1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
Crêt-Taconnet 4, Neuchâtel, Switzerland, 2002, SwitzerlandIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
Crêt-Taconnet 4, Neuchâtel, Switzerland, 2002, Switzerland
5,528.8 km
3,273.4 km
1992
1956
425
70
JK to 8
12 to 12
Coed
Coed
Day
Homestay
English
English
Academic
Academic
Traditional
Traditional
10 to 18
14
Learning
Learning, Behavioral
In-class adaptations
In-class adaptations
$23,550 to $25,950
No
Yes
0%
15%
None
12 to 12
$0
$10,000
39
70
0%
0%
80%
0%
information not available
information not available
information not available
information not available
Rolling
Not available
Not available
Not available
No
Yes: grades 12 - 12
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 reportNeuchâtel Junior College was founded in 1956 and, from then to now, there’s been nothing else quite like it when it comes to options for North American students. It’s so unique that, in some ways, it’s hard to believe that it exists at all: a school, offering the Ontario curriculum, nestled within the stunning natural and diverse cultural environments of Europe. The views are inspiring, as is the proximity to international organizations, including the UN in Geneva. Skiing in Zermatt, visiting Flanders Fields on Remembrance Day … it goes on and on. The instruction is rigorous, and classes are intimate. The majority of students arrive from Ontario, though the student population is drawn from across Canada, the US and abroad. The ideal student is one who is inclined to make the most of the vast range of opportunities that the school provides through this unique educational experience.
View full reportinformation not available
"The school offers a great balance of challenge and real-world experience that goes far beyond a traditional classroom."
Emma Morgado - Alumnus (Aug 08, 2025)
My year at Neuchâtel Junior College was one of the most memorable and transformative experiences of... View full review
"The typical student at NJC is curious about the world and how it works, is independent and confident in themselves, and is someone who aspires to learn and grow for the future."
Benjamin Gurd - Alumnus (Aug 08, 2025)
Neuchatel Junior College does a great job of facilitating every student's unique interests, which I,... View full review
"I have never had such amazing teachers who make me want to learn and study various subjects."
Julia Dempster - Student (Aug 08, 2025)
Neuchâtel Junior College feels like a second home to me. I’ve made the most incredible friendship... 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."
"Neuchâtel Junior College offers the exceptional opportunity to study Canadian Grade 12 curriculum in Switzerland while earning the Ontario Secondary School Diploma. A meaningful gap year experience is also offered. Full-year and one-semester options are available. Students gain an authentic cultural experience living with French-speaking Swiss hosts and enjoy curriculum-integrated travel throughout Europe. They develop independence, confidence, and life skills that prepare them for university and the global workforce."
"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."
"Neuchâtel Junior College offers students the opportunity to complete their final year of high school or gap year in Switzerland through an experience that extends beyond the classroom. Students study the Ontario Grade 12 curriculum while living with French-speaking Swiss host families, creating authentic cultural immersion and building independence, confidence, and adaptability. Curriculum-integrated travel throughout Europe exposes students to diverse cultures and global perspectives, while small class sizes and individualized guidance support academic success. Graduates are recognized for their maturity, resilience, cultural fluency, and confidence navigating unfamiliar environments."
"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."
Information not available
"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."
"Neuchâtel Junior College was founded by Mr. Leonard Wilde, a British Educator in 1956. Mr. Wilde recognized that at a pivotal time in their lives North American students would benefit from the opportunity to live and study in Europe. The pillars of the program he developed remain today like the opportunity for students to learn about the world and themselves, NJC is celebrating its 70th anniversary this year."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Neuchâtel Junior College is best suited for curious, adventurous, and open-minded students looking to grow beyond the classroom. Students are motivated by rigorous Ontario academics, travel, and new experiences, while developing the confidence, adaptability, and global perspective that will help them succeed at university and beyond. NJC students embrace challenge, independence, and cultural immersion, thriving in the French-speaking town of Neuchâtel while building connections with people from around the world. NJC is ideal for students looking to step outside their comfort zone in their final year of high school or gap year."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"While there is lots of support from a close-knit community of faculty and host families, students need to be curious and courageous to embrace the opportunity of living abroad and gaining independence and possess an adventurous spirit."
"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 to send their students to Neuchâtel Junior College for the unique opportunity to study and live abroad while seeing the world at a pivotal stage in their lives. The program combines academic challenge with individualized university guidance and support in an environment where students build lifelong friendships and become part of a strong global alumni network. Students leave NJC more independent, culturally aware, and prepared for success in post-secondary studies and beyond."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"Neuchâtel Junior College is recognized as an opportunity to grow and learn while living in Europe and earning a Canadian diploma in a like-minded cohort, with unmatched preparation for post-secondary studies."
"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."
"The impact that living abroad can have on students in inspiring them to explore the world and the preparation for post-secondary studies that the students gain."
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"Over 90% of the students attending Neuchâtel Junior College are Canadian. We are a small and connected community where students come from different cities and backgrounds and schools but develop and share a sense of adventure and love of learning that last a lifetime."
"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."
"Ongoing improvements are made to the school annually.
The NJC Class of 1975 has launched a program to build leadership and community among NJC students in recognition of the fiftieth anniversary of their graduation. Launched with the Class of 2025, $10,000 a year is given to a group of students to create a project that allows them to "Dare to Dream and Dare to Lead"."
"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."
Information not available
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!
One characteristic of all good students is an unquenchable thirst for knowledge. Our unique school, perched on the shores of Lake Neuchâtel in the beautiful Swiss town of the same name, is ideally suited to students of this kind. Students come to us eager to learn more about the world around them; drawn to change, they sense that the world has more to offer them if they could just step outside the boundaries of their local experiences. Neuchâtel Junior College exists for these types of students at this pivotal time in their lives, and here, they learn about themselves as much as they learn about the world.
In 1956, NJC’s visionary Founder, Leonard Wilde, knew that, “To be a leader today, one must travel the world.” This enduring idea is just as – if not more – relevant today. As much as our students have likely travelled to places with their families before, in most cases, they have not gone on an extended, independent journey. The Neuchâtel experience offers a view to the world beyond childhood borders, and our trips are integrated with the curriculum to make the learning experience richer and fuller. The fact that students have chosen this journey to NJC sets them apart both geographically and personally from where they began, thereby transforming them well beyond the potential of any single school trip experienced before.
Over the course of many months, our students explore centres of Western European civilization, which helped to shape our own culture, giving them knowledge of the past with which to consider the future. They visit unfamiliar and exotic places to gain an insight into the similarities and differences of other cultures in this increasingly global community. Inspired by NJC’s program, our students also learn that they can have a positive impact on each place they visit. This may be through participation in a service rip, involvement in a Model UN activity, or by helping to make our school community a better place through personal character, talent, ideas and leadership. All of this they experience while immersed in their studies, surrounded by inspiring teachers and classmates, and living with a local Swiss, French-speaking family. This formula, unique in the world for over 60 years, consistently opens minds, broadens perspectives, and inspires graduates to make their place in the world more meaningful and purposeful.
Who is best suited to attend Neuchâtel Junior College? I would encourage you to take advantage of this transformational experience if you are willing to meet two very important expectations. You must come prepared to work hard in your academic studies and be curious about the world around you; these are prerequisites so that you will be able to apply your newfound knowledge, confidence, independence and leadership in your chosen university, in the career that you wish to pursue, and throughout your life.
I look forward to meeting you soon. A bientôt!
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.
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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.
Students are those who seek to challenge and advance themselves through a transformational experience of personal and intellectual growth. They attend exclusively for the pre-university year, be it for Grade 12 or a gap year, earning their OSSD. We offer Ontario Grade 12, university-preparatory curriculum as well as Advanced Placement (AP) exams. All instruction and life on campus is in English, yet students live as Europeans in the French-speaking, Swiss town of Neuchâtel.
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.
Neuchatel Junior College assembles a body of excellent students together. The Advanced Function and Calculus courses follow the Ontario ministry of education guidelines, but there is room for some remediation and enrichment. Some math competitions are offered annually.
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.
Information not available
Not applicable
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.
Not applicable
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.
Information not available
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.
Not applicable
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.
Not applicable
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.
The approach to teaching science at NJC is to engage students with the scientific concepts of physics, chemistry, and biology through a variety of activities including, (but not limited to) laboratory experiments, demonstrations, video presentations, field trips, class discussions, and research projects. The European environment provides the opportunity to connect both with European scientific organizations such as CERN (Conseil Européen de Recherche Nucléaire) as well as local organizations (ex. Musée de l’histoire naturelle et le Jardin Botanique – both in Neuchatel). Many students pursue post-secondary studies in science after attending NJC.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physics
Equal Balance
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.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
The approach to teaching literature follows the Ontario curriculum and also is closely connected to the trips the school offers, both optional and compulsory.
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
Not applicable
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).
Not applicable
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.
Information not available
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.
Humanities is not a dry academic exercise. At NJC we have a double focus on developing core skills — formulating questions, research and analysis, critical thinking, essay composition, debate and rhetoric — and applying knowledge and understanding to current affairs: for example, finding similarities and differences between the current situation in the Middle East and the 16th Century European Wars of Religion. Our numerous field trips throughout Europe and beyond lie at the core of our program: students are expected to relate classroom learning to extramural experience. Teachers draw on a broad repertoire of instructional methods, from traditional chalk-and-talk to student-led explorations, Harkness tables, primary source analysis, debates – variety is the spice of learning! Students have many opportunities to pursue topics of personal interest, and then demonstrate and reflect on their learning in formats of their choice.
Equal Balance
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.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Teaching French is greatly facilitated in the French part of Switzerland. We use the town of Neuchâtel to organise many cultural trips for all classes to emphasize using the language in authentic contexts. Excursions are differentiated according to French level. For the intermediate to advanced, we do a guided tour of the Castle and visit the permanent exhibition about the millennium of the city of Neuchâtel in the Musée d’art et d’histoire. For beginners, we visit the local market and various shops and cafés where the students need to manage in the target language. We always refer to students’ pension life experiences—living with local Swiss Families—and teach vocabulary that is relevant and practical. We also focus on current events in Switzerland and European countries using written or oral media sources. For Ontario curriculum credit classes, the programs are accentuated by the themes of the school trips.
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.
The Visual Arts course offers pre-university training while exploring diverse aspects of the Arts. Students work on different units during the semester, one of them being of their own choice. Students are encouraged to explore creativity and train their skills. Each unit is closely linked with art history, and, frequently illustrated with field trips. Students are encouraged to link their own work with styles and movements mainly found in the last 150 years and to gain a strong critical sense in order to evaluate their own work. Individual research in art history, theory of art, and studio processes are meant to help students acquire originality and individuality in their creation. They are encouraged to evaluate their own creation and define its inner specificities that will help them improve the quality of communication as artists. Drama is also offered as a Grade 12 course.
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.
Our classrooms are equipped with Smartboards and staff are allocated laptop computers for instructional purposes. Students benefit from the expertise of our trained staff in differentiated instruction methodology.
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.
Leadership courses offered.
Not applicable
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.
Not applicable
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.
Information not available
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.
Information not available
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.
We offer university-level academic courses with an option to select from a rich variety of Advanced Placement exams. We are a university-preparatory school with expectations of high academic performance to meet entrance requirements for the best universities and programs around the globe. Small class sizes and dedicated faculty support students in their academics and preparation for post-secondary studies.
"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."
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.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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.
We strive to create a community of confident independent global citizens through a life-changing educational experience. Living abroad with a French-speaking Swiss pension family assists with the acquisition of linguistic abilities in the target language. Our students foster independence and responsibility for themselves as they prepare for the next phase of their lives in their post-secondary destinations.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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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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| Developmental | ||||
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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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| Physical | ||||
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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
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.
NJC is able to accommodate many different learners and those with psychological educational assessments are offered all the possible accommodations on our campus. We have a quiet learning space for students who need a distraction-free zone, we are also able to provide extra time and use of technology. Students are offered extra help through teacher office hours and therapeutic services are available via our medical team affiliated with our school.
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
12 - 12
0%
15%
$0
$10,000
80%
0%
Rolling
Not available
Not available
Not available
No
Yes: grades 12 - 12
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.
Neuchâtel Junior College selects on the basis of their academic performance, character, interests, talents and potential. Successful applicants are those who seek to challenge and advance themselves through a transformational experience of intense personal and intellectual growth. The College favours applicants who respond positively to new challenges and who express sufficient maturity, international curiosity and personal responsibility.
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.
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