615 Wellington Street, London, Ontario, N6A 3R6, Canada
16945 Bayview Avenue, Newmarket, Ontario, L3Y 4X2, Canada
2012
1842
30
510
8 to 12
JK to 12
Coed
Coed
Day
Day, Boarding
English
English
Academic
Academic
Liberal Arts
Progressive
6
18 to 20
Learning, Developmental, Behavioral
In-class adaptations
$20,200
$34,700
$70,235 to $73,520
No
Yes
0%
0%
None
None
$0
$0
6
34
0%
22%
94%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 8 - 12
Yes: grades JK - 12
No
No
information not available
Pickering College was founded as the West Lake Seminary by Quakers in 1842 and, as you might expect, has had a long and interesting history since. Canada became a dominion, the school amalgamated, some buildings burned down, others were built up. It began as a co-ed school, something unique at the time, and as such provided an expression of the Quaker ideal that both sexes should be educated equally. It was also the first school in North America to offer a course in typewriting, symbolic of the school's desire to encorporate new ideas and technologies, and to educate students with an eye to the world they would enter upon graduation. Times of course have changed, though certainly many of the values that the school upholds today reflect those with which it was founded, including a desire to embrace new ideas and to support a diversity of interest. The ideal student is one who will thrive in a supportive yet challenging academic environment.
Read The Our Kids Review of Pickering College
The Sycamore School doesn’t look like a typical school—it occupies a house in downtown London—and, in fact, it isn’t a typical school, which is why families turn here. The students arrive having demonstrated their skills and academic abilities, yet, for a range of reasons, aren’t reaching their potentials in a more traditional learning environment. Instruction is cooperative, allowing students to take responsibility for their learning in consort with their instructors. One of the goals is to motivate learners, and to help them find their own unique paths to success. The ideal student is one who will thrive within a very close-knit, student-oriented setting, and who is capable of operating at the top of his or her peer group.
View full reportPickering College was founded as the West Lake Seminary by Quakers in 1842 and, as you might expect, has had a long and interesting history since. Canada became a dominion, the school amalgamated, some buildings burned down, others were built up. It began as a co-ed school, something unique at the time, and as such provided an expression of the Quaker ideal that both sexes should be educated equally. It was also the first school in North America to offer a course in typewriting, symbolic of the school's desire to encorporate new ideas and technologies, and to educate students with an eye to the world they would enter upon graduation. Times of course have changed, though certainly many of the values that the school upholds today reflect those with which it was founded, including a desire to embrace new ideas and to support a diversity of interest. The ideal student is one who will thrive in a supportive yet challenging academic environment.
View full reportinformation not available
"...encouraged by their teachers to develop their learning skills."
Amy Wang - Parent (Dec 13, 2018)
My sons are always happy in the school. They have got the teachers’ help on their academics and ma...
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"I believe that the teaching at Pickering College is one of the strongest features of the school."
Shyam Subramanyam - Student (Mar 08, 2021)
As of writing this review, I am currently a grade 10 student at Pickering College. I began my journe...
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"...opportunities to mature, develop and demonstrate ownership, accountability, and responsibility."
Sonya Bonerath - Parent (Mar 22, 2021)
My daughter and son started their studies at Pickering College in grades 7 and 9. My daughter's joy ...
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"The Sycamore School offers personalized, alternative education recognizing that today’s learners must be capable of independent, flexible thinking in times of continuous change. The school has developed a unique approach in educating students who struggle with personal anxiety and stress. High school courses are offered within a multidisciplinary framework enabling positive learning experiences. Collaborative, welcoming classes are taught by subject specialists whose enthusiasm may further spark student engagement."
"At Pickering College, our fully-integrated Global Leadership Program (JK to Gr 12) inspires students to become agents of courageous, ethical and positive change with the confidence, knowledge and skills to shape the future. Our co-educational day and boarding school of 510 students is a safe and respectful community, offering exceptional academic and co-curricular programs. Our graduates leave us to attend the university of their choice, prepared to make a difference in the world."
"Our students work best in the small community atmosphere that they have chosen to guide their path to high school graduation. Students are supported by their teachers and other staff who adapt the learning opportunity to reflect student learning preferences, ambitions and life goals."
"Our students experience a school that is intimate in size and global in perspective. The school is small enough that we are able to truly get to know each child, while welcoming a diverse and co-educational group of students both locally and from around the world. Along with our Global Leadership Program, this provides students with countless opportunities to consider the global context and discover their own place in the world."
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"Our students and their families have chosen The Sycamore School for the low student: teacher ratio that is, on average 1:6. Our micro school population ensures a less stressful environment for students and a more co-operative and inclusive atmosphere for those who wish to focus on completing their high school education."
"As a Pickering College parent once put it: “I would encourage other parents to enrol their child at Pickering College because quite simply, it is an oasis in the storm. A place of safety, strong community, values-based education, and leadership training. As a parent, I too am relearning along the way in terms of the importance of servant leadership and responsibility to others in our community at large.”"
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"Since The Sycamore School has worked hard to avoid the traditional school-like setting, students and their parents learn to appreciate the home like surroundings; homeschooling parents refer to TSS as the homeschool away from home. We are proud of that difference."
"We often say “The People are Pickering.” When you choose a school for your child, you are choosing more than a formal education, but the community of caring faculty and staff that will empower and inspire them. We refer to this as “finding the light” within each child - that inner potential that is waiting to shine upon the world. It is important to find a school that shares your family’s values, and we hope the welcoming and inclusive nature of our community will be that place."
"Students and their families often comment on the atmosphere of caring that they feel in the entire school population … students and staff. There is an easy integration among students and staff of differing grades, ages, genders and cultures that creates a community of learners. Completing assignments at school with teacher assistance enables families to participate more fully in after school activities."
"Retaining a close relationship with our Quaker heritage provides a solid philosophical, moral and operational framework for our school. Our Morning Meetings play a fundamental role in the life of the school as a time that we join together in an atmosphere of respect, listening, trust, integrity, compassion and silence. The silence in Morning Meeting provides us time to reflect and take comfort, strength and joy from being in the presence of friends and find a sense of power and enlightenment."
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Learning in the 21st Century requires that schools change with the times. Bodies of knowledge do not stagnate and education must not continue to do so. At the turn of the 20th Century, John Dewey believed that "the teacher should only provide background information and have the students work together in groups on the concept. This should start conversation and discussion, and give rise to valuable collaboration. Although the written exam would continue to play an important role, particularly presentations, projects and other evaluation techniques are used to keep track of the progress."
The London School pedagogy considers these notions and takes them forward into the 21st Century where all that exists as knowledge is available to everyone who knows how to access it in the online forum, how to evaluate the credibility of the information and how to interpret its meaning. Students no longer must prove their worth by spouting the wisdom of the ages but rather by developing the discernment required to use knowledge to its best advantage; how to apply it to everyday life and how to evaluate the impact of certain knowledge and actions from the appropriate historical perspective. We do not want future generations to repeat past mistakes but we do want them to understand how their choices and actions will shape their future. What our students need to know remains to be seen. It is our job to ensure that they have the confidence and skills to recognize the value and application of knowledge as presented to them through a variety of personal and school experiences.
Thank you for taking the time to learn more about Pickering College. Since our founding in 1842, thousands have walked our halls as Pickering College students. Our alumni have gone on to make a difference in just about every imaginable field and endeavour, both here in Canada and globally.
We are the only independent day and boarding school in Canada for students in Junior Kindergarten to Grade 12 that provides a comprehensive Global Leadership Program founded on Quaker values.
We celebrate diversity in all aspects. Whether through our commitment to providing a co-educational environment, or our unique approach to educating and developing the whole child through a focus on academic excellence, co-curricular distinction, character, and leadership development.
Our dedicated teachers deliver a fully integrated program that encourages students to realize their full potential within a challenging academic learning environment and where students are empowered to develop into courageous and compassionate global citizens fully equipped to contribute and provide leadership to their communities and the world at large.
As the new Head of School, I was drawn to Pickering College for its unique and inspiring community, not to mention its values, guiding principles and vision that embraces each student as an emotional, physical, and spiritual being.
I encourage you to proceed through these pages to learn how a Pickering College education uncovers all aspects of your child’s unique talents and gifts – academic, artistic, athletic and altruistic.
Dr. Cinde Lock
Head of School
Progressive
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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.
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Our progressive liberal arts program aims to deepen the learning experience while strengthening skills and exciting a passion for learning in a creative, collaborative environment. We focus on building opportunities for success and provide a stimulating intellectual environment where students can shape their academic goals. We work with family teams for anxious and stressed students and develop personalized academic plans for students experiencing school refusal that has compromised their success in traditional schools. The High School program, leading to the OSSD (Ontario Secondary School Diploma) for which our school is authorized to grant credits on behalf of the Ministry of Education, is based on the courses offered toward the OSSD as outlined in the Ministry document entitled Ontario Schools, Kindergarten to Grade 12, Policy & Program Requirements. Each course is presented in a manner that accommodates individual learning needs at a pace that supports student success.
Pickering College is an independent boarding (Grades 7 to 12) and day (Kindergarten to Grade 12) school for boys and girls in Newmarket, Ontario, Canada. Our programs offer unique opportunities in academics, arts, athletics, global leadership development and community service. • 100% university placement at top universities in Canada and around the world • Fully integrated Global Leadership Program (JK to Grade 12) • Dedicated and caring teachers who are specialists in their field • Challenging and engaging academic curriculum • Full recreational and competitive co-curricular program • Safe and supportive nurturing environment • Dynamic boarding program • Small class sizes and personalized attention at every grade
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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Textbooks are used as reference, not followed as curriculum delivery systems.
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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.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Social Justice
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In social justice- inspired programs, literature is not viewed as something to be merely decoded and “appreciated”: rather, it is viewed as a catalyst to social action. Choice of texts tends to favour contemporary works. If a classical text is used, it’s often in the context of social deconstruction: students are asked to critically examine possible prejudices and historical narratives inherent in the work. Like in traditional literature programs, students are often asked to engage in class discussion and critical essay writing, but more time might also be devoted to cooperative group projects and personal reflections. The goal is to teach students to think critically about what they read, while becoming intellectually and physically engaged in the social issues pertaining to their wider community.
Choices of Literature are based on individual choice with teacher approval of relevance to curriculum expectations. Current literature in all genre is explored. Reading, writing, analysis and thought are presented as means of enjoyment in learning.
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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
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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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.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Since student choice and interest is germane to the success of their learning experience, current thought and discovery is examined within the appropriate historical perspective. Content is explored through various lenses especially those of the indigenous peoples of the world.
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Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
In response to student interest, many First Nations Languages may be offered. Oneida and Lunaape languages have been well received by First Nations and non First Nations students.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
Practicing artists become part of the teaching/guiding program in Visual Arts.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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.
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Web design
Robotics
Computer science
Our Healthy Active Living Plan is focused on building opportunities for health and wellness that can last a lifetime. We approach fitness from an outdoor education platform that enables youth to engage with nature and creates a learning environment that extends beyond the classroom walls.
Physical literacy is desired in all students through our co-curricular program in addition to the Physical Education courses. Outdoor education is an important component of our curriculum.
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.
Our Reggio inspired program at Pickering College, offers a dynamic, nurturing and positive learning environment where your child’s curiosity is stimulated, leadership skills are cultivated, and fun-filled interactive learning is meaningful and focused. Small class sizes provide an ideal setting for building a foundation for lifelong learning, as students develop confidence, social conscience and acquire the skills and knowledge for success.
Standard-enriched
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.
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.
Students may choose open prerequisite subjects from other grade levels based on interests and/or special abilities. Assignments and evaluation techniques are tailored to specific learning strengths; for example oral exams or quizzes or power point instead of essay.
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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”.
Our aim is for our students to meet their graduation requirements at their own pace, within the expectations of Ontario Secondary School curriculum in a positive manner that is meaningful and memorable for the individual .
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
The Sycamore School's Trillium Teaching method has been designed to enable students to develop personal resilience, discernment and empathy so that they can bring a sense of purpose and strength to their future.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations: preferential seating, computer use, lighting alternative, reduced sensory stimuli if possible, Use of headphones/music when appropriate, Cue transitions, Breaks, Using timers/planners, self-monitoring Additional: Written/Verbal explanations, Visual cues, supportive peer placement, reduce/minimize distractions, address fragrance sensitivity, increase distance between desks, alternative workspace, direct instruction, simplified format, smaller, chunked amounts of work, repetition of information, scribing, note sharing, focus prompts, verbal/visual signals to begin, positive reinforcement, peer assistants, responses given privately, mind mapping, use graphic organizers, hands-on materials/activities, manipulatives, dramatization of information, note taking instruction, teacher modelling for notebook organization, active participation, acceptable alternatives; provision of video tutorials, extended time, alternative locations or formats, large print, one question per page, increased line spacing; Providing a designated reader, headphones/music, visual tracking tools , space to stand, recording devices to capture oral responses and encouraging verbal and/or graphic responses
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High school aged students typically may have previously diagnosed learning disabilities; The Sycamore School will refer students to an appropriate clinician for assessment and/or renewed assessment as indicated. The Sycamore School offers accommodations to students with learning disabilities who are able to work toward achievement of graduation requirements with minimal support. Small classes may be the support that individual students need.
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
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0%
$0
$0
94%
100%
7, 8, 9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
Rolling
Rolling
Not available
Rolling
Yes: grades 8 - 12
Yes: grades JK - 12
No
No
No
No
No
Yes: grades JK - 6
Yes: grades 8 - 12
No
No
No
Teens who are experiencing anxiety, depression, sensory overload, social anxiety and/or school refusal and who have demonstrated the ability to complete credits toward the OSSD (Ontario Secondary School Diploma but may who require more time in order to meet the graduation requirements.
Pickering College is truly a special place for students from Canada and around the world (Boarding from Grade 7 to Grade 12). It is a place where our students and families tell us that they feel warmly welcomed and accepted from the first day that they arrive; where students come to make friendships that last a lifetime and where they feel supported to pursue their dreams. Our programs offer unique opportunities in academics, arts, athletics, leadership development and community service. Our Global Leadership Program, fully integrated from Junior Kindergarten to Grade 12, builds on our longstanding mission and community service-oriented approach to education. The Global Leadership Program prepares students with the skills needed to be innovative, entrepreneurial, globally-focused and ready to tackle complex global issues. Pickering College is building future global leaders by providing a values-based education that helps students to develop the confidence, knowledge, skills and social conscience to prepare them for university and for life. At Pickering College we focus on the whole child. Students learn to excel, to develop character, to make friends and prepare for future endeavours and opportunities. It’s their community, and the experiences they have at school shape them as they become citizens of the world.
The deposit of $2,000.00 represents part of the total yearly tuition and as such is applied to monthly tuition at the rate of $200.00/month or fraction thereof over the ten month period.