425 Marché Way, Unit 201, Ottawa, Ontario, K1S 5J3, Canada
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
Indirect Support:
425 Marché Way, Unit 201, Ottawa, Ontario, K1S 5J3, Canada
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
2003
1980
100
150
7 to 12
JK to 6
Coed
Coed
Day
Day
English
English
Academic
Academic
Progressive, Montessori
Progressive
Varies
20
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$18,810 to $21,905
$33,592
Yes
Yes
0%
5%
None
JK to 6
$0
$5,000
17
17
0%
0%
95%
0%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades JK - 6
No
No
information not available
“Mabin offers a safe and nurturing environment for students to learn and grow and is committed to diversity and inclusion.”
“At Mabin, core subjects like literacy and math are taught through a balance of rote learning and experiential education, which involves dynamic, engaging lessons.”
“Over and over again the following words are used when talking about Mabin: innovation and leadership, flexibility and empathy, positive change, community, and liberal thinking.”
Read The Our Kids Review of The Mabin School
Element grew out of a primary program at OMS Montessori, building into the intermediate grades and, ultimately, through the high school grades. In 2012, The Element became distinct unto its own, offering a consistent program from grades 7 to 12. Then, in 2015, it moved into its own space, becoming physically distinct as well. Nevertheless, the foundational principle remains across all grades, providing learning that is self-referential and student directed. The ideal student is one who thrives within a very hands-on environment, who is guided by their curiosity, and is able to make the most a greater range of academic independence.
View full reportWhen Geraldine Mabin founded the Mabin School in 1980 it was considered strikingly experimental. Children were taught in open environments, followed their curiosity, and learned more through guided experience than direct instruction. A teacher at the school once commented that "Our pattern is to have no pattern." Today, despite the changing educational landscape in Canada during the intervening decades, the school remains at the vanguard of alternative education. While Mabin left the school in the 1998, it still reflects the ideals on which it was based, and she remains involved with the school today. "Time in the classroom for actual learning as opposed to teaching is shrinking," Mabin said in 2011. "There's a very high expectation on academics and testing. A lot of time is spent on drumming in lessons and worrying about kids who haven't made it. Children should be given time to learn things, to not be pushed." The instruction is strong, and supported through extensive cross-curricular programming. Parental involvement in the life of the school is encouraged. The ideal student is one who will thrive within a rich, vibrant, and varied learning environment.
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"The Element is an innovative high school, which places youth in their ‘element’, in school and beyond. Located in the dynamic Lansdowne Park area, The Element hosts Grade 7 to 12 students who thrive on being challenged and engaged in the whole educational process. Although the curriculum is based on Montessori pedagogy, a previous Montessori education is not required; a passion for life, knowledge and global inquiry is!"
"The school you’re looking for does exist. An established school where children, teachers and parents work together to create something unique. The Mabin School is a home away from home, where children love to learn because they feel known, respected and capable. Mabin is an educational leader that develops confident and independent learners, who thrive upon graduation, through a rich, hands-on program centred around our belief in Integration, Inquiry & Reflection. Learn about our progressive approach at mabin.com."
"Students begin their Element journey with The Odyssey Trip in e1 with the Indigenous peoples of the Moose River, and move into weekly community connections through AWOL experiences (Authentic World of Learning) in e2 and e3. The e2 students plan, fundraise and execute an Urban Adventure Trip while the e3 students plan and fundraise for an international community service trip to a community in Costa Rica."
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"At The Element we ensure that our students are prepared for life. Our small class sizes, dedicated and passionate teachers and unique curriculum delivery enable us to ensure our students have a strong academic background. Additionally, through both direct lessons and individual advisory meetings we put an emphasis on helping our students to understand themselves as learners so they have the tools and strategies to be effective and efficient students."
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"The role of the teacher at The Element goes beyond the traditional providing an environment where the student goes beyond the Ontario Curriculum. Additionally, our teachers serve as mentors to our students through their advisory roles, individually supporting and guiding our students through their journey at The Element. Ultimately our students develop a strong sense of self, the skills they need for success and a curiosity about the world."
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"The Montessori concepts of freedom and choice are powerful tools that empower and engage our students. With clear expectations on the outcomes required, students are provided with the opportunity to choose how they are going to meet the outcomes and as the work is personally relevant they often exceed expectations and make associations and connections beyond the assignment requirements. Students are given freedom within specific frameworks and guidelines and held accountable to outcomes."
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On behalf of the The Element community, thank you for visiting our profile. As School Director, I have the privilege of working with a proficient team of parents, alumni, faculty and staff who are dedicated to offering their best to each of our students. We work tirelessly to realize our mission by delivering an educational experience designed to inspire and challenge students to discover the best of who they are, while year after year reaching to achieve their full potential.
As a parent, you recognize that choosing a school for your child is one of the most significant decisions you will make. We need specific criteria by which to choose the ideal educational approach for our children. It is clear that the school years help to form the core foundation of our approach to learning and problem-solving, as well as who we are as contributing, global citizens. We at The Element are here to support you.
At The Element, we provide our students with an educational foundation from which they can achieve personal and academic goals, while building independence, self-confidence and self-esteem. The unique Montessori methodology, with its student-centered approach, encourages the development of personal responsibility and thinking skills, as well as fostering a love of learning. Each student is guided in the exploration of his or her own learning style and the development of work habits most suited to individual interests and needs.
Please browse our website and discover how we work together with Element parents to empower students to become self-regulated, engaged and lifelong learners. As trained experts in education, we understand that observation is an essential component in the decision making process. As such, we would like to invite you to visit us for a tour of our spacious and peaceful learning environment. This is the most personal way to see what The Element has to offer your student and family.
The Element, an extension of OMS Montessori, is a not-for-profit school. For over 50 years, OMS Montessori has offered exceptional education to families in the city of Ottawa. We are thrilled to now offer our programming through high school. We welcome you to call and chat with our friendly staff (613-862-8578) or email ([email protected]) regarding your student’s education. Share with us how we can partner with you and your family to further explore Montessori education and philosophy.
It is with great anticipation that we embark on the next 50 years at The Element. Please join us on this journey of promise and excitement.
I fell in love with Mabin over 20 years ago when I first came to visit as a young teacher; the school’s magic was evident, and the emphasis on student-centred learning along with the strong commitment to integrating the arts immediately appealed to me. The Mabin School seemed like an incubator of creativity, a warm community where the joy of learning and curiosity were actively nurtured. To me, it has always represented an educational oasis where children are permitted, even encouraged, to learn through play and experience the joy of exploring, imagining, and wondering. I have always hoped for an opportunity to join the Mabin community, and can see endless possibilities in terms of its potential as a centre of excellence for inquiry-based learning and holistic education. Mabin has much to contribute in a world that requires schools that teach children “how to think, not what to think.”
I have been a school leader for 18 years, both in the public and independent systems. For the past 10 years, I have been a principal in inner-city schools in the Toronto District School Board, and have just completed a two year secondment to the Ministry of Education where I worked with principals and teachers across the province to improve student achievement.
Previous to that, I spent 12 years in independent schools, first as a teacher at Branksome Hall, then as Academic Coordinator/Junior School Head at Royal St. George’s College, and finally as Assistant Principal (Academics) at Montcrest School. As a school leader, my focus has been on working collaboratively to provide rigorous and responsive programs for students, while at the same time establishing systems within the schools to support high quality learning for students, staff, and community members.
As you can see, I have worked in a variety of settings – public, private, all girls, all boys, co-educational, K-5, K-8, K-12 – with a plethora of excellent educators who have taught me so much. I must admit, though, that coming to The Mabin School feels like coming home. I knew from the beginning of my career that Mabin was a place I wanted to be, and I am glad to have finally arrived.
Progressive
Information not available
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.
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.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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When we are ‘in our element,’ we are focused, engaged, internally motivated, fulfilled and we strive to do our best. This is the basis of a Montessori education. The Element High School offers an environment which puts youth ‘in their element,’ in school and in preparation for life. What engages us depends on our stage of development; therefore, The Element High School offers two programs: e1 for Grades 7 and 8 and e2 for Grades 9 to 12, each responsive to two unique stages of students’ development. Each of these programs takes advantage of the intersection of our youth’s developmental characteristics and the requirements of the real world. This creates the conditions for focused engagement that leads to personal excellence. All learners are welcome. If students are interested in engaging in the next steps in their educational career and have the determination to work with teachers with maturity and independence, this program is ideal as a precursor to college or university entry.
The Mabin School is an educational leader that develops confident and independent learners through a rich, hands-on program centred around Inquiry, Integration and Reflection. Mabin is an innovative and established school where children, teachers and parents work together to create something special and different. It is a home away from home, where children love to learn because they feel known, respected and capable. Children's interests and imaginations are at the centre of our academically enriched curriculum, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right- intimate and informal, full of colour and the spark of activity.
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.
At The Element, Math, like English and French, is taught throughout the year for continuity and retention. The Grade 9 (MPM1D) and 10 (MPM2D) math courses are prescribed by the Ministry of Education. In Grades 11 and 12, students can take Functions (MCR3U), Advanced Functions (MHF4U) and Calculus and Vectors (MCV4U).The math courses are generally offered at the University Preparation level, although the courses can be adapted for a College Preparation level if it is in the best interest of particular student.
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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.
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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.
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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.
Compulsory courses in the humanities and sciences are offered each year in semesters or more compressed units. Elective humanities and sciences are provided in a cycle rather than every course being offered every year. They are offered often enough for students to take the courses that they elect. The English language courses coordinate with the humanities and sciences.
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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
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Literature courses are designed not only to complete the Ontario Secondary School Curriculum requirements, but also to challenge and engage students at every grade level. Students explore works of literature through a historical lens, studying 20th century literature in grade 9, 19th century literature in grade 10, 18th century literature in grade 11, and pre-18th century literature in grade 12. Students learn to interpret literary devices and themes in a variety of contemporary and classical texts, including novels, plays, poetry, short stories, and media. They also participate in writing skills workshops, which allow them to learn about and experiment with grammar, mechanics, and style in the English language.
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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
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.
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Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Compulsory courses in the humanities and sciences are offered each year in semesters or more compressed units. Elective humanities and sciences are provided in a cycle rather than every course being offered every year. They are offered often enough for students to take the courses that they elect. The English language courses coordinate with the humanities and sciences. Specific academic skills such as note taking, studying, test taking, research, academic writing, and oral and multi-media presentation are taught directly as an integral part of the courses. The close communication, possible within a smaller school, allows these skills to develop throughout the high school experience.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
French as a Second Language is a strong core component of the program, integrated into ongoing humanities studies.
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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Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Students have a number of ways to participate in the arts. They can take a credit course in visual arts, music, dance, drama or integrated studies, audit a course rather than taking it for credit, be exposed to the arts through the interdisciplinary assignments of other courses or use The Element facilities to explore the arts without the directed intent of a course. The Element has a dedicated Art/Design Studio. Guest artists are an important component of the program as young people respond to adults who are passionate about their work. With the flexibility of The Element’s scheduling, students are also able to go out into the community to work alongside artists in their studios. A faculty member works with students to find appropriate mentors.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Students at The Element use modern technology daily for research, organizational purposes and multi-media presentations. In the younger grades, students explore technology through their entrepreneurship program, where some students opt to work with our 3D printer. We also have formal computer studies courses for Grade 11 and Grade 12 students. Students can take an Introduction to Computer Science (ICS3U) in Grade 11 and Computer Science (ICS4U) in Grade 12.
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Web design
Robotics
Computer science
Physical Education courses that meet the Ministry of Education’s requirements are offered and focus on a range of individual, team and competitive activities. In addition to Ministry courses, students often create their own clubs and teams based on their interests, regardless of whether they are taking a formal Phys. Ed. course. The Element participates in inter-scholastic competition with other independent and public schools. The Element also encourages daily activity, and being in Lansdowne Park provides many opportunities to be physically active throughout the day, from the skateboard park and basketball courts to the skating rink and canal. Individual sports can be pursued with other interested peers at The Element or accommodated through community sports clubs. The flexibility of our scheduling also makes The Element an ideal choice for students who are in elite sports and who require adaptive schedules.
Physical Education is taught to all students JK-Grade 6. Classes focus on skill building and competitive experiences are introduced gradually and deliberately. All students in Grades 4, 5, and 6 are invited to join Mabin School teams throughout the year. Practices occur twice a week during lunch recess . All students can participate and those who choose to join a team must commit to attending all practices. Teams have the opportunity to compete against other schools. Intramural Games, which are organized by a Committee of Grade 5 and 6 students and overseen by our Physical Education teacher, occur two times a week during morning recess for Grades 4, 5, and 6. Grades 1, 2 and 3 are also encouraged to participate in Intramural Games in the final term.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Mabin is an innovative and established school where children, teachers and parents work together every day to create something special and different.It is a home away from home, where children love to learn because they feel known, respected and capable. Children’s interests and imaginations are at the centre of our Kindergarten program, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right – intimate and informal, full of joy and the spark of activity.
Student-paced
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.
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.
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Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Curriculum allows for discussion and debate. Adolescents respond best to respect and choice, not only as an aid to developing independence, but also as reinforcement to their personal dignity. Each student has a dedicated faculty advisor to assist him or her in all aspects of the program. We balance the support needed for academic progress with our goal of creating independent learners.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
The goal of The Element is to support the development of well-balanced individuals who know and accept themselves, and live as active, responsible community members.
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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
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Ours is a fully integrated program. We provide accommodations and learning supports to any students who may need them.
We treat each student as an individual. Through discussions with parents, student and specialists, we determine how to best meet the students’ needs and whether or not our school is the best choice in meeting those needs.
Our Learning Strategies Teachers, trained in Special Education, support all of our learners. Ours is a fully integrated model.
CompetitiveComp. |
RecreationalRec. |
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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 |
||||
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
JK - 6
0%
5%
$0
$5,000
95%
0%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 7 - 12
Yes: grades JK - 6
No
No
No
No
No
No
No
No
No
No
All learners are welcome. If students are interested in engaging in the next steps in their educational career and have the determination to work with teachers with maturity and independence, this program is ideal as a precursor to college or university entry.
We have a wide range of students at The Mabin School. Connect with our Admissions Team to learn more about us!
1. Introduction to The Element
Tour of the school and meet Director, Sarah Wheeler
2. Apply to The Element High School
Submit an application form with a nonrefundable $250 application fee
3. Submit Student Information
Submit two recent report cards and a Teacher Reference Form
4. Student Visit Day
Applicant joins The Element High School to experience 'a day in the life'
5. Offer of Admissions and Enrollment Contract
1. Get to know us! Submit an online inquiry form here or call us at 416-964-9594 x247.
2. Attend an Open House for Prospective Families.
3. Submit an online application form.
4. Interviews begin in December/January for the upcoming school year.
5. When an offer of acceptance is made, the family has 1 week to complete an enrollment form and submit a non-refundable New Student Registration Fee to hold the spot.
