1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, CanadaIndirect Support:
1132 Fisher Avenue, Ottawa, Ontario, K1Z 6P7, Canada
455 Cochrane Drive, Unit 30, Markham, Ontario, L3R 9R4, Canada
5,528.8 km
5,689.6 km
1992
1978
425
280
JK to 8
Nursery/Toddler to 8
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
10 to 18
Varies
Learning
In-class adaptations
Dedicated gifted school
$23,550 to $25,950
$18,200
No
No
0%
0%
None
None
$0
$0
39
22
0%
0%
80%
80%
information not available
information not available
information not available
information not available
Rolling
Rolling
Not available
Not available
No
Yes: grades Nursery/Toddler - 8
No
No
information not available
information not available
Turnbull was founded by Mary Ann Turnbull in 1992, guided by a commitment to Caring and Excellence. Its history, in a sense, dates back to the Turnbull Learning Centre, established in 1981. The Centre offered academic services, and Turnbull’s success there led to the creation of the school. The setting is idyllic. Since 1996, it has occupied a 5.5-acre parcel in the Central Experimental Farm area of Ottawa, a National Historic Site that is easily accessible from all parts of the city. The location is within Ottawa, yet retains a rural community feel, which itself is a draw for many families. The school has grown over the years and is a good size today, allowing for a nice breadth of programming while retaining a personal, community feel. As initially intended, the school's values—cooperation, character, and reasoned reflection—inform all its activities, fostering a safe, nurturing, and welcoming environment for students and their families. Parental involvement in the school's life is welcomed, as is consistent and informal communication between families and school administration.
View full reportFounded in 1978, Wishing Well is one of the older Montessori programs in the region, as well as the country, so has had a lot of time to develop its programs. Today it provides the foundational elements of the method, including a strong sense of place, as well as a wealth of opportunity to peer interaction. The Casa classrooms are of a size that the work well, allowing for mentorship relationships to develop naturally among the students. In addition, the administration has demonstrated a keen desire to develop the program with an eye to the kinds of things that students need when they advance to grade 9 and beyond, including a keen interest in developing 21st century literacies, including digital literacy and a robust science curricula. The extended care option, included in tuition, is understandably a very welcome feature for the families that enroll; it’s also a sign of the school’s attention to the needs of the parent community. The school has built a reputation on providing a strong, varied program based firmly in the ethos of the Montessori method, with an eye to educating students to be creative, confident, and social learners.
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."
"Wishing Well Schools offers an advanced, enriched program that fosters leadership, collaboration, and critical thinking in a gifted environment. Our accelerated curriculum blends project-based learning and innovation, developing problem-solving skills and intellectual curiosity. Students explore their interests. building confidence and a love of learning. We challenge students to think deeply, take initiative, and excel academically, preparing them for high school and beyond."
"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."
"Wishing Well Schools stands out by combining advanced academics, innovative learning, and personalized support to challenge and inspire students. Our gifted-level curriculum ensures deep understanding in math, science, and language, preparing students for high school and beyond. We integrate STEAM, coding, and AI ethics, teaching real-world skills through project-based learning that fosters problem-solving and creativity. Small class sizes provide personalized learning, while traditional academics ensure a strong foundation. Beyond academics, we prioritize physical fitness, sports, and the arts, promoting confidence, teamwork, and self-expression. Our approach develops well-rounded, future-ready students who excel academically and thrive in an evolving world."
"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 Wishing Well Schools, we prioritize advanced academics, innovation, and personalized learning, which means we make intentional trade-offs to uphold these values.
Rather than a one-size-fits-all standardized approach, we emphasize small class sizes and individualized learning, ensuring each student is challenged appropriately. We set ambitious academic expectations, creating a high-level learning environment where our top learners rise to meet and exceed advanced goals.
Our focus on STEAM, coding, AI ethics, and project-based learning means we deprioritize rote memorization in favor of critical thinking and real-world problem-solving. While we value traditional academics, we move beyond conventional teaching methods, incorporating advanced curricula that demand more from students while fostering creativity and collaboration.
At the same time, we offer a variety of extracurriculars that all students are involved in, ensuring they develop well-rounded skills in leadership, teamwork,"
"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."
"Founded in 1978, Wishing Well Schools has continuously evolved to meet the needs of advanced learners while maintaining a strong commitment to academic excellence and innovation. One key turning point was our shift toward a gifted-level curriculum, challenging students beyond grade level and integrating STEAM, project-based learning, and leadership development.
Another milestone was the creation of Quiet Waters, our private outdoor education facility, reinforcing our belief in hands-on, experiential learning. More recently, we expanded our AI education program, integrating coding and ethics to prepare students for the future.
Throughout our history, we have built a strong family-school partnership, ensuring parents play an integral role in student success. These milestones have shaped Wishing Well into a future-focused, well-rounded learning environment, where students thrive academically while developing the skills to lead and adapt in a changing world."
"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 thrive at Wishing Well Schools are curious, motivated, and eager for academic challenge. They excel in a high-expectation environment that fosters critical thinking, creativity, and problem-solving through STEAM, coding, AI ethics, and project-based learning. We seek students who are driven by a love of learning rather than just high scores, yet achieve academic excellence through curiosity and engagement.
Families who value advanced learning, innovation, and independent thinking align well with our philosophy. We want parents who not only support high expectations but also want their child to enjoy learning and be excited to come to school every day. We are the best fit for families seeking an academically ambitious and future-focused education, where students develop the skills and confidence to succeed in high school and beyond."
"We would advise families who have children with serious learning needs and/or behavioural issues to explore other school options."
"Wishing Well Schools may not be the best fit for families seeking a standardized, test-focused education or a strictly lecture-based approach. Our high expectations and advanced coursework prioritize deep learning, creativity, and problem-solving over memorization and short-term academic gains.
Families who focus solely on grades and rankings rather than fostering a love of learning may find our approach misaligned. While students achieve top results, their success comes from curiosity and engagement, not pressure or competition.
We emphasize STEAM, coding, AI ethics, and project-based learning, so those preferring textbook-driven instruction may not resonate with our model. Additionally, all students participate in extracurriculars, physical fitness, and the arts, making our school less ideal for families seeking a purely academic focus.
Families looking for a rigid, test-driven structure may not align with our interactive, future-focused education."
"Over the years, parents have shared with us that they selected our school based on reputation, reliability, communication with families, and a warm, welcoming environment of caring and excellence."
"Families choose Wishing Well Schools for our advanced academics, innovative learning, and family-focused approach. They seek a school that challenges students beyond grade-level expectations, offering enriched math, science, and language programs that prepare them for high school and beyond.
Parents appreciate our STEAM, coding, AI ethics, and project-based learning, which build real-world skills rather than relying on memorization. They value our small class sizes, ensuring individualized attention and strong teacher-student relationships.
We are a family-focused school, where parents play an active role in their child’s success, creating a strong school-home partnership.
Families also choose us for our engaging environment, where students are motivated by curiosity, not pressure. Our balance of academics, extracurriculars, and the arts provides a well-rounded, future-ready education in a supportive and community-driven setting."
"Turnbull School is a highly regarded and a sought-after elementary school. Children are excited to come each day, and they return home happy."
"Wishing Well Schools is known for its advanced academics, leadership development, and project-based learning in a gifted environment. We challenge students beyond grade level, fostering critical thinking, creativity, and collaboration.
Our students are happy, engaged, and excited to learn in an environment that nurtures their curiosity and growth. We maintain close relationships with families, working together to support each child’s success.
With STEAM, coding, AI ethics, and character development, we ensure students gain real-world skills alongside academics. Our strong sense of community and mentorship programs create a supportive and enriching experience.
Families appreciate our small class sizes, innovative teaching, and warm, family-focused culture. We also have an excellent reputation with leading public and private schools, ensuring our graduates are well-prepared for future success."
"Families come to Turnbull School for an excellent education; however, during their time with us, they are exposed to so much more beyond the curriculum. When a Turnbull student leaves us, that child enters the world having gained new experiences and opportunities that will last a lifetime."
"One underappreciated aspect of Wishing Well Schools is our strong family-school partnership. While families recognize our academic excellence and innovative programs, they may not fully realize how much their involvement enhances their child’s success. Our close-knit community, where parents, teachers, and students collaborate, creates a supportive environment that fosters confidence and achievement.
Additionally, our focus on character development and leadership is often seen as secondary to academics, yet it plays a vital role in preparing students for high school and beyond. By emphasizing resilience, independence, and teamwork, we ensure students not only excel academically but also develop the mindset and skills to thrive in a rapidly changing world. Families who embrace this holistic approach see their children grow into well-rounded, motivated learners ready for future challenges."
"Families are always impressed with the true sense of community, as well as the amount of care and communication they receive from our faculty."
"Families are often surprised by how much their child loves coming to school at Wishing Well. While they expect academic excellence, they don’t always anticipate how engaging, hands-on, and joyful learning is. Our students are motivated by curiosity, not pressure, and thrive through project-based learning, real-world problem-solving, and innovation.
Another surprise is the strong family-school connection—parents quickly see they are an integral part of their child’s success.
Many also don’t realize how well we prepare students for high school and beyond. Our reputation with leading public and private schools ensures our graduates transition smoothly, equipped with confidence, leadership, and adaptability. Families come for the academics but stay for the exceptional experience, support, and lifelong skills their children gain."
"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."
"Wishing Well Schools is committed to innovation and future-focused learning, which is why we have recently expanded our AI education program, integrating AI ethics, coding, and real-world applications to equip students with essential skills for a rapidly evolving world.
We have also enhanced our project-based learning approach, giving students more opportunities to solve real-world problems, collaborate, and think critically. Our STEAM, leadership, and hands-on learning initiatives continue to grow, reinforcing our commitment to academic excellence and personal development.
Additionally, we have strengthened our family-school partnership and expanded our outdoor education program at Quiet Waters, our private facility, where students develop resilience, teamwork, and environmental awareness. These changes ensure our students not only excel academically but also gain the adaptability, creativity, and confidence needed for success in high school and beyond."
"While we do not foresee any significant changes to our current structure, we remain committed to providing current and relevant curriculum and experiences for our students. We are also committed to adhering to the values and guiding principles that have shaped our school over the years."
"Over the next five years, Wishing Well Schools will continue to expand experiential learning, ensuring students develop real-world skills alongside academic excellence. We plan to reintegrate our six-week ski program and place greater emphasis on outdoor education at Quiet Waters, our private outdoor facility. These programs will enhance leadership, resilience, and hands-on learning in nature.
We will also deepen our AI and STEAM integration, equipping students with advanced coding, problem-solving, and ethical decision-making skills. Our project-based learning approach will evolve, offering even more opportunities for students to engage with real-world challenges.
Additionally, we will strengthen our family-school partnership, creating more ways for parents to be actively involved in their child’s education. These changes will ensure our students are not only academically prepared but also confident, adaptable, and future-ready in an ever-changing world."
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!
At Wishing Well Schools, we take pride in fostering an exceptional learning environment for our students. Within this nurturing environment, students not only achieve academic excellence but also cultivate confidence and a genuine enthusiasm for learning. Our objective extends beyond providing them with the academic accomplishments needed for entry into competitive programs post-elementary school; we also strive to instill in them the character and confidence necessary to emerge as successful leaders.
Our ongoing commitment to providing an enriched and forward-thinking educational experience for our students is continuously revised and enhanced. With so many emerging changes in the world, we aim to empower our students with a robust foundation, setting them on a trajectory towards academic excellence and success.
As we celebrate 45 years of educational excellence at Wishing Well Schools, we look forward to another 45 years marked by continued success, academic excellence, and the emergence of upstanding student graduates. Our enduring commitment to providing a nurturing and enriching environment sets the stage for an even brighter future, as we look forward to shaping the next generation of accomplished individuals. Here's to the ongoing journey of learning, growth, and success at Wishing Well Schools for the years to come.
Progressive
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
Not applicable
Since 1992, Turnbull School’s small classes and exceptional teachers have provided a comprehensive and enriching academic program, where emphasis is placed on caring and excellence. Our well rounded curriculum ensures a balance between all subject areas, and students enjoy the application of the content to cross-curricular activities and projects, so what they learn has more relevance and application. We value our parents as collaborative participants in their child’s education. Regular communication is a given and the staff all recognize the importance of keeping parents well informed. Accountability and accessibility are key attributes of every member of the faculty and leadership team. From a young age, Turnbull students are taught the essential learning skills of study strategies, time management and organizational techniques. As a result, our students learn to take responsibility for their academic work and to exercise the perseverance that together lead to future success.
Wishing Well Schools offers a rigorous, future-focused curriculum that blends advanced academics, STEAM, project-based learning, and leadership development. Our gifted-level approach challenges students beyond grade level, emphasizing critical thinking, problem-solving, and creativity in math, science, and language. We integrate AI education, coding, and ethics, ensuring students develop essential technological and analytical skills. Our hands-on, project-based learning approach encourages real-world problem-solving, collaboration, and innovation. Additionally, our outdoor education program at Quiet Waters enhances resilience, teamwork, and environmental awareness. Beyond academics, we prioritize character development, leadership, and a strong family-school partnership, ensuring students are confident, adaptable, and future-ready. Our small class sizes and supportive environment allow for personalized learning, helping each child reach their full potential. At Wishing Well, students don’t just excel academically—they develop the skills, mindset, and passion to become lifelong learners and leaders, prepared to thrive in high school and beyond.
Traditional Math
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Our mathematics program goes well beyond the Ontario Ministry of Education’s curriculum and provides students with an advanced program that covers greater breadth and depth of concepts and reasoning skills than is normally experienced or expected. With specialized teachers and small classes, every Turnbull student can be enriched, yet help is readily available if concepts need additional reinforcing. More frequent and meaningful teacher-student interactions result in immediate individual feedback. The approachable nature of our teachers and that personal connection with every student is a huge factor in student engagement in the learning process. Our “spiral curriculum” approach to mathematics ensures a continual review of previously taught concepts so students are revisiting and retaining the material while moving on to new areas. In this way, they develop strong mathematical competence and see the relevance of one topic to the next.
At Wishing Well Schools, we incorporate traditional math as a foundational pillar in our accelerated Ontario curriculum in Grades 1-8. We emphasize mastery of core algorithms and procedures through structured instruction, repetition, and drills, ensuring students develop strong computational fluency and accuracy. By following a logical progression, students first learn key mathematical methods before applying them to increasingly complex, real-world problems. This structured approach builds confidence, problem-solving skills, and long-term retention. We extend this approach to computer science and coding, where students first learn fundamental programming concepts and algorithms before applying them to projects, AI development, and problem-solving tasks. This ensures a strong technical foundation while fostering logical thinking and innovation. While we integrate STEAM and project-based learning, we recognize the importance of procedural mastery as a stepping stone to higher-level mathematical reasoning, computational thinking, and real-world applications.
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.
Nelson Math, My Math Path and supplemental materials created by teachers and departments.
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.
Calculators are used at more advanced levels of mathematics after students have learned important fundamental skills.
Phonics-intensive
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
At Turnbull School, we believe that for children to become proficient readers, they need to develop a wide range of knowledge and skills. These include a strong base of oral language, a strong general knowledge background, an understanding of print concepts and knowledge of letters and words. Children also need to learn comprehension strategies and higher order thinking skills, such as the ability to infer meaning from texts. We incorporate activities to develop all of these competencies on a daily basis in our overall literacy program. A balance of direct instruction, guided instruction, independent learning and practise are important elements of our early reading program. We also value frequent assessment and evaluation of reading levels and skills, and use the recently updated Nelson PM Benchmark, to track each child’s progress.
Our early years program is a Montessori program. The Montessori approach to phonics in Casa (ages 3-6) is a hands-on, sensory-based method that builds strong foundational literacy skills through systematic, sequential learning. Children first learn letter sounds (phonemes) before letter names, using sandpaper letters to connect tactile, auditory, and visual learning. Through movable alphabets, they begin forming words independently, reinforcing phonemic awareness and spelling skills. Phonics lessons progress from simple to complex, introducing blending sounds, digraphs, and phonograms in a natural, engaging way. Montessori phonics fosters independence and confidence, allowing children to explore language at their own pace. Multi-sensory activities, such as object matching, word-building, and reading simple books, make learning interactive and enjoyable. This approach ensures a deep understanding of phonics, enabling children to decode words effectively, build strong reading skills, and develop a lifelong love of literacy.
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.
Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
Primary students use the Six Traits Writing model, where they learn and practise using the six traits of effective writers. Students learn to write personal and expository texts, poetry and report writing. They also learn basic editing skills. Junior students continue to expand on their understanding and use of the Six Traits of Writing model. Students learn to write personal and expository texts, poetry and report writing. They complete more formal spelling and grammar lessons on a regular basis, develop editing skills and learn to use the writing process as a tool to fine tune their writing skills. Senior students focus on the importance of following the writing process: brainstorming, planning, organizing, revising and editing. We emphasize both creative and expository writing along with the ability to develop and express ideas in clear and effective prose. Students are also given a strong grounding in grammar.
We use an equal balance of the systematic and process approaches in our writing program. Students follow the Ontario Curriculum while also benefiting from the UK curriculum, which provides more advanced structure and depth in writing instruction. We ensure students have ample opportunities to write meaningful pieces, fostering a love of writing while also providing explicit instruction in grammar, sentence construction, and editing skills. Early on, students learn structured techniques such as paragraph organization, sentence variety, and revision strategies. As they progress, students apply these skills to creative, analytical, and real-world writing tasks, ensuring both technical mastery and expressive confidence. This balanced approach builds strong foundational writing skills while allowing students to develop their unique voice and creativity, preparing them for high-level writing expectations in later grades.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Children best acquire scientific knowledge through experimenting, manipulation and exploration with science materials. We promote children’s natural curiosity for the scientific world through interactive, hands-on learning, offering many opportunities for experiments, labs and exploration. We go far beyond what is normally expected in the Ontario curriculum. Turnbull students graduate very motivated and with the advanced competence to pursue sciences.
We take an equal balance approach to teaching science, blending expository instruction with inquiry-based learning. Students build a strong foundation in scientific facts, theories, and principles through direct instruction and textbook learning, ensuring content mastery and analytical thinking. At the same time, we emphasize hands-on experimentation, critical thinking, and real-world applications. Through labs, projects, and open-ended investigations, students develop hypotheses, design experiments, and analyze data, fostering a scientific mindset and problem-solving skills. Our STEAM and AI integration further enhances inquiry learning, allowing students to apply scientific concepts in coding, engineering, and environmental studies. Our outdoor education program at Quiet Waters provides additional opportunities for field studies and environmental exploration. This balanced approach ensures that students not only understand core scientific knowledge but also develop the skills, curiosity, and confidence needed to apply science in innovative and meaningful ways throughout their education.
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
Physics
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.
Our literature program follows an equal balance approach, combining classical literature with contemporary works to develop critical thinking and cultural awareness. Beginning in grade six, students study Shakespeare, Dickens, and other classic authors, analyzing plot, themes, and historical context while exploring universal human experiences. We also incorporate contemporary fiction and texts that address social issues, encouraging students to examine diverse perspectives, equity, and historical narratives. Literature is used as a tool for both intellectual exploration and social reflection, fostering discussions on representation, bias, and ethical dilemmas. Our program, based on the Ontario Curriculum at an advanced level with UK influences, includes class discussions, critical essays, and cooperative projects. Students learn to appreciate literary traditions while developing empathy, analytical skills, and a global perspective, preparing them to engage thoughtfully with the world through 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.
Our elementary social studies program follows the Core Knowledge approach, providing a sequential and comprehensive understanding of history and geography. Students engage in research and presentations, allowing them to analyze significant people, places, and events while developing strong communication and critical thinking skills. Aligned with the Ontario Curriculum, our program develops students' ability to think critically, analyze historical events, and understand geographic concepts. By exploring key historical figures, civilizations, and global connections, students build a strong foundation in social studies that deepens as they progress through the grades. This approach ensures students gain broad knowledge, historical awareness, and geographic literacy, preparing them to make meaningful connections between the past and present. By integrating Core Knowledge with the Ontario Curriculum, we provide a rich, engaging social studies experience that helps students become informed, thoughtful, and active 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.
Our Grades 6-8 humanities and social sciences program follows an equal balance approach, integrating perennialist and pragmatic methods to develop critical thinking and real-world application. History is essential to understanding today’s world. Students explore historical events, civics, ethics, and philosophy, analyzing how past ideas and decisions shape society. They develop argumentative writing, debate, and research skills to engage with complex issues. At the same time, we emphasize contemporary social sciences, including geography, sociology, economics, and political structures, using case studies and real-world applications to connect history with current events. Civics ensures students understand citizenship, governance, and ethical decision-making. Aligned with the Ontario Curriculum at an advanced level, our approach helps students develop analytical, persuasive, and problem-solving skills, preparing them to be informed, engaged citizens in high school and beyond.
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.
Our advanced French program in elementary follows an equal balance approach, blending audio-lingual and communicative methods to develop fluency, comprehension, and confidence. Unlike public schools, which begin Core French in Grade 4, our students receive daily instruction starting in Casa, providing a strong linguistic foundation. Students practice oral drills, repetition, and structured exercises to reinforce grammar, pronunciation, and vocabulary. At the same time, they engage in interactive activities, dialogues, cultural exploration, and real-world communication to make learning engaging and meaningful. This balanced approach ensures that students develop both accuracy and practical language skills, allowing them to speak, write, and understand French effectively. Aligned with the Ontario Curriculum at an advanced level, our program prepares students for high school French and beyond, fostering a lifelong appreciation for language learning and Francophone culture.
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.
Our arts program follows an equal balance between receptive and creative learning, ensuring students appreciate, analyze, and create across multiple disciplines. We offer acting, dance, drama/theatre, graphic design, music, and visual arts, providing a comprehensive arts education. Students explore art history, musical movements, theatre traditions, and design principles, analyzing artistic works and their cultural significance. At the same time, they actively engage in studio work, performance, and creative expression, developing their own artistic voice and technical skills. We celebrate the arts yearly with our Annual Winter Pageant, where students showcase their talents through music, dance, drama, and visual presentations, fostering confidence and a love for performance. Aligned with the Ontario Curriculum, our balanced arts program nurtures creativity, critical thinking, and artistic excellence, helping students build both appreciation and hands-on expertise in the arts.
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.
In our Elementary program, we have a 1to1 iPad program and we are fortunate to have many opportunities to integrate technology into our curriculum. This technology is used to enhance the pedagogy and is curriculum driven. We teach coding from Grade 1 and Computer Science in Grade 7/8.
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.
We believe that Physical Education is the key to success. We have a mandatory 20 minute whole school DPA every morning and three to four gym classes per week. Our ski program is a six week program every winter and we are part of the SSAF.
Montessori
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.
Montessori programs aimed at preschool and Kindergarten- aged children allow young learners to choose which “tasks” or activities interest them. These tasks centre around special Montessori puzzles -- the essential features of these puzzles being they contain a “right answer” and allow for self-correction. A strong emphasis is therefore placed on learning being concrete and rooted in practical experience, along with children developing a sense of self-sufficiency and confidence. Specially trained teachers act as guides, introducing children to progressively more difficult materials when appropriate. A Montessori classroom is typically very calm and orderly, with children working alone or, sometimes, in small groups.
If you want to learn more about Montessori education, check out our comprehensive guide. You can also check out our guide to Montessori preschools, elementary schools, middle schools, and high schools.
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.
At Wishing Well Schools, our Casa program follows the Montessori approach, fostering independence, curiosity, and a love of learning. Through hands-on, multi-sensory activities, children build strong foundations in literacy, numeracy, and practical life skills at their own pace. Our phonics-based reading program introduces letter sounds first, using sandpaper letters and movable alphabets to strengthen early reading and writing skills. In math, concrete materials like number rods and golden beads help children develop deep, intuitive understanding before abstract problem-solving. With small class sizes and individualized learning, Casa students gain confidence, critical thinking skills, and creativity, ensuring a smooth transition into our accelerated elementary program.
Accelerated
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
The main curriculum accelerates beyond the pace of the provincial one; ALL students do the work of OLDER public-school peers in tangible and measurable ways. This accelerated pace is maintained by the teachers and school, (through textbook selection, topic selection, grading, assignment standards and expectations, etc).
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.
Our school fosters a rigorous academic culture while maintaining a supportive environment. We set high expectations, challenging students through an advanced curriculum that exceeds Ontario standards while nurturing curiosity and a love of learning. Students develop critical thinking, problem-solving, and independent learning skills, ensuring they are motivated by discovery rather than pressure. With small class sizes and personalized support, teachers provide the guidance needed for students to meet challenges with confidence. Our balanced approach ensures students achieve academic excellence while developing the resilience and work ethic needed for high school and beyond.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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 Wishing Well Schools, we take a balanced approach, nurturing intellectual, emotional, social, and physical growth equally. Our goal is to shape well-rounded individuals who are academically strong, confident, and socially responsible. Through an advanced curriculum, we challenge students to think critically, solve problems, and engage deeply in learning. We also foster leadership, teamwork, and character development through extracurriculars, outdoor education, and physical activity. Our supportive environment helps students develop confidence, adaptability, and a strong work ethic, preparing them to excel academically while leading with integrity. We strive to cultivate lifelong learners and engaged citizens, ready to contribute meaningfully to their communities and the world.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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| Learning disabilities | ||||
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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| Developmental | ||||
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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| Behavioral and Emotional | ||||
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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| Physical | ||||
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Accommodations
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.
Every child is unique and their strengths and skills should be determined on an individual basis.
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
0%
0%
$0
$0
80%
80%
Rolling
Rolling
Not available
Not available
No
Yes: grades Nursery/Toddler - 8
No
No
No
No
No
Yes: grades 1 - 8
No
Yes: grades 1 - 8
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.
Students who strive for excellence and can cope with academic rigour, finding joy in learning, are ideal candidates for Wishing Well Schools.
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.
Students in 3rd Year Casa (SK) to Grade 8 must spend a day to determine suitability for our program. Within the day visit, an entrance test will also be administered.
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