8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
670 Eglinton Avenue East, Toronto, Ontario, M4G 2K4, Canada
Indirect Support:
8569 Bayview Avenue, Richmond Hill, Ontario, L4B 3M7, Canada
670 Eglinton Avenue East, Toronto, Ontario, M4G 2K4, Canada
1961
1986
870
110
Preschool to 12
Preschool to 3
Coed
Coed
Day
Day
English
English
Academic
Academic
Montessori, International Baccalaureate
Traditional, Reggio Emilia
Varies
8 to 24
Learning
Accelerated curriculum
In-class adaptations
$19,100 to $32,700
$12,500 to $26,400
Yes
No
0%
0%
Preschool to 12
None
$0
$0
54
16
0%
0%
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Preschool - 3
Yes
No
information not available
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 reportCGS was founded in 1986 by Marie Bates, who remains as the principal at the school today. As that suggests, the school has remained very true to the founders’ initial intentions, namely to create a place that provides a strong academic foundation in a caring, open, and supportive environment. While reading, writing, and numeracy are key—just as they should be—so is the development of creativity and social engagement. Bates believes that children learn as much in music class as they do in math class, and she’s right of course. As such, the program promotes links across the curriculum, allowing children to see those connections while also broadening their horizons of interest. The strength of the program is reflected by the reputation that CGS has earned over the thirty-plus years of its life.
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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...
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Love the little things
Wendy Arnold List - Parent (Jan 24, 2018)
We had 3 children go through CGS and each loved being able to do things that young children aren't n...
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"the kids feel supported, happy, and special"
Nina Chandarana - Parent (Jan 24, 2018)
My kids love CGS. They appreciate the family like feel of the school and how nurtured they are. Ev...
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Nuturing and encouraging
Irene Chai - Parent (Jan 25, 2018)
My kids enjoy the nurturing and encouraging school atmosphere created by the teachers and staffs at ...
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"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."
"CGS is the private school of choice in Leaside. A balanced education is the foundation of our program. Academically stimulating, our personalized curriculum is created with a child-centred focus to foster a love of learning. Our phonics program addresses individual learning styles, leading to high levels of early literacy. Highlights: French, music/drama, visual art, character education, mindfulness, and physical education. CGS keeps the heart in education, and takes pride in our small school advantage."
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"The trademark of a CGS student is their strong academic foundation, balanced by their joyful discovery and curious exploration of a love for learning through specialty classes like language, visual art, music/drama, mindfulness, and physical education. Our highly acclaimed Language Arts Program, (reading and phonics) and Touch Math begin with our preschool students, and uniquely ensure each child is ready for a smooth and successful transition into our, or any, competitive school-age curriculum"
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"Our Early Start/Preschool, (2.5-4 yrs of age), builds the foundation for success by preparing our youngest student for their educational journey. Unlike daycare, this high-quality and balanced introduction to academics yields sustained benefits for our youngest learners as we focus on supporting the development of the whole child; addressing cognitive, social, emotional and physical learning. CGS creates a love for learning while setting the necessary expectations for a 21st century learner."
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"Our small school advantage, and the welcoming sense of community each time you enter our building. At CGS, we are known for our academic focus, yet the balance of arts, character building, extracurriculars, and physical education are something that families find astounding about our curriculum. Our days are carefully balanced with a thoughtful focus on reading, math, and language plus mindfulness, social-emotional learning, and a collaborative environment to develop positive relationships."
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"Our educators are committed to our school; some with 15+ years at CGS! We know the value in a consistent and experienced team of familiar-faced educators/support staff who deliver current and contemporary educational approaches in their classrooms. Our seasoned team of educators offers after-school tutoring, and exposure to a variety of after-school clubs to support students' special interests, such as robotics, dance, games, language and leadership opportunity."
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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
Thank you for your interest in our school. CGS has been a home away from home for so many children, and their families, since it was founded in 1986. We pride ourselves on getting to know each child, to the fullest extent possible, while they are with us. Our young students, from Preschool to Grade 3 are protected, cherished, motivated and inspired during the first, and all important, years of their formal education. When you truly know your students it is easy to do what is best for them.
We are committed to our small class sizes and balanced curriculum. We believe that children can learn as much in Music class as they can in Math class. Along with our strong core curriculum, students are given the opportunity to immerse themselves in the arts and physical activity. Our goal is to provide an education that is rich and diverse by placing importance on all aspects of a wide and varied curriculum.
As founding Principal, I have been honoured to work with, and support, a staff that is known for their dedication and commitment to the CGS philosophy. Each and every student is celebrated for who they are. Our teachers deliver an exceptional program while keeping the heart in education. Please visit our website and see what makes CGS the special place it is.
Traditional
Reggio Emilia
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.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Our curriculum is a traditional academic approach with balance. We set high academic expectations for our students while integrating a love for learning through reading, writing, math, science, French, physical education, visual arts, performing arts, character education and mindfulness. We honour the value of discovery through problem-solving, critical thinking, and basic curiosity to foster the student's foundation for higher academic success.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Methods for teaching math vary widely from school to school and it is a subject of great debate in the educational community. ‘New’ Math (the current multi-strategy, collaborative, language based approach to math) can be confusing for parents, as most of us learned math largely by rote. At CGS, children get the best of both worlds - they get the support they need to create and share the math strategies that work best for them as well as concurrent instruction in basic fact mastery - learning their doubles facts, multiplication tables etc. Our teachers have many creative ways of ensuring that students gain solid number sense as well as the conceptual skills required to become confident, young mathematicians.
Preschool: Touch Math. JK/SK: 'Think. Pair. Share.' approach with appropriate lessons from various sources. Grades 1-3: Nelson Mathematics, Math Makes Sense and Teaching Student Centred Mathematics by John Van de Walle
Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Our phonics program, Remediation Plus, (R+) was brought to Children’s Garden School by our Principal, Marie Bates, after discovering its extreme effectiveness for her own child. The program breaks phonetic skills into logical, step-by-step, highly organized units. Watching our students independently sound out words, finger spell, and check for vowels is a wonderful sight! They see something on the page and they go to work to figure out what is happening. R+ gives them the tools they need. Teachers combine R+ with integrated language arts activities (storytelling, games and art). Our young students experience high levels of success and become confident young readers.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
Developmental Reading Assessment (DRA). SK-Grade 3 students are assessed once per term. Additional assessments are added if required.
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.
Preschool children come to us with varying degrees of fine motor skill. Writing exercises are designed with each particular student in mind. For JK and SK students, printing exercises are built into the Remediation Plus program and students spend a lot of time practising their skills each day across their Language Arts curriculum. Grade 1-3 students use Handwriting Without Tears. Cursive is introduced at the end of Grade 2 for those students that are ready and all students begin cursive writing in Grade 3.
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 such a lively part of the curriculum at CGS. The children love hands-on experiments, indoors and outdoors. The Science Fair is always an important highlight of the school year and will return once COVID-19 protocols allow.
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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
At CGS, Social Studies are explored using all three of the above methods.
Not applicable
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Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
French is taught with a 'living language' approach. Oral facility is encouraged through storytelling, singing, games and relevant vocabulary. Written work comes later in Grade 2 and beyond. 100% Immersion Extended French is offered once a week after school for students JK-Grade 4 when COVID-19 protocols allow.
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
Information not available
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.
Information not available
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.
Information not available
Web design
Robotics
Computer science
We strive to bring as much fun and variety to our Physical Education program as possible. From organized sports to team building games and outdoor education field trips, students have frequent opportunities to build skills and practise good sportsmanship. We regularly access community resources for skating, skiing, swimming and gymnastics and these activities will return once COVID-19 protocols allow.
Academic
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.
Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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.
At CGS we believe preschool isn’t too early to set children on a purposeful path to learning. Learning is play-based and nurturing, (which is essential for our youngest students), but it is also structured to include a full phonics, printing and math program. This gentle, early academic start, brings joy and confidence to our students and gives them a true sense of readiness for JK. Our curriculum approach in Kindergarten remains well-balanced with a strong focus on acquiring independent reading skills. Our highly effective phonics program, Remediation Plus, provides the foundation of instruction.
Accelerated
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum 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).
Montessori Program - Toddler to Grade 6 IB MYP and DP- Grades 7 to 12 Varies by level
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.
The academic culture at CGS is unequivocally supportive. Our students are very young children and, first and foremost, they require a nurturing, warm, encouraging environment for learning. Genuine academic achievement comes when children are in a challenging but flexible environment that acknowledges their learning style and pace. It is important to note that our supportive environment is never meant to hinder independence. Children are always encouraged to solve problems on their own, whenever possible.
"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."
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.
Being a responsible, competent, and caring human can be challenging. Learning to make good choices from moment to moment is a huge part of growing up. Our students are very young and giving them the support and structure they need to realize their best selves is one of our most important jobs as educators. We encourage our students to be kind to themselves and others, to take responsibility for their actions, to take risks and to consider the world around them.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We are open to all types of learners at CGS. If we can meet a child's needs, and they can manage the program, we will work to create an environment for that child to be successful at school.
Information not available
If a child develops difficulties while at CGS, staff will meet with the family to create a plan that best supports the child to be successful at CGS. We work with many kinds of learners.
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 |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Preschool - 12
0%
0%
$0
$0
0%
85%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3
Rolling
Rolling
Not available
Not available
Yes
Yes: grades Preschool - 3
Yes
No
No
No
Yes
No
No
No
No
No
Our main criteria for acceptance, given that our students are still so young, is that they are able to manage our very busy program. Curriculum is personalized so different development stages and learning strengths can be accommodated.
Completed application and fee of $100.
