55 Deblaquire Street North, Port Hope, Ontario, L1A 4K7, Canada
Via Aventina 3, Rome, Italy, 00153, Italy
1865
1964
570
308
5 to 12
9 to 12
Coed
Coed
Day, Boarding
Day, Boarding
English
English
Academic
Academic
Liberal Arts
Liberal Arts, International Baccalaureate
12 to 16
10 to 15
Learning, Developmental
Learning
In-class adaptations
$31,000 to $41,500
$28,960
$57,000 to $83,000
$49,413
Yes
Yes
33%
13%
5 to 12
9 to 12
$20,000
$9,996
71
77
49%
19%
75%
50%
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Rolling
Jan 27, 2024
Rolling
Rolling
Yes: grades 5 - 12
Yes: grades 9 - 12
No
No
Trinity College School is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning dedicated to developing opportunities within the local community and beyond.
Read The Our Kids Review of Trinity College School
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Trinity is one of the oldest boarding schools in Canada and, having been founded two years prior to confederation, is indeed older than the country itself. While it looks entirely different than it did when it was founded—there are no original buildings, nor does it sit at the same site as it did in 1865—the core values remain: quality academics with an eye to educating students into positions of social, professional, and political leadership. Academic achievement is highly valued—this is a school, as many will tell you, where it is cool to be smart—though tolerance, personal expression, and consideration of others are equally important. Service is central to the ethos of the school, as underscored by a robust program of service learning managed by a director dedicated to developing opportunities within the local community and beyond. The ideal student is one who responds well to challenge.
View full reportSt. Stephen's School was founded by a group of North American educators who took the American independent school as a model, though with the intention of superseding it, literally creating a “pace-setter,” in their terminology, that other schools would seek to emulate. Notably, it was non-denominational, firmly set within the liberal-arts ideal, offering a course of study toward educating students to take active part in civic life, locally and globally. The founders chose Rome because of its stature in world history and its proximity to some of the prime moral, artistic, and political antecedents of western life. Unusual for the time, it would also be an international school in the sense that we think of it today, one where students come from around the world to grow and learn together, gaining a sense not only of their talents, but also how to deploy them in international settings. In 1975 it became the first school in Italy to adopt the IB. Today the enrollment remains intentionally small, with a high student-instructor ratio, and is attractive to students who share a dedication to learning in a truly international and intercultural environment. The facilities are as good as it gets, sparkling in every way, located in a villa—one that itself sympathetically reflects the architectural heritage of the region—steps from a number of UNESCO World Heritage Sites, including the Circus Maximus, Roman Forum and the Colosseum. Instructors also arrive from around the world, all bringing a close experience of the IB and a passion for what it can offer. A majority of students live locally, though boarding is available, and the school is rightly a draw for students arriving from IB programmes in the US and Canada. Throughout, St. Stephen's continues to realise the founders’ desire to create an institution that would be more than just another school, one that would exemplify the cosmopolitan ideal and serve as an important model of academic excellence.
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" ... everyone is truly welcoming"
Mariam Omilabu - Student (Jan 23, 2018)
Being at Trinity College school is like moving away from home, feeling terrified and lost, then grad...
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"Beate Mundo Corde: Blessed are the pure in heart... truer words could not be said about the people of Trinity College School."
Benjamin Glassco - Alumnus (Jan 25, 2018)
"Beate Mundo Corde": Blessed are the pure in heart. Adorned on the school's crest and displayed on t...
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"I felt like the luckiest person in the world"
Jocelyn Murphy - Alumnus (Jan 26, 2018)
My time at Trinity was so special. I spent four years there in both day and boarding programs, and I...
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"TCS attracts motivated students locally, nationally, and internationally because we respect each person as we do their cultures. Day and boarding families alike realize that our campus is 100 acres of home, where our students quickly become a close-knit, extended family. Our faculty work with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because we know that students achieve great things when they feel supported. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start truly valuing themselves as well as others."
"Give your child the gift of Culture, Academics and Independence with a year or more abroad at St Stephen's School in Rome. Founded in 1964 and the first IB school in Italy, our enviable position in the Historical Center enhances signature courses and a wide range of arts, clubs and sports. Our Boarding and Trips Programs allow exploration of Rome, Italy and Europe. A rigorous, personalized Academic Program sees our graduates obtain both the IB Diploma and American HS Diploma and go on to top Universities worldwide."
"At TCS, each student is valued for what they uniquely bring to the community because individuality matters here. Our students are surrounded by people who only want the best for them. We support them to find their personal path so that they are ready to realize their potential. Graduates develop that rare confidence that comes from knowing that they have been deeply understood and they start what's next truly valuing themselves as well as others."
"As we maintain the highest standards in all areas, both in and out of the classroom, we use the past to inform our learning, we encourage a passion for thorough knowledge, and we provide challenging intellectual opportunities to offer an enriching scholastic experience.
Students come to St. Stephen’s because they are high achievers looking to make their academic marks and distinguish themselves in their individual scholarly pursuits."
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"Students can get a fresh start and go as deep as they want, exploring, discovering, and focusing, with abundant options. Our variety of electives and co-curriculars offer students opportunities to try something new and go deeper with what they may already love. Faculty works with each student, with the right amount of challenge and encouragement to foster a high level of independence. Each student is valued for what they uniquely bring to the community because individuality matters here."
"Nestling at the foot of the Aventine, the most exclusive of Rome’s seven hills, and a stone’s throw from the city’s great imperial sites, our international non-denominational high school for Boarding and Day students has built its academic program and reputation on the classical heritage of our host country, Italy, and the rigor of two prestigious educational models: the American, independent college-preparatory curriculum, and the IB Diploma."
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"People see our buildings, they feel the community when they come onto campus. What they maybe don’t see, at least at first, is the work our faculty works with each student, using the right amount of challenge and encouragement to help each student realize what’s possible because at TCS students achieve great things when they feel supported."
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"At TCS, an excellent education means students remain open to learning throughout life and doing something positive with what they have learned. Our students realize their "why" as we nurture and further develop their good character."
"Students mature through daily choices and decisions, and through a collaborative effort involving students, faculty, and parents, we sustain a healthy, supportive community that values each individual during his or her transformative time here. We cultivate relationships based on warmth, mutual respect, and genuine concern, essential qualities for living together harmoniously in a small community. The culturally rich and vibrant setting of Rome affords us endless opportunities for exploration!"
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For more than 140 years, Trinity College School (TCS) has been internationally recognized for excellence in educating young people. It is no surprise that our challenging and encouraging environment has helped TCS graduates gain entrance to top universities around the world, and that our alumni are leaders in their communities. But this is just half the story.
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
At TCS we think that the quality of character determines the quality of leader. As such, we challenge our students to establish worthy goals and to act to good purpose. We cultivate integrity in our students. We encourage honest and constructive conduct. And, on the strength of our people, our programme and our place, we help to develop leaders who are broad-minded, intelligent, thoughtful and confident.
If you are considering Trinity College School as a destination, I trust that this Web site will provide you with many of the details you desire.
However, in order to truly experience the strong, supportive community that is TCS, I would like to extend an open invitation to visit us in person. I can promise you that the caring and energizing environment that we foster and enjoy will prove unique from any other school you may have visited.
I very much look forward to welcoming you to campus.
Sincerely,
Stuart K.C. Grainger
Headmaster
Nestling at the foot of the Aventine, the most exclusive of Rome’s seven hills, and a stone’s throw from the city’s great imperial sites, our international non-denominational high school for boarding and day students has built its academic program and reputation on the classical heritage of our host country, Italy, and the rigor of two prestigious educational models: the American, independent college-preparatory curriculum, and the International Baccalaureate Diploma.
Mens Voluntas Gratia
Our students come from all over the world to pursue their high school education in an atmosphere of scholarly endeavor, creative exploration and multicultural exchange. Our motto articulates the dedication to academic excellence shared by students and faculty alike:
At 275 students we are small, forty boarders constitute our ‘nuclear’ family, the experiential dimension of our curriculum, which includes an extensive trip program, confers a ‘hands on’ feel to our academics and our location, in the heart of the Eternal City and at the crossroads of Europe, provides a rich cultural context in which to learn and grow.
The faculty at St. Stephen’s are scholars, artists, writers and scientists who are passionate about their subjects and illuminate the minds and lives of the students they teach, each day and every year.
We look forward to welcoming new students who wish to join us; we would love to hear from you again if you already belong to our global family. Meanwhile, from inside the walls of our cloistered campus, we invite you to tour our site, virtually, or in person, whenever you wish.
Liberal Arts
International Baccalaureate
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
As our families and students appreciate, a high school diploma is only the beginning step towards achieving long-term goals of post-secondary education and career advancement. Our academic program is an opportunity for our students to show that they are capable of managing deadlines and completing specific tasks, which are important skills for any post-secondary program. Academic programming has been carefully designed to prepare students for the challenges of university study, and the wide range of courses, in addition to the School’s emphasis upon learning skills and a personal approach to learning, reinforce our compelling academic vision. We strive to provide opportunities to bring out the very best in every TCS learner by helping students balance their individual aptitudes, the requirements of the Ontario Secondary School Diploma and university admission requirements.
St. Stephen’s provides a well-rounded rigorous international academic program modeled on the American independent school tradition of comprehensive college and university preparation in six academic areas: English, Foreign and Classical Language, History, Experimental Sciences, Mathematics, and Arts. Students in Grades 11 and 12 also prepare for the rigorous International Baccalaureate Diploma.
Equal Balance
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.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Although TCS primarily takes a traditional approach to mathematics, critical thinking and the application of concepts and skills is emphasized in each course and at each grade level. Mathematics teachers are highly collaborative and develop course lessons and materials in teams. Students are also expected to work collaboratively and learn the importance of practice, critique and revision when working toward mastery. Students may avail themselves of a variety of learning supports including the use of the ‘Math Learning Center’ which is open to students throughout the academic day and three evenings each week. The use of technology (including graphing calculators, online interactive graphing tools and video lessons) is embedded in daily lessons and on assessments. Students with a passion for mathematics are encouraged to challenge themselves by sitting the University of Waterloo mathematics contests that run throughout the academic year.
Through inquiry-based instruction and integrated technology, the mathematics classes at St. Stephen's challenge students to reach their full potential while engaging them in a demanding program of study. We train students to think logically and critically and to use the language of mathematics with precision both orally and in writing. Students appreciate mathematics's important role in modern society by studying algebra, geometry, trigonometry, statistics, probability, and calculus. To further support and challenge their understanding, we also utilize a range of resources, including peer tutoring, math laboratory, and math competition activities.
Mathematics courses primarily use the McGraw-Hill Ryerson published textbooks, designed for the Ontario curriculum. Some exceptions include AP Calculus (Stewart. Single Variable Calculus, Early Transcendentals, 7th edition) and AP Statistics (Bock, Velleman, De Veaux, STATS Modeling the World, 4th Edition).
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Students are required to use the Ti-84 series of graphing calculators. Students learn course specific calculator skills during lessons and may use them on assessments, including the final exam. Calculators with ‘QWERTY’ keyboards are not permitted.
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Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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At TCS, writing is used to harness and develop the power of self-expression. Texts studies serve as models for students’ own writing and to stimulate their creative faculties. There is a focus across disciplines on using language with precision and clarity, and incorporating stylistic devices appropriately and effectively. For example, in the AP Language & Composition course, students not only deconstruct the rhetorical and literary merit of pieces, but learn how to craft their own compelling arguments. In the lower grades we specifically teach grammar and vocabulary is taught through literature.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
The science program at TCS has been developed such that students learn the essential content and skills that will prepare them for the challenges of the next grade level, beginning from Grade 9 and leading to AP courses. Grade 9 and 10 science classes introduce students to the disciplines of chemistry, physics and biology and explore the interrelationships between science, technology, society and the environment. There is a focus on student-directed approaches to inquiry to give them greater ownership in the experimental process and collaboration with lab peers. The importance of fair, unbiased experimental designs to test hypotheses is underscored, as is the proper graphing and written form of displaying and explaining data. Grade 11 and 12 science students will continue to refine these skills as they engage with more in-depth content. Problem solving and analysis skills are emphasized in order to further develop their critical thinking.
The St. Stephen’s Science department provides our students with a solid foundation in all areas of science, offering courses in Biology, Chemistry, Physics, and Environmental Systems and Societies. Students are prepared for a world that is forever changing and advancing in the areas of medicine, technology, and biochemical engineering. The science curriculum offers students a variety of opportunities to engage with the world around them - in the classroom, in the laboratory, and through fieldwork.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
English courses at Trinity College School are designed to enhance students’ abilities to critically analyze and appreciate literature through the study of a wide array of novels, plays, poems, and short stories. Students focus not only on what a literary text means but also how a text conveys that meaning. Students are taught to use academic language coherently and confidently as well as to select reading strategies best suited to particular texts and particular purposes for reading. Our courses are thematically based and expose students to works ranging from the Elizabethan era to the 21st Century. Unique opportunities offered in our department include a Grade 10 cross-curricular English and History Travel Education course; AP Language and Composition; AP Literature and Composition; and a selection of Grade 12 courses that focus on a common subject, including Holocaust Literature, African Literature, Middle Eastern Literature, and Alienation Literature.
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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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Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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In addition to teaching course content, a particular focus in our social studies curriculum is helping our students to be knowledgeable and discerning consumers of information, including both online and textual resources. Students are taught specific skills for developing and refining research questions. We also work to develop proper research techniques and skills for verifying and authenticating online information. Students are also given various opportunities to communicate their knowledge, in spoken, written and multimedia formats.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
The delivery of the social sciences and humanities at Trinity College School seeks an equal balanced approach between perennialism and pragmatism. Fostering a strong theoretical understanding of the relationship between politics, culture, and the economy offers a staging point to critically analyse the issues of the day from a Canadian and global context. Students have an opportunity to explore current public debates about social justice issues and social policy. They critically examine the links between economic and social class disparities; religion; human rights; race, racism, and anti-racism, gender and sexuality; health and education; and environmental concerns on a local and global level. Students receive a solid foundation in research methods and theories, building their analytical skills in order to properly prepare them to contribute to making the world a better place, which is in keeping with our mission.
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Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Fluency in the languages and cultures studied at TCS is critical training for contemporary citizenship. Literacy is the aim, one that affords connection preparing students for the 21st century. Languages, both classical and modern, challenge students to blend critical thinking, analytical practices, and performative advocacy in ways that highlight the interplay of curricular application and extension. A variety of efforts are made to facilitate cross-disciplinary study stemming from student interest in topics that encourage collaborative, creative thinking using a cultural framework. Language is the tie that binds communities affording students the occasion both to learn how to speak and how to listen.
Modern Languages: -Italian -French -Spanish -Mandarin Classical Languages: -Ancient Greek -Arabic -Latin
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
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.
These programs have an equal emphasis on receptive and creative learning.
The Arts are driven by passion, imagination, creativity, discipline, energy, and joy. This is what we work with every day to produce artistic thought, feeling, and action through music, drama, and visual art. We love what we do and we do it well. Our students graduate with a life-long love of the arts and a deep understanding of culture and their place in it.
With Ancient, Medieval, Renaissance, Baroque, and contemporary Rome omnipresent, Arts classes at St. Stephen’s stimulate and nurture the student’s aesthetic sense. Placing contemporary artistic trends in a long-term historical, social, and aesthetic perspective comes naturally to students whose everyday experience, though constantly connected to the present-day world of computers and the internet, nevertheless contains persistent visible reminders of more than 2000 years of artistic accomplishment - of the attention humanity has paid to form and detail in its eternal quest to express the contemporary spirit.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
The Computer Studies Department is partitioned into two streams, Communications Technology and Computer Science. Within each stream, students develop skills that allow them to explore the fundamentals and use of computers, and applications within, and apply their skills to produce varied and creative work. The Communications Technology stream emphasizes the creative process, and how technology aids in the development of unique products. Digital graphic design, photography, sound production and videography are the primary concepts of these courses, each implementing rigorous critique and focusing on the design life cycle. Within the Computer Science stream, students gain a deeper understanding of computers, and learn how computers can be manipulated to solve real-world problems. Areas of investigation include program design, computer hardware, algorithm analysis, big data, robotics, and electronics. While exploring these streams, students gain a better understanding of the power of computers, and learn to maximize their use in today’s world.
Robotics and Artificial Intelligence, 3-D Design and Mixed Realities, Computer Science - Programming
Web design
Robotics
Computer science
At TCS, health and physical education (HPE) is mandatory in grade nine. Courses are offered at all grade levels, including focus courses such as large group games (grade 10) and outdoor education (grade 11). Two grade twelve course options exist with Intro to Kinesiology, and Fitness Leadership. Teachers in the HPE department are experts in the field of healthy active living and many are high level coaches. More importantly, the teachers in HPE department are caring individuals, who strive to see students achieve personal achievements, reach goals and have fun during the experience. The knowledge and skills acquired in HPE courses at TCS provides students with the physical literacy and health literacy they need to lead healthy, active lives.
Students in Grades 9 and 10 have Physical and Health Education as part of their weekly schedule. Students in all Grades participate in after-school sports and athletic activities.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
With an average class size of 15 students, TCS provides a highly personal approach to learning. Students are supported inside and outside the classroom with dedicated faculty and substantial extra-help opportunities. All Senior School courses have a robust online learning management system to support student achievement.
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Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Trinity College School offers a broad and rigorous curriculum in which students may concentrate in areas of personal interest. At TCS, education is collaborative, rich in discussion, and writing-intensive. We believe that learning is an active process that fosters habits of the heart and mind while challenging all students to communicate effectively and to think both critically and creatively.
The academic challenges and rigor of St. Stephen’s produce an environment that students find highly stimulating and rewarding. With an emphasis on the best elements of American and European education traditions, we are the only school in the center of Rome to offer both the International Baccalaureate and the American high school diploma.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"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.
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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
TCS has always been keenly involved in character development, as reflected in our mission, “developing habits of the heart and mind for a life of purpose and service.” Given the challenges facing our planet today, we know our students will be called upon to lead their communities, their colleagues, their cause and, in some cases, their countries. If we are to best prepare our students to meet these challenges, we must inspire them to become leaders of character, purpose and vision.
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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
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Students with Identified Learning Disabilities (full psycho-educational assessment no more than 3 years old) or other diagnosed needs, are supported through additional support programs such as Learning Strategies Courses, or Academic Support periods. Their test/exam accommodations are based on the recommendations in the psycho-educational assessment. They may include; Extended time, use of a laptop or scribe, alternative, distraction-reduced environment or additional breaks. TCS does not modify the curriculum.
Information not available
Students with clinically diagnosed learning disabilities can be successful at Trinity College School if they do not require modifications to the curriculum and if they are engaged learners willing to accept strategies and supports from their teachers. Generally, these students have LDs that are moderate in nature. Students who surface as having academic challenges while at Trinity College School, are provided with additional academic assistance, learning seminars, and strategies. If initial supports do not improve the status of student achievement, the school may recommend a full psycho-educational assessment to investigate the nature of the academic challenge.
Information not available
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
5 - 12
9 - 12
33%
13%
$20,000
$9,996
75%
50%
5, 6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
9, 10, 11, 12
Rolling
Jan 27, 2024
Rolling
Rolling
Yes: grades 5 - 12
Yes: grades 9 - 12
No
No
No
No
Yes: grades 5 - 12
Yes: grades 9 - 12
No
Yes: grades 9 - 12
No
No
Trinity College School take a holistic view during the admissions process to determine a candidates suitability for our program in an effort to determine fit in three broad categories, academics, extra curriculars and community. Applicants that can demonstrate that they will thrive in our challenging university program, participate in athelitcs, arts and extra curricular programing as well as be a positive member of our caring community are likely to gain entry and thrive at TCS.
We are looking for students who: -are intellectually prepared and ready to learn, -can think creatively, critically and scientifically, -possess the motivation to succeed and the potential to excel academically -demonstrate personal and social integrity, -bring diversity and an international perspective into the classroom, -are committed to contributing to the school, local and global communities.
Admission Requirements
Admission to TCS is based on:
How to Apply
There are eight essential pieces of information that must be received by the School before a candidate's file will be considered for admissions:
Send to:
Admissions Office
Trinity College School
55 Deblaquire Street North
Port Hope, ON, L1A 4K7
Canada
How to apply
Completing the application process does not automatically guarantee enrollment. All documents listed above must be received on or before the application can be processed. Each applicant file is reviewed by an admissions committee which makes the final decision. Boarding applicants are notified within one month of completing the application. For successful applicants, enrollment confirmation is contingent upon receipt of a €4000 deposit (Day students)/€5000 deposit (Boarding students) and receipt of a duly completed student health form and medical insurance attestation, plus submissions of a hard copy of the original enrollment contract (and supplementary boarding agreement for boarders), signed by both parents. Students are matriculated upon entry.