9121 Weston Rd Unit 3, Vaughan, Ontario, L4H 0L4, Canada
3080 Bayview Avenue, Toronto, Ontario, M5M 2M8, Canada
Indirect Support:
9121 Weston Rd Unit 3, Vaughan, Ontario, L4H 0L4, Canada
3080 Bayview Avenue, Toronto, Ontario, M5M 2M8, Canada
2009
1993
340
200
9 to 12
Nursery/Toddler to 6
Coed
Coed
eSchool, Homestay, Day
Day
English
English
Academic
Academic
Liberal Arts
Montessori
10 to 12
15 to 24
Dedicated class; in-class adaptations
Accelerated curriculum
$11,000 to $14,000
$17,975 to $27,300
No
Yes
0%
0%
None
None
$0
$0
85
18
0%
0%
95%
100%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 6
No
No
information not available
information not available
Vaughan College was founded in 2009 in order to provide a vibrant, robust preparation for success in post-secondary studies. The core academics are key, as they should be, though so is an attention to facility in their application, within specific disciplines, and as applied across the curriculum. The student body is smaller than the mean, allowing a very close-knit learning environment with a high level of teacher-student engagement. The atmosphere itself is a draw, one in which social currency is gained in part through academic achievement—all students arrive academically oriented, and therefore enter a community of learners that are all of a like mind. The program seeks to develop values as well as a global perspective, which is also a draw. The ideal student is one able to thrive in a challenging learning environment, and able to grow into a sense of responsibility for their learning.
View full reportBannockburn is founded in Montessori, and hews close to the spirit of the method and its fundamental principles. There is an abiding attention to creating a supportive, student-centric environment, one that can stimulate and build on children’s curiosity. That said, there are a few welcome adaptations as well, such as lower teacher/student ratio that one might expect to see within a Montessori classroom. The school is very much an expression of the surrounding community—it was begun in 1993 by local parents and educators, and retains very close ties to the surrounding community today. The life of the school is informed by an active and robust parents’ association, with meetings held on the first Monday of each month. Given the location of the school, the fact that it sits on a five-acre property is an added plus, one that both adds to the atmosphere of the school, and allows for the programming, as appropriate, to spread beyond the interior instructional spaces. So, yes, the school has a strong Montessori program, though there is also a clear Bannockburn identity, one that nicely reflects the community that it serves.
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"Vaughan College is one of the most distinguished ministry-inspected private high schools in Woodbridge, Vaughan, ON, Canada. We strive to provide an open and engaging environment, VC students have the chance to reach their full potential. Our school is dedicated to part/full-time students from Woodbridge, Brampton, and surrounding areas, as well as international students. We also offer Night School and Summer High School Credit Courses. Now Vaughan College is also offering in-person, private and online classes."
"Bannockburn offers an outstanding, authentic Montessori learning environment, carefully implemented to meet the specific needs of children during the most crucial periods of their formative years. Each fully equipped classroom is directed by dedicated, qualified teachers complemented by specialist instruction in French, music, visual arts and physical education. We invite you to discover how Bannockburn can make a brilliant difference in your child's life.... from the very beginning."
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Come to us with enthusiasm, dedication and a few years of your time, and we will provide you the foundation to thrive in the world beyond school by unlocking your true potential.
Preparing for secondary school can be a very exciting time. It can also be a time when students feel nervous and unsure about the change. At Vaughan College Private School, we encourage students to become more personally responsible for their learning. This is a great opportunity as well as a great responsibility. However, students do not do it alone. Vaughan College Private School offers a personalized and progressive learning environment with a faculty dedicated to preparing students for the challenges of the future. Our school values focus on instilling within each student the vision, courage and skills to make their community greater, better and more beautiful than they discovered it.
The aim of Vaughan College Private School is to guide our young people toward lives of greater fulfillment. The strength of our school is in our clear values and principles. We firmly believe each person has a capacity for goodness and has the responsibility to attain that goodness. By creating an exciting and challenging learning environment built on trust and respect, we believe we can encourage every student to reach beyond what he or she thought possible.
Again, the Vaughan College faculty would like to welcome all students and their families to a year of academic excellence.
Sincerely,
Vaughan College Principal
Thank you taking the time to read about Bannockburn. I encourage you to pay us a visit and see what makes Bannockburn such a special place. It starts with our Toodlers who show us that these young individuals are capable of so much more than we would normally expect, and culminates with our Upper Elementary graduates who truly exhibit that they are responsible, nurturing, peaceful young people with self-esteem and respect for others. Bannockburn graduates are self-motivated, intellectually curious, love learning and achieve academic success.
Montessori
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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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A well-rounded education is about more than just classes and books. That’s why we balance academic knowledge, creative arts, and critical thinking skills that provide a more complete understanding of the world. Integrated and engaged learning supports the intellectual, social, cultural, and practical development of the child. Our goal is to make a positive difference in the communities we touch. Our students are instilled with a sense of purpose, social awareness, and a desire for lifelong learning that makes them active and valuable members of society. In the years that students spend in the upper school, VC offers an extensive academic curriculum combined with athletic and arts programs, to help them develop leadership skills and an innovative classroom experience to develop their interest and cultivate their abilities necessary for future success. Our academic program extends beyond the Ontario provincial program to help students gain thorough and in-depth learning with improved understanding. To view the course requirements and electives by grade, in order to achieve the Ontario Secondary School Diploma, please visit www. vaughancollege.ca
Bannockburn School leads in Montessori education by offering an exceptional, enriched Montessori curriculum and a nurturing, inspiring environment carefully prepared to meet the needs of children in the formative years of childhood. Every day in the classroom is a study in the balance of young children purposefully working to develop cognition, concentration and independence in a nurturing and carefully prepared environment.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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It is important that students in Mathematics and Science courses demonstrate their ability both with and without the use of technology. Use of such systems during evaluations will constitute academic misconduct and be dealt with accordingly. • Texas Instruments: TI-83, TI-83+, TI-83+ Silver, TI-84, TI-84+ Silver, TI-NSPIRE
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Phonics-intensive
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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No
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.
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Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Traditional
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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.
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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).
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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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.
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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
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Equal Balance
These programs have an equal emphasis on receptive and creative learning.
These programs have an equal emphasis on receptive and creative learning.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Light integration
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
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Web design
Robotics
Computer science
Web design
Robotics
Computer science
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Bannockburn’s Physical Education and Athletic program is an active and exciting part of the school with many classes and events to get our students' hearts and bodies moving. Within the school day, the Physical Education program accesses all Bannockburn students from Toddler to UEL. Our curriculum focuses on providing opportunities for our students to engage in a variety of physical activity, movement, and sport in an effort to develop a wide range of physical, social, and emotional skills. In addition to our Physical Education classes, Bannockburn has been active in attending inter-school athletic activities within the Toronto community. Additionally, Elementary students have the opportunity to participate on a team with our intramural sports program during recess. The primary goal of our Athletics program is to provide our students with positive opportunities to participate in sporting events, while demonstrating their improving skill, teamwork, and sportsmanship in a supportive environment.
Montessori
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.
The Primary-age child has an astounding capacity to learn and absorb, thus, utmost emphasis is placed on ensuring an uninterrupted work cycle. This enables the child to explore freely and learn through purposeful work in the different areas of the classroom: Practical Life, Sensorial, Language, Mathematics and Culture. Concrete, manipulative materials for each area enable the child to use the five senses to build an essential foundation of knowledge and concepts.
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).
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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.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
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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."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
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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
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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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
95%
100%
7, 8, 9, 10, 11, 12
Nursery/Toddler, Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6
Rolling
Rolling
Not available
Not available
Yes: grades 9 - 12
Yes: grades Nursery/Toddler - 6
No
No
No
No
No
No
No
No
No
No
We welcome all kind of students as long as they have the ability to study in a school with somewhat traditional and more of a liberal arts approach. We believe that every child can succeed in academics field as long as given the proper tools and guidance.
