245 Garner Road West, Ancaster, Ontario, L9G 3K9, Canada
3100 The Boulevard, Montreal, Quebec, H3Y 1R9, Canada
1997
1930
16
470
7 to 12
K to 11
Coed
Coed
Day, eSchool
Day, Homestay
English
English, French
Academic
Academic
Traditional
Progressive
1 to 6
12 to 20
Learning, Developmental
In-class adaptations
$5,600 to $34,000
$20,081 to $24,754
No
Yes
0%
0%
None
None
$0
$0
3
39
0%
0%
100%
0%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades K - 11
No
No
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.
St. George's was founded in 1930 by a group of parents who wanted something different for their children, namely an education that was less based in rote learning and more based in experience and respect for the individual learners. Then, as now, the students didn't wear uniforms, and lessons were learned experientially, through hands-on lived experience. Students take part in projects and programs with students throughout the school, not only their immediate age mates. Students are encouraged to follow the paths of their curiosity, and then given the latitude and the resources in order to do so. That said, there is a structure, too, and the academic program has, throughout the life of the school, proved itself through real, observable results.
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"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...
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"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."
"A leader in progressive education since 1930, St. George's fosters a love of learning in each student. Our K-11, gender-inclusive school offers expert teachers, small class sizes, a bilingual elementary school, and a research-based experiential curriculum promoting student-centered learning within a rich and supportive academic environment. A St. George's education is rooted in the profound respect for the individual learner, their wellbeing, and a commitment to each student discovering their passion and purpose."
"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."
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"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."
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"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!"
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"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."
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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
Every school aspires to provide the knowledge and skills that are required to transform their students into accomplished and confident adults. To a great extent, this transformation is accomplished by the timely and caring interventions of their teachers.
At St. George’s, we believe that our programs provide appropriate challenges and engagement, even as students begin their first years of learning. To fulfill this promise, we offer differentiated approaches and programs in all core disciplines. As our students mature and gain confidence, our curriculum offers additional challenges through enriched, accelerated, and ‘Advanced Placement’ classes. Students are offered a rich assortment of options so that they may experience new and exciting domains of development in areas such as Marine Biology, Engineering, Psychology and Media, as well as the opportunity to pursue co-curricular options such as Biomimicry, Jazz Band, Glee, Stage Crew, Robotics and Debating.
At St. George’s, we believe that education is best served by establishing a deep and authentic relationship with each student, as a confirmation of our unwavering belief in each child’s unique passions and aspirations. We see our role as enablers, unleashing the amazing talents that lie within each child. To provide a fertile terrain for personal and academic growth, this process requires trust and validation from peers and adults.
We believe that teaching is an intuitive art that is further enhanced through our greater understanding of each learner’s character, and the development of their self-awareness, their empathy for others, their perseverance and their sense of optimism- all of which provide the foundation for an enriching life. At St. George’s, we measure our success by the degree of our students’ aspirations to lead a fulfilled life.
We believe that education is a real-time experience and that it happens best through real-life inquiries and projects where each student becomes an agent for change, both locally and amongst extended communities, and where the exploration of one’s true self becomes a profound and rewarding process. We also believe that as our students discover themselves, and as they explore the world around them, their ability to make sense, to create, to self-regulate and to become solid life-long learners and transformation leaders will naturally follow.
Based on the child-centered approach of John Dewey, St. George’s School of Montreal was founded in 1930 by an enlightened group of progressive parents and educators from Sir George Williams (Concordia) and McGill Universities. Our commitment to the individual growth and development of each child continues to the present day. We are always pleased to welcome prospective parents who wish to learn more as to how our unique, time-tested approach supports each child on a personal and academic level.
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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.
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Tapply Binet College delivers the Ontario Ministry of Education curriculum and meets the requirements as it passes the Ministry inspections.
At St. George’s, we ask our students to actively engage in the process of self-discovery and challenge themselves in order to grow emotionally, socially and cognitively. Through the use of reflective learning techniques, students learn to connect the abstract through meaningful field trips and real-life experiences which engage students beyond the classroom and curriculum. At St. George’s, we practice and champion responsive teaching in an environment that provides students with the opportunity to safely and confidently develop their own voice and respect a diversity of ideas and opinions.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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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.
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Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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We encourage students to study science as an essential component of the way the world works. Everyone should take Physics.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
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These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Developing process work skills is the focus in the English department. Proficiency in literacy is encouraged by honing reading and writing skills.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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both perennialism and pragmatism are important in the teachings of these disciplines
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These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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students are encouraged to use only the foreign language during class therefore optimizing language fluency
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Visual Arts
These programs have an equal emphasis on receptive and creative learning.
We encourage students to express their creativity in fine arts
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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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
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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.
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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.
In Kindergarten at St. George’s, we foster a love of learning within each child. We deliver a purposeful and enriched curriculum through both structured and organic learning opportunities. Hands-on, experiential learning engages our students, and we have fun along the way, ensuring our students have a positive, joyful experience. The children are exposed to both play-based and academic programs in order to prepare them for the social, emotional and academic expectations of elementary school.
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.
Within the High School curriculum, French, mathematics, and science are streamed to allow for students to work to experience challenge. In-class work supports heterogeneous and ability groupings as well as some independent study depending on the goals to be achieved.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
St. George’s offers engaging programs with a strong emphasis on identifying challenging goals for each student. We understand that every child develops at their own pace and therefore emphasis is placed on becoming confident and resilient. St. George’s community is diverse and respects each individual as having an infinite potential for growth.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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St. George’s believes that learning difficulties are part of the many challenges that students may face as they mature and grow.
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
0%
0%
$0
$0
100%
0%
7, 8, 9, 10, 11, 12
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades K - 11
No
No
No
No
No
No
No
Yes: grades 2 - 11
No
No: grades K - 11
No
Yes
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.
All students are welcome to attend Tapply Binet College.
HOW TO APPLY FOR KINDERGARTEN:
Step 1: Submit an application package no later than Friday, October 28, 2016.
The following must accompany the application form as part of a completed application package:
Step 2: Once the Admissions Office has received your application package, your family will be contacted to schedule a Family Interview. These interviews typically take place in late fall/early winter.
Step 3: Following the Family Interview, the Admissions office will confirm a Readiness visit for your child. These visits typically take place in early December.
Step 4: Families are generally notified of the Admission Committee’s recommendation by mid-December.
HOW TO APPLY FOR GRADES 1 THROUGH 6:
Step 1: Submit an application package no later than Friday, February 3, 2017.
The following must accompany the application form as part of a completed application package:
Step 2: Shortly following the receipt of your application package, the Admissions Office will contact your family to schedule a Family Interview meeting. This visit will include a Student Assessment.
Step 3: Families are generally notified of the Admission Committee’s recommendation two weeks following completion of the entire application process.
HOW TO APPLY FOR GRADE 7:
Step 1: Submit an application package no later than Monday, October 3, 2016.
The following must accompany the application form as part of a completed application package:
Step 2: Grade 7 Applicants are required to complete the Common Admission Test (CAT). You can register for this CAT athttp://registrationbl.qc.ca/. Download these helpful tips and pointers for writing these tests.
Step 3: Once the Admissions Office has received your application package, your family will be contacted to schedule a Family Interview. These visits typically take place in late September / early October.
Step 4: St. George's follows the QAIS best practice admission guidelines and will begin notifying families of the Admissions Committee recommendations by November 4, 2016.
HOW TO APPLY FOR GRADES 8 THOUGH 11:
Step 1: Submit an application package no later than Friday, February 3, 2017.
The following must accompany the application form as part of a completed application package:
Step 2: Grade 8-11 applicants are required to complete an Entrance Exam. You can register for this exam athttp://tests.registrationbl.qc.ca. Download these Admission Test Tips and Pointers.
Step 3: The Admissions Office will contact your family to schedule a Family Interview meeting.
Step 4: Families are generally notified of the Admission Committee’s recommendation two weeks following the completion of the entire application process.