9121 Weston Rd Unit 3, Vaughan, Ontario, L4H 0L4, Canada
50 Vaughan Street, Ottawa, Ontario, K1M 1X1, Canada
Indirect Support:
9121 Weston Rd Unit 3, Vaughan, Ontario, L4H 0L4, Canada
50 Vaughan Street, Ottawa, Ontario, K1M 1X1, Canada
2009
1981
340
170
9 to 12
Preschool to 8
Coed
Coed
eSchool, Homestay, Day
Day
English
English
Academic
Academic
Liberal Arts
Traditional
10 to 12
10 to 20
Dedicated class; in-class adaptations
$11,000 to $14,000
$8,750 to $15,200
No
No
0%
0%
None
None
$0
$0
85
14
0%
0%
95%
100%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
Yes
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 reportFamilies typically cite academics as an important driver when considering a school, and certainly they should be. That said, in the best school settings, a strong academic program is simply the baseline for what the program offers, and Fern Hill is a great example of that. Yes, numeracy and literacy are the core components, though confidence and self-esteem are too. Students are encouraged to grow in all literacies, including those of the arts and music and social interaction. The French language program has been augmented in recent years, driven principally by the needs of students and desire of parents. Administration has worked to create an environment of discovery across all curricular areas, and they’ve succeeded in that. Yes, academics are strong, though, rightly, that’s just the beginning of what Fern Hill is able to offer. It's perhaps the things over and above that which truly give strength to the overall program and distinguish the school.
View full reportinformation not available
information not available
"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."
"Established in 1981, Ottawa’s Fern Hill School offers an enriched curriculum for preschool, kindergarten and elementary grades 1-8, including Core & Advanced French and a variety of extracurricular activities. Fern Hill provides quality education in a warm, caring and nurturing environment, with a diverse international community. Guided by dedicated teachers, students enjoy a supportive community that instills a strong sense of self, responsibility and a lifelong love of learning. Located 10 minutes from downtown."
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
Information not available
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
Traditional
Information not available
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.
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.
Not applicable
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
At Fern Hill School we follow a traditional teaching approach. Our focus is on building skills needed for life-long learning, including independence, self-confidence and a strong academic foundation. The enhanced language, math and science curriculum is complemented by a strong arts and sports program. The aim of the Grade School program is to provide an extensive and enriched curriculum to help children reach their full potential while retaining their individuality.
Not applicable
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Not applicable
Information not available
Information not available
Information not available
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
Information not available
Not applicable
Not applicable
Information not available
Information not available
Not applicable
Not applicable
Information not available
Information not available
Not applicable
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.
Not applicable
Information not available
Information not available
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
Not applicable
Not applicable
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
Not applicable
Information not available
Information not available
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
Not applicable
Not applicable
Information not available
Information not available
Not applicable
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Not applicable
Information not available
Information not available
Not applicable
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Not applicable
Information not available
Information not available
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
Not applicable
These programs have an equal emphasis on receptive and creative learning.
Not applicable
Information not available
Information not available
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Not applicable
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
Not applicable
Information not available
Information not available
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Information not available
Information not available
Play-based
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.
The emphasis of the program is on the development of the whole child.Through an integrated approach, experiences and opportunities are provided for each child to develop intellectually, socially, emotionally and physically. It is recognized that children learn in different ways and at different rates, therefore a variety of learning experiences are provided to meet the needs of each child.
Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Students are grouped within the classroom for work and are challenged with individual learning opportunities.
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.
The provision of a wide variety of enriched programming within a traditional setting allows the students to participate fully and share their ideas. Students are encouraged to strive for success and a high standard of work is expected from all students. The positive, nuturing environment instills a love of learning and students take pride in their accomplishments.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Information not available
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."
Not applicable
Not applicable
The emphasis of the program is not only on academics, but on the development of the whole child. Through an integrated approach, experiences and opportunities will be provided for each child to develop intellectually, socially, emotionally and physically. It is recognized that children learn in different ways, so a variety of learning approaches are provided to meet the needs of each child. Self-esteem and autonomy are key to development, and are fostered and reinforced in a caring and nuturing environment. Leadership opportunities are provided throughout the grade levels. Students develop into self-confident learners, with a strong sense of community.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
| ||||
|---|---|---|---|---|
| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
| ||||
Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
|
|---|---|---|---|---|
Badminton |
||||
Baseball |
||||
Basketball |
||||
Canoeing/Kayaking |
||||
Cricket |
||||
Cross-country skiing |
||||
Cycling |
||||
Downhill skiing |
||||
Equestrian |
||||
Fencing |
||||
Field Hockey |
||||
Figure Skating |
||||
Football |
||||
Golf |
||||
Gymnastics |
||||
Ice Hockey |
||||
Ice Skating |
||||
Lacrosse |
||||
Martial Arts |
||||
Mountain biking |
||||
Racquet Ball |
||||
Rowing |
||||
Rugby |
||||
Running |
||||
Sailing |
||||
Skateboarding |
||||
Snowboarding |
||||
Soccer |
||||
Softball |
||||
Squash |
||||
Swimming |
||||
Tennis |
||||
Track & Field |
||||
Volleyball |
||||
Weightlifting |
||||
Wrestling |
||||
Archery |
||||
Curling |
||||
Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
95%
100%
7, 8, 9, 10, 11, 12
Preschool, JK, SK, K, 1, 2, 3, 4, 5, 6, 7, 8
Rolling
Not available
Not available
Not available
Yes: grades 9 - 12
Yes
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.
