1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
401 Reynolds Street, Whitby, Ontario, L1N 3W9, Canada
5,528.8 km
5,668.6 km
1992
1874
425
240
JK to 8
4 to 12
Coed
Girls
Day
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate Candidate
10 to 18
6 to 14
Learning
In-class adaptations
In-class adaptations
$23,550 to $25,950
$32,000 to $35,000
$69,000 to $83,000
No
Yes
0%
14%
None
4 to 12
$0
$0
39
27
0%
17%
80%
100%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Rolling
No
Yes: grades 4 - 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 reportIt really is a castle, and the interiors are as striking as the exterior: turrets, arches, wood and stone. The school is also genuinely old, having been founded in 1874, though the building pre-dates the school. Yet, as ever, appearances can be deceiving, or at least can risk being made too much of. Trafalgar administration has, throughout its long history, consistently revised the curriculum and programs with an intention of providing, in a very literal sense, the best the world has to offer. That includes the adoption of the Singapore math and science curricula; Mandarin instruction; and writing instruction based on the program developed at the University of Chicago. A dedication to real-world learning has been built into the curriculum formally through the Beyond the Classroom initiative, which makes use of local resources and expertise, guided by the students' personal curiosities. Trafalgar offers an up-to-date, creative, and intentional program for girls preparing for university.
View full reportinformation not available
"The all-girls environment at Trafalgar Castle School has been the key to my daughters’ success."
Kay Di Vizio - Parent (Mar 17, 2026)
Both of my daughters truly benefited from the many opportunities Trafalgar Castle School provides fo... 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."
"Trafalgar Castle School is an independent day and boarding school for girls in grades 4 through 12, where girls thrive in a diverse, close-knit community, empowered by future-ready learning and the confidence to boldly lead. Located in Whitby, Ontario, Trafalgar Castle School is small by design, ensuring that every student is personally known and supported through innovative programming, future-ready competencies and a welcoming community, all of which prepare them for the real world and a world yet to be imagined."
"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."
"While we demonstrate dedication to academics, cultivating emotional intelligence, resilience, and positive interpersonal skills are at the forefront of our efforts. Social Emotional Learning is something that sets Trafalgar Castle apart, and creates a supportive and empowering school community as students mature into adulthood. Students are given a safe space to use their voice and build their confidence."
"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."
"To maintain our focus on empowering young women, we've chosen to specialize in an all-girls environment, which may not suit families seeking co-educational settings. Our commitment to personalized learning and inclusive programs means we allocate significant resources to smaller class sizes and specialized staff, potentially limiting the breadth of extracurricular offerings compared to larger schools. Our historic boarding facilities, while unique, require ongoing investment to balance modern amenities with heritage preservation. These tradeoffs reflect our dedication to providing a supportive, empowering environment tailored to girls' education and leadership development."
"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."
"Our transformation from the Ontario Ladies' College in 1874 to Trafalgar Castle School marks a pivotal point in our evolution into a modern institution dedicated to girls' education. This legacy of empowering young women has shaped our focus on leadership and innovation. The establishment of our unique programs, like the Beyond the Castle experiential learning initiative and the High Performance Artists and Athletes Program, demonstrates our commitment to holistic education. Our ongoing dedication to inclusivity and reconciliation, acknowledging the land's ancestral heritage, reflects our effort to remain responsive to societal changes. These historical milestones have guided our vision and continue to influence our strategic direction."
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Our school is ideal for girls who thrive in a supportive, all-girls environment that emphasizes leadership and innovation. Students who are eager to engage in hands-on learning, embrace diversity, and pursue personal growth are well-suited to our community. Those who value a balance between academic excellence and extracurricular pursuits, and who are interested in developing future-ready skills, will find a nurturing home at Trafalgar Castle School."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"Families seeking a co-educational environment might find our all-girls setting less suitable for their preferences. If a family prioritizes an extensive range of extracurricular activities over tailored, specialized programs, they may find our offerings limited. Those looking for a traditional, lecture-based educational approach might not align with our emphasis on experiential learning and future-ready skills. Additionally, if a student prefers a large urban environment, our location in Whitby, with its small-town charm, might not meet their expectations. Families who are not interested in or supportive of our commitment to inclusivity and reconciliation might find our values misaligned with theirs. We encourage families to visit and explore if our unique environment aligns with their educational goals."
"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."
"Trafalgar Castle’s circle of care is second to none. We have advisors, coaches, faculty and staff that are always present for the diverse group of learners in our building. We recognize that adolescence is hard, and are determined to be a soft place to land while engaging in future-ready curriculum that ensures students are prepared for post-secondary life."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"Trafalgar Castle School is perceived as a prestigious institution dedicated to empowering young women through a comprehensive and holistic educational experience. Our reputation for fostering leadership, innovation, and future-ready skills in an all-girls environment is well-regarded. The historic charm of our campus in Whitby, combined with modern facilities, adds to our image as a nurturing and supportive community. Our commitment to inclusivity, reconciliation, and diversity is appreciated by those who value a respectful and socially conscious environment. The success of our alumnae network, with graduates thriving in various professional fields, reinforces our image as a school that prepares students for impactful futures, both academically and socially."
"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."
"Experiential learning is at the forefront of our education model, and it is demonstrated through our Beyond the Castle week. BTC brings students to new places and allows them to interact with different cities, communities, and people, thus expanding their knowledge on various subjects. This dedication to a student’s relationship to their community and real-life experience is one of the most under-appreciated aspects of Trafalgar that sets us aside from other schools."
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"Firstly, we are a real castle! Here at Trafalgar, we embrace the traditions that have existed within the castle walls since it was built. Next, we are small by design - but our academic, co-curricular, and leadership programming is incredibly robust at the same time. Finally, our team puts forth incredible effort to ensure our students felt taken care of at all times. This includes snack stations, a well-rounded lunch, and shuttle for students to take to and from the Whitby GO Station."
"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."
"Recently, we've enhanced our curriculum to include more future-ready competencies, focusing on areas like STEAM, robotics, and ethical AI usage. Our boarding facilities have been upgraded, combining historic charm with modern amenities, ensuring a comfortable and supportive living environment for students. We've expanded our Advisor Program to provide more personalized guidance, fostering strong relationships and supporting students' social and emotional well-being. Additionally, our commitment to reconciliation has been strengthened by integrating Indigenous voices into our curriculum. These enhancements reflect our dedication to providing a holistic educational experience that prepares students for future challenges and helps them thrive in an ever-changing world."
"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, we anticipate further expanding our focus on future-ready competencies, integrating more advanced technology and innovative programs into our curriculum. We'll continue to enhance our commitment to inclusivity and reconciliation, incorporating diverse perspectives to enrich our community. Our facilities will evolve to support these initiatives, with potential upgrades to learning spaces and technology infrastructure. We aim to strengthen our international student body, fostering a global perspective and enriching cultural exchange. Our strategic direction will focus on sustainability and adaptability, ensuring our programs and community remain responsive to the changing needs of students. With continued support from our Board of Directors and the Trafalgar Castle School Foundation, we'll maintain our legacy as a nurturing environment for young women, empowering them to become confident leaders and innovators prepared for future challenges."
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!
We are excited to introduce you to our all-girls' day and boarding school; a school unlike any other in Canada. At just over 240 students from Grade 4 to Grade 12, we are small by design where every student is recognized and honoured for the individual they are and no student slips through the cracks.
We believe the best entry point to a large and complex world is a warm and personal learning environment with ample opportunities for personal discovery and growth. This is what you will discover in our classrooms, in our hallways and on our fields. We have been at the forefront of girls’ education for more than 150 years.
Melissa Knight-Johnson
Head of School
Liberal Arts
International Baccalaureate Candidate
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.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
IB Candidate School is an official term used to identify schools that have applied to IBO for permission to teach one or more of the IB Programmes.
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.
Trafalgar Castle School offers a rigorous, university-preparatory curriculum for young women in Grades 4–12, grounded in a nurturing and empowering educational environment. Our philosophy emphasizes holistic student development, supporting academic, social, emotional, and physical growth within a close-knit school community. Our program meets and exceeds Ontario Ministry of Education requirements and is guided by the Understanding by Design (UbD) framework. This approach allows our dedicated faculty to provide personalized learning experiences, including targeted support and enrichment opportunities that reflect each student’s strengths, interests, and needs. Through experiential learning and an emphasis on student agency, we prepare girls for both post-secondary success and life beyond the classroom. Future readiness is central to our mission. We integrate advanced technology skills, including the ethical and critical use of Artificial Intelligence, while embedding essential Future Ready Competencies such as communication, critical thinking, systems thinking, self-awareness, and adaptability. Trafalgar Castle School is inspected by the Ontario Ministry of Education, accredited by CAIS, and a member of leading national and international independent school associations.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Our mathematics program goes well beyond the Ontario Ministry of Education’s curriculum and provides students with an advanced program that covers greater breadth and depth of concepts and reasoning skills than is normally experienced or expected. With specialized teachers and small classes, every Turnbull student can be enriched, yet help is readily available if concepts need additional reinforcing. More frequent and meaningful teacher-student interactions result in immediate individual feedback. The approachable nature of our teachers and that personal connection with every student is a huge factor in student engagement in the learning process. Our “spiral curriculum” approach to mathematics ensures a continual review of previously taught concepts so students are revisiting and retaining the material while moving on to new areas. In this way, they develop strong mathematical competence and see the relevance of one topic to the next.
Our Grade 4 through 8 program blends elements of Singapore Math with research-backed strategies to foster both conceptual understanding and procedural fluency. We emphasize the mastery of number facts to build a strong foundation, while simultaneously cultivating critical thinking through problem-solving and mathematical investigations. Our Senior School Mathematics program focuses on a rich Academic pathway designed to prepare students for Advanced Placement (AP) courses in Statistics and Calculus. Subject to instructional capacity and identified student need, we also offer alternative mathematics levels to ensure appropriate support for every learner.
The Nelson My Math Path program, powered by the Singapore Math framework, is the main resource used. Jump Math is used as a supplement, as well as other problem solving and critical thinking resources.
Information not available
Calculators have a place in the upper grades when numeration is not the main objective of a topic being studied. When a child struggles with numeration skills, and a calculator can be used as a tool to help, students will not be left behind when working within another strand.
Information not available
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
At Turnbull School, we believe that for children to become proficient readers, they need to develop a wide range of knowledge and skills. These include a strong base of oral language, a strong general knowledge background, an understanding of print concepts and knowledge of letters and words. Children also need to learn comprehension strategies and higher order thinking skills, such as the ability to infer meaning from texts. We incorporate activities to develop all of these competencies on a daily basis in our overall literacy program. A balance of direct instruction, guided instruction, independent learning and practise are important elements of our early reading program. We also value frequent assessment and evaluation of reading levels and skills, and use the recently updated Nelson PM Benchmark, to track each child’s progress.
At Trafalgar Castle School, we recognize that students joining us in Grade 4 bring diverse academic backgrounds. To support this transition, we employ a rigorous Structured Literacy approach grounded in data for Grades 4–6. We begin each year with a comprehensive suite of diagnostic assessments, including DIBELS for oral reading fluency and comprehension, as well as specific writing and spelling inventories, to gain a nuanced understanding of each student’s foundational skills. These insights allow us to immediately identify learning gaps and provide targeted remediation using evidence-based programs like UFLI. Beyond intervention, we deepen and extend literacy skills through explicit morphology study, conventions instruction, the Hochman Method for writing, and interdisciplinary literature studies. This ensures that every student is supported in reaching their full potential through responsive, data-informed programming.
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
We use DIBELS in Grades 4–8 to assess reading fluency and comprehension, informing targeted instruction and enrichment for every student.
Systematic approach
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.
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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 Trafalgar Castle School, our writing program is built on a rigorous Structured Literacy foundation, utilizing evidence-based methodologies like the Hochman method and Jennifer Serravallo’s Writing Strategies to move students from sentence-level proficiency to complex, analytical expression. A data-informed approach based on diagnostic assessments in September directly supports our Future-Ready Competency of developing "Clear and Confident Communicators," ensuring students can advocate and adapt their messaging to diverse audiences. We integrate explicit AI Competencies into this framework. For example, rather than displacing human effort, students are taught to ethically engage with generative AI as a tool for "refining messaging" and "simulating audience response," while maintaining their own critical voice. By combining traditional mastery of knowledge and skills such as morphology and syntax with cutting-edge digital literacy, we prepare students to be not just writers, but effective designers of communication in a rapidly evolving world.
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 Trafalgar Castle School, our science program serves as a dynamic testing ground for Future-Ready Competencies. While students develop skills such as collaboration and critical thinking, the curriculum places a strong emphasis on Systems Thinking and Design. Learning progresses from foundational inquiry in the lower grades to sophisticated, integrated application in the Senior School. This approach culminates in our signature Grade 11 Interdisciplinary Science Fair, where students work collaboratively to synthesize concepts from Physics, Chemistry, and Biology. By addressing real-world challenges through a tri-science lens, students discover that meaningful innovation extends beyond a single discipline. Scientific inquiry is further enriched through explicit AI competencies. Students learn to use technology as an analytical partner, applying tools such as bias assessment and constructive doubt to evaluate data and AI-generated models. Through simulations and advanced data analysis, students build digital fluency, critical judgment, and ethical awareness—essential skills for innovation in a data-driven future.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
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 Trafalgar Castle School, our reading program is a seamless continuum that begins with a foundation rooted in Science of Reading research in Grades 4–6 and develops into advanced critical analysis. Embedded within our Future-Ready Competencies framework, literacy instruction emphasizes the development of Critical Thinkers and Informed Decision-Makers. Foundational skills are secured through Structured Literacy and explicit morphology instruction in the Junior years. As students move into Middle and Senior School, learning expands into a transdisciplinary study of literature, where texts are examined as reflections of history, ethics, and global systems rather than in isolation. In today’s data-rich world, AI competencies are treated as essential literacy tools. Students learn to apply assumption testing and bias assessment to traditional texts, digital sources, and AI-generated content. By generating and evaluating AI summaries or interpretations alongside original texts, students strengthen analytical accuracy, discernment, and independent thinking—skills essential for academic success and responsible citizenship.
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.
At Trafalgar Castle School, our Social Studies program (Grades 4–8) moves beyond memorizing dates to develop Global Citizenship and Systems Thinking. Using inquiry-based learning and design thinking, Junior students explore local communities, Indigenous reconciliation, and foundational geography. In Middle School, they analyze history and global systems, seeing events as interconnected and practicing empathy to understand diverse perspectives. AI competencies are integrated to build digital fluency. Students learn that, like historical texts, AI content can carry bias. Using Source Review, Multi-angle Evaluation, and Constructive Doubt, they critically assess AI outputs and cross-check with primary sources. This approach ensures students understand how information is created and interpreted, whether by historians or AI, preparing them as thoughtful, analytical global citizens.
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 Trafalgar Castle School, the Humanities and Social Sciences program (Grades 9–12) develops sophisticated civic engagement and analytical reasoning. While cultivating all Future-Ready Competencies, the program emphasizes Critical Thinking, Informed Decision-Making, and Systems Thinking. Senior students progress from foundational inquiry to complex, transdisciplinary analysis. Courses in history, law, politics, and sociology challenge them to deconstruct systemic issues, evaluate competing narratives, and understand global forces. Learning focuses on human behavior and societal structures through ethics and evidence, empowering students to navigate ambiguity and advocate for just solutions. AI competencies are integrated to build digital literacy. Students apply Bias Assessment, Source Review, and Constructive Doubt to historical and modern AI-generated content. They might simulate geopolitical scenarios or analyze demographic data but are trained to question and verify outputs, ensuring they understand AI’s limitations. This prepares graduates to be thoughtful, ethical, and resilient leaders in a data-driven world.
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.
At Trafalgar Castle School, language learning fosters global fluency and cultural empathy. Students study French and Mandarin from Grades 4–9, with advanced learners completing AP courses, while all Future-Ready Competencies are cultivated, particularly Clear and Confident Communication and Global Citizenship. From immersive, gesture-based approaches in the Junior years to literary and cultural analysis in Senior School, students learn to navigate cultures with respect and nuance. An optional after-school Spanish program further expands global engagement. AI Competencies are integrated to teach students to use language tools critically. Applying Constructive Doubt, they evaluate AI-generated translations, recognizing that tools may miss cultural or idiomatic context. By simulating conversations or refining grammar with AI and critiquing the output against their own understanding, students develop linguistic agility, critical thinking, and digital literacy—essential skills for authentic, effective communication in a connected world.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Equal Balance
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
These programs have an equal emphasis on receptive and creative learning.
Music, drama and visual arts are all recognized as essential elements of a child’s development for all grades at Turnbull School. Weekly fine arts classes are taught to students in Grades 4 to 8 by teachers who have specialized training in these disciplines. The Turnbull School Concert Band has been in existence since 2005. As an extracurricular ensemble, students from Grades 5 to 8 have the opportunity to further explore their love of music beyond their regular music classes with woodwind, brass and percussion instruments. The members enjoy the chance to gain performance experience through playing for special events at the school and in the community. Students in grades 6 to 8 may also decide to audition for a role in the annual school drama production. This extracurricular activity has included as many as 80 students, and rehearsals typically begin in October with the final performance in May.
At Trafalgar Castle School, the Arts program fosters self-expression, creativity, and courageous experimentation. While developing all Future-Ready Competencies—from Collaborative Team Members in ensemble work to Self-Directed Learners in studio practice—the program emphasizes Creative Thinking, Innovation, and Clear, Confident Communication. Junior and Middle School students explore Integrated Arts, connecting music, drama, and visual arts, building confidence through risk-taking without early specialization. In Senior School, students refine technical mastery, using the arts to provoke thought, challenge conventions, and reflect the complexities of human experience. AI Competencies are integrated to enhance, not replace, creativity. Students use AI as a collaborative partner for ideation, storyboarding, and design while applying Constructive Doubt and Bias Assessment to evaluate outputs. This ensures they remain the primary authors of their work and understand the difference between algorithmic mimicry and authentic human expression, preparing them to innovate ethically in a technology-driven world.
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.
At Trafalgar Castle School, technology is a fundamental literacy for the future. While cultivating all Future-Ready Competencies—from Collaborative Team Members to Kind and Empathetic Community Members—the program emphasizes Creative Thinking, Innovation, and Systems Thinking. Junior students begin with block coding and robotics, learning that failure is data for the next iteration. In Middle and Senior School, the curriculum expands to Python, app development, and engineering design. Students become active creators, designing solutions to real-world problems and understanding the systems behind technology. AI Competencies are integrated as a critical layer of learning. Students explore datasets and algorithms, applying Bias Assessment and Assumption Testing to audit code and AI outputs. By using AI for debugging or optimization while practicing Rational Thought, students understand why solutions work, avoid overreliance on automation, and maintain mastery over their tools—preparing them to innovate responsibly in a technology-driven world.
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.
At Trafalgar Castle School, Physical Education is a journey toward lifelong Physical Literacy. Utilizing exceptional facilities, including our double-court gymnasium, multi-sport court, and outdoor low ropes course, students in the Junior and Middle years focus on fundamental movement skills and confidence. As they advance to Senior School, the program shifts from general instruction to personalized autonomy. Through courses like Healthy Living and Personal Fitness Activities and Introductory Kinesiology, students become "Self-Directed Learners," designing evidence-based fitness plans that respect their unique physiology. We further enhance this agency by applying AI Competencies to athletic training; students learn to evaluate AI-generated workout plans and performance data, ensuring they rely on valid sport science rather than viral trends.
Not applicable
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Not applicable
Every child is deserving of a safe, nurturing environment to express and develop his/her unique interests, creativity and abilities. It is in Kindergarten where Turnbull students first learn to respect and care about each other, to feel unique and special, but to see others that way too. The junior and senior kindergarten curriculum reflects the importance of early literacy and numeracy activities, as well as self-initiated inquiry-based pursuits. Our broad program also includes daily physical education, French language classes, as well as science, creative arts and computer time.
Information not available
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Grades 4 to 8 French classes are streamed into two levels per grade. The students working within the advanced level of French are working beyond grade level and using Francophone resources. Highly motivated students who graduate from this level may enter French Immersion in high school.
Information not available
Rigorous
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
Turnbull students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success. The children make a personal commitment to do their very best to further their own growth. This includes taking responsibility for their work, being prepared, and caring about the growth of others through participation and respect.
At Trafalgar Castle School, we combine rigorous academics with the nurturing support each student needs to thrive. We focus on holistic development, linking intellectual growth with social, emotional, and physical well-being. Guided by the Understanding by Design (UbD) framework, our program is highly personalized, providing gap-closing support and enrichment tailored to each learner. Experiential learning and student agency drive engagement, allowing students to develop their unique talents. By integrating advanced technology and Future-Ready Competencies throughout the curriculum, we prepare students not only for post-secondary success but also to adapt, innovate, and lead in a rapidly evolving world.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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.
At Trafalgar Castle School, we balance intellectual, emotional, social, and physical development. Our academic program goes beyond curriculum goals, cultivating future-ready students who think creatively, analyze evidence, and solve complex problems. We emphasize developing Systems Thinkers and Designers who can identify connections and design innovative solutions. We also recognize that high-level learning depends on well-being. From Grades 4–12, our programming supports students’ social, emotional, and physical growth, fostering resilience, confidence, and self-direction. By becoming Self-Aware and Self-Directed Learners, students gain the skills to manage challenges, engage fully in their education, and thrive in life beyond school.
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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| 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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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Turnbull School, we occasionally have students who require some form of accommodation (i.e. ESL). These accommodations may arise from recommendations listed in a psycho-educational assessment. All forms of accommodation are discussed with parents ahead of implementation.
Students who have identified learning needs will receive academic support as indicated by their Learning Plan. At the beginning of the year, a list of recommended accommodations will be prepared for Identified students. Teachers implement these strategies and accommodations in the classroom throughout the year.
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 believe that every student who is admitted to Trafalgar Castle School has the potential to experience academic success in our programme. We also recognize that not all students arrive with the same skill sets and may require different support from that of their peers. Our teachers demonstrate a growth mindset and are open to exploring strategies that allow every student to progress and grow. Teachers have access to professional support and expert knowledge in order to help them identify and implement strategies that will meet the needs of all students.
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
4 - 12
0%
14%
$0
$0
80%
100%
Rolling
Rolling
Not available
Rolling
No
Yes: grades 4 - 12
No
No
No
No
No
Yes: grades 4 - 9
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.
We are looking for students that wants what Trafalgar Castle School is offering including: • A warm and encouraging environment where every girl is known and embraced; • A diverse and international student body and an inclusive community; • An acclaimed academic program where students reach high and achieve their best; • Social, emotional and academic support structures to promote health and wellness; • Learning experiences outside the classroom on excursions, adventures and exchanges; • An exciting array of clubs, sports teams, music ensembles and leadership opportunities; • A school where 100% of graduates are accepted into a university of her choice; and • A network of talented and successful alumnae from around the world.
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.
Trafalgar Castle School operates on a rolling admissions process however spaces fill early. Prospective students are required to submit the following components as part of the application process:
Day students are also encouraged to spend a day with us to experience first-hand the possibilities of a Trafalgar Castle School education.
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