3233 The Boulevard, Westmount, Quebec, H3Y 1S4, Canada
250 Madison Avenue, Toronto, Ontario, M4V 2W6, Canada
Indirect Support:
3233 The Boulevard, Westmount, Quebec, H3Y 1S4, Canada
250 Madison Avenue, Toronto, Ontario, M4V 2W6, Canada
1915
1987
390
130
K to 11
Nursery/Toddler to 8
Girls
Coed
Day
Day
English, French
English
Academic
Academic
Progressive
Waldorf
14 to 20
10 to 18
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated class; in-class adaptations
In-class adaptations
$26,200 to $29,380
$4,160 to $19,150
Yes
Yes
15%
20%
4 to 11
JK to 8
$5,200
$9,000
33
10
0%
0%
50%
80%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades Nursery/Toddler - 8
No
No
No
No
information not available
information not available
The name sounds generic, and, historically at least, it was. In 1915 Margaret Gascoigne began her school—there were just six students that year—in the study of her home. In 1922 the school moved to a permanent location on Seaforth where it remained for close to 40 years until it moved to its present one in 1960. (The whole story is told and illustrated in the aptly titled, No Ordinary School: The Study 1915-2015, published to mark the school’s centennial.)
In a sense, Gascoigne provided the same thing then that the school does now: a bilingual education for girls. Though, yes, that alone doesn’t present the half of it. Through the years The Study sought to chart its own path, while at the same time creating a path for the girls that attended. They weren’t being educated to be shrinking violets, but rather to find their voices and, to some extent, transcend the times and circumstances that they were living within. And, they did, with alumnae prominent in fields that run the breadth of Canadian life. That tradition of forthright leaders and students certainly remains today. Part of the charm of the school is that tradition, one that is apparent throughout the school. The school may be a century old, but the program remains at the cutting edge of education. The ideal student is one who can rise to the challenges that the school presents.
We often consider the ideal student for a certain educational setting, though with Waldorf schools, it's important to also consider the ideal parent. Instruction student directed; benchmarks are less important than engagement. Multiple intelligences, multiple-sensory learning, cross-curricular instruction, visual learning—it's perhaps the epitome of what we think of as alternative education: constructivist rather than didactic. Waldorf Academy is one of the first of its kind in Canada, and was created when a group of parents decided to come together to create the kind of school that they wanted for their children. It's grown since then, and the organization and infrastructure has been formalized as well, including the creation of a purpose-built learning environment. Nevertheless, the core concept remains. The successful student is one who thrives in an interactive, transactional, arts-enriched setting. The ideal parent is one who sees the value in a constructivist approach, narrative-based assessment (letter grades are given in Grade 6 and up) and who prizes a considered and careful approach to the use of technology.
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" ... a home away from home"
Caroline Blouin - Parent (Feb 13, 2018)
Our daughter has found a home away from home, a place where she is loved, nurtured and appreciated f...
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"a small town school in the big city"
Tyler Hague - Parent (Apr 08, 2018)
Waldorf Academy has the best elements of a small town school in the big city. Small class sizes, car...
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"I feel like my son is developing in a way that's true to him and who he is, and yet he is also learning all the things you'd expect..."
Michael Bernstein - Parent (May 22, 2020)
My son feels seen and cared for the way a family member would care for him. His individual needs, c...
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"The world needs great women. It starts at The Study. Founded in 1915 and one of Canada’s premier all-girls’ schools, The Study empowers each student, from Kindergarten to Grade 11, to reach her full potential, by fostering academic excellence in an innovative English and French environment grounded in tradition. Certificate of Eligibility for English Instruction is not required."
"Waldorf is a global name in holistic, arts-enriched education. Our approach integrates experiential learning with academic depth and rigour. We put a premium on thinking imaginatively and turning challenges into possibilities. Graduates emerge with a strong sense of purpose, the ability to solve problems and the courage to engage in the world. Nestled beneath majestic Casa Loma in the heart of Toronto, Waldorf Academy provides a world-class education that centres your child amid beauty, meaning and inclusivity."
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Welcome to The Study! I hope you will soon discover our dynamic and outward looking school committed to our mission of supporting the development of young women as leaders, as innovators and life-long learners. It is in that powerful mission that The Study continually moves forward with great enthusiasm, always aware of the link between our success and the formidable culture of pride that has existed in The Study community for over 100 years.
Our enriched curriculum coupled with an exceptional bilingual learning environment and a positive atmosphere of mental, physical and emotional balance, nurtures each girl's capacity to be academically successful and well rounded.
The breadth and depth of The Study's curriculum, along with its goal to inspire intellectual curiosity and exploration, is the hallmark of the school experience for each of our students. At The Study, every girl benefits from the care and guidance of teachers who are dedicated to fostering a love of learning, each and every day.
The world needs great women, and girls can count on a great start at The Study.
“I have been asked, “Why did I decide to move to Waldorf Academy?”. The answer is a simple one; Waldorf education is the ‘art of awakening’ that aims to inspire life-long learning in all students and to enable them to fully develop their unique capacities. At the core of my educational philosophy is the belief that we must embrace creativity, collaboration, critical thinking, authentic assessments and deep inquiry to awaken a passion for lifelong learning. And through this belief, is the reality that it is no longer about asking students what they want to be when they grow up, but instead, we challenge and ask them what problems they would like to solve.”
Waldorf
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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.
Waldorf schools are available from preschool to Grade 12, though they are most popular at the younger ages. Waldorf schools are unmistakably "progressive". Rudolf Steiner, their intellectual forefather, believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. Sometimes incorrectly conflated with Montessori schools, Waldorf schools focus on developing the "whole child" - emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into other areas of study.
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The Study’s bilingual programme begins in Kindergarten. Students have two homeroom teachers and spend approximately half the day in English and the other half in French. The goal is to establish fluency and accuracy in both languages by offering mother tongue programmes in both English and French. The curriculum is organized into themes and subjects are interrelated through learning activities with a central focus of interest. Learning situations are process-oriented with the intention of encouraging the children to explore, experiment, solve problems and absorb new ideas and concepts. Computer technology is widely integrated at all levels through the use of class sets of laptops and/or iPads. In the Senior School, students follow an enriched programme of studies. At each grade level, students take enriched French language courses and are offered at least two other subjects in French. A compulsory third language option (Mandarin or Spanish) is also a curriculum requirement for grades 7 and 8. Each student is provided with her own laptop to take advantage of technological resources to enrich her learning.
The essence of Waldorf can be thought of as follows: The use of art and creative play across the spectrum of subject areas brings out a child’s imagination and the joy of learning. Our interdisciplinary approach to mastering subject areas across the academic spectrum encourages children to make connections and deepen learning. Waldorf Academy’s E.Q. approach is designed to enhance a child’s sense of connection to the world and to grow spiritually. We stress hands-on, experiential, inquiry-based learning that carries with it the ability to take risks, reach beyond our comfort zones and test our mettle. We work with a child’s natural tendencies to encourage their curiosity and figure out answers their own way. Sometimes they fail the first time, but then they learn how to get back up and see it through.
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Making Math More Meaningful - A Waldorf curriculum guide. Middle school math specialist
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Combination of approaches. Grade 2 reading assessment. Nelson Literacy Reading program combined with Waldorf curriculum.
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.
Lower school literacy is supported by the Nelson Literacy program and Waldorf curriculum.
Inquiry
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.
Science is based on a phenomenological approach.
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.
The first Waldorf school that opened in 1919 was based on social justice. Social Justice is embedded in the curriculum and the school structure. It is important to note that we build meaningful relationships with cultures when the children are younger through implicit strategies and then look at it critically in the middle school.
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.
Social studies program is based on child development and is matched with historical themes.
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.
French is offered from grade 1 to 8
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.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
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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We offer cyber civics in middle school. We teach the base number system in grade 8 and students build a basic computer using the binary code.
Web design
Robotics
Computer science
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Grades 1-2 Developmental movement and games Grades 1-3 Games and Circus Arts Grades 4-8 physical ed program Grades 6-8 Health curriculum
Waldorf
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.
Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.
Early childhood programs are based on child development and imitation. Science, numeracy and literacy are fostered through real experiences in cooking, nature walks, building and art as well as storytelling, poetry, singing and recitation. Movement and self directed play as well as emotional intelligence are high priorities. There are group activities as well as small group and individual activities. Healthy physical development of the child is a critical prerequisite for proper mathematical and scientific education. Self directed play promotes questioning, problem solving, higher level thinking skills, discovery, self-directed activity and speech.
Standard-enriched
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
The elementary class teacher travels with one cohort through the grades for many years. This allows the teacher to understand how each child is learning and to ensure their needs are met.
Supportive
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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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
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
All applicants are considered based upon the capacity of the class as a whole and the capacity of the teacher.
Information not available
We assess each child on an individual basis. We do not have EA's the class so we determine a balance in the class and the capacity of the teacher. We can offer two sessions of resource support a week for a limited number of students.
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
4 - 11
JK - 8
15%
20%
$5,200
$9,000
50%
80%
K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
Yes: grades K - 11
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
No
Yes: grades K - 11
No
Yes
No
No
No
The Study wants to meet girls who want to become great women.
We want children to feel free to become themselves and we will guide them along the way. We are building intrinsic motivation, creativity, collaboration, critical thinking, and a love of community.
4 Steps to APPLY to The Study
Grade school students must complete a 3 day visit after a family interview.
Kindergarten requires a family meeting and visit in the morning if senior kindergarten.
