1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
31 Nadolny Sachs Private, Ottawa, Ontario, K2A 1R9, Canada
5,528.8 km
5,530.3 km
1992
2007
425
50
JK to 8
K to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
10 to 18
4 to 12
Learning
Learning, Developmental, Behavioral
In-class adaptations
In-class adaptations
$23,550 to $25,950
$24,000 to $29,500
No
No
0%
0%
None
None
$0
$0
39
6
0%
0%
80%
95%
information not available
K, 1, 2, 3, 4, 5, 6, 7, 8
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 8
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportThe purpose of any great private school is to support a segment of the learner population, giving them the attention that they require to be successful and to have their talents recognized and celebrated. By that metric, without a doubt, Phoenix is a great private school. The approach is evidence-based, keyed to a range of personal and academic outcomes, and delivered by faculty members who have direct clinical experience. The range of exceptionalities that students arrive with is varied, though ultimately the approach is student-centred, working with each to ensure that they feel comfortable and grow and learn. Often, and this is true in the case of Phoenix, the parameters of the environment are a key element—whatever challenges the students are experiencing, they don’t exist on the periphery of the school community, pulled from classes, say, for a one-on-one with a teaching assistant. Rather, they feel central within it, precisely because they are, in fact, central to it. In this environment, they don’t feel exceptional, but an equal part of a shared community that understands them.
View full reportinformation not available
"We find this ongoing dialogue has been instrumental in aligning school and home goals to create a more integrated, coherent learning approach for our child, so we all pull in the same direction."
David Salamanca - Parent (Mar 18, 2026)
Our child is in his third year at Phoenix Private Academy (PPA). We spent quite a bit of time doing ... View full review
"The leadership is constantly seeking to provide what's best for students in their academic and personal development."
Giulianna Scarpim Rosa - Parent (Mar 18, 2026)
Choosing Phoenix Private Academy for our daughter was the most assertive decision when we moved to O... View full review
"Turnbull School is dedicated to academic excellence in a caring environment. Students benefit from highly qualified teachers, small class sizes, daily physical education, organization and study skills, enhanced French, award winning science, computer technology & robotics, dynamic music, visual arts and drama programs, intramural and extra-curricular sports, clubs and special events, in a modern facility. Our leadership and character development programs enhance the school culture of excellence and caring."
"We are a specialized ABA school that supports learners who have academic, physical, emotional or developmental challenges. We provide a safe, inclusive and supportive environment where students feel welcomed. Our dedicated professional and compassionate staff are trained in ABA principles and IBI programming. We guide our learners to reach their highest potential using evidence based curriculum, individualized programming and best practices. For students not yet ready for group learning we offer IBI therapy and tutoring."
"At Turnbull School, we focus on a well-rounded approach where children are not just exposed to a rigorous academic program, but also a strong focus to character development, study skills, arts and music, and athletics. We truly get to know our families and have a strong sense of community and belonging."
"We meet our students where they are academically and socially, teaching them the skills needed for success. We look at each student’s strengths and needs to create IEPs, helping to build skills at the student’s pace. We are adept at accommodating existing Ontario curriculum and learning expectations. We provide academic and transitional classes and integrated ABLLS-r programming to better meet each student’s unique needs. We accentuate the positive and pride ourselves on building affirming relationships with our students, helping them gain self-esteem and the motivation to work and thrive. We offer small classrooms where instructors can cater to each child’s needs. We teach crucial emotional regulation and self-care skills. We have a large, multi-disciplinary trained staff and have built partnerships with community agencies to provide enriching experiences for our students. We provide IBI services & summer camp programs for those interested in yearlong learning opportunities."
"With our focus on providing a strong academic foundation, we do not have the resources to support serious academic and behavioural concerns. As a result, we are unable to accept applications for students with these profiles."
"At Phoenix Private Academy we maintain an inclusive, child-centred approach. We work closely with parents and take pride in providing consistent communication through agendas, updates and meetings as needed. We are a small school that maintains a very low student to adult ratio. We tailor our classrooms and programs to accommodate unique student needs, providing individualized education plans and behavioural support. Using Direct Instruction, students are at taught by their skill level, rather than by their chronological age or grade level. Our multi-team approach includes an onsite clinical team to support our students' academic, social and. behavioural needs as well as provide support to our educational team. Each day, time is dedicated in the schedule to social skills, academic and physical development. Our students thrive on positive reinforcement through a token economy and enjoy a variety of enriching extra curricular activities. Ongoing upgrading provides best practices!"
"In 1996, Turnbull School moved from office space to its original, newly constructed and permanent home. In 2003, in order to meet growing demand and improve programming, the senior school was constructed which included a full-size, double gymnasium, science lab, and visual arts room. In the fall of 2019, a modern and fully equipped music hall was added to the school, which also included the renovation and updating of designated drama and visual arts rooms. More recently, in 2025, a STEM lab was added to the senior building for our coding and robotics program."
"Following a recent rebranding, we now offer regular school programming and clinical services for our special needs students. We cater to multiple exceptionalities ranging from Communication (ASD, Language Impairment), Intellectual (Learning Disabilities, Dyslexia, Gifted and Down’s), Social Emotional (ADHD, Anxiety) and Multiple (any combination of exceptionalities). Building on our history of working with exceptional children, it has been evident that a variety of programming is needed to best address the unique needs of our students. As a result, we now provide academic and transition classes (applied), hands-on life skills, one to one IBI, ABLLS-r integration, PEAK, tutoring, SMT, NET, social programming and before & after school care. To assist families, we provide parent coaching, student counselling and SLP & OT services can take place on site. With the expansion of our programming, our team has grown. We have a large, multi-disciplinary team with a variety of competencies."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Students who:
• do not benefitting from mainstream schooling
• have academic, physical, emotional, developmental challenges, multiple exceptionalities, or giftedness
• have been bullied or are behind in their learning
• neurodivergent learners who require support to learn important life, social and/or behavioural skills
• need more guidance for emotional regulation or help to catch up with the curriculum
• would benefit from social programs, peer/group integration, one to one support, or attention to thrive
• thrive in small group or 1 to 1 settings
• need EA support in the classroom
• benefit from IBI therapy, ABLLS-r integration, clinical support services, and tutoring
• require accommodations of the Ontario curriculum or adaptations/modifications of the learning environment using individualized programming
• have potential for academic growth when provided with a supportive environment and in need of a warm, inclusive, comforting place to learn"
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"Phoenix Private Academy specializes in educating children with academic, behavioural and social-emotional exceptionalities.
Our school is not ideal for students who progress well in the mainstream system, who thrive independently and do not require additional support. Our approach includes the explicit teaching of social and adaptive skills within a structured environment and larger community. "It takes a village to raise a child." At Phoenix we believe in working collaboratively with families. Parents need to be willing to work jointly with our educational and clinical team, share their insights, accept staff recommendations and believe in the science of ABA. In addition, parents need to prioritize and help facilitate student learning goals and overall progress. Meaningful progress needs time and consistency. We are not set up to work with severely aggressive students, medically fragile students (very high medical needs) and those with a high level of self-injurious behaviours."
"Over the years, parents have shared with us that they selected our school based on reputation, reliability, communication with families, and a warm, welcoming environment of caring and excellence."
"Phoenix has small class sizes, a very low student to adult ratio and utilizes specialized, individualized programming. Our well trained, compassionate and professional educational and clinician teams provide a supportive, inclusive environment. Our school provides the best of both worlds - a school and a clinical approach to learning. Parents value our diverse program offerings including group ABA learning, one to one IBI therapy, tutoring sessions and varied classroom structures that address student needs. Our students benefit from developmentally appropriate core academic programming, STEM activities, financial literacy and coding classes, indigenous studies, DPA, weekly gym classes, yoga and swimming, field trips, enriched arts program, and extracurricular activities that add to their development. Our school has a wealth of resources and professionals available to make a positive difference in our students’ lives. We provide an inclusive, caring and student focused environment."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"Phoenix is known in Ottawa for our ABA principles and the success of our students. New families often voice relief that they have found the right program for their child. Students quickly feel welcomed, content and included. Parents appreciate a high level of communication with staff. We work in partnership with parents to meet student needs. Phoenix is the preferred choice of families seeking an ABA school that provides evidence-based curriculum, best practices and specialized, individualize programming. We are known as a small school that provides a warm, caring, inclusive learning environment. Our professional, well trained staff cares about their students and work tirelessly to accommodate or adapt curriculum to make it accessible and meaningful for our students. Students enjoy access to our fun, educational summer programming and extra curricular activities during the school year."
"Families come to Turnbull School for an excellent education; however, during their time with us, they are exposed to so much more beyond the curriculum. When a Turnbull student leaves us, that child enters the world having gained new experiences and opportunities that will last a lifetime."
"• We are an ABA school utilizing a multidisciplinary, team-oriented approach.
• Enrolment is ongoing, with timely assessments, a 1 hour of free screening & individualized education plans implemented promptly.
• Our dedicated and highly trained staff invest their expertise to help each student reach their full potential.
• Student needs are addressed efficiently, with supports put in place as quickly as possible.
• We emphasize the development of social skills and independent coping strategies.
• Core subjects are delivered through evidence-based DI, tailored to each learner.
• Curriculum is adapted to meet individual student needs.
• Low teacher-to-student ratios effectively support learning.
• A range of program options and service models are available to support student success: group ABA instruction, IBI therapy, SMT, EA support, and counselling.
• Our collaborative team approach ensures students receive the comprehensive level of support they require.
Fun engaging extracurriculars"
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"Parents say Phoenix is just the learning environment that they have been searching for. We support students by offering a positive, inclusive and understanding learning environment where students flourish. Parents notice the difference we make in their child’s life. We reduce uncertainty and support student’s long-term development and educational goals. Students have access to Ontario curriculum with meaningful accommodations and adaptations. We emphasize character development, social skills/integration, and self-regulation to eliminate barriers to learning and overall progress. We offer a life skills program, virtual high school credits/entry level support. We deliver fun programming with engaging extracurricular activities (field trips, summer camp, Scouts, piano lessons, weekly swimming). Parents benefit from the expertise of our clinical team who provide student & parental supports. Some funding and insurance can be applied towards clinical services to help offset costs."
"At Turnbull School, we are consistently reviewing and updating our resources and programming. In particular, we are very excited about our new Tech Lab and technology program."
"Our school recently underwent a full rebranding. Program options have expanded to address student needs and parental requests. We now offer both academic and applied school programming (Grades 1-8) and an IBI integrated Kindergarten program. On-site clinical services are available for our special needs students and their families. We offer virtual high school credits, individualized entry level high school learning support, tutoring, student counselling, class readiness IBI therapy, Dyslexia programming, parent coaching, social groups courses, in-home/virtual Homeschooling and holiday respite support. Extracurriculars include an adaptive
Scouts program and individualized piano lessons for special needs learners. Third party professional services; Occupational, Speech-Language and Physio- therapies can be arranged through Phoenix or directly with the provider. We consistently update our services and policies to ensure compliance with the Ministry of Education and CPBAO."
"While we do not foresee any significant changes to our current structure, we remain committed to providing current and relevant curriculum and experiences for our students. We are also committed to adhering to the values and guiding principles that have shaped our school over the years."
"To meet demand, our IBI therapy, clinical services, and program options are expected to expand. We are interested in more collaboration with community partners and further integration with other special needs groups. At Phoenix, plans are being developed for a specialized sensory room to help address our student needs. Our technology programs will continue to expand. We hope to provide even more excursions and activities within the community, including co-op experiences. Lastly, we plan to provide stronger environmental programming."
At Turnbull School, we are committed to fostering excellence in a caring and supportive environment. As an independent coeducational school for students from Kindergarten to Grade 8, we offer a comprehensive academic program, as well as an abundance of extra-curricular activities, that nurtures curiosity, confidence, and a lifelong love of learning.
We believe that a strong educational foundation built during the elementary years is one of the greatest gifts we can offer a child; one that will benefit them for a lifetime.
To learn more about our school and what makes Turnbull a special place to learn and grow, we invite you to visit our website or contact us directly. We would be happy to answer your questions.
Thank you for your interest in Turnbull School!
As principal of Phoenix Private Academy, I am pleased to welcome you to our school’s profile page at Our Kids. Our exceptional school carters to the unique academic and social needs of students with autism and/or other exceptionalities. Our school is ideal for students who are experiencing social or academic difficulties in mainstream schools, or who are transitioning from IBI therapy and are ready for group learning. Our talented, dedicated staff provide students with a safe, supportive environment where they can rise to their full potential. At Phoenix we believe in educating the whole student; promoting academic, physical and social emotional development. The core subjects of Reading, Math, Writing and Spelling are taught through evidence based Direct Instruction. Our students also benefit from a full Arts and physical education program that includes weekly yoga and swimming. I warmly invite you to explore our school further. Please feel free to contact us with any questions or to schedule a visit. I would be happy to personally meet with you to discuss how we can best support your child’s educational journey. Please feel free to contact me at [email protected] to arrange a visit to our school. We look forward to meeting you and your student.
Sincerely,
Ms. Maja Maricic
Principal
Phoenix Private Academy
Traditional
Information not available
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.
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.
Not applicable
Since 1992, Turnbull School’s small classes and exceptional teachers have provided a comprehensive and enriching academic program, where emphasis is placed on caring and excellence. Our well rounded curriculum ensures a balance between all subject areas, and students enjoy the application of the content to cross-curricular activities and projects, so what they learn has more relevance and application. We value our parents as collaborative participants in their child’s education. Regular communication is a given and the staff all recognize the importance of keeping parents well informed. Accountability and accessibility are key attributes of every member of the faculty and leadership team. From a young age, Turnbull students are taught the essential learning skills of study strategies, time management and organizational techniques. As a result, our students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success.
At Phoenix, we follow the Ontario Ministry of Education curriculum. Lessons are delivered in small groups. The core subjects of Reading, Comprehension, Math, Writing and Spelling are taught through Direct Instruction. The direct instruction program is implemented to provide learning, repetition, ongoing practice and mastery of key skills. Curriculum accommodations and modifications are introduced to enhance learning. To promote socialization and character development, our students follow a Social Skills course of study which teaches self-regulation, stress management, effective problem solving, organizational skills and respect of self and others. A full Arts education includes dance, drama, music, visual arts classes and French language. Multi-sensory learning to address our students' unique needs. Hands on activities, group projects, field trips and science experiments help learning come alive. Our staff consistently use experiential, environmental and differentiated teaching approaches. Students enjoy weekly swimming, yoga, gym and daily physical activities. Our staff integrates Applied Behavioural Analysis techniques, always cognizant of the student's emotional, physical, and environmental needs. A variety of summative and formative evaluations are on-going and help to modify programs.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Our mathematics program goes well beyond the Ontario Ministry of Education’s curriculum and provides students with an advanced program that covers greater breadth and depth of concepts and reasoning skills than is normally experienced or expected. With specialized teachers and small classes, every Turnbull student can be enriched, yet help is readily available if concepts need additional reinforcing. More frequent and meaningful teacher-student interactions result in immediate individual feedback. The approachable nature of our teachers and that personal connection with every student is a huge factor in student engagement in the learning process. Our “spiral curriculum” approach to mathematics ensures a continual review of previously taught concepts so students are revisiting and retaining the material while moving on to new areas. In this way, they develop strong mathematical competence and see the relevance of one topic to the next.
Math is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key math skills. Enriching activities help students investigate all six math strands including: Number Sense/Numeration, Measurement, Patterning/Algebra, Geometry/Spatial Sense, Data Management/Probability and Financial Literacy.
The Nelson My Math Path program, powered by the Singapore Math framework, is the main resource used. Jump Math is used as a supplement, as well as other problem solving and critical thinking resources.
Information not available
Calculators have a place in the upper grades when numeration is not the main objective of a topic being studied. When a child struggles with numeration skills, and a calculator can be used as a tool to help, students will not be left behind when working within another strand.
Students are given math tools (ie. number lines, counters, coins, calculators) if needed to help them acquire new math skills and succeed.
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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.
At Turnbull School, we believe that for children to become proficient readers, they need to develop a wide range of knowledge and skills. These include a strong base of oral language, a strong general knowledge background, an understanding of print concepts and knowledge of letters and words. Children also need to learn comprehension strategies and higher order thinking skills, such as the ability to infer meaning from texts. We incorporate activities to develop all of these competencies on a daily basis in our overall literacy program. A balance of direct instruction, guided instruction, independent learning and practise are important elements of our early reading program. We also value frequent assessment and evaluation of reading levels and skills, and use the recently updated Nelson PM Benchmark, to track each child’s progress.
Reading is taught through direct instruction to ensure systematic repetition, practice and thorough mastery of key reading skills. In addition, a home reading program ensures continuous practice. Independent reading levels are assessed prior to participation in the program. Students also study Media Literacy that encourages students to think critically.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
We use the recently updated Nelson PM Benchmark to track each child's reading progress, along with other important related skills.
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.
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.
Primary students use the Six Traits Writing model, where they learn and practise using the six traits of effective writers. Students learn to write personal and expository texts, poetry and report writing. They also learn basic editing skills. Junior students continue to expand on their understanding and use of the Six Traits of Writing model. Students learn to write personal and expository texts, poetry and report writing. They complete more formal spelling and grammar lessons on a regular basis, develop editing skills and learn to use the writing process as a tool to fine tune their writing skills. Senior students focus on the importance of following the writing process: brainstorming, planning, organizing, revising and editing. We emphasize both creative and expository writing along with the ability to develop and express ideas in clear and effective prose. Students are also given a strong grounding in grammar.
In the primary class, students are encouraged to brainstorm ideas and then transform their thoughts to print. Students use word banks, writing frames and graphic organizers to help them generate and organize their writings. The writing process of prewriting, drafting, revising and editing is introduced. At the junior and intermediate levels, students follow a direct instruction approach to writing and are given continuous feedback on how to edit and improve their writing skills.
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.
Children best acquire scientific knowledge through experimenting, manipulation and exploration with science materials. We promote children’s natural curiosity for the scientific world through interactive, hands-on learning, offering many opportunities for experiments, labs and exploration. We go far beyond what is normally expected in the Ontario curriculum. Turnbull students graduate very motivated and with the advanced competence to pursue sciences.
Students study the Ontario Ministry of Education's Science and Technology curriculum through lectures and fun filled investigations. Hands on experiments help children discover scientific concepts and solidify their understanding.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
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.
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.
Our students experience a very enriching literature program of novels, poetry and short stories, but we also emphasize the importance of developing strong basic skills of grammar, decoding, spelling and technical writing. Our students are set up for success beyond their time at Turnbull School, as they learn to communicate well both orally and in writing, and develop strong critical reading, creative writing and research skills.
Literature studies are conducted as part of the Reading Program. Students discuss story elements and develop an appreciation for a wide variety of reading genres. At the Junior and Intermediate levels, students complete reflections on their readings.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
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).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The goal of our social studies program is to educate students about their local, national and international communities, and their place within these societies. Combining the disciplines of geography and history, we help students develop into informed citizens in a culturally diverse and interdependent world, while instilling an understanding and appreciation of our unique Canadian identity and experience. Through these studies, students acquire broad-based skills that are vital to future success. These skills include identifying and solving problems, critically evaluating different points of view, making informed decisions on a variety of issues, and engaging in articulate expression and debate. By exploring various points of view and evaluating a variety of evidence, students practise achieving a balanced perspective when making decisions on issues relevant to their world.
Students study the Ontario Ministry of Education's Social Studies curriculum through lectures and fun filled activities. Group projects help students develop a deeper understanding of the content.
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.
Grade 7 history covers Canadian history from the earliest inhabitants to the War of 1812. As well as covering the factual material, the students have opportunities to research elements of our past. In geography, the Grade 7's learn about earth sciences and the physical geography of Canada. In the Grade 8 program, students learn about the history of Canada from the War of 1812, through the important events surrounding Confederation, and ending with World War I. Their geography course continues the citizenship strand, exploring the nature of world human geography.
Students follow the Ontario Ministry of Education's History and Geography curriculum in Grades 7 and 8. Through lectures, discussions, research and group projects students learn key concepts and skills.
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.
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.
Turnbull School strives to graduate students from Grade 8 with a strong level of conversational and every day, pragmatic French, while also achieving solid skills in French reading, writing and grammar. In addition, the students will have the desire and confidence to pursue further French studies beyond the basic requirements of high school. The achievement of this goal is dependent on the number of years the student is at Turnbull School, as well as the language aptitude and motivation of the student. There is a French only environment in French class, with an exception for students newer to French. Motivation and enjoyment of French always drive and enhance our program objectives.
Students in the Primary, Junior and Intermediate classes have weekly French language instruction.
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.
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.
Music, drama and visual arts are all recognized as essential elements of a child’s development for all grades at Turnbull School. Weekly fine arts classes are taught to students in Grades 4 to 8 by teachers who have specialized training in these disciplines. The Turnbull School Concert Band has been in existence since 2005. As an extracurricular ensemble, students from Grades 5 to 8 have the opportunity to further explore their love of music beyond their regular music classes with woodwind, brass and percussion instruments. The members enjoy the chance to gain performance experience through playing for special events at the school and in the community. Students in grades 6 to 8 may also decide to audition for a role in the annual school drama production. This extracurricular activity has included as many as 80 students, and rehearsals typically begin in October with the final performance in May.
Students study the Ontario Ministry of Education's Arts curriculum through demonstration and creative activities. In dance, students move creatively and learn about different dance styles. In drama, students learn different dramatic elements through fun activities and improvisation. Drama activities encourage strong social interactions. In music, students learn basic elements of music theory. Students learn to sing in unison and play musical instruments. In visual arts, students learn about the elements and principles of design, art movements, famous artists and art techniques.
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.
Every student has regular computer technology classes and a curriculum which reinforces a variety of skills through cross-curricular assignments that deepen their learning. These include Robotics, Internet safety, research, web animation, graphic design, video editing, publishing, graphing, coding and keyboarding. Having access to enriching and engaging technologies, such as a new STEM lab with a 3D printer, several portable Chromebook stations, SmartBoards, scan-and-project devices, eInstruction’s Classroom Response System, and a wide range of educational software are only a few ways in which we deepen the learning activities for our students.
Students integrate technology in a variety of subjects for research, creating projects and power point presentations. Chromebooks and iPads are provided for student use throughout the school day. Students follow coding classes once a week.
Web design
Robotics
Computer science
All students at Turnbull School take part in daily physical education classes taught by physical education specialists. Our program focuses on participation, skill development, fair play and healthy living. These objectives are met by providing the students with the opportunity to participate in a wide variety of sports and activities. Turnbull School offers an Intramural sports program to all students from grades 1 to 8, where children can participate in more competitive game play, keeping fun and sportsmanship the priority. Children from the Junior and Senior divisions have the opportunity to try out for various sports teams, where they will play in games and tournaments with other schools within the Ottawa Independent Schools Athletic Association (OISAA), as well as other schools in Ontario and Quebec.
Students follow the Ontario Ministry of Education's Health and Physical Education curriculum. Students participate in physical activities in the classroom, in the gym and outdoors. They learn about the benefits of an active lifestyle that will lead to lifelong health and well-being. In addition, students participate in daily physical activities, and weekly yoga and swimming classes that have beneficial effects on both body and mind.
Academic
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
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.
Every child is deserving of a safe, nurturing environment to express and develop his/her unique interests, creativity and abilities. It is in Kindergarten where Turnbull students first learn to respect and care about each other, to feel unique and special, but to see others that way too. The junior and senior kindergarten curriculum reflects the importance of early literacy and numeracy activities, as well as self-initiated inquiry-based pursuits. Our broad program also includes daily physical education, French language classes, as well as science, creative arts and computer time.
The Kindergarten Class maintains a very low, 1:34 adult-student ratio with EA support available at an additional cost. This program is designed for children who are school aged but are not ready to participate in a typical classroom setting or still have ABLLS-R programs to acquire . Students in the Kindergarten Class participate each day in fun educational activities that promote social emotional learning, gross and fine motor development, and language development. Early math and literacy will also be studied. The Kindergarten Class is available as a half or full day program where students spend the remainder of the day working on both academic and IBI activities.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The 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.
Grades 4 to 8 French classes are streamed into two levels per grade. The students working within the advanced level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
Information not available
Supportive
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 “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.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
We cater to students with a range of exceptionalities and provide a multi team approach to meet our student's unique needs. Specialized teachers, educational assistants, instructional therapists, senior therapists, psychologists, occupational therapists, speech language therapists and counsellors help students meet their social-emotional, academic and physical goals. Individual goals are set and students are supported as they learn the core subjects, social skills, physical education and the Arts. Our caring and supportive staff helps each individual student rise to their full potential.
"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."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Turnbull School emphasizes a competence based approach where each student can apply skills, acquire knowledge, develop creative problem solving skills, become an effective communicator, and acquire strong social and leadership skills. Time management and organizational skills are viewed as an integral part of their curriculum and essential to their future success. Turnbull School students also show care for others within and beyond the school. We aim to graduate students who are very well prepared for high school, academically, emotionally and socially.
At Phoenix Private Academy we provide a positive, supportive environment to help our students become responsible citizens. Through the use of various activities, consistent reinforcement and clear expectations students develop self-esteem and confidence. We increase their social-emotional development and academic skills to help prepare them for a fully successful integration back into a mainstream educational setting.
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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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.
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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.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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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.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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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.
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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.
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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).
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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.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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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).
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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.
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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.
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| Behavioral and Emotional | ||||
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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.
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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.
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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.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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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.
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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.
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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.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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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.
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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.
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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."
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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).
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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.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Turnbull School, we occasionally have students who require some form of accommodation (i.e. ESL). These accommodations may arise from recommendations listed in a psycho-educational assessment. All forms of accommodation are discussed with parents ahead of implementation.
Information not available
If a student were to exhibit learning difficulties while at Turnbull School, we would proactively work with the parents to develop the best possible outcome for their child.
At Phoenix Private Academy, we cater to students with exceptionalities, including learning difficulties. Our supportive staff and research based curriculum provides strategies, accommodations and modifications necessary to help students learn key skills and concepts.
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RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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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
0%
0%
$0
$0
80%
95%
K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Rolling
Not available
Not available
No
Yes: grades K - 8
No
No
No
No
No
No
No
No
No
No
Turnbull School students show care for each other and the community at large. They are motivated to do their personal best in their academics and extra curricular activities.
Phoenix Private Academy caters to students with ASD and/or other exceptionalities, particularly students who are experiencing academic or social difficulties in a traditional school setting. Many of our students have completed or are working on the ABLLS-R program and IBI therapy.
Turnbull School has a multi-step admissions process. For children applying to Grades 1 to 8, we begin by gathering information from report cards, confidential letters of reference and formal assessments (if any). This is followed by a visit day in a classroom of the child's current grade. Occasionally, if more information is needed, an individual standardized assessment may be administered by an educational consultant.
Admission is ongoing throughout the school year. Students are placed according to skill level and grade, while also considering how best to facilitate social growth and development among peers. Parents are encouraged to bring all assessments and documentation to assist staff in determining placement. Students are required to have a baseline assessment done to help determine their appropriate skill level.
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