1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
920 Yonge, Toronto, Ontario, M4W 3C7, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
920 Yonge, Toronto, Ontario, M4W 3C7, Canada
5,528.8 km
5,689.3 km
1992
1993
425
100
JK to 8
JK to 12
Coed
Girls
Day
Day
English
English
Academic
Academic
Traditional
Progressive
10 to 18
Varies
Learning
Learning, Developmental
In-class adaptations
Dedicated class; in-class adaptations
$23,550 to $25,950
$29,646 to $37,010
No
Yes
0%
20%
None
1 to 12
$0
$6,000
39
7
0%
0%
80%
80%
information not available
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Dec 05, 2025
Not available
Not available
No
Yes: grades JK - 12
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportAll schools, to some extent, defy the various stereotypes that the general population might have about private education. Still, the Linden School is a particularly stark example of that. Founded by Diane Goudie and Eleanor Moore in 1993, the school was intended as a needed and necessary alternative to what was happening in public schools, as well as other private institutions. Goudie had butt heads with other educators by demanding that education be based in a sense of equity, especially as girls and women are concerned. The Linden School is the result, and today it does exactly what Goudie and Moore hoped it would: provide an example of a school for girls that will make a difference in the students' lives and, in turn, encourage them to make a positive difference in the lives of others. The goal, as Moore said at an address at York University, is to educate each student to "to speak with courage--[to] be credible, find a community, listen for all voices, change structures, be a leader and above all make a difference." Since they founded the school, Goudie and Moore have lead by example, earning honorary doctorate of law degrees from York University in recognition of their leadership in the field of education. On receiving the doctorate, Goudie addressed the convocation saying "Ask yourselves the tough questions: What do you want to achieve beyond your paycheque? What are you prepared to risk in order to make a difference in your communities or in the global community?" Those are, of course, very tough questions, and the Linden School is structured around them. For the wrong student, it could be overwhelming. For the right student, it can provide a very strong foundation for a lifetime of engagement, leadership, and success.
View full reportinformation not available
An emphasis on community
Caitlin O'Leary - Parent (Jan 23, 2018)
My daughter is very bright, engaged and articulate, but she's also very reserved and shy. She was i... View full review
"...the girls are encouraged to develop their passions and to voice their own opinions,"
Roseanne Carrara - Parent (Mar 09, 2018)
My daughter came to Linden from an overcrowded Toronto Catholic District School Board classroom wher... 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."
"The Linden School is a groundbreaking independent school for girls and gender-diverse students. For over 30 years, we’ve championed progressive education grounded in academic excellence, equity, and student voice. Small classes foster strong connections, while personalized plans support each student’s goals. Nationally recognized teachers lead experiential learning in STEM, outdoor ed, arts, and sports. Linden grads are empowered changemakers—100% are accepted to university."
"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."
"At Linden, rigorous academics are integrated with student voice, social justice, and well-being. Our classrooms are intentionally small and relational, ensuring every student is known deeply and supported through inquiry-based, personalized learning. Our feminist pedagogy, inclusive environment, and real-world projects foster bold, compassionate changemakers. Award-winning faculty—recognized nationally and internationally—guide students to connect academic learning with purpose, leadership, and social impact."
"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 Linden, we intentionally prioritize student voice, personalized learning, and equity over rigid standardization. In our collaborative classrooms, curiosity, critical thinking, and compassion are valued above conformity or competition. Rather than treating uniformity as the goal, we embrace the fact that each student learns differently and thrives through a unique approach. This focus on individual strengths and needs fosters a school culture where students are empowered to ask big questions, take intellectual risks, and lead with integrity and empathy."
"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."
"Linden was founded in 1993 by educators Diane Goudie and Eleanor Moore as a bold experiment in feminist and socially just education. Their vision—that girls deserved more than a seat at the table—continues to guide us today. Key milestones include our first public information night in 1993, which drew hundreds of families; our pioneering of girl-centered, research-informed pedagogy in Canada; and our students’ long tradition of advocacy and leadership.
Today, our move to a purpose-built campus at 920 Yonge Street represents the next chapter: a space designed with inclusivity, collaboration, and equity at its core. This new home reflects Linden’s values and ensures our mission thrives for future generations."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"The best fit for Linden are curious, creative students who thrive when their voices are heard and their identities affirmed. Our inclusive, girl-centered environment is 2SLGBTQiS+ positive and rooted in equity. We seek students who are eager to ask big questions, engage deeply with learning, and make a difference in their communities.
We look for:
Academic potential and engagement.
A history of positive contribution to community life.
Motivation to embrace Linden’s values of inclusion, voice, and social responsibility.
Consistent attendance and engagement are also essential to maintaining the vibrancy of our mission-driven community."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"The Linden School offers a rigorous academic program emphasizing critical thinking, creativity, and real-world applications. Families seeking a traditional, standardized environment may find our approach different, as we focus less on test-driven metrics and more on fostering deep understanding. Our curriculum integrates social justice themes, encouraging students to engage with equity and inclusion. This approach cultivates academic excellence and social awareness, empowering students to impact the world meaningfully. Linden provides a challenging educational experience for those who value holistic growth that nurtures well-rounded, socially conscious thinkers."
"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 chose Linden for the palpable feeling of community, for the innovative approach to providing an enriched, hands‑on curriculum, for the small size, and for the high calibre of faculty. “Many schools talk about the ways in which their students find themselves, but in my opinion, Linden delivers this, time and time again. Girls truly do find their voice at Linden.” –Grade 8 Parent”"
"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 Linden School is highly regarded for its commitment to innovative, girl-centered education emphasizing social justice and leadership. Publicly, our school is perceived as a nurturing environment that focuses on academic excellence while fostering leadership and social awareness among students. We are known for our strong community spirit, where every student's voice is valued and heard, contributing to a vibrant and inclusive atmosphere. Our dedication to personalized learning and real-world applications also enhances our image as a forward-thinking institution that prepares students for diverse futures."
"Families come to Turnbull School for an excellent education; however, during their time with us, they are exposed to so much more beyond the curriculum. When a Turnbull student leaves us, that child enters the world having gained new experiences and opportunities that will last a lifetime."
"We offer a unique athletics program where all students are welcome to participate in a variety of teams—there are no tryouts or “cuts” made since we believe that everyone can be an athlete. Our sports teams are very competitive and make it to the playoff rounds in almost every tournament and league sport, often winning medals and banners!"
"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 may be surprised by how deeply rigorous Linden’s academics are—despite our informal tone and nontraditional structure. Students regularly lead research, present publicly, and succeed in STEM and humanities while building real‑world skills in a warm, relational environment"
"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."
"In recent years, The Linden School has deepened its commitment to innovation, equity, and student voice. We launched a new research collaboration with McGill University, focusing on interdisciplinary education and the development of reflective practice. This partnership aims to enhance our pedagogical approaches and foster a deeper understanding of student learning experiences.
Additionally, we opened our purpose-built campus at 920 Yonge Street, providing modern facilities that support our dynamic learning environment. We expanded wellness programming with peer mentorship and advisory systems, ensuring our students receive comprehensive support. To celebrate our community, we introduced the “Linden Made Me” storytelling campaign, highlighting the achievements and journeys of our students and alumni.
These initiatives reflect our mission to integrate academic excellence with equity, belonging, and well-being."
"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."
"In the next five years, The Linden School will:
- Growing into our new 920 Yonge Street campus, designed with inclusivity, collaboration, and student voice at its core.
- Expand interdisciplinary and STEM-focused curricula.
- Enhance personalized learning through data-driven methods.
- Increase internships and international partnerships.
- Broaden student support services for mental health and well-being.
- These initiatives aim to prepare students for future challenges and foster academic and social responsibility."
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!
The Linden School is a socially-progressive community where innovative best practices in girls' education promote and strengthen student voice, well-being, academic excellence, and global engagement. We are dedicated to inclusivity, fostering a genuinely student-driven culture where students actively seize leadership opportunities and confidently contribute to the making of our academic and social community.
At Linden, we go beyond the role of educators; we act as mentors and advocates, prioritizing the growth and well-being of each student under our care. Through collaboration with outstanding educators, dedicated staff, supportive caregivers, and the broader community, we collectively foster an empowering environment where girls and gender-fluid students can excel academically, socially, and personally.
The pedagogy and philosophy of The Linden School were shaped by influential educators and theorists dedicated to women's equality and social change. Our school embraces Carol Gilligan's "ethics of care," recognizing that learning is not solely intellectual but profoundly relational. Decades of research on gender and learning have shown that girls thrive in collaborative environments, a principle we uphold through our pedagogy and a strong sense of community.
Intellectual risk is a cornerstone of our approach. We encourage respectful dissent and foster enthusiasm for inquiry and interdisciplinary exploration. We challenge ourselves and others through independent thinking, well-informed opinions, and critical debate.
While exploring The Linden School, you will uncover the distinctive features that set us apart. For those eager to delve deeper into our unique approach, we invite you to attend an Open House or connect with our Admissions team. We look forward to extending a warm welcome and providing further insights into the exceptional qualities that define our school.
Warm regards,
Zahra Valani
Progressive
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.
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.
Not applicable
Since 1992, Turnbull School’s small classes and exceptional teachers have provided a comprehensive and enriching academic program, where emphasis is placed on caring and excellence. Our well rounded curriculum ensures a balance between all subject areas, and students enjoy the application of the content to cross-curricular activities and projects, so what they learn has more relevance and application. We value our parents as collaborative participants in their child’s education. Regular communication is a given and the staff all recognize the importance of keeping parents well informed. Accountability and accessibility are key attributes of every member of the faculty and leadership team. From a young age, Turnbull students are taught the essential learning skills of study strategies, time management and organizational techniques. As a result, our students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success.
At The Linden School, we empower students to lead, think critically, and thrive in an inclusive, progressive environment. Our innovative approach to education promotes student voice, well-being, and academic excellence. Linden students are encouraged to take intellectual risks and explore interdisciplinary learning supported by a caring community of educators, staff, and families. We prioritize personal growth, social justice, and leadership, preparing students to make meaningful contributions to the world.Students are more engaged in their studies when they are empowered to ask questions, debate with each other and their teachers, collaborate in groups and analyze their course material with a critical lens. This is why we supplement the Ontario Ministry of Education’s curriculum by enriching our courses with relevant, interdisciplinary topics that girls find more meaningful and engaging.
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.
Math specialists at Linden School teach both elementary and high school students. All students at Linden choose math during their high school years, and many of our alumnae pursue STEM subjects in their higher education. Our award-winning teachers motivate students to surpass their academic goals; students who previously feared math often thrive at Linden, frequently enrolling in additional math courses beyond the required curriculum. We excel in linking students' learning to solving real-world issues that affect their local and global communities.
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.
Our program draws from diverse resources based on current research and the needs of our students.
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.
Although there are sometimes rich learning opportunities using calculators, students in Grades 1-8 usually perform calculations without calculators. Students with math-based exceptionalities may use calculators. High school students use calculators for most math-based problem solving.
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.
Early reading at our primary school is an immersive and engaging experience. Students delve into literature through a vibrant, multi-sensory approach that includes play-based learning stations, personalized teacher sessions, and group activities that make connections to the real world. Their literacy journey is further enriched by visits from renowned authors and illustrators, who spark inspiration and nurture budding writers. Additionally, organizing and participating in events like the school’s Pet Parade allows students to practice writing skills as they create signs and other materials, blending fun with educational growth.
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.
No
Based on small class sizes that allow deep understanding of individual student needs, we use a variety of assessments.
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.
At Linden, our academic program emphasizes writing through authentic, meaningful tasks that engage students at every level. In our junior school, students read and write and have the opportunity to write and perform plays for the annual drama night. This event allows them to practice a myriad of skills, including collaboration, creative writing, memorization, and improvisation when things don’t go as planned. While standardized tests are not the life of the curriculum at Linden, they are often essential. Thus, students receive specific support in preparing for and writing the Ontario Secondary School Literacy Test, for example, to ensure they pass this requirement with flying colours.
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.
At Linden, our science program is at the forefront of blending rigorous academic theory with practical, hands-on learning to foster creativity and enhance problem-solving skills. Using an interdisciplinary approach, our students delve into the intersections of science, technology, engineering, math, and the arts. Whether they are building prototypes in our innovation labs, coding their first app, or creating original artwork, our curriculum is designed to develop key skills that prepare them for the dynamic challenges of the modern world. Even our youngest learners conduct experiments in our well-equipped science lab, participate in math fairs, and begin learning computer programming. This engaging and comprehensive approach to STEM education is why every Linden high school student opts to take more than the required number of courses in math and science, illustrating our success in making these subjects accessible and exciting for all students.
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.
At Linden, our literature program nurtures a safe and encouraging environment where students feel empowered to lead discussions, take risks, and ask questions without fear of failure. We employ a "literature circle" model that actively engages students by rotating the responsibility of leading the discussion and responding creatively to the material. In our high school grades, the engagement with literature extends into social responsibility through the Youth Philanthropy Initiative (YPI). Students select a non-profit organization that holds personal significance, conduct research, including interviews, and then present their findings and advocate for their chosen cause in front of the school and YPI leaders. This culminates in a competitive opportunity to win a $5,000 donation for their selected charity, blending literary skills with civic engagement and philanthropy.
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.
In our social studies curriculum for grades under six at Linden, social justice forms the foundation of our teaching approach. We educate our junior students about the importance of caring for the world around them and understanding their roles as active citizens. As part of this learning process, our students engage in practical activities such as writing letters to the mayor and members of parliament. This hones their literacy skills and provides a platform for making a tangible impact. Additionally, meeting with and asking questions of political candidates allows our young learners to directly engage with and influence the future shaping of their community and beyond.
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.
At Linden, our approach to social studies and humanities for grades 7 and above integrates subjects like history and geography with math and science, breaking down traditional academic silos. Our teachers employ an inquiry-based method for complex topics such as human migration, which involves posing questions, conducting research, carrying out interviews, creating graphs, and analyzing data. We involve them in activities like the Secondary Schools United Nations Symposium in Montreal to further enrich our students' learning. This event gathers students from across Canada for creative engagement, diplomacy, and collaborative learning, providing a unique platform for the practical application of their studies. Additionally, our grade 11 students lead in organizing the annual observance of Orange Shirt Day. They prepare presentations and activities that deepen understanding of Indigenous history and emphasize our responsibilities in Reconciliation, fostering a comprehensive and empathetic approach to learning about critical social issues.
Communicative
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
Turnbull School strives to graduate students from Grade 8 with a strong level of conversational and every day, pragmatic French, while also achieving solid skills in French reading, writing and grammar. In addition, the students will have the desire and confidence to pursue further French studies beyond the basic requirements of high school. The achievement of this goal is dependent on the number of years the student is at Turnbull School, as well as the language aptitude and motivation of the student. There is a French only environment in French class, with an exception for students newer to French. Motivation and enjoyment of French always drive and enhance our program objectives.
At Linden, language learning begins in the earliest grades, where students are immersed in French through interaction with native speakers. Teaching methods are vibrant and engaging, utilizing songs, games, and real-life simulations, such as a simulated visit to a zoo, to bring the language to life. As students progress to middle and senior grades, our foreign language curriculum expands to include additional languages such as Spanish and Latin. Students in these courses engage in creative projects like writing and performing scripts on stage in their new languages. A notable project includes a humorous script in Latin titled “The Real Housewives of Ancient Rome,” which allows students to showcase their linguistic skills while connecting with historical and cultural contexts. This method enhances language acquisition and makes learning engaging and applicable to real-world interactions.
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.
At Linden, we foster creative experimentation and consistently celebrate student artwork by displaying it throughout the school. Additionally, students deepen their understanding of art by studying significant periods in art history, becoming both creators and connoisseurs. Our music program goes beyond teaching students to play instruments; it also emphasizes the analysis and appreciation of music. With small class sizes, our teachers provide personalized play and singing guidance. We recognize the transformative power of performing arts in building confidence across all areas of a student's life. Our drama program focuses on empowering students to find and use their voices confidently. Students engage in various activities, from writing and performing monologues and movement pieces to producing short plays. These experiences often lead to highly successful public performances, showcasing their growing confidence and mastery of the stage.
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.
From the earliest grades, Linden students are taught to use technology in safe, ethical, and creative ways, and are encouraged to view themselves as producers of technology, not just consumers or end users. Therefore, students learn programming skills in each grade. We begin with basic logic that explains how computers “think,” and progress toward creating programs using user-friendly interfaces that allow girls to build code, and finally work toward text-based code (such as the Python language) in the middle years. Media literacy is also an important part of the computer studies program and students learn to use a variety of digital tools including word processing software, design and layout tools, spreadsheets, slide-shows, audio-editing software, and movie-making programs.
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.
Athletics at Linden is a well-rounded curriculum of physical education, health class, and daily physical activity. Our athletics program is recognized for innovative instruction and student engagement. Linden students have the opportunity to participate in sports such as soccer, ball hockey, basketball and track and field. Joining a sports team does not require tryouts. No one is cut from an after school sports team or judged on their beginning skill level. This unique environment allows students to improve their technique.
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.
The Linden School offers a girl-centred, full-day Kindergarten program for children 5 years of age and up. Our program helps establish a strong foundation for learning in the early years within a safe and caring play and inquiry-based environment that promotes the physical, social, emotional, and cognitive development of all children. Our program consists of a balance of exploration and investigation, play, guided instruction, and explicit instruction. Inquiry-based learning allows children to actively participate in their own learning by asking questions and sharing ideas. To learn more, click here.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Grades 4 to 8 French classes are streamed into two levels per grade. The students working within the advanced level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
Information not available
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Turnbull School emphasizes a competence based approach where each student can apply skills, acquire knowledge, develop creative problem solving skills, become an effective communicator, and acquire strong social and leadership skills. Time management and organizational skills are viewed as an integral part of their curriculum and essential to their future success. Turnbull School students also show care for others within and beyond the school. We aim to graduate students who are very well prepared for high school, academically, emotionally and socially.
The Globe and Mail recently featured an opinion piece by Associate Principal and STEM Curriculum Leader Beth Alexander, in which she discusses educating with and without screens, students' mental health post-pandemic, AI, and her STEM classroom which she describes as a "joyful mess"! You can read it here.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
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.
The Linden School views accommodations for students as a partnership with families. We expect families to provide medical, social-emotional, and academic support outside of school as needed.
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.
We provide a variety of supports for students with many different learning needs according to their IEPs (Individual Education Plans). We are not currently able to modify the expectations of the Ontario curriculum. Although our teachers are trained in accommodating different needs, we do not offer withdrawal support to a specialized special education classroom. Our smaller class sizes allow teachers to help students overcome challenges through encouragement and greater attention in specific areas of need. Students are encouraged to ask questions and are mentored to develop their own learning and coping strategies.
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
1 - 12
0%
20%
$0
$6,000
80%
80%
JK, SK, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Rolling
Dec 05, 2025
Not available
Not available
No
Yes: grades JK - 12
No
No
No
No
No
Yes: grades 7 - 12
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 The Linden School, we are looking for curious, enthusiastic, and committed students. Successful candidates are ready to engage deeply with our interactive and interdisciplinary curriculum. They should possess a strong work ethic, a desire to collaborate with peers, and a respect for diverse perspectives. Attributes that contribute to success at Linden include: Inquisitiveness: A genuine interest in exploring new ideas and concepts. Adaptability: The ability to thrive in a dynamic learning environment that encourages individual and collaborative pursuits. Resilience: The capacity to embrace challenges and view failures as opportunities for growth. Communication Skills: Proficiency in expressing thoughts clearly and listening actively to others. Empathy and Social Awareness: A deep understanding of and respect for diverse cultures and communities. Prospective students should also demonstrate a commitment to contributing positively to the school community and a willingness to participate in extracurricular and community service activities. Our admissions process seeks to identify students who excel academically and embody our values of innovation, integrity, and inclusivity.
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.
Admissions Criteria:
We evaluate applicants based on the following criteria:
Academic Achievement and Potential: We look for students with strong academic performance and/or the capacity for future growth.
Community Contributions: A history of positively contributing to their school community is essential.
Motivation: Students must show a genuine interest in joining The Linden School and actively participating in academics and extracurriculars.
Interview: An interview is required for all applicants.
Academic Assessment: Students applying must complete an academic assessment on January 18, 2025.
Teacher Reference: A confidential teacher referral must be submitted directly to The Linden School to provide insight into the student’s character and abilities.
Attendance: Regular, in-person attendance is vital to academic success and keeping our community engaged and thriving.
To Apply:
Please complete and submit our application form.
Submit a non-refundable application fee of $150. You can either pay online, or send an e-transfer to [email protected].
Provide supporting documentation:
School reports from the two previous years, and the most recent report card.
Copy of birth certificate.
Our confidential teacher reference form, to be completed by a former teacher.
Any other psychological or educational assessment that will assist us in evaluating your daughter and ensuring we can offer the right support.
3. Interview & Assessment
Once we have received your application form, we will schedule an informal, conversational interview with our Director of Admissions. This is an opportunity for us to get to know you, and for you to learn more about our program and ask questions. The interview can last up to one hour.
Contact Us!
If you have a question about applying to Linden please get in touch:
Email: [email protected]
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