boom whackers, Orff instruments, bells, melodicas and learn to read music and prepare for band in the middle years.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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.
Technology is pervasive in our students' lives. Our goal is to give teachers the tools to guide young people in using it in innovative, constructive and meaningful ways. Sunnybrook School has a 1:1 iPad program for all students from JK to Grade 6. Combined with traditional methods of learning technology is used for communication, connection, creativity and collaboration. Digital literacy and digital citizenship are integrated into our curriculum.
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.
Regular Physical Education classes combine team and individual sports to teach the skills for a healthy lifestyle. We focus on sportsmanship, teamwork, fitness and health. Classes such as rock climbing, swimming, curling, kung fu, cross country running, field sports and net sports are held. Teams are offered as we are part of the SSAF and compete against other schools.
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.
Sunnybrook School offers a balanced, stimulating and enriched kindergarten curriculum. The core of the JK and SK curriculum is based on the IB PYP, Singapore Math and our own unique literacy program. We enrich this with French, Music, Phys Ed and Library. Play time indoors and on our playground round out the kindergarten experience. The program is designed to stimulate children’s creativity, build early academic skills, and develop communication and social skills. At Sunnybrook School, kindergarten sets the foundation for a love of learning with trusted adults, great friends, a cheerful physical environment and stimulating, engaging learning.
Standard-enriched
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.
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.
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
Information not available
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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."
As an elementary school beginning at JK we are more supportive than rigorous. However, as our students approach the higher grades the emphasis on the skills and knowledge shifts with their greater maturity, and in preparation for middle school. Beginning in SK we have benchmarks for reading and math, allowing us to differentiate for different student needs.
"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.
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.
As an IB school, Sunnybrook has a focus on global citizenship. To that end we work with our students develop the skills, dispositions and knowledge to help them understand themselves and others, and the issues they will face in our ever-changing world. Learning in all domains develops a well rounded, balanced individual, ready to contribute to community and society.
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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Sunnybrook has an enriched curriculum and students must be able to handle the curriculum. SBS offers accommodations for students with mild learning disabilities. We want each child to be successful.
Information not available
The Sunnybrook curriculum is accelerated and enriched, and some of our students find it challenging. Our teachers differentiate where possible to accommodate different learning levels. These students may receive extra support on a withdrawal basis, however, we do not specialize in teaching students with learning disabilities.
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
8 - 12
0%
0%
$8,400
$0
100%
90%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Not available
Dec 15, 2023
Not available
Not available
Yes: grades 3 - 11
Yes: grades JK - 6
Yes: grades 6 - 11
No
No
No
Yes: grades K - 2
No
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.
We encourage parents to visit our Open House and meet our senior students; this will give you an idea of the kind of student we are looking for. Children who are curious and knowledgeable for their age and who enjoy learning will thrive at SBS.
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.
Choosing a school is a big decision for families, and our goal is to make this comfortable and transparent. A visit to the school begins the process. For application we require the application form, birth certificate, previous year's school reports (if applicable), any other relevant reports and the application fee. Overseas applications are welcome.
The application procedure includes an assessment of each student (we usually meet our applicants in small groups), and an interview with the parents.
The registration fee for JK students is $3000.