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Indirect Support:
Ashwood Glen ACADEMICS & Curriculum
Summary
- Curriculum
Progressive, International Baccalaureate - Preschool/K Curriculum
Montessori - Montessori Approach
Orthodox - Language
English - Curriculum Pace
Standard-enriched - Academic Culture
Supportive - Developmental priorities
Balanced - Special needs support
Indirect Support - Gifted learner support
Dedicated class; in-class adaptations
Page Contents
Curriculum
[Show definition of Curriculum]
Curriculum approach at Ashwood Glen: Progressive, International Baccalaureate
Ashwood Glen has a Progressive, International Baccalaureate approach to Curriculum (as opposed to Traditional, Liberal Arts, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Progressive, International Baccalaureate?]
Ashwood Glen has a International Baccalaureate approach to supplementary curriculum.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
What Ashwood Glen says about their overall curriculum and approach:
Our Children's House (18months - 6 years) adopts the Montessori approach to teaching and learning. The Grades 1 to 8 program is based on the Ontario curriculum, delivered using some of the principles and practices of the International Baccalaureate (IB).
International Baccalaureate program(s) offered
| Program | Offered |
|---|---|
| Primary Years | |
| Middle Years | |
| Diploma program | |
| Career-related program |
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at Ashwood Glen: Equal Balance
Ashwood Glen has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What Ashwood Glen says:
Mathematics instruction is rich in thinking and talking, and students engage in working through problems that are open-ended, accessible, and rigorous. Teachers use pre-assessments to inform instruction, ongoing formative assessments to support student reflection, and summative assessments to evaluate the quality of the learning. In junior school, the combination of both skills and inquiry based learning is used to enrich math learning. Additionally, where appropriate, some of the Ontario math curriculum standards are delivered through transdisciplnary units of study. We strive to extend the expectations and outcomes of the Ontario math curriculum for our students.
Textbooks and supplementary materials:
This information is not currently available.
Calculator policy:
This information is not currently available.
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Early Reading
Early Reading approach at Ashwood Glen: Balanced Literacy
Ashwood Glen has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).
[Show: About Balanced Literacy?]What Ashwood Glen says:
Our teachers engage students in cumulative comprehension strategy instruction throughout the school year. Additionally, a reading framework will be used to guide the development of a culture of deep thinkers, as well as, joyful readers in the community. Students will have choice and ownership in choosing books, time each day to think and talk about their reading, and comprehension instruction. Additionally, instruction includes teacher demonstrations, guided practice, independent practice, and opportunities for independent reading.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What Ashwood Glen says:
This information is not currently available.
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Writing
Writing approach at Ashwood Glen: Equal balance
Ashwood Glen has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What Ashwood Glen says:
Our teachers engage students in writing instruction throughout the school year. Additionally, a writing framework will be used to guide the development of students' skills in writing. Through targeted and individualised instruction, students learn to generate, gather, and organise ideas and information to write for an intended purpose and audience, practice the different stages of the writing process, use a variety of sources for information, reflect on and refine their written expressions, identify their strengths and areas for growth as writers.
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Science
Science approach at Ashwood Glen: Equal Balance
Ashwood Glen has an Equal Balance approach to Science (as opposed to Expository, Inquiry approach).
[Show: About Equal Balance?]Teaching approach:
Our science program is guided by the belief that science is best learned in a theoretical, hands-on approach infused with student questions, exploration, and guided inquiry. The ultimate goal of our program is to develop scientific thinking and understanding while nurturing a lifelong curiosity and awe for our world. Learning experiences are rich in thinking and talk as students explore phenomena and construct meaning, include opportunities to explore using a variety of materials and models for problem solving, embedded with Science Engineering practices, and both targeted and individualised based on formative assessments.
Treatment of evolution:
Subject Offered Evolution as consensus theory Evolution as one of many equally viable theories Evolution is not taught Topics covered in curriculum:
Subject Offered Biology Chemistry Ecology Geology Meteorology Physics Physiology Zoology Literature
Literature approach at Ashwood Glen: Equal Balance
Ashwood Glen has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What Ashwood Glen says:
This information is not currently available.
Program covers:
Subject Offered Canadian lit American lit European (continental) lit World (non-Western) lit English lit Ancient lit Social Studies
Social Studies approach at Ashwood Glen: Expanding Communities
Ashwood Glen has an Expanding Communities approach to Social Studies (as opposed to Core Knowledge, Thematic approach).
[Show: About Expanding Communities?]What Ashwood Glen says:
Our social studies program is guided by the belief that social sciences should balance the content of geography, history, and culture with the ultimate goal of sending students into the world with a mindset of curiosity and internationalism, cultural appreciation, and a desire to make the world a better place. The heart of our elementary program infuses inquiry, critical thinking skills, and opportunities for students to concepts in social studies, history, and geography. Learning experiences are rich in thinking and talking, as students explore and construct meaning, include time student explorations and wonderings, differentiated to meet the diverse needs in the classrooms, and responsive to ongoing formative assessments.
Humanities and Social Sciences
Humanities and Social Sciences approach at Ashwood Glen: Equal Balance
Ashwood Glen has an Equal Balance approach to Humanities and Social Sciences (as opposed to Perennialism, Pragmatism approach).
[Show: About Equal Balance?]What Ashwood Glen says:
This information is not currently available.
Foreign Languages
Foreign Languages approach at Ashwood Glen: Communicative
Ashwood Glen has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What Ashwood Glen says:
This information is not currently available.
Language instruction offered in:
Subject Offered Chinese-Cantonese Chinese-Mandarin French German Greek Italian Japanese Hebrew Latin Russian Spanish ESL Fine Arts
Fine Arts approach at Ashwood Glen: Equal Balance
Ashwood Glen has an Equal Balance approach to Fine Arts (as opposed to Receptive, Creative approach).
[Show: About Equal Balance?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What Ashwood Glen says:
This information is not currently available.
Computers and Technology
Computers and Technology approach at Ashwood Glen: Medium integration
Ashwood Glen has a Medium integration approach to Computers and Technology (as opposed to Light integration, Heavy integration approach).
[Show: About Medium integration?]What Ashwood Glen says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What Ashwood Glen says:
Promoting healthy development and wellness is an important aspect of our Ashwood Glen Learning Program, and contributes to the overall personal and academic success of our students. Our physical education program allows students to develop movement skills and competence, and to apply these skills to games, sports, dance, and other physical activities in a safe, inclusive, and supportive atmosphere. Students will be encouraged to achieve their personal best and adopt healthy, active lives.
Sex and health education
Sex and health education approach at Ashwood Glen: Ontario curriculum
Ashwood Glen has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]What Ashwood Glen says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at Ashwood Glen: Montessori
Ashwood Glen has a Montessori approach to Preschool/K Curriculum (as opposed to Play-based, Waldorf, Reggio Emilia, Academic approach).
[Show: About Montessori?]
What Ashwood Glen says about their preschool/K curriculum approach:
We foster excellence, inspire leadership, and empower students with skills to lead fulfilling lives. Our approach is student-centered, and students are provided opportunities for input and take ownership of their own learning experiences.
Montessori Approach
Ashwood Glen's Montessori approach. Learn about this school's class practices and policies as well as its curricular and teaching approach.
| Primary | Lower Elementary | Upper Elementary | Middle | |
|---|---|---|---|---|
| Age groupings How children are grouped by age for each class.' |
1.5 to 6 | – | – | – |
| Uninterrupted work periods The longest uninterrupted work period for each class.' |
3 hours | – | – | – |
| Tests and assignments How often students are given tests or assignments in each class.' |
Never (Orthodox) | – | – | – |
| Graded work How often students have their work graded in each class.' |
Never (Orthodox) | – | – | – |
| Arts and crafts The percentage of a typical student's day that is spent on arts and crafts in each class.' |
20% | – | – | – |
Overall approach
Moderately Orthodox
45% of schools
Schools that adhere to the original Montessori program and principles. On occasion, though, they supplement it with modern curricular approaches or materials.
Classroom practices
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Whole-class lectures
Orthodox
Whole-class lectures should never be given. Students learn best through small group lessons, interaction, and independent work.
Moderately orthodox
Whole-class lectures should only be given occasionally (e.g., at the beginning of a term or unit). Students usually learn best through small group lessons, interaction, and independent work.
Moderately non-orthodox
Whole-class lectures should be given semi-regularly (e.g., at the beginning of a lesson or a week). While students often learn best through group and independent work, it's sometimes important for teachers to set the stage for and contextualize learning.
Non-orthodox
Whole-class lectures should be given often (e.g., every day). While group and independent learning is important, teachers need to provide lectures on a regular basis to provide the foundation for learning.
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Special education
Orthodox
External special education support isn't necessary. Core teachers can deal with all special education needs, by offering the relevant support for each student.
Moderately orthodox
External special education support is only rarely necessary. For instance, a psychologist might be brought in to help out a student with a severe developmental disorder.
Moderately non-orthodox
External special education support is quite important. Outside specialists are needed for a fairly wide range of special needs, such as developmental and learning disabilities.
Non-orthodox
External special education support is very important. Outside specialists are regularly brought in to support students with many different types of special needs, including developmental and learning disabilities, language and speech issues, behavioural issues, and advanced learning abilities.
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Specialist classes
Orthodox
We don't have any specialist teachers or classes. Core teachers are well-equipped to teach all subjects.
Moderately orthodox
We only use specialist teachers and classes in rare cases (for instance, to teach a second language). Core teachers are well-equipped to teach almost all subjects.
Moderately non-orthodox
We have a fairly wide range of specialist teachers and classes (for instance, in languages, music, and art). Core teachers are well-equipped to teach most subjects.
Non-orthodox
We have many specialist teachers and classes (for instance, in languages, music, art, gym, science, and math). It's important that students receive specialized instruction in many subjects.
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Modern-day technology
Orthodox
Modern-day technology is never used in the classroom. This can interfere with students' social and emotional development and can be a distraction.
Moderately orthodox
Modern-day technology is very rarely used in class, since it can be a distraction and interfere with development. Students at the upper levels, though, might be permitted to use a computer or a tablet to do research for a specific project.
Moderately non-orthodox
Modern-day technology is used in moderation since it can be a distraction. For instance, computers and other digital media might be used for research, writing, and multimedia projects.
Non-orthodox
Modern technology is used fairly regularly. For instance, computers and other digital media might be used for research, writing, multimedia projects, and to learn keyboarding skills. Teachers may sometimes also use digital media, such as interactive whiteboards, to teach lessons or introduce topics.
Teaching assistants
This school uses teaching assistants.
Language
Learn about Ashwood Glen's languages of instruction and enrolment.
Ashwood Glen offers English as the primary language of instruction.
Language of enrolment include: English
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at Ashwood Glen: Standard-enriched
Ashwood Glen has a Standard-enriched approach to Curriculum Pace (as opposed to Accelerated, Student-paced approach).
[Show: About Standard-enriched?]
What Ashwood Glen says about their curriculum pace:
The skills and qualities of our Profile are embedded in the curriculum to enrich student learning. Additionally, we focus on fostering international mindedness and building learner agency. Our units of study are concept-driven and inquiry based.
Flexible pacing style
| Type | 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 Ashwood Glen says about their flexible pacing:
Our class sizes are intentionally small to ensure that our teachers have deep knowledge and understanding of their students' learning needs. This allows for a more personalized approach to teaching and learning.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at Ashwood Glen: Supportive
Ashwood Glen has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What Ashwood Glen says about their academic culture:
Our learning program is holistic in that we place equal emphasis on academics, personal and social-emotional development, and activities. The Ashwood Glen Learning Program aims to develop internationally minded students with high learner efficacy.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Secondary Developmental Priority: Physical
The goal is to cultivate "strong, ?exible - bodied and active individuals, in tune with the joys of movement, sport and wellness."
What Ashwood Glen says about their developmental priorities:
Internationally minded individuals with the desire and capacity to lead positive change.
Special needs support
[Show definition of Special needs support]
Ashwood Glen offers Indirect Support
Students remain in a regular classroom for the whole day; the teacher receives special training in accommodating special needs and/or learning disabled students.
What Ashwood Glen says about their special need support:
Within our inclusive classrooms, we accommodate students with additional learning needs, including students who are highly abled. In addition, we provide individually targeted instruction for students who might need the additional challenge in their learning.
A - Forms of Support
Accommodation:
Modification:
Remediation:
B - Environments
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
Special NeedNeed
Forms of SupportA
EnvironmentsB
ADHD
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Learning disabilitiesDyslexia (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.DyscalculiaThis 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.DysgraphiaThis is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.Language Processing DisorderThis 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 DeficitA 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.
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DevelopmentalAutismRefers 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 SyndromeOn 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 syndromehis is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.Intellectual disabilityThis 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 syndromeThis 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.
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Behavioral and EmotionalTroubled behaviour / troubled teensroubled 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 DepressionThis 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 anxietyThis 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 thoughtsThis involves persistent thoughts about ending one's life.Drug and alcohol abuseThis 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.
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PhysicalMultiple sclerosisThis 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 palsyhis 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 dystrophyMuscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.Spina BifidaThis 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.BlindnessVisual 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."DeafnessHearing 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 FibrosisCystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.Multiple physicalAccommodating a wide range of physical conditions and disabilities.
Read our guide to special needs schools and special education
Academic support
| Type | Offered |
|---|---|
| Learning strategy and study counselling; habit formation | |
| Extra support and minor accommodations for children experiencing subclinical difficulties |
Mild but clinically diagnosed learning disabilities
| Type | Offered |
|---|---|
| Accommodations | |
| Modifications | |
| Extra support |
What Ashwood Glen says:
Classroom instruction and assessment practices are differentiated to meet the learning needs of students. Our small class sizes and inclusive pedagogy allow teachers to effectively meet the learning needs of all of their students, including those with higher abilities or having mild learning difficulties.
Additional support
| Type | Offered |
|---|---|
| Social skills programs | |
| Occupational therapy | |
| Psychotherapy | |
| Speech-language therapy |
Gifted learner support
[Show definition of Gifted learner support]
Curriculum Delivery: Acceleration and enrichment
There is an equal emphasis on acceleration and enrichment.
Class structure
| Program | Offered |
|---|---|
| Full-time gifted program (parallel to rest of school) | |
| Part-time gifted program (pull-out; parallel to rest of class) |
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 Ashwood Glen says about their gifted learner support:
Our gifted learners are effectively supported in their inclusive classrooms through project based learning, blended learning, guided independent study, mentorships, and where appropriate, they are provided targeted support to further challenge them in their learning.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 8, Ashwood Glen students perform an average of 45 mins of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Ashwood Glen | 0 mins | 0 mins | 0 mins | 15 mins | 15 mins | 15 mins | 30 mins | 30 mins | 45 mins | 45 mins | 45 mins |
| Site Average | 1 mins | 6 mins | 7 mins | 16 mins | 19 mins | 26 mins | 31 mins | 37 mins | 44 mins | 56 mins | 60 mins |
What Ashwood Glen says about their flipped classroom policy:
This information is not currently available.
Report Card Policy
[Show definition of Report Card Policy]
How assessments are delivered across the grades
| Type | Grades |
|---|---|
| Academic achievement reporting | Gr. 1 to Gr. 8 |
| Habits and behaviour reporting | Preschool to Gr. 8 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 8 |
