8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
2075 Sherbrooke Street West, Montreal, Quebec, H3H 1G6, Canada
Indirect Support:
8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
2075 Sherbrooke Street West, Montreal, Quebec, H3H 1G6, Canada
1961
1969
870
300
Preschool to 12
7 to 11
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Montessori, International Baccalaureate
Traditional
Varies
12 to 20
Learning, Developmental, Behavioral
Accelerated curriculum
In-class adaptations
$19,100 to $32,700
$21,270
Yes
Yes
0%
0%
Preschool to 12
7 to 11
$0
$7,000
54
60
0%
0%
0%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 7 - 11
Yes
No
No
Yes: grades 7 - 11
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information not available
TMS was founded by Helma Trass, who learned the instructional approach from Maria Montessori herself. Trass was at the leading edge of Montessori education in Canada, and the school is, today, home to one of the longest running programs of its kind in the country. The elementary program that she began remains vital today, and it retains her dedication to the core ideals of the Montessori method. With the addition of middle and high-school programs, the school grew to become one of the largest Montessori programs in North America. The rebranding, from the initial Toronto Montessori Schools, to the acronym TMS, was adopted along with the growth of the school into the upper Grades. While the program is continuous, it is divided between two campuses, with preschool through Grade 6 taught at the Bayview campus, and Grades 7 through 12 at the Elgin Mills campus, which was opened in 2009. That campus is also home to the IB program, one that further extends an already impressive breadth of instruction.
View full report“We don’t jump on their weak areas,” says Angela Burgos, head of school. “If your child struggles with math, we’re not going to pounce on math right away — a sure recipe for failure and discouragement. Instead, we work on developing strengths to get some traction and then tackle those harder areas.” That approach accounts for much of the value that Centennial can offer, and the success that it has. The typical student arrives after struggling within a traditional academic setting. Most often, that struggle is a result of linguistic disruption—dyslexia, dysgraphia—or executive functioning issues, as common in children with ADHD or autism spectrum disorders. For them, the approach taken at the school can feel like a breath of fresh air. Instruction is empathetic, using strategies appropriate to the students' unique needs. An environment in which students find themselves as part of a majority, rather than an academic or social minority, can also create unique opportunities for the development of a positive self-concept than might previously been available to them. “School results increase because their confidence increases," says Burgos. Celebrating their 50th anniversary, Centennial Academy is also unique within Montreal in that it offers a full curriculum in both English and French.
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"TMS teachers nurture students’ abilities to be free-thinking, independent, passionate, and intrinsically motivated from such a young age.""
Alexandra Makos - Parent (Jul 11, 2019)
We have one child that recently completed the Toddler program, and who is moving on to Children's Ho...
View full review
"...forward-looking, and dedicated team whose objective was to optimize the learning experience of the students."
Daniel Jordan - Parent (Aug 12, 2019)
Our son Philip completed his entire secondary school cycle at Centennial, and we are very happy with...
View full review
"Founded in 1961, TMS is a leading, accredited independent school that offers a uniquely designed framework combining the Montessori and International Baccalaureate (IB) programmes. TMS operates from two beautiful campuses in Richmond Hill, Ontario with exceptional learning environments for students of all ages and stages. Our Lower School (at Bayview Avenue and Hwy 407) offers a Montessori start for students from 18 months to Grade 6. Our Upper School (at Bayview Avenue and Elgin Mills Road) is the only independent school in York Region that offers the International Baccalaureate Programme for students in Grades 7 to 12. Our co-ed student population of over 850 thrives in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance at university, and in life. The unique design of the TMS student journey provides a framework within which your child can say I Am Known. Get to know us at www.tmsschool.ca."
"At Centennial Academy we recognize that not all students learn the same way, and we are proud to be the only independent English and French Montreal high school focused on teaching students to success through a Coached Learning Development Model. More than 90% of our students graduate on time and go on to pursue higher education."
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"Centennial is the only high school in the province of Québec that helps students master their learning challenges, graduate on time, and become autonomous and resilient learners – without the help of parents or outside tutors."
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"Every parent wants to give their child the opportunity to succeed in school and in life. Centennial helps put that success within reach for children with learning challenges. Parents rely on us to provide a rigorous, supportive, accessible academic environment for their child."
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"We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners by providing multiple means of representation, expression and engagement."
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Thank you for your interest in TMS!
It is a pleasure to share with you some of the special features that give our school its unique identity and which inspire those of us who work here to give our very best to every child. Our students experience a warm and nurturing environment every single day when they walk through our doors. We are a community of caring and innovative educators and support staff, and students who continually amaze us with their artistic, academic, athletic, and linguistic prowess and their desire to grow and develop as responsible young citizens.
We appreciate that a school is more than a collection of individuals. For us, a school is a place where lasting relationships are formed, where lifelong interests and aptitudes develop, and where character is refined and shaped by exposure to a wide range of beliefs, traditions and views of the world. Finding the right school for your children is one of the most important gifts you can bestow upon them. Our students develop strong attachments to TMS, both during their time with us and after they leave us. When our graduates venture off into the world, they do so equipped with the knowledge, resilience and sound ethical framework that comes from being known and cared for deeply as individuals.
Indeed, the phrase I Am Known sums up in a few words our entire approach to educating children. From the youngest children in our Toddler program to our graduating classes in Grade 12, our students know the feeling of being supported and guided as unique individuals.
We place high value at TMS on academic rigour and our graduates are accepted at outstanding universities in Canada and abroad. Of equal importance to us, however, is that our students leave TMS not only with a broad knowledge base but with an educated heart and an internationally-minded outlook on the world.
As a leading Montessori school in Canada, we believe strongly in the world-class education that TMS teachers provide our 18 month-old to Grade 6 students. Beginning in Grade 7, we offer the International Baccalaureate (IB) programme which culminates in the IB Diploma Program in Grades 11 and 12. The IB is globally recognized as a rigorous and holistic curriculum which provides an outstanding preparation for university studies. Our skilled and experienced IB teachers help our students to achieve their full potential, and our IB scores are well above the world average.
During these very challenging times for all of us, TMS has continued to offer an outstanding education to our students. As we open our doors for the new school year, we will continue to do everything possible to keep our students and staff safe and well, and to promote the values that have guided our school for the past 60 years.
I invite you to contact our Enrolment Management team for much more information about our programs, people and facilities. Ask questions, explore our website, schedule a virtual visit and let us invite you to learn more about one of the leading independent schools in Ontario.
Yours sincerely,
Andrew Cross
Head of School
TMS
For over 50 years, Centennial has been true to its mission to help students with learning challenges become autonomous and resilient learners. Too many schools are designed to fit the so-called "average" student. At Centennial, it's quite the opposite. Everything we do, from the way our school is structured to the way our classes are taught, is designed to remove unnecessary obstacles that get in the way of learning. We make learning both meaningful and accessible. Our results speak for themselves: 90% of our students are diagnosed with learning challenges, yet, with our help, over 90% of our students graduate on time and move on to CEGEP and university.
Traditional
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Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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Lower School - 18 months to Grade 6 Internationally Recognized Flagship Montessori Program Upper School - Grade 7 to 10 International Baccalaureate (IB) Middle Years Programme (MYP) and Grade 11 to 12 International Baccalaureate (IB) Diploma Programme (DP) TMS students thrive in academics while developing the life-changing mindsets of entrepreneurial thinking, positivity, and resilience that build a foundation for Significance not just at university, but in life.
We are early adopters of the Universal Design for Learning (UDL), a scientifically-driven educational framework that addresses the main barrier to learning: an inflexible, one-size-fits-all approach to teaching. UDL reaches all types of learners, by providing multiple means of representation, expression and engagement. We create optimal learning conditions for all types of learners, while coaching our students to develop effective learning behaviours that help them become autonomous and resilient learners for life. All of our students follow the Québec government curriculum and write the Québec government exit exams. Although 90% of our students have one or more learning challenges, more than 90% of them graduate in five years and go on to CEGEP and university. Our school day includes a 45-minute period to complete homework under the supervision of teachers and learning professionals.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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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.
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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
Not applicable
Traditional
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
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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
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Pragmatism
Pragmatism in the humanities and social sciences emphasizes making learning relevant to students’ present-day experience. Assignments tend to centre around projects and tasks rather than argumentative essays; these projects will often have a “real-world” application or relevance. There might be more of a social justice component to a pragmatic program, though that isn’t always the case. Subjects like history and philosophy are still covered/offered, but they play a less prominent role in the overall program than in the case of perennialism. The social sciences (contemporary geography, sociology, psychology, etc), meanwhile, might play a more prominent role in pragmatic programs. The key goals are to make learning progressive and relevant, while teaching students real-life skills and critical thinking.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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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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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Students must take both physical education and fitness courses. During physical education, students work in a team to reach a desired goal in an activity. During fitness, students take part in individual exercises to develop their personal fitness level
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Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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TMS has garnered a reputation for creating an extraordinary learning environment. Up to Grade 6, the curriculum is based on the core premise of a Montessori education: that students need to drive their own learning. Using materials and processes that make abstract ideas concrete, students initiate their learning and can assess their own progress. This balance between the freedom and responsibility of a child produces highly competent learners who are self-reliant, self-disciplined and self-confident.
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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.
Montessori Program - Toddler to Grade 6 IB MYP and DP- Grades 7 to 12 Varies by level
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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.
TMS offers a uniquely designed framework that combines a Montessori start and International Baccalaureate (IB) finish. Our academics are rigorous and each student is "known" and supported. We deliver an accredited educational experience designed to inspire and challenge students to discover the best of who they are and to achieve their full potential.
We help students with learning challenges become autonomous, resilient, life-long learners. Since we know that every child learns differently, we provide our students with many different pathways to learning, which maximizes their chances of success. Centennial is the only high school in the province that helps students with learning disabilities master their learning challenges and graduate on time.
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
At TMS every student is "Known". TMS provides an environment where students are cared for. TMS students are given a foundation to grow, to be ambitious and bold. TMS creates opportunities for children to be inspired by learning through experimentation, exploration, and self-discovery.
Our goal is to help our students develop effective learning behaviours so they become autonomous and resilient learners.
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
We are firm believers in the Universal Design for Learning, a completely inclusive approach that meets the learning needs of the greatest number, and diversity, of students. UDL ensures that all types of learners can learn, by providing multiple means of representation, expression and engagement. At Centennial, all students follow the rigorous Quebec curriculum, without differentiation, reducing requirements or competencies. Our curriculum is planned and delivered in an engaging and predictable manner by our highly-qualified teachers, making it accessible to all learners. Our multidisciplinary team of specialists works with students outside the classroom to help them develop and acquire the learning and social skills they need to become life-long learners.
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Centennial welcomes students with ADHD, dyslexia, dysgraphia, anxiety and autism spectrum disorders. No student should be expected to fit into a mold. We aim to be academically and socially inclusive and strive to make learning both accessible and meaningful. Based on data and needs, students might be offered additional support through our after-school program. Support includes help with homework, planning and organization, either in groups or individually.
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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
Preschool - 12
7 - 11
0%
0%
$0
$7,000
0%
95%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11
Rolling
Rolling
Not available
Not available
Yes
Yes: grades 7 - 11
Yes
No
No
No
No
Yes: grades 7 - 11
Yes
No
No
No
No
No
If your child is not happy going to school, lacks motivation, cannot concentrate, spends hours on homework, struggles with reading/writing, if his/her marks don't reflect his/her efforts or if he/she has a diagnosis of Autism spectrum disorder, ADHD, ASD, Anxiety, Dyslexia, Dysgraphia, Dyscalculia and/or Dyspraxia, you should consider Centennial.
