Academy for Gifted Children - P.A.C.E. - Richmond Hill Private Day School

About P.A.C.E.

P.A.C.E. provides a differentiated curriculum built on greater depth and breadth of instruction. Our primary goal is to find 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 need high-powered learning experiences to challenge their minds and ensure intellectual growth and achievement. A fully balanced program including The Arts and Athletics complements this specialized academic program.

Our Take: Academy for Gifted Children - P.A.C.E.

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.

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Location and Busing

12 Bond Crescent, Richmond Hill, Ontario, L4E 3K2

School Busing:

P.A.C.E. offers bus transferring. Service options offered are regular rider, regular rider AM only, regular rider PM only.

Additional notes: P.A.C.E. has 3 bus lines with central pickup points along the routes: Bayview, Bathurst, Woodbridge

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School Life Gallery

Gallery showcasing school life and general photos of Academy for Gifted Children - P.A.C.E..

Academics

Academics Summary: [Hide summary]

Curriculum: Traditional
- Mathematics: Equal Balance
- Early Reading: Phonics-intensive
- Writing: Equal balance
- Science: Equal Balance
- Literature: Equal Balance
- Social Studies : Thematic
- Humanities and Social Sciences : Perennialism
- Foreign Languages: Equal Balance
- Fine Arts: Creative
- Computers and Technology: Medium integration
- Physical Education:
- Advanced Placement courses :
- Sex and health education: Ontario curriculum
Curriculum Pace: Accelerated
Academic Culture: Rigorous
Developmental priorities: Intellectual
Special needs support: No support
Gifted learner support: Dedicated gifted school
Language: English
Homework Policy:
Report Card Policy:

Curriculum Traditional
[Show definition of Curriculum]

Central to your child's school experience is the underlying curriculum taught in the classroom. "Curriculum" refers to both what is taught and how it's taught. When considering the different curricula outlined in the next few pages, keep in mind that few schools fall neatly into one category or another. Most schools' curricula comprise a blend of best practices drawn from multiple curriculum types. Having said that, most schools do have a general overall curriculum type. These are identified for each school on OurKids.net.

Curriculum approach at P.A.C.E.: Traditional
P.A.C.E. has a Traditional approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional?]
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 uni?ed 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.

Curriculum at schools on OurKids.net

Traditional - 44%
Liberal arts - 15%
Progressive - 25%
Montessori - 15%
Reggio Emilia - 0%
Waldorf - 1%

What P.A.C.E. says: P.A.C.E. is a magnet school for students who have been identified as intellectually gifted by means of a psycho-educational assessment. The curriculum is differentiated through various methodologies and strategies i.e. compacting, identifying learning styles, creative problem solving, acceleration, inquiry-based learning, addressing the critical thinking skills, sophisticated field studies, greater depth and breadth of instruction, etc. in order to meet the special needs and characteristics of gifted kids. To address the needs of the whole child, wonderful Fine Arts, Athletic, and Co-Instructional Programs complement our strong academic program.

Approach:

Focus Special needs

Academic Gifted
Pedagogies and subject courses:

Mathematics Equal Balance

Mathematics approach at P.A.C.E.: Equal Balance
P.A.C.E. has an Equal Balance approach to Mathematics (as opposed to Traditional Math , Discovery Math approach).
[Show: About Equal Balance?]
These math programs feature an equal balance of “Traditional” and “Discovery” methods.

Mathematics at schools on OurKids.net

Equal balance - 67%
Traditional math - 26%
Discovery math - 7%

What P.A.C.E. says: P.A.C.E. is a blend of old and new, allowing for the mastery of basic skills while creating exciting new initiatives in how to learn mathematics.

Textbooks and supplementary materials: A number of different textbooks are used at the high school level. But, most importantly, we create Resources Booklets for our students which allows us to draw from many different sources.

Calculator policy: Students are allowed to use calculators starting in grade 7 for basic computational skills. Graphing calculators are taught and used in grades 8- 12, but are not allowed during tests and exams. Only simple calculators are allowed for evaluations.

Early Reading Phonics-intensive

Early Reading approach at P.A.C.E.: Phonics-intensive
P.A.C.E. has a Phonics-intensive approach to Early Reading (as opposed to Whole Language , Balanced Literacy approach).
[Show: About 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.

Early Reading at schools on OurKids.net

Phonics-intensive - 45%
Whole language - 2%
Balanced literacy - 53%

What P.A.C.E. says: The extent of the ability to read varies in grade one, some children just getting over the hump, while others are reading chapter books. Therefore, often there are 2 or 3 reading groups in grade 1. By January, all the children are comparable in their reading fluency.

DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

What P.A.C.E. says: This information is not currently available.

Writing Equal balance

Writing approach at P.A.C.E.: Equal balance
P.A.C.E. has an Equal balance approach to Writing (as opposed to Systematic approach , Process approach approach).
[Show: About 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.

Writing at schools on OurKids.net

Equal balance - 78%
Systematic approach - 10%
Process approach - 12%

What P.A.C.E. says: Our children love to write, and we begin to introduce analytical writing as well as creative writing at an early age.

Science Equal Balance

Science approach at P.A.C.E.: Equal Balance
P.A.C.E. has an Equal Balance approach to Science (as opposed to Expository , Inquiry approach).
[Show: About Equal Balance?]
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.

Science at schools on OurKids.net

Equal balance - 66%
Expository - 6%
Inquiry - 28%

Teaching approach: A variety of methodologies work best with our students. It is very important for our students to be exposed to the expert, to work effectively with their peers, and to creatively design their own scientific experiments.

Topics covered in curriculum:

Subject offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

Treatment of evolution:

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

Literature Equal Balance

Literature approach at P.A.C.E.: Equal Balance
P.A.C.E. has an Equal Balance approach to Literature (as opposed to Traditional , Social Justice approach).
[Show: About Equal Balance?]
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.

Literature at schools on OurKids.net

Equal balance - 74%
Traditional - 22%
Social justice - 4%

What P.A.C.E. says: Literature comes alive through multiple interpretations and rich performance tasks that include choral speaking, debates, trials, videos, music and drama.

Social Studies Thematic

Social Studies approach at P.A.C.E.: Thematic
P.A.C.E. has a Thematic approach to Social Studies (as opposed to Core Knowledge , Expanding Communities approach).
[Show: About Thematic?]
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.

Social Studies at schools on OurKids.net

Thematic - 31%
Core knowledge - 44%
Expanding communities - 25%

What P.A.C.E. says: Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information.

Humanities and Social Sciences Perennialism

Humanities and Social Sciences approach at P.A.C.E.: Perennialism
P.A.C.E. has a Perennialism approach to Humanities and Social Sciences (as opposed to Pragmatism , Equal Balance approach).
[Show: About Perennialism?]
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.

Humanities and Social Sciences at schools on OurKids.net

Perennialism - 11%
Pragmatism - 10%
Equal balance - 79%

What P.A.C.E. says: This information is not currently available.

Foreign Languages Equal Balance

Foreign Languages approach at P.A.C.E.: Equal Balance
P.A.C.E. has an Equal Balance approach to Foreign Languages (as opposed to Audio-Lingual , Communicative approach).
[Show: About Equal Balance?]
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.

Foreign Languages at schools on OurKids.net

Equal balance - 61%
Audio-lingual - 2%
Communicative - 37%

What P.A.C.E. says: The acquisition of French as a second language includes the concrete sequential mode of learning as well as interactive group work.

Fine Arts Creative

Fine Arts approach at P.A.C.E.: Creative
P.A.C.E. has a Creative approach to Fine Arts (as opposed to Receptive , Equal Balance approach).
[Show: About Creative?]
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.

Fine Arts at schools on OurKids.net

Creative - 39%
Receptive - 1%
Equal balance - 60%

Program offers:

Subject offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

What P.A.C.E. says: Students engage in making art come alive using a collaborative approach to learning. Taking risks, emoting and develop the aesthetic sensibilities create the ultimate performance in both drama and music.

Computers and Technology Medium integration

Computers and Technology approach at P.A.C.E.: Medium integration
P.A.C.E. has a Medium integration approach to Computers and Technology (as opposed to Light integration , Heavy integration approach).
[Show: About Medium integration?]
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.

Computers and Technology at schools on OurKids.net

Medium integration - 46%
Light integration - 23%
Heavy integration - 31%

What P.A.C.E. says: Students integrate technology in various disciplines. Robotics plays a very large role in our technology program.

Program covers:

Subject offered
Computer science
Robotics
Web design

Physical Education

What P.A.C.E. says: The development of a healthy mind and body is critical to success.

Advanced Placement courses

AP Biology
AP Calculus AB
AP Chemistry
AP Computer Science A

Sex and health education Ontario curriculum

Sex and health education approach at P.A.C.E.: Ontario curriculum
P.A.C.E. has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]
The structure, pacing, focus, and tone of the sex education curriculum reflects that of the provincial one, taught in public schools.

Sex and health education at schools on OurKids.net

Follows provincial curriculum - 54%
Does not follow prrovincial curriculum - 46%

Approach to sex and health education:
P.A.C.E. has a approach Mostly value-neutral (as opposed to Fairly value-based approach).
[Show: About Mostly value-neutral?]
By and large, students are taught about sex free of any particular moral or ethical standpoint. The school doesn't impose any particular values or value systems (such as social, political, or ideological values) on students when teaching sex and related issues.

P.A.C.E.'s approach to sex-ed: This information is not currently available.
Jump to:

Mathematics

Early Reading

Writing

Science

Literature

Social Studies

Humanities and Social Sciences

Foreign Languages

Fine Arts

Computers and Technology

Physical Education

Advanced Placement courses

Sex and health education

Focus	Special needs
Academic	Gifted

Subject	offered
Biology
Chemistry
Ecology
Geology
Meteorology
Physics
Physiology
Zoology

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

Subject	offered
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts

Subject	offered
Computer science
Robotics
Web design

Curriculum Pace Accelerated

[Show definition of Curriculum Pace]

This refers to the rate at which students move through the curriculum (e.g., topics, textbook material, skills, etc.). Curriculum pace is often defined in comparison to provincial standards.

Curriculum Pace approach at P.A.C.E.: Accelerated

P.A.C.E. has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).

[Show: About Accelerated?]

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).

Curriculum Pace at schools on OurKids.net

Accelerated - 16%
Standard-enriched - 57%
Student-paced - 27%

What P.A.C.E. says: P.A.C.E. caters to the strength of individual students in the area of mathematics where students are grouped according to the academic ability, not their chronological age.

Flexible pacing style

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

What P.A.C.E. says about flexible pacing: This information is not currently available.

Academic Culture Rigorous

[Show definition of Academic Culture]

Through the collective mindset of teachers, administrators, students, and parents, each school develops and maintains its own academic culture. This generally relates to the norms and expectations created around academic performance. Many parents look to private schools because they want a specific type of culture. Some want a rigorous environment that will elevate their child to new heights. Others want a nurturing environment that will help their child develop a passion for learning.

Academic Culture approach at P.A.C.E.: Rigorous
P.A.C.E. has a Rigorous approach to Academic Culture (as opposed to Supportive approach).
[Show: About Rigorous?]
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”.

Academic Culture at schools on OurKids.net

Rigorous - 46%
Supportive - 54%

What P.A.C.E. says: The students at P.A.C.E. have high aspirations, 100% of which attend university. Their chosen fields of interest are science, law, business and accounting and computer engineering.
Developmental priorities Intellectual

[Show definition of Developmental priorities]

Schools have specific goals regarding how they want their educate and develop their students. This is part of a school's overall philosophy or vision, which is contained in its mission statement. While they tend have several developmental aims, schools tend to priortize certain aims, such as intellectual, social, spiritual, emotional, or physical development.

Primary Developmental Priority: Intellectual

The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."

Secondary Developmental Priority: Balanced

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

What P.A.C.E. says: Addressing the needs of gifted children through a well balanced education that attends to the cognitive as well as social emotional needs of the children allows for us to groom good people who will be productive citizens in society.

Special needs support No support

[Show definition of Special needs support]

Schools offer a wide range of approaches and services to support students with special needs. This may include individualized learning, one-on-one support, small classes, resource rooms, and learning aids. These supports may be provided in a number of different environments such as a dedicated special needs school or class, an integrated class, a withdrawal class, or a regular class with resource support or in-class adaptations.

P.A.C.E. offers No support

P.A.C.E. offers no/limited support for students with learning difficulties or special needs.

What P.A.C.E. says about their special need support: P.A.C.E. is able to provide limited accommodations for students with learning disabilities i.e. extra time on tests and exams.

Academic Support:

Subject Ttype	offered
Learning strategy and study counselling; habit formation
Extra support and minor accommodations for children experiencing subclinical difficulties

Mild but clinically diagnosed ADHD:

Subject Ttype	offered
Accommodations
Modifications
Extra support

A - Forms of Support

Accommodation:

Modification:

Remediation:

B - Environments

Indirect Support:

Resource Assistance:

Withdrawal Assistance:

Partial Integration:

Full-Time Class:

Special NeedNeed

Forms of SupportA

EnvironmentsB

ADHD

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.
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.

Read our guide to special needs schools and special education

Gifted learner support Dedicated gifted school

[Show definition of Gifted learner support]

Schools support students with gifted or advanced learning abilities in a several ways. Whether they offer a full-time gifted program or part-time support, they normally provide some form of accelerated learning (delivering content at a faster pace) or enrichment (covering content more broadly or deeply). Many schools also offer a wide range of in-class adaptations to support advanced learners, such as guided independent studies, project-based learning, and career exploration.

Dedicated gifted programs:

Program	offered
Full-time gifted program (parallel to rest of school)
Part-time gifted program (pull-out; parallel to rest of class)

Curriculum delivery: Acceleration and enrichment (There is an equal emphasis on acceleration and enrichment.)

In-class adaptations:

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)

What P.A.C.E. says: Through our broad-based issues and themes, students learn in a very holistic manner as opposed to learning content and facts in isolation. The exploration of the dynamic activities enhance the critical thinking skills and students learn how to apply, analyze and evaluate information.

Language English

P.A.C.E. offers English as the primary language of instruction.

Language of enrollment include: English

Homework Policy

[Show definition of Homework Policy]

Homework is work that's assigned to students for completion outside of regular class time. There's a long-standing debate over homework. Should homework be assigned to school-age children? If so, in what grades? And how much homework should be assigned? In selecting the right school for your child, it's important to look closely at a school's homework policy.

In grade Gr. 12, P.A.C.E. students perform an average of >2 hours of homework per night.

Nightly Homework

	1	2	3	4	5	6	7	8	9	10	11	12
P.A.C.E.	45 mins	45 mins	45 mins	45 mins	60 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	52 mins	56 mins	69 mins	80 mins	96 mins	109 mins

What P.A.C.E. says about their flipped classroom policy: This information is not currently available.

Report Card Policy

[Show definition of Report Card Policy]

While all schools measure individual progress and achievement in students, they have different ways of doing this. For instance, many traditional schools gauge progress through report cards, which give students lettered or numbered grades. Other schools, meanwhile, measure progress in other ways, either in addition to or instead of giving grades. For instance, they may offer prose-based feedback (i.e, comments), academic achievement reporting, habits and behaviour reporting, and parent-teacher meetings. In choosing the right school for your child, take a close look at its policy for measuring the individual progress of students.

How assessments are delivered across the grades:

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

Extracurriculars

[Show definition of Extracurriculars]

While academics remain the priority for most private schools, many also place a strong focus on a well-rounded education and encourage participation in extracurricular activities such as sports, music, arts, or clubs. Involvement in extracurriculars helps stimulate students in their studies, makes them more motivated to learn, and can make school more enjoyable and fulfilling. Extracurricular activities can also provide students with a much-needed break from the stresses of academics, while helping them to develop skills and allowing them to take part in valuable social situations.

What P.A.C.E. says:

Our students participate in many extracurricular competitions, most notably in drama and improv, robotics, reach for the top, model UN, chess and athletics.

Sports Offered	CompetitiveComp	RecreationalRec
Badminton
Baseball
Basketball
Cross-country skiing
Downhill skiing
Football
Golf
Ice Hockey
Lacrosse
Martial Arts
Rowing
Rugby
Running
Soccer
Softball
Swimming
Tennis
Track & Field
Volleyball

Clubs Offered
Habitat for Humanity
Jazz Ensemble
Math Club
Musical theatre/Opera
Outdoor Club
Outdoor Education
Robotics club
School newspaper
Science Club
Student Council
Yearbook
Band
Chess Club
Choir
Community Service
Debate Club
Drama Club
Environmental Club

Tuition & Financial Aid

[Show definition of Tuition & Financial Aid]

This can depend on a number of factors, including the type of school, living arrangements, what’s included in tuition, school location, resources, and facilities. Many private schools in Canada have tuition that ranges between $6,000 and $12,000 a year. While some schools, such as schools which provide room and board, can be more expensive, many of these schools provide ways to defray the costs of tuition. For instance, they may offer merit-based scholarships or needs-based financial aid (often referred to as “bursaries” or “subsidies”).

	1	2	3	4	5	6	7	8	9	10	11	12
Day	$13,500

What P.A.C.E. says about their tuition: This information is not currently available.

Need-based financial aid

This information is not currently available.

Merit based Scholarships

This information is not currently available.

Enrollment

[Show definition of Enrollment]

Private schools come in all shapes and sizes. Some larger schools have enrollment numbers in the thousands, while some smaller schools have only a few dozen students. Boarding schools tend to be on the larger side, while alternative schools, such as Montessori, Reggio Emilia, and Waldorf, are normally smaller. Besides the overall size of school, there are other important facts you’ll want to know about a school’s enrollment. For instance, here you can learn about a school’s enrollment for separate streams (if they have them), such as day and boarding, its average class size, and its average enrollment per grade.

Enrollment Details:

	Grades	Gender	Living Arrangement	Enrollment
Group 1	Gr. 1 to Gr. 12	Coed	Day	340

Additional Statistics:

Total enrollment	340
Average enrollment per grade	28
Average class size	20
Gender (grades)	Gr. 1 to Gr. 12 (Coed)
Boarding offered	No

International Students:

Percentage of students are international students
Number of different nationalities within student population	11
Five-day boarding programs offfered

Student distribution:

	1	2	3	4	5	6	7	8	9	10	11	12
Day Enrollment	20	20	20	40	40	40	40	35	25	22	22	22
Class Size	20	20	20	20	40	40	40	35	25	20	20	20

Admission

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Private schools in Canada have admissions policies. All schools have some required application materials, though these vary between schools. These may include letters of application, application fees, essays, and exams (such as the SSAT). Many schools also require interviews with prospective students, either with their parents, on their own, or both. Schools also have different standards and priorities when evaluating student applications, different acceptance rates (which may vary between grade levels), and target different kinds of students. To improve your child’s chances of acceptance, you should find out everything you can about a school’s admissions policies and how they assess applicants.

Application

Admissions Assessments:

Assessment	Required	Grades
Interview		1 - 12
SSAT
SSAT (out of province)
Entrance Exam(s)
Entrance Essay
Application Fee

Application Deadlines:

Day students: Rolling

What P.A.C.E. says:

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.

Acceptance

Acceptance Rate: 75%

Type of student P.A.C.E. is looking for:
The first critierion for P.A.C.E. is that the student is identified as intellectual gifted. We are looking for bright individuals who are passionate about learning and are good productive citizens in the school.

Student Entry Points

Student Type	1	2	3	4	5	6	7	8	9	10	11	12
Day Acceptance (Acceptance rate)	20 (100%)	0	0	10 - 20 (75%)	0 (75%)	0 (75%)	4 (75%)	5 (75%)	0 (75%)	0 (75%)	0	0

University Placement

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Where graduates of a school do their post-secondary studies can be an important factor in choosing a private school. Do you want your child to go to a Canadian university, an Ivy league school in the US, or some other institute? Regardless of your inclinations, take a look at a school’s university placement record, and the services they offer to support university applications and decisions.

Services	Offered
Career planning
Internships
Mentorship Program
University counseling

Key Numbers
Average graduating class size	20
*Canadian "Big 6" placements	6
**Ivy+ placements	15

*Number of students in the past year who attended one of McGill, U of T, UBC, Queen's University, University of Alberta, or Dalhousie University.

**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)

What P.A.C.E. says:

Students interested in computer engineering attend the University of Waterloo.
Students interested in business attend the Schulich School of Business (York), Ivey (Western), Rotman Commerce (UofT) and Queen’s Commerce.
Students interested in humanities, ultimately leading to law will choose UofT, Queen's, and Western.
Our students consider the programs of choice rather than the university. Students interested in science will choose the Health Science at McMaster, the Medical Sciences at Western, and sciences at Queen's and UofT.

Notable Alumni

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Many private schools in Canada have numerous graduates who have gone on to great things. Learn about a school’s most influential, important, successful, and famous alumni.

Alumni Highlights

The majority of our graduates are medical doctors, dentists, veterinarians, lawyers, entrepreneurs, accountants, and computer engineers.

Stories & Testimonials

Below, find stories and testimonials about Academy for Gifted Children - P.A.C.E..

P.A.C.E. Alumni

Armin (received over $400,00.00 in scholarships) (2012)

I was a graduating member of the P.A.C.E. Class of 2012. In my first year at the University of Pennsylvania, I combined my interests in biology and business by pursuing a dual-degree program in life sciences and management at the Wharton School. Before looking to the future and taking on further exciting and challenging ventures, it is important that I remember and appreciate the values P.A.C.E. has taught and instilled within me. When I first came to P.A.C.E. in Grade 6, I was a shy boy who stuttered when he spoke and feared giving presentations before his classmates. However, the supportive and caring community of P.A.C.E. helped me grow and attain the confidence and skills necessary to become a successful student. Being placed in P.A.C.E., in a challenging academic environment, while receiving encouragement from my teachers and peers, enabled me to work hard, set myself high goals, and strive for greatness. P.A.C.E. taught me to settle for nothing less. Aside from the amazing academic resources, I had ample opportunities in co-curricular activities, ranging from Student Government, to Theatre, to Model UN, to Flag Football, that helped me both grow personally and become an effective leader. This combination of fantastic academic, social, and extracurricular opportunities is what I most cherish about my experience at P.A.C.E..

I thank P.A.C.E. for providing me with everything I could have asked for, and more. I will always reflect on my memories of P.A.C.E. and be sure to give back to this wonderful community that helped me become who I am today.

Sincerely,

Armin

...
Field Studies

FIELD STUDIES As part of our educational philosophy, we believe that different aspects of higher-level learning are fostered when students have an opportunity to work together outside the regular classroom environment. From our grades 1-7 day trips to our high school overnight field studies, P.A.C.E. students are given the opportunity to experience hands on learning in custom designed programs, to explore and discover Canada's vast and varied culture, to collaborate with community experts in solving challenging environmental, mathematical or scientific problems, and to gain greater awareness and insight into a variety of studies. Some of our exciting overnight excursions include: Our Outdoor Education Trips which serve to reinforce the life skills needed in wilderness survival. Students are encouraged to use their analytical skills, decision making abilities and mapping skills during Photo-orienteering, Native Studies, Cross Country Skiing and activities based on the protection and management of renewable natural resources. Our trip to QuÃ©bec City where our students learn about New France through a detailed and multi-sensory journey; whether it be walking through the narrow streets au vieux QuÃ©bec, or creating dream catchers students share in this city's joie de vivre! From cannons to graveyards to ocean spots and ships, students are faced with history brought to life. Space Camp is the ultimate challenge where the students experience a simulation of a real shuttle launch! The students must remain focused, pulling the knowledge gained from the week to the forefront of their minds in order to get to space and back again all in one piece! After rigorous SCUBA training and much anticipation our grade 10 students are given the opportunity to complete a marine biology study in Caribbean. With a very busy schedule of snorkeling, diving, classifying more than 300 aquatic organisms and finally braving the nefarious bell ringer test the students are free to delve into the cultural aspects of ruins, Shamans and festivals. A remarkable learning experience shared by P.A.C.E.'s senior students. Exposure to various universities is paramount for our senior students trying to decide at which university they will eventually land in pursuit of continued knowledge. A part from the well known Ontario universities, P.A.C.E. students travel to Connecticut and Massachusetts where they are given the opportunity to explore Yale, Harvard and MIT, renowned museums and acclaimed shopping and food districts. Team success depends on a combination of cooperation, communication as well as physical and mental strengths from all individuals. At P.A.C.E., each field study is carefully designed to build a cooperative group spirit, instill in the learner self confidence and mutual respect for peers, and provide experience for learning outside. Our students and teachers form lasting memories of P.A.C.E. field study experiences and always look forward to their next out-of-class adventure, recognizing that real learning experiences are an extension of the classroom. ...
P.A.C.E. Alumni

Abigail (2004) (received $22,500 in scholarships) I graduated from P.A.C.E in 2004 and delivered the valedictory address. In the spring of 2008, I completed my Bachelor of Journalism, Highest Honours, at Carleton University. I have worked as a producer and writer at both CTV Newsnet and CTV Ottawa and completed internships in newsrooms such as CBC's "The National." I recently returned to P.A.C.E's backyard in my new role as videographer at Rogers TV in York Region. I now work in front of the camera as a reporter, behind it as a camera operator and at my desk composing my scripts--but thanks to my time at P.A.C.E, I am very comfortable wearing many hats! I value the six years I spent there, for the lifelong friendships, the encouragement and opportunity to try new activities and the academic wisdom and strengths shared by staff and students. Some of those staff members are mentors of mine to this day. I carry with me amazing memories of our graduation trip to Peru, my time as Student Council President and competing in the first years of the X-L improv team and Sears Drama Festival. P.A.C.E allowed me to realize my academic potential and my love for performance and I am thrilled to now combine those strengths in the field of broadcast journalism.
...
P.A.C.E. Alumni

Rhonda (2002) Throughout her years at P.A.C.E., Rhonda Zwingerman was groomed to become an autonomous learner and much of her success is predicated on this training. After 6 years at the Academy For Gifted Children, Rhonda graduated in 2002 with the ability to think critically, analyzing and evaluating sophisticated problems, both in the oral and written domain, with intellectual curiosity and accuracy. In 2008, she graduated from Medical School and is doing her residency in Edmonton! She is a proud alumnus who holds fond memories of field studies, classroom learning experiences and P.A.C.E. musical theatre productions for which she was the principal choreographer during her late high school years. Rhonda is a talented and highly motivated young woman who will undoubtedly accomplish great things.
...
P.A.C.E. Alumni

Corey (2004) Although I joined the school later than most, P.A.C.E. welcomed me with open arms. Being an international student at the time, I was impressed by the friendly disposition of the students, teachers, and staff, who all helped make the transition to a new country, culture, and education system as smooth as possible. Extracurricular activities were plentiful, and I especially enjoyed the outstanding drama program. I am currently studying Medicine at the University of Toronto, and there is no doubt in my mind that P.A.C.E. has provided me with excellent preparation for my post-secondary education.
...
P.A.C.E. Alumni

Jonathan (1999) An extremely intelligent, versatile, talented young man who contributed selflessly to The Academy For Gifted Children P.A.C.E. until he graduated in1999 as Valedictorian. Jonathan's involvement in the Student Government, the School's Yearbook, as well as the athletic and theatre departments certainly solidified his mark on P.A.C.E. Elected 1st president of the Student Government (P.A.C.E. was in its third year of operation) in grade 10, he became the model for future student council presidents exemplifying strong leadership qualities, initiative, dedication and above all integrity. Jonathan introduced ski days, intramural sports, dances and spirit weeks to the P.A.C.E. community. Elected by his peers the following year he continued introducing new initiatives including fund raising events, Winter Olympics and the students favorite, the vending machines! Seeking a change, Jonathan ran for Athletic Convenor in grade 12, and was once again re-elected in his O.A.C. year. His goal was to further strengthen the athletic programmes and this he did indeed accomplish. Winning Athlete of the Year, for 4 consecutive years, Jonathan proudly represented P.A.C.E. as captain of the volleyball, basketball and softball teams. He exemplified the characteristics of a strong leader and valued team member. Jonathan's constant regard for others has afforded him the respect of all who know him. Today, Jonathan is completing his second degree as he is on the road to earning his C.A. designation.
...
P.A.C.E. Alumni

Chris (2001) Ah PACE... it was the best of times, and it was the... actually, it really was just the best of times! The PACE experience was all about the freedom to experiment with new ideas and be supported in any and all endeavours in order to reach success. PACE was about exploring opportunities in real world settings and building a well rounded character. The "can do" attitude from the teachers and the student body allowed me to take educated risks and reap the rewards of success! Did opportunities such as scuba diving in Jamaica as an extension of biology, touring the halls of MIT and Yale in order to understand what it takes to make it to an Ivy League school, and performing Shakespearean plays helped build my academic and personal foundations for the rest of my life? I would have to definitely say, "yes!" after reflecting on the facts that I went on to study the behaviours of Great White Sharks in South Africa, analyze human remains and archaeological sites in Portugal, and direct a play entitled "The Complete Works of William Shakespeare (Abridged)." From being Year book editor to the President of the student council, I felt assured that the teachers would help me repeat my successes and reflect on my failures. And it was because of the caring nature of all the teachers, even those who did not instruct me, that I find myself to be in the successful career as a grade 5 teacher with the Toronto District School Board. In closing, anyone can achieve academic and personal success through perseverance, integrity, and self-reflection. However, you need to have opportunities to learn and practice these traits. I feel that PACE delivered these opportunities.
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P.A.C.E. Alumni

Matthew (2002) My time at PACE began in 1991 and lasted until I graduated in 2002. Since then, I have earned my J.D. from Osgood Hall Law School, written my Bar Admission Exams, and presently articling. When I reflect not only on my high school success, but also on my accomplishments throughout university and law school, I realize how invaluable my time at PACE truly was. PACE offered such a diverse and enriched curriculum that encouraged me to pursue a very broad post-secondary education, and this is something that I not only take pride in, but I also hope that other P.A.C.E. students are able to extract similar benefits. Although the superior qualities of the P.A.C.E. ideology were not apparent to me as a child, my constant success indicates time and time again that spending my childhood and adolescent years in an atmosphere where intelligence and creativity is fostered, as opposed to inhibited, has proven to be as fortunate an experience as one could dream of.
...
P.A.C.E. Alumni

Jeffrey (2007) (received $55,000 in scholarships) I am a 3rd year University of Waterloo student in actuarial science. Twelve years at P.A.C.E. was fantastic preparation for university. Academically, P.A.C.E.'s rigorous curriculum and high standards made the transition from high-school to university seamless (I currently have a 98.2% cumulative GPA). I also first became interested in actuarial science thanks to a P.A.C.E. math teacher; I am currently in the middle of my second co-op term as an actuarial analyst with Manulife Financial. I thoroughly enjoyed my time at P.A.C.E. thanks to the large variety of extracurricular activities in which I was able to get involved. I had a lot of fun and obtained great practical experience through my roles as president of the P.A.C.E. Student Council, captain of the Reach for the Top Team, principal trumpeter in the band, and a member of five high-school sports teams. As high-school wrapped up, I was thrilled to see my hard work and extracurricular involvement lead to eight scholarships worth $44,400! Overall, P.A.C.E. was the ideal launching point for my future studies and career.
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P.A.C.E. Alumni

Brandon (2004) After graduating from PACE in 2004, I pursued a degree in genetics at the University of Western Ontario. In 2007 I received an early acceptance to the University of Toronto's Faculty of Medicine and am expecting to graduate as an MD in 2011. As an undergraduate, I pursued international studies in Central America as well as in Europe. I also worked as a researcher, exploring the genetics of food-related behaviour and I am currently investigating issues surrounding eating disorders. As a PACE student, I was presented with generous opportunities to gain experiences relevant to my career path and personal development. I gained a strong background in the basic sciences which provided me with an excellent base for my undergraduate studies. My first exposure to the international aspect of science came at PACE where I was fortunate to have been able to travel to Jamaica to study coral reef ecology. My current resume also houses many references to key developmental experiences and accomplishments that occurred during my time at PACE. These include contributing to a theatre program where I was able to act, direct, write and improvise and participating in PACE athletics where I had the opportunity, not only to compete, but to coach. I continue to think about the invaluable support provided by my teachers and Mrs. Rosenberg, the schoolÃ¢ÂÂs director, when applying to university, as well as their continued guidance even after graduation. Looking back, I appreciate the education I received at PACE and realize that those years contributed to my overall academic successes and character development.
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Principal's Message

Barbara Rosenberg, Director

Being heavily immersed in gifted education since the early 1980s and having two gifted sons of my own, I opened the doors of The Academy for Gifted Children - P.A.C.E. in 1993. 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: my Vice Principal, Janice Gruchy, and Alysa and Liana, my administrative assistants. Every September we look forward to yet another passionate and exciting year for all.

Academy for Gifted Children - P.A.C.E.