1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
21 Deloraine Avenue, Toronto, Ontario, M5M 2A8, Canada
5,528.8 km
5,690.6 km
1992
1969
425
19
JK to 8
1 to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Traditional
10 to 18
5 to 7
Learning
Learning, Developmental
In-class adaptations
In-class adaptations
$23,550 to $25,950
$27,300
No
Yes
0%
0%
None
1 to 8
$0
$0
39
2
0%
0%
80%
80%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 8
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportDunblaine was founded in 1969 by concerned parents of children with needs that weren’t being met within the public school system. They wanted a safe environment, run by staff that understood, clearly, the needs of the students; one that offered an opportunity for them to grow academic skills, life skills, confidence, respect, and self-advocacy. And, for almost 50 years, that’s exactly what they’ve been doing. The current location is also the one that best represents what Dunblaine is all about: it’s a house in a quiet residential neighbourhood. The faculty maintain close communication with parents on all aspects of the students’ experience within the school. The staff represents the full range of all the right expertise, instructional and therapeutic. Frankly, this is what it’s all about. It’s a great school as well as a great example of what education should be about. If you have a chance to speak with a parent of a student of the school, by all means, do it. If you don’t, ask the staff to put you in touch. It will be the best introduction to the school, and its successes, you could hope to have.
View full reportinformation not available
information not available
"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."
"The Dunblaine School has a proud history of supporting students with learning disabilities. Our commitment to providing a nurturing environment is reflected in our newly renovated building, which features state of the art design to support student learning. Our school community works together to create a supportive and inclusive environment where every student can thrive. Through our collective efforts, we work to empower our students to reach their full potential and become confident, capable learners."
"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."
"What sets Dunblaine School apart is our commitment to personalized student growth, innovative education, and transparent communication with parents. We utilize AimswebPlus Benchmark Assessments and Progress Monitoring in Math and Language Arts, ensuring that each student’s progress is accurately tracked and supported. This data-driven approach allows us to tailor our teaching strategies to meet individual needs, fostering both academic success and confidence.
In addition to our comprehensive assessment tools, we provide scheduled IEP tracking updates, keeping parents well-informed about their child’s progress towards individualized goals. This proactive communication empowers parents to stay actively involved in their child’s educational journey. To further enhance our connection with families, we also offer regular Friday updates, ensuring consistent and open dialogue. At Dunblaine School, we believe that collaboration and communication are key to unlocking each student’s potential."
"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 Dunblaine School, our commitment to personalized learning and student growth guides every decision we make, and we recognize that this comes with certain tradeoffs. We prioritize individualized education plans, supported by AimswebPlus Benchmark Assessments and Progress Monitoring, which allow us to tailor instruction to each student's unique needs. In doing so, we consciously choose to deprioritize a one-size-fits-all standardized curriculum. This tradeoff allows us to foster a learning environment where students progress at their own pace but may limit exposure to uniform content found in more traditional educational settings. Similarly, we emphasize a supportive and inclusive atmosphere, recognizing that for some students, emotional and social development must come before rigorous academic pressures. By being transparent about our priorities, build trust with our families, helping them understand our educational philosophy and the intentional choices that shape our students."
"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."
"With over 60 years of dedicated service to exceptional education, Dunblaine School has continually evolved to meet the changing needs of our students while staying true to our core values of individualized learning, inclusion, and community. Founded with a vision to provide a nurturing environment for students with unique learning needs, Dunblaine has always prioritized personalized education and emotional well-being. One of the major turning points in our history was the strategic shift towards leveraging technology in education, marked by our collaboration with Apple Headquarters. This partnership allowed us to introduce advanced tools and resources, such as our innovative Maker Space, empowering students to explore science, technology, and creativity in new ways. This milestone not only enhanced our curriculum but also solidified our identity as a forward-thinking institution committed to 21st-century learning."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Current families likely see Dunblaine School as their preferred choice because of the school's commitment to supporting exceptional students through individualized learning approaches, including the use of AimswebPlus for progress monitoring in Math and Language Arts. The emphasis on fostering an innovative and interactive environment, as well as our dedication to professional learning and maintaining a growth mindset, contributes to a positive educational experience. Families may choose Dunblaine over other schools because of this combination of personalized support, innovative learning tools, and a leader who truly understands and advocates for exceptional students."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"While Dunblaine School has many strengths that resonate with a broad range of families, there are specific reasons why it may not be the best fit for everyone. Some families may prioritize academic rigor and pace or a highly competitive academic environment with accelerated coursework and a heavy emphasis on advanced placement or gifted programs. Dunblaine focuses on individualized support and steady progress, particularly for exceptional students who may need a different pace or approach to learning. Families seeking a more rigorous, fast-paced curriculum may feel our balanced, supportive model doesn't align with their academic ambitions."
"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."
"Current families likely see Dunblaine School as their preferred choice because of its commitment to individualized support for exceptional students. They appreciate the use of AimswebPlus for progress monitoring in Math and Language Arts, which demonstrates a structured yet personalized approach to academic growth. This is particularly appealing to parents who want to see measurable progress tailored to their child's needs. Families specifically choose Dunblaine over other schools because of this blend of individualized academic support, empathetic leadership, innovative educational opportunities, and inclusivity. Competing schools may offer robust academics or extracurriculars, but Dunblaine’s unique approach to supporting exceptional students, coupled with your relatable and experienced leadership, makes it the preferred choice for families seeking a nurturing and personalized educational experience."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"The most prominent feature of Dunblaine School in the public eye is its commitment to "Unleash Possibilities" for exceptional students. This motto resonates with the community because it encapsulates the school's focus on nurturing potential and breaking down barriers to achievement. When people think about Dunblaine, they envision a place where each child's unique abilities are recognized and developed through personalized learning and innovative teaching methods. The use of AimswebPlus for progress monitoring in Math and Language Arts reinforces the school's dedication to individualized growth, ensuring that students are supported at their own pace."
"Families come to Turnbull School for an excellent education; however, during their time with us, they are exposed to so much more beyond the curriculum. When a Turnbull student leaves us, that child enters the world having gained new experiences and opportunities that will last a lifetime."
"An underappreciated aspect of Dunblaine School is the powerful impact of its growth mindset philosophy on student development. While families may recognize the supportive and nurturing environment, they might not fully grasp how deeply this philosophy shapes not only academic achievement but also students' resilience, confidence, and overall mindset toward learning and challenges.
Our commitment to fostering a growth mindset goes beyond typical educational approaches, encouraging students to see setbacks as opportunities for growth and to embrace challenges with perseverance. This mindset cultivates a resilient, adaptive, and empowered learner, prepared not only for academic success but for life beyond the classroom."
"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 might find it surprising just how deeply personalized and adaptive the learning experience is at Dunblaine School. While they may initially expect individualized attention due to smaller class sizes, they often don’t realize the extent to which the curriculum and teaching methods are tailored to each student's unique needs, strengths, and challenges. The use of AimswebPlus for progress monitoring is more than just a tool for academic tracking—it's part of a dynamic system that continuously adjusts instructional strategies to maximize student growth. Parents are often surprised by how fluid and responsive this process is, ensuring that no child is left behind or held back by a one-size-fits-all curriculum."
"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."
"Dunblaine School has recently upgraded its interior to create an even more engaging and supportive learning environment that aligns with our commitment to personalized education and student well-being. Dunblaine School has made several strategic improvements recently, directly reflecting our commitment to enhancing student achievement and fostering an innovative learning environment. The implementation of AimswebPlus for Math and Language Arts as well as IEP Tracking to support student achievement through personalized programming assists in strategic planning. These tools allows for precise tracking of student progress and helps tailor instructional strategies to each child’s needs. By using data-driven insights, we can ensure that every student is supported at their unique level, reinforcing our commitment to individualized education. This change reflects our dedication to continuous improvement and academic growth for all students."
"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, Dunblaine School is poised to grow and evolve in ways that will further enhance our commitment to personalized, innovative education while continuing to support the unique needs of exceptional students. Our vision for the future includes the following strategic developments with a planned expansion for a High School Program.
With this pending addition of a high school program, we plan to expand course offerings, options, and specialized options that align with students’ strengths and interests. We will integrate experiential learning opportunities, leveraging our partnership with Apple Headquarters and the Maker Space to provide hands-on, technology-driven education. This expansion ensures that our students are well-prepared for post-secondary education and future careers while continuing to learn in an environment tailored to their needs."
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!
Michele Braida brings 38 years of administrative experience to Dunblaine School. A dedicated leader in education, she has been recognized with the prestigious YMCA Peacemaker of the Year award, named Administrator of the Year, and nominated for the Governor General's Award for Excellence in Education. Michele holds a Master of Arts in Education, as well as Ontario Principal Qualifications (Parts I and II) and a Specialist in Special Education. She is committed to fostering inclusive, high-quality learning environments that support student success.
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.
Dunblaine School’s curriculum is based on the Ontario Curriculum, ensuring students with specific and unique learning disabilities receive a strong foundation in core academic subjects. Our approach is data-driven, utilizing Aimsweb Benchmark Assessments three times a year to measure student progress in Math and Language Arts. These benchmarks are supplemented by Learning Survey Assessments, which provide additional insights into student strengths, challenges, and learning preferences. To support continuous growth, we conduct biweekly Progress Monitoring to track skill development and adjust instructional strategies as needed. Additionally, biweekly updates to the Individual Education Tracker ensure that each student's learning plan remains dynamic and responsive to their evolving needs. This structured yet flexible approach allows us to personalize learning, providing targeted support while fostering confidence and independence in our students. By combining standardized assessments with ongoing, individualized tracking, we create an environment where students can achieve their fullest potential.
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.
Our approach integrates elements of Traditional Math by prioritizing procedural mastery through repetition and drills, ensuring students build a strong foundation in mathematical operations. We emphasize step-by-step instruction in algorithms before applying them to real-world problems, reinforcing logical progression in learning. To support student success, we use data from Aimsweb Benchmark Assessments to identify areas of strength and need. This data-driven approach is complemented by the Key Math intervention program, which provides targeted support to reinforce foundational skills. Through structured practice and progressively challenging problems, students develop procedural fluency before deepening their conceptual and applied understanding.
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.
Aimsweb Benchmark Assessments for Number Fluency, Concepts and Applications, Problem Solving, Numeracy Key Math - Specific Intervention Program to target areas identified in the Benchmark Assessment
Calculators have a place in the upper grades when numeration is not the main objective of a topic being studied. When a child struggles with numeration skills, and a calculator can be used as a tool to help, students will not be left behind when working within another strand.
Students are encouraged to use calculators to support their learning.
Balanced Literacy
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.
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.
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.
We use a balanced literacy approach to teaching early reading, combining explicit phonics instruction with rich, meaningful literacy experiences. Our program integrates guided reading, shared reading, read-alouds, and independent reading to develop fluency, comprehension, and a love of reading. Phonemic awareness and phonics are explicitly taught to build decoding skills, while sight word recognition and vocabulary development enhance reading fluency. Students engage in word study activities, literacy centers, and interactive writing to reinforce foundational skills. Ongoing assessment, including Aimsweb Benchmark Assessments and biweekly progress monitoring, helps us tailor instruction to individual needs. For students requiring additional support, targeted interventions ensure they develop strong literacy skills. By combining direct instruction with engaging, authentic reading experiences, we foster confident, capable readers who can apply their skills across all subject areas.
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.
We use Aimsweb to assess early reading progress to track students' development in foundational literacy skills.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Primary students use the Six Traits Writing model, where they learn and practise using the six traits of effective writers. Students learn to write personal and expository texts, poetry and report writing. They also learn basic editing skills. Junior students continue to expand on their understanding and use of the Six Traits of Writing model. Students learn to write personal and expository texts, poetry and report writing. They complete more formal spelling and grammar lessons on a regular basis, develop editing skills and learn to use the writing process as a tool to fine tune their writing skills. Senior students focus on the importance of following the writing process: brainstorming, planning, organizing, revising and editing. We emphasize both creative and expository writing along with the ability to develop and express ideas in clear and effective prose. Students are also given a strong grounding in grammar.
We use an equal balanced approach to teaching writing in the younger grades, integrating structured skill development with creative expression. Students engage in guided, shared, and independent writing activities to build confidence and proficiency. Early writing instruction begins with foundational skills such as letter formation, sentence structure, and phonetic spelling. Explicit instruction in grammar, punctuation, and vocabulary supports students in developing clear and coherent writing. At the same time, we encourage creativity through storytelling, journaling, and interactive writing exercises. Through modelled and guided writing, teachers provide scaffolding to help students organize their thoughts and express ideas effectively. We also incorporate writing across the curriculum to reinforce literacy skills in various subject areas. Regular assessment and feedback ensure that each student progresses at their own pace, building a strong foundation for future writing success.
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.
We take an equal balanced approach to teaching science, combining inquiry-based learning, hands-on experiments, and direct instruction. Students develop scientific thinking by exploring concepts through observation, questioning, and experimentation, fostering curiosity and critical thinking skills. Hands-on experiments and STEM activities provide real-world applications of scientific principles, allowing students to actively engage with concepts rather than passively absorb information. Through structured lessons, students build foundational knowledge in life sciences, physical sciences, and earth sciences, while inquiry-based learning encourages them to investigate and problem-solve independently. Our partnership with Apple Headquarters and the integration of our Maker Space further enhance scientific exploration through technology, coding, and engineering projects. Regular assessments, including project-based evaluations and hands-on demonstrations, help track student progress and ensure mastery of key concepts. This balanced approach ensures students develop both theoretical understanding and practical scientific skills.
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
Not applicable
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.
We use an equal balanced approach to teaching literature, integrating direct instruction with student-led exploration to develop strong comprehension, analytical thinking, and a lifelong appreciation for reading. Students engage with a diverse selection of literary texts, including fiction, non-fiction, poetry, and drama, to build critical reading skills and cultural awareness. Guided reading, literature circles, and class discussions encourage students to analyze themes, character development, and author’s purpose while making personal connections to the text. Explicit instruction in literary devices, vocabulary, and comprehension strategies ensures students develop the skills needed to interpret and engage with complex texts. Creative projects, writing assignments, and cross-curricular connections allow students to express their understanding in meaningful ways. By balancing structured lessons with independent exploration, we foster both a strong foundation in literary analysis and a love for reading across all grade levels. Regular assessments guide instruction and support individualized learning needs.
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
Thematic
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 Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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.
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
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.
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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.
Technology is an integral part of our curriculum, enhancing learning through innovation, engagement, and personalized instruction. Through our partnership with Apple, each student is provided with their own iPad, allowing for interactive and adaptive learning experiences across all subjects. Our Maker Space encourages hands-on exploration in STEM, coding, and creative problem-solving, while educational apps and digital tools support differentiated instruction in literacy, math, and science. Students use their iPads for research, project-based learning, and multimedia presentations, fostering digital literacy and critical thinking skills. Teachers leverage technology to track student progress through Aimsweb assessments and individualized learning platforms, ensuring targeted support and real-time feedback. With this tech-integrated approach, we prepare students to navigate an increasingly digital world while maintaining a balance between traditional and modern teaching methods.
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
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.
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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.
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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.
We use differentiated instruction to accommodate diverse learning needs, allowing students to progress at their own pace. Through small-group teaching, personalized learning plans, and adaptive assessments, we ensure that each student receives the right level of challenge and support. This approach fosters confidence, engagement, and academic growth.
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.
Our academic culture is built on a foundation of support, inclusivity, ensuring that every student receives the individualized instruction they need to succeed. Through differentiated instruction, we tailor learning experiences based on each student’s unique strengths, challenges, and progress, as identified through benchmarking and biweekly progress monitoring. We encourage students to see challenges as opportunities for learning. Teachers provide personalized support, fostering confidence and resilience. Small class sizes allow for targeted instruction, ensuring that students can progress at their own pace while being challenged appropriately.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Turnbull School emphasizes a competence based approach where each student can apply skills, acquire knowledge, develop creative problem solving skills, become an effective communicator, and acquire strong social and leadership skills. Time management and organizational skills are viewed as an integral part of their curriculum and essential to their future success. Turnbull School students also show care for others within and beyond the school. We aim to graduate students who are very well prepared for high school, academically, emotionally and socially.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| 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
Accommodations
Modifications
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Turnbull School, we occasionally have students who require some form of accommodation (i.e. ESL). These accommodations may arise from recommendations listed in a psycho-educational assessment. All forms of accommodation are discussed with parents ahead of implementation.
Students are placed in flexible cohorts according to their academic, social, and emotional needs and strengths, which are then loosely organized by age. All classroom teachers are trained and experienced special educators, who work closely with our support staff of speech and language pathologists, occupational therapists, and social workers to provide in-school remediation, arrange for extra-curricular support, and train parents and caregivers to supplement these strategies at home. Social, emotional, and academic development are pursued equally, according to individual need, and our family of parents, staff, and students collaborate to build an amazingly nurturing community.
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.
During the interview process, we discuss existing and potential clinical diagnoses to determine whether a child will be a good fit. Once a student is enrolled, we endeavour to work closely with the students\' established support professionals and incorporate ongoing clinical identifications and strategies. We specialize in learning, rather than developmental and physical disabilities, and these students tend to present the best fit for our programs.
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RecreationalRec. |
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RecreationalRec. |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
1 - 8
0%
0%
$0
$0
80%
80%
Rolling
Rolling
Not available
Not available
No
Yes: grades 1 - 8
No
No
No
No
No
No
No
No
No
No
Turnbull School students show care for each other and the community at large. They are motivated to do their personal best in their academics and extra curricular activities.
At Dunblaine School, we are looking for students with specific and unique learning disabilities who require significant support in math and language. These students benefit from a personalized, supportive environment where we provide targeted interventions to help them overcome challenges and reach their full potential. Our approach focuses on individual needs, using data-driven assessments and differentiated instruction and the use of technology to ensure each student receives the right level of support to succeed academically.
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.
For information and discussion about admission to The Dunblaine School, please contact the principal, Michele Braida, at 416-483- 9215 or at [email protected]. Generally, applications are made for the following school year. However, admissions from September to June are accepted if space is available and placement of your child has been approved following interviews with the parents and student.
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