Indirect Support:
CGS (Children's Garden School) ACADEMICS & EXTRACURRICULARS
Curriculum
[Show definition of Curriculum]
Curriculum approach at CGS: Traditional, Reggio Emilia
CGS has a Traditional, Reggio Emilia approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, Reggio Emilia?]
CGS has a Reggio Emilia approach to supplementary curriculum.
Reggio Emilia programs are offered by some schools at the preschool and elementary level. The approach aims to develop curiosity and problem-solving skills through the liberal use of projects (as opposed to activities or lessons): teachers design projects for children around their demonstrated interests. Projects can be geared to an individual student, a small group of students, or the class as a whole. They can last from a few days to the whole year. Art is strongly emphasized and is typically incorporated into every project. Teachers actively participate in projects alongside students, rather than sitting back and observing. The philosophy calls for a high degree of parent involvement as well, particularly when forming curricula and project plans (which happens throughout the academic year).
What CGS says about their overall curriculum and approach:
Our curriculum is a traditional academic approach with balance. We set high academic expectations for our students while integrating a love for learning through reading, writing, math, science, French, physical education, visual arts, performing arts, character education and mindfulness. We honour the value of discovery through problem-solving, critical thinking, and basic curiosity to foster the student's foundation for higher academic success.
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
-
Mathematics
Mathematics approach at CGS: Equal Balance
CGS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What CGS says:
Methods for teaching math vary widely from school to school and it is a subject of great debate in the educational community. ‘New’ Math (the current multi-strategy, collaborative, language based approach to math) can be confusing for parents, as most of us learned math largely by rote. At CGS, children get the best of both worlds - they get the support they need to create and share the math strategies that work best for them as well as concurrent instruction in basic fact mastery - learning their doubles facts, multiplication tables etc. Our teachers have many creative ways of ensuring that students gain solid number sense as well as the conceptual skills required to become confident, young mathematicians.
Textbooks and supplementary materials:
Preschool: Touch Math. JK/SK: 'Think. Pair. Share.' approach with appropriate lessons from various sources. Grades 1-3: Nelson Mathematics, Math Makes Sense and Teaching Student Centred Mathematics by John Van de Walle
Calculator policy:
N/A
-
Early Reading
Early Reading approach at CGS: Phonics-intensive
CGS has a Phonics-intensive approach to Early Reading (as opposed to Whole Language, Balanced Literacy approach).
[Show: About Phonics-intensive?]What CGS says:
Our phonics program, Remediation Plus, (R+) was brought to Children’s Garden School by our Principal, Marie Bates, after discovering its extreme effectiveness for her own child. The program breaks phonetic skills into logical, step-by-step, highly organized units. Watching our students independently sound out words, finger spell, and check for vowels is a wonderful sight! They see something on the page and they go to work to figure out what is happening. R+ gives them the tools they need. Teachers combine R+ with integrated language arts activities (storytelling, games and art). Our young students experience high levels of success and become confident young readers.
DIBELS Testing: This school periodically uses DIBELS testing to assess reading progress.
What CGS says:
Developmental Reading Assessment (DRA). SK-Grade 3 students are assessed once per term. Additional assessments are added if required.
-
Writing
Writing approach at CGS: Equal balance
CGS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What CGS says:
Preschool children come to us with varying degrees of fine motor skill. Writing exercises are designed with each particular student in mind. For JK and SK students, printing exercises are built into the Remediation Plus program and students spend a lot of time practising their skills each day across their Language Arts curriculum. Grade 1-3 students use Handwriting Without Tears. Cursive is introduced at the end of Grade 2 for those students that are ready and all students begin cursive writing in Grade 3.
-
Science
Science approach at CGS: Inquiry
CGS has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
Science is such a lively part of the curriculum at CGS. The children love hands-on experiments, indoors and outdoors. The Science Fair is always an important highlight of the school year and will return once COVID-19 protocols allow.
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 CGS: Equal Balance
CGS has an Equal Balance approach to Literature (as opposed to Traditional, Social Justice approach).
[Show: About Equal Balance?]What CGS 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 CGS: Core Knowledge
CGS has a Core Knowledge approach to Social Studies (as opposed to Expanding Communities, Thematic approach).
[Show: About Core Knowledge?]What CGS says:
At CGS, Social Studies are explored using all three of the above methods.
Foreign Languages
Foreign Languages approach at CGS: Communicative
CGS has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What CGS says:
French is taught with a 'living language' approach. Oral facility is encouraged through storytelling, singing, games and relevant vocabulary. Written work comes later in Grade 2 and beyond. 100% Immersion Extended French is offered once a week after school for students JK-Grade 4 when COVID-19 protocols allow.
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 CGS: Creative
CGS has a Creative approach to Fine Arts (as opposed to Receptive, Equal Balance approach).
[Show: About Creative?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What CGS says:
This information is not currently available.
Computers and Technology
Computers and Technology approach at CGS: Light integration
CGS has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]What CGS says:
This information is not currently available.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What CGS says:
We strive to bring as much fun and variety to our Physical Education program as possible. From organized sports to team building games and outdoor education field trips, students have frequent opportunities to build skills and practise good sportsmanship. We regularly access community resources for skating, skiing, swimming and gymnastics and these activities will return once COVID-19 protocols allow.
Sex and health education
Sex and health education approach at CGS: Ontario curriculum
CGS has an Ontario curriculum approach to Sex and health education (as opposed to Does not follow prrovincialcurriculum approach).
[Show: About Ontario curriculum?]Approach to sex and health education:
CGS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What CGS says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at CGS: Academic
CGS has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
What CGS says about their preschool/K curriculum approach:
At CGS we believe preschool isn’t too early to set children on a purposeful path to learning. Learning is play-based and nurturing, (which is essential for our youngest students), but it is also structured to include a full phonics, printing and math program. This gentle, early academic start, brings joy and confidence to our students and gives them a true sense of readiness for JK. Our curriculum approach in Kindergarten remains well-balanced with a strong focus on acquiring independent reading skills. Our highly effective phonics program, Remediation Plus, provides the foundation of instruction.
Language
Learn about CGS (Children's Garden School)'s languages of instruction and enrolment.
CGS offers English as the primary language of instruction.
Language of enrolment include: English, French, Mandarin
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at CGS: Accelerated
CGS has an Accelerated approach to Curriculum Pace (as opposed to Standard-enriched, Student-paced approach).
[Show: About Accelerated?]
What CGS says about their curriculum pace:
Students are working a grade level above the provincial standard in most areas of the curriculum. We make an exception for math as we believe math concepts can take more time to consolidate. In the event that a student is mastering concepts quickly, curriculum expectations are adjusted accordingly.
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 CGS says about their flexible pacing:
This information is not currently available.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at CGS: Supportive
CGS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What CGS says about their academic culture:
The academic culture at CGS is unequivocally supportive. Our students are very young children and, first and foremost, they require a nurturing, warm, encouraging environment for learning. Genuine academic achievement comes when children are in a challenging but flexible environment that acknowledges their learning style and pace. It is important to note that our supportive environment is never meant to hinder independence. Children are always encouraged to solve problems on their own, whenever possible.
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: Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
What CGS says about their developmental priorities:
Being a responsible, competent, and caring human can be challenging. Learning to make good choices from moment to moment is a huge part of growing up. Our students are very young and giving them the support and structure they need to realize their best selves is one of our most important jobs as educators. We encourage our students to be kind to themselves and others, to take responsibility for their actions, to take risks and to consider the world around them.
Special needs support
[Show definition of Special needs support]
CGS offers Withdrawal Assistance
Students remain in a regular classroom for most of the day, but are pulled out for extra support from a qualified special education teacher.
What CGS says about their special need support:
We are open to all types of learners at CGS. If we can meet a child's needs, and they can manage the program, we will work to create an environment for that child to be successful at school.
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
-
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.
-
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.
-
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.
-
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 CGS says:
If a child develops difficulties while at CGS, staff will meet with the family to create a plan that best supports the child to be successful at CGS. We work with many kinds of learners.
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 CGS says about their gifted learner support:
On occasion, a child comes along that is truly working several grade levels ahead of their peers. CGS will customize curriculum for gifted children, ensuring that they are academically challenged. Gifted children are often not ready to accelerate socially, however. At CGS we support children to stay with their peer group whenever possible.
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 4, CGS students perform an average of 30 mins of homework per night.
| PS | JK | SK | 1 | 2 | 3 | 4 | |
|---|---|---|---|---|---|---|---|
| CGS | 0 mins | 15 mins | 15 mins | 15 mins | 15 mins | 30 mins | 30 mins |
| Site Average | 2 mins | 6 mins | 7 mins | 15 mins | 18 mins | 24 mins | 30 mins |
What CGS 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 |
|---|---|
| Lettered or numbered grades | Gr. 1 to Gr. 4 |
| Prose (narrative)-based feedback | Preschool to Gr. 4 |
| Academic achievement reporting | JK to Gr. 4 |
| Habits and behaviour reporting | JK to Gr. 4 |
| Parent-teacher meetings | Preschool to Gr. 4 |
Extracurricular Activities
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.
Sports offered
CGS (Children's Garden School) offers 0 competitive sports and 12 recreational sports.
Competitive offered Recreational offered
all sports]
- Baseball
- Basketball
- Downhill skiing
- Golf
- Gymnastics
- Ice Skating
- Running
- Soccer
- Softball
- Swimming
- Tennis
- Track & Field
Clubs offered
CGS (Children's Garden School) offers 13 clubs and extracurricular programs.
Clubs offered Clubs not offered
all clubs and programs]
Foreign Language Club
Musical theatre/Opera
Outdoor Education
Robotics club
Science Club
Student Council
Yoga
Art Club
Chess Club
Choir
Computer Club
Dance Club
Drama Club
What CGS says about their extracurricular activities:
- Mindfulness Workshop for parents and students.
- Performance Skating Program at Forest Hill Arena (Grades 1-3)
- Field trips to Norval, UCC's Outdoor Education Centre (JK- Grade 1)
- Science Fair (SK-Grade 3)
- Holiday Concerts (Preschool-Grade 3)
- Ski Days at Earl Bales Park (Grades 1-3)
- Chess Club
- Extended French Club (JK-Grade 3)
- Talent Show (Preschool-Grade 3)
- Public Speaking Contest (Grades 2-3)
- Art Fair (Grades 1-3)
- Yearly Musical (SK-Grade 3).
- Field Friday Competition (Grades 1-3)
- Track & Field Championships at Leaside Fields (Grades 1-3)
- Sleepover at Norval, UCC's Outdoor Education Centre (Grades 2-3)
