1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
977 Pantera Drive Unit 2, Mississauga, Mississauga, Ontario, L4W 2W6, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
977 Pantera Drive Unit 2, Mississauga, Mississauga, Ontario, L4W 2W6, Canada
5,528.8 km
5,702.2 km
1992
2010
425
200
JK to 8
1 to 12
Coed
Coed
Day
Day
English
English, French
Academic
Academic
Traditional
Traditional, International Baccalaureate
10 to 18
10 to 15
Learning
In-class adaptations
Dedicated class; in-class adaptations
$23,550 to $25,950
$14,800 to $16,800
No
No
0%
0%
None
None
$0
$0
39
17
0%
0%
80%
0%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
No
No
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportUSCA is a full-service international school teaching to the Ontario curriculum. Class sizes are small, allowing for personal instruction, and with an enrolment of 200, students are known, and feel a part of the school community. The campus is proximate to key international travel hubs, as well as all of the key municipal services of the city of Mississauga, including city hall, the art gallery, and the Living Arts Centre. It’s very much a preparatory school in the traditional sense in that the goal is to help students gain acceptance to the university of their choice, and to thrive once there. And USCA has a proven track record of doing precisely that.
View full reportinformation not available
information not available
"Turnbull School is dedicated to academic excellence in a caring environment. Students benefit from highly qualified teachers, small class sizes, daily physical education, organization and study skills, enhanced French, award winning science, computer technology & robotics, dynamic music, visual arts and drama programs, intramural and extra-curricular sports, clubs and special events, in a modern facility. Our leadership and character development programs enhance the school culture of excellence and caring."
"USCA Academy is a leading international school and private school, situated in Mississauga, Toronto, Ontario. We offer a wide variety of programs ranging from G1-12 Ontario Secondary School Diploma Program, OSSD, G9-12 University Preparation Program Elementary School Program(G1-8)"
"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."
"Global Citizenship and Cultural Diversity
USCA Academy celebrates cultural diversity and fosters a global perspective, creating an inclusive community where students from various nationalities learn and grow together. We emphasize global citizenship through international days, cultural fairs, and exchange programs. Our curriculum and extracurricular activities promote inclusivity, respect for different cultures, and a deep understanding of global issues. Students develop a global mindset, cultural sensitivity, and the ability to collaborate effectively with peers from diverse backgrounds. This prepares them for success in a globalized world, equipping them with the skills to navigate and thrive in diverse environments."
"With our focus on providing a strong academic foundation, we do not have the resources to support serious academic and behavioural concerns. As a result, we are unable to accept applications for students with these profiles."
"At USCA Academy, our commitment to core values involves deliberate tradeoffs. We prioritize personalized learning over standardization, offering tailored education plans but requiring more resources and limiting a one-size-fits-all approach. Emphasizing community and collaboration over competition fosters teamwork and reduces stress but places less focus on individual rankings. Our holistic development approach encourages diverse extracurricular participation at the expense of deep specialization. Balancing tradition with innovation integrates modern teaching while respecting classical methods. Focusing on global citizenship over local traditions enhances cultural sensitivity but may reduce local community emphasis. Encouraging creativity within a structured framework balances discipline and innovation but can challenge maintaining strict discipline. Lastly, promoting individual growth within a community context fosters empathy and responsibility but might highlight individual achieve"
"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."
Information not available
"Well-rounded children with an open mind and willingness to learn, with average to above average learning profiles do very well at Turnbull School."
"Students who will get the most out of USCA Academy are those with a curiosity and enthusiasm for learning, who thrive in a personalized, student-centered environment. They benefit from tailored education plans and opportunities to explore their interests deeply. Collaborative and team-oriented students will excel in our inclusive community, appreciating the emphasis on teamwork and communication skills. Adaptable students who are open to new experiences, including diverse extracurricular activities, will make the most of our holistic approach. Families who best match our school have a mindset that values personalized education, holistic development, and a balance between tradition and innovation. They expect a nurturing environment that fosters both academic excellence and personal growth. These families support their children’s involvement in a wide range of activities and prioritize long-term success over immediate competitive achievements. They understand and appreciate the tradeoff"
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"USCA Academy is committed to delivering a personalized, holistic education, but we recognize that our approach may not suit every family. Here are the conditions under which we might advise against choosing our school:
Highly Competitive Environment
Families seeking a highly competitive academic environment focused on rankings and individual awards may not find our collaborative approach satisfying. Our emphasis on teamwork, community, and mutual support means we prioritize collective growth over individual competition. These families may want a more intense focus on academic accolades and standardized test scores, which we do not emphasize. Local Focus Over Global Perspective
Those prioritizing local traditions and community engagement over a global perspective might find our commitment to global citizenship and cultural diversity less appealing. We emphasize international experiences and cultural sensitivity."
"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."
"High University Acceptance Rate
Best Teachers"
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"In the public eye, the most prominent feature of USCA Academy is our commitment to global perspectives and international diversity. When people think about USCA Academy, they often envision a culturally rich environment where students from around the world come together to learn and grow. This image is deeply connected to our brand identity, emphasizing:
Global Perspectives: USCA Academy is known for its strong emphasis on global citizenship. Our curriculum integrates international viewpoints, preparing students to understand and engage with global issues. This focus ensures that students develop a broad and informed worldview, essential for success in today's interconnected world.
International Diversity: Our school is recognized for its diverse student body, representing multiple nationalities and cultures. This diversity creates a vibrant learning environment where students gain first-hand experience with different cultures, fostering mutual respect and understanding."
"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."
Information not available
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
Information not available
"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."
"At USCA Academy, our commitment to global perspectives and international diversity has driven several recent, concrete changes and improvements. These decisions not only reinforce our brand identity but also provide tangible examples of how we are enhancing our educational environment to better serve our students and community.
Enhanced Global Curriculum
Recent Change: We have revamped our curriculum to include more global studies courses and international perspectives across subjects.
Impact: This change ensures that students are exposed to a broader range of global issues, cultural studies, and international histories, aligning with our commitment to preparing them for a globalized world.
International Student Support Services
Recent Change: We have enhanced our support services for international students, including additional language support, cultural orientation programs, and dedicated counselors.
Impact: These improvements ensure that international students feel welcomed."
"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."
"Advanced Technology Integration
Future Plan: Invest in cutting-edge technology, such as virtual reality and AI, to create immersive learning environments and enhance global connectivity.
Impact: These technological advancements will allow students to experience virtual field trips, international collaborations, and real-time global events, making learning more engaging and expansive.
Expansion of Extracurricular Activities
Future Plan: Broaden the range of extracurricular activities to include more global and cultural programs, international competitions, and global service projects.
Impact: Students will have more opportunities to explore diverse interests, develop new skills, and engage in meaningful global service, enriching their overall educational experience.
xpansion of Support Services
Future Plan: Enhance support services for students, including expanded mental health resources, career counseling with a global focus, and additional academic suppot."
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 welcome all international and local students
Traditional
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
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.
Ontario Curriculum.
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.
At USCA Academy, our approach to teaching mathematics is centered on fostering a deep understanding and appreciation for the subject across all grades. We employ a progressive curriculum that builds foundational skills in the early years and gradually introduces more complex concepts. Our teaching methods integrate hands-on activities, real-world applications, and technology-enhanced learning to make mathematics engaging and relevant. In lower grades, we focus on developing number sense and problem-solving skills through interactive and exploratory activities. As students advance, we introduce abstract thinking and analytical reasoning with a strong emphasis on algebra, geometry, and calculus. Our small class sizes allow for personalized instruction, ensuring that each student receives the support they need to succeed.
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.
We use textbooks such as "Math in Focus" and "Advanced Mathematics" by Richard G. Brown. Major supplementary materials include Khan Academy, IXL, and Mathletics to provide additional practice and interactive learning experiences.
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.
At USCA Academy, calculators are introduced starting in Grade 6 for specific tasks to enhance understanding. From Grade 9 onward, graphing calculators are required for advanced courses. Emphasis remains on mastering fundamental skills without calculators in early grades to ensure strong mathematical foundations.
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.
At USCA Academy, our approach to teaching early reading is rooted in a balanced literacy framework. We combine phonics instruction with whole language strategies to ensure students develop strong foundational skills and a love for reading. In the early grades, we emphasize phonemic awareness, phonics, vocabulary, and fluency through engaging and interactive lessons. Our curriculum incorporates a variety of literature to expose students to different genres and writing styles. Guided reading sessions are conducted in small groups to provide targeted instruction and support. We also integrate reading with writing activities to reinforce literacy skills and comprehension.
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
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 USCA Academy, our approach to teaching writing in the younger grades emphasizes creativity, foundational skills, and a love for expression. We begin with a strong focus on handwriting, spelling, and sentence structure to build essential writing mechanics. Interactive activities like journal writing, story creation, and picture prompts are used to inspire students and make writing enjoyable. We integrate writing across the curriculum, encouraging students to write in various contexts such as science reports, social studies reflections, and personal narratives. Writing workshops provide opportunities for peer collaboration and individual feedback, fostering a supportive environment where students can share and improve their work. Teachers use mini-lessons to teach specific writing skills and strategies, followed by independent writing time for practice. Regular assessments and personalized feedback help track progress and guide instruction. This comprehensive approach nurtures young writers, helping them develop confidence, creativity, and competence in their writing abilities.
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 USCA Academy, our approach to teaching science emphasizes inquiry-based learning and hands-on experimentation across all grades. In the early years, we focus on building curiosity and foundational knowledge through interactive activities and simple experiments. Students explore basic concepts in biology, chemistry, physics, and earth science using engaging, age-appropriate materials. As students progress to higher grades, we introduce more complex scientific principles and encourage critical thinking. Our curriculum integrates laboratory work, field trips, and project-based learning to deepen understanding and application of scientific theories. We utilize technology and digital tools to enhance learning experiences and keep students engaged. Cross-curricular connections are made with math and technology to provide a comprehensive understanding of scientific concepts. Regular assessments and individualized feedback help ensure students grasp key concepts and skills. This holistic approach prepares students for advanced studies and fosters a lifelong passion for science and discovery.
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 USCA Academy, our approach to teaching literature fosters a deep appreciation for diverse texts and critical thinking skills. In the early grades, we introduce students to classic and contemporary literature through read-alouds, storytelling, and guided reading sessions. These activities help develop comprehension, vocabulary, and a love for reading. As students advance, the curriculum includes a wide range of genres and cultural perspectives to broaden their understanding. We emphasize analytical skills, encouraging students to explore themes, characters, and literary techniques through discussions, essays, and projects. Literature circles and book clubs promote collaborative learning and deeper engagement with texts. We integrate technology to enhance literary studies, using digital resources and multimedia presentations to bring texts to life. Cross-curricular links with history, art, and social studies provide context and enrich students' understanding. This comprehensive approach ensures students develop strong interpretative skills and a lifelong passion for literature.
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
Core Knowledge
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).
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 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 USCA Academy, our approach to teaching social studies in the elementary grades emphasizes building a foundational understanding of communities, cultures, history, and geography through engaging, hands-on learning experiences. We start with concepts familiar to young students, such as family, school, and local community, and gradually expand to broader topics, including national and global perspectives. Our curriculum incorporates storytelling, role-playing, and project-based activities to make social studies relevant and interesting. Students explore diverse cultures, significant historical events, and the principles of citizenship through interactive lessons and field trips. We use maps, globes, and digital tools to teach geographical skills and spatial awareness. Critical thinking and discussion are encouraged through inquiry-based learning, where students ask questions, conduct research, and present their findings. Integration with other subjects, like literature and art, provides a multidisciplinary perspective. This comprehensive approach helps students develop a well-rounded understanding of the world and their place in it.
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.
ChatGPT At USCA Academy, our approach to teaching the humanities and social sciences integrates history, geography, culture, and civics to provide students with a comprehensive understanding of human societies and their development. We emphasize critical thinking, empathy, and global awareness through inquiry-based learning and hands-on activities. In the humanities, we explore literature, philosophy, and the arts, encouraging students to analyze and interpret human experiences and expressions. Discussions, debates, and projects foster a deep appreciation for diverse perspectives and cultural heritage. In social sciences, we focus on historical events, geographical skills, and the principles of citizenship. Interactive lessons, role-playing, and field trips make these subjects engaging and relevant. Students are encouraged to ask questions, conduct research, and present their findings, developing their analytical and communication skills. Our multidisciplinary approach connects the humanities and social sciences to current events and global issues, preparing students to be informed, thoughtful, and active global citizens.
Audio-Lingual
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 audio-lingual method of teaching foreign languages emphasizes the use of repetition and a system of immediate reinforcement and feedback. The method makes particular use of oral drills where students are expected to correctly imitate (or intentionally alter) an utterance made by the teacher in the target language. Quizzes and worksheets are also used extensively.
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 USCA Academy, our approach to teaching foreign languages emphasizes immersion, cultural understanding, and practical communication skills. Starting in the early grades, students are introduced to foreign languages through interactive and engaging methods such as songs, games, and storytelling, which make learning fun and accessible. As students progress, we incorporate more structured language instruction, focusing on listening, speaking, reading, and writing skills. Our curriculum includes real-life scenarios and conversations to develop practical language use. We use multimedia resources, language labs, and digital tools to enhance learning and provide diverse linguistic exposure. Cultural immersion is a key component, with lessons on the traditions, customs, and history of countries where the languages are spoken. We organize cultural events, language clubs, and exchange programs to give students firsthand experience of the languages in context.
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 USCA Academy, our approach to teaching the fine arts emphasizes creativity, expression, and skill development across various artistic disciplines. From an early age, students are exposed to a broad spectrum of the arts, including visual arts, music, theater, and dance, through engaging and hands-on activities. In visual arts, students explore different mediums and techniques, such as drawing, painting, sculpture, and digital art. We encourage experimentation and individual expression, allowing students to develop their unique artistic voice. Music education includes learning to play instruments, understanding musical theory, and appreciating different genres and cultures. Regular performances and recitals provide students with opportunities to showcase their talents. Theater and dance programs focus on developing performance skills, creativity, and teamwork. Students participate in productions, workshops, and competitions, building confidence and stage presence.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Every student has regular computer technology classes and a curriculum which reinforces a variety of skills through cross-curricular assignments that deepen their learning. These include Robotics, Internet safety, research, web animation, graphic design, video editing, publishing, graphing, coding and keyboarding. Having access to enriching and engaging technologies, such as a new STEM lab with a 3D printer, several portable Chromebook stations, SmartBoards, scan-and-project devices, eInstruction’s Classroom Response System, and a wide range of educational software are only a few ways in which we deepen the learning activities for our students.
At USCA Academy, computers and technology play an integral role in our curriculum, enhancing learning across all subjects. From the early grades, students are introduced to digital literacy, learning essential skills such as typing, online research, and safe internet practices. As students progress, technology becomes a key tool for deeper exploration and understanding. Interactive software, educational apps, and online resources supplement traditional teaching methods, making lessons more engaging and accessible. In subjects like math and science, technology enables complex problem-solving and interactive simulations. We also integrate technology in creative subjects, using digital tools for art, music, and design projects. Our computer science curriculum covers coding, programming, and robotics, preparing students for future careers in technology fields. Moreover, technology facilitates collaboration and communication through platforms like Google Classroom, where students can share projects and receive feedback.
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 USCA Academy, our approach to teaching physical education emphasizes overall fitness, skill development, and the importance of a healthy lifestyle. We offer a well-rounded program that includes a variety of sports, exercises, and activities designed to improve physical fitness, coordination, and teamwork. In the early grades, we focus on fundamental motor skills and basic game play, using fun and engaging activities to foster a love for movement. As students advance, we introduce more structured sports and fitness routines, promoting skill development in areas such as soccer, basketball, swimming, and track and field. Our curriculum also incorporates lessons on nutrition, personal health, and wellness, teaching students the importance of maintaining a healthy lifestyle. We prioritize inclusive participation, ensuring all students, regardless of skill level, can enjoy and benefit from physical activity.
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.
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.
Information not available
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
|
||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
|
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.
|
||||
| Learning disabilities | ||||
|
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.
|
||||
|
Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
|
||||
|
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.
|
||||
|
Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
|
||||
|
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.
|
||||
|
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.
|
||||
|
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.
|
||||
| Developmental | ||||
|
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).
|
||||
|
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.
|
||||
|
Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
|
||||
|
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).
|
||||
|
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.
|
||||
|
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.
|
||||
| Behavioral and Emotional | ||||
|
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.
|
||||
|
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.
|
||||
|
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.
|
||||
|
Suicidal thoughts
This involves persistent thoughts about ending one's life.
|
||||
|
Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
|
||||
|
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.
|
||||
| Physical | ||||
|
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.
|
||||
|
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.
|
||||
|
Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
|
||||
|
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.
|
||||
|
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.
|
||||
|
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."
|
||||
|
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).
|
||||
|
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.
|
||||
|
Multiple physical
Accommodating a wide range of physical conditions and disabilities.
|
||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
At Turnbull School, we occasionally have students who require some form of accommodation (i.e. ESL). These accommodations may arise from recommendations listed in a psycho-educational assessment. All forms of accommodation are discussed with parents ahead of implementation.
Information not available
If a student were to exhibit learning difficulties while at Turnbull School, we would proactively work with the parents to develop the best possible outcome for their child.
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
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
0%
0%
$0
$0
80%
0%
Rolling
Rolling
Not available
Not available
No
No
No
No
No
No
No
No
No
No
No
No
Turnbull School students show care for each other and the community at large. They are motivated to do their personal best in their academics and extra curricular activities.
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.
|
|
|
|
|
|
|
|
 |
 |
 |
 |
 |
By logging in or creating an account, you agree to Our Kids' Terms and Conditions. Information presented on this page may be paid advertising provided by the advertisers [schools/camps/programs] and is not warranted or guaranteed by OurKids.net or its associated websites. By using this website, creating or logging into an Our Kids account, you agree to Our Kids' Terms and Conditions. Please also see our Privacy Policy. Our Kids ™ © 2023 All rights reserved.
