2454 Bayview Avenue (south of York Mills), Toronto, Ontario, M2L 1A6, Canada
2 Valleywood Drive, Markham, Ontario, L3R 8H3, Canada
Indirect Support:
2454 Bayview Avenue (south of York Mills), Toronto, Ontario, M2L 1A6, Canada
2 Valleywood Drive, Markham, Ontario, L3R 8H3, Canada
1988
2002
100
350
Nursery/Toddler to 8
K to 12
Coed
Coed
Day
Boarding, Day
English
English
Academic
Academic
Progressive
Reggio Emilia
10 to 14
8 to 15
Learning, Developmental
Dedicated class; in-class adaptations
$10,000 to $32,000
$19,000 to $28,700
$46,500 to $50,200
Yes
No
10%
0%
JK to 8
None
$3,000
$0
8
27
0%
57%
70%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 8
Yes: grades K - 12
No
No
information not available
information not available
Dianne Johnson founded the Junior Academy in 1988 in the belief that small is better, and indeed the school has remained small, with an annual enrolment of just 100 students. Johnson lead the school for most of its life, lending a continuity to the program and keeping the focus clearly on the quality of the students' learning experience, and maintaining, above all, an atmosphere of care and support. While not all students arrive from the immediate area, the school prizes its position within the community, and encourages active parental involvement within the life of the school.
View full reportJ. Addison School was founded in 2002 to serve both local and international students. The facilities are modern and extensive, including boarding and support programs designed with the needs of international students specifically in mind. The school is lead by alumni of York University, and the partnership between the institutions has grown over the years, including unique scholarships and internships. That relationship will presumably continue to grow with the completion of the York University-Markham Centre Campus. Lee Vendetti, principal at J. Addison has said, “This partnership offers all the key players in both institutions an opportunity to share expertise and resources that will make the transition to university and the working world a smoother and more meaningful experience.” The ideal student is one who will thrive in a challenging, academically oriented, international environment, and who is intending to continue to post-secondary education in Canada.
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"We have consistently found the administration to be pragmatic and responsive."
Andrea Charlton - Parent (Mar 09, 2022)
Our children sincerely enjoy authentic relationships with every adult in the building, feel known, a...
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"The teachers at Junior Academy are outstanding."
stephanie Myers - Parent (Mar 09, 2022)
My daughter has had a tremendous experience at JA for 9 years. She is engaged in the classrooms, enj...
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"The caliber of teaching for the academic and homeroom classes is excellent."
Elin Raymond - Parent (Jun 09, 2022)
Junior academy has been life changing for our family. My son needs academic and behavioral support t...
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"What I like about my interactions with the teachers is the fact that they provide materials that cater to your language ability to help you understand the information."
Natalija Sekulovska - Student (Mar 09, 2021)
I am a student from Europe that is currently attending J. Addison School, who never had a study abro...
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"Personally, I love the atmosphere of the school and the dorm, as it provides a warm and welcoming feeling as a boarding student."
Zhi Ye Cao - Student (Mar 09, 2021)
My student experience at J. Addison School has been wonderful. Personally, I love the atmosphere of ...
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"The faculty always asks for students' feedback on ways that they can improve or to ensure student understanding."
Daryn Lai - Student (Mar 17, 2021)
Based on my personal experience, I would consider the school like a second home for me. In addition,...
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"Junior Academy is a co-educational school for students from Toddler age to Grade 8. We strive to put a child’s strengths at the forefront of their education. We believe that students do well if they can, therefore we provide a supportive environment where students are accepted, appreciated, encouraged and challenged according to their individual strengths. Progressive programming includes project-based learning, character development, executive functioning, outdoor education, daily PE, music, art, and drama."
"J. Addison is a K-12 private day and boarding school with a mission to nurture tomorrow’s thinkers to become responsible and compassionate global citizens. We complement the traditional curriculum with our “Focus For Success™” adaptive program, where students receive personalized academic support and have the opportunities to learn and explore new ideas according to their interests and potential. Most importantly, they are inspired to reach new academic heights and positive character development."
"Junior Academy has built a community around the families whose children attend our school. This community spirit is vital to ensuring all students feel they can achieve academic success.
Junior Academy has intentionally remained a small school. An inclusive atmosphere creates a sense of belonging that streams through our hallways nurturing faculty, teachers, and students alike. As a result, Junior Academy excels at building the required self esteem and confidence in all of their students."
"Our school offers smaller class sizes with our student to teacher ratio averaging 15:1. This provides students with a better learning experience and more opportunities to improve their communication and interpersonal skills."
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"We believe families choose Junior Academy over other schools because of the extra time, support, and dedication our staff give to our students, and their families. The common feedback we hear from our community is how well we maintain the lines of communication because we believe that working together as a cohesive unit is how we achieve success.
Another factor is how much Junior Academy focuses on the social and emotional aspect of a child."
"Our school follows what we call the 7 Pillars of the Addison Advantage. We establish a positive relationship with not just our students but our parents and guardians as well through regular contact. Our school is also one of the few in the Greater Toronto Area that has a boarding program which provides students particularly those from other countries with a chance of a lifetime."
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"Junior Academy is a "one-stop shop" for a variety of supports and services and some families may not be aware of this feature. We work with several outside agencies such as Shining Through, Red Oak, and Bartimaeus, to name a few. In addition, we offer in-house SLP, OT, Music Therapy, Tutoring, Behaviour Therapy, 1:1 support, and much more."
"We have an excellent basketball program with a large gymnasium that often hosts basketball games with other schools. At J. Addison, we have both an elite boys and a girls basketball team. While many choose to focus on academics, many can also succeed in sports."
"Most people see J.A. as having no greenspace, which can be an issue for perspective families, but we are very fortunate to be able to use dozens of acres of fields and forest across the street for Outdoor Ed., Phys. Ed., and many more outdoor activities.
Secondly, when you drive by J.A., nobody really knows about the full-size gymnasium 30 feet below grade until they step foot in the building. In here, we host our spring/winter concerts, basketball games, dance and movie night, and much more."
"Families may find how incredibly diverse our school really is. It is true that many of our students are international students but they are from a variety of different countries. Many of our local students have the opportunity to interact and learn from our international students and vice versa. Families often overlook the fact that students learn from each other."
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Welcome to Junior Academy!
Our small dynamic school with class sizes of 10 to 14 students means that our highly qualified teachers know each and every child. We not only recognize and accommodate different learning styles but understand and embrace them. Our teachers and support staff work together to ensure that gifted learners, average learners and those needing additional support, are equipped with the means to achieve their full potential both academically and socially.
Junior Academy’s commitment to extracurricular activities, leadership development and community involvement are cornerstones of our programme. We encourage all of our students to be involved, try new things and discover their passions.
Come and experience Junior Academy’s warm, nurturing and inclusive community for yourself. We look forward to sharing our unique learning environment with you.
Sincerely,
Paul Bamberger
As I humbly and gratefully begin my tenure as Principal of J. Addison School, I can share with you that after one year in this wonderful school, I have already accumulated great memories and experiences that resonate within and provide tremendous energy, excitement and outlook toward the school year ahead.
Entering J. Addison’s 21st year, we are excited to have a very strong staff of teachers and the best overall team of quality individuals one can imagine.
Our teachers and staff are dedicated to the care of all our students, overseeing not only their academic growth but also their character development and over all well being. The students come first and this is at the forefront of our minds each day we enter the school.
We continue our commitment to developing student skills in the areas of critical thinking, creativity, technology, communication and collaboration, while supporting our students’ interests and passions. Our Focus for Success after school program, which has provided our students with academic support and extra-curricular activities over the years, continues, with all sorts of new and exciting learning and practice opportunities.
Our community is one in which every member looks for the best in one another. We do not expect perfection from our students, however our standards are very high. We know that with determination and support, every individual in this school will grow in all areas, thrive in the celebration and use of all their gifts and reach great success on this pathway to post-secondary education and beyond.
Surmounting all of this, our mission is to treat each other with kindness, thoughtfulness and compassion. With these components at the forefront – every member of this school feels secure, confident and cared for and we know that without a doubt that our students will love their experience of being a student here at J. Addison School. It is deeply satisfying to be part of a school with such an excellent track record for success. We look forward to faithfully continuing the wonderful tradition that has been in place here for the past 20 years.
Reggio Emilia
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.
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).
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Our goal is to provide our students with the means to realize their full potential and celebrate the contributions of each student as they achieve individual success. We achieve our goal through small class size, social and emotional development, accommodation of different learning styles, an extended co-curricular and leadership program, encouraging healthy living through regular Physical Education, sports, clubs and teams; and providing a diverse range of qualified and experienced teachers.
We aim at providing a well-rounded education for our students. In addition to the traditional curriculum, we incorporate our “Focus For Success™” adaptive developmental program, which takes place as an additional 5th period. During this time, students engage in activities according to their needs, should they be personalized academic support and/or extra-curricular activities which offer opportunities to learn and explore new interests. Our approach is to provide a learning environment that enriches students' school life, and inspires creativity while building confidence through self-discovery.
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.
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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.
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.
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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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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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.
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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
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our approach to teaching foreign languages is based on three methods, which is "approach", "method" and "technique". In addition "structural" methods. We provide our students with instruction in grammar, provide vocabulary and direct translations to memorize. Furthermore, we continue with the "audio-lingual", "communicative language teaching method" and "language immersion" to aid in their foreign language acquisition through alternative educational opportunities.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
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It's integrated into every grade level and as per the ministry's requirements.
Reggio Emilia
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.
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.
The multi-age Kindergarten program offers a strong introduction to academics, social interaction, healthy living, and French. A whole language approach in conjunction with a foundation in phonics is used to introduce themes and topics of interest to young children. Students are introduced to reading, writing and mathematics as they are ready. Classroom centres are designed to encourage socialization, the development of fine motor skills, spatial awareness and problem solving. Kindergarten students are exposed to French through songs, movement and games. Students also participate in mid-morning and afternoon free-play sessions and have daily phys. ed classes and weekly outdoor education.
We are committed to providing engaging and rewarding childhood educational programs, by following the Reggio Emilia philosophy and methodologies. We carefully tailor a harmonious and balanced environment where children are free to explore and to apply themselves in a wide range of activities. Our dedicated teachers are always present to guide and facilitate them through continuous observation and self-motivated learning processes. They are empowered to follow their unique abilities so they can build confidence and competence as they pave their path of self-discovery, growth, and development; and most importantly, develop a joy for learning.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Junior Academy is an integrated environment for students with different learning styles. Supporting various learning styles with small class size naturally lends to being able to effectively deliver differentiated learning opportunities. Understanding student interests and learning profiles help our staff to develop meaningful learning experiences in the classroom.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Junior Academy's strength-based approach aligns a students’ preferred cognitive styles, learning profiles, interests and abilities with the curriculum to ensure that they are being taught and assessed according to their individual strengths. Our strength-based approach enables students to feel successful and encouraged.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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Our staff believe in developing students for a changing world. Our progressive programming, leadership and co-curricular activities are a cornerstone of this experience, focusing on: * Self-confidence, a growth mindset, maturity and a sense of responsibility * Ability to work collaboratively with their peers and teachers * Goal setting ability * Opportunities to be a positive role-model * Desire to be good, caring, considerate and socially responsible students * Sense of contributing in a positive way to the Junior Academy community * Readiness for future leadership roles and responsibilities
We endeavour to shape our students into responsible global citizens who are confident, caring and intellectual about their approach to life so that they are successful in anything they choose to pursue in the future.
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
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Junior Academy offers a wide array of programming to support a variety of learning profiles. We offer small, break out groups for remedial programming in Language, Math, Science and Social Studies. Our Special Education Specialists provide resource support in the form of tutoring and our Strength Based approach enables students to leverage their strengths in order to succeed. By creating a partnership between our teachers, Special Education Specialists, additional therapists, our SLP and OT, we are uniquely positioned to support students with learning differences.
Information not available
We always endeavor to collaborate with our families to support different learning profiles. There are several resource teachers on staff at Junior Academy who are available to assist students on an individualized basis. Resource teachers include Special Education Specialists, and Speech Language Pathologists or Occupational Therapists. Various programs such as Orton Gillingham, Reading Mastery, Visualizing and Verbalizing, and several others are used to support our students. Student Success Plans, often known as I.E.P.’s, are drafted and followed if a student requires specific modifications or accommodations to his or her academic program.
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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 |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
JK - 8
10%
0%
$3,000
$0
70%
100%
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades Preschool - 8
Yes: grades K - 12
No
No
No
No
No
No
No
No
No
No
The " J. Addison student" is one that has an outstanding academic ability, who demonstrates creative and innovative thought and more importantly, a passion for the pursuit of learning. In addition, the "Addison Advantage" student is one who demonstrates exceptional achievement in extra-curricular activities such as arts and athletics. Moreover, the "J. Addison student" is indeed one who places special emphasis towards community outreach and leadership.
Please note that the Deposit for our Toddler and Pre-School Program is $300. The above Deposit and Registration fee are for Kindergarten-Grade 8.
Early Learning & Elementary Applicant Requirement & Important Information
Monday to Friday daily attendance is recommended for the full benefits of the Early Learning program.
All students must wear uniform daily. Uniform fee of $175 is due upon registration. All students, including returning students must purchase a new set of uniform at registration.
Children must be fully potty trained. If children are not potty trained, an interview with the teacher is required for admission approval.
International students (students who obtain a student visa) must comply with the International student fee. International student fee is an annual tuition fee that covers 10 months of school. Students must pay in full before attending school for the purpose of obtaining a student visa.
Bus transportation to and from school is available. Please inquire.
http://addisonschool.com/jasx.aspx
http://addisonschool.com/canadianstudents.aspx
Secondary Admissions Applicant Requirement & Important Information
1. Student submits application form with a copy of their original transcript and a $200 non-refundable application fee.
2. School evaluates transcript and decides on Ontario equivalency and acceptance status.
3. School sends pre-admission letter to student upon approval of their application.
4. Student remits tuition fees as directed in pre-admission letter.
5. School sends: official Letter of Acceptance; receipt of payment and Welcome Package to student upon receipt of tuition fees.
6. Student applies for visa from Canadian Consulate and notifies school as soon as visa is approved.
7. Student purchases airline ticket and notifies school of arrival date; school will coordinate airport pick up and accommodations if requested.
8. Student provides school with documentation to support proof of birth and visa.
9. Assessment testing is conducted by J. Addison School and the Student begins their program.
http://addisonschool.com/canadianstudents.aspx
