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Go to child profileP.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to identify and enhance the abilities of our students, while simultaneously addressing their social and emotional needs. P.A.C.E. is based on the premise that gifted children require high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program, including Arts and Athletics, complements this specialized academic program.
What learning looks like now: P.A.C.E. students and staff embraced the virtual teaching and learning experience with commitment and enthusiasm. Through Microsoft Teams and Zoom, teachers continue to engage students with exciting, inquiry-based lessons, problem solving activities and fun, challenging research opportunities. Students are exposed to online math competitions, virtual field studies and expert guest speakers, each of which contribute to fostering a continued love of learning, greater depth and breadth of knowledge and a collaborative experience between the school community and the community at large. Following a full timetable in the secondary school and a slightly abbreviated one in the elementary school, teachers continue to address the needs of our gifted learners through problem solving, inquiry based learning, compacting and acceleration, honing the students' presentation, analytical, written and verbal communication skills. Moving to an online experience was a smooth transition given the school’s expectation that all students in grades 1-7 have their own Surface Go and students in grades 8-12 have their own device running Windows 10. Regardless of the platform, physical or virtual, P.A.C.E. will continue to guide and support its students through their studies. We are committed to keeping the learning experiences both engaging and exciting as students are introduced to new concepts and skills and continue to pursue academic success either remotely or at school.
Curriculum delivery:
Living Arrangement | Grades | Delivery Model | Frequency |
---|---|---|---|
Day | Gr. 1 - Gr. 12 | Hybrid/blended | Full-time |
P.A.C.E. offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only.
The regions P.A.C.E. offers busing from are:
Additional notes: P.A.C.E. has 3 bus lines with central pickup points along the routes: Bayview, Bathurst, Northwest GTA
The PACE program was developed with gifted students in mind, based in an understanding of what they share—overall ability—as well as what they don't, such as specific talents, interests, and curiosities. The term of art is differentiated programming, though it's a term that can easily lend itself to misunderstanding. It doesn't mean that different students proceed through the curricula at different rates or are each given separate tasks based on their individual abilities. Rather, within a differentiated program all students proceed at the same pace through the material, while instructors provide multiple entry points that address the needs of individual students within the class. The ideal student is one who has been identified as gifted, and who requires challenge in order to succeed in academic work.
Focus | Special needs |
---|---|
Academic | Gifted |
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
Subject | offered |
---|---|
Evolution as consensus theory | |
Evolution as one of many equally viable theories | |
Evolution is not taught |
Subject | offered |
---|---|
Biology | |
Chemistry | |
Ecology | |
Geology | |
Meteorology | |
Physics | |
Physiology | |
Zoology |
Subject | offered |
---|---|
Acting | |
Dance | |
Drama/Theatre | |
Graphic Design | |
Music | |
Visual Arts |
Subject | offered |
---|---|
Computer science | |
Robotics | |
Web design |
Flexible pacing style | offered |
---|---|
Subject-streaming (tracking) | |
Multi-age classrooms as standard | |
Ability-grouping (in-class) as common | |
Frequent use of cyber-learning (at-their-own-pace) | |
Regular guided independent study opportunities | |
Differentiated assessment |
P.A.C.E. offers no/limited support for students with learning difficulties or special needs.
Subject Type | offered |
---|---|
Learning strategy and study counselling; habit formation | |
Extra support and minor accommodations for children experiencing subclinical difficulties |
Subject Type | offered |
---|---|
Accommodations | |
Modifications | |
Extra support |
Read our guide to special needs schools and special education
Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)
Program | offered |
---|---|
Custom subject enrichment (special arrangement) | |
Custom curriculum compacting (special arrangement) | |
Guided independent study (custom gifted arrangement) | |
Cyber-learning opportunities (custom gifted arrangement) | |
Formalized peer coaching opportunities (specifically for gifted learners to coach others) | |
Custom subject acceleration (special arrangement) | |
Career exploration (custom gifted arrangement) | |
Project-based learning (custom gifted arrangement) | |
Mentorships (custom gifted arrangement) |
In grade Gr. 12, P.A.C.E. students perform an average of >2 hours of homework per night.
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
P.A.C.E. | 45 mins | 45 mins | 45 mins | 45 mins | 45 mins | 60 mins | 60 mins | 90 mins | 90 mins | 120 mins | 120 mins | 160 mins |
Site Average | 15 mins | 17 mins | 23 mins | 29 mins | 34 mins | 40 mins | 51 mins | 56 mins | 69 mins | 80 mins | 98 mins | 107 mins |
Lettered or numbered grades | Gr. 1 to Gr. 12 |
Prose (narrative)-based feedback | Gr. 1 to Gr. 12 |
Academic achievement reporting | Gr. 1 to Gr. 12 |
Habits and behaviour reporting | Gr. 1 to Gr. 12 |
Parent-teacher meetings | Gr. 1 to Gr. 12 |
Competitive sports: 13
Recreational sports: N/A
Academy for Gifted Children - P.A.C.E. offers 21 clubs and extracurricular programs.
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
Day | $17,000 |
Grades | Gender | Living Arrangement | Enrolment | |
---|---|---|---|---|
Group 1 | Gr. 1 to Gr. 12 | Coed | Day | 330 |
Total enrolment | 330 |
Average class size | 15 |
% of international students (total enrolment) | 0% |
Number of different nationalities within student population | 11 |
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Day Enrollment | 22 | 22 | 22 | 44 | 40 | 40 | 40 | 40 | 25 | 25 | 25 | 25 |
Class Size | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 20 | 25 | 20 | 20 | 20 |
Assessment | Required | Grades |
---|---|---|
Interview | 1 - 12 | |
SSAT | ||
SSAT (out of province) | ||
Entrance Exam(s) | ||
Entrance Essay |
Day students: Rolling
Offer mid-year entry:
Yes
Application fee: N/A
Registration fee: $2,000
Deposit:
N/A
All students are required to have a psycho-educational assessment (WISC V). If the student scores in the 95th percentile or higher in verbal reasoning and visual perception, on paper, that child would qualify for P.A.C.E. The next step would be to have a meeting with the family and for the student to visit for the day. Feedback regarding the child's visit is provided.
This is the percentage of applicants typically accepted into the school. So if 50 students are admitted out of 100 applicants, the school has an overall acceptance rate of 50%.
Student Entry Points
This shows approximately how many openings there are likely to be in each grade in a typical year, as well as the estimated acceptance rate for each grade level.
Student Type | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
---|---|---|---|---|---|---|---|---|---|---|---|---|
Day Acceptance (Acceptance rate) | 22 (75%) | 22 (75%) | 22 (75%) | 22 (75%) | 0 (75%) | 0 (75%) | 0 (75%) | 0 (75%) | 0 (75%) | 0 (75%) | 0 | 0 |
Average graduating class size | 20 |
Students accepted into post-secondary studies upon graduation | 100% |
Percentage of students who attend post-secondary institutions outside of Canada | 4% |
Students who attended a Ivy+ school Number of students in the past 5 years that that attended one of Harvard, Yale, Princeton, University of Pennsylvania, Dartmouth, Brown, Columbia, Cornell, Stanford, University of Chicago, Oxford or Cambridge (UK) | 25 |
McMaster University | 20% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Queen's University | 20% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
University of Toronto | 20% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
University of Waterloo | 20% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Western University | 20% |
Academy for Gifted Children - P.A.C.E. Graduates’ Post-Secondary Studies:
Aggregate of All Schools’ Post-Secondary Studies:
Career planning | |
Internships |
Mentorship Program | |
University counseling |
What P.A.C.E. says:
Alumni Highlights
My journey at P.A.C.E. began in 1999 and in 2019 I was delighted to assume the role of Director/Principal. The most rewarding part of my job is interacting with the students. They are fun loving, witty and demonstrate an intellectual curiosity that is any educator's dream. The energy level in the building is very high, the questioning by the students is incessant, and there are a lot of laughs. The skills for succeeding at P.A.C.E., whether in the role of teacher or student, are the same: a love of learning, high motivation, an excellent work ethic and a sense of humour. I am so fortunate to be surrounded by excellent teachers and a strong administrative staff: Liana, the Assistant to the Director; our Vice Principals, Caroline Corbit and Joanne Abela; and our Administrative Assistant, Irina. Every September we look forward to yet another passionate and exciting year for all.
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