1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
1370 Oxford Street West, London, Ontario, N6H 1W2, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
1370 Oxford Street West, London, Ontario, N6H 1W2, Canada
5,528.8 km
5,781.0 km
1992
1918
425
180
JK to 8
Preschool to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
10 to 18
10 to 17
Learning
Learning, Behavioral
In-class adaptations
$23,550 to $25,950
$23,000 to $28,700
No
Yes
0%
0%
None
Preschool to 8
$0
$2,000
39
15
0%
0%
80%
95%
information not available
JK, SK, 1, 2, 3, 4, 5, 6, 7
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 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 reportMatthews Hall has been nurturing young minds since 1918. The school’s motto, "Debeo Possum Volo" ("I must, I can, I will"), reflects its dedication to instilling responsibility, resilience, and determination in students. The curriculum is both rigorous and rich, with a strong focus on critical thinking, creativity, and inquiry-based learning. Small class sizes ensure personalized attention. Beyond academics, Matthews Hall offers a vibrant co-curricular program that includes sports, arts, and community service. As a result, the co-curriculars promotes teamwork, social responsibility, and fun! The close-knit community fosters collaboration and active participation. In this supportive environment, students naturally form lasting friendships and thrive in all areas of life—academically, personally, and socially. Parents appreciate the school’s holistic approach, which equips their children with the values and skills needed to excel in life.
View full reportinformation not available
"He thoroughly enjoys the Extended Day program, and I cannot imagine him not participating in it going forward."
Kristen Gotkowski - Parent (May 27, 2025)
My son loves going to school. He wants to stay at extended daycare as long as possible; he looks for... 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."
"A capable and caring staff, small classes, and a nurturing atmosphere have inspired elementary-aged children at Matthews Hall since 1918. A sense of community, rich curriculum and a dynamic co-curricular program allow students to learn with confidence and lead with character. We inspire academic excellence and a lifetime of joyful learning in the children we serve. At Matthews Hall, we celebrate character, talent and commitment as the foundation on which our unique learning environment is built and sustained!"
"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."
"Matthews Hall is a leading example of excellence in education. A capable and caring staff, small classes, and a nurturing atmosphere have inspired elementary-aged children at Matthews Hall since 1918. A sense of community, rich curriculum and a dynamic co-curricular program allow students to learn with confidence and lead with character. We inspire academic excellence and a lifetime of joyful learning in the children we serve. At Matthews Hall, we celebrate character, talent and commitment as the foundation on which our unique learning environment is built and sustained."
"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."
"Foundational learning and mastery of essential learning skills are a priority at Matthews Hall. Our underlying premise is excellence in teaching and learning. We prioritize a commitment to learner centred teaching, evidence-based practice and collaboration. We recognize parents as the first and foremost teachers of their children and as such we remain focused on academics at school and allow families to support their own children with regard to their own beliefs and ideologies."
"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."
"Matthews Hall boasts a rich history that spans over 100 years, evolving through pivotal moments along the way. Founded in 1918 by Kate Sotham Matthews at St. Paul’s Cathedral, the school soon outgrew its original location in 1930 and underwent a series of relocations, leading to its name change to Miss Matthews School. Following Miss Matthews' retirement in 1950, the institution was incorporated as an independent non-denominational school. Kate Matthews passed away in 1955, leaving behind a legacy of service to her church, school, community, and country. In 1977, the school was legally renamed Matthews Hall. In 2007, it became an accredited member of the Canadian Association of Independent Schools (CAIS). Most recently, in 2020, our campus underwent significant renovations, allowing us to expand both our facilities and programs, which has greatly enhanced the student experience."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Ideal Matthews Hall students are curious, motivated, and eager to engage in both academic and co-curricular pursuits. We welcome families who value character education, holistic development, and a close-knit community. These are families who view education as a partnership between home and school and place value on qualities such as integrity, respect and resilience. Our collaborative approach maximizes each child’s potential in a safe and nurturing setting that promotes academic growth and social-emotional well-being."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"While we appreciate the diverse educational needs of families, Matthews Hall may not be the best fit for those seeking a large student body. Our school emphasizes a close-knit community where each student is known and valued, prioritizing smaller class sizes over a larger population. Families looking for the social dynamics of a bigger school may find this focus limiting.
Additionally, Matthews Hall upholds a strong student honor code that establishes clear behavior expectations. Families who may not be a good fit are those who do not prioritize accountability and alignment with our values. We seek parents who actively support our commitment to holding students accountable for their actions, as this collaboration is essential for maintaining a positive learning environment. Families that prefer a more lenient approach to behavior management may find that our emphasis on accountability and adherence to the honor code does not align with their educational philosophy."
"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."
"Families choose Matthews Hall for our nurturing and personalized environment, as well as our balanced approach to education. Our dedication to small class sizes, individualized learning, and a rich array of co-curricular opportunities distinguishes us. With an emphasis on character development and academic excellence, families trust us to provide a well-rounded education that fosters confidence, curiosity, and inclusion. These in addition to our community-centric culture and dedicated teachers are consistently highlighted by families as key reasons for choosing us over other schools."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"In the public eye, Matthews Hall is recognized for balancing high academic standards with a supportive, community-oriented atmosphere. We are known for our rigorous academic programs, complemented by a full co-curricular schedule that enriches our students’ educational experience. Our commitment to developing the whole child is evident in our reputation for nurturing confident, capable, and well-rounded individuals who excel both academically and in life. Families regard us as a nurturing, inclusive school that is well-resourced and consistently prepares students for the next stages of their academic journeys, ensuring they are equipped to succeed in their future endeavors."
"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."
"An often-overlooked aspect of Matthews Hall is our deep commitment to character education and social-emotional learning. While our academic accomplishments receive much attention, our dedication to cultivating compassionate, resilient, and respectful individuals is equally foundational. This focus equips our students with the necessary skills to navigate life’s challenges, fostering their growth as ethical, engaged citizens and empathetic leaders."
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"Families frequently express surprise at our strong sense of community. While they may expect excellent academics, they may not expect the warmth, inclusivity, and support that defines Matthews Hall. From faculty engagement to family involvement, we have a culture of genuine care and respect that helps students feel secure and valued, creating a vibrant learning environment where each child can truly flourish."
"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."
"For the first time in Matthews Hall’s history, we are embarking on a transformative journey of comprehensive campus renewal. This initiative achieves the historic milestone of uniting all students and teachers under one roof, fostering a truly connected learning community where every child can thrive. Research indicates that physical and social environments profoundly impact learning, and we have prioritized inspiring spaces that uplift both students and teachers. Our new kindergarten and grades 1-8 classrooms, along with revitalized playgrounds and basketball and volleyball courts, honor the heart and soul of Matthews Hall. With enhanced lighting, acoustics, textures, and personalized elements, these thoughtfully designed spaces not only respect our students but also reinforce our unwavering commitment to excellence. You will be inspired!"
"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."
"Our ambition at Matthews Hall is to elevate student achievement and success by nurturing each unique child. We are dedicated to providing rich learning opportunities across academics, the arts, athletics, and active citizenship, preparing students to make meaningful contributions to the world. By fostering a growth mindset, we encourage students to embrace challenges, take risks, and learn with resilience and optimism—skills essential for success in school and in life.
With Phase 1 and 2 of our campus master plan now complete, we are poised to continue this transformation through several exciting phases. Future plans include a two-part Arts Block for visual arts, music, and drama. Future plans also include a Dining Hall Block and outdoor enhancements designed to further inspire and support a dynamic, well-rounded student experience. Through these strategic initiatives, we are shaping an environment where every student can grow, discover, and be inspired."
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!
At Matthews Hall, we want to be part of your child's educational journey by inspiring your child’s love of learning and sense of belonging. Our talented team of teachers and committed staff pledge to do our very best to discover your son or daughter’s potential and prepare him or her for the challenges of a rapidly changing world. We do this in partnership with you as parents – the first and most important teachers of your children.
As a proud member of the association of Canadian Accredited Independent Schools (CAIS), as well as the Conference of Independent Schools of Ontario (CIS), we share a commitment to excellence and accountability, which is the hallmark of every excellent independent school.
We believe so strongly in the value of a Matthews Hall education that we invite you to visit us and see for yourself.
You can be assured of a warm Matthews Hall welcome!
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 Matthews Hall, our underlying premise is Excellence in Teaching and Learning, with a goal to ensure that all we do is different, better and special. We strive to inspire academic excellence and a lifetime of joyful learning in the students we serve. At Matthews Hall, we believe that students excel when they are inspired and motivated by teachers who excel in the planning, delivery, assessment and evaluation of meaningful learning opportunities. We believe this is best achieved through a commitment to learner-centered teaching, evidence-based practice, collaboration and self-reflection in a supportive environment. We aim to accompany our students on a balanced journey of academic, character and leadership development at all levels. We recognize our unique partnership with parents, who are the first and most important teachers of their children, and believe common goals for student learning are a team effort.
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.
The math curriculum blends traditional methods with modern enrichment, fostering a strong foundation while challenging students to reach their full potential. Mastery of number facts and efficiency with standard computational algorithms is a focus in the early elementary grades. We emphasize exploration and encourage students to use a variety of strategies to understand and apply mathematical concepts. The inclusion of math contests offers an excellent platform for students to apply their skills in real-world scenarios, sparking interest and engagement. A differentiated teaching approach is central to the curriculum, addressing diverse learning styles and needs. This approach nurtures all learners—whether they excel or need additional support—fostering a deeper, more meaningful understanding of mathematics. Discovery math is strategically introduced once foundational skills are established. This method helps students connect with the why behind the math, not just the how, and provides meaningful challenges that encourage application of their knowledge in new contexts.
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.
Teachers create their own material or use material that match Ontario curriculum standards.
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 may use calculators at the discretion of their teacher.
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.
Phonics Intensive in the Early Years with a move to Balanced Literacy as students become competent readers. Starting in our early years programming key aspects of our phonics approach include Sequential Skill Development - Students progress through a carefully designed sequence of phonics instruction, mastering foundational skills before moving on to more complex patterns. Multi-Sensory Learning - Engaging activities such as phonemic awareness games, hands-on letter manipulation, and interactive reading experiences to reinforce phonics concepts. Application to Authentic Reading - Students practice applying phonetic patterns in both controlled texts and open-ended reading experiences, helping them bridge the gap between learning and real-world application. Building Confidence in Decoding - By equipping students with strong phonics skills, we enable them to tackle unfamiliar words with ease, fostering a love for reading and lifelong literacy success.
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.
Information not available
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.
Information not available
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
Physiology
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.
Information not available
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Core Knowledge
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
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 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.
Approaching the curriculum through a traditional lens helps students develop a strong understanding of the historical roots and foundational concepts. Within this framework, students explore subject matter from multiple perspectives—examining issues as individuals within a local context, as members of a global community, and through cross-comparisons between diverse communities. They also investigate the impact of human activity on the environment and throughout history. Inquiry-based learning plays a central role, empowering students to ask meaningful questions, seek out evidence, and develop critical thinking skills. This approach fosters curiosity and a sense of ownership over their learning as they develop their voice within these contexts. As students progress through the curriculum, each unit highlights key themes tailored to the content and aligns with age-appropriate learning goals. This intentional progression allows learners to build on their knowledge, deepening their understanding and broadening their perspective on both historical and contemporary issues.
Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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.
Information not available
Audio-Lingual
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 audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
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.
Information not available
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
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.
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
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.
Information not available
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.
Information not available
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 program at Matthews Hall provides students with the strong start they deserve. At Matthews Hall our graduates are engaged, accomplished, self-assured, positive and caring. Our kindergarten program includes Pre-K, JK and SK. Children attending kindergarten at Matthews Hall enjoy a personalized learning experience. Our pre-school & Kindergarten programs are further enriched with art, music, and a variety of co-curricular activities – even for our youngest students. Daily French instruction begins in junior kindergarten. Our students also enjoy field trips, guest speakers, Innovative Learning Spaces, including an Outdoor classroom.
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.
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.
Some of our key flexible pacing options include tailored learning support for grouped abilities, ongoing daily differentiated instruction, extracurricular academic competitions that push students beyond standard coursework, and project-based and experiential learning to enhance students’ understanding and engagement.
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”.
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.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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.
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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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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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| Learning disabilities | ||||
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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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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
Extra support
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.
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
Preschool - 8
0%
1%
$0
$2,000
80%
95%
JK, SK, 1, 2, 3, 4, 5, 6, 7
Rolling
Rolling
Not available
Not available
No
Yes: grades Preschool - 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.
Ideal Matthews Hall students are curious, motivated, and eager to engage in both academic and co-curricular pursuits. We welcome families who value character education, holistic development, and a close-knit community. These are families who view education as a partnership between home and school and place value on qualities such as integrity, respect and resilience.
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.
To begin the application process, please contact the school through email at [email protected] or by calling Tobi Solomon at 519-471-1506 ext. 506 to book a tour.
During a tour of the school, families will be provided with an information package and an application form.
After submitting the completed application form along with proof of age, recent report cards and the $250 non-refundable application fee, students are scheduled to spend a day at Matthews Hall.
Admissions decisions are made after the student visit.
Families are notified by email.
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