Indirect Support:
Children's Garden Nursery School ACADEMICS & EXTRACURRICULARS
Curriculum
[Show definition of Curriculum]
Curriculum approach at CGNS: Traditional, Reggio Emilia
CGNS has a Traditional, Reggio Emilia approach to Curriculum (as opposed to Liberal Arts, Progressive, Montessori, Reggio Emilia, Waldorf approach).
[Show: About Traditional, Reggio Emilia?]
CGNS 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 CGNS says about their overall curriculum and approach:
Small class sizes allow us to accommodate, modify, and create individualized learning paths that meet the diverse need of our learning environment. This student-centered approach allows students to take responsibility for their learning while providing them with the proper guidance and support needed to meet specific learning objectives. Catering to the individual’s needs will result in a deeper understanding, higher self-esteem and motivation or desire to keep learning. Students will be able to discover and explore through hands-on learning, problem-solving, predicting, questioning, and risk-taking in both small and large group settings.
Approach
| Focus |
|---|
| Academic |
Pedagogies and subject courses:
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Mathematics
Mathematics approach at CGNS: Equal Balance
CGNS has an Equal Balance approach to Mathematics (as opposed to Traditional Math, Discovery Math approach).
[Show: About Equal Balance?]What CGNS says:
Young children develop early math skills in a variety of areas, including problem-solving and reasoning, number concepts, geometry, and spatial sense, measurement, and patterns & relationships. These skills are taught through hands-on manipulatives and while playing and having fun through daily experiences, activities, and routines. Splashlearn is an online math program that supports all in-class learning.
Textbooks and supplementary materials:
We use a variety of resources to cover teaching math skills at this level.
Calculator policy:
Not applicable at this stage.
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Early Reading
Early Reading approach at CGNS: Balanced Literacy
CGNS has a Balanced Literacy approach to Early Reading (as opposed to Phonics-intensive, Whole Language approach).
[Show: About Balanced Literacy?]What CGNS says:
Children who have developed the understanding that words can be segmented into sounds tend to be better readers than those with poor phonological and phonemic awareness. Phonemic awareness is not a concept that all children discover on their own. However, when taught to analyze the individual sounds in words, children can more quickly and accurately connect those sounds to letters and then blend groups of sounds into words when reading. Studies have shown that phonemic awareness skills are often deficient in children who struggle in learning to read and write. In addition to Phonics, we do implement Whole Language when needed. Our online guided reading program from kindergarten onwards is Raz Kids.
DIBELS Testing: This school does not use DIBELS testing to assess reading progress.
What CGNS says:
This information is not currently available.
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Writing
Writing approach at CGNS: Equal balance
CGNS has an Equal balance approach to Writing (as opposed to Systematic approach, Process approach approach).
[Show: About Equal balance?]What CGNS says:
We LOVE inventive spelling! We do not correct the child's work until we know that a child has built up a certain level of confidence with their risk-taking and that a love for writing is well established. We typically take note of where the child is having issues with spelling and grammar and build upon these skills in other areas of the program.
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Science
Science approach at CGNS: Inquiry
CGNS has an Inquiry approach to Science (as opposed to Expository, Equal Balance approach).
[Show: About Inquiry?]Teaching approach:
Due to the young age of our students, science activities are a natural part of our theme related curriculum. Our goal is to give the children fun and interactive experiences when exploring science for the first time. Developing skills such as being a good observer, being open-minded, being inquisitive are all perfect traits for budding young scientists!
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 Social Studies
Social Studies approach at CGNS: Thematic
CGNS has a Thematic approach to Social Studies (as opposed to Core Knowledge, Expanding Communities approach).
[Show: About Thematic?]What CGNS says:
Because our young children are concrete thinkers, age-appropriate social studies experiences start with children's own lives and experiences. After their family, the classroom is the first society that young children belong to. For them, early social studies learning grows from their interactions with the exposure to people and lessons taught in our school setting. As a school community we are involved in several Community Outreach programs throughout the school year such as collecting unwrapped toys for a local toy drive, Capes for Kids supporting Holland Bloorview etc. Diversity, Community roles, Geography, History and Ecology are important factors of our social studies curriculum.
Foreign Languages
Foreign Languages approach at CGNS: Communicative
CGNS has a Communicative approach to Foreign Languages (as opposed to Audio-Lingual, Equal Balance approach).
[Show: About Communicative?]What CGNS says:
The goals of the French Program are: • To introduce a new language in a fun and engaging way. • To familiarize children with the phonetics of French. • To learn a variety of basic, day to day vocabulary. French is taught through the use of songs, games, books, work sheets, stories, poems, art, and dance. All of these teaching methods are used to provide a variety of ways for children to access and apply French vocabulary. The children are given instruction in small groups, ensuring a fun and relaxed atmosphere that is non-competitive. Children are never pressured to speak French; rather they are encouraged to feel comfortable trying out new sounds and words and are encouraged and rewarded with smiles and praise.
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 CGNS: Receptive
CGNS has a Receptive approach to Fine Arts (as opposed to Creative, Equal Balance approach).
[Show: About Receptive?]Program offers:
Subject Offered Acting Dance Drama/Theatre Graphic Design Music Visual Arts Visual studio philosophy:
Expressive Disciplined What CGNS says:
Art is about the excitement of exploration, children get to play with different media, including Paint, Sculpture, Still life drawing, Collage, Mural work, Photography and Multimedia. Children also learn about the elements of design: Line, Shape, Colour, Texture, Value, Space and Form. Our students experience art in the world around them through stories, songs, movement, and of course, lots of messy fun. Our Musical Theatre program serves to introduce the students to dramatic storytelling, puppetry, creative movement, imaginative play, and music. Our kindergarten, grade 1 & 2 students are involved in the creation and performance of a musical play twice a year.
Computers and Technology
Computers and Technology approach at CGNS: Light integration
CGNS has a Light integration approach to Computers and Technology (as opposed to Heavy integration, Medium integration approach).
[Show: About Light integration?]What CGNS says:
At Children's Garden Nursery School, we have iPads for each child to use. We have a variety of math and language programs that serve as a ‘virtual teacher assistant’ as the classroom teacher is able to gain access to pre-test and post-test assessment data to determine each child’s success in mastering various reading and math skills.
Program covers:
Subject Offered Computer science Robotics Web design Physical Education
What CGNS says:
Sportball introduces children between the ages of 2-8 years old to the FUNdamentals of 7 different sports: soccer, hockey, basketball, baseball, volleyball, tennis and golf which are taught in a non-competitive atmosphere. Children also have the opportunity to get involved in fun games that focus on developing gross motor skills, building self-esteem, confidence and teamwork. Sportball instructors are thoroughly screened and well trained. Coaches are First Aid and CPR certified and have related education and/or experience with children.
Sex and health education
Sex and health education approach at CGNS: Ontario curriculum
CGNS 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:
CGNS has a approach Mostly value-neutral (as opposed to Fairly value-based approach).[Show: About Mostly value-neutral?]What CGNS says:
This information is not currently available.
Preschool/K Curriculum
[Show definition of Preschool/K Curriculum]
Preschool/K Curriculum approach at CGNS: Academic
CGNS has an Academic approach to Preschool/K Curriculum (as opposed to Play-based, Montessori, Waldorf, Reggio Emilia approach).
[Show: About Academic?]
What CGNS says about their preschool/K curriculum approach:
We provide a well-balanced curriculum that meets each child’s individual needs. Our experienced teachers spend time assessing and getting to know the children in their class. Group dynamics, individual personalities, energy levels, maturity, and level of academic knowledge are all factors that the teachers take into account when planning for the school year ahead. Our curriculum includes; learning activities for Multiple Intelligences, Math, Language, Geography, Science, History, Cultural studies, Global awareness, Community Outreach, Core French, Sportball, Musical Theatre, Theme Based Curriculum, Mindfulness Activities, Handwriting Without Tears, Raz Kids Reading Program, Splashlearn Math Program.
Language
Learn about Children's Garden Nursery School's languages of instruction and enrolment.
CGNS is a bilingual / dual-immersion school with English, French as the primary language of instruction
| English - 90% | French - 10% | ||||||||
Language of enrolment include: English
Language immersion include: French immersion
Curriculum Pace
[Show definition of Curriculum Pace]
Curriculum Pace approach at CGNS: Student-paced
CGNS has a Student-paced approach to Curriculum Pace (as opposed to Standard-enriched, Accelerated approach).
[Show: About Student-paced?]
What CGNS says about their curriculum pace:
Our low student to teacher ratios afford us the ability to work with each child individually. We always ensure that no child is bored or overly challenged and that they are all progressing both socially and academically at their own pace.
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 CGNS says about their flexible pacing:
Assessing a child's learning style, understanding of concepts being taught and readiness to move forward to the next stage needs to happen on a regular basis in order for a child to meet with success.
Academic Culture
[Show definition of Academic Culture]
Academic Culture approach at CGNS: Supportive
CGNS has a Supportive approach to Academic Culture (as opposed to Rigorous approach).
[Show: About Supportive?]
What CGNS says about their academic culture:
Although we have a strong academic curriculum, we have to take into serious consideration that these are young children and often this is their first experience of being in a school setting. Our responsibility to our students is to first and foremost, create a warm and nurturing environment in order for each child to feel secure and willing to take a risk with their learning. Once this has been established, trust in their teacher allows each child to reach their full academic potential. These early years are a crucial time for building a solid academic foundation.
Developmental priorities
[Show definition of Developmental priorities]
Primary Developmental Priority: Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
Secondary Developmental Priority: Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
What CGNS says about their developmental priorities:
School should be a place where a child can experience love and respect as well as intellectual stimulation. Thus, when we consider the education of a child we should view the process as both social and intellectual – after all, what a child feels influences his or her desire to learn. Although we offer a sound curriculum at Children’s Garden, our primary concern is the child’s emotional and social development. We will foster independence and self-confidence, cooperation, respect, and over-all social awareness of the world around them.
Special needs support
[Show definition of Special needs support]
CGNS 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 CGNS says about their special need support:
CGNS is proud to welcome a literacy specialist to our school family starting in September 2022. Should your child already have a psycho-educational assessment with recommendations for additional remedial instruction, or if you feel your child needs some extra support to get them back on track after a year of online learning; our literacy specialist teacher will work one-on-one with your child during school hours at an agreed-upon schedule. Parents are billed directly for this extra support. Your child will have the opportunity to be part of a regular classroom environment while participating in an individualized program designed to help them meet with success.
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 CGNS says:
Communication between the school and parents is crucial in determining if Children’s Garden Nursery School is the best program for your child. It is not our mandate to willingly take on a child where we don’t have the expertise or staff to support that child. Should a child develop learning difficulties during their time with us, every effort would be made to assist the parents in obtaining information from community agencies and organizations to ensure that the child’s needs are met.
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 CGNS says about their gifted learner support:
Not all gifted students will be identified at such a young age. However, we will advance children through certain areas of our curriculum if the child shows a solid understanding of the concepts and is ready to move ahead of their grade level
Homework Policy
[Show definition of Homework Policy]
Nightly homework
In grade Gr. 2, CGNS students perform an average of 30 mins of homework per night.
| PS | JK | SK | 1 | 2 | |
|---|---|---|---|---|---|
| CGNS | 0 mins | 15 mins | 15 mins | 30 mins | 30 mins |
| Site Average | 2 mins | 6 mins | 7 mins | 15 mins | 18 mins |
What CGNS 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 |
|---|---|
| Prose (narrative)-based feedback | Nursery/Toddler to Gr. 2 |
| Academic achievement reporting | Preschool to Gr. 2 |
| Habits and behaviour reporting | Preschool to Gr. 2 |
| Parent-teacher meetings | Nursery/Toddler to Gr. 2 |
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
Children's Garden Nursery School offers 0 competitive sports and 0 recreational sports.
Competitive offered Recreational offered
all sports]
Clubs offered
Children's Garden Nursery School does not offer any clubs or extracurricular programs.
What CGNS says about their extracurricular activities:
- Halloween Happening - Family Fun Night
- Giving Tree Campaign - Toy Drive for Moorelands
- Family Bingo Night
- Literacy Week - Visiting Authors
- Winter and Spring Concerts - Preschool
- Winter and Spring Musical - Kdg
- Soar for Sick Kids - Super Hero Fun Day Fundraiser for Holland Bloorview
- End of Year Riverdale Farm Family Picnic
- End of Year Sports Day
THE OUR KIDS REPORT: Children's Garden Nursery School
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