4486 16th Avenue, Unionville, Ontario, L3R 0M1, Canada
377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, Canada
Indirect Support:
4486 16th Avenue, Unionville, Ontario, L3R 0M1, Canada
377 Woodbridge Avenue, Woodbridge, Ontario, L4L 2V7, Canada
1987
1963
1000
425
Preschool to 10
9 to 12
Coed
Coed
Day
Day, Homestay
English
English
Academic
Academic
Traditional, Montessori
Liberal Arts
18 to 24
18 to 22
Learning, Developmental
Learning, Developmental, Behavioral
Dedicated gifted school
In-class adaptations
$10,650 to $19,400
$19,340
No
Yes
0%
0%
None
9 to 12
$0
$0
71
106
0%
0%
90%
90%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 10
Yes: grades 9 - 12
No
No
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TDChristian was founded in 1960, and the school has grown considerably over the years. Throughout has been an abiding attention to stewardship within the school community and beyond. Service trips are a cornerstone of the curriculum, and that tone is set from the first week in Grade 9, with all students spending two days working with organizations supporting the city’s homeless population—TDChristian has partnerships with the Yonge Street Mission, Scott Mission, Habitat for Humanity, Church of the Redeemer, Good Shepherd Centre, St. Francis’ Table, and the Salvation Army. Of course that’s just one aspect of the program, though it’s telling of the approach taken within the school. The families that turn to the school often do so in an awareness of the character learning that is woven throughout the curricular and extracurricular programs. Despite the age of the school, all the facilities have been recently updated, including the integration of technology in the classroom. That process is continuing with a capital and development campaign that is currently underway. The ideal student is one who will thrive in an active, diverse, values-based learning environment.
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"Without doubt the single most appreciated part...is the teachers' personal and individualized attention to each student."
Crystal Pitcher - Parent (Aug 14, 2018)
Without doubt the single most appreciated part of TDCH is the teachers' personal and individualized ...
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"...incorporated Christianity into the learning environment, which really helped me get closer to God in my four years at TDCH."
Dayna Pitcher - Alumnus (Sep 05, 2018)
My experience at TDCH was amazing. The community there is so welcoming and the environment made me s...
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"In almost every subject, they give an opportunity to the student to dig deep and explore and research and ask questions."
Jeena Mathai - Parent (May 24, 2019)
The care the teachers give to the students is outstanding. We have had some experience with other sc...
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"Offering an advanced curriculum with a gifted and talented education (GATE) program, UC seeks to inspire, guide and challenge students. We incorporate cutting edge technologies through our STEAM lab, laptop program, coding and robotics’ extensions. UC prepares students to excel as 21st century learners while fostering talent in the fine arts and athletics — we also offer a wide breadth of enriching extracurriculars. Our highly specialized teachers provide individualized programming for all learning styles."
"TDChristian is a friendly and vibrant learning community. In addition to strong math, science, and English courses, we offer dynamic theatre, music, STEM, art, tech, and athletic programs. We believe in project-based learning that integrates Christian faith and service. We offer fantastic parent-student-teacher communication and family friendly tuition, transportation included. Our brand new building expansion and many extracurriculars means even more opportunities. You belong here!"
"At Unionville College, we differentiate ourselves through a strong focus on individual growth and achievement. No two students have the same extracurricular and educational experience at UC — we emphasize choosing the mix between athletics, academics, and creative interests that works for each student. We also offer the chance to compete in specialized STEAM extracurricular activities like math and coding competitions, science fairs, and robotics fairs."
"What makes us different is the lengths we go in getting to know each student who walks through the door. It goes beyond academics—we want to know the person. That's why we offer over 40 clubs, mixed grade homerooms, regular assemblies, and plenty of opportunities to have each student find a place in our school that's their own. As a staff, we meet weekly to discuss students who seem to be struggling academically or socially. It's truly a caring environment!"
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"Our long-term community focus puts us ahead of our competition — we put every effort into fostering long term relationships with our staff, students, and their families. Our Preschool - Grade 10 structure facilitates the development of long-term connections between educators and students, and even students coming in later grades will see the difference that this strong community makes on their experience."
"It's that students are known, the parent-teacher-student connections are strong and often, and that we offer so many experiences outside the classroom as well. Parents also appreciate that we are open about our Christianity. All of our staff are Christian, all of our classes are taught through the lens of Christianity, and we really believe that life is about service to our neighbours and God. On the financial side, many of the items other schools charge for, we include in the price of tuition."
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"An overlooked aspect of our school is the depth of our tech integration and STEAM curriculum, emphasizing not just innovation for reputation but a genuine belief in technological literacy as a crucial future skill. We aim to prepare students for the digital age, embedding technology across all subjects, from math to literature, ensuring a practical and educational approach. This experience is best appreciated firsthand, highlighting our commitment to fostering adeptness in the digital world"
"One underappreciated aspect of TDChristian are the opportunities for students to delve into the trades. Through internships and events like the Skilled Trades and Career Fair, students gain invaluable hands-on experience and exposure to various vocational paths. These avenues not only foster practical skills but also offer insight into fulfilling career options beyond traditional academic routes."
"An unexpected benefit of our school community is the breadth of experience that each student gains from being part of a diverse student body. Our students come from many different backgrounds, possess many unique skills and strengths, and learn from each other through this diversity. We choose to celebrate and foster every area and strength at UC, because we believe that our diversity of experience, background, and interest brings something valuable."
"Families may be surprised by the strong sense of belonging fostered at TDChristian High School. Beyond academic excellence, the school prioritizes creating a supportive community where every student feels valued and included. Whether through small class sizes, mentorship programs, or a variety of extracurricular activities, TDChristian ensures that students develop meaningful connections with peers and faculty."
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At Unionville College (UC), we believe in providing a full and rich learning experience for all of our students.
Our Montessori roots are evident in our "Pre-Casa" and "Casa" programmes for students aged two to six years. These younger children are provided with the best of traditional Montessori education, which is proven to foster early academic development. They also experience more modern programmes in technology, such as coding, and other specialist disciplines which complement and support the Montessori base, providing our students with a truly outstanding early educational experience.
Our Elementary school programme further nurtures each child's potential by providing students with rigorous academics at a full grade level ahead in core academic subjects. Technology plays a key role in the facilitation of this – SmartBoard technology is available in every classroom. UC students also participate in a fully supported iPad program, in which applications or apps are used to enhance learning. Students in grades 1 to 5 have access to iPads, and every student in grade 6 to 8 has an individual school-issued iPad that is pre-loaded with educational applications. Extra-curricular activities are also integral to the UC experience. Students access our state-of-the-art auditorium for enriched and comprehensive arts education including vocal and instrumental music, visual art and drama. We also support a full athletics program and multiple opportunities for community service. However, the best part of UC is still undoubtedly our community: a talented and dedicated faculty, supportive and committed parents and, of course, a very enthusiastic student body!
We thank you for your interest in UC and invite you to contact us to arrange a tour and to meet some of the members of our very unique and special family.
At TDChristian you'll hear the words enfold, engage, and empower a lot! But what do they mean? First, we enfold students, getting to know them for their unique personalities, talents, and ambitions, and helping them fit into our friendly community of learners. You're never just a number at our school. Next, we engage students with stimulating learning opportunities, academic rigour, and real world projects. Finally, we empower students to take control of their own learning and connect it with the larger world.
On top of that, every single subject is taught from a Christian perspective and we don't shy away from the big, important questions of life.
We invite you to discover our passionate, committed teachers, our one-of-a-kind programs, and our beautiful facilities today.
Come for a visit and a tour at anytime!
Liberal Arts
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Particularly popular in the younger grades (preschool to elementary), but sometimes available all the way up to high school, Montessori schools offer an alternative vision to the standard lesson format of most classrooms. Instead of listening to whole-class lessons, Montessori classrooms allow students to choose which "tasks" or activities interest them. These tasks centre around special Montessori puzzles - their essential feature being they contain a right answer and allow for selfcorrection. A strong emphasis is therefore placed on lessons being concrete and rooted in practical experience, along with students developing a sense of self-sufficiency, confidence and curiosity.
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Unionville College offers a challenging academic environment coupled with a balanced, whole-child approach to education for students in grades 1 to 8. Students master curricula that is one year ahead their current grade level, with the support of caring and enthusiastic teachers who cater to individual talents and needs. Coursework and extra-curricular learning is informed by a project-based, hands-on approach. Students explore diverse topics, from international relations, financial literacy, robotics, and 3-D printing to the performance of instrumental jazz at an advanced level. Our iPad program and other cutting-edge technologies are hallmarks of our school, provided in our state-of-the art facility which includes a top-rate, professionally equipped theatre for school performances. Personalized attention, committed teachers and administrative accountability inspires students to strive for excellence. Every parent is heard, and every student at Unionville College is guaranteed a learning experience that is beyond the Ontario curriculum -- a learning experience unlike any other.
We believe that we are not just for one type of student, but a school for the entire family. It doesn't matter if you are all about arts, sports, academics, tech, or something else; there's a place for you at TDChristian. We strive to enfold, engage, and empower students around their individual gifts, needs, interests, and personalities. We want our students to have 21st century skills, including using technology, making presentations, collaborating with others, taking risks, and having a strong work ethic. Finally, our school's mission is to "Learn for Service in the Light of God's Word." This plays out in every course as we apply what we are learning to serve God and our neighbours. From service trips to extracurricular opportunities, hands-on projects to weekly school-wide assemblies, you'll love the learning atmosphere at TDChristian.
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.
For the past 11 years, UMS students have surpassed achievement expectations for every grade in mathematics, as measured by the CAT-4 Canadian Achievement Test and reported by Psychometrics Canada Ltd. In 2015, our grade 7 and 8 students participated in the Gauss Contest, set by the Centre for Education at the University of Waterloo. Nearly one-quarter of our contest participants earned scores of 89% or higher. For the Canadian National Mathematics League, set by the University of Windsor, our grade 6 and 7 students placed second and third, respectively, nationally. Five of our students earned spots in the top twenty students nationwide. Overall, our grade 6 and 7 students earned second place out of more than 200 schools, and our grade 8 students finished 13th out of 164 participating schools.
To find out more about our math program, please visit our school.
Grade 1 to 7 use My Math/Glencoe Math, an innovative, research-based numeracy program. Our Grade 8's use Nelson Principles of Mathematics, which is an academic Grade 9 textbook in line with our year-ahead program.
Students are encouraged to use mental math until intermediate levels where graphing is necessary.
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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.
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The Unionville Montessori School Elementary program continues the intensive early reading program in which students are immersed in the Casa program. Using dynamic classroom resources and learning tools, our teachers create benchmark reading levels and monitor individual progress. Printable books, or projected interactive books on the Smartboard, are supplemented with worksheets and activity-based lessons, along with a host of interactive resources and develop key reading skills. These resources include Headsprout, Learning A - Z and Raz Kids. Levelled books ensure success in the classroom with developmentally appropriate books at 27 different reading levels. Students as early as grade 1 are encouraged to use iPad apps to supplement the text-based reading programs, and improve learning with the addition of colour, images, graphics and games. The balanced literacy program emphasizes the instruction of grammar and vocabulary in the context of a narrative or text, as well as a phonetic approach.
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DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
UMS students write the CAT-4, the Ontario Writing Assessment and Comprehension Attitude Strategies Interests.
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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.
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The balanced literacy program further extends the Montessori methods so that phonics, vocabulary and constructing meaning is integrated into the creation of writing skills. Our advanced academic program for the early grades is founded upon a personalized approach to learning. Programs are individually placed, and a resource teacher is available to support children who are developing writing skills. Students grade 3 and up study novels and write answers to comprehension questions based on the text. Students in the higher grades study grammar and vocabulary using interactive, online software and workbooks. They are also are instructed in essay writing and speech writing to prepare for our annual Speech Festival. Many students in grade 8 are reading and writing at a level that is suited for an advanced academic course in a high-school setting. All students in need of resource support receive individualized instruction as needed.
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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.
Science is a vital curriculum area at Unionville Montessori School, where students from grades 1 to 8 have access to a fully-equipped, top-tier science lab. In the lab, and in classes, students in primary, junior and intermediate levels experience science through inquiry-based learning, where they can understand the scientific facts, theories and concepts through hands-on experiments and activities. Students at UMS receive more instruction in math and science than the norm, as part of the school-wide focus on an integrated, cross-curricular STEM (science, technology, engineering and math) focus. Students who excel in science develop a strong ability to think critically, and a talent for creative thought and excellent communication and collaborative skills.
To find out more about our science program, please visit our school.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Physiology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
UMS pupils work at a grade-ahead level in Language Arts. Students in the primary grades work with concepts such as the elements of narratives, the features of various literary genres such as the "legend," or "fable," and grasp abstract concepts such as the main character or hero. Beginning in grade 3, students complete a novel study, wherein they are encouraged to make inferences and to prove their argument in traditional literary critique form. Senior students work with complex texts from various cultures and time periods, and are encouraged to explore fundamental themes and to apply literary terms. In grades 1 to 8, literary study is founded upon our character education program whereby students are encouraged to reflect upon honesty, self-discipline, integrity and personal responsibility, and to explore their own values and the values and the customs of diverse cultures.
To find out more about our literature program, please visit our school.
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
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The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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Social Studies for grades 1 to 6 takes a thematic approach and encourages depth and breadth through independent study projects on various topics and themes. Our UMS curriculum highlights Canadian geography and history for grades 1 to 6, but also extends and enriches those topics with a global view and context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social Studies often leads to research projects and learning that emphasizes higher-order thinking. In addition, students in grades 5 to 8 participate in annual class trips to destinations that reinforce classroom learning, including Niagara Falls, Ottawa and Quebec. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
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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.
The UMS approach to grade 7 and 8 history and geography extends and enriches the commonly studied Ontario curriculum with a global view and international context. Teachers plan tangential learning activities and challenges, and also incorporate the use of SMART Boards, media-based resources and iPads to teach both process and content. Social studies often leads to research-based projects and learning that emphasizes higher-order thinking. UMS also frequently sponsors school trips to destinations in the United States, such as New York City, and in Europe, with a bi-annual trip to Paris, France.
To find out more about our programs, please visit our school.
Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
Students are UMS are progressively introduced to French vocabulary beginning as early as age 2, in our Pre-Casa and Casa program. Formal instruction in French begins in grade 1, giving elementary students several years of head start in French. During French lessons, students learn vocabulary and develop conversational skills, using a fun and interactive approach involving stories, props, music, games and activities. The main resource for French instruction is AIM -- Accelerative Integrated Method -- a system which uses hand gestures to represent and mimic sounds and words. This is a popular movement-based approach to learning that is especially helpful for active, high-energy students that enjoy expressing themselves through large-muscle movement (kinaesthetic learning).
To find out more about our programs, please visit our school.
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
These programs have an equal emphasis on receptive and creative learning.
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.
Inspired by the value of the arts, it is our goal to not only enhance the artistic abilities of our students but also to develop an awareness and appreciation of various art forms. Visual arts allows students to unleash a wave of talent through different media including drawing, painting, printmaking, and mixed media in both two-dimensional and three-dimensional formats.
To find out more about our programs, please visit our school.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
One of the emerging trends has been the introduction of advanced technological resources within the classroom. UMS has embraced this idea and is proactively taking a measured approach towards incorporating innovative methods of learning, changing the face of the classroom environment. Our mandate, “Excellence in Education,” is the driving force behind this initiative. Education must be forward-leaning, recognizing that the “real world” for which students are being prepared is dynamic, with exponential changes especially in technology. Innovation is at the forefront of our priorities, in order to give your child the necessary skills to grow as a lifelong learner.
To find out more about our programs, please visit our school.
Web design
Robotics
Computer science
Regular exercise is essential to children’s overall health and positive development. Students participate in formal Physical Education classes with trained teachers, as well as in a wide variety of intramural and competitive sports teams. Our competitive teams compete against other local schools. Physical Education classes follow the Ontario Health and Physical Education Association curriculum. In these classes, not only do the students have the opportunity to be physically active while learning important skills, but they also work on developing their self-esteem, learn about good sportsmanship, and develop positive exercise habits while having a great deal of fun. Our Elementary programme also offers students many sports teams, such as basketball, volleyball, golf, swimming, soccer, cross country, floor hockey, and many more.
Students have opportunities to take Phys. Ed. courses in all grades. We also offer Kinesiology and Phys. Ed. Leadership courses. We have a beautiful gym, sports field, and fitness centre, and competitive teams in a variety of sports. We love sports!
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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.
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The Montessori approach is a student-centered and student-directed teaching method that is offered within a prepared environment, which fosters exploration, experimentation, creativity, and respect. Our Casa programme builds on the foundation of the Montessori Method with extremely popular enhancements and additional learning opportunities for our students in music, science, visual and dramatic arts, and more.
Information not available
Standard-enriched
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).
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.
In our Montessori classrooms students are encouraged to work independently, as well as in small groups. As each child is an individual, they are encouraged to learn at their own pace, following their own personalized programming while being guided and monitored by our specially trained and nurturing teachers.
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Supportive
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”.
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.
Our belief is that children are very capable and given the right opportunity and environment can excel academically at a very young age. Our Montessori classrooms provide students with the perfect environment to encourage development of essential skills as they develop a strong academic foundation. Students are challenged and encouraged as they progress through the enriched Montessori curriculum, with an emphasis on language and math skills development, before entering our elementary program, which follows the Ontario curriculum at a year-ahead.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We intentionally avoid all forms of public distinction between students in terms of academic performance."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Character Education is an important cornerstone of our curriculum. While we encourage our students to develop independent thinking and creativity, we also encourage respect and integrity and place emphasis on the value of teamwork, kindness and compassion. All of our students are encouraged to be good citizens, in school, and out in the world.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
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.
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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. | ||||
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
Modifications
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
To find out more about our programs, please visit our school.
Students in a Montessori classroom learn at their own pace following an individualized programme. This type of environment naturally provides accommodation for students who may have difficulties with some areas of learning as students are able to move at their own pace through the curriculum with the support and guidance of our specially trained teachers. Activities and materials that students can manipulate hands-on before moving to more abstract learning, encourage children to develop a more thorough understanding of what they are learning, encouraging greater success.
No. We do our best to accommodate and support all types of learners.
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
9 - 12
0%
0%
$0
$0
90%
90%
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
9, 10, 11, 12
Rolling
Rolling
Not available
Not available
Yes: grades 1 - 10
Yes: grades 9 - 12
No
No
No
No
Yes: grades 1 - 10
No
No
No
No
No
We are looking for students who place a priority on their education and also understand and demonstrate the value of being a caring, compassionate and kind individual. While competition can be healthy, we want our students to be collaborative and celebrate strengths in their fellow peers. A UC student should care about their own academic achievement, but also be striving to support others.
For more admissions information, simply contact the school.
Our $250 fee is an assessment fee for all children applying to our Grade 1-10 elementary program. This assessment is not applicable for children applying to our Casa program (2-5 year olds).
For more admissions information, simply contact the school.
