245 Garner Road West, Ancaster, Ontario, L9G 3K9, Canada
1939 Sooke Rd, Victoria, British Columbia, V9B 1W2, Canada
1997
2009
16
251
7 to 12
4 to 12
Coed
Coed
Day, eSchool
Day, Boarding
English
English
Academic
Academic
Traditional
Progressive, International Baccalaureate
1 to 6
12 to 18
Learning, Developmental, Behavioral
In-class adaptations
$5,600 to $34,000
$10,290 to $17,750
$40,640 to $62,000
No
Yes
0%
10%
None
7 to 12
$0
$5,000
3
28
0%
30%
100%
95%
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 4 - 12
No
No
information not available
information not available
Private schools are created in order to address different kinds of learners, and different learning styles, and Tapply Binet is a great example of that. It’s a small school, which for the students who attend, is its great strength. The average class size is just 3 students, with none exceeding 6. As such, the program is very much student focused, and student led, in something akin to a tutorial approach to learning. Instructors engage closely with students, allowing them to interact with the material and with each other around the concepts being presented. Lessons are built to address the specific curiosities and perspectives that the students bring with them into the classroom. The goal of the program is to reward personal curiosity, and grow students’ ability to access and process information through that lens. The expertise of the staff is also a draw for the families that enroll—all instructors have doctorates and are specialists in the areas in which they teach. The ideal student is one operating at the top of his or her peer group, one who longs for an environment that will nurture their academic instincts, and who is preparing to continue to university.
Brookes Westshore, an International Baccalaureate (IB) World School, envisions a future filled with self-confident, lifelong learners who are connected and inspired to help others. Brookes Westshore fosters an inclusive, multicultural community, with over 20 different nationalities represented across Grades 4 through 12. Small class sizes, engaging teachers, and a caring community support students in a personalized environment that develops their critical thinking skills and a passion for life-long learning. Brookes Westshore provides students with the tools they need to pursue their dreams.
View full report
"He graduated from TBC as an Ontario Scholar, received early offers of admission from all..."
Nicholas Richter - Parent (Jan 06, 2021)
Our son attended TBC for grades 9-12 and liked it so much that he stayed an extra year (also known a...
View full review
"I consider the academics at Brookes to be among the best I have experienced as an educator."
Hannah Ashwood-Smith - Parent (Aug 05, 2022)
Our son loves his school experience at Brookes. He has enjoyed the culturally diverse community and ...
View full review
"We found our community, we feel like we belong here and my kids are thriving."
Silvia Cardenas - Parent (Mar 13, 2023)
Both my kids have been thriving since they started in Brookes Westshore in the 2020-2021 school year...
View full review
"We think our kid receives the support he needs."
José Tomás Martínez de Pablo - Parent (Mar 20, 2023)
He enjoys most of the sports facilities, the availability of a gym, an indoor court at school, and t...
View full review
"Flexibility best describes our approach to learning. We pride ourselves on accommodating student and parent needs. In consultation with students and their parents, TBC provides a program to suit the needs of the individual with full and part-time options with class sizes ranging from 1 to 6 students. Empowerment and responsibility given to students provide ownership and their personal sense of success and recognition as a member of their school and community."
"Brookes Westshore is an IB World School offering the International Baccalaureate Middle Years and Diploma Programmes. We are just 15 minutes from downtown Victoria on the scenic West Coast of British Columbia. Our small class sizes, engaging teachers and caring community support students in a personalized learning environment that develops critical thinking skills and a passion for life-long learning. Students have the opportunity to graduate with both the IB Diploma and the BC Dogwood Diploma."
"Our team approach to education sets us apart. Together, staff are committed to reviewing student progress on an ongoing basis, ensuring the plan is optimal. Students are encouraged be part of this process as this fosters engagement in their learning."
"Brookes Westshore teaches all students the International Baccalaureate curriculum. We believe this is the most comprehensive curriculum available provides students with the knowledge and skills to be their best selves in an increasingly globalized world. Students graduate from Brookes Westshore with the IB Diploma as well as the BC High School Diploma (BC Dogwood). The global perspective of the IB is enhanced through our commitment to having 50/50 local and international students."
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 appreciate the dedication to their children's security and educational needs. "The Tapply staff are kind and helpful", as stated by one current Grade student."
"Families choose Brookes Westshore for our small class sizes, excellent teaching, and the International Baccalaureate curriculum. With a maximum of 300 places available we are able to maintain a strong sense of community, where students are noticed and recognized for their unique attributes, and are given individualized support in areas where they need it."
Information not available
Information not available
"As we operate from a heritage building, once the home of the Marshall potato farming family, we reference the importance of family and community. The single dwelling offers a homey atmosphere to their educational experience. For example, we all share the kitchen!"
"Our international teaching staff. As an IB school we attract teaching staff who are highly qualified, motivated to support student excellence, and who have lived and worked around the world. Our diverse teaching staff bring a range of skills and perspectives to the classroom that directly benefit students, and build on the global mindedness at the heart of the IB curriculum. Our senior teachers mentor our younger staff, and our younger staff bring new ideas and energy into our community."
"We profess to accommodate and empower our students. Families are surprised by the length we go to make this a reality. This year, a Grade 12 student sat in on the interviews to hire a Chemistry teacher. Another Grade 12 student taught the Grade 7 science class. Our Science Fair event included all science students."
"One of the things that we consistently hear from our families is surprise at the breadth of afterschool activities we offer, despite our small size. Students are able to take part in ASAs every day of the week and can choose new activities each term. We take advantage of the many facilities available in our community, as well as the stunning natural environment of Vancouver Island. Students can choose to go rock climbing, play tennis, take action on the environment, create music and much more."
Information not available
Information not available
Information not available
Information not available
Let me introduce myself, Sue Davidson, proud Principal of Tapply Binet College, a Brick and Mortar School established in 2003 and Principal of Tapply Online High School launched in April 2020.
Education for our young people is an essential service. We will continue to engage them. That is the key to students’ success. Our flexible program delivery, always considerate of the students’ schedules and needs, provides the students with a personalized program. This will ultimately lay the foundation for a bright future and tailored-fit career path. Our philosophy is simple – Engage, Empower, Encourage in a fluid world. Students will have access to post-secondary preparation by our Guidance Counselor Specialist.
Please contact us to learn more about how we are putting STUDENTS FIRST
At Brookes, feel the positive energy that fills the corridors with a spirit of adventure, and sense the wonder of discovery in each classroom.
Our students thrive in the challenging, productive, and supportive learning environment we offer. Our goal is to nurture the joy of learning within our students and provide a safe place for them to explore their interests and discover their potential. We encourage students to take intellectual risks, to think creatively, and to work effectively with others.
Brookes Westshore is an authorized IB World School. Our mission is to prepare young men and women to become global citizens who have a passion for service and leadership, and who use compassion and communication to inspire peace in our world. Our small size allows us to tailor our classes to each student's need, allowing for a highly personalized learning experience.
I invite you to rise to the challenge of an IB education. Take a step beyond the average and begin to realize your boundless potential!
Progressive
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
Tapply Binet College delivers the Ontario Ministry of Education curriculum and meets the requirements as it passes the Ministry inspections.
We currently offer the IB Diploma Programme for grades 11 and 12, and the IB Middle Years Programme (MYP) for grades 6 through 10. Our school embraces the newly revised BC Ministry curriculum and is taught through the MYP and IB framework. Our approach is to engage students in big ideas, asking essential questions to make learning meaningful and relevant. For 2020 we will be pioneering a grade 4 and 5 class as we build towards offering the IB Primary Years Programme (PYP).
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.
Students too often have a fear or reluctance in mathematics. Our staff encourage a love for the subject with confidence building as well as a sense of humour.
Information not available
Information not available
Information not available
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.
Information not available
Information not available
Process approach
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.
Information not available
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
We encourage students to study science as an essential component of the way the world works. Everyone should take Physics.
Information not available
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
Physics
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.
Developing process work skills is the focus in the English department. Proficiency in literacy is encouraged by honing reading and writing skills.
We teach literature as a progression of analysis skill building, and learning to express ideas through presentations and writing through the grades. Students are exposed to diverse cultural views through different types of texts and being able to understand the different means through which a writer can convey their ideas and purpose to an audience. Students are encouraged to think independently and collaborate with others in the learning process. In the International Baccalaureate (IB) Diploma Programme, students will study Language and Literature course in their mother language. Many of our international students in this programme love to be able to have this opportunity.
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 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.
Information not available
Information not available
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
both perennialism and pragmatism are important in the teachings of these disciplines
Information not available
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 are encouraged to use only the foreign language during class therefore optimizing language fluency
Most of our students study French until Grade 10 and many universities require an additional language for their programs. The International Baccalaureate (IB) Diploma Programme requires all IB students (Grade 11 and 12) to complete a second language.
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
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
We encourage students to express their creativity in fine arts
Visual Arts encourage students to challenge their own creative and cultural expectations and boundaries. Students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. By exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and reflect upon a wide range of contemporary art practices and media. Courses are designed for students who wish to study the arts at a post High School level, as well as for those who are seeking lifelong enrichment. We celebrate the visual arts in the way we create images and objects, and in the way we appreciate, enjoy, respect and respond to the practices of art-making by others from around the world. Theories and practices are dynamic and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and thoughtful interpretation.
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.
In a tech-savvy world, students need to be efficient on the keyboard and confident with their personal electronic devices. All aspects of computers are encouraged
Information not available
Web design
Robotics
Computer science
At Tapply Binet College, we believe all students need a healthy balanced lifestyle. With a Goodlife gym nearby and numerous outdoor activities in the area, students in elementary school take part in regular exercise. The high school students will take Grade 9 gym as a compulsory course and encouraged to continue this routine throughout their school life and beyond.
We believe in a creating a balance of the physical and academic by providing PE to all of our students. Daily physical activity is a requirement of all of our students.
Not applicable
Not applicable
Information not available
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).
Information not available
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.
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”.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
We offer challenging learning environments to develop the imagination and the motivation to excel, and to inspire a joy of learning that is infused with enthusiasm and empathy.
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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
As a small school our learning assistance is limited to extra support after classes with some in-class accommodations based on specific student needs and the classroom learning environment.
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
7 - 12
0%
10%
$0
$5,000
100%
95%
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 7 - 12
Yes: grades 4 - 12
No
No
No
No
No
No
No
No
No
No
Students at Tapply Online School are as varied as at any school. All academic levels and learning styles are accommodated in our small familial setting.
It is our goal to enrol a diverse student body united by every student's ability and interest in an international education, global citizenship and passion for service and leadership.
All students are welcome to attend Tapply Binet College.
We require an online application with supporting documentation, including: