One-to-one comparison


  • QUICK SUMMARY

     

    Vincent Massey Academy

    VINCENT MASSEY ACADEMY

    The Dunblaine School

    THE DUNBLAINE SCHOOL

    Basics

    Basics


     

    Founded

     

    1985

     

    1969


     

    Enrolment

     

    230

     

    40


     

    Grades

     

    Nursery/Toddler to 3

     

    1 to 8


     

    Gender

     

    Coed

     

    Coed


     

    Living arrangements

     

    Day

     

    Day


     

    Language of instruction

     

    English

     

    English


     

    Faith Based

     

     


     

    School focus

     

    Academic

     

    Academic


     

    Developmental Priorities

     
    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."
     
    Balanced
    "Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation."

    Academics

    Academics


     

    Curriculum

     

    Reggio Emilia

     

    Traditional


     

    Curriculum pace

     
    Student-paced
    The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
     
    Student-paced
    The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

     

    Academic culture

     
    Supportive
    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.
     
    Supportive
    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.

     

    Avg. Class Size

     

    13 to 15

     

    5 to 7


     

    Special needs support

     

     

    Learning, Developmental


     

    Gifted learner support

     

     

    In-class adaptations


     

    Preschool/K curriculum

     
    Reggio Emilia
    Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
    If you want to learn more about Reggio Emilia education, check out our comprehensive guide.
     

    Tuition

    Tuition


     

    Day Tuition

     

    $12,000

     

    $20,900


     

    Boarding Tuition

     

     


     

    Financial aid (FA)

     

    No

     

    Yes


     

    Students on FA

     

    0%

     

    15%


     

    Eligible grades for FA

     

    None

     

    1 to 8


     

    Median FA package size

     

    $0

     

    $6,000

    Enrollment

    Enrollment


     

    Avg. enrollment per grade

     

    29

     

    5


     

    Percent in boarding

     

    0%

     

    0%

    Admissions

    Admissions


     

    Admissions rate

     

    0%

     

    80%


     

    Day entry years

     

    Nursery/Toddler, Preschool, JK, SK, 1, 2, 3

     

    1, 2, 3, 4, 5, 6, 7, 8


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Nov 30, 2021

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    No

     

    Yes: grades 1 - 8


     

    SSAT required

     

    No

     

    No

  • SCHOOL REVIEWS

     

    Vincent Massey Academy

    VINCENT MASSEY ACADEMY

    The Dunblaine School

    THE DUNBLAINE SCHOOL

    The Our Kids Review

    The Our Kids Review

    VINCENT MASSEY ACADEMY

    information not available

    THE DUNBLAINE SCHOOL

    information not available

    User reviews

    User reviews

    VINCENT MASSEY ACADEMY

    information not available

    THE DUNBLAINE SCHOOL

    information not available

    Our Take

    Our Take

    VINCENT MASSEY ACADEMY

    information not available

    THE DUNBLAINE SCHOOL

    Dunblaine was founded in 1969 by concerned parents of children with needs that weren’t being met within the public school system. They wanted a safe environment, run by staff that understood, clearly, the needs of the students; one that offered an opportunity for them to grow academic skills, life skills, confidence, respect, and self-advocacy. And, for almost 50 years, that’s exactly what they’ve been doing. The current location is also the one that best represents what Dunblaine is all about: it’s a house in a quiet residential neighbourhood. The faculty maintain close communication with parents on all aspects of the students’ experience within the school. The staff represents the full range of all the right expertise, instructional and therapeutic. Frankly, this is what it’s all about. It’s a great school as well as a great example of what education should be about. If you have a chance to speak with a parent of a student of the school, by all means, do it. If you don’t, ask the staff to put you in touch. It will be the best introduction to the school, and its successes, you could hope to have.

  • SCHOOL DESCRIPTION

     

    Vincent Massey Academy

    VINCENT MASSEY ACADEMY

    The Dunblaine School

    THE DUNBLAINE SCHOOL

    Highlights

    Highlights

    VINCENT MASSEY ACADEMY

    • Reduced class sizes
    • Reggio- inspired learning environment
    • Enhanced curriculum allowing students to work at the pace that best suits their needs
    • Programs focused a balanced education through the development of the whole child
    • Inquiry- and experiential- based learning
    • Justice Oriented Education

    THE DUNBLAINE SCHOOL

    information not available

    Description

    Description

    VINCENT MASSEY ACADEMY

    A staple in South Etobicoke for over 30 years, Vincent Massey Academy (VMA) has developed a long-standing reputation in the community for excellence in early education. VMA offers a Reggio-inspired environment where our mission at VMA is to support our students in discovering their individual potential through a balanced education, because we believe that young minds deserve an education that reflects our changing world, where they can develop, achieve, learn and explore fearlessly.

    THE DUNBLAINE SCHOOL

    At the Dunblaine School, we have 50 years of experience in empowering students with learning disabilities to reach their full potential. Our specialized approach and methodology optimizes learning, strengthens self-esteem and self-confidence, and promotes meta-cognition. Individualized programs, enriched with SRA Direct Instruction, Music, Drama, Speech/Language and Occupational Therapy, Social Skills, and partnership among teachers, students, parents and professionals are integral to our success.

  • PRINCIPAL'S MESSAGE

     

    Vincent Massey Academy

    VINCENT MASSEY ACADEMY

    The Dunblaine School

    THE DUNBLAINE SCHOOL

    Message

    Our goal in opening the Day School is to continue to question what it is means to learn as a young student; to truly observe and understand what types of skills and knowledge aid us as we advance through life. Our approach to learning strives to consider how we learn in all avenues of life and replicate that in our classrooms. Education is no longer about the answers; it is about the path and perspectives we take to get there. Now more than ever, we want support our students in communication and collaboration, as we ask real questions about the world around us. To know is one thing, but to build their own understanding allows young minds to apply their knowledge to everyday life.

    In part of this approach, we recognize the importance of collaborative support between teachers and families. With that, we hope to foster an environment that welcomes parent involvement, on-going open-communication and a sense of community. Our teachers and management alike, are a team of passionate educators that truly are in this field to bring out the best in each and every one of our students, and we are excited for the opportunity to work together to support our students in exploring their own paths to success.

    We are looking forward to having all of you apart of the journey with us. Your support and trust in us gives us all the faith in knowing that we will always continue to provide the highest level of education for your children.

    Charleen Pryke is a dedicated and caring leader of the multi-talented team of expert and experienced staff members. Charleen has always been interested in discovering new teaching techniques and methodologies to complement each student’s learning potential. She is also involved in professional organizations, such as Ontario Federation of Independent Schools(OFIS), and Learning Disabilities Association of Ontario(LDAO). Charleen is pleased by the integral involvement of students, parents and staff who make a difference to education, and proud to be a part of the many successes experienced at Dunblaine.

  • ACADEMICS

    • OVERALL CURRICULUM

       

      Vincent Massey Academy

      VINCENT MASSEY ACADEMY

      The Dunblaine School

      THE DUNBLAINE SCHOOL


      Primary Curriculum

      Primary Curriculum

      VINCENT MASSEY ACADEMY

      Reggio Emilia


      Secondary Curriculum

      Secondary Curriculum

      VINCENT MASSEY ACADEMY

      Information not available

      THE DUNBLAINE SCHOOL

      Information not available


      Our Take: primary curriculum type

      Our Take: primary curriculum type

      VINCENT MASSEY ACADEMY

      Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).

      THE DUNBLAINE SCHOOL

      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.


      Our Take: secondary curriculum type

      Our Take: secondary curriculum type

      VINCENT MASSEY ACADEMY

      Not applicable

      THE DUNBLAINE SCHOOL

      Not applicable


      What the school says about their curriculum

      What the school says about their curriculum

      VINCENT MASSEY ACADEMY

      The development of each student to reach their individual potential is the basis of all programs at Vincent Massey. We believe that a child’s potential is best met by setting a foundation that prepares them for all aspects of life, not just academia. The development of the whole child widens the scope of learning and provides a diverse, well-rounded education in social, physical, and emotional aspects of life. Learning is made approachable and engaging by our teachers who specialize in facilitating learning environments that meet the needs of all our students. Teachers develop lessons based on the interests, needs, and development levels of the students in their classroom, ensuring a well-balanced education for everyone. Our balanced approach to education is facilitated through experiential- and inquiry-based curriculum, cultural and character education, and enrichment programs, to ensure that success is felt throughout all avenues of life.

      THE DUNBLAINE SCHOOL

      Our specialized approach and methodology optimizes learning, strengthens self-esteem and self-confidence, and promotes meta-cognition.

    • COURSE PEDAGOGIES

      • Mathematics

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Traditional Math

        THE DUNBLAINE SCHOOL

        Discovery Math


        Our take: math approach type

        Our take: math approach type

        VINCENT MASSEY ACADEMY

        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.

        THE DUNBLAINE SCHOOL

        Discovery Math turns traditional math on its head: it frequently begins by introducing a novel problem to students, and works its way back to “discovering” a method of solving the problem. The goal is to ground mathematical procedures and algorithms firmly in their applications, and to challenge students to think critically about how they might go about solving the problem right from the beginning. Generally associated with the “Chicago Math” movement and related Everyday Math textbooks (Grades 1 to 6), Discovery math spends less classroom time mastering established algorithms and more time getting students invested in and thinking critically about novel mathematical problems and concepts. In this sense Discovery Math aims to establish conceptual and applied understand before procedural understanding.


        What the school says about their math program

        What the school says about their math program

        VINCENT MASSEY ACADEMY

        Our Math Program follows the Ontario Curriculum. VMA tailors each student’s math learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. We use a mastery approach to math to ensure students completely comprehend a concept before advancing. This approach allows students to advance through these concepts at their own pace, never capping the grade level curricular expectations that they are working at. In small groups and/or individually, teachers are able to work along side students to reach their individual potential.

        THE DUNBLAINE SCHOOL

        The Dunblaine School uses the innovative Jump Math Program. It was introduced to Dunblaine staff and students by founder and mathematician, John Mighton. This program has promoted math confidence, reinforced basic numeracy, and utilized grade specific materials and workbooks that enable students to learn skills and concepts through step-by-step instruction. With consistent practice and preparation in daily math activities, achievement and success is possible for all students.


        Textbooks and supplementary materials

        Textbooks and supplementary materials

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        The JUMP Math student Assessment & Practice Books are used in conjunction with the extensive Teacher Resources to enable students to practice and explore subtle variations on the lessons and to enable teachers to rapidly assess progress.


        Calculator policy

        Calculator policy

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        Information not available

      • Early Reading

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Balanced Literacy

        THE DUNBLAINE SCHOOL

        Phonics-intensive


        Our take: early reading approach type

        Our take: early reading approach type

        VINCENT MASSEY ACADEMY

        Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.

        THE DUNBLAINE SCHOOL

        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.


        What the school says about their early reading program

        What the school says about their early reading program

        VINCENT MASSEY ACADEMY

        Our Literacy Program follows the Ontario Curriculum. VMA tailors each student’s literacy learning to the individual student. Through observations and assessments, each child is met at their level to ensure they are being challenged daily. We use a mastery approach to literacy to ensure students completely comprehend a concept before advancing. This approach allows students to advance through these concepts at their own pace, never capping the grade level curricular expectations that they are working at. In small groups and/or individually, teachers are able to work along side students to reach their individual potential.

        THE DUNBLAINE SCHOOL

        Information not available


        DIBELS testing

        THE DUNBLAINE SCHOOL

        DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.

      • Writing

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Equal balance

        THE DUNBLAINE SCHOOL

        Equal balance


        Our take: writing approach type

        Our take: writing approach type

        VINCENT MASSEY ACADEMY

        Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.

        THE DUNBLAINE SCHOOL

        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.


        What the school says about their writing program

        What the school says about their writing program

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        Information not available

      • Science

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Inquiry

        THE DUNBLAINE SCHOOL

        Equal Balance


        Our take: science approach type

        Our take: science approach type

        VINCENT MASSEY ACADEMY

        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.

        THE DUNBLAINE SCHOOL

        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.


        What the school says about their science program

        What the school says about their science program

        VINCENT MASSEY ACADEMY

        Reggio-inspired learning puts the interests and inquiries of the children at the heart of the learning that takes place in all our classrooms. Our classrooms frame their learning based on the student's wonders, questions and ideas. We are continuously challenging our students to deepen their thinking by continuing to ask questions and explore concepts through their 100 languages. These languages can include drawing, sculpting, dramatic play, writing, and painting etc. They are used to represent a student’s thinking and theories around a topic or an encounter with a learning experience.

        THE DUNBLAINE SCHOOL

        Information not available


        Topics covered in science curriculum

        Topics covered in science curriculum

        VINCENT MASSEY ACADEMY

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught

        THE DUNBLAINE SCHOOL

        Evolution as consensus theory
        Evolution as one of many equally viable theories
        Evolution is not taught


        Treatment of evolution (value)

        Treatment of evolution (value)

        VINCENT MASSEY ACADEMY

        Not applicable

        THE DUNBLAINE SCHOOL

        Not applicable

      • Social Studies

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Expanding Communities


        Our take: social studies approach type

        Our take: social studies approach type

        VINCENT MASSEY ACADEMY

        The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.

        THE DUNBLAINE SCHOOL

        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.


        What the school says about their social studies program

        What the school says about their social studies program

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        Information not available

      • Foreign Languages

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Communicative

        THE DUNBLAINE SCHOOL

        Equal Balance


        Our take: foreign language approach type

        Our take: foreign language approach type

        VINCENT MASSEY ACADEMY

        The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.

        THE DUNBLAINE SCHOOL

        These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.


        What the school says about their foreign language programs

        What the school says about their foreign language programs

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        Information not available


        Language instruction offered in:

        Topics covered in science curriculum

        VINCENT MASSEY ACADEMY

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese

        THE DUNBLAINE SCHOOL

        Hebrew
        ESL
        Spanish
        Russian
        Latin
        Japanese
        Italian
        Greek
        German
        French
        Chinese-Mandarin
        Chinese-Cantonese


        Learning a foreign language is required until

        Treatment of evolution (value)

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        Information not available

      • Computers and Technolgy

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        Approach

        Approach

        VINCENT MASSEY ACADEMY

        Light integration

        THE DUNBLAINE SCHOOL

        Medium integration


        Our take: computers and technology approach type

        Our take: computers and technology approach type

        VINCENT MASSEY ACADEMY

        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.

        THE DUNBLAINE SCHOOL

        Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.


        What the school says about their computers and technology program

        What the school says about their computers and technology program

        VINCENT MASSEY ACADEMY

        Information not available

        THE DUNBLAINE SCHOOL

        Information not available


        Courses offered in:

        Topics covered in science curriculum

        VINCENT MASSEY ACADEMY

        Web design
        Robotics
        Computer science

        THE DUNBLAINE SCHOOL

        Web design
        Robotics
        Computer science

      • Physical Education

         

        Vincent Massey Academy

        VINCENT MASSEY ACADEMY

        The Dunblaine School

        THE DUNBLAINE SCHOOL


        What the school says about their physical education program

        What the school says about their computers and technology program

        VINCENT MASSEY ACADEMY

        In part of our approach to develop the whole child, we seek to ensure that our students take time to care for themselves throughout the day. Supported with conversations about taking care of our bodies and our minds, our programs include daily physical activity and meditation and/or yoga.

        THE DUNBLAINE SCHOOL

        Information not available

    • PRESCHOOL/K CURRICULUM

       

      Vincent Massey Academy

      VINCENT MASSEY ACADEMY

      The Dunblaine School

      THE DUNBLAINE SCHOOL


      Approach

      Approach

      VINCENT MASSEY ACADEMY

      Reggio Emilia

      THE DUNBLAINE SCHOOL

      Not applicable


      Our Take

      Our Take

      VINCENT MASSEY ACADEMY

      Reggio Emilia programs aim to develop curiosity and problem-solving skills through the liberal use of “projects”, (as opposed to “activities” or “lessons”). Teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. Projects can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. A high degree of parent involvement is also encouraged, particularly when forming curriculums and project plans (which happens throughout the academic year).
      If you want to learn more about Reggio Emilia education, check out our comprehensive guide.

      THE DUNBLAINE SCHOOL

      Not applicable


      What the school says

      What the school says

      VINCENT MASSEY ACADEMY

      Our balanced approach to education ensures that success is felt throughout all avenues of life. We believe by equipping our students with the tools to succeed not just academically - but emotionally, socially, and physically - we equip students with the skills necessary to navigate all aspects of life. On a daily basis we provide leaders of the future with the opportunity to test and develop critical thinking, problem solving, communication, and innovation skills. We encourage them to ask questions, take risks, and collaborate with peers to help them in building a growth mindset and take agency over their learning.

      THE DUNBLAINE SCHOOL

      Information not available

    • CURRICULUM PACE

       

      Vincent Massey Academy

      VINCENT MASSEY ACADEMY

      The Dunblaine School

      THE DUNBLAINE SCHOOL


      Pace

      Pace

      VINCENT MASSEY ACADEMY

      Student-paced

      THE DUNBLAINE SCHOOL

      Student-paced


      Our Take

      Our Take

      VINCENT MASSEY ACADEMY

      The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.

      THE DUNBLAINE SCHOOL

      The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.


      What the school says

      What the school says

      VINCENT MASSEY ACADEMY

      Information not available

      THE DUNBLAINE SCHOOL

      Information not available

    • ACADEMIC CULTURE

       

      Vincent Massey Academy

      VINCENT MASSEY ACADEMY

      The Dunblaine School

      THE DUNBLAINE SCHOOL


      Culture

      Culture

      VINCENT MASSEY ACADEMY

      Supportive


      Our Take

      Our Take

      VINCENT MASSEY ACADEMY

      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 DUNBLAINE SCHOOL

      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.


      What the school says

      What the school says

      VINCENT MASSEY ACADEMY

      The first few years set the foundation for learning for the rest of a child’s life. VMA provides an inquiry-based, cross- curricular education in which students are presented with the opportunity to explore many different avenues of learning. Vincent Massey promotes confident, curious, resourceful learners who respect and value the individual differences of their peers.

      THE DUNBLAINE SCHOOL

      Information not available


      Approach to student honours

      Approach to student honours

      VINCENT MASSEY ACADEMY

      "We intentionally avoid all forms of public distinction between students in terms of academic performance."

      THE DUNBLAINE SCHOOL

      Information not available

  • SPECIAL NEEDS SUPPORT


    FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIES

    A - Forms of Support
    Accommodation:
    Modification:
    Remediation:
    B - Environments
    Indirect Support:
    Resource Assistance:
    Withdrawal Assistance:
    Partial Integration:
    Full-Time Class:

    Vincent Massey Academy

    The Dunblaine School

    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.
     

    Vincent Massey Academy

    VINCENT MASSEY ACADEMY

    The Dunblaine School

    THE DUNBLAINE SCHOOL


    Additional support

    Additional support

    VINCENT MASSEY ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    THE DUNBLAINE SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    INFORMAL SUPPORT FOR MILD DIFFICULTIES

    INFORMAL SUPPORT FOR MILD DIFFICULTIES


     

    Learning Strategy

     

     


     

    Extra Support

     

     


     

    Mild but clinically diagnosed ADHD

     

     

    Accommodations

    Modifications

    Extra support


    Additional support

    Additional support

    VINCENT MASSEY ACADEMY

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy

    THE DUNBLAINE SCHOOL

    Social skills programs
    Occupational therapy
    Psychotherapy
    Speech-language therapy


    What the school says about their special needs support

    What the school says about their special needs support

    VINCENT MASSEY ACADEMY

    Information not available

    THE DUNBLAINE SCHOOL

    Students are placed in flexible cohorts according to their academic, social, and emotional needs and strengths, which are then loosely organized by age. All classroom teachers are trained and experienced special educators, who work closely with our support staff of speech and language pathologists, occupational therapists, and social workers to provide in-school remediation, arrange for extra-curricular support, and train parents and caregivers to supplement these strategies at home. Social, emotional, and academic development are pursued equally, according to individual need, and our family of parents, staff, and students collaborate to build an amazingly nurturing community.


    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    What happens if child develops disorder while enrolled/Should families seek enrollment if child has disability

    VINCENT MASSEY ACADEMY

    Information not available

    THE DUNBLAINE SCHOOL

    During the interview process, we discuss existing and potential clinical diagnoses to determine whether a child will be a good fit. Once a student is enrolled, we endeavour to work closely with the students\' established support professionals and incorporate ongoing clinical identifications and strategies. We specialize in learning, rather than developmental and physical disabilities, and these students tend to present the best fit for our programs.

  • EXTRACURRICULARS


    Vincent Massey Academy

    The Dunblaine School

    Competitive

    Comp.

    Recreational

    Rec.

    Competitive

    Comp.

    Recreational

    Rec.

    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

     

    Vincent Massey Academy

    VINCENT MASSEY ACADEMY

    The Dunblaine School

    THE DUNBLAINE SCHOOL


    Clubs Offered

    Topics covered in science curriculum

    VINCENT MASSEY ACADEMY

    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

    THE DUNBLAINE SCHOOL

    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


    What the school says

    What the school says

    VINCENT MASSEY ACADEMY

    THE DUNBLAINE SCHOOL

    • All students at The Dunblaine School have the opportunity to participate in the school's rich heritage of the annual school production. Dunblaine also offers a variety of clubs including a Hiking Club, Cooking Club, Drama Club and more. Students also participate in specialized programs offered outside the school including yoga, art classes and gymnastics.
  • ADMISSION

    Admissions

    Admissions

     

     

    Admissions rate

     

    0%

     

    80%


     

    Day entry years

     

    Nursery/Toddler, Preschool, JK, SK, 1, 2, 3

     

    1, 2, 3, 4, 5, 6, 7, 8


     

    Boarding entry years

     

     


     

    Day admissions deadline

     

    Nov 30, 2021

     

    Rolling


     

    Boarding admissions deadline

     

    Not available

     

    Not available


     

    Interview required?

     

    No

     

    Yes: grades 1 - 8


     

    SSAT required

     

    No

     

    No


     

    SSAT(out of province) required

     

    No

     

    No


     

    Entrance exams required

     

    No

     

    No


     

    Entrance essay required

     

    No

     

    No


     

    Application fee required

     

    No

     

    No

    Type of student school is looking for

    Type of student school is looking for

    THE DUNBLAINE SCHOOL

    The Dunblaine School accepts students on an individualized basis, taking into account the programs being offered, the student’s abilities, and the opportunity for progress in our school setting.

    What the school says

    What the school says

    VINCENT MASSEY ACADEMY

    • To confirm your placement, we will require a deposit of 100% of your first month’s fees which is non-refundable plus a $300 registration fee
    • Please contact the Admission’s Director ([email protected]) to confirm your placement for 2021-2022 and a Pre-Authorized Debit will be sent to be filled out and scanned back.

    If there are no placements left, you will added to our waitlist based on the date you contacted us and your child’s age

    THE DUNBLAINE SCHOOL

    For information and discussion about admission to The Dunblaine School, please contact the principal, Charleen Pryke, at 416-483- 9215 or at [email protected]. Generally, applications are made for the following school year. However, admissions from September to June are accepted if space is available and placement of your child has been approved following interviews with the parents and student.




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