306 Lawrence Avenue East, Toronto, Ontario, M4N 1T7, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, CanadaIndirect Support:
306 Lawrence Avenue East, Toronto, Ontario, M4N 1T7, Canada
291A Jane Street, Toronto, Ontario, M6S 3Z3, Canada
5,689.5 km
5,694.0 km
1962
2010
1500
36
Nursery/Toddler to 12
JK to 8
Coed
Coed
Day
Day
English, French
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive, Reggio Emilia
12 to 22
6 to 12
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$24,230 to $40,830
$23,565 to $26,085
Yes
No
0%
0%
7 to 12
None
$35,000
$0
88
3
0%
0%
30%
70%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Dec 01, 2027
Rolling
Not available
Not available
Yes: grades 3 - 12
Yes: grades 1 - 8
No
No
“With more than 60 languages spoken among the school’s students and staff, TFS is able to provide a rich tapestry of backgrounds, beliefs, and cultures. This environment allows students access to broad perspectives, and ensures they learn from the histories, values, and traditions of cultures worldwide.”
“The TFS mission is to develop multilingual critical thinkers who celebrate difference, transcend borders, and strive for the betterment of humankind and the planet.”
“Despite the rigorous academic schedule students maintain, there’s still plenty of opportunity to nurture passions and discover new ones, while getting involved in all kinds of interesting clubs, teams, committees,
and special events.”
Read The Our Kids Review of TFS - Canada's International School
information not available
The school celebrated its 60th anniversary in 2022, a milestone in an ongoing period of remarkable growth and development. The school really did start in a basement, moving from there into a range of branches throughout Toronto, in time consolidating onto the two campuses that the school occupies today. Schools don't grow that much, or that quickly, if they aren't servicing a specific need, and certainly that's true of TFS. The acronym stands for Toronto French School, which is the name that the school was founded with, though in time it was offering a lot more than the name suggested. Language remains an important part of the curriculum, though the culture of the school reaches beyond language. The environment is rich, varied, and supportive. The student body is culturally and academically diverse, all of which is encouraged through a robust bursary program.
View full reportAmanda Dervaitis, one of the founders of Summit Micro School, is a champion of the micro school, and she created the school in light of the benefits a small school can offer. The program is, in a sense, the reinvention of the one-room schoolhouse with mixed age classrooms and very close student-teacher relationships. Likewise, the programming is very responsive to the needs of the students, and adaptable to a wider range of resources, including those within the neighbouring community—while the student body may be small, the classroom extends well beyond the walls of the school, including regular interaction with local businesses and services. It’s perhaps not a typical model, though for many families, it’s rightly a very attractive one. The ideal student is one able to thrive in a flexible, vibrant learning environment.
View full reportinformation not available
information not available
"TFS - Canada's International School is the only full-continuum International Baccalaureate world school for French and English in Canada. Co-educational, bilingual and internationally minded since 1962, TFS teaches the curricula of France and Ontario through the framework established by the IB programs, leading to the French National Brevet diploma, the Ontario Secondary School Diploma and the Advanced Bilingual IB Diploma. Our students are encouraged to be academically ambitious and well-rounded, with a strong international and intercultural perspective. They achieve fluency in French and English while excelling in rigorous programs across the sciences, arts and humanities. Beyond academics, students thrive in a supportive community, forming lifelong friendships while exploring passions through sports, robotics, music, visual and dramatic arts, among other things. No prior knowledge of French is required for any of our students. In fact, most of our families speak English or another language at home. Our Introduction to French program, offered up to and including Grade 7, ensures all students graduate bilingual even if they join after the early years. With campuses in Toronto and Mississauga, TFS is home to more than 1,500 students. Despite our large size, we maintain a close-knit community where all students are supported to thrive."
"Summit Micro School is a small, specialized school for bright, neurodivergent learners, including students with ADHD, giftedness, and learning differences. We design our program around how these students think and learn, combining academic rigour with individualized support. In a structured, responsive environment, students re-engage with learning, build confidence, and work at an appropriate level of challenge. Our environment is designed to support regulation, so students feel safe, focused, and ready to learn."
"TFS is celebrated for its academic excellence. Our rigorous curriculum combines the best of France and Ontario’s educational systems, delivered through the esteemed framework of the International Baccalaureate (IB) programs. This unparalleled approach ensures that TFS students receive a challenging, diverse and enriching education, empowering them to excel in their chosen areas of study at leading universities worldwide.
- Only bilingual full-continuum International Baccalaureate world school in Canada.
- Families and staff from 40+ countries worldwide
- Exciting opportunities for trips and exchanges both local and international in scope
- Opportunity to learn and excel in a third and sometimes even fourth language"
"At Summit, our key difference is that we design the entire learning environment around students who are highly responsive to their surroundings.
Many of our students are bright and capable but become overwhelmed, disengaged, or misunderstood in traditional classrooms. Our small size allows us to build truly individualized learning paths—based on readiness, not age—while maintaining clear structure and high expectations.
We combine project-based learning with explicit instruction, ensuring both deep understanding and strong academic foundations. Community is central to our model. Students are known well, relationships are intentional, and a strong sense of belonging supports both regulation and learning.
We place equal emphasis on executive functioning, emotional regulation, and academic growth. The result is that students re-engage with learning, build confidence, and begin to see themselves as capable and successful."
"At TFS, we don't view our offerings as tradeoffs but rather as the necessary architecture to deliver an unparalleled, truly bilingual education. To serve families with the depth and flexibility they deserve, we have built a school that is arguably more complex than others.
This complexity arises from integrating three distinct curricula—French Ministry, Ontario Ministry, and the IB Diploma—across two campuses, beginning with an Early Childhood Education-based Kindergarten. This foundation is designed to maximize student potential, but it creates complexity on our back end.
The result for our families, however, is seamless. Through continuous, transparent communication and a clear focus on the student journey, our community fully understands and navigates our school’s design. We manage the complexity so that their experience is one of clarity, support, and exceptional education, not confusion."
"We prioritize a small, highly structured environment over scale, which limits enrolment but ensures each student is deeply known and supported.
We focus specifically on bright, sensitive learners who are highly responsive to their environment. This means we are not a general support school—we are designed for students who need both academic challenge and a regulation-aware setting to succeed.
We balance individualized learning with clear structure and high expectations. Rather than a fully flexible model, students are supported while also being held to meaningful academic standards.
We also choose to operate as a school, not a therapeutic centre. While we support regulation and executive functioning, we do not provide intensive clinical intervention.
These choices allow us to deliver a focused, high-quality program where students can re-engage, build confidence, and experience real academic success."
"Established as the Toronto French School in 1962, TFS was the first French immersion school in all of Canada. What began as a small school in the basement of our founders’ home with six students, quickly grew into a flourishing academic institution across numerous branches. After 10 years TFS had 600 students, and today it stands as the largest independent school in the country, educating more than 1,500 students across two campuses.
Founders Anna and Harry Giles were visionaries, recognizing the inherent value of bilingual education. In the 1960s a child could only attend a French school if they came from a French family. The Giles wanted a comprehensive language education for their children and when they couldn’t find what they were looking for, they built it.
In the early 1970s, TFS secured a building of its own and that structure, now home to La p’tite école, was the beginning of our stunning, 34-acre Toronto campus. Our West Campus in Mississauga also took shape in the 1970s."
"Summit began in 2011 as High Park Day School, with just three students and a clear focus on personalized learning. Early on, it became evident that many students were not struggling with ability, but with environments that did not meet their needs.
As the school grew, we deepened our approach—moving beyond individualized academics to intentionally designing the full learning environment around how students think, feel, and respond. This shift shaped our focus on regulation, structure, and community as essential to learning.
In 2018, we became Summit Micro School, reflecting a more defined commitment to serving bright, neurodivergent learners within a small, highly responsive setting. Since then, we have continued to refine our model, guided by both research and daily practice, into the focused, specialized school we are today."
"While TFS embraces a diversity of learners and, as such, there is no “ideal student," a successful TFS student is someone who thrives in a bilingual and academically rigorous environment, embracing the challenges of mastering multiple languages. They are curious, adaptable and globally minded, valuing cultural diversity and the international ethos of the school.
Demonstrating respect for themselves and others, our students are well-rounded and open to actively participating in curricular and co-curricular activities such as arts, athletics, STEAM, service and leadership. Supported by dedicated staff, TFS students balance rigorous academics with a wide variety of opportunities. Both students and their families should align with and support TFS’s vision, mission and values, which guide all aspects of the school."
"Students who thrive at Summit are bright, capable learners who are not reaching their potential in traditional classroom environments. Many are highly sensitive to their surroundings and may experience anxiety, overwhelm, or disengagement in larger or less responsive settings.
These students are often capable of more than they are currently demonstrating, but require a structured, predictable environment and teaching that responds to how they think and learn. Many have uneven profiles (e.g., ADHD, giftedness, or learning differences) and may be masking, fatigued, or misunderstood in other settings.
When those conditions are in place, they are ready to re-engage, build confidence, and take on meaningful academic challenge. Families who are a strong fit understand that success requires both support and accountability, and value a close, collaborative partnership with the school, with a shared commitment to growth and high expectations."
"TFS students want to learn French, they’re excited about learning in general, and they are active participants in our community. Families who are looking for a multicultural experience will find it at TFS, and they should expect to see diversity come to life in all TFS classrooms. All students can thrive at TFS if they are willing and eager to engage in the opportunities presented to them."
"Summit is not the right fit for every student. We are not a therapeutic or clinical setting and do not provide intensive one-to-one behavioural or medical support within the school day. Students requiring that level of intervention are best supported in more specialized environments.
We are also not a traditional or highly standardized academic setting. Families seeking rigid grade-level groupings, conventional instruction, or a competitive, performance-driven environment may find our approach misaligned.
We offer a small, structured, highly individualized environment intentionally designed to respond to each student. Families seeking a larger, more institutional school experience, or a fully prescriptive, one-size-fits-all model, may find a better fit elsewhere.
Families who thrive in our community value both support and accountability, and are open to a collaborative partnership in their child’s growth."
"Families choose TFS for its unique blend of academic excellence, bilingual education and a strong emphasis on global citizenship. The school’s integration of the International Baccalaureate (IB) program and a focus on STEAM subjects provide robust academic opportunities, while its commitment to diversity reflects the multicultural fabric of Toronto and the surrounding areas. Families are also drawn to the close-knit community and experienced faculty who come to TFS from around the Francophone world. TFS graduates are extremely well-prepared for postsecondary studies, attending esteemed universities both across Canada and abroad. Graduates draw upon their language skills in their studies and careers. Elite athletes choose TFS knowing they’ll be well supported in their studies while balancing rigorous training schedules. The school supports all types of learners providing them with the resources they need to thrive."
"Families often choose Summit after their child has not been successful in traditional or larger school environments. They are looking for a setting where their child’s sensitivity, learning profile, and potential are understood—not managed or overlooked.
They are drawn to our small, structured, and highly responsive environment, where students are known well and teaching is adjusted to how each child learns. Regular time outdoors is a meaningful part of the school day, supporting regulation, focus, and well-being.
Many families seek a balance of academic challenge and support, as their child is capable but not currently thriving. Our project-based approach allows students to engage deeply and apply their learning in meaningful ways.
Families also value our strong sense of community, close relationships, and focus on executive functioning and re-engagement with learning. Many share that Summit is the first setting where their child feels both supported and appropriately challenged."
"TFS is widely recognized as an independent French immersion school known for academic excellence, bilingual education and a commitment to global citizenship. Many families, however, might not realize that students do not require a background in French to attend TFS. 90 per cent of students come to TFS without any prior exposure to the French language. Students who are immersed in our program absorb everything within the classrooms and on the school yard and find themselves speaking French fluently.
TFS also has many non-French speaking students who join the school each year up to and including Grade 7. These students participate in anIntroductory French program that spans one year before being integrated into regular classes. The program provides students with a solid foundation in French while following the regular curriculum, meaning students are learning all the required subjects while gaining language skills."
"Summit Micro School is best known as a small, highly personalized school for bright, sensitive learners who are not thriving in traditional environments. Families often hear about us through word of mouth, particularly from those whose children have re-engaged with learning after struggling elsewhere.
We are widely seen as a place where students are deeply understood and where the environment is intentionally designed to support both regulation and learning. Our small size, strong relationships, and consistent routines create a sense of stability that many students have not experienced before.
Our regular time outdoors and use of project-based learning are also distinguishing features. Learning often extends beyond the classroom through hands-on, experiential work and field-based learning, supporting engagement, focus, and sustained academic progress. Families describe Summit as a place where their child feels both supported and appropriately challenged—often for the first time."
"Families are sometimes surprised and delighted by our rich STEAM programming. Design thinking and problem solving are emphasized across all grades and on both campuses, with robotics, math and other STEAM-related projects integrated into class work and offered as co-curricular clubs and events. Educating digital citizens who are equipped to tackle the future of technology and innovation is an important part of the TFS mandate. All students at the Junior School and West Campus are being taught STEAM concepts by a dedicated Technology and Design teacher with a goal of building upon the growing success of our MYP Tech & Design program, mapping digital skills and concepts backwards into the Primary Years Program.
Many TFS graduates enter into postsecondary programs such as engineering, life sciences, health sciences, medicine and always an impressive number of graduates who are accepted into the direct entrance medicine program in Ireland."
"An often underappreciated aspect of Summit is how intentionally the entire school day is designed to support students’ ability to engage and learn. Families see the small size, flexible approach, and time spent outdoors, but may not initially realize how much structure, planning, and expertise are required to make these elements effective.
Our environment, routines, and teaching strategies are carefully aligned to support regulation, focus, and participation—especially for students who are highly responsive to their surroundings. This includes how transitions are managed, how learning is paced, and how relationships are built and maintained throughout the year.
Over time, families come to recognize that what may appear simple or flexible on the surface is in fact carefully designed, and that this is what allows students to feel safe, re-engage with learning, and make meaningful academic progress."
"Families are often surprised to find that when they join TFS, they’re joining a close-knit community where lifelong friendships are made. Despite our school being quite large in size, our community is incredibly welcoming. TFS fosters an intimate environment where teachers and administrators know students by name and strong connections are formed within each branch and across campuses.
While many of our teachers come from all over the world and bring with them a wealth of experiences and interests, we also have an equal number of teachers who have made TFS their home for decades, providing continuity between generations.
Joining TFS means joining a supportive, inclusive community where both students and their families feel like they’re at home. Our school provides a sense of belonging that extends far beyond academics. TFS has an active and engaged Parents’ Association and all families are welcome to participate in our vibrant community events and traditions."
"Families are often surprised by how much their child changes after settling into Summit—not in who they are, but in how they are able to show up. As students feel safer, more regulated, and better understood, they often become more relaxed, confident, and engaged. Their personalities begin to come through more clearly, and many families notice that this sense of calm carries beyond school into other parts of their lives.
Families are also often surprised by how structured and intentional the program is beneath its calm, flexible feel. What may initially appear relaxed is in fact carefully designed, with clear expectations, consistent routines, and a strong focus on meaningful academic progress.
Over time, families come to see that this combination—of a responsive environment, strong relationships, and engaging, hands-on learning—is what allows students to be more regulated and engage more fully in their learning."
"Student mental health and wellness are top of mind at TFS, with a school-wide emphasis on a holistic approach to academic, social, and emotional well-being and success. The school is changing the paradigm around learning support to ensure every student has access to what they need to be successful. We continue to focus on supporting all types of learners and ensuring all students feel safe, successful and at home at TFS. We provide an extensive support system, with guidance counsellors, learning specialists, social workers and a university counselling team. Teachers, students and parents collaborate closely to ensure each student’s success."
"Over the past year, we have made several intentional changes to better align our environment and program with the needs of the students we serve. Most notably, we completed a significant renovation designed specifically for students who are highly responsive to their surroundings, including increased natural light, improved acoustics, and calmer, more flexible learning spaces that support regulation, focus, and engagement.
We have also refined our program and invested in ongoing staff training to deepen consistency in how we support regulation, learning, and student growth.
More recently, we have strengthened collaboration with students’ existing support teams, including occupational therapists and speech-language pathologists. By integrating these supports into the school day where appropriate, we improve communication, align goals, and support the transfer of skills in a natural learning environment."
"Two new additions at TFS will soon reshape the school’s campuses, transforming students’ learning experiences and benefiting the entire community. A total of 4,658 m2 (50,137 sq. ft.) of space will be added to our campuses, positioning the buildings as drivers of TFS’ unique educational program, developing our students not only as learners, but also as individuals and citizens.
With spaces dedicated to academics and athletics, arts and sciences, new technologies and innovation, L’Atelier at the Toronto Campus and the athletic wing at the West Campus will embrace every aspect of what young learners need to thrive and develop into well-rounded students. Designed to ignite innovative ways of teaching and learning, the buildings will also provide the best learning environments to nurture our students’ well-being — spaces where the joy of learning and being together can shine.
While TFS has evolved over the years and continues to evolve, its core values remain the same."
"Over the next five years, Summit will continue to grow thoughtfully while maintaining our small, highly personalized structure. Our focus is not on scale, but on deepening the quality and consistency of the student experience.
We will continue to refine our environment and program, including further development of our learning spaces, daily routines, and use of outdoor and community-based learning to better support students who are highly responsive to their surroundings.
We also plan to deepen collaboration with external professionals, strengthening how supports such as occupational therapy and speech-language services are integrated into the school day.
Ongoing staff development will remain a priority, with a focus on regulation, executive functioning, and approaches that support both engagement and academic growth.
Our goal is to continue building a model that is increasingly intentional, responsive, and effective for students."
After working as a Principal with Le Conseil Scolaire Viamonde here in Toronto, and in Georgia before that, as well as a Director of Curriculum in Nigeria and an Athletic Director in Yemen, M. Gaudet arrived at TFS as Principal of the Senior School in 2015, bringing with him an invaluable international perspective. In August 2020, M. Gaudet stepped into his new role of Executive Director of the Learning Forum at TFS. M. Gaudet is a bilingual educator with a master’s degree in educational administration. He has more than 20 years of experience working with high school students. His passion for academic ambition is felt school-wide through his innovative and informed ideas and programs.
Summit Micro School was born from a simple truth: some of the brightest, most creative minds just don’t fit the mold. And they shouldn’t have to.
Too often, neurodivergent students are made to feel like something’s wrong with them—when really, it’s the system that doesn’t see them clearly. I’ve met so many kids over the years who were bored, anxious, or just plain discouraged in traditional classrooms. They weren’t failing—they were waiting for someone to understand them.
That’s what we do at Summit. We listen. We adapt. We meet students where they are and celebrate who they are. Our school is small on purpose—so every student feels seen, safe, and supported. We build trust, and from that trust comes confidence, curiosity, and growth.
I’ve watched students who once dreaded school start walking through our doors with their heads high. I’ve seen kids discover strengths they didn’t know they had. And I’ve seen families exhale in relief, finally feeling like they’ve found the right place.
Summit isn’t just a school—it’s a community. And if you’re reading this wondering whether your child might belong here, I encourage you to reach out. We take the time to get to know each student and family, and we’ll be honest about whether we’re the right fit—because when the match is right, it’s truly transformative.
I hope you’ll come visit. You’ll feel the difference the moment you walk in.
Sincerely,
Amanda Dervaitis
Progressive
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
Academic ambition is our bedrock. TFS teaches the curricula of France and Ontario through the framework established by the IB programs (PYP, MYP and bilingual IB Diploma Program) from Jardin d'éveil (age 2) to Grade 12 in a fully bilingual French/English environment. We provide our students with an education that is rich in challenge, diversity and opportunity.
Summit Micro School offers a highly individualized, structured program designed for students who are deeply responsive to their environment. Learning is organized around project-based experiences that are hands-on, meaningful, and connected to real-world contexts, allowing students to engage deeply and think critically. Core academic skills in literacy and mathematics are developed through a mastery-based approach, ensuring strong foundations while allowing students to progress based on readiness rather than age. Teaching is responsive and adaptive, with careful attention to pacing, engagement, and student understanding. Our environment plays a central role in learning. Daily routines, small group instruction, and regular time outdoors support regulation, focus, and participation. Executive functioning, communication, and social development are embedded throughout the day, not taught in isolation. The result is a program that balances structure and flexibility, enabling students to build confidence, re-engage with learning, and achieve meaningful academic growth.
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 program develops students’ ability to work independently and their aptitude to seek, communicate, and justify mathematical statements. Problem solving and creativity will be integrated in all areas of mathematics.
We use individualized JUMP Math programs to help students achieve higher standards in mathematics; students work at their level and pace to reach their highest potential. Even the most apprehensive math students learn to love math and gain confidence in their math abilities. Learn more at www.jumpmath.org. Math is also integrated into interdisciplinary STEM classes (Science, Technology, Engineering and Math). Through real-life challenges, students must think critically to discover how to apply mathematical concepts and methods to solve problems.
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.
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.
The early reading program focuses on phonics instruction in French and English, with guided reading and levelled literacy that suits individual needs and abilities.
Information not available
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Regular running records and miscue analysis, CTBS testing
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Cursive writing instruction begins in SK, and students have access to a handwriting app developed by a TFS teacher for the iPad. The writing process is taught thoughout the grades, including writing reflections and reading for authentic purposes, as part of the IB programs.
Information not available
Inquiry
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.
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.
The study of science is integrated into units of inquiry in the primary grades, emphasizing inquiry-based learning, digital tools and robotics. In Grade 6, science is taught as a specialized subject, leading to biology, chemistry and physics study in later years.
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
Not applicable
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.
Grades 2-5: Students receive daily instruction in English and French. Language experiences support the Program of Inquiry and fulfil the Ontario curriculum’s Language expectations. The language curriculum is organized into four strands: Reading, Writing, Media Literacy and Oral Communication. In later grades, through our literature program, students will expand their knowledge of literary genres. Reading various kinds of texts will help students to discover what interests them most and to pursue and develop their interests and abilities.
Information not available
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.
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.
Students explore social studies through the PYP's program of inquiry, with central ideas and key concepts relating to the themes of who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves and sharing the planet.
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.
Information not available
Information not available
Communicative
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.
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.
TFS is a bilingual French-English school. In addition to becoming fluent in both languages, students also learn a third language.
Information not available
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.
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
TFS has made the integration of information technology into the curriculum a priority. Students have access to a wide array of technology, including Apple laptops and desktops, iPads, digital cameras, production equipment, robotics, interactive whiteboards and projectors in every classroom, and much more.
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Health and Physical Education courses are part of the regular curriculum. TFS appreciates the benefits of physical activity to academic performance. Students with higher levels of fitness have a more developed brain structure, perform better on cognitive tests, and have heightened levels of focus and retention. Skating and swimming programs are scheduled throughout the year as part of the curriculum in different grades.
Information not available
Reggio Emilia
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
From Pre-Kindergarten to Grade 1, TFS teaches the curricula of the Ministry of Education of Ontario and the Ministry of Education of France through the framework of the International Baccalaureate (IB) Organization. From the moment children join TFS, through Grade 1 (CP), they are instructed only in French. Children quickly embrace the language and are gently encouraged to increase their use of French during classroom activities. As of Grade 2 through high school, the language of instruction of the various subjects is approximately 30% in English and 70% in French.
Our early years program is inquiry-based and grounded in Reggio-inspired principles, where learning emerges from students’ interests and is extended through thoughtfully designed projects. We combine play-based exploration with intentional development of early literacy, numeracy, and fine motor skills, ensuring a strong foundation alongside curiosity and creativity. The environment plays a central role. Classrooms are calm, responsive, and designed to support regulation, engagement, and independence. Teachers actively guide learning, helping students deepen their thinking, build language, and develop problem-solving skills. Regular outdoor experiences and hands-on exploration extend learning beyond the classroom. The result is a balanced program where students feel secure, engaged, and ready to take on increasing academic challenge.
Student-paced
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).
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Flexible and self-paced programs include Math XL and Mathletics, coding, digital citizenship programs.
Skill building focus - set goals that allow them to master foundational skills and develop a deep understanding of the curriculum concepts
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.
Summit students strive for personal excellence through self-reflection and goal-setting. Academic rigour is embedded in our Project-Based curriculum; students’ project work is purposeful, reaching authentic audiences beyond the teacher, often in our Toronto community. Students are accountable to members of their group and the "audience", raising the bar for the quality of their work and academic contributions. Students can make mistakes in our supportive environment, building their resiliency when faced with challenges. Instead of content knowledge, focus is placed on the development of 21st century skills: critical thinking, collaboration, communication, creativity and innovation, character, global citizenship and computer and technology.
"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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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."
We focus on the development of the whole child. We believe that each of the child's needs must be considered and that these needs may change regularly; we must be responsive to this so that the highest learning potential can be achieved. We believe self-awareness is critical for students to understand their needs so they can self-advocate, find assistance, and drive their own learning, further adding to their resiliency. Individual academic programs, regular collaboration, daily Physical Education, mindfulness practices and individual student support are but a few approaches to addressing the various developmental needs of our students.
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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Teachers employ a variety of instructional strategies to meet the needs of all students in an inclusive learning environment. Resource teachers support staff as they implement new strategies. Students' needs are discussed and followed, when appropriate, by classroom observation and the implementation of an individualized learning plan; parents are involved throughout the process. In some cases testing is recommended and the school can provide some diagnostic assessments as well as pre-screening. If an external assessment is recommended, TFS helps parents by providing a list of specialists and their areas of expertise.
Project Based Learning and our individual programs allow for teachers to naturally differentiate for a broad range of abilities in the classroom.
The Learning Forum at TFS offers a comprehensive support program including learning strategies courses for all Middle School students, and individualized supports and accommodations for mild learning disabilities. Strong language abilities are the foundation for our students.
Project Based Learning (including STEM) is a framework that supports a broad range of learners, especially those who are "out-side-of-the-box" thinkers with big ideas and the ability to conceptualize abstract and complex concepts, but may struggle to demonstrate these strengths within a traditional curriculum and program. Students work collaboratively in small groups with direct support from teachers. Individualized math and language programs also allow for enrichment, support and remediation when necessary to enable students to move forward without gaps. While we are able to support a diverse population, we do not have dedicated resources and programs for more complex diagnoses.
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%
0%
$35,000
$0
30%
70%
Nursery/Toddler, Preschool, JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8
Dec 01, 2027
Rolling
Not available
Not available
Yes: grades 3 - 12
Yes: grades 1 - 8
No
No
No
No
Yes: grades 2 - 12
No
No
No
No
No
High average to excellent academic performance; motivated and determined; respectful of others; positive attitude; makes a positive contribution to TFS; values a bilingual education; internationally minded; parents are committed to the TFS vision, mission and values.
At Summit Micro School we welcome a broad range of interests and abilities. Those who struggle to work cooperatively with their peers will find our collaborative approach challenging. Students who are most successful with us are curious, creative, engaged, self-motivated, respectful and have a positive attitude towards learning.
Complete the online application.
Enrollment into Summit Micro School is open year-round. Our admissions process is as follows: submit an Inquiry Form found on our website: www.summitmicroschool.ca. A member of our admissions team will contact you directly to set up a private information session. An application package will be available at the information session.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
