1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
1390 West 22nd Street, North Vancouver, British Columbia, V7P 2G4, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
1390 West 22nd Street, North Vancouver, British Columbia, V7P 2G4, Canada
5,528.8 km
7,659.0 km
1992
2022
425
40
JK to 8
Preschool to 5
Coed
Coed
Day
Day
English
English
Academic
Nature-based
Traditional
Progressive, Reggio Emilia
10 to 18
Varies
Learning
In-class adaptations
Dedicated gifted school
$23,550 to $25,950
$9,060 to $9,950
No
Yes
0%
5%
None
K to 5
$0
$500
39
4
0%
0%
80%
0%
information not available
K, 1, 2, 3, 4, 5
information not available
information not available
Rolling
Rolling
Not available
Not available
No
No
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 reportSaplings Nature School is an innovative educational institution that emphasizes nature-based learning and outdoor education. Founded on the belief that nature is a powerful teacher, the school nurtures in children a sense of wonder and a lifelong interest in the natural world. Classes are primarily conducted outdoors, allowing students to form a deep connection with the natural environment. This approach enables children to develop their adaptability and observational skills. The curriculum employs an inquiry-based and play-based learning model driven by student curiosity. This encourages children to develop theories, ask questions, and build critical thinking skills. Educators focus on documenting children's learning experiences and providing insights into their developmental journey, ensuring a personalized and responsive educational experience. The outdoor program promotes various skills, including problem-solving, creativity, and environmental stewardship. Students engage in activities such as using loose parts, creative play, shelter building, and practical skills like whittling wood and cooking on an open fire. Saplings Nature School aims to develop the whole child, addressing physical, social, cognitive, and emotional aspects of growth through nature-based experiences.
View full reportinformation not available
"The teachers are clearly passionate about what they do and deeply knowledgeable about the subjects they teach."
harrison kwan - Parent (Mar 04, 2025)
My daughter, who is typically shy and takes time to warm up, was initially hesitant about joining Sa... View full review
"I love the small class sizes and the student-teacher ratio—it has made a significant difference in the kids’ ability to connect and receive the attention they need from their instructors."
Katrina Lazzarotto - Parent (Mar 04, 2025)
My kids absolutely love Saplings—it was the change we all needed after coming from a public elemen... View full review
"My son is learning about nature in ways that I wouldn’t think to teach him."
Dinah Fast - Parent (Mar 05, 2025)
Saplings has been an amazing outlook for my son who has boundless amounts of energy and enjoys a dif... 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."
"Saplings Nature School teaches students to connect deeply to place, to be active citizens, and to engage critically in the world around them. Learning in, with, and from nature benefits a student's motivation, mental health, and engagement. Based on the belief that nature is a powerful teacher, Saplings’ students become intimately tied to the natural environment, responding to an ever-changing outdoor classroom. Students deepen their relationship with nature, themselves, one another their community"
"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."
"By supporting our students’ fundamental need to explore, discover, share, and create in both the indoor classroom as well as in the broader, natural community that surrounds us, Saplings’ students learn to take important risks, develop empathy, and develop a rich and meaningful relationship with the earth. By fostering an intimate daily relationship with the natural world, suffused with observations and questions, our classrooms are saturated with emergent moments of inquiry, sensory entanglements, spontaneous learning opportunities, provocative conversations, and meaningful connections. These connections to self, others, and place foster students’ lifelong understanding of the need for sustainable practices, and our responsibilities related to the earth’s preservation. We aim to ensure that every student, as is their right, will experience the natural world as part of their education now and into the future."
"With our focus on providing a strong academic foundation, we do not have the resources to support serious academic and behavioural concerns. As a result, we are unable to accept applications for students with these profiles."
"At Saplings, our commitment to outdoor, play-based, and child-led learning means embracing tradeoffs. We intentionally de-emphasize standardized academics in favour of nurturing curiosity and developmental growth at each child’s pace. Technology use is limited, as we prioritize sensory-rich, nature-based experiences that foster ecological identity. We value adaptability over indoor structure, choosing year-round outdoor learning even in challenging weather. Our focus on relational teaching means we deprioritize rigid discipline in favour of emotional safety and self-regulation. These tradeoffs may not align with every family’s expectations, but they reflect our core belief: children thrive when they are connected to nature, to themselves, and to their community. By clearly naming what we prioritize—and what we intentionally let go of—we aim to build trust and transparency with families seeking meaningful, values-driven education."
"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."
"Saplings Nature School was born from a deep-rooted belief in the power of the natural world to inspire, ground, and teach children. A key influence has been founder Heather Fraser’s grandmother, Susan Fraser, whose work in Authentic Childhood brought the Reggio Emilia approach to Canadian classrooms. Her legacy shaped our values: listening to children, honouring their voices, and seeing them as capable citizens of their community. Another turning point was the COVID-19 pandemic, which forced many programs indoors or online—but for us, it was a catalyst. We moved fully outdoors, embraced by the forest and shoreline, which reaffirmed our commitment to outdoor learning. These moments—one personal, one global—shaped our identity. Today, our practice is rooted in relational pedagogy, ecological identity, and child-led inquiry, deeply shaped by both ancestral wisdom and the challenges of our time."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"A child who thrives at Saplings Nature School is curious, imaginative, and eager to explore the world through hands-on, play-based learning. Our ideal student is one who benefits from open-ended inquiry, time in nature, and meaningful relationships with peers and educators. They are supported by families who value connection to land, community, and a slower, more intentional rhythm of childhood. Children who do well here often enjoy movement, creative expression, and solving real-world problems collaboratively. Our approach especially suits learners who may feel constrained by traditional classrooms and who flourish in environments that honour their voice, autonomy, and emotional development. We welcome all children as capable citizens and encourage those who are ready to grow not just academically, but as whole people—deeply rooted, joyful, and resilient."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"We want every child to thrive, and that begins with a strong alignment between our values and a family’s expectations. Saplings may not be the best fit for children who are consistently uncomfortable being outdoors or who prefer highly structured, indoor environments. Our program is rooted in nature-based, play-driven learning that takes place outside in all weather. If a child finds this overwhelming or resists engaging in open-ended exploration, they may feel out of place. Similarly, families seeking a traditional academic model with worksheets, grades, or a set curriculum may find our emergent, child-led approach does not align with their goals. Our strength lies in fostering curiosity, resilience, and a deep connection to the land—and we’re best suited to families who share and support that vision."
"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 Saplings because they’re looking for something different—something more intentional, connected, and aligned with their values. Many are seeking an alternative to conventional classrooms: a place where their child can grow at their own pace, build confidence, and feel a genuine sense of belonging. Our strong relationships—between educators, children, and families—are at the heart of what we do. Parents value the way we truly see their children and honour their individuality. They’re drawn to our commitment to outdoor, play-based learning and the way we foster curiosity, resilience, and ecological awareness. Families tell us they appreciate the space we create for joy, risk-taking, and meaningful connection to the land. Ultimately, they choose Saplings because they want their child to love learning—not just for school, but for life—and they trust us to guide that journey with care and intention."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"We believe Saplings is seen as a trusted, heart-led alternative to conventional schooling. Amongst the public—especially families seeking a values-aligned, nature-based education—we are known for our commitment to outdoor, child-led learning and our deep relationships with children and families. Our school is viewed as progressive, nurturing, and grounded in purpose. Many admire our focus on curiosity, creativity, and emotional growth, as well as our ability to help children develop confidence and resilience in the natural world. While some may initially view our approach as non-traditional, those who know us recognize the depth of thought and care in all we do. Word of mouth and community trust have been central to our growth and strong public image."
"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."
"One of the most underappreciated aspects of Saplings is the intentionality behind everything we do. While families often see the joy and freedom in our outdoor program, they may not fully see the deep thinking, collaboration, and care that goes into creating those experiences. Our educators spend countless hours observing children, planning provocations, and thoughtfully designing small group work that supports each child’s interests, needs, and development. We are constantly adjusting the environment—physically, emotionally, and pedagogically—to reflect what the children are telling us through their play. The fluidity and responsiveness of our approach can look effortless, but it’s grounded in rigorous professional reflection, dialogue, and trust in children as capable learners. This behind-the-scenes work is what makes our program feel so alive, and it’s a quiet strength that deserves more recognition."
"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 are often surprised by just how much depth, structure, and intentional learning happens in what looks like “just play.” While our outdoor, child-led environment may appear unstructured at first glance, there is a deep level of planning, observation, and pedagogical intention behind every part of the day. Parents are also surprised by how resilient, capable, and self-directed their children become—from confidently navigating forest trails to engaging in meaningful peer collaboration and problem-solving. Another surprise is how strong the relationships are—not just between children and educators, but within the whole community. There’s a real sense of belonging, trust, and shared responsibility that grows over time. And finally, many families are amazed at how their child’s connection to nature transforms into empathy, confidence, and a lifelong love of learning."
"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."
Information not available
"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."
"Over the next five years, Saplings Nature School will continue to grow intentionally while staying rooted in our core philosophy of outdoor, child-led learning. We plan to expand our grade offerings to support children as they move through their elementary years, allowing families to stay connected to our community for longer. This includes welcoming more students and possibly opening new nature-based learning spaces that reflect our commitment to land stewardship and ecological identity. As we grow, we are also investing in deeper professional development for our educators and expanding our documentation and assessment practices to better tell the story of each child’s learning. While we may grow in size, we are committed to maintaining small group experiences, strong relationships, and the thoughtful, responsive environments that make Saplings unique. Our growth will always be guided by what’s best for children, families, and the land we learn on."
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!
Welcome to Saplings Nature School, a unique opportunity for your children to delve into the BC curriculum while learning with, in, and from nature. Here, we believe that children learn best and thrive socially and emotionally when given the freedom to explore, play, and connect with the natural world. Saplings fosters a student’s sense of wonder for the great outdoors through inspirational, stimulating, and hands-on experiences, which in turn promotes lifelong learning and supports student-driven interests.
Like the BC curriculum, Saplings aims to be learner-centered, flexible and focused on literacy and numeracy while supporting deeper learning through concept-based and competency-driven approaches. Key content, concepts, competencies, skills, and big ideas that foster higher-order thinking will also be addressed. Our goal is to help prepare students to engage in and respond to the ever-changing and demanding world they are entering. Through personalized, place-based, and curated learning experiences, Saplings' students are supported in becoming aware, thoughtful, engaged, creative, flexible, self-motivated, principled, respectful, and informed citizens who can think critically, communicate effectively, and make independent decisions.
As Head of School, who has helped Saplings transform from a home-schooling program of choice to a fully-fledged independent school, I understand how important it is to value and celebrate all of our learners' diverse abilities, identities, and experiences. I have a strong commitment to equity, and inclusivity, and to fostering an atmosphere of respect and trust for families, students, and staff. Welcoming families and staff members from diverse backgrounds, experiences, and ideas is what makes Saplings a place where everyone can feel like they belong.
Progressive
Reggio Emilia
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.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
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.
Our curriculum is project-based, and so is aimed to teach students a variety of skills and content relevant to their lives and interests. Projects aim to integrate components of literacy, math, science and the arts into each topic, thereby drawing the connections between the content and the core competencies as outlined in the BC curriculum. As student interests guide project inquiries, teachers provide explicit instruction in processing information and interacting intellectually through research, analysis, and thinking skills. Students are encouraged and supported to delve deeply into their learning through dialogue and experience.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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.
Our math curriculum seeks to prepare students to apply their skills in a variety of real-life, approachable situations. Embedded within our project inquiries, students learn the connections between mathematical concepts and the real world. Students learn math skills including, but not limited to, graphing, measurement, arrays, functions, comparison, and patterning through interaction with physical and visual representations and introductions to more complex mathematical concepts as students become ready. Supported by student-lead class initiatives (class economy, fundraisers, and design projects etc.), math centres, complex reasoning games, differentiated math groups based on readiness and ability, and skills development lessons. Students practice math skills daily during various indoor and outdoor activities as well as specialized pull out skill-building sessions with a staff member. Our overall math curriculum is supplemented by the Singapore Math system.
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.
Singapore Math
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
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.
Our literacy program is designed to engage students in and aid their understanding and use of a variety of communication skills including writing, reading, image reading, and oral language use to understand and convey meaning. The aim is to help students understand that language is a system whose parts work together. This approach is supplemented by UFli, a phonics program to help early literacy students recognize letters, sounds and sound pairings. Supported by a variety of activities including, but not limited to: literacy component of inquiry projects, daily quiet reading, differentiated reading and writing groups, oral storytelling practice, student read-alouds, sounds of the week for early learners, literacy centers, book studies for more ready learners, and journal writing.
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.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
PlayRoly, Dolch Pre-primer and primer
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
Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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.
Our science curriculum is designed to support our students’ growing connection to the world around them, specifically our outdoor classroom areas. With an abundance of natural processes apparent and available to the students during the 3-4+ hours they spend outside daily, science is approached live in action. Inquiries surround what is going on at the time combined with the students’ observations and interests. Our outdoor classroom space contains forest, stream, and more urban areas and so provides a rich diversity of experience. Students discuss conservation, sustainability, responsibility, and reciprocity, and gain awareness that we are all part of one large system. Supported through daily free and guided inquiry sessions, frequent discussions, as well as the Learning in Depth program.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
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.
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
Expanding Communities
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
The goal of our social studies program is to educate students about their local, national and international communities, and their place within these societies. Combining the disciplines of geography and history, we help students develop into informed citizens in a culturally diverse and interdependent world, while instilling an understanding and appreciation of our unique Canadian identity and experience. Through these studies, students acquire broad-based skills that are vital to future success. These skills include identifying and solving problems, critically evaluating different points of view, making informed decisions on a variety of issues, and engaging in articulate expression and debate. By exploring various points of view and evaluating a variety of evidence, students practise achieving a balanced perspective when making decisions on issues relevant to their world.
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
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
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.
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
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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.
Along with the computer lab in the classroom, we also offer access to our STEM space which has 3D printers and Lazer cutters for the children to access while working on projects.
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
Play-based
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.
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.
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.
Saplings mission is to foster a sense of wonder, vitality and joy into the young students educational experience by supporting their fundamental need to explore and discover. By taking students outside the classroom and into a dynamic natural environment. Students deepen their relationship with nature, resilience, practice balance, and enjoy social growth. Saplings seeks to grown and support the every changing child with our dynamic curriculum based in experiential education. By fostering a students sense of wonder that promotes life-longing learning and interests we aim to ensure that every student, as is their right, will experience the natural world as part of their education now and into the future.
Student-paced
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
Grades 4 to 8 French classes are streamed into two levels per grade. The students working within the advanced level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
Students are encouraged to work at their own pace in order to grow their skills and abilities in a supportive environment.
Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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.
Information not available
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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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
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
K - 5
0%
5%
$0
$500
80%
0%
K, 1, 2, 3, 4, 5
Rolling
Rolling
Not available
Not available
No
No
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.
At Saplings Nature School, we welcome children who are curious, imaginative, and eager to learn through exploration, play, and connection with the natural world. We are looking for students who are open to being outdoors in all seasons, who enjoy asking questions, solving problems, and engaging in collaborative experiences. Children who thrive here are often independent thinkers, creative storytellers, deep observers, and joyful movers. They may not fit neatly into traditional classroom settings but shine when given time, space, and trust to follow their interests. We value children who bring their full selves—big emotions, bold ideas, and quiet wonder—and are supported by families who believe in unhurried childhoods, strong relationships, and learning that goes beyond academics. We are looking for students who are ready to grow not just in knowledge, but in confidence, empathy, and connection—to themselves, others, and the land.
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.
Families begin the application process by completing an initial application form through Lillio. Once we receive your application, we will invite you to attend one or more Stay & Play events. These visits give families and children an opportunity to experience our environment and allow us to get to know each other in a relaxed, natural setting.
Following the Stay & Play, if we feel the program is a good fit and there is available space, we will offer your child a spot. To confirm enrollment, families must submit a non-refundable deposit of $500, which will be applied toward the year’s tuition.
Please note that spaces are limited, and applications are reviewed on a rolling basis. We encourage families to apply early and to ensure alignment with our values of outdoor, play-based, child-led learning.
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